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（作答說明：一、不必抄題，但請標出題號；二、請掌握作答時間） 壹、解釋名詞：(30%) 一．建構主義（Constructivist） 二．潛在課程（Hidden Curriculum） 三．特許學校（Charter School） 四．融合教育（Inclusion） 五．有選擇的學校（Alternative School） 六．學習檔案（Portfolios） 七．近側發展區（The Zone of Proximal Development） 八．T 型性格（Type T Personality） 九．霹靂馬原則（Premack Principle） 十．漣漪效應（Ripple Effect） 貳、簡答題：(18%) 一．請簡述青少年的發展任務（Developmental Tasks）。 二．請說明多元智慧（Multiple Intelligence）的內涵。 三．請敘述我國九年一貫課程的目標與領域。 參、申論題：(52%) 一．依照目前「教師法」之規定，學校設有「教師評審委員會」與「學校教師會」，請說明其組織與任務之相關規定。另外，多年來國內不斷有人針對此二個組織提出修法呼籲，請就其運作與問題，加以評論，並說明如何修法以符合學理及實務需求？（15%） 二．動機(motivation）被認為與學業成就密切關聯，請根據下列四個與動機及學習有關之理論的論點，說明學生低成就的主要成因，以及如何提高學生的學習動機與學業成就？ （I）自我效能（Self-efficacy）；（II）歸因理論（Attribution Theory）；（III）自我跛足（Self-handicapping）；（IV）復原能力（Resilience）。（15%） 三．新近甚多教育心理學者認為有效的學習者（Effective Learner）就是能自我調節學習（Self-regulated Learning）的人。請閱讀下列一篇有關自我調節學習的研究論文，並摘要說明本篇研究的主要理論基礎、受試者、研究變項、評量工具、統計方法與主要研究發現。（22%） EXPLORING THE SOURCE OF SELF-REGULATED LEARNING: THE INFLUENCE OF INTERNAL AND EXTERNAL COMPARISONS This study explored the ways in which students become self-regulated learners. High school students (N = 297) were self-administered ACT practice examinations and Banduras self-regulated learning subscale (from his Multidimensional Scales of Perceived Self-Efficacy) with specific reference to English and mathematics. Path analytic results suggested that these students depended primarily on external comparisons rather than on internal comparisons in determining their self-regulated learning perceptions, a pattern consistent for both female and male students. The strong association between the English and mathematics self-regulated learning components may also provide some insight into the structure of self-regulation among college-bound students in academic settings. Self-regulated learning capabilities have been linked to motivation and achievement in school settings (Bandura, 1997). Educators have therefore questioned how they might advance perceived self-regulation in the classroom. Research on this issue ha