[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-106-1-research-methods-026":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"社會工作研究方法","research-methods",{"id":7,"webId":8,"year":9,"session":10,"subject":4,"legacy":11,"number":12,"stem":13,"options":14,"answer":19,"answerNote":20,"images":21,"lawTimestamp":9,"explanation":22,"freq":10},"sw-106-1-社會工作研究方法-026","sw-106-1-research-methods-026",106,1,false,26,"進行質性研究（qualitative research）時，必須要注意：",{"A":15,"B":16,"C":17,"D":18},"選擇能提供豐富資訊的樣本","選擇具有代表性的隨機樣本","控制無關的變數","研究結果能驗證理論","A",null,[],"本題考點是質性研究的抽樣邏輯。依質性研究方法論，質性研究追求對現象的深度理解而非統計推論，抽樣以立意抽樣（purposive sampling）為主，重點是選擇能提供豐富資訊（information-rich）的樣本，故選 A。B 選具代表性的隨機樣本是量化調查研究為了推論母群體的要求，質性研究不以代表性為抽樣判準；C 控制無關變數是實驗設計為確保內在效度的作法，與質性研究的自然情境取向相反；D 質性研究多以歸納方式從資料中建構或修正理論，「以結果驗證理論」是量化演繹邏輯的目標，非質性研究的必要注意事項。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-106-1-research-methods-025","研究始於多方觀察，並從中找出一般原理的模式。這是：",25,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-106-1-research-methods-027","對於質性研究的敘述中，下列何者錯誤？",27,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-106-1-research-methods-024","存在於兩個或多個變項之間關係的一種「預期性的陳述」，稱為：",24,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-106-1-research-methods-028","下列那一項，並非行動研究（action research）的特性？",28,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-106-1-research-methods-023","某研究想要了解我國五個不同學年度的國中生中輟率，請問此研究中的分析單元（units of analysis）是：",23,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-106-1-research-methods-029","關於次級資料分析（secondary data analysis）的敘述，以下何者錯誤？",29,1787299233243]