大学入学共通テスト（英語） 過去問
令和5年度（2023年度）本試験
問114 (英語リーディング（第4問） 問6)
問題文
各問いの英文や図表を読み、解答番号にあてはまるものとして最も適当な選択肢を選びなさい。
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 rocks to the class. Students examined the rocks and identified their names based on the characteristics they observed.
Thanks to this experience， I think these students will always be able to describe the properties of the rocks they studied. One issue， however， is that we don’t always have the time to do contextual learning， so students will still study by doing drills. I don’t think this is the best way. I’m still searching for ways to 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 four times， but Group A studied at one−day intervals while Group B studied at one−week intervals. As the figure to the right shows， 28 days after the last learning session， the average ratio of recalled names on a test was higher for the spaced learning group.
I understand that students often need to learn a lot of information in a short period of time， and long intervals between studying might not be practical. You should understand， though， that massed learning might not be good for long−term recall.
Which additional information would be the best to further support Lee’s argument for spaced learning？（ 29 ）
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 rocks to the class. Students examined the rocks and identified their names based on the characteristics they observed.
Thanks to this experience， I think these students will always be able to describe the properties of the rocks they studied. One issue， however， is that we don’t always have the time to do contextual learning， so students will still study by doing drills. I don’t think this is the best way. I’m still searching for ways to 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 four times， but Group A studied at one−day intervals while Group B studied at one−week intervals. As the figure to the right shows， 28 days after the last learning session， the average ratio of recalled names on a test was higher for the spaced learning group.
I understand that students often need to learn a lot of information in a short period of time， and long intervals between studying might not be practical. You should understand， though， that massed learning might not be good for long−term recall.
Which additional information would be the best to further support Lee’s argument for spaced learning？（ 29 ）
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問題
大学入学共通テスト（英語）試験 令和5年度（2023年度）本試験 問114（英語リーディング（第4問） 問6） （訂正依頼・報告はこちら）
各問いの英文や図表を読み、解答番号にあてはまるものとして最も適当な選択肢を選びなさい。
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 rocks to the class. Students examined the rocks and identified their names based on the characteristics they observed.
Thanks to this experience， I think these students will always be able to describe the properties of the rocks they studied. One issue， however， is that we don’t always have the time to do contextual learning， so students will still study by doing drills. I don’t think this is the best way. I’m still searching for ways to 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 four times， but Group A studied at one−day intervals while Group B studied at one−week intervals. As the figure to the right shows， 28 days after the last learning session， the average ratio of recalled names on a test was higher for the spaced learning group.
I understand that students often need to learn a lot of information in a short period of time， and long intervals between studying might not be practical. You should understand， though， that massed learning might not be good for long−term recall.
Which additional information would be the best to further support Lee’s argument for spaced learning？（ 29 ）
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 rocks to the class. Students examined the rocks and identified their names based on the characteristics they observed.
Thanks to this experience， I think these students will always be able to describe the properties of the rocks they studied. One issue， however， is that we don’t always have the time to do contextual learning， so students will still study by doing drills. I don’t think this is the best way. I’m still searching for ways to 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 four times， but Group A studied at one−day intervals while Group B studied at one−week intervals. As the figure to the right shows， 28 days after the last learning session， the average ratio of recalled names on a test was higher for the spaced learning group.
I understand that students often need to learn a lot of information in a short period of time， and long intervals between studying might not be practical. You should understand， though， that massed learning might not be good for long−term recall.
Which additional information would be the best to further support Lee’s argument for spaced learning？（ 29 ）
- The main factor that makes a science class attractive
- The most effective length of intervals for spaced learning
- Whether students’ workbooks include visuals or not
- Why Oxford’s students could not memorize information well
正解！素晴らしいです
残念...
この過去問の解説 （1件）
01
この設問で要求されているのは、Lee氏の意見を裏付けるのに最も適切な情報を選択することです。
２つ目のテキストの第１段落で、Lee氏が主張する”spaced learning”は
”students memorize new information and then review it over longer intervals”
と説明されています。
翻訳すると「学生たちは新しい情報を記憶して、それを（従来よりも）より長い間隔で復習する」ということです。
これを踏まえて選択肢を見ていきましょう。
不適切
「科学の授業を面白くする主な要因」
Lee氏の主張する勉強法の本筋とは特に関係がありません。
よって不正解です。
適切
「spaced learningにおける最も効果的な間隔の長さ」
これはLee氏の主張するSpaced learningの、より長い間隔で復習するべきという内容を裏付けます。
加えて、第2段落で述べられているのが「間隔が短すぎても長すぎても効率は落ちる」という趣旨の内容であることからしても、このような情報はLee氏の主張にとって重要であることがわかります。
よって正解です。
不適切
「学生たちのワークが画像を含むかどうか」
こちらもLee氏の主張する勉強法の本筋とは特に関係がありません。
よって不正解です。
不適切
「なぜOxford氏の学生たちは情報をあまり覚えられないのか」
Lee氏はOxford氏の勉強法には賛成しており、加えてより良い方法として自身の主張をしています。
よってOxford氏の学生が情報を覚えられないとするこの文章は前提からあまり適切ではないと言えます。
よって不正解です。
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