45. 關於策展者使用「雲端」一詞作為策展重要概念之一，下列選項所述，何者最為適切？
(A)強調「雲端」概念旨在點出此展覽借助虛擬實境(VR)與擴增實境(AR)等前端科技，交織出虛實光影間的互動式展覽體驗
(B)策展者使用「雲端」一詞的修辭法屬於「借義雙關」，一方面強調水域上光影與霧氣的燈影布置會，讓人有如置身雲端中的感受； 一方面又把觀眾與策展人之間所交換的感官體驗，類比為概念想像和參觀體驗的上傳和下載
(C)策展者利用「雲端」二字虛空飄渺的意象效果，塑造如真似幻、光影交織的觀展體驗
(D)策展者致力打造古城地景中對前端科技的體驗與感受，參展觀眾可將自己的體驗與感受上傳至雲端

46. 標題中「光景」之「景」字，既可視為風景之「景色、景象」解，又可對應其通同「影」字的用法，對應藝術裝置創造光影效果的「雲 端光影」。下列選項中的「景」字字義，何者也宜作「影」字解？ (A)一年好景君須記，最是橙黃橘綠時 (B)返景入深林，復照青苔上 (C)凡百元首，承天景命，莫不殷憂而道著，功成而德衰 (D)良辰美景奈何天，賞心樂事誰家院

47. 《世說新語．文學》：「王輔嗣弱冠詣裴徽，徽問曰：『夫無者，誠萬物之所資，聖人莫肯致言，而老子申之無已，何邪？』弼曰： 『聖人體無，無又不可以訓，故言必及有；老、莊未免於有，恆訓其所不足。』」引文中的聖人即孔子，據此文所述，孔子未曾提到 「無」的原因為何？ (A)無的內涵不合天道，不能作為教育依據 (B)無的境界只能體會，不能用來教誨他人 (C)無屬於形而上的概念，無法用言語表達 (D)無會產生形而下的物，過程難說明清楚

48. 承前題，以下對此則的說明，何者有誤？ (A)「無」實為萬物運作的憑藉 (B)孔子從未表述「無」的內容 (C)老子能夠體悟「無」的境界 (D)孔子的境界凌越在老子之上

49.  據文中所述，「方士以術見」的「術」所指為何？ (A)治術，治理天下的方法 (B)戰術，紙上談兵的戰略 (C)道術，得道後具有神通 (D)數術，能察知吉凶徵兆

50. 承前題，依引文內容推測，此書若被《四庫全書》收錄會放在哪一部？ (A)經 (B)史 (C)子 (D)集

1. How does the Direct Method approach error correction？ (A)Errors are ignored to avoid discouraging students. (B)Errors are corrected immediately to reinforce correct usage. (C)Errors are only corrected in written work. (D)Errors are corrected by translating the correct form from the native language.

2. Which teaching strategy is most effective in EMI instruction？ (A)Memorization of grammar rules. (B)Exclusive use of lectures without visuals. (C)Scaffolding content with visual aids and interaction (D)Avoiding classroom discussions.

3. At a senior high school in Luodong, Mr. Lin designs an English lesson in which students must organize a charity fundraising event for a local animal shelter. Working in groups, students assign responsibilities, look up venue options and promotional strategies online, and pitch their final fundraising proposal to the class in English. Mr. Lin does not pre-teach any specific grammatical structures or vocabulary lists before students begin working.Which approach does this lesson design most closely reflect？ (A)Content-Based Instruction (CBI) (B)Presentation-Practice-Production (PPP) (C)Task-Based Language Teaching (TBLT) (D)Communicative Language Teaching (CLT)

4. Mr. Tsai teaches a senior high school English class of 32 students in Beitou. Three weeks into a unit on persuasive speech writing, he collects a working draft of each student's opening statement. After reviewing the drafts that evening, he discovers that the majority of students are relying heavily on emotional appeals while neglecting logical reasoning. The next morning, before moving forward with the planned schedule, he revises his lesson to include a focused activity on integrating logos into persuasive openings and has students rework their drafts in small peer groups. The drafts are not scored or recorded in his gradebook. Which assessment practice does Mr. Tsai's use of the working drafts most accurately reflect？ (A)Portfolio assessment (B)Formative assessment (C)Diagnostic assessment (D)Summative assessment

5. In a bilingual program at a junior high school in Toucheng, Ms. Kuo is teaching a social-studies-integrated English lesson on global migration patterns. She invites students to first brainstorm in Taiwanese or Mandarin with a partner about migration stories in their own families, then articulate the main themes to the whole class in English. Throughout the lesson, she welcomes contributions that weave English with Mandarin or Taiwanese, intentionally drawing on all three languages as resources to develop students' analytical understanding of migration concepts. A fellow teacher observing the class remarks that Ms. Kuo is merely tolerating language mixing because the students lack sufficient English proficiency, and warns that this practice contradicts the aims of the bilingual program. Which concept most accurately describes Ms. Kuo's pedagogical approach, and why is the fellow teacher's interpretation problematic？ (A)Mother tongue instruction, because local languages are being used to support content delivery. (B)Sheltered instruction, because content is being linguistically simplified for language learners. (C)Code-switching, because Ms. Kuo is alternating between languages for communicative ease. (D)Translanguaging, because Ms. Kuo is strategically mobilizing students' full linguistic repertoire to construct meaning and content knowledge.

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