最新のお知らせ

2026January 15 - : The junior high school entrance exam starts in the lower grades of elementary school!
『中学受験は小学低学年から始まっている！』

「中学受験？考えているけど、まぁ～４年生くらいになれば検討しようかな」
「まだ小学２年生！小学に入学したばかりだし、まずはスポーツとか習い事が最優先・・」
「高学年になれば受験勉強も大変だし、低学年のうちは思いっきり遊んでおかないと・・・・」
殆どの親御さんはこのようにお考えではないでしょうか。
このようなお考えも勿論理解できますし、学校生活の充実が最優先にあるのはある意味当然のことだと思います。

以下の内容は決してこのようなお考えを否定するのもではありません。
またがむしゃらに勉学に励むようなことを推奨しているものでもありません。
ではなく、低学年のうちから「遊び」を通じて自然探究や研究心を抱けるような学習の工夫が大切であり、そのような環境で小学低学年を過ごしてきた子供とそうではない子供では、小学高学年から始まる中学受験勉強の「考える力」「柔軟な考え方」に大きな差が生じることを伝えたく書きました。
この点をご理解の上でご参考にして下さい。

『中学受験は小学低学年から始まっている』
大半の方が「中学受験は４年生から」という意識が強く、３年生の２月「新４年生」という言葉がチラホラ聞こえ出すと塾選びが始まります。
中学受験経験者の体験・口コミ、ネット検索での情報収集、塾のパンフレット・説明会、そして無料体験などを通じていくつかの塾をピックアップ！
候補の塾の中から入塾テストを受け塾の『合格』を戴くと喜びと安堵から、何の戸惑いもなく早速塾のテキストを揃え通塾がスタートします。
ほんの一ヶ月前までの生活と一変したことに誰も何も躊躇することなく「これが中学受験の道筋」と納得し、これからの３年間通塾に励むと言った流れが通常のパターンではないでしょうか。

しかし実は結論から申しますと、この中学受験に向けての「出出し」がとても大切であり、この「出出し」方を間違えると受験は勿論のこと今後の学習にも大きな打撃を与えかねない！と言っても過言ではないのです。
それほど中学受験勉強の始まり時期の学習方法は大切と言えます。

どういうことか？
具体的に詳しく解説します。
殆どの生徒さんはまだ受験を意識しない小学低学年では『物事をじっくり考える』習慣が身についていません。
例えば算数の学習と言っても計算練習やせいぜい学校教科書の問題を練習する程度、少し学習意欲がある子供でも通信添削問題で先取り学習をする程度です。
偶々パズルに興味を持ったり、レゴ遊びに夢中になったり、プラモデル作成に関心を抱きその分野を究め才能を磨くと言った子供もいますが極少数です。


全く『じっくり物事を考える』習慣がまだ身についていない子供達。
まだ頭が真っ白です。
そのような状況の子供達が入塾して、いきなり塾のテキストをパッと開きます。
そこには『植木算』『等差数列』『周期算』と言ったテーマが飛び込んで来ます。
『植木算』では「間の数＝木の数+１」「木の数－１」と言った公式
『等差数列』では「□番目の数＝初めの数＋公差×（□－１）」と言った公式

子供達にとってはその公式が何を意味するのか？
理解など殆ど出来ていません。
多くの子供には単なる数の羅列にしか見えていないはずです。
問題の内容を頭でイメージすることなど皆無なのが現状です。

しかしこの状況下で塾の授業が始まり学習が進められて行きます。
率直なところ大半の生徒達の頭の中は無（ゼロ）或いは混乱状態ですが、それでもまだ学習の意味するところを知らない新鮮な子供達は「これが塾の勉強・学習なのだ！」と信じ込み一生懸命意味も分からない公式を覚え、この公式に数を代入して完答に漕ぎつけ塾の授業に着いて行こうとします。
解答が得られると『出来た！』と満足します。
親御さんも『どのように考えたか？よりも完答出来た』ことに安堵し、子供がしっかり内容を理解して思考を凝らして答えを導いたか？と言う点にまで目を向けることはほぼありません。

毎週毎週、塾で新しい分野を学習しドンドン公式は増えて行きます。
公式だけでなく次々と解法テクニックも習得して行きます。
子供達のまだ柔らかい頭はスポンジが水を吸い取るように、知識やテクニックを吸収していきます。
親御さんも多くの知識や解法テクニックを通塾する度に習得する子供の学習を見ていて、一見能力が身についていると安堵し、この学習法に何の疑いも持ちません。
こうしてこのような学習法がルーティンワーク化していきます。

What you mean『公式の丸覚えや解法テクニックの丸暗記が算数の学習』と知らず知らずのうちに思い込んでしまうのです。

４年生の間は基礎的な問題なのでこの学習方法でもある程度の成績は維持出来、一見塾での勉強が順調に見えるでしょう。
ところがこうして１年が経過した５年生頃から「算数が分からない」「どんどん算数の成績が下がる」「算数が苦手、嫌い」と雲行きが怪しくなる生徒さんが多く現れます。
主に塾での５年生の授業は４年生で学習したカリキュラムを再度繰り返し学習しますが、４年生の内容をさらに奥深く追究し考えなければ解けない問題になっています。
塾側は４年生の内容を公式の丸覚えや解法テクニックの丸暗記ではなく「根底から理解出来ている」という前提で５年生のテキストに沿って指導をして行く為、４年生の内容をしっかり理解しないで来た生徒には当然塾の授業に着いて行くのが苦しくなってしまうのです。

しかし、殆どの生徒も親御さんも４年生の学習方法に問題があったことに気が付きません。
「５年生、６年生になるにつれて難しくなるのだから、もっともっと勉強をしなければ・・・・・」と思い込み、益々今までの学習方法を続けて「公式の丸覚え・解法テクニックの丸暗記」学習は更にエスカレートして行きます。

この学習方法を続ければ続けるほど算数は出来なくなっていきます。
そして何よりも「思考力が身につかない」「考えることの楽しさ」を実感出来ないのはとても残念でなりません。

更に「考えるとはどういうことか？」が分からない頭脳を築きあげてしまいます。
この「考えるとはどういうことか？」が分からない頭脳を一度身に着けてしまいますと、これがとても厄介でその弊害が今後中学・高校にまで及ぶケースが多く見受けられます。

様々な現象を素直に受け入れ、関心を持ち興味を抱き探究心が芽生えるのは約１０歳前後までと言われています。
（その後は自分の得意分野や興味を抱いた分野には探究心を持ちますが、それは限定的であり様々な現象を素直に受け入れることは難しいようです）

それほどスポンジのように柔らかい頭脳で探究心があれば「自分の頭でじっくり考える」「考えることの楽しさ」を素直に実感できるこの時期、学習方法を誤らないようにすることは最重要なのです。

この大切な時期、多くの情報や環境に迷わされることなく「じっくり考える学習」の環境作りを先ず考えていただくことを切に願います。
それには入塾する前々、小学低学年から「遊び」や「自然」を通じて様々な現象に関心がもてる体験・経験を沢山重ね「なぜ？こうなるのか」「これはどういうことか？」など多くの不思議・疑問をもつ環境作りに励むThat's it.

一見、中学受験と何の関係もないように見えますがこれが後々大きな原動力になることは間違いありません。

折角中学受験にチャレンジをして「考える力」を身に着ける筈だった学習が逆効果にならないよう注意が必要です。
その基盤が
『中学受験勉強の出出し』にあり、『受験勉強の準備を始める出出しの方向性を誤らない』That's it.


オンライン塾KO-HEIでは
受験勉強の準備の手前段階として低学年コースを開設しています。
小学低学年の皆さんが遊び感覚で楽しく学習しながら、それで以て自然と「考える力」「考えるとはどういうことか？」が身につく学習方法になっています。
４年生になって入塾後、塾のテキストを開いた時公式の意味や問題の内容を頭でスムーズにイメージが出来、自分の頭でじっくり考えることが無理なく出来るような指導法、カリキュラムを設定して指導の専念しております。
ご参考にして下さい。



2025May 7 - : Passing or failing the junior high school entrance exam is decided by science!
[Success or failure of the junior high school entrance exam is determined by science!] 】

2025The junior high school entrance examination for the current year has also ended, and I have already started studying for the entrance exam for the new 6th graders for next year's entrance exam.
This year's exam was a tough battle, just like the recent exam.
I feel that the reason for this is the change and diversification of the school system.
In addition to changing the boys' and girls' schools of their choice to co-education, changing the subjects to take the exam and changing the allocation, the emphasis on English through global entrance examinations for internationalization, the increase in entrance examinations for returning students, the adoption of mathematics subjects by strengthening science and mathematics subjects, and the introduction of evaluation of Eiken, arithmetic, and kanji tests, many examinees have devised various ways to diversify their educational systems and entrance examinations It is now possible to take the exam and win the exam in any way or means.

Until a few years ago, it was a time when it was clear in advance that if you studied according to the cram school curriculum at a junior high school entrance examination cram school and maintained a deviation value on Sunday tests, etc., you could enter the school of your choice to a certain extent.

however,Recently,
The number of students who deviate from the curriculum of the cram school and take the exam from a different route such as English, math, and kanji proficiency exams and studying only one math subject without going to cram school is increasing, and I keenly felt that we have entered an era where there is no hope of passing the cram school deviation value at all.
in other words
It means that if you study every day according to the curriculum of a famous junior high school entrance examination cram school and challenge the exam only based on the deviation value of the Sunday test (pass/fail test), you will not be able to achieve satisfactory results.

It is important to firmly grasp information such as changes in the examination system of the school of choice and the diversification of examination methods, and to find the best examination method for the student as soon as possible and take measures.
It can be said that the idea that "going to a famous junior high school entrance examination cram school early for the junior high school entrance exam, improving your Sunday test scores, and going up to a higher class will lead to the result of winning the pass" has become unacceptable.

"I will take on the exam in one subject by studying English and mathematics."
"Challenge English tests, arithmetic tests, kanji tests, etc. every day and earn points in the certification test."
It is quite possible to win the exam by methods and means, and you may be able to take on the exam with some margin.
Please refer to it.

Let's get to the theme of this time"Success or failure of the junior high school entrance examination is determined by science!"Let's get in.

Although it is said that "diversification of examination methods and means", it is true that it is still common to take exams in four subjects, and the door is wide in choosing the school of your choice.
Most students attend a cram school specializing in junior high school entrance examinations, study each unit according to the cram school curriculum, and start preparing for the entrance exam around the fourth grade.
In learning along the course of the cram school, the two subjects of Japanese language and mathematics have a higher weight in both teaching days and hours (compared to science and social studies), and they also have high points on Sunday tests, so they tend to focus on Japanese language and mathematics.

There are many cases where students easily think that "math and Japanese language first" and "science and social studies are still behind", and for students who cannot afford it even in the sixth grade, "Science and social studies will be managed by "pushing" at the end! There are many cases where people think that
however
In conclusion"Science is nothing short of "pushing"!(I don't know about society...)
In fact, science requires the most "thinking ability" among the four subjects, and the range of questions is extremely wide and deep, and it is a subject that is completely toothless without understanding the reasoning.
"What do you mean?" Let's explain in detail.

"In science entrance exam questions, there is a tendency to ask questions that do not only lead to correct answers, such as arithmetic, but also questions that question the "basis" that led to the correct answer.

[Problem example]
"Mr. A found an ant in the park and brought it home. Oh!" I checked the ants fearfully, and they were safe. So Mr. A wondered. How high can an ant withstand?"
I think you have the same experience as Mr. A.
What height do you think ants can withstand?
Please take the opportunity to take the ○○ junior high school entrance exam to think about "ants" and explain why you thought so.


In the science entrance exam questions, like thisTopics that tend to occur in real life are asked in the form of sentences, and there is an increasing tendency to ask questions that are answered with evidence.I came.
Some students will use their intuition from real-life experience and answer "5m", "10m", "100m", etc., and some students will be knowledgeable and can lead the correct answer by "they can withstand any height" or "they can withstand all heights".
If it is a math problem, points will be added to the student who answered correctly, but in science, no points will be added if you try to answer correctly.
Even if you answer correctly that "ants can withstand any height", you will not be awarded points if you cannot explain the basis in your own words.

The content of this problem example is a unit of "movement and leverage" in the textbook of a major cram school, but it is only explained on about one page on the theme of "movement of things".
It is only an explanation of the knowledge that "there are three laws of motion: stationary, inertia, and action and reaction", and most of the students have memorized these "three laws", and these are "why does it happen?" or "what kind of phenomenon is it actually happening?" It can be said that there is almost no learning that thinks deeply about such things.
Most of the examinees are questions for the first time, and they have to draw evidence from their daily experiences and thoughts.

It can be said that this entrance exam question measured the understanding of the "law of inertia" through natural experiences that can occur in daily life on the subject of "insects".
It was tested whether daily learning is not a push of knowledge, but a deep understanding, and how effectively the content learned is used in daily lifeI think.

If you ask your students the question "Answer the law of motion", they will immediately answer "the law of stationary and inertia, action and reaction".
Unfortunately, however, in recent entrance exam questions, questions that answer knowledge questions listed in the text are no longer asked (because most students will answer correctly...).
In other words, in the entrance exam of the school of your choice,The level of knowledge learned in cram school textbooks is "natural to know", and the ability to understand and utilize the knowledge you know from the root is testedIt is.
It is understandable that there is no way to train your abilities to that extent.


Also
"The range of science questions is infinitely wide and deep, and no matter which cram school you are studying with, there is a limit to just understanding the solution of the text and the explanation of the cram school instructor."

[Problem example]
"I think everyone eats tofu on a daily basis. As you know, tofu is soft, and if you stack many pieces as they are, the tofu underneath will collapse.
However, in supermarkets and other places, tofu in containers is sold stacked on top of each other.
Why is it that even if many pieces of tofu in a container are stacked, they are soft but do not crush?
What kind of ingenuity is being made?
And why is it difficult to collapse by doing such a thing?
Please explain based on the following contents.

(1) When a peach ball bounces on the classroom floor, a ball with a lot of air bounces better than a ball that doesn't have much air
(2) If you put effort into crushing a plastic bottle filled with air, the more force you put in, the greater the response. It seems that it can be crushed to the end, but it cannot be crushed to the end.
(3) Plastic bottles filled with water have no response at all and cannot be crushed.

This is a question that was asked in the entrance exam of a science junior high school, but there is probably no junior high school entrance exam cram school that explains in class about tofu packs filled with water.
Also, students who know about tofu but don't shop on a daily basis wonder what kind of container the tofu comes in and how is it displayed and sold? Some students may not even know about it.
This junior high school was also a question of how interested people were in their daily lives.

The content related to this problem example is a unit of "combustion and heat" in the textbook of a major preparatory school, but it is only explained on the theme of "expansion of things" for only half a page.
It is impossible to deal with these problems only with cram school learning, and how often do you think about the moment a balloon bursts, the failure to freeze a plastic bottle and burst, and the "kettle" that beeps ~ when boiled.It is a question of whether you live your life with a careful interest in daily life other than textbooks.

Most students use the general answer to this question as
"As a cushion, I put water in the container and devise a way to prevent it from collapsing."
I tend to answer, but this answer does not work at all.
Why doesn't it collapse when you put water in it? This is because the basis is not explained, and it is far from an explanation based on the contents of (1) ~ (3) in the first place.

Students who are a little tactful should think based on the contents of (1) ~ (3)
You may answer, "Because the tofu container is in a vacuum state...".
However, if it is in a vacuum state, it should be easier to collapse. (It's a wrong answer, but I appreciate the point that you thought about it seriously)
Based on the contents of (1)~(3)
You will need to answer, "This is because the tofu container is "full" with water around the tofu, and the volume of the water is almost the same no matter how hard it is pressed, so it prevents the tofu from crushing.

In this way, the junior high school entrance exam questions in science can be solved with just one "tofu". In other words, "tofu" alone is the deciding factor in passing or failing.

Science has an infinitely wide range of topics and is very unclear. Furthermore, the subject matter is created in a format that is difficult to answer with knowledge alone, and the questions are devised so that you can get the correct answer if you cannot understand it from the bottom up and apply and utilize the content you understand.

In the cram school textbookIt is completely unacceptable to memorize knowledge and solve exercise problems according to the formula to take the examThis is the current situation.
Again,The ability to understand each phenomenon from the ground up and use what you understand from various directions.You will need.

It is understandable that there is no way to train your abilities to that extent.

Many junior high school students aspire to take the 4-subject exam. It is difficult to proceed with learning in a balanced manner in the four subjects, and I think it is unavoidable that there are subjects that are not good at it.
We tend to think that we can manage if we cover the subjects we are not good at with the subjects we are good at, and especially if the subjects we are good at are quite good, we tend to stay away from overcoming the "weak subjects" because the subjects we are not good at are not so concerned and the deviation value is less affected.
In addition, Japanese language and mathematics have a high weight in scores, so there is a tendency to focus on these two subjects.

Even in the daily Sunday test (pass/fail test), there are students who raise their rankings and deviation values by earning points in their favorite subjects, but this is also not reliable in the actual entrance exam.
Even if the science and social studies scores are lower than the Japanese language and math scores in the entrance exam of the school of your choice, there are only students who take the exam at the same level as you in the entrance exam."No score is allowed in any subject."Because.
"One point determines pass/fail"It's an entrance exam.
Don't be overconfident that "science and social studies are still later" or "science and social science will be able to be managed by pushing at the end".
Every year, I work on science and social studies from around the summer vacation, and I am very sorry that there are students who regret that "it shouldn't have been like this" just before the entrance exam, and students who have no choice but to change to two subjects.
Please refer to it.
2023November 9, : Learning for the junior high school entrance exam depends on how you teach! There is a huge difference in the ability to think!
Learning for junior high school entrance exams depends on how you teach! There is a huge difference in thinking ability

Note: This post is specialized in science thinking skills such as arithmetic and science.

Most children who aim to take the junior high school entrance exam attend a cram school for about 3 years from around the 4th grade of elementary school (at the latest to the 5th grade) to prepare for the entrance exam.
The major preparatory schools that children attend have repeatedly researched and produced original teaching materials, and instructors specializing in entrance exams will guide them according to the curriculum of the perfect teaching materials.
The teaching materials are really good, and it is surprising that elementary school children are devised to make elementary school students understand the units they learn in high school mathematics so that they can sometimes understand this and that, and they can naturally guide the solution to the problem with their own heads without making full use of formulas.

Since a professional instructor will teach this excellent teaching material for three years, and in a very soft-minded childhood, it may be natural that you will acquire your thinking skills and improve your brain.
Personally, I would like all children to use this excellent teaching material to learn, regardless of whether they take the junior high school entrance exam or not.

Because when going on to junior high school ~ high school,This is because what I learned in elementary school using this excellent teaching material will be my "ability to think theoretically" and "mathematically" in the future.
In fact, in the 2022 Common Test (Mathematics II.B), questions were asked that intertwined the number sequences learned in high school mathematics and the traveler's arithmetic learned by elementary school students in junior high school entrance exams.
The high school student I was teaching (no experience in junior high school entrance exams) understood the number sequence, but he did not notice the idea of "traveler's arithmetic (graph)" and lost points from (1) of the common test question. On the other hand, when I tried to solve it with a sixth-grade elementary school student, of course I couldn't solve the problem of the number sequence (solution using a gradient formula) in high school, but I have a shocking memory that I solved the problem of traveler's arithmetic (graph) and answered (1) of the big question correctly.

2023In the common test of the year, problems involving compound interest calculation and gradation formulas were asked in Mathematics II and B, and students who were interested in saving and investing would have understood the mechanism well and would have worked advantageously.
Unlike the previous center exam, the common test not only covers high school mathematics knowledge, but also junior high school mathematics and elementary school mathematics learning, and even mathematical knowledge as well as daily social and economic content.How important it is for future learning to have the ability to think deeply since elementary school and to be interested in and interested in various events!I feel it.

Again, the teaching materials produced by major junior high school entrance examination cram schools are closely related to daily life, and they are learning to draw line diagrams and designs and make you think without making full use of formulas as much as possible."Improve children's brains"There is no doubt that it will be.

However, when I look at the teaching methods and learning methods of instructors at junior high school entrance exams and cram school recently, I realize that there is a considerable difference from the teaching methods of professional cram school instructors I taught in elementary school.
Of course, I can understand that teaching methods are also changing with the changes of the times.I am worried that it is becoming a teaching method that cannot be concluded that "learning for junior high school entrance exams acquires thinking skills".



What does that mean? Let's give you a specific example.

[Number sequence problems learned in the 4th grade of elementary school]
"According to a certain rule, the numbers are arranged as follows
3, 9, 15, 21, 27・・・・・
(1) What is the number 20th from left?
(2) If you add up to the 20th number from left to right, what is the sum?

In fact, this sequence problem is also learned in high school mathematics.
In high school mathematics
You will learn how to find the general term of a sequence = first term tolerance × (n-1).

The same problem in elementary school math
The difference between 9~3 is 6, the difference between 15~9 is 6, and the difference between 21~15 is 6・・・・・
In other words, the numbers that have increased by 6 are lined up.
The number 20th is the number of 6 increased, and the number between the 1st to the 20th is 19, so the number of 19 times increased (from Ueki's calculation) = 19×6 = 114
However, since we are starting from 3, we add 3 to 114 3 = 117

What do you think?
In high school mathematics, the general term an=a with the first term a, tolerance d, and n as natural numbers.(n-1)While there are many high school students who learn with difficulty and do not understand the meaning of this formula and solve it,In elementary school mathematics, I have already learned to understand and solve the meaning of high school mathematics formulas.
As a result, when studying mathematics in high school, you can easily answer without the need for formulas such as general terms at all.

Furthermore, in high school mathematics, students learn the formula that seems very difficult, such as the sum of the equal difference sequence Sn = number of terms / 2× (first term last term).
However, the sum formula of this sequence (I will omit it here) also explains "Why is this happening?" in elementary school math materials, and "usually" even at cram schools, the instructor will guide you in detail with designs.
Therefore, after entering high school, I was able to take classes as a matter of course, not new knowledge at all.

Students who studied in junior high school entrance exams clearly had a high school math sequence.He understood the meaning of the essence of the sequence and acquired the ability to assemble and solve it by himself even if he did not memorize the formula.



howeverThere has been a change in cram school instruction in recent years.I feel. (This is not the case for all cram schools)
Among the students who attend the major cram schools I teach, there are many children who proudly chant formulas and subsume them, saying, "The □ is the first number tolerance × (□-1)...".

There are various reasons such as "the cram school teacher himself has no experience in taking the junior high school entrance examination", "it is more efficient to memorize the formula", and "there is no class time to explain the meaning of the formula", but this does not allow you to acquire "logical thinking skills" at all even if you study for the junior high school entrance exam.

Far from not being able to learn it, only self-esteem such as "I know advanced formulas" and "I know advanced solutions" grows, and furthermore, it creates the illusion that "I can do arithmetic (mathematics) by memorizing formulas", and when this becomes a habit, as I go to junior high school and high school,"Memory brain of solution techniques"It has become and does not fly, and lacks "logical thinking ability"I don't understand "thinking" itselfIt may end up getting worse.
"Guidance that you want to avoid at all costs"It can be said.

In the teaching method of junior high school entrance examinations, this danger has become noticeable not only in the number sequence but also in many units.
In the end, excellent teaching materials that cram schools have worked hard to produce over many years are meaningless in this kind of learning method.
Let me give you a few typical examples.

First of all, it is the number of cases.
[1. The problem of the number of cases learned in the 5th grade of elementary school]
１．『 A.B.C.D.E.F. will select one class leader and one vice-team leader in a group of 6 people. How do you choose a class leader and a deputy team leader?
２．『 Choose two of the six A.B.C.D.E.F day shifts. How do you choose?"

Number problems in these cases are learned in high school mathematics with permutations (P) and combinations (C).
In elementary school arithmetic, I first learned by having them write a tree diagram and count it.
And it was a teaching method that made students understand "why do you do ÷ 2 in problem 2?" by actually experiencing the difference between problems 1 and 2, but recently, cram school instructors have seen opportunities to teach "problem 1 is 6P2, so there are 30 ways of 6×5" and "problem 2 is 6C2, so there are 15 ways of 6×5÷ 2×1".

The student said, "P?C?" I wonder, "Why is it ÷ C?"
In question 2, my cram school has students write a tree diagram once.
Then, the child realized, "Oh, I'm counting the same thing twice~" and said, "Why do I have to divide the problem of 2 by 2?" I can understand it.
However, thisI feel a sense of crisis that the guidance of the instructor who gives me awareness from actual experience is fading.

There is also an example like this.

[2. The problem of "speed and ratio" learned in the 6th grade of elementary school]
"Mr. A leaves home at the same time every morning and goes to school. If you walk at a speed of 90 meters per minute, you will arrive at 8:25, but if you ride a bicycle at a speed of 300 meters per minute, you will arrive at 8:11. What time and minute does Mr. A leave the house every morning?"

In fact, these problems are also learned as applied problems in the "Equations" unit of junior high school mathematics.
However, in the math of elementary school students who have not learned equations, the child's "logical thinking ability" was acquired by teaching them as follows.

[Instructor]
"What is the ratio of speed to walking and cycling?"
[Student]
"90m/min: 300m/min, so 3:10"
[Instructor]
"That's right~! Simply put, walking in 1 minute means (3) and cycling (10)!"
"If so, how much time does it take to walk the same distance and ride a bicycle?"
[Student]
"Hmm~hmm? It takes a lot of time because you only go a little further on foot! I see! The ratio of time taken in the opposite of that ratio is walking: bicycle is 10:3 "
[Instructor]
It takes 10 hours to walk on the same school route, and it takes 3 to arrive by bicycle."
"In other words, there is a time difference of 10-3=7 between walking and cycling."
"If that's the case, there is a difference of 25 minutes - 11 minutes = 14 minutes between walking and cycling on the same school route, so this 7 is 14 minutes, and 1 is 2 minutes."
"The time it took to walk is 10, so 10×2 minutes = 20 minutes.

How about?
In the past, without making full use of formulas like this, guidance was given to easily guide you to the answer without even calculating it by imagining it in your head (once you get used to it).
On top of thatWhile enjoying the ability to think theoretically one by oneI led it.

In addition, elementary school arithmetic without making full use of formulas can also be used as a unique solution as follows.
[Instructor]
"Walking and cycling are the same school route, so let's set the distance to ○m yourself."
"It doesn't matter if it's 1m or 100m, but since you are going 90m or 300m in one minute, set it to 900m (the least common multiple of 90 and 300) to make it easier to calculate!"
"How many minutes does it take to walk 90 m/minute, or how many minutes does it take to ride a bicycle?"
[Student]
"If you walk, you will walk for 10 minutes at 900m÷90, and if you ride a bicycle, you will take 3 minutes at 900m÷300. Oh yes! Now that the difference is 14 minutes, the distance is doubled. The school route is 1800m! It took twice as long as it took to walk, and it took 20 minutes."
[Instructor]
"Oh yes, you can think like this."

Like thisIf you don't make full use of formulas, you can derive solutions from various ways of thinking and have a "flexible way of thinking"It will be like this.
This"Flexibility" has a great impact on future "mathematical ability"It is no exaggeration to say.

However, in recent cram schools,
"Put the walking time as □ minutes and the bicycle time as (□-14) minutes. The ratio of time to speed traveling the same distance is opposite, so the ratio of walking: bicycle speed is 90:300 = 3:10 is opposite...
Time to walk: Time spent on a bicycle = 10:3 = □:(□-14)
3×□＝10×（□－14）
3×□＝10×□－140
7×□＝140
□＝20
"It took 20 minutes to walk."
I began to see many students receiving this kind of guidance.
This is a solution based on the equation of a junior high school student.

Some people may think that "receiving preemptive guidance from junior high school students is advantageous for taking exams", but it is meaningful only when you acquire the "ability to think for yourself" in elementary school, and this kind of preemptive learning for children whose arithmetic skills are not yet perfect may prevent "thinking ability" more and more.

If this kind of "formula-assembling" learning method becomes a habit from elementary school, it will be impossible to visualize the phenomenon in your head at all.
If you can't visualize the phenomenon in your head, you won't be able to take science and mathematics subjects in junior high and high school first.
The reason is that students who are not good at mathematics are obsessed with constructing formulas and do not have the ability to imagine and think about phenomena.
It is no exaggeration to say that this is a problem with the fact that they have not developed the "ability to think" since elementary school.

And frighteningly, students who lack the ability to think are more difficult in junior high school ~ high school mathematics
We will lean towards formula-dependent learning methods.
I was obsessed with "which formula can I use to solve it?" and finallyIt becomes a "memory brain for solution techniques" and results in struggling with science and mathematics subjects in junior high and high school.It is clear.

To acquire the "ability to think",
"Don't teach or use formulas as much as possible"
"Practice and make people realize why this is the case."
I feel that it is important for cram school instructors to teach in this regard.

Also, recently
・Do not write line drawings or designs
・The notebook is beautifully listed like a junior high and high school student.
・Do not write stick figures and visualize the phenomenon in question in pictures.
I see a lot of students.
To imagine the phenomenon of arithmeticBy writing pictures, designs, and line diagrams in a notebook, you will deepen your understanding and develop your "ability to think"It is.
Without this work, you will never acquire "thinking skills".

If this learning method has not become a habit, let's review the teaching method of the instructor you attend the cram school again.
Parents should also be careful that if the teaching method is wrong, instead of acquiring the ability to think, they will only cultivate the "memory brain of solution techniques", which can affect junior high school ~ high school.

"Even if you are learning with the same teaching materials, there will be a big difference in your child's thinking ability in the teaching method."It is.

Don't be overconfident that "it's okay because you're studying at a cram school," and sometimes ask "How are you learning?" or "What kind of guidance are you getting?" I hope that you will actually look at the notebook and make an effort to check the teaching method.
Again,
"Learning for junior high school entrance exams depends on how you teach!It is.
2023August 22, : Make no mistake! What to do from junior high school entrance exam / fall
"Don't make a mistake!

Note: This post is
・Among junior high school students, for 6th grade elementary school students
・I am a lecturer specializing in mathematics and science, so I specialize in math and science.
Please note. (I would like to tell you again about the explanation for 4th~5th graders of elementary school.) ）

I think that junior high school students and most elementary school students spent their summer vacation "immersed in cram school summer courses".
It will be different for those who were able to learn satisfactorily as planned, and those who were not able to do it as expected.

Also, how was the public test after the summer vacation?
・Students whose grades have improved due to the remarkable results of summer courses
・Students who felt a sense of accomplishment and gained confidence
one side
・Students who did not get as good grades as expected
・Students who are discouraged by "disappointment" even though they have worked hard to attend the summer course
・Students who have not changed at all from before the summer vacation and have lost a little confidence in studying for the upcoming exams
I think it's different.

In any case, the conclusion is that almost the results of the summer course are"There are many students who have not seen as much results as expected."It means.

The reason is
Most of the content of the summer course at the preparatory school is the curriculum.
"Summarize all units"Because it's a class.
For students who have "almost completed" all the units (curriculum) up to the first semester of the 6th grade that they learned before the summer course, the "summary" class of the summer course was able to reconfirm their degree of perfection and was a fulfilling learning.
However, for students who have a low level of completion (of the unit) up to the first semester of the sixth grade, even if they receive guidance from the cram school instructor on what they understand, even though their understanding has not been established, they will end up with "vague classes" and "participation somehow".

Unfortunately, there are few students who are almost complete by the summer course of the sixth grade and can perfectly master the cram school instructor's "summary" lessons.
・Somehow, "I learned this before."
・"I didn't know this unit before, so I didn't test well."
・"I'm not good at this unit~"
From such students to some
・"I don't know at all"
・"Have you learned this before?"
Some students feel like they are learning for the first time.

In such a situation, even if you participate in the "summary" class of the summer course, you will not deepen your understanding, and as a result, it is natural that you will not get results in the public test after the summer course.

In other words, many students tend to end up learning only at the top and not deepening their understanding of summer courses that spend all their long summer vacations paying high fees with high expectations for the results after summer vacation.

How to study efficiently during this long summer vacation and achieve results in public tests after summer vacation! in order to
(1) Analyze the completeness of each unit
Analyze the completeness of each unit from the test results before the summer vacation.
For instance
・The unit of the ratio is almost correct in the test, so the level of understanding is perfect.
・In the field of shapes, the correct answer rate on the test is about 70%, so it is still insufficient.
・The speed unit always drops the score in the test.
etc
Where are you dropping goals?
What units are you not good at?
Analyze thoroughly before summer vacation.

(2) Thorough guidance on weak units
・Where did you stumble and where did you lose consciousness? Detailed analysis
・Establishment of a solution method by writing a line diagram and a design
・Repeated exercises with similar problems
・After establishing understanding, develop application skills in development problems.

(3) Basic training exercises such as calculations and one-line problems
・Practice one-line problems and basic problems to increase the speed of solving
I should have studied during the summer vacation.

However, these matters vary greatly from student to student, and the cram school is unable to deal with them.
Therefore, as a "summary", we held a wide and shallow class and held a summer course that was considerate of all students. (However, in the end, as mentioned above, I can't get rid of the feeling that my understanding has not deepened and I have finished learning only at the top.)

Because of this background, it can be said that many students have "disappointed" results in public tests after summer vacation.

Furthermore, this "disappointing" grade will trouble students and parents after the second semester.
Finally, after autumn, phrases such as "measures for the school of choice" begin to be heard from the cram school.
(1) In order to aim for the school of your choice, it is essential to take the "cram school of choice school preparation".
(2) For that reason, you must secure a seat in the 〇〇 course (class) where you can prepare for the school of your choice.
(3) For this purpose, you must obtain enough grades to secure 〇〇 course (class) through the cram school's public test.

Depending on the cram school, there is a class organization based on the public test (〇〇〇 training test, 〇〇〇 practical test, etc.) in September ~ November, so both parents and children are nervous about this public test and desperately study for the public test after the fall.
However, in fact, this can cause a big failure in the entrance exam.
In conclusion
"After autumn, I don't care about cram school courses (classes)."
It means.

Until the summer vacation, studying for a higher course (class) will lead to increased motivation and is recommended as a goal.
However, after autumn, it is more than 〇〇 course (class)
It is important to focus the vector on "how to pass the school of your choice"It is.

But "If you don't have a seat in the cram school's 〇〇 course (class), you won't be able to prepare for the school of your choice..."
Some people may advocate the importance of course (class) organization.
But franklyIt is almost impossible for a cram school to perfect your school of choiceThat's what it means. (If you want to apply for a difficult course, a junior high school that your cram school is a signboard, you can expect a little)

Measures for cram schools of choice are:A class that solves past junior high school questions with a similar degree of deviation "partially"becomes.
To be more specific, students in courses (classes) with a deviation value of 50~55 are not practicing the past questions of your desired school, but rather a class that teaches students with a deviation value of 50~55 to "partially" the past questions of various junior high schools that students are aiming for.
They will never give you thorough guidance on the past questions of your school of choice.

"If the cram school can guide you in past question exercises for junior high schools at the same level as your desired school, it is enough!"
Some parents may be judged to be.
However, the idea is naïve, and there are many students who have missed the exam due to the measures taken by this cram school.

The reason is
(1) Even though they are junior high schools of the same level, the tendency of entrance exam questions is completely different in each junior high school.Because.
To be more specific, for example, at your desired school, A Junior High School, the number of questions is small, but the difficulty of the test content is high, and there is a high tendency to ask questions that test your thinking ability over time.
On the other hand, in B junior high school of the same level, although the number of questions is large, the difficulty of the test content is average, and the speed and accuracy of solving determine the pass/fail of the questions.
Even in junior high schools of the same level, there is a big difference in the tendency of each question.

Even if a student who wants to go to A junior high school is practicing past questions of B junior high school, it is not a measure for his school of choice or a measure to win the pass.
Measures for A junior high school require patience to think about various difficult problems, and measures for B junior high school require a sense of speed and accuracy.

(2) As mentioned above, even if it is a measure for the cram school,It is almost impossible to explain "all" of the past questions of your school of choiceBecause.
The cram school's past question preparation class only "partially" allows you to practice and explain the past questions of your school of choice. (Excluding junior high schools that use the signboard of difficult junior high schools and cram schools)
The reason is that even if it is a 〇〇 course (class), each cram school with about 30 students in attendance is very different and it is impossible to deal with it according to each person.

What is the past question exercise?
(1) Strictly adhere to the exam time and try to solve everything as much as you can solve it with the feeling of the actual exam.
(2) Try to redo the problem you couldn't solve or the wrong problem again
(3) Have the cram school instructor guide you to the problems you did not understand in (2) and thoroughly understand them
(4) Solve the past questions of the school of your choice for 10 years in this procedure (1) ~ (3)
(5) Repeat (1)~(4) 3 times (ideally: 1st time: October, 2nd time: December, 3rd time: just before the entrance exam)
It means.

And what is past question preparation?
・By solving on time, you can get used to the time allocation of the exam of your choice school.
In other words, set a guideline to some extent, such as 5 minutes for question 1 and 10 minutes for question 2.
・By solving past questions for 10 years, you can see the trend of the exam content of the school of your choice.
In other words, if you examine past questions for 10 years, you can roughly see the trend of questions at the school of your choice, so you will practice that unit thoroughly.
・By repeating past questions three times, the content, tendencies, and characteristics of the solution of the school of your choice will be ingrained in your body rather than your head, and you can avoid making mistakes in the actual exam that "it shouldn't have been like this."
It means.

Unfortunately, however, the cram school's preparation for the school of choice is at most 1~2 major questions for 1~2 years of past questions of your desired school, and it is difficult to master the above exercises and measures.

In other words, in order to pass the school of your choice,
"Attend the cram school's 〇〇 course (class)"
"If you can be present in the cram school's 〇〇 course (class), you can pass the exam."
The concept does not work at all.
If you are in the 〇〇 course (class) of the cram school, if you can add a passing score at the school of your choice, I would like you to put a lot of effort into the public test.Your cram school grades have nothing to do with the entrance exam of your school of choiceIt is.

What is even more dangerous is
Some cram schools conduct cram school's original mock exams called "〇00 Judgment Test".
This mock test quantifies and judges the pass rate of the school of your choice, so both students and parents are quite nervous, and in order to improve the grades of the mock exam.Students who are desperately focusing on studying cram school materialsAre.
Keep in mind that the cram school mock exam is only a cram school production, and the exam at the school of your choice is not a cram school production.
The cram school's original mock exam is a mock test planned by the cram school.
Even if the pass rate is judged based on questions that are different from the school of choice (although it is a guideline), how credible is the judgment? Let's make a calm judgment.

In other words, I think you will be convinced if you solve the past questions, but the question format is different between the past questions and cram school materials and mock exams.
Familiarizing yourself with the exam format of your school of choice as much as possible is the most important thing to win the exam.Are.
Even though you have to work on the past questions of the school of your choice and thoroughly focus on the preparation for the school of your choice after the fall, you will not be able to win a pass if you continue to study the cram school materials and the "〇〇〇 judgment test" forever, neglect the past question exercises, and hurriedly look at the past questions after the beginning of the year.


From the fall onwards, please shift from the public test to past question exercises and countermeasures at the school of your choice.
Even though it is said that the cram school is preparing for the school of choice, the cram school will not be able to prepare for the school of choice centered on you.
It is very dangerous to be overconfident, such as "If you are present in the XX course (class) of the cram school and have the past questions of the school of your choice practice and countermeasures at the cram school, it will be fine!"

As I mentioned earlier, you must take measures for the school of your choice with the cooperation of your parents.
(1) Prepare 10 years of past questions for the school of your choice and solve them on time.
(2) Resolve unsolved or wrong problems while looking at the answers.
(3) If you still don't understand the problem, ask the cram school instructor after class.
(4) Repeat past questions at least three times instead of once (the first in October, the second in December, and the third in the last minute).
It is to proceed on your own without relying on cram schools.

After autumn, don't make a mistake!
"I am only distracted by the public test of the cram school, and I don't neglect past question exercises and countermeasures!"
Please refer to it.
2023July 17 - : "Why aren't my grades improving!" Explaining the 5 wrong study methods
Of course, I think everyone can understand that grades do not improve due to lack of study, such as "not studying", "very little study time", "not reviewing what I learned at school or cram school at all".
Here's what I say, "Why? is an explanation for those who are studying and are trying hard in their own way but their grades are not improving.

Also, since I am a lecturer specializing in science and mathematics, please understand that the content I am talking about here is a commentary focusing on science and mathematics.

[Why?] Aren't your grades going up? 】

１．“ It is a study method that solves only problems that can be solved and problems that are likely to be solved.

This type is actually more common among serious and hardworking students.
I work on the problem book on my own and work hard, but in fact, I feel like I am studying by solving only the "problems that can be solved" and "problems that are likely to be solved" in a notebook.
I check for problems I don't understand, but I don't know the problemsI don't try to solve it "right away".
"Well,"Later"If you don't understand, ask the teacher (at school, cram school)!" 「"Later"Let's read the explanation of the problem book and solve it!" And for the time being, I'll leave it as it is.
If this neglect increases, you will feel reluctant to ask the teacher more and more questions, and it will be troublesome to read the explanation and think carefully.

By solving problems somewhere (understandable, seemingly understandable) at random,I have the illusion that my studies are progressing.I believe that this study method will lead to improved grades.
For this reason, I spend time worrying about problems I don't understand, thinking that "I don't have time" or "I can't do this".
As a result, there is a tendency to neglect problems that you never understand or are not good at.

By doing trial and error on parts and units that you don't understand, and taking the time to think about them while looking at the explanations, you will make progress and improve your grades.However, I feel that the process is a waste of time.
I get a sense of accomplishment by solving many understandable problems.

However, this study method is a problem that can be done and a problem that cannot be done."Species"It's just that.

When the problem book is finished until the end, we will start working on the next new problem book without dealing with the problems that we did not know "separated".
Once again, I will only work on the problems I understand, and put off the problems I still don't understand!
thusJust repeat the "classification of problems that can be done and problems that cannot be done"! How to study foreverAre.

There is no progress at all because we do not start problems that we do not understand.
I only think, "I'm studying so hard...".

Are you thinking about problems you don't understand over and over again, through trial and error?

If you have an idea,Once again, it has been revised to a study method that thoroughly deals with the parts of the problem book that are not understood.Please try it

What is studying to improve grades?It's not about "the amount of study", but "how to study with good quality!" ”It is.

２．“ I found out the problem I couldn't solve! It is a study method that is done by "mood"

Next time, I will deal with a problem that I don't understand, but I have a problem with how to deal with it.
Have you asked your teacher (at school or cram school) about a problem you couldn't solve, or read the explanation and just said, "Okay!"
In fact, even if you think you can understand the problem you stumbled on once,If you don't repeat it three times, it won't take hold.

≪1st time≫
Immediately after receiving guidance from a teacher or reading and understanding the explanation, can you solve it on your own without looking at the answer again? Let's check.
Even if you solve it here, don't let your guard down!
This is because there is a suspicion that has been resolved by memory.
≪ second time≫
After 3 days, try to solve it again.
Can you solve the answer again without looking at the notebook when the teacher instructed you?
Please check.
If you are in a situation where you can't solve it or are troubled, your understanding of the problem has not yet taken root.
Let's look at the answer again and understand it thoroughly.
≪3rd time≫
After another 10 days, try to solve it as well.

Have you solved the problem that you couldn't solve or didn't understand three times like this?
Most students don't understand, or ask the teacher to tell them the wrong questions or look at the answers."I feel understood"That's it.
This does not establish a understanding at all.

"Sweet Study Method" isI have an image of the solution, but I can't get a perfect answer.Unfortunately the examIt does not lead to a score.

It is important to have a steady study method that repeats and resolves over and over again.

３．“ I don't understand it from the root.

In the first placeI don't know what to "understand"I am a student.
Understanding means "to understand the meaning and content of things logically and correctly".
・Why is this happening?
What does this formula mean?
・What caused this phenomenon?
・In which direction should this problem be solved?
・How do you assemble and guide the answer?
I don't accept logical thinking,A study method that solves problems with knowledge alone becomes a habitIt is the one who has become.

If you have this kind of study method, you will be able to memorize the formulas well and remember the knowledge accurately, so you can definitely solve basic problems.
Also, since they solve by memory without thinking, they sometimes answer faster and more accurately than students who work logical thinking.
This makes people mistakenly think that they are good at math, and this study method takes root more and more.

At first glance, it looks like you're studying, but in fact, it's just that you're substituting numbers into memorized formulas or making full use of the knowledge you have in your memory.Studying manual workIt's just that.
What you meanNot thinkingIt is.

If it's about regular school exams, you can somehow cope with this study method to some extent, but when it comes to mock exams and entrance exams, you can't stand up at all.
It is only after taking the mock test that you are discouraged by the deviation value and you feel doubtful about your understanding.

"I'm studying hard, but why can't my grades improve?"
"I can do basic problems, but why can't I do applied problems?"
I have a question for those who are worried.

When you solve a problem
・"Which formula do you use?"Are you obsessed with the formula?
・"What pattern is this problem?", etc., tracing memory and reference books, etc.Are you trying to put your knowledge to use?

If you feel that it fits"Upper study method"It may be.
This will not improve your grades at any time, and you will not be able to acquire the ability to think at any time.

To improve this "upper study method", first of all,
・The formula you memorize"How were you guided?"Let's dig deeper into the roots of the formula again.
・Knowledge in your memory"Why is this happening?" "What is the meaning of this knowledge?"Let's try to understand it again.

In this way, by understanding the logic and experiencing the phenomenon
[What does it mean to think?] 】
You will gradually be able to feel it.
Please keep this in mind.

４．“ I can solve it because I know the logic! It is a study method that does not tackle exercise problems from confidence

This time, on the contrary, it is a student who has excellent thinking ability and is good at thinking logically.
These people are very bad at memorizing things that cannot be imagined or simply memorizing formulas.
Make full use of formulas such as basic problems to solve them, and steadily train problems that can be solved with knowledge."Troublesome"I feel like it.

Of course, this kind of manual learning cannot be said to acquire the ability to think, nor can it be said that it can be said that it will acquire the ability to think logically.
But the exam has a time limit.
Ironically, if you have a lot of knowledge and make good use of it, you may be able to solve problems faster than students who have the ability to think.

Thinking and logical thinking skills are essential for improving test scores, but by making full use of a certain amount of knowledge, you can smoothly guide solutions and quickly use formulas to efficiently lead to answers.
It is a great waste to have a grade that is not different from other students due to lack of knowledge or lack of use of formulas, etc., while having the ability to think well.

Don't take "because you understand" or "because you can solve it" and exercises to gain knowledge lightly.Please work steadily on the exercise problems.

If you, who are good at logical thinking, can make good use of knowledge and formulas in a balanced manner, you will be the strongest than anyone else.

５．“ If you can solve it, it is a study method that solves it with self-style and assumptions

It is said that there are about five ways to solve a problem.
Among themIt is important in the exam that it is fast, efficient, and "the solution intended by the scorer"Are.
Especially in the case of descriptive answers,"The grader's intended answer"It is mandatory.

After working on the problem book, don't you round it up and say "It fits!"?
If you make a mistake, you will read the explanation and correct it, but most people will skip the correct part without reading the explanation.
But it is very dangerous.
Maybe your correct answer is
・It was a coincidence in the way of solving the ego!
・It took a considerable amount of time to solve it by pushing the ball!
・Somehow my intuition worked and I was able to solve it!
・I was able to solve it by tracing my memory of solving a similar problem before!
This is because you may be passing through with "correct answer", "I was able to do it", and "I understood".

It can never be said that such an answer can cope with the exam.
The exam has a time limit.
If you take time to do it, it will not be reflected in your grades.
I can't afford to trace my memory.
I can't afford my intuition to work.

Also, even if it deviates from the intended solution of the test grader, it is easy to lead the solution in the ego style and think that "the answer is correct", but this is almost the case.You can't expect a high score.
The reason is
This is because most of the entrance exam questions, including the common test for university entrance exams, have a question format with several small questions in one major question, except for one-line questions.

furthermoreOne major question has a story and a format that leads to the solution step by stepAre.
The story is formed by the creator's intended solution, so if you deviate from it and solve it in your own way, the direction will start to go out of direction and it will be difficult to guide the correct answer to the last problem.

Even if you solve the problem, even if it is the "correct answer",Check the solution to the answerLet's do it.
"Is my own way of solving it really the best?"

・Maybe there is a better solution
・Maybe you have a different solution than your own.
・Maybe you're using knowledge you don't know to guide the solution.
・Maybe my solution is a pushy solution.
While doubtingRead and confirm the answers carefullyLet's do it.

"If you can solve it", the exam will not pass,
How to solve it quickly, efficiently, and with the "grader's intended solution"!
is important.

I'm studying hard, but my grades aren't improving! Those who are worried about
Here are five problems.
Were there any problems that made you feel that you had an idea somewhere?
If so, please try to improve it from today.
Improvement and correction are troublesome, and I understand the feeling of reluctance.If you don't change something, your current grades won't change.
I hope it will lead to improved grades.