臺北巿立師範學院九十二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％）
In recent years, educational reform, although still very much with
us, has taken a decidedly different turn from the efforts that prevailed during
most of the twentieth century. Policy makers continue to try to improve school
practice, of course, but the most widely touted reform takes the form of
specifying rigorous achievement standards accompanied by high-stakes testing.
When students do not measure up, school officials are urged to deny them
promotion or graduation. Presumably, positive results will ensure if children
and youth are so coerced, but the actual outcome of such a policy is not clear.
A recent front-page article in the New York Times reports that in Arizona,
where high stakes testing has been adopted with enthusiasm, 70% of sophomores
in a middle-class suburban high school failed in the mathematics examination.
Statewide, the failure rate was 84%. Needless to say, policy makers are taking
such results under advisement. Moreover, Arizona’s experience was not an
isolated one. California, Maryland, Massachusetts, Delaware, Ohio, Wisconsin,
and Alaska also are reconsidering their testing policies, but the impulse to
provide what is euphemistically called accountability is politically difficult
to resist. The problem is that, in and of itself, testing is not a reform at
all; it is at best a measure of success and in the right circumstances may become
a spur to reform.
【原文摘自：Changing course: American
curriculum reform in the 20th century, 2002.】
二、（25％）
The aim of liberal education is human excellence, both private and
public (for man is a political animal). Its object is the excellence of man as
man and man as citizen. It regards
man as an end, not as a means; and it regards the ends of life, and not the
means to it. For this reason it is
the education of free men. Other
types of education or training treat men as means to some other end, or are at
best concerned with the means of life, with earning a living, and not with its
ends. The substance of liberal
education appears to consist in the recognition of basic problems, in knowledge
of distinctions and interrelations in subject matter, and in the comprehension
of ideas. Liberal education seeks
to clarify the basic problems and to understand the way in which one problem
bears upon another. It strives for
a grasp of the methods by which solutions can be reached and the formulation of
standard for testing solutions proposed.
The liberally educated man understands, for example, the relation
between the problem of the immortality of the soul and the problem of the best
form of government; he understands that the one problem cannot be solved by the
same method as the other, and that the test that he will have to bring to bear
upon solutions proposed differs from one problem to the other.
【原文摘自：R. M. Hutchins, The Great
Conversation】
三、（25％）
Functional behavioral assessment has been defined as “assessment
that enhances understanding of the purpose and effect of the behavior(s) of
concern, and which provides information that is useful in the development of a
student’s IEP [individual education plan]”. There are three important
considerations to keep in mind. First, The function of a behavior is its
underlying motivation. It describes the payoff that the student obtains or
maintains through the behavior. Second, the functions are usually not
inappropriate or even maladaptive. Many students who misbehave, for example, do
so to gain an undesirable goal. Finally, it is important to gain attention, but
attention, by itself, is not an undesirable goal. Finally, it is important to
remember that a student’s symptomatic behavior may serve multiple functions or
that one function may be exhibited through multiple behaviors. When multiple
functions are suspected, however, the team should prioritize which ones will be
addressed first.
There are basic principles to fellow in conducting an FBA. First, behavior should be assessed ecologically—focusing on the student in interaction with his or her environment. Next, behavior should be assessed across multiple contexts and programs. Third, behavior should be assessed using multiple theoretical perspectives, including psychodynamic theories, cognitive theories, and family-systems theory.. Behavioral assessments should also result from interdisciplinary collaboration. Finally, FBAs should ideally be implemented whenever behavioral problems inhibit school performance of a student or his classmates.
【原文摘自：Raaines, J. D. (2002).
Brainstorming hypotheses for functional behavioral assessment. School Social
Work Journal, 26(2), 30 – 45.】
四、（25％）
Beginning teachers should welcome supervision as a means to develop
professionally. In most schools
the purpose of supervisory observation and conferences is to increase morale
and effective teaching.
Teacher-supervision interaction, often referred to as clinical
supervision, follows a similar pattern in many schools. Members of the supervisory and
administrative staff meet with new teachers at the beginning of the school year
to acquaint them with school policies and programs. As the school year gets under way, a grade-level or
subject-related supervisor helps the novice plan lessons, suggests appropriate
materials and media, and provides curriculum suggestions. Ideally, this person informally visits
the class for short periods of time to learn about the new teacher’s style,
abilities, and needs. Later, at
the teacher’s invitation or by mutual agreement, the supervisor observes a
complete lesson. Such a visit is
often formally planned in conjunction with a pre-observation conference to talk
over the plans for the lesson and a post-observation conference to discuss the
observation and evaluation of the lesson.
【原文摘自：Lunenburg, F. C., & Ornstein, A. C. (2000). Educational administration: Concepts and practices (3rd ed.). Belmont, CA: Wadsworth.】