3236時間目 ～諺・四字熟語～
次の漢字の読みを記せ。
ことわざ
Ⅰ 社稷墟となる
Ⅱ 五月子は養わず
Ⅲ 糸の綱渡り
Ⅳ 錫を飛ばす
Ⅴ 透か屁を食う
四字熟語
Ⅰ 万邦無比
Ⅱ 平心定気
Ⅲ 独鈷鎌首
Ⅳ 屠毒筆墨
Ⅴ 土扶成牆
特別問題A～雑学～
次の問いに答えなさい。
(1) 漢字二文字で「ひいき」と書いたとき、貝という字は何回登場するでしょう？
(2) 容量1Lの一般的な牛乳パックの底面は何センチ四方の正方形となっているでしょう？
(3) 飼っている動物と死に別れたときに起きる、不眠やうつ病などの精神的疾患を何症候群というでしょう？
(4) 「まばたきするもの」という意味がある、自動車が道を左右に曲がるとき点滅させるランプを何というでしょう？
(5) 心拍数が異常に速いことを頻脈と言いますが、異常に遅いことを何というでしょう？
特別問題B～数学～
円x2＋y2＝25上の3点A(5,0),B(－4,3),C(－3,－4)における接線を引く。このとき、次の問いに答えよ。
(1) これら3つの接線で作られる三角形の頂点を求めよ。
(2) この三角形の外接円の方程式を求めよ。 [弘前大]
特別問題C～英語～
次の英文は、カナダのWATERLOO大学における論文である。次の英文を読み、問に答えよ。
The Curve of Forgetting describes how we retain or get rid of information that we take in. It's based on a one-hour lecture.
On day 1, at the beginning of the lecture, you go in knowing nothing, or 0%, (where the curve starts at the baseline). At the end of the lecture you know 100% of what you know, however well you know it (where the curve rises to its highest point).
By day 2, if you have done nothing with the information you learned in that lecture, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you learned. Our brains are constantly recording information on a temporary basis: scraps of conversation heard on the sidewalk, what the person in front of you is wearing. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned in the lecture that you actually do want to hold on to!
By day 7, we remember even less, and by day 30, we retain about 2%-3% of the original hour! This nicely coincides with midterm exams, and may account for feeling as if you've never seen this before in your life when you're studying for exams - you may need to actually re-learn it from scratch.
You can change the shape of the curve! Reprocessing the same chunk of information sends a big signal to your brain to hold onto that data. When the same thing is repeated, your brain says, "Oh - there it is again, I better keep that." When you are exposed to the same information repeatedly, it takes less and less time to "activate" the information in your long term memory and it becomes easier for you to retrieve the information when you need it.
Here's the formula and the case for making time to review material: within 24 hours of getting the information - spend 10 minutes reviewing and you will raise the curve almost to 100% again. A week later (day 7), it only takes 5 minutes to "reactivate" the same material, and again raise the curve. By day 30, your brain will only need 2-4 minutes to give you the feedback, "yes, I know that..."
Often students feel they can't possibly make time for a review session every day in their schedules - they have trouble keeping up as it is. However, this review is an excellent investment of time. If you don't review, you will need to spend 40-50 minutes re-learning each hour of material later - do you have that kind of time? Cramming rarely stores information in your long term memory successfully, which makes it harder to access the material for assignments during the term and exam preparation.
Depending on the course load, the general recommendation is to spend half an hour or so every weekday, and 1.5 to 2 hours every weekend in review activity. Perhaps you only have time to review 4 or 5 days of the week, and the curve stays at about the mid range. That's ok, it's a lot better than the 2%-3% you would have retained if you hadn't reviewed at all.
Many students are amazed at the difference reviewing regularly makes in how much they understand and how well they understand and retain material. It's worth experimenting for a couple weeks, just to see what difference it makes to you!
問：この論文によりどのように学習すれば、一般的な復習方法より良いと書かれているかを述べよ。
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