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國立臺北教育大學 103 學年度碩士班招生入學考試
課程與教學傳播科技研究所課程與教學碩士班 課程與教學理論 科試題
一、解釋名詞：(每題 5 分，共 25 分) (一) 學習共同體
(二) 補救教學 (三) 目標模式 (四) 體驗學習 (五) 庶民教育學
二、學校課程及教學改革反映教育政策的趨勢，試分析台灣過去十多年，九年 一貫課程理念落實在學校實踐的具體作為及未落實的困境。作為一位教育 專業人員，你如何詮釋政策理念與實踐的落差? (25 分)
三、試說明動態評量(dynamic assessment)的意涵與理論基礎，以及其在教學上的 應用。(25 分)
四、以下為一篇期刊論文摘要，試分析此論文所討論的議題在教學上的意義。
(25 分，可用中文答題)
Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of
reciprocal causality among personal, behavior, and environmental triadic
influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive
formulation is discussed, as is its usefulness for improving student learning and academic achievement.
Source: Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
