[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-114-1-research-methods-005":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-114-1-社會工作研究方法-005","sw-114-1-research-methods-005",114,1,false,5,"某社會工作者在書上看到一個理論，主張孩童會觀察別人的行為及其後果，進而加以模仿。該社會工作者因此推動了一個大手牽小手方案，招募大學生志工，讓弱勢學童有正向楷模可效法。這個過程反映了何種邏輯思維？",{"A":15,"B":16,"C":17,"D":18},"演繹法","排除法","歸納法","否證法","A",null,[],"本題考點是從理論推導到具體方案所運用的邏輯思維類型。題幹中社工先讀到一個理論（人會觀察他人行為及後果並加以模仿，即社會學習／觀察學習理論），再依這個一般性理論推導、設計出「大手牽小手」以大學生為正向楷模的具體方案。這種「從既有理論／一般原則出發，推演到特定應用」的路徑，正是演繹法（deductive），故選 A。B 排除法是逐一刪去可能性，C 歸納法是由眾多個案觀察歸結出通則（方向相反），D 否證法是設法尋找反例以推翻假設，均與本題「先有理論再導出方案」的方向不符。判讀關鍵是確認思考是「由通則到個例（演繹）」還是「由個例到通則（歸納）」。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-114-1-research-methods-004","下列何者不是研究問題的來源？",4,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-114-1-research-methods-006","有關歸納法的敘述，下列何者錯誤？",6,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-114-1-research-methods-003","有關「理論」之敘述，下列何者錯誤？",3,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-114-1-research-methods-007","要探討變項間的因果關係，下列何者是最理想的研究方法？",7,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-114-1-research-methods-002","某研究者將研究變項「最高學歷」分成大學畢業、碩士畢業這二類時，此一變項值具有下列何種特質？",2,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-114-1-research-methods-008","若自變項 X 對依變項 Y 有影響，但 C 變項可能在 X 與 Y 的關係間扮演調節機制，為了解 C 變項是否具調節功能，下列分析方法何者正確？",8,1787299281813]