In a reading unit on climate change, students are not given direct answers but are asked to formulate questions, research answers, and present their conclusions on how climate change affects different regions. The teacher guides the process but avoids lecturing.
Which instructional approach is most clearly demonstrated in this lesson?
(A) 聽說教學法（Audiolingual Method）
(B) 全身反應教學法（Total Physical Response）
(C) 探究式教學（Inquiry-Based Instruction）
(D) 任務型語言教學（Task-Based Language Teaching）
【解析】Students formulate questions, do their own research, and present conclusions — all key components of inquiry-based learning.
The teacher guides rather than lectures, which aligns with the facilitator role in inquiry-based instruction.
The focus is on critical thinking, exploration, and student-driven learning — hallmark traits of inquiry-based methods.
Why not the others?
(A) Audiolingual Method: Focuses on repetition, drills, and behaviorist learning, especially for language acquisition — not applicable here.
(B) Total Physical Response (TPR): Involves physical movement in response to verbal commands — mainly used in early language learning.
(D) Task-Based Language Teaching (TBLT): Focuses on language learning through meaningful tasks, often emphasizing language outcomes over content knowledge like climate change. 語言學習，而不是針對氣候變遷這類主題內容的深入探究。
Inquiry-based learning is more than asking a student what he or she wants to know. It’s about triggering curiosity. And activating a student’s curiosity is, I would argue, a far more important and complex goal than mere information delivery.
The 4 Steps of Inquiry-Based Learning:
1. Students develop questions that they are hungry to answer.
2. Research the topic using time in class.
3. Have students present what they’ve learned.
4. Ask students to reflect on what worked about the process and what didn’t.
Which of the following statements reflects the principles of backward design in curriculum planning?
(A) Teachers begin by choosing textbook chapters to follow.
(B) The course is structured around thematic units selected by students.
(C) Instructional activities are selected before the learning goals are finalized.
(D) The learning outcomes are determined first, followed by assessment and instruction.
【解析】
**逆向設計（Backward Design）**是由 Grant Wiggins 和 Jay McTighe 所提出的課程設計模式，其核心理念是：
先確認學習目標（學生應該學會什麼？）
再設計評量方式（怎麼知道他們學會了？）
最後規劃教學活動（如何幫助學生達成目標？）
Identify desired learning outcomes (What should students understand and be able to do?).
Determine acceptable evidence (How will we assess that they’ve achieved the goals?).
Plan learning experiences and instruction (What teaching methods and activities will help students meet the goals?).
A) 教師先選擇要依循的課本章節
→ 這是傳統的「順向設計」，從教材出發，不是以學習成果為導向。
(B) 課程以學生選擇的主題單元為架構
→ 這比較偏向學生主導學習，但若未明確設定學習目標與評量方式，就不符合逆向設計。
(C) 在確定學習目標之前就選定教學活動
→ 這是逆向設計所要避免的做法，容易讓教學活動與學習目標脫節。
After a national English exam shifts its focus from grammar drills to essay writing, teachers across the country start assigning more writing tasks,using rubrics similar to the test’s scoring guide. Students begin journaling weekly and participating in peer reviews.
What concept best explains the change in classroom instruction due to the altered national test?
(A) Washback effect (B) Metalinguistic feedback
(C) Direct corrective feedback (D) Criterion-referenced feedback
【解析】
(A) 反饋效應（Washback effect）
(B) 後設語言回饋（Metalinguistic feedback）
(C) 直接糾正性回饋（Direct corrective feedback）
(D) 標準參照型回饋（Criterion-referenced feedback）
(A) Washback effect（反饋效應）：
指的是測驗或考試對教學與學習行為所產生的影響。
當考試內容改變（例如從文法改為寫作），老師也會調整教學策略來符合評量方向。
題目中提到教師改變作業方式、使用新的評量標準、學生參與新的學習活動，這正是正向 washback 的例子。
為”Washback effect”（倒流效應）。
Washback effect 指的是考試對教育和學習的影響，例如課程編排、教學手法、輔導學生自我增值等，都以考試主導。
隨著教育在現今社會的重要性日益提高，所謂 Washback 的力度也不斷加強。情況甚至不止於香港，並蔓延至其他地區。
現今教育灌輸學生如何在考試中脫穎而出，卻鮮有關心他們的道德觀以及內涵。
(B) Metalinguistic feedback（後設語言回饋）：
→ 指教師給予與語言規則相關的回饋，例如解釋語法錯誤的規則，與本題整體教學改變無關。
(C) Direct corrective feedback（直接糾正性回饋）：
→ 指教師直接告訴學生錯誤並給出正確答案，與教學因測驗改變而調整無關。
(D) Criterion-referenced feedback（標準參照型回饋）：
→ 是根據**事先設定的標準（如 rubrics）**來給予評語，雖然題目中提到了 rubrics，但重點是整體教學行為的改變，不是回饋方式的類型。
A teacher designs a vocabulary quiz that includes rare idioms, obscure phrasal verbs, and culturally specific slang, all of which were never covered in class nor encountered in assigned readings. The students score poorly.
Which of the following best describes the main flaw in this vocabulary quiz?
(A) It lacks authenticity in task design.
(B) It lacks face validity for the students.
(C) It lacks reliability due to cultural bias.
(D) It lacks content validity in relation to instruction.
【解析】一位教師設計了一份詞彙測驗，內容包括罕見的習語、冷僻的片語動詞和具有文化特定性的俚語，但這些內容從未在課堂上教學或指定閱讀中出現過。學生的表現普遍很差。
請問，這份詞彙測驗的主要缺陷是什麼？
(A) 任務設計缺乏真實性（It lacks authenticity in task design）
(B) 對學生來說缺乏表面效度（It lacks face validity for the students）
(C) 由於文化偏誤而缺乏信度（It lacks reliability due to cultural bias）
(D) 與教學內容無關，因此缺乏內容效度（It lacks content validity in relation to instruction）
(D) 缺乏內容效度（Content Validity）
內容效度指的是測驗是否涵蓋了課程中實際教學的內容和技能。
本題中，測驗包含了未教過、未閱讀過的詞彙項目，因此它無法準確評量學生在課堂中應該學會的詞彙能力。
換句話說，測驗的內容沒有與課堂教學對齊，這正是內容效度缺失的典型例子。
(A) 缺乏真實性（Authenticity）
→ 真實性是指任務是否模擬現實生活情境（例如真實溝通、使用語言的情境），但本題重點在於教學內容與測驗內容的不一致，不是任務是否真實。
(B) 缺乏表面效度（Face Validity）
→ 表面效度是學生或使用者主觀感受覺得測驗是否合理，雖然學生可能覺得測驗怪異，但這是主觀印象，不是主要技術缺陷。
(C) 文化偏誤導致缺乏信度（Reliability due to cultural bias）
→ 信度是指測驗結果是否穩定、一致。文化偏誤可能影響公平性，但本題核心問題不是評分不穩定，而是內容不符教學。
The art exhibition used clever _____ of historical and contemporary photographs to highlight both the changes and continuities in urban landscapes over the past century.
(A) convergence (B) discrepancy
(C) honorarium (D) juxtaposition
【解析】這場藝術展巧妙地運用了歷史與當代照片的「並置」，來突顯過去一世紀城市景觀中的變遷與延續。
Juxtaposition = the act of placing two things next to each other, especially for contrast or comparison.
Fits the context perfectly — showing old and new photos side by side to reveal how things have changed or stayed the same.
juxtaposition（並置）
→ 指將兩個不同的事物並排放置，通常是為了比較或對比。
→ 在本句中，將歷史照片和現代照片放在一起，是為了讓觀者看到它們之間的變化與延續，正是「並置」的意圖。
(A) convergence = the process of coming together or merging.
→ Not quite right; the photos aren’t merging, they’re being compared.
(A) convergence（匯聚）
→ 指事物逐漸趨同或合併。
(B) discrepancy = a lack of agreement or consistency.
→ Doesn’t fit grammatically or logically — you don’t “use” a discrepancy.
(B) discrepancy（差異、不一致）
→ 通常指兩個數據或說法之間的矛盾，但不是一種展覽手法，也不符合語法結構（不能說 “used discrepancy of photos”）。
(C) honorarium = a payment given for a service (often to a speaker or artist).
→ Totally unrelated to comparing photographs.
(C) honorarium（酬金）
→ 指支付給講者、藝術家等的酬勞費，完全不相關。
The manager gave only a _____ review of the proposal before rejecting it, clearly not having taken the time to understand its innovative approach to solving the department’s efficiency problems.
(A) painstaking (B) perfunctory (C) phlegmatic (D) prodigal
【解析】經理在拒絕這份提案之前，僅給出了一個_____的評論，顯然沒有花時間去了解其在解決部門效率問題上的創新方法。
(B) perfunctory（草率的；敷衍的）
→ 指做事表面應付、缺乏深度或投入，常用來形容未經用心的檢查、評論或回應。
→ 符合句子中「clearly not having taken the time（顯然沒花時間）」的語意。
(A) painstaking（煞費苦心的；極其認真的）
(C) phlegmatic（冷靜的；遲鈍的）
(D) prodigal（浪費的；揮霍的）
The theater critic noted that the actor’s lengthy _____ in the third act revealed the character’s inner turmoil with remarkable subtlety and emotional depth.
(A) glossary (B) labyrinth (C) meridian (D) soliloquy
【解析】“劇評人指出，該演員在第三幕中長時間的 _____，展現了角色內心的掙扎，細膩且情感深刻。”
(A) glossary（詞彙表）
→ 書本或文件中的詞彙解釋，與戲劇表演無關。
(B) labyrinth（迷宮）
→ 迷宮、複雜的結構，無法用來形容演員的表演。
(C) meridian（子午線；頂點）
→ 天文或地理用語，或指高峰
(D) soliloquy（獨白）
→ 戲劇中角色獨自一人時的自言自語，常用來表達內心思想和情感
The chef skillfully _____ traditional French cooking techniques with Japanese ingredients to create a unique fusion cuisine that honored both culinary traditions.
(A) amalgamated (B) evaporated (C) oppressed (D) upbraided
【解析】“廚師巧妙地 _____ 傳統法國烹飪技術與日本食材，創造出一種融合兩種烹飪傳統的獨特料理。”
(A) amalgamated（融合、合併）
→ 指把不同元素混合或結合起來，最符合「融合料理」的概念。
(B) evaporated（蒸發） (C) oppressed（壓迫） (D) upbraided（責備）
The hospital administrator faced an ethical _____ when limited resources meant choosing between funding the emergency department’s expansion or purchasing new cancer treatment equipment.
(A) conundrum (B) inanity (C) prowess (D) reprisal
【解析】「當資源有限，需要在急診部擴建和購買新的癌症治療設備之間做出選擇時，醫院管理者面臨一個倫理上的 _____。」
(A) conundrum（難題、複雜的問題）
→ 指難以解決的問題或兩難，符合「倫理抉擇」的語境。
(B) inanity（愚蠢、空洞）→ 指無意義或愚笨的言論
(C) prowess（高超的技藝）→ 指卓越的能力或技巧
(D) reprisal（報復）→ 指報復行動
The wealthy heiress felt a profound _____ despite her material advantages, finding that her luxurious lifestyle provided little genuine fulfillment or purpose.
(A) abrasion (B) ennui (C) icicle (D) odyssey
【解析】富有的繼承人儘管擁有物質優勢，仍感受到深刻的 _____，發現奢華的生活方式無法帶來真正的滿足或意義。
(A) abrasion（磨損、擦傷）→ 指物理上的磨損
(B) ennui（倦怠、無聊）→ 指精神上的空虛、厭倦感，特別是在物質豐富卻感覺空虛時使用
(C) icicle（冰柱）→ 冰柱，與情感無關。
(D) odyssey（長途冒險、漫長旅程）→ 指漫長的旅程或歷程
The new policy had a _____ effect on employee morale, leading to increased turnover rates.
(A) decorative(B) deleterious (C) neutral (D) temporary
【解析】新政策對員工士氣有_____影響，導致離職率上升。
(A) decorative（裝飾性的）
(B) deleterious（有害的、有毒的）→ 指不良的、造成損害的影響，符合句中「導致離職率上升」的負面情況。
(C) neutral（中性的、無影響的）→ 意味著無影響，不符句意。
(D) temporary（暫時的）
n a peer review session, students were asked to ______ each other’s essays for grammatical errors.
(A) exacerbate (B) relinquish (C) scrutinize (D) hamper
【解析】在同儕評閱環節中，學生被要求仔細檢查彼此的作文中的文法錯誤。
(A) exacerbate（加劇） (B) relinquish（放棄）
(C) scrutinize（仔細檢查）(D) hamper（阻礙）
After a three-hour delay, the passengers grew increasingly ______ and began demanding answers from the airline staff.
(A) tranquil (B) agitated (C) indifferent (D) nostalgic
【解析】延誤三小時後，乘客變得越來越______，開始向航空公司工作人員要求解釋。
(A) tranquil（平靜的） (B) agitated（焦躁不安的、激動的）
(C) indifferent（漠不關心的）(D) nostalgic（懷舊的）
By the time the technician arrived to fix the issue, the system ______ twice, causing panic among staff members working on urgent project.
(A) would have crashed (B) would crash
(C) has crashed (D) had crashed
【解析】「當技術人員抵達修理問題時，系統已經當機了兩次，導致緊急專案的員工恐慌。」
句中「By the time the technician arrived」表明過去某一時間點。
描述在這個時間點之前已經發生的動作，使用**過去完成式（past perfect）**表示在過去某時之前完成的動作。
(A) would have crashed：條件語氣，不符合句意。
(B) would crash：將來式，不符合過去背景。
(C) has crashed：現在完成式，時間點不對。
(D) had crashed：過去完成式，符合「技術人員到達前，系統已經崩潰兩次」。
Learner autonomy has become a widely discussed concept in foreign language education over the past few decades, particularly (16) skills that support lifelong learning. This idea has (17) significant changes in traditional language teaching methods and has led to the
development of self-access language learning centers around the world. These centers allow learners to (18) their own studies, encouraging independent learning outside of the classroom. As a result of these changes, language teaching and language learning are now often considered (19) , with an increasing focus on the learner. In some educational settings, this shift has put the learner (20) language education,leading to new teaching strategies that emphasize the importance of learner independence and responsibility in the learning process.
16. (A) compared to (B) in contrast with
(C) in relation to (D) separate from
17. (A) been subject to (B) brought about
(C) opposed to (D) put an end to
18. (A) give up on (B) submit to
(C) take control of (D) wander about
19. (A) at arm’s length (B) closely connected
(C) completely separate (D) drifted away
20. (A) at the heart of (B) detached from
(C) on the periphery of (D) hinging on
【解析】文章大意：
近幾十年來，學習者自主性（learner autonomy）成為外語教育中一個廣泛討論的概念，特別是（16）_____支持終身學習的技能。這個理念（17）了傳統語言教學方法的重大改變，並促成了自助語言學習中心的發展。這些中心讓學習者能夠（18）自己的學習，鼓勵課堂外的獨立學習。因此，語言教學和語言學習現在常被視為（19），越來越重視學習者。在某些教育環境中，這種轉變讓學習者成為語言教育的（20），從而帶來強調學習者獨立與責任的新教學策略。
第16題選項分析：
(A) compared to（相比）
(B) in contrast with（與……形成對比）
(C) in relation to（與……有關）
(D) separate from（與……分開）
句子意思是「特別是與支持終身學習的技能有關」，強調相關性，所以選 (C) in relation to。
第17題選項分析：
(A) been subject to（受……影響）
(B) brought about（帶來了）
(C) opposed to（反對）
(D) put an end to（結束）
句意是「這個理念帶來了重大改變」，所以用 (B) brought about。
第18題選項分析：
(A) give up on（放棄）
(B) submit to（屈服）
(C) take control of（掌控）
(D) wander about（漫遊）
自助中心讓學習者能「掌控自己的學習」，選 (C) take control of。
第19題選項分析：
(A) at arm’s length（保持距離）
(B) closely connected（密切相關）
(C) completely separate（完全分離）
(D) drifted away（逐漸疏離）
「語言教學和語言學習密切相關」，所以選 (B) closely connected。
第20題選項分析：
(A) at the heart of（處於核心）
(B) detached from（脫離）
(C) on the periphery of（處於邊緣）
(D) hinging on（依賴於）
句意是「學習者成為語言教育的核心」，所以選 (A) at the heart of。
Pompeii, an ancient Roman city entombed by the cataclysmic eruption of Mount Vesuvius in 79 AD, has yielded profound insights into the quotidian existence and urban organization of its denizens. Preserved beneath a mantle of volcanic ash for nearly two millennia, Pompeii serves as a remarkable palimpsest, revealing the intricate tapestry of 21 of Roman civilization. Ongoing excavation of this site constitutes a significant
archaeological endeavor, affording scholars the opportunity to scrutinize its remarkably 22 .
Contemporary methodologies have been instrumental in advancing the investigation of Pompeii. Employing techniques such as laser scanning and photogrammetry, researchers have constructed meticulous 3D reconstructions of the ruins, capturing the 23 . These advanced technologies facilitate precise documentation of structures, thereby enhancing conservation efforts aimed at preserving the integrity of this invaluable heritage.
Furthermore, ground-penetrating radar (GPR) has been adeptly utilized to probe subsurface features without necessitating intrusive excavation, thereby unveiling 24 that enrich our comprehension of the urban layout.
Questions 21 to 24: Choose the best option from (A) to (D). Each option can be used once only.
(A) concealed walls and chambers
(B) intact streets, domestic dwellings, and civic edifices
(C) architectural details and spatial configurations that define the city
(D) daily life, social hierarchies, and architectural prowess characteristic
【解析】全文重點：
龐貝古城被火山灰覆蓋，保存了近兩千年，是研究古羅馬生活和城市結構的寶庫。考古學家用先進科技（3D掃描、雷達探測）來精準還原和研究這座城市，發掘更多資訊。
“Pompeii… serves as a remarkable palimpsest, revealing the intricate tapestry of (21) of Roman civilization.”
句中「intricate tapestry（複雜的結構、全貌）」後面接的是「羅馬文明的……」
這裡講的是龐貝揭露的「文化與社會結構的複雜面貌」，是一個綜合性描述。
(A) concealed walls and chambers（隱藏的牆和房間）→ 只是建築細節，不適合形容「羅馬文明的全貌」
(B) intact streets, domestic dwellings, and civic edifices（完好無損的街道、住宅、公共建築）→ 強調的是建築狀況，不是文化社會層面
(C) architectural details and spatial configurations that define the city（定義城市的建築細節與空間配置）→ 仍偏向建築和城市結構，不是「文明」的整體社會面貌
(D) daily life, social hierarchies, and architectural prowess characteristic（日常生活、社會階層、建築技藝的特徵）→ 涵蓋文化（生活）、社會（階層）、以及建築技術，是最全面且符合「文明的複雜全貌」的描述
空格22
“Ongoing excavation of this site constitutes a significant archaeological endeavor, affording scholars the opportunity to scrutinize its remarkably (22).”講的是考古挖掘讓學者能研究龐貝的「某種狀況」
文意暗示是龐貝遺跡的「保存狀況」或「狀態」
(B) intact streets, domestic dwellings, and civic edifices（完好無損的街道、住宅和公共建築）→ 明確說明龐貝遺址完整保存的街道和建築，非常適合形容「remarkably」
“Employing techniques such as laser scanning and photogrammetry, researchers have constructed meticulous 3D reconstructions of the ruins, capturing the (23).”
這裡談用3D重建技術捕捉什麼？
3D重建用來精確還原建築的細節和空間配置
(A) concealed walls and chambers → 是隱藏的地下構造，不是用3D重建主要捕捉的表面建築細節
(C) architectural details and spatial configurations that define the city → 完全符合3D重建捕捉的重點：建築細節和空間布局
“ground-penetrating radar (GPR) has been adeptly utilized to probe subsurface features… thereby unveiling (24) that enrich our comprehension of the urban layout.”GPR用於探測地下，不需破壞地表
探出「隱藏的地下牆壁和房間」幫助理解城市結構
(A) concealed walls and chambers → 完美描述地下隱藏結構，非常合適
The application of LiDAR (Light Detection and Ranging) technology has further augmented scholarly exploration of Pompeii by providing high-resolution topographical data. This remote sensing technique enables researchers to delineate the landscape and 25 , thereby expanding the corpus of knowledge regarding the city’s urban fabric. The synthesis of these innovative technologies has revolutionized archaeological practice, fostering a multidimensional approach to the complexities inherent in Pompeii and its erstwhile inhabitants.
The revelations gleaned from these studies 26 , encompassing urban planning and the intricacies of daily existence. Excavations have unearthed a plethora of artifacts, including pottery, frescoes, and tools, which 27 . Additionally, inquiries into the ramifications of the volcanic eruption underscore how the resultant ash preserved organic materials, thus affording a rare opportunity to examine the past with extraordinary
clarity. Through these scholarly endeavors, the legacy of Pompeii continues to 28 , standing as a testament to the resilience and richness of human history.
Questions 25 to 28: Choose the best option from (A) to (D). Each option can be used once only.
(A) identify previously obscured structures
(B) illuminate various facets of life in Pompeii
(C) captivate both the academic community and the public
(D) elucidate the economic and social dynamics of the city
【解析】LiDAR技術帶來高解析度地形數據，幫助描繪地貌和某些東西，擴充對城市結構的認識。
這些科技結合後，推動了考古學的革新，對龐貝城和居民的複雜性提出多維度理解。
研究成果涵蓋城市規劃與日常生活的細節，出土大量文物揭示更多信息。火山灰保存有機物，讓過去的樣貌更加清晰。透過這些學術努力，龐貝的遺產持續影響著我們，彰顯人類歷史的韌性與豐富。
“This remote sensing technique enables researchers to delineate the landscape and (25), thereby expanding the corpus of knowledge regarding the city’s urban fabric.”
LiDAR讓研究者描繪地貌和什麼？
句意：除了地貌，也能清楚勾勒出城市內的建築或結構。
(A) identify previously obscured structures（識別先前被遮蔽的建築）非常符合描繪「景觀及建築」的意思。
其他選項偏向解釋生活、吸引力或經濟社會動態，和描繪地貌、建築不搭。
“The revelations gleaned from these studies (26), encompassing urban planning and the intricacies of daily existence.”
句意：從研究中獲得的「啟示」或「發現」說明或照亮某些面向。
(B) illuminate various facets of life in Pompeii（照亮龐貝生活的多面向）
(D) elucidate the economic and social dynamics of the city（闡明城市經濟社會動態）也是合理，但較狹義且不如(B)廣泛。
(C) captivate both the academic community and the public（吸引學術界及公眾）與語境不符，這裡不是說吸引力。
空格27
“Excavations have unearthed a plethora of artifacts… which (27).”
出土大量文物，而文物本身說明了什麼。
根據語境，這些文物透露城市的經濟和社會狀況。
(D) elucidate the economic and social dynamics of the city（闡明城市經濟社會動態）符合文物揭示社會經濟的功能。
(C) captivate both the academic community and the public（吸引學術界與公眾）較不適合文物本身的作用描述。
空格28
“Through these scholarly endeavors, the legacy of Pompeii continues to (28), standing as a testament to the resilience and richness of human history.”
龐貝的遺產繼續做什麼？
褒義且正面，表示持續產生影響或引起關注。
(C) captivate both the academic community and the public（吸引學術界與公眾）最適合描述「遺產持續吸引大家關注」的意思。
Multimodality in English Instruction
In modern English classrooms, traditional methods of teaching -focused solely on textbooks and lectures- are gradually being replaced by multimodal approaches. Multimodality involves the use of multiple modes of communication, such as visual, auditory, textual, and interactive elements, to enhance language learning. This shift is driven by the growing recognition that students comprehend and retain information more effectively when it is presented through diverse channels.
One example of multimodal instruction is the integration of digital storytelling. By combining images, text, sound, and narration, digital storytelling allows students to express their ideas creatively while simultaneously practicing language skills. This method also caters to various learning styles, enabling visual learners to benefit from imagery and auditory learners from sound-based elements.
Furthermore, classroom activities that incorporate videos, podcasts, and interactive simulations engage students in ways that traditional print-based learning cannot. For instance, watching a documentary in English or participating in an online discussion forum provides authentic contexts for language use, promoting deeper comprehension and practical application of vocabulary and grammar.
The effectiveness of multimodality in English instruction is supported by research indicating that learners exposed to a combination of visual and auditory stimuli tend to remember information longer and apply it more effectively in real-life situations. This is particularly true for second language learners, who often struggle with abstract concepts when they are presented only in written form. Multimodal approaches help bridge this
gap by offering concrete, sensory-rich experiences.
Despite its benefits, multimodal instruction presents challenges as well. Teachers must be adequately trained to design and implement multimodal lessons effectively. Additionally, access to technology and digital resources can be a limiting factor, particularly in under-resourced schools. Nevertheless, as technology becomes more accessible, the potential for multimodal learning to transform English instruction continues to grow.
32. According to the passage, which of the following would most likely limit the widespread adoption of multimodal instruction?
(A) A lack of interest from students in using digital platforms
(B) Insufficient understanding of traditional teaching methodologies
(C) Inadequate technological infrastructure in less privileged schools
(D) Overreliance on multimodal methods without sufficient teacher input
【解析】(A) A lack of interest from students in using digital platforms
→ 文章沒有提到學生缺乏興趣，而是強調技術和師資問題。
(B) Insufficient understanding of traditional teaching methodologies
→ 文章未提及傳統教學方法的理解問題，焦點在新方法和資源。
(C) Inadequate technological infrastructure in less privileged schools
→ 文章明確說「技術與數位資源的取得可能是限制因素，尤其是在資源不足的學校」 → 完全符合。
(D) Overreliance on multimodal methods without sufficient teacher input
→ 文章反而強調教師需要足夠培訓，沒有說過度依賴多模態。
The objective of national compulsory education extends beyond mere knowledge transmission to the cultivation of intellectually adept citizens with requisite competencies and ethical foundations. This pedagogical framework is predicated upon neuroscientific principles, designed to optimize neurological development through multifaceted cognitive and physical stimuli. The curriculum’s constituent elements—literacy acquisition, physical activity, musical engagement, and artistic expression—function synergistically to facilitate neuroplasticity and synaptic proliferation, establishing robust neural architectures for lifelong cognitive advancement.
Literacy acquisition constitutes the epistemological foundation of intellectual development. The process initiates with grapheme recognition in the occipital visual cortex, progresses through semantic processing in Wernicke’s area, and culminates in syntactic analysis via Broca’s area. Sustained engagement with literary materials catalyzes dendritic arborization in language-processing regions. Exposure to sophisticated texts simultaneously activates prefrontal executive functions, enhancing analytical reasoning and abstract conceptualization. Moreover, mnemonic processes inherent in reading stimulate hippocampal neurogenesis, augmenting memory consolidation.
Kinesthetic education constitutes an equally indispensable curricular component. Empirical evidence demonstrates that systematic physical exertion induces hippocampal neurogenesis, particularly in the dentate gyrus, substantively enhancing cognitive function and mnemonic capacity. Exercise optimizes cerebral perfusion, facilitating enhanced oxygen and nutrient delivery. Kinesthetic activities upregulate neurotrophic factors, notably BDNF, which mediate neuronal viability. Furthermore, physical exertion attenuates hypothalamic-pituitary-adrenal axis activation, diminishing cortisol secretion and creating an optimal neurochemical milieu for neural development.
Musical vocalization uniquely facilitates multidimensional neurological integration. This process engages the temporal auditory cortex for tonal discrimination, while concurrently recruiting the primary motor cortex and cerebellum for phonatory control. Lyrical memorization establishes neural pathways between linguistic and musical processing systems. Musical stimuli activate limbic structures, principally the amygdala, fostering cognitive-affective integration while simultaneously enhancing hippocampal-dependent memory consolidation.
Visual artistic expression cultivates visuospatial cognitive capabilities. This modality recruits the occipital cortex for perceptual processing and the parietal lobe for spatial cognition, translating three-dimensional conceptualizations into two-dimensional representations. This process refines proprioceptive integration and enhances ocular-manual coordination. Artistic creation additionally stimulates prefrontal creative ideation
while developing fine motor precision through intricate digital manipulations.
Conclusively, national educational frameworks emphasize this neurologically-informed curricular diversity to optimize region-specific neural development. This integrative approach enhances cognitive, affective, motor, and creative neural substrates, equipping students with comprehensive neurological resources for addressing future complexities.
According to the passage, what is the neurological sequence involved in literacy acquisition?
(A) Semantic processing begins in Broca’s area and concludes with grapheme recognition in the hippocampus.
(B) Visual and auditory inputs are processed in the parietal lobe before being translated into written language.
(C) The cerebellum coordinates grapheme decoding before the frontal cortex interprets semantic meaning.
(D) Grapheme recognition initiates in the occipital cortex, progresses through semantic processing, and ends with syntactic analysis.
【解析】根據文章，識字（literacy acquisition）涉及的神經處理順序是什麼？
“The process initiates with grapheme recognition in the occipital visual cortex, progresses through semantic processing in Wernicke’s area, and culminates in syntactic analysis via Broca’s area.”
起始：在枕葉視覺皮層（occipital cortex）進行字母形狀識別（grapheme recognition）中間：進入韋尼克區（Wernicke’s area）進行語義處理（semantic processing）最後：在布羅卡區（Broca’s area）進行語法分析（syntactic analysis）
(A) Semantic processing begins in Broca’s area and concludes with grapheme recognition in the hippocampus.
語義處理（semantic processing）是在 Wernicke’s area，不是 Broca’s。
grapheme recognition 是在 occipital cortex，不是 hippocampus。
(B) Visual and auditory inputs are processed in the parietal lobe before being translated into written language.
視覺輸入的處理在 occipital cortex，這裡沒有提及聽覺處理或**頂葉（parietal lobe）**在識字過程的主要角色。
(C) The cerebellum coordinates grapheme decoding before the frontal cortex interprets semantic meaning.
小腦（cerebellum）在文章中是與音樂與運動相關，並未提到其在文字辨識上的角色。
(D) Grapheme recognition initiates in the occipital cortex, progresses through semantic processing, and ends with syntactic analysis.
occipital cortex → grapheme recognition
Wernicke’s area → semantic processing
Broca’s area → syntactic analysis
What role does the hippocampus play in the cognitive effects of physical activity, as described in the passage?
(A) It generates new neurons that contribute to memory and learning.
(B) It regulates cortisol levels released during human physical exertion.
(C) It integrates proprioceptive feedback during spatial navigation tasks.
(D) It governs fine motor precision during complex movement sequences.
【解析】在描述 kinesthetic education（動覺教育） 的段落中：
“Empirical evidence demonstrates that systematic physical exertion induces hippocampal neurogenesis, particularly in the dentate gyrus, substantively enhancing cognitive function and mnemonic capacity.”
實證研究顯示，系統性的身體運動會促進海馬迴（尤其是齒狀回）的神經新生（neurogenesis），實質提升認知功能與記憶能力。
產生新的神經元，有助於記憶與學習
這是與「cognitive effects of physical activity（身體活動的認知效果）」最直接相關的描述。
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