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19:T1b1e,【和訳問題に挑戦しよう】
解説付きなので長くなります。


基礎事項は入っていると思うので、自力で文全体の骨格取る練習が足りないと感じました。下の例題の解説しながら、和訳において重要なポイントを示していきます。一度解いてから読み、自分の問題点の診断に使ってください。難しい単語・熟語はありません。

【例題】
The great development of electrical signaling devices and the vast improvements which have taken place during the past century in the means of transportation have reduced to comparative insignificance the time element in communication.
















※解説には個人的なやり方も含まれています。

①「キーとなるもの」を丸や四角で囲む
「接続詞」「関係代名詞」「that」その他キーとなる文法表現(so〜that, not only〜but also〜など)を丸や四角で囲みます。
今回の場合は「and」「which」

②「不要なもの」をカッコで囲む
副詞節など、骨格のSVOCとは関係ないものをカッコで囲みます。
今回の場合は「during the past century」「in the means of transportation」「in communication」

③核となるVを探す
SVOCの中で、圧倒的に大事なのはV。ここが分かれば、主語が明確になります。
今回の場合は「have reduce」で、それより前は全部Sと分かります。

④「and」は何と何を繋いでいる？
「andを制する者は英語を制する」と言っても過言ではないほど「and」は重要です。和訳は特に。簡単な単語なので蔑ろにしがちですが、「and」に関して理解出来ていない人が多いです。
「and」「or」などの等位接続詞は、「等位」ですから、繋いでいる2つのものは「対等」で「品詞同一」「類似形」といった特徴があります。
今回の場合は「the great development」と「the vast improvements」なので、その部分に波線を引きます。「類似形」なので読まなくても分かります。さらにその後の「of〜」「which〜」の修飾の仕方もすごく似てると思いませんか？

⑤「which」はなんの代名詞？
色々考えてしまったかもしれませんが、「and」をしっかり理解していれば迷う余地がないです。「the vast improvements」の代名詞です。

⑥「S have reduced to」の後。何が減ったの？
不自然な「the」に違和感を感じてほしいです。
「comparative insignificance」が「the time element」を修飾していると思ったかもしれませんが、それなら「the」は「comparative insignificance」の前につけるべき。
それ以前に「insignificance」が名詞だと分かっていれば、すぐ違和感に気づけるはずです。
和訳が苦手な人の多くは「品詞」が分かっていない人が多いと思います。それが形容詞なのか、副詞なのか、名詞なのか。
「S have reduced to O1 O2」とすれば、「toのイメージは矢印」なので「O1に減った」となるが、O2が余って訳せません。ここで倒置だと気づける。元の形は「S have reduced O2 to O1」で、O2の部分が長かったため、文末に移動したと考えられます。訳は「SはO2をO1に減らしてきた」となります。
O2が長くて倒置が起こったので、「in communication」もO2に含まれると予測できます。自信がなければ文脈的で判断。
また、今回は簡単ですが「signal/ing」「compar/ative」「in/significance」などと単語を分けて意味を取る練習も大事です。

⑦文構造を取れたら、直訳してみる
The great development of electrical signaling devices and the vast improvements which have taken place during the past century in the means of transportation have reduced to comparative insignificance the time element in communication.

【直訳】
電気的な信号を送る装置の大きな発達と、輸送手段の前世紀の間に起こってきた幅広い進歩が、意思疎通における時間要素を比較的重要でないものに減らしてきた。

難しい所は「during the past century」の訳ではないでしょうか。「過去の世紀の間」という風に訳したくなりますが、「century」が単数形であることからこの訳は不適切で、これは「過去一世紀の間」のみを指していることが分かります。ここで詰まったのなら、単複を意識するようにしましょう。
この直訳の時点でほぼ満点もらえますが、ちゃんと意味が通っているかどうか確認します。
「電話やメールなどを送るためのデバイスやその伝達手段が発達したことで、遠くの人とのコミュニケーション取るのに時間がかからなくなった」ということが読み取れます。
また今回は「in communication」は「the time element」のみに修飾させて訳しましたが、文全体に修飾させて、「意思疎通において時間要素を比較的重要でないものに減らしてきた」と訳しても問題ないことが分かります。
まだ日本語的に不自然なポイントがあるので改良していきます。
違和感があるポイントは2つ。無生物主語と「減らしてきた」という訳です。

⑧自然な日本語に
【解答】
電気信号を送る装置の飛躍的な発達と、前世紀に進んできた輸送手段の幅広い進歩によって、意思疎通における時間という要素が比較的重要でなくなってきた。

無生物主語は「〜によって」に変えます。「have reduced O2 to O1」の訳は、「時間の重要性が減ってきた」という意味だと取れるので、上の訳のように書けると思います。

ここからさらに意訳をする人がいますが、意訳するときは日本語を自然にするために最低限するのみで、骨格を大きく変えてはいけません。意訳のやりすぎは完璧に内容が合っていれば満点もらえますが、ちょっとでも勘違いがあればバツになります。適切な意訳の仕方は先程の「have reduced O2 to O1」の訳で示した通りです。

答案用紙は採点者に「私はこの文構造・単語の意味・内容がきちんと分かってますよ！」というアピールする場ですから、それを伝えられるように訳すことを意識して下さい。



この問題を通して、自分の足りない部分を理解できれば幸いです。１つ１つの問題をこのレベルで深く理解するようにして下さい。

長くなりましたが、以上です。
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mb-1","children":"三味線さん、はじめまして。\n\nお気持ちはすごく分かります。\nたしかに解答の細かいところに疑問を持ったり、その都度公式を導出していると参考書の進むペースは遅くなってしまいますが、その分、質は高くなると思うので全然良いことだと思いますし、むしろそうするべきだと思います。\n\nよく言われる「数学は理解」という言葉は、なぜその公式を使ったのか、なぜその解法で解くのか、なぜその変換を行うのか、もっと細かいことで言うと、なぜその順に解答を記述するのかといったことを理解することです。\n\n「数学は暗記」という言葉もたまに聞きますが、これは単純に英単語みたいに暗記すると言うことではなくて、どうしてこの解法を使うのかを理解した上でどうゆう問題が出たらどの解法を使うのかを暗記すると言うことです。\n仮に理解の過程を飛ばして暗記だけすると、少し問題の形が変わっただけで解法が思い浮かばないということになってしまいます。\n\nそして理解を深めるためには、三味線さんのように細かいところにも疑問を持って問題を解くのが一番の近道です。公式は導出ができる方が理解度ははるかに上がりますし、たまにある公式の導出に基づいた問題なんかも出題されることもあります。\nまた質問文中のことで触れると、なぜ置換積分はこうゆう形でするのか、一次独立とは何か、解答に使われている言葉の意図、こういったことに疑問をもって考えるのはとても良いことだと思います。確認しても忘れてしまうのは人間なので仕方ないことで、確認してその時に理解したことをノートなんかに纏めておきましょう。次に同じような疑問が出た時にノートを見返すことで少しずつ定着して力になっていくはずです。\n私の場合だと2.3回では定着せず、5回とか10回その都度見返すことで定着し始めた感じだったので、忘れているから力になっていないと焦らずに、自分のペースで頑張ってください！\n\n応援しています☺️\n"}],["$","div",null,{"className":"flex mb-1","children":[["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"正誤問題が苦手"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"正誤問題は数をこなすことが大事ですが、それに加えてしっかりと消去法を使って解く！という意識を持って取り組むことが大切です。\nそしてその消去法を使うための手段の一つとして、因果関係を掴むことは大変有効です。\n例えば「徳川家康は天正の石直しと呼ばれる検地を行い、各地から国絵図などを徴収した。」という選択肢があったとしましょう。\nまぁこれはあまりに簡単なので消去法も何もありませんが、まずは消去法を使うのであれば天正の石直しは秀吉の行った太閤検地の別名なので誤りですよね。\nこのように、まずはすべての選択肢が間違いを含んでいるものであると思って読むことが大切です。\n次に因果関係ですが、「足利義満は父の死後、外交政策を転換し明との冊封体制を否定した。」という選択肢があったとします。これも、足利義満ではなく義持であると知っていれば一発で消去法を使えるのですが、仮に知らなくても、義満は明へ朝貢する→朝廷からは不満があったものの義満以上の力を持った者がおらずそのまま続く→義満の死後、父と折り合いが悪かった義持が父の政策を転換し、明との冊封体制を否定→これらの政策の影響もあり義持の時代は幕府と朝廷は友好関係、という因果関係を掴めていれば対応できます。\n結論としては、基本的には正誤は消去法を使って解く、その際には全て語文であると思って読む意識が大切であり、因果関係を掴むことは消去法を使うための有効な手段である、ということです。因果関係の掴み方としては人物と政策を結びつけて覚え、次にその人物がなぜそのような方針を取ったのかを調べることが有効ですね。\n参考になれば幸いです、長々とすみません。応援しています！"}],["$","div",null,{"className":"flex 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0h24v24H0z","children":[]}],["$","path","1",{"d":"M16.5 6v11.5c0 2.21-1.79 4-4 4s-4-1.79-4-4V5a2.5 2.5 0 0 1 5 0v10.5c0 .55-.45 1-1 1s-1-.45-1-1V6H10v9.5a2.5 2.5 0 0 0 5 0V5c0-2.21-1.79-4-4-4S7 2.79 7 5v12.5c0 3.04 2.46 5.5 5.5 5.5s5.5-2.46 5.5-5.5V6h-1.5z","children":[]}]]],"style":{"color":"$undefined"},"height":16,"width":16,"xmlns":"http://www.w3.org/2000/svg"}],["$","div",null,{"className":"text-xs mr-2","children":7}],["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 24","className":"text-subPrimary mr-1","children":["$undefined",[["$","path","0",{"fill":"none","d":"M0 0h24v24H0z","children":[]}],["$","path","1",{"d":"M16.5 3c-1.74 0-3.41.81-4.5 2.09C10.91 3.81 9.24 3 7.5 3 4.42 3 2 5.42 2 8.5c0 3.78 3.4 6.86 8.55 11.54L12 21.35l1.45-1.32C18.6 15.36 22 12.28 22 8.5 22 5.42 19.58 3 16.5 3zm-4.4 15.55-.1.1-.1-.1C7.14 14.24 4 11.39 4 8.5 4 6.5 5.5 5 7.5 5c1.54 0 3.04.99 3.57 2.36h1.87C13.46 5.99 14.96 5 16.5 5c2 0 3.5 1.5 3.5 3.5 0 2.89-3.14 5.74-7.9 10.05z","children":[]}]]],"style":{"color":"$undefined"},"height":16,"width":16,"xmlns":"http://www.w3.org/2000/svg"}],["$","div",null,{"className":"text-xs mr-2","children":0}]]}],["$","div",null,{"className":"text-xs rounded-lg border border-text px-4","children":"日本史"}]]}]]}],["$","div",null,{"className":"ml-3","children":["$","div",null,{"className":"bg-caption w-20 h-20 rounded-sm overflow-hidden","children":["$","div",null,{"className":"w-full h-full 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"三角関数の変形の使い分けについて"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"質問者様は高2ということなので、数Ⅱまでの範囲で回答させていただきます。\n\n\n【三角関数を変形する目的】\n\nまず、三角関数を変形するのは必ず目的があります。\n①三角関数を含んだ方程式・不等式を解くため\n②三角関数を含んだ関数の最大値・最小値を求めるため\nなどがよくある目的ですね。\n\n《①について》\n方程式や不等式ははじめに因数分解で攻めます。\n(因数)(因数)=0\nといった形になれば、あとは簡単ですね。\n因数分解しない場合は②の考え方をそのまま借りましょう\n\n《②について》\nsinのみ、cosのみ、tanのみ、の式に帰着させます。そしたら見たことある関数(一次関数、二次関数など)になります。\nそのための手段として\n＊三角関数の相互関係\n＊加法定理を用いた公式\nなどが存在します。\n\n\n－－－－－－－－－\n\n【質問主様の弱点と思われるところ】\n\n数Ⅱの三角関数に入ってからうまくいかなくなった高校生は加法定理を用いた公式につまづいている人が多いです。\n公式自体覚えていても、問題でうまく活用出来ないことがよくあります。\n\n先程の項目で書きました、変形のそもそもの目的を意識して演習してみてください。\n使い分けパターンは青チャートなどのテキストに詳しく記載されています。これを身につけることが大切です。\n\nパターンを繰り返しの演習で身につける際に、\n「因数分解を目指す！」\n「sinのみ、cosのみ、tanのみの式を目指す！」\nという意識を持って取り組むことで、何故その式変形を使うのかが体感出来ます。\n\n\n－－－－－－－－－\n\n【最後に】\n\n問題のゴールから逆算して考えることが数学においては大切です。\n初めから逆算して考えることなんて出来ないから、パターンを演習によって身につけるわけですが、ゴールを意識してパターンを身につけなければ、何のためのパターンなのかがわかりません。\n必ず、式変形の目的を意識した演習を心掛けてください。"}],["$","div",null,{"className":"flex 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mb-1","children":"印を付けることは、あくまでご自身が正しくあるいは緩急をもって読解に取り組む「手段」でしかないので、印をつけることに躍起にならないようにしたほうがいいと思います。\n印（逆説や、「さて」「要するに」「したがって」）などにくるっとまるすることで、そのあとの文を集中して頭に印象づくかたちで読めるといった程度でもいいと思います。あるいは、後で問題を解く手がかりにももちろんなると思います。\n\n私個人の意見としては、印というよりも「大事だと感じたところに線を引く」が結局有効だと思います。筆者も基本的に同じ内容を繰り返したり引き延ばしたりして分かりやすく我々文章を書いているわけで、文章全体のエッセンスみたいなところは割合絞られていると思います。「感じたところ」と書きましたが、これには若干語弊がありまして、むしろ客観的に分かります。そうです、まさに質問者さんがおっしゃるようにディスコースマーカーたる接続詞等に印がついた、その（後の）箇所です（例外もありましょうが）。\n\nますます話がふわついて申し訳ありませんが、具体的な演習としては、苦しいですが文章の要約\n作業が最も効果的かしれません。そういう問題集もあるはずです。自分で線を引きながら通読して、\n最後にそれらを中心に100字程度の要約文を作成する具合です。\n\nいずれにせよ、もし現代文の読み方に関して不安があったりうまくいかなかったりするようでしたら、印をつけることをいったんきちんと意識してみて、最終的にはそれが自動的に頭でできて、後は\nそれに基づいて大事だと「感じた箇所」に線を引くイメージです。ぜひ他の先輩方の意見も請いつつ、、、。ちなみにですが、下に現代文の解き方に関してちょっとだけ話している方がいたので、YouTubeリンクはっておきます。それでは体調に留意して頑張ってください。応援しています。\nhttps://www.youtube.com/watch?v=BmhS7dN9rqI"}],["$","div",null,{"className":"flex 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"力学の解き方"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"まず絶対に図を描いて、力の矢印を描きます。何か物体と接触がある部分は必ず力が働いているので、それを意識すれば矢印を忘れることはなくなります。\nそこから、任意の直交座標に矢印を分解して、平行なものだけで等式を立てます。ここまでで大体2式できます。運動の問題で未知数がさらにある場合、運動量保存なのか、エネルギー保存則なのか、どちらの問題か判断して3式目を立てれば、大体解けるイメージです。\n\n高校レベルであれば、エネルギー保存は熱エネルギーや音のエネルギーが発生していなければ、ほとんど成り立ちます。実際は全て考慮すれば成り立つのですが、問題で熱や音のエネルギーまで取り扱うことはまず無いと思います。おおよその目安ですが、摩擦や衝突がなければほぼ使えると思っていて問題ないかと思います。摩擦が明確に表されているときは、それも考慮に入れればエネルギー保存で解けます。摩擦はよく問題で見かけるので、例外的ですが、出来た方が良いですね。\n\n運動量保存は考えている系の中だけで運動量のやりとりが行われているとき成り立ちます。これもおおよその目安ですが、重力などの保存力が働いていない方向ではだいたい成り立つと考えて問題ないかと思います。\n\n力学は慣れれば大変点数の安定しやすい教科なので、是非練習して解けるようになって下さい！応援しています！\n"}],["$","div",null,{"className":"flex mb-1","children":[["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 24","className":"text-subPrimary 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"物理が難しい"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"こんばんは。\n\n変位は物体が移動した直線距離のことで、相対速度（Aから見たBの速度）はBはAと比べて、どれくらい速く/遅く運動しているかということです。\n\n物理は、テストに出る以前に、作図が重要になってきます。物体に働く力を正確に作図をすることで、正しい運動方程式が立式できる（厳密には作図なしで正しく運動方程式を立式できる方もいらっしゃいますが）というように、頭の中を整理するという点でも、作図は重要な役割をすると思います。\n\n作図ができるようになる勉強法としては、普段から図を描いて物理を学習するということだと思います。正しく作図をするには、注目する物体に働く力が全て見抜くことができる必要があります。どのような時に、どのような力が働くかは、教科書等で学習するのが良いと思います。それをご自身で整理することで、一覧表のようなものを作成し、初めのうちは、その作成した一覧表を見ながら、作図をしていくのがいいと思います。\n教科書レベルができるようになったら、駿台文庫の『理系標準問題集 物理』という問題集がオススメです。解説では、多くの問題で、力の作図が載っています。\n\n少しでも参考になれば幸いです。頑張ってください。"}],["$","div",null,{"className":"flex mb-1","children":[["$","svg",null,{"stroke":"currentColor","fill":"currentColor","strokeWidth":"0","viewBox":"0 0 24 24","className":"text-subPrimary mr-1","children":["$undefined",[["$","path","0",{"fill":"none","d":"M0 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