臺北巿立師範學院九十一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。

一、（25﹪）

Colleagues within a shared technical culture possess common purpose, expertise, and methods for analyzing and solving problems. They have developed sophisticated performance standards and communicate through a shared technical language. Imagine that a team of surgeons is about to perform a heart transplant operation. Each member of the team shares extensive knowledge of the cardiovascular system as well as state-of-the-art surgical procedures that will be used during the operation. The purpose of the surgery, as well as the technical means for achieving that purpose, are clear to each team member. Both in planning and performing the operation, the surgeons communicate in a complex technical language, much of which would be difficult for a layperson to understand. During the operation, the surgeons receive precise feedback from advanced technology and each other on the patient’s condition. Should complications arise during the operation, the surgeons will rely on their expertise and each other to analyze the problem and take corrective action. The patient’s survival is never assured, but the shared technical culture of the surgical team greatly enhances the patient’s chances for recovery.

Unlike advanced professional communities, most schools are not characterized by shared technical cultures. Isolation, lake of dialogue, inadequate induction, and lake of involvement in schoolwide decisions all inhibit the development of such cultures among teachers. Based on his classic sociological study of schools and teachers, Lortie’s（1975） description of school culture is in sharp contrast to the shared technical culture we have been discussing.

There is little “state of the art”….The image projected is more individualistic, teachers are portrayed as aggregate of persons each assembling practices consistent with his experience and peculiar personality. It is not what “we the colleagues” know and share which is paramount, but rather what I have learned from experience.( p.79)

【 原文摘自 Glickman, C. D., ＆ Gordon, S. P. （2001）. Supervision and instructional leadership: A developmental approach. Boston: Allyn ＆ Bacon, p.29.】

二、（25﹪）

Just as medical students need to develop their capability to discover and use information, today’s K-12 students need to build their own problem-solving skills and thinking abilities while learning the content necessary to apply those skills. The curriculum that best prepares students to be productive workers and citizens for the next century will not cram them with today’s facts and theories---which soon may be outdated---but will show them how to learn on their own and how to use the information they acquire. Modifying Barrow’s goals for medical students, we could state that K-12 students need

﹡to learn a body of essential knowledge (core information),

﹡the ability to use knowledge effectively with problem situations in and out of school (understanding), and

﹡the ability to extend or improve that knowledge and to develop strategies for dealing with future problems (active use of knowledge).

Problem-based learning (PBL) works well with all students, making its strategies ideal for heterogeneous classrooms where students with mixed abilities can pool their talents collaboratively to invent a solution. These techniques also lend themselves to an interdisciplinary orientation since answering a problem frequently requires information from several academic areas. By allowing children to direct their own activities and by giving them greater responsibilities, teachers show them how to challenge themselves and learn on their own. Teachers who use active learning say they have seen their students learn more material, understanding more ideas, and enjoy school more.

【 原文摘自 How to use problem-based learning in the classroom, 1997.】

三、（25﹪）

Efficacy in dealing with the environment（or with a client）does not entail certain behaviors or simply knowing what to do. It involves “a generative capability in which component cognitive, social, and behavioral skills must be organized into integrated courses of action to serve innumerable purposes”. With very little editing, this definition serves well as a definition of counselor efficacy. Counselors in session with clients are expected to be efficacious. To be efficacious, counselors must orchestrate and continuously improvise multiple subskills to manage ever-changing circumstances in the session. Initiation and regulation of those counseling actions are partly governed by judgements of operative capabilities. Perceived self-efficacy is concerned with judgments of how well one can execute the actions that are necessary to deal with the prospective situations that might arise. Self-efficacy partly determines people’s actions, their decisions to engage in a task, to put forth effort, and to persevere under failure. Self-efficacy also affects thought patterns and how much stress people experience in the environment.

【原文摘自 Larson, L. M.,＆Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26 (2), 179-218】

四、（25﹪）

Philosophy has generally been defined in ways which imply a certain totality, generality, and ultimateness of both subject matter and method. With respect to subject matter, philosophy is an attempt to comprehend－ that is, to gather together the varied details of the world and of life into a single inclusive whole, which shall either be a unity, or , as in the dualistic systems, shall reduce the plural detail to a small number of ultimate principles. On the side of the attitude of the philosopher and of those who accept his conclusions, there is the endeavor to attain as unified, consistent, and complete an outlook upon experience as is possible. This aspect is expressed in the world “philosophy”－ love of wisdom. Whenever philosophy has been taken seriously, it has always been assumed that it signified achieving a wisdom which would influence the conduct of life. Witness the fact that almost all ancient schools of philosophy were also organized ways of living, those who accepted their tenets being committed to certain distinctive modes of conduct; witness the intimate connection of philosophy with the theology of the Roman church in the Middle Ages, its frequent association with religious interests, and, at national crises, its association with political struggles.

【原文摘自John Dewey, Philosophy as the General Theory of Education.】