本日配信のメルマガでは、2023年大学入試共通テスト英語第４問を解説します。
【高校英語】共通テストの英文解釈
http://www.mag2.com/m/0001641009.html■ 問題
第４問
Your teacher has asked you to read two articles about effective ways to
study. You will discuss what you learned in your next class.
[How to Study Effectively: Contextual Learning!]
Tim Oxford
Science Teacher, Stone City Junior High School
As a science teacher, I am always concerned about how to help students
who struggle to learn. Recently, I found that their main way of learning
was to study new information repeatedly until they could recall it all. For
example, when they studied for a test, they would use a workbook like the
example below and repeatedly say the terms that go in the blanks: "Obsidian
is igneous, dark, and glassy. Obsidian is igneous, dark, and glassy...."
These students would feel as if they had learned the information, but would
quickly forget it and get low scores on the test. Also, this sort of
repetitive learning is dull and demotivating.
To help them learn, I tried applying "contextual learning." In this kind
of learning, new knowledge is constructed through students' own experiences.
For my science class, students learned the properties of different kinds of
rocks. Rather than having them memorize the terms from a workbook, I brought
a big box of various rock to the class. Students
examined the rocks and identified their names ┌―――――┬―――――┐
based on the characteristics they observed. ｜Rock name ｜ Obsidian ｜
├―――――┼―――――┤
Thanks to this experience, I think these ｜Rock type ｜ igneous ｜
students will always be able to describe the ├―――――┼―――――┤
properties of the rocks they studied. One issue,｜Coloring ｜ dark ｜
however, is that we don't always have the time ├―――――┼―――――┤
to do contextual learning, so students will ｜Texture ｜ glassy ｜
still study by doing drills. I don't think this ├―――――┼―――――┤
is the best way. I'm still searching for ways to｜Picture ｜ ｜
improve their learning. ｜ ｜ ｜
～～～～～～～～～～～～～
[How to Make Repetitive Learning Effective]
Cheng Lee
Professor, Stone City University
Mr. Oxford's thoughts on contextual learning were insightful. I agree
that it can be beneficial. Repetition, though , can also work well. However,
the repetitive learning strategy he discussed, which is called "massed
learning," is not effective. There is another kind of repetitive learning
called "spaced learning," in which students memorize new information and
then review it over longer intervals.
The interval between studying is the key difference. In Mr. Oxford's
example, his students probably used their workbooks to study over a short
period of time. In this case, they might have paid less attention to the
content as they continued to review it. The reason for this is that the
content was no longer new and could easily be ignored. In contrast, when
the intervals are longer, the students' memory of the content is weaker.
Therefore, they pay more attention because they have to make a greater
effort to recall what they had learned before. For example, if students
study with their workbooks, wait three days, and then study again, they are
likely to learn the material better.
Previous research has provided evidence for the advantages of spaced
learning. In one experiment, students in Groups A and B tried to memorize
the names of 50 animals. Both groups studied at ┌―――――――――――┐
one-week intervals. As the figure to the right ｜ The Average Ratio ｜
shows, 28 days after the last learning session, ｜ of Recalled Names ｜
the average ratio of recalled names on a test ｜100%┌―――――――┐｜
was higher for the spaced learning group. ｜ 80%｜ □ ｜｜
｜ 60%｜ ■ □ ｜｜
I understand that students often need to ｜ 40%｜ ■ □ ｜｜
learn a lot of information in a short period of ｜ 20%｜ ■ □ ｜｜
time, and long intervals between studying might ｜ 0%｜ ■ □ ｜｜
not be practical. You should understand, though,｜ └―――――――┘｜
that massed learning might not be good for ｜ GroupA GroupB ｜
long-term recall. └―――――――――――┘
問１ Oxford believes that [ 24 ].
{1} continuous drilling is boring
{2} reading an explanation of terms is helpful
{3} students are not interested in science
{4} studying with a workbook leads to success
問２ In the study discussed by Lee, students took a test [ 25 ] after
their final session.
{1} four weeks
{2} immediately
{3} one day
{4} one week
問３ Lee introduces spaced learning, which involves studying at [ 26 ]
intervals, in order to overcome the disadvantages of [ 27 ] learning that
Oxford discussed. (Choose the best one for each box from options {1}～{6}.)
{1} contextual
{2} extended
{3} fixed
{4} irregular
{5} massed
{6} practical
問４ Both writers agree that [ 28 ] is helpful for remembering new
information.
{1} experiential learning
{2} having proper rest
{3} long-term attention
{4} studying with workbooks
問５ Which additional information would be the best to further support
Lee's argument for spaced learning? [ 29 ]
{1} The main factor that makes a science class attractive
{2} The most effective length of intervals for spaced learning
{3} Whether students' workbooks include visuals or not
{4} Why Oxford's students could not memorize information well
※一部の図や記号は省略または類似のものに変更、マーク部分の□や下線部は[ ]、
マル１は{1}で表記しています。
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■ 問いの内容と解説
問１ Oxford believes that [ 24 ]. Oxfordは[ 24 ]を信じます。
{1} continuous drilling is boring
継続的な演習は退屈である
{2} reading an explanation of terms is helpful
定義の説明を読むことは助けになる
{3} students are not interested in science
学生は理科に興味がない
{4} studying with a workbook leads to success
ワークブックで勉強することは成功につながる
皆がよくやるタイプの演習についてOxfordさんは
Also, / this sort of repetitive learning / is dull / and demotivating.
また / この種の繰り返し学習は / つまらない / そしてやる気が出ない
このように述べていましたね。
つまり・・・
(以下略)
(有料版では、解説の続きも掲載しています)
http://www.mag2.com/m/0001641009.html━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━
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