[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-113-2-human-behavior-009":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"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":23},"sw-113-2-人類行為與社會環境-009","sw-113-2-human-behavior-009",113,2,false,9,"學校作為社會的一個重要機構，其功能之一是提供教育和培養學生的成長發展。當學校中發生霸凌事件，從功能理論的角度來看，何者錯誤？",{"A":15,"B":16,"C":17,"D":18},"學校中的權力結構和階級分化，可能導致某些學生使用權力來欺壓和壓迫其他學生","霸凌事件可能對學校的功能產生負面影響。霸凌行為可能導致被霸凌者在學習環境中感到恐懼、焦慮和孤立，進而影響其學業成績和社交關係","分數高的學生覺得可以嘲弄排擠分數不高的學生，這是因為成績系統帶來的隱性功能","霸凌是學校成員之間互動的必然結果","D",null,[],"本題考點是以功能理論（結構功能論）解釋校園霸凌時的正確詮釋，屬找錯題。依結構功能論，社會現象應從其對系統的顯性／隱性功能與反功能來分析；選項 D「霸凌是學校成員之間互動的必然結果」把霸凌本質化為不可避免的宿命，既非功能論對制度功能的分析，也忽略霸凌屬可預防的反功能，論述錯誤，故選 D。(A)從權力結構與階級分化解釋霸凌，符合對學校制度潛在運作的功能／結構分析。(B)指出霸凌對學習環境與學業、社交造成負面影響，正是對學校功能產生反功能（dysfunction）的描述。(C)以成績系統帶來的「隱性功能（潛在功能，latent function）」解釋高分學生排擠低分學生，運用了功能論顯性／隱性功能的概念。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-113-2-human-behavior-008","有關女性主義的敘述，下列何者正確？",8,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-113-2-human-behavior-010","有關生態理論假設的敘述，下列何者錯誤？",10,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-113-2-human-behavior-007","根據 Carter 與 McGoldrick（1988）家庭生命週期六階段，下列那一階段的核心發展任務為「接受代間角色的轉變」？",7,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-113-2-human-behavior-011","有關安全依附關係的敘述，下列何者正確？",11,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-113-2-human-behavior-006","依據家庭系統理論的觀點評估家庭角色時，下列何者不是評估的考量？",6,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-113-2-human-behavior-012","有關個體的發展，下列敘述何者正確？",12,1787299278590]