臺北巿立師範學院九十學年度博士班研究生入學考試試題
所 別：國民教育研究所
科 目：英文教育名著
考試時間：一百分鐘
※ 注意：一、不必抄題，作答時請將試題題號及答案依照順序寫在答卷上。(於本試題紙上作答者，不予計分)
二、請以中文說明下列各題短文的要旨，並以中文申論您對該文的看法。
1、
Consider, for
example, the case of education. Is it not almost a self-evident axiom, that the
State should require and compel the education, up to a certain standard, of
every human being who is born its citizen? Yet who is there that is not afraid
to recognise and assert this truth? Hardly any one indeed will deny that it is
one of the most sacred duties of the parents (or, as law and usage now stand,
the father), after summoning a human being into the world, to give to that
being an education fitting him to perform his part well in life towards others
and towards himself. But while this is unanimously declared to be the father’s
duty, scarcely anybody, in this country, will bear to hear of obliging him to
perform it. Instead of his being required to make any exertion or sacrifice for
securing education to his child, it is left to his choice to accept it or not when
it is provided gratis! It still remains unrecognised, that to bring a child
into existence without a fair prospect of being able, not only to provide food
for its body, but instruction and training for its mind, is a moral crime, both
against the unfortunate offspring and against society; and that if the parent
does not fulfil this obligation, the State ought to see it fulfilled, at the
charge, as far as possible, of the parent. (25%)
( 原文引自 Mill, J. S. On Liberty)
2.
Small class size has three main effects that lead to increased individualization: fewer discipline problems and more instruction, more knowledge of students, and more teacher enthusiasm for teaching. In small-size classes, there is less misbehavior. When misbehavior does occur, it is more noticeable, and teachers can treat it immediately before it becomes a major problem. This reduced, if not totally eliminated, time spent on discipline leads to more time available for instruction.
More knowledge of
individual students is an important result of smaller class size. Teachers come
to know students personally, and they have a much greater understanding of each
student’s place in the learning cycle. A caring, family-like atmosphere
develops in the classroom.
When classes are
small, teachers experience less stress from disciplining, correcting papers,
and not having time to do what needs to be done. As stress is reduced,
enthusiasm and satisfaction increase, and educators begin to implement teaching
procedures that they know will benefit students.
The main result
of more instructional time, knowledge of students, and teacher enthusiasm is
individualization. Often the individualization is one-to-one tutoring, but it
also occurs in other ways. Teachers individualize when they form and instruct
small groups on the basis of perceived needs. And teachers individualize during
whole-class instruction when they provide numerous opportunities for each
student to express his or her understanding. (25%)
(原文引自 Educational Leadership, Sep. 1999 )
3、
Person-centered therapy is based on a philosophy of human nature that postulates an innate striving for self-actualization. Further, Rogers’s view of human nature is phenomenological; that is, we structure ourselves according to our perceptions of reality. We are motivated to actualize ourselves in the reality that we perceive.
Rogers’s theory
rests on the assumption that clients can understand the factors in their life
that are causing them to be unhappy. They also have the capacity for
self-direction and constructive personal change. Change will occur if a
congruent therapist is able to establish with the client a relationship
characterized by genuineness, acceptance, and accurate empathic understanding.
Therapeutic counseling is based on an I/thou, or person-to-person, relationship
in the safety and acceptance of which clients drop their rigid defenses and
come to accept and integrate aspects that they have denied or distorted. The
person-centered approach emphasizes this personal relationship between client
and therapist; the therapist’s attitudes are more critical than are knowledge,
theory, or techniques. Clients are encouraged to use this relationship to
unleash their growth potential and become more of the person they choose to
become.
This approach places primary responsibility for the direction of therapy on the client. Clients are confronted with the opportunity to decide for themselves and come to terms with their own personal power. The general goals of therapy are becoming more open to experience, achieving self-trust, developing an internal source of evaluation, and being willing to continue growing. Specific goals are not imposed on clients; rather, clients choose their own values and goals. Current applications of the theory emphasize more active participation by the therapist or facilitator than was the case earlier. More latitude is given for them to express values, reactions, and feelings as they are appropriate to what is occurring in therapy. Counselors can be fully involved as persons in the relationship. (25%)
【原文引自Corey, G. (1996).
Theory and practice of counseling and
psychotherapy (5th ed.). New York: Book/Cole.】
4、
The heart of
Burns’s analysis was to compare and contrast traditional “transactional”
leadership with the newer idea of “transforming” leadership. Having explained
that leadership is different and distinct from simply wielding power over
people. Burns went on to explain that there are two different basic types of
leadership. In the most commonly used type of leadership, the relationship
between leader and followers is based on quid pro quo transactions between
leaders and followers. Transactional educational leaders can and do offer jobs,
security, tenure, favorable ratings, and more in exchange for support,
cooperation, and compliance of followers.
In contrast “the transformational leader looks for potential motives in followers, seeks to satisfy higher needs, and engages the full person of the follower. The result of transforming leadership is a relationship of mutual stimulation and elevation that converts followers into leaders and may convert leaders into moral agents.” The evokes a third, and higher level, of leadership: that is, the concept of “moral leadership” that began to receive so much attention in education in the 1990s.（25%）
【原文引自Owens, R. G. (1998). Organizational behavior in education (6th ed.). Boston: Allyn & Bacon, p. 210.】