[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-108-1-human-behavior-013":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"人類行為與社會環境","human-behavior",{"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-108-1-人類行為與社會環境-013","sw-108-1-human-behavior-013",108,1,false,13,"相較於 Piaget 的認知發展理論，俄國心理學家 Vygotsky 提出兒童發展與學習的鷹架理論。下列那一個敘述不屬於鷹架理論？",{"A":15,"B":16,"C":17,"D":18},"發展促成學習","在同儕引導下學習，會造成發展的改變","學習引導發展","兒童最佳發展管道是需經由引導、啟發與教導才能達到較高層次的發展","A",null,[],"本題考點在辨別 Vygotsky 鷹架理論(scaffolding)的核心主張。依 Vygotsky 社會文化認知發展理論,學習先於發展、由外在的社會互動與有能力他人的引導帶動內在發展,故「學習引導發展」才是其立場;而 A「發展促成學習」正好是 Piaget 的主張(認知結構成熟到位後才能學習),與鷹架理論相反,故 A 不屬於鷹架理論,為正解。B 指在同儕或他人引導下學習會促成發展改變,正是最近發展區(ZPD)與鷹架的概念;C 直接陳述 Vygotsky「學習引導發展」的核心;D 強調需經引導、啟發、教導才能達到較高層次發展,即鷹架協助跨越 ZPD 的內涵,三者皆屬鷹架理論,故排除。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-108-1-human-behavior-012","性騷擾問題在社會上越來越受關切。有關性騷擾的敘述，下列何者錯誤？",12,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-108-1-human-behavior-014","Rutter（1984）指出具有某些特質的孩子能對壓力產生反擊。那些特質對反擊壓力是有幫助的？ ①兒童人格 ②支持的家庭關係 ③家庭經濟寬裕 ④學習經驗",14,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-108-1-human-behavior-011","關於「更年期」的敘述，下列何者錯誤？",11,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-108-1-human-behavior-015","Piaget 的具體運思期大約在兒童 7 至 11 歲，這個階段的兒童認知發展特性包括：①兒童的思考侷限於以實物為對象 ②無法比較理想與現實 ③能夠進行合乎邏輯的思考 ④有物體的形狀改變，但是質與量不會改變的概念。下列何者正確？",15,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-108-1-human-behavior-010","社會不單只是個人的加總，它還多出那些因為人及人心智反應物所產生的特性。以上敘述屬於系統理論中的何種觀點？",10,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-108-1-human-behavior-016","Stroebe 與 Schut（1999）所謂哀悼因應的雙重過程模式的敘述包括：①哀悼有失落取向與恢復取向兩種因應 ②哀悼一定要先處理失落完成後，才能接下來處理恢復 ③失落取向著重在哀傷情緒的處理 ④恢復取向著重在從哀悼中出來，進入新的角色與關係。下列何者正確？",16,1787299246213]