[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-112-1-human-behavior-029":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-112-1-人類行為與社會環境-029","sw-112-1-human-behavior-029",112,1,false,29,"對育兒者而言，下列那一個教養態度不利於兒童早期的性別角色探索？",{"A":15,"B":16,"C":17,"D":18},"由育兒者示範男女在家庭和社會的固定性別角色功能","兒童教育應兼有兩性特質（androgyny）的性別取向","對兒童的「自慰性遊戲」保持平常心，並予以適時引導","教導兒童區別公眾的我與私下的我，有利於預防性虐待","A",null,[],"本題考點是有利\u002F不利於兒童早期性別角色健康探索的教養態度。健康的性別社會化強調給予彈性與多元空間,而非灌輸僵化的刻板印象。選項 A『由育兒者示範男女在家庭和社會的固定性別角色功能』會將性別分工僵固化,限制兒童對性別的探索與嘗試,屬不利者,故選 A。B 兼有兩性特質(androgyny)的取向,允許孩子跨越刻板界線,有利探索。C 對兒童自慰性遊戲保持平常心並適時引導,是尊重身體發展的正向態度。D 教導兒童區分『公眾的我與私下的我』有助身體界線與性侵害預防,三者皆屬正向,唯 A 因固化刻板角色而不利。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-112-1-human-behavior-028","成年前期處於親密與疏離的階段，某些人會加入宗教組織，尋求心靈相近的同伴，也就是藉由信仰協助他們建立親密關係。這種用來解釋人們在不同階段參與宗教活動的觀點，屬於下列何種理論？",28,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-112-1-human-behavior-030","對初為人父的男性而言，關於父親與嬰兒的關係，下列敘述何者錯誤？",30,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-112-1-human-behavior-027","生命歷程的觀點聚焦在了解生活型態的變化，關於這個觀點，下列敘述何者錯誤？",27,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-112-1-human-behavior-031","建構保障婦女就業的平權法案時，下列相關理論的敘述，何者錯誤？",31,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-112-1-human-behavior-026","某位青少女案主很難獨立，不容易建立成熟的親密關係、面對職涯無法選擇、拒絕擔負更多責任的職位和機會。作為服務青少年的社會工作者，應如何介入服務？",26,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-112-1-human-behavior-032","酷兒理論的發展始於 1980 年代後期，針對此理論的描述，下列何者錯誤？",32,1787299265364]