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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。 お疲れ様でした。1b:T1422,とても良い質問です。「チャート式の例題を抽象化して理解する」というのは、確かに多くの人が言うことですが、その“抽象化”が実際どういうことなのか？ どうやればいいのか？をしっかり説明してくれる人は意外と少ないんですよね。 だからこそ、あなたのように「それが難しい」「コツが知りたい」と思っているのは、むしろ数学力を本質的に伸ばすうえでとても大事な姿勢です。ここでは、「なぜ抽象化が大事なのか」→「そもそも抽象化とは何か」→「具体的なやり方」→「今日から使える練習方法」という流れで解説していきます。 ◆そもそも、なぜ“抽象化”が大事なのか？ 数学の入試問題は、チャートなどの典型問題を「ひとひねり」して出してきます。 その「ひとひねり」が何なのか気づける人は、「あ、これは〇〇型の問題だ」と分類できるのです。 つまり抽象化とは、 「個別の問題」→「共通する本質や型」を見つけて、「新しい問題」でも応用できるようにする という脳の整理術です。 ◆「抽象化」って結局どういうこと？ たとえば以下のような問題があるとします： 例題（チャート）： 「a, b が実数のとき、x² + 2ax + b² = 0 が重解を持つような a, b の関係を求めよ」 このとき、ただ「判別式 D=0 を使えばいいんだ」と覚えて終わってしまうと、それは“表面的な理解”にとどまります。 でも、「なぜ判別式なのか？」「この問題の型は何なのか？」を考えることで、以下のような抽象化された理解に変わります： ✔ 2次方程式が「重解を持つ」→「判別式 D = 0」 ✔ 「係数が文字になっている」→「Dを文字式で計算」 ✔ つまりこれは：「2次方程式の判別式による解の個数問題」型！ そして「抽象化」の第一ステップとは、ズバリ： 「この問題は、何を求める問題だったのか？」を、言葉で要約すること。 この作業ができれば、「あ、これは○○型の問題だ」と分類できて、初見の問題でも落ち着いて対応できます。 ◆具体的な練習方法 では、チャートの例題をどうやって抽象化していけばいいのか？ 以下の3ステップでやってみましょう。 ✅ ステップ①：「何を聞かれているのか？」を明確にする • 問題文を見たら、目的を言葉で言ってみる • 例：「〇〇の範囲を求める」「△△が成立する条件を求める」「グラフの接点の個数を求める」 ✅ ステップ②：「どんな型（考え方）で解いたか？」を整理する • 使った知識・考え方をリストアップ • 例：「判別式を使った」「数列の漸化式を立てた」「面積の最大値問題としてグラフ化した」 ✅ ステップ③：「同じ型で解ける問題を自作してみる」 • チャートの例題と同じ“構造”をもつ別の問題を、似た数字で作ってみる • 解法の流れが同じなら、抽象化できている証拠！ ◆実践例 例題：「2次関数 f(x) = ax² + bx + c が x軸と接する条件を求めよ」 ステップ①：目的の整理 →「グラフが x軸と接する＝解が重解」→接する条件＝判別式 D=0 ステップ②：型の把握 →「2次関数のグラフの接線・接点に関する問題」→“判別式活用型” ステップ③：自作例題 →「f(x) = 2x² + kx + 1 が x軸と接するような k を求めよ」 → D = k² - 8 = 0 → k = ±√8 ◆抽象化が苦手な人がやりがちな落とし穴 • ✅ 答えや解法を「丸暗記」で済ませてしまう • ✅ 問題を「パターン」ではなく「個別」として見てしまう • ✅ 「問題の名前」をつけようとしない（分類しない） ◆今日から始められること • チャートの例題を解いたあとに、必ず「この問題の型は何か？」を1文でまとめてノートに書く • その型の名前に「タグ」をつける（例：「判別式型」「グラフ接点型」「数列和の工夫型」など） • 1週間に1度、「型」だけを見返す時間を作る（→問題を思い出せるかチェック） ◆最後に：言葉にできる理解は、応用できる力になる 抽象化とは、「数学を問題の海から引き上げて、自分の武器として整理する」作業です。 最初は難しいけど、毎日1問ずつ型を言語化するだけで、確実に目に見える力になります。 焦らなくていいです。言葉で整理する努力を続ける人が、最終的に初見の問題に強くなります。 応援しています。わからなくなったら、また相談してください。いつでも力になります。2:["$","main",null,{"className":"px-4 pt-4 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"証明や導出がすごい気になってしまう"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 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":"現代文 傍線部と離れた解答要素を見つけるには"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"「木(＝一文)を見て森(＝全体構造)を見ず」状態だと思います！\n現代文には文章の流れがあって説明できるくらいそれを把握したいです！\n\n例えば、最初に訳のわからない抽象的な単語を出して話題提起→具体例→それのまとめ→別の話題提起→…\n\nこれを形式段落ごともしくは意味段落ごとに掴みます。どっちにするかは人によって好き嫌い分かれると思いますが塾とか参考書は大体形式段落ごとです。形式段落は短く段落を切ってくれるので理解しやすいと思います。読みながら段落番号を振って\n①その段落は話題提起、説明、具体例のどれにあたるのか\n②説明の段落では何の説明をしているのかを絶対に忘れない(説明対象に□でもつけておく)\n③具体例の段落では何の具体例なのかをわかるように対象文に印をつける(大体具体例が始まる前文にあります)\nまずこの作業を読みながらします！\n\nそうすると例えば3番目のまとめの段落と7番目のまとめの段落で同じ話題についてまとめている時、遠いので問題に出されやすいですが、同じ話題でまとめていることを把握していれば気づいて確認することができます！\n要するに文章構造を理解すると同じことを言い換えている箇所が浮かび上がってきます。さっき同じこと言ってたじゃん！となります。\n\n一文一文追うのではなくて、今読んでいるのは一つの文だけどこれは何を言いたいが為の文なのか、まとめをしているのか具体例を示しているのか、常に段落ごとの目的を思い浮かべながら読んでいきます。\n\nあとこれは小技ですが、読みながら\n何回も出てくるワードを拾っておくのも役立つと思います！\n例えば、「装置」が何回も出てきたら◯つけておく(あとでツール、機構などに変えられていることに気づくかも)\n\n説明がわかりにくいと思うので何かあったらコメントで質問してください🙇‍♀️\n頑張ってください！応援しています！"}],["$","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！"}],["$","div",null,{"className":"flex 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"定数と変数の区別や媒介変数の注意点とは"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"受験勉強お疲れ様です。定数/変数の区別は問題のレベルが上がるにつれ重要度が増しますから、\n十分注意する必要があります。\n\n1.理由は多くあると思います。まず初歩的なことで言えば「どの文字を解答に使ってもよいのか」を判別するためというのが理由の一つであると思います。\n問題文に多くの文字が与えられたとき、変数をもちいて解答すればもちろん不正解ですし、逆に定数を見分けることができなければ、解答に使える文字がわからず途方に暮れることになります。\n\nまた、抽象度の高い問題を解く際には自らが置いた文字で思考し論証しなければならないため、\nそれらの区別が要求されます。\n例えば2008年の京大理系数学 第3問において、自らが置いた文字が定数なのか変数なのかをしっかり意識しなければ、自分がなにをしたいのかが分からなくなってしまます。\n\n2.ネットで調べてみると様々な考え方や説明があると思います。私自身定数/変数の区別に悩んでいましたから色々なサイトを漁っていたのを覚えています。しかし結局実戦的な考え方は見つかりませんでした。(いやそれはわかってるんだけど...みたいな解説しかなかったような気がします。)\n慣れるのが一番なのでしょう。区別に悩む問題文等があれば提示していただけると少しは助言ができるかもしれません。\n\n3.特段変数としての定義が変わるわけではありません、少々役割が異なる程度でしょうか。媒介変数は文字通り他の変数を媒介します、媒介変数を入力することで他の変数の値が決まるだけですから、そこまで悩む必要はないように思います。\n\n以上1,2,3に対する回答でした。長々とかきましたが常に定数/変数を意識するべきだとは思いません。多くのことは考えなければならない状態では中々難しいでしょうし大変だと思います。\n「なんか文字がたくさん出てきてこんがりそうだから定数/変数の区別をして整理しようかな...」\nくらいの感覚で捉えておくのが良いと思います。\n受験勉強頑張ってください。"}],["$","div",null,{"className":"flex mb-1","children":[["$","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 0h24v24H0V0z","children":[]}],["$","path","1",{"d":"M12 6c1.1 0 2 .9 2 2s-.9 2-2 2-2-.9-2-2 .9-2 2-2m0 10c2.7 0 5.8 1.29 6 2H6c.23-.72 3.31-2 6-2m0-12C9.79 4 8 5.79 8 8s1.79 4 4 4 4-1.79 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mb-1","children":"質問者様は高2ということなので、数Ⅱまでの範囲で回答させていただきます。\n\n\n【三角関数を変形する目的】\n\nまず、三角関数を変形するのは必ず目的があります。\n①三角関数を含んだ方程式・不等式を解くため\n②三角関数を含んだ関数の最大値・最小値を求めるため\nなどがよくある目的ですね。\n\n《①について》\n方程式や不等式ははじめに因数分解で攻めます。\n(因数)(因数)=0\nといった形になれば、あとは簡単ですね。\n因数分解しない場合は②の考え方をそのまま借りましょう\n\n《②について》\nsinのみ、cosのみ、tanのみ、の式に帰着させます。そしたら見たことある関数(一次関数、二次関数など)になります。\nそのための手段として\n＊三角関数の相互関係\n＊加法定理を用いた公式\nなどが存在します。\n\n\n－－－－－－－－－\n\n【質問主様の弱点と思われるところ】\n\n数Ⅱの三角関数に入ってからうまくいかなくなった高校生は加法定理を用いた公式につまづいている人が多いです。\n公式自体覚えていても、問題でうまく活用出来ないことがよくあります。\n\n先程の項目で書きました、変形のそもそもの目的を意識して演習してみてください。\n使い分けパターンは青チャートなどのテキストに詳しく記載されています。これを身につけることが大切です。\n\nパターンを繰り返しの演習で身につける際に、\n「因数分解を目指す！」\n「sinのみ、cosのみ、tanのみの式を目指す！」\nという意識を持って取り組むことで、何故その式変形を使うのかが体感出来ます。\n\n\n－－－－－－－－－\n\n【最後に】\n\n問題のゴールから逆算して考えることが数学においては大切です。\n初めから逆算して考えることなんて出来ないから、パターンを演習によって身につけるわけですが、ゴールを意識してパターンを身につけなければ、何のためのパターンなのかがわかりません。\n必ず、式変形の目的を意識した演習を心掛けてください。"}],["$","div",null,{"className":"flex 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items-center py-4","children":[["$","div",null,{"className":"flex-1","children":[["$","div",null,{"className":"mb-1","children":"現代文読み方、印つけについて"}],["$","div",null,{"className":"text-xs text-caption line-clamp-2 mb-1","children":"印を付けることは、あくまでご自身が正しくあるいは緩急をもって読解に取り組む「手段」でしかないので、印をつけることに躍起にならないようにしたほうがいいと思います。\n印（逆説や、「さて」「要するに」「したがって」）などにくるっとまるすることで、そのあとの文を集中して頭に印象づくかたちで読めるといった程度でもいいと思います。あるいは、後で問題を解く手がかりにももちろんなると思います。\n\n私個人の意見としては、印というよりも「大事だと感じたところに線を引く」が結局有効だと思います。筆者も基本的に同じ内容を繰り返したり引き延ばしたりして分かりやすく我々文章を書いているわけで、文章全体のエッセンスみたいなところは割合絞られていると思います。「感じたところ」と書きましたが、これには若干語弊がありまして、むしろ客観的に分かります。そうです、まさに質問者さんがおっしゃるようにディスコースマーカーたる接続詞等に印がついた、その（後の）箇所です（例外もありましょうが）。\n\nますます話がふわついて申し訳ありませんが、具体的な演習としては、苦しいですが文章の要約\n作業が最も効果的かしれません。そういう問題集もあるはずです。自分で線を引きながら通読して、\n最後にそれらを中心に100字程度の要約文を作成する具合です。\n\nいずれにせよ、もし現代文の読み方に関して不安があったりうまくいかなかったりするようでしたら、印をつけることをいったんきちんと意識してみて、最終的にはそれが自動的に頭でできて、後は\nそれに基づいて大事だと「感じた箇所」に線を引くイメージです。ぜひ他の先輩方の意見も請いつつ、、、。ちなみにですが、下に現代文の解き方に関してちょっとだけ話している方がいたので、YouTubeリンクはっておきます。それでは体調に留意して頑張ってください。応援しています。\nhttps://www.youtube.com/watch?v=BmhS7dN9rqI"}],["$","div",null,{"className":"flex 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