JLPT N1 Reading Comprehension Test
ๅ้ก8 ๆฌกใฎๆ็ซ ใ่ชญใใงใ ๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใ ๆใใใใใฎใ 1ใป2ใป3ใป4 ใใไธใค้ธใณใชใใใ
Reading Passage
ใ็ทด็ฟใงใฏใงใใฆใใชใใฃใใฎใซใ่ฉฆๅใงใฏๆใๆๅใใใใใใใชใฉใจใใๅ ดๅใซใใใใใญใใจใปใใใใใจใใ็งใฏๆฌ็ชใซๅผทใใใใ็ทด็ฟใฏใใใใใซใใฆใๆฌ็ชใงๅ่ฒ ใใใใใฐใใใใจๆใฃใฆใใพใใใกใงใใ
ๆฌ็ชใซๅผทใใฎใฏๆชใใใจใงใฏใใใพใใใใ็ทด็ฟใงใใฃใใใงใใฆใใชใใใจใใๆฌ็ชใซใชใใฐใใฃใจใงใใใ ใใใใจ่ใใใฎใฏใ็ใใจ่จใใใใใใพใใใใใฎใใใชในใฟใณในใงใฏใใใใใฏใฉในใฎ็ตๆใๅบใใใจใฏใจใใฆใใงใใชใใงใใใใ
็ใฎๅฎๅใใคใใใซใฏใใใฏใ็ทด็ฟใงใๅธธใซๅ จๅๆ็ใใๅงฟๅขใๅฟ ่ฆใงใใ
English Summary & Annotations
็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The passage states that to gain true ability, it is necessary to always put in full effort during practice. It also criticizes the naive idea of expecting to perform well in a real match without proper practice. Therefore, the author believes that unless one puts full effort into practice, good results cannot be achieved in a match.
Why other options are incorrect:
The passage argues against this idea, stating that relying on 'being strong in actual performance' without proper practice is naive and won't lead to top results.
The passage states that thinking 'it will surely be possible in the real thing' even if not done well in practice is naive. It does not say that practicing with full effort is a naive idea; rather, it promotes full effort in practice.
The passage emphasizes the importance of full effort in practice for achieving results, not that it's difficult to perform even with good practice.
ๅ้ก8 (continued)
Reading Passage
ๆๆ ใจใฏใๅ็ดใช็็็ใชๅๅฟใฎใใจใงใฏใใใพใใใ้ป่ปใฎใชใใง่ถณใ่ธใพใใฆใใ่ธใใ ็ธๆใฎ่ชๅใธใฎๅฏพๅฟใซใใฃใฆใๆใใซใชใฃใใใชใใชใใฃใใใใพใใ่ชๅใ็ใๆใใใใฆใใใจใใซ็ธๆใฎๆนใซๅๆ ใใใใใพใใไบบใๆใใๆใใจใฏใ่ชๅใๅทใคใใใใใจใใๅฎๆใซๅ ใใฆใใใฎๅทใคใใๆฏใ่ใใไธๅฝใงใใใจใใๅคๆญใๅซใพใใฆใใใฎใงใใใใฎใใใซๆๆ ใฏใใใคใฏไพกๅคๅคๆญใซๅบใฅใใฆใใใฎใงใใใใใงใซใใใซใฏๆ่ใใใใฎใงใใ
English Summary & Annotations
ๆๆ ใซใคใใฆใ็ญ่ ใฏใฉใฎใใใซ่ฟฐในใฆใใใใ
Detailed Explanation
Why this is correct:
The passage explicitly states that anger includes 'the feeling of being hurt' (ๅฎๆ) and 'the judgment that the behavior is unfair' (ไพกๅคๅคๆญ). It concludes that emotions are based on value judgments, implying they include more than just raw feelings.
Why other options are incorrect:
While the passage states emotions are not *simple* physiological reactions and involve thought, it doesn't quantify the *degree* of influence between physiological reactions and thought. It emphasizes the *inclusion* of value judgment and thought, not a comparison of influence size.
The passage gives an example where anger depends on the *other person's reaction* (็ธๆใฎ่ชๅใธใฎๅฏพๅฟ), directly contradicting this option.
The passage states that 'thought is already present' (ใใงใซใใใซใฏๆ่ใใใ) in emotions, implying thought is integral, not that emotions precede thought.
ๅ้ก8 (continued)
Reading Passage
็งๅญฆ่ ใฏใไธ่ฌใซ็ใๆทฑใใๅๅ ใจ็ตๆใๅ็ดใซ็ตใฐใใๅ ดๅใฏใใใงใใชใใใ่ค้ใช็ต่ทฏใงใคใชใใฃใฆใใๅ ดๅใซใฏใ่ซ็ใฎ้็ญใใกใใใจใใฉใใชใ้ใ็ใ็ถใใใฎใ้ไพใงใใใใ ใใใๆฐ่ใฎใคใณใฟใใฅใผใชใฉใงๆๅคใช็ตๆใๆใใใใชใ็พ่ฑกใซใคใใฆๆ่ฆใ่ใใใใจใใๅฟ ใใใใใใใไบๅฎใจใใใฐใใจใใๅ็ฝฎใใใใฆใใๆจๆธฌใ่ฟฐในใใใจใซใชใฃใฆใใใใใ้ๅคงใช็ตๆใไธปๅผตใใ่ซใซๅฏพใใฆใฏใใใ็ขบๅฎใงใใๅผทๅบใช่จผๆ ใ่ฆๆฑใใใฎใใใใฎ็็ฑใใใงใใใ
English Summary & Annotations
็งๅญฆ่ ใซใคใใฆใ็ญ่ ใฏใฉใฎใใใซ่ฟฐในใฆใใใใ
Detailed Explanation
Why this is correct:
The passage states that scientists 'continue to doubt unless the logical path can be clearly traced' (่ซ็ใฎ้็ญใใกใใใจใใฉใใชใ้ใ็ใ็ถใใ). This implies that they will not accept something unless it can be logically proven.
Why other options are incorrect:
The passage says they doubt when cause and effect are *complex*, not necessarily when they are *not simply connected*. It specifically mentions 'complex routes' (่ค้ใช็ต่ทฏ).
The passage states they demand stronger evidence for *more significant results* (ใใ้ๅคงใช็ตๆใไธปๅผตใใ่ซ), not necessarily for more complex relationships between cause and effect, although complexity might lead to more significant claims.
The passage says they *do* state conjectures (ๆจๆธฌใ่ฟฐในใ) when asked about unexpected results, but they preface it with 'if that is true' (ใใใใใไบๅฎใจใใใฐ), indicating caution, not a refusal to conjecture without evidence.
ๅ้ก8 (continued)
Reading Passage
ไบบ้ใฏไธไบบใงใฏ็ใใฆใใใชใใ่ชฐใใจไพๅญใๅใฃใฆใใใใใคใฆใฏใ่ช็ซใจใใใใจใๅ็ดใซ่ใใไพๅญใๅฐใชใใใใปใฉ่ช็ซใใใจ่ใใใใใใจใใใฃใใใใใใ็พๅจใฎๅฟ็ๅญฆใฏใใใปใฉๅ็ดใซ่ช็ซใจไพๅญใไธ็ด็ทไธใซใใๅฏพ็ซๆฆๅฟตใจใใฆใฏ่ฆใฆใใชใใ้ฉๅใซไพๅญใใใใฎใใจใซใคใใฆใใ่ช่ฆใใฆใใ่ ใใ่ช็ซใใฆใใใฎใ ใใจ่ใใใไพๅญใใชใใใใจๅชๅใใใใพใใไบบ้ใฏๅญค็ซใใฆใใพใใใใฎใใใซ็ใใ้ๅฎณใซใใฃใฆใใใใฃใฆ่ช็ซๆงใๅฅชใใใฆใใพใใ
English Summary & Annotations
็ญ่ ใฎ่ชฌๆใซใใใจใ่ช็ซใใไบบใจใฏใฉใฎใใใชไบบใใ
Detailed Explanation
Why this is correct:
The passage explicitly states: '้ฉๅใซไพๅญใใใใฎใใจใซใคใใฆใใ่ช่ฆใใฆใใ่ ใใ่ช็ซใใฆใใใฎใ ใใจ่ใใ' (It considers those who appropriately depend on others and are well aware of that dependence to be truly self-reliant). This directly matches option 3.
Why other options are incorrect:
The passage states that modern psychology does *not* view self-reliance and dependence as simple opposing concepts, contradicting this option.
The passage argues against the old view of self-reliance as simply reducing dependence, stating that trying to eliminate dependence can lead to isolation and loss of self-reliance.
The passage warns that trying to eliminate dependence can lead to isolation and actually *deprive* one of self-reliance, making this an incorrect approach according to the author.
ๅ้ก9 ๆฌกใฎๆ็ซ ใ่ชญใใงใ ๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใ ๆใใใใใฎใ 1ใป2ใป3ใป4 ใใไธใค้ธใณใชใใใ
Reading Passage
็งใฏใไฝใ่กจ็พใใใใฆๆผซ็ปใๆใใฆใใใฎใ? ใใณใฌๅฎถใ็ฎๆใใใใใใ่ใใฆใใใ
ๅคไปฃใใใไผผใ็ฉ่ชใฏใใใใใใใใใฉใไฝใใงๅคงไบใชใฎใฏใๆฐใใ็ญ็ซใฆใใจใใฝใผใใ็ก็ใใใฒใญใๅบใใใจใใใ ไฝ่ ็ฌ่ชใฎ่ใๆนใใ ใใฉใใซใฎใใฆ่กจ็พใใใใจใชใฎใ ใใใๅไปฃใฎ็งใฏใใใๆฐใฅใใใ ใใใใ่ชๅใฎ่ใใใใฉใใใฃใฆ็ขบ็ซใใใฎใ? ่ชๅใฎ่ใใฎใคใใใงใใ ไบบใฎๆ่ฆใซๅผใใใใใฆใใใใใใใชใใ
ใใใงๆฐ่ใไฝฟใฃใใไฟฎๆฅญใใๆใใคใใใ ๆฏๆใๆฐ่ใ้ฉๅฝใซ้ใใ ็ฎใใคใถใฃใฆ็ด้ขใๆใใใใใฆๆๅ ใซใตใใใจใใใซ่ผใฃใฆใใ่จไบใฎไธญใฎไบบ็ฉใซใชใใใฃใฆใใใฎๅพใฉใใใใฐใใฎๅ้กใ่งฃๆฑบใใใ? ใฉใๆฏ่ใใฎใใในใใชใฎใ?ใใๆฏๆฅใ็ๅฃใซๆณๅใใใ
ใใใใใ่ฟใใใกใ ่ชๅใชใใฎ่ใๆนใใใกใใจ่จ่ใง่กจ็พใใๅคงๅใใๅใใฃใฆใใใ ใใใฆ่ชๅใไฝใ่กจ็พใใใใฎใใใ ใใผใใใชใใ่ฆใใฆใใใ
็ชใ่ฉฐใใใจใ ็งใฏใใใญใคใณใไฝใ่ใใฆใใใใใๆใใใใฃใใฎใ ใ
ใใใพใงใฎๅฐๅฅณๆผซ็ปใซใฏใ ไธปไบบๅ ฌใงใใๅฐๅฅณใ่ฝๅ็ใซๅใ็ฉ่ชใๅฐใชใใใใซๆใใฆใใใ ใใใใใใญใคใณใฎๅๆๅๆฅฝใ ๆๆ ใๆใใใใใจใๅคใใฃใใ ใงใ็งใฏใ่ชใ่ใๆฑบๅฟใใฆ็ใๆนใ้ธใถๅฐๅฅณใๆใใใใฃใใ
ใใฎใใ็งใฎไฝๅใงใฏใ ไฝใใๆฑบๆใใใพใงใฎใใญใคใณใฎ่ฉฆ่ก้ฏ่ชคใ้ทใใ ็ฌฌไธ่ชญ่ ใงใใๆ ๅฝ็ทจ้่ ใซใฏใ็ๅฑใฃใฝใใใจ่จใใ็ถใใฆใใใ ใใใญใคใณใๆณฃใๆใซ่ชญ่ ใๅ ฑๆใใฆใใใใใ ใใจใขใใใคในใใใฆใใๆณฃใๅใซ่ใใๅฅณๆงใๆใ็ถใใใ
English Summary & Annotations
็ญ่ ใฏไฝใฎใใใซๆฐ่ใไฝฟใฃใฆใไฟฎๆฅญใใใใฆใใใใ
Detailed Explanation
Why this is correct:
The passage states, 'ใใใใ่ชๅใฎ่ใใใใฉใใใฃใฆ็ขบ็ซใใใฎใ? ่ชๅใฎ่ใใฎใคใใใงใใ ไบบใฎๆ่ฆใซๅผใใใใใฆใใใใใใใชใใใใใงๆฐ่ใไฝฟใฃใใไฟฎๆฅญใใๆใใคใใใ' (But how to establish 'my own thoughts'? Even if I thought they were my own, I might be influenced by others' opinions. So I came up with 'training' using newspapers.) This clearly indicates the purpose was to establish their own thoughts.
Why other options are incorrect:
While the training involved imagining being the person in the article, the ultimate goal was to establish *their own* thoughts, not just thoughts about the article's characters.
The training was about developing the author's thinking process for manga creation, not directly about creating new stories from newspaper articles.
The passage states that through the training, they learned the importance of expressing their thoughts in words, but this was a *result* of the training, not its primary *purpose* for starting it. The primary purpose was to *have* their own thoughts.
็ญ่ ใฏใใไฟฎๆฅญใใ็นฐใ่ฟใใๅพใๆผซ็ปใงไฝใ่กจ็พใใใใจๆใฃใใใ
Detailed Explanation
Why this is correct:
The passage states: '็ชใ่ฉฐใใใจใ ็งใฏใใใญใคใณใไฝใ่ใใฆใใใใใๆใใใใฃใใฎใ ใ...่ชใ่ใๆฑบๅฟใใฆ็ใๆนใ้ธใถๅฐๅฅณใๆใใใใฃใใ' (Ultimately, I wanted to depict 'what the heroine is thinking.' ...I wanted to draw girls who think for themselves, make decisions, and choose their own way of life.) This directly matches option 1.
Why other options are incorrect:
While heroines might worry, the author's focus was on their active decision-making and choosing their path, not just theirๆฉใ (ๆฉใ: worrying/troubling) aspect.
The passage emphasizes the *process of decision-making and choosing a way of life* (็ใๆนใ้ธใถ), and the *trial and error* (่ฉฆ่ก้ฏ่ชค) leading to decision, not necessarily the *success* (ๆๅ) in that chosen life.
The author explicitly states that previous shojo manga often depicted emotions (ๅๆๅๆฅฝใๆๆ ), but they wanted to draw girls who *think* and *decide*, contrasting their approach with a focus solely on emotional changes.
ๅ้ก9 (continued)
Reading Passage
ไปฅไธใฏใ็็ฉใฎ้ฒๅใซใคใใฆๆธใใใๆ็ซ ใงใใใ
ไธ็ไธญใซใใพใใพใชๅฝขใฎ่งใๆใคใซใใใ ใทใใใพใใใ ใใฎไธญใฎใฉใใใ็ใๆฎใใใใใจใใใใจใฏใใใพใใใใซใใใ ใทใจใใฆใฎๆกไปถใใๆดใฃใฆใใใฐใ่งใฎๅฝขใฏใฉใใงใใใใใใพใใพ็ช็ถๅค็ฐใงใใใใใช่งใฎใซใใใ ใทใ็ใพใใ ใใใซใฏ็ฐๅขๅงๅใใใใชใใฃใใฎใงใ ใฉใใ็ใๆฎใฃใใ ใใฎ่ฉฑใงใ(ใใกใใใใใจใใฐ็งปๅใๅฐ้ฃใชใปใฉๅทจๅคงใช่งใชใฉใ็ใใใฎใซ้ช้ญใซใชใๅฝข่ณชใฎๅไฝใฏๆทๆฑฐใใใใงใใใ)ใ
ใใใใๅฝข่ณชใฏใ้ฒๅใฎใใญใปในใซใใใใ้ใณใใฎ้จๅใ ใจใใใพใใใใจใใฐ่ชๅ่ปใชใใๅ่งใ่ปไฝใซใฟใคใคใๅใคใใใไธญใซใฏใจใณใธใณใใใณใใซใใใใจใใฃใ ๅบๆฌๅฝขใฏใใฉใฎใกใผใซใผใงใๅคใใใพใใใใใใใใไปฅๅคใฎ็ดฐใใ้จๅโโใใใใฉใคใใฎๅฝขใใทใผใใฎ่ฒใๆ่ณชใชใฉโโใฏใ่ชๅ่ปใจใใฆใฎๆฌ่ณชใซใใพใ้ขไฟใใชใใฎใงใ่ป็จฎใใกใผใซใผใซใใฃใฆใใชใๅคๆงๆงใใใใ ใใถใคใณ็ใซ้ในใใฎใงใใ
็็ฉใฎๅ ดๅใใใใถใคใณ็ใช้ใณใๅ ฅใใไฝๅฐใใชใใๅคใใฎ็จฎใซๅ ฑ้ใใๅบๆฌๅฝขใฏใใใพใใ็ใใฆใใ็ฐๅขใๅใใชใใไฝๅใไผผใฆใใใฎใฏๅฝ็ถใฎๆใ่กใใงใใใใฏใๅๆ้ฒๅใใจๅผใฐใใฆใใพใใใใจใใฐๅบไนณ้กใงใใใคใซใซใฎไฝๅใ้ญ้กใจไผผใฆใใใฎๅๆ้ฒๅใฎ็ตๆใฎใฒใจใคใงใใ
็ช็ถๅค็ฐใฏ็็ฉใฎๅคๆงๆงใๆกๅคงใใพใใใ ็ฐๅขๅงๅใซใฏใใฎๅคๆงๆงใ็ตใ่พผใๅฝนๅฒใใใใจใใใใงใใใใ็็ฉใฎ้ฒๅใซใฏใใใฎไธก้ขใใใใฎใงใใ
English Summary & Annotations
ใซใใใ ใทใฎไพใๆใใฆ็ญ่ ใ่จใใใจใใฆใใใใจใฏใไฝใใ
Detailed Explanation
Why this is correct:
The passage states that for rhinoceros beetles, '่งใฎๅฝขใฏใฉใใงใใใ' (any horn shape is fine) as long as 'ใซใใใ ใทใจใใฆใฎๆกไปถใใๆดใฃใฆใใใฐ' (the conditions as a beetle are met). It also mentions that traits hindering survival (like giant horns) would be eliminated. This implies that if a change is not in an essential part related to survival, any form can survive. This is further supported by the 'play' analogy with cars, where non-essential design elements can vary widely.
Why other options are incorrect:
The passage states that the 'basic form' (ๅบๆฌๅฝข) does not change much and is common across species, contrasting it with the 'play' part. It mentions convergent evolution for similar body shapes in similar environments, but the beetle example is about non-essential variations.
The beetle example shows that various horn shapes *all survived* because there was no environmental pressure, contradicting the idea that they would converge to one shape.
This is a general principle of natural selection, but the beetle example specifically highlights that *non-essential* variations (horn shapes) can survive *even if they don't necessarily meet a specific survival condition*, as long as they don't hinder survival.
็็ฉใฎ้ฒๅใซใคใใฆใ็ญ่ ใฏใฉใฎใใใซ่ฟฐในใฆใใใใ
Detailed Explanation
Why this is correct:
The final paragraph explicitly states: '็ช็ถๅค็ฐใฏ็็ฉใฎๅคๆงๆงใๆกๅคงใใพใใใ ็ฐๅขๅงๅใซใฏใใฎๅคๆงๆงใ็ตใ่พผใๅฝนๅฒใใใใจใใใใงใใใใ็็ฉใฎ้ฒๅใซใฏใใใฎไธก้ขใใใใฎใงใใ' (Mutations expand biological diversity, while environmental pressure has the role of narrowing that diversity. Biological evolution has both these aspects.) This directly matches option 3.
Why other options are incorrect:
While environmental pressure can reduce diversity, the passage states that mutations *expand* diversity, not that diversity is maintained or reduced *depending on the environment*. It's a two-way street, not just environmental influence.
The passage does not suggest that mutations lead to individuals unaffected by the environment. In fact, environmental pressure is described as a key factor in shaping diversity.
While mutations expand diversity, the passage states that environmental pressure *narrows* it. It doesn't say diversity *continues to expand* despite environmental pressure; rather, it describes the interplay of both forces.
ๅ้ก9 (continued)
Reading Passage
ไธๆญฃใซๅฏพใใฆใ่ นใฎๅบใใใตใคใตใคใจๆใใๆนงใไธใใฃใฆใใใฎใฏใไบบ้ใซใจใฃใฆใจใฆ ใๅคงๅใชใใจใงใใใใใฆใใใใๅคงใใชๅ ฑๆใจใชใฃใฆ็คพไผๅ จไฝใซๅบใใใจใใ็คพไผๅค้ฉใฎใใญใใ่จชใใพใใ
ใใใๅๆใซ็งใใกใฏใใๆญฃใใๆใใใฎ็ฝ ใซใคใใฆใใใใกใใจ็ฅใฃใฆใใใชใใฆใฏใชใใพใใใ ใๆญฃใใๆใใใง่ธใใใฃใฑใใซใชใใจใ ใๆใฃใฆใใ็งใใใๆญฃใใใฎใ ใใจใใใตใใซใ็งใๆญฃ็พฉใฎๅดใซ็ฝฎใใฆใใพใใใกใซใชใใพใใใใใจใ ็งใฎๆญฃ็พฉใ้ช้ญใใใใฎใฏใๆชใใงใใใ ใจใใๆ่ๅ่ทฏใใงใใใใใพใใ
ใใใใใใซใใไธๆญฉ้ฒใใจใใๆชใใงใใๅฝผใใซๆญฃ็พฉใฎ่ฃใใๅ ใใฆ็คพไผใ่ฏใใใใใใชใใฐใใใฃใกใ ใฃใฆๅฐใ ใฎใๅฐใใชๆชใใ่กใชใฃใฆใใใพใใชใใฏใใ ใใจใชใฃใฆใใพใใใจใใใใใฎใงใใ
ๆญดๅฒใๆฏใ่ฟใฃใฆใฟใใฐใใใฎใใใช่กใ้ใใไฝๅบฆใ็นฐใ่ฟใใใฆใใพใใใใใใฆ ใๆญฃใใๆใใใง่ธใใใฃใฑใใ ใจใใชใใชใใใฎใใใช็ฝ ใฎๅญๅจใซๆฐใฅใใพใใใ
ใใชใใกใใปใใจใใฎๆๅณใงใๆญฃใใๆใใใจใฏใใไธๆญฃใฏ่จฑใใชใ!ใใจใใๆใใซใใฃใฆๅๆฉใฅใใใใ่ชๅใฎ่ก็บใฎใฒใจใคใฒใจใคใใๅฎข่ฆณ็ใซ่ฆใฆใใๆญฃใใใใจ่จใใใฎใใฉใใใใ ใใใๅท้ใซ่ชๅทฑ็นๆคใใชใใใใใฎๆใใฎใจใใซใฎใผใไธๆใซๆญฃ็พฉใธใจ็ตใณใคใใฆใใใใจใงใฏใชใใใจ็งใฏๆใใฎใงใใใใใใงใใฆใฏใใใฆใ็งใใกใฏใใ่ฏใ็คพไผใไฝใฃใฆใใใใฎใงใใ
English Summary & Annotations
<u>ใๆญฃใใๆใใใฎ็ฝ </u>ใจใฏใฉใใใใใจใใ
Detailed Explanation
Why this is correct:
The passage explains the trap as: 'ใๆญฃใใๆใใใง่ธใใใฃใฑใใซใชใใจใ ใๆใฃใฆใใ็งใใใๆญฃใใใฎใ ใใจใใใตใใซใ็งใๆญฃ็พฉใฎๅดใซ็ฝฎใใฆใใพใใใกใซใชใใพใใ' (When filled with 'righteous anger,' one tends to place oneself on the side of justice, thinking 'I, who am angry, am righteous.') This directly matches option 2.
Why other options are incorrect:
While anger can be intense, the trap described is about the *belief* of being righteous and the subsequent justification of actions, not simply a loss of control over the emotion itself.
The passage describes the anger being directed at 'evil' (ๆช), which is defined as anything that obstructs one's perceived justice, not necessarily at 'right' things.
The trap is about the *justification of one's own actions* when angry, not the belief that anger is the *only* means to correct injustice.
ใๆญฃใใๆใใใใจใซใคใใฆใ็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The passage states: '่ชๅใฎ่ก็บใฎใฒใจใคใฒใจใคใใๅฎข่ฆณ็ใซ่ฆใฆใใๆญฃใใใใจ่จใใใฎใใฉใใใใ ใใใๅท้ใซ่ชๅทฑ็นๆคใใชใใ' (constantly and calmly self-examining whether each of one's actions can be said to be 'right' from an objective viewpoint). This directly supports the need to objectively view one's actions.
Why other options are incorrect:
The passage emphasizes *individual* self-examination (่ชๅทฑ็นๆค), not a societal collective consideration.
While calmness is mentioned, the core idea is about *self-checking* the righteousness of one's *actions* (่ก็บ), not just calmly thinking about how to connect anger to justice in an abstract sense.
Taking responsibility and being calm are implied, but the most direct and comprehensive statement from the text is about *objectively self-examining* the righteousness of one's actions, which encompasses responsibility and calmness.
ๅ้ก9 (continued)
Reading Passage
็ตๆธๅญฆ่ ใฎใฑใคใณใบใฏใใๆฌใ่ชญใใจใใฏๅฅฝๆ็ใซ่ชญใพใชใใใฐใชใใชใใใจ็บ่จใใใใจใใใใใใใใฏใใฑใคใณใบใฎ่ซๆตใ ใฃใใใ็ตๆธๅญฆ่ (ในใผใธใผใ ใฃใใจ่จๆถใใฆใใ)ใใๆๅใใๆชๆใซๅบใฅใๆนๅค็ใชๆ ๅบฆใงใฑใคใณใบใฎ่ๆธใ่ชญใใใใซใ่ๅฟใฎ่ซ็น ใไธๅใซ็่งฃใใชใใใจ(ใงใใชใใใจ)ใๅใใฆใฎ็บ่จใงใใฃใใ
ใคใพใใ่ชญใๅใใๆนๅค็ใชๅงฟๅขใๆใฃใฆใใใจใๆนๅคใจใใๆๅณ็ใใฃใซใฟใผใฎไปๅจใซใใฃใฆใไป่ ใฎใคใใฃใ็ฅ็็็ฃ็ฉใจใฎ้ขใใๆนใใๅบ็บ็นใใๆญชใใงใใพใใฎใงใใใ้ซๅใช่่ ใซใชใใจใใใฆๆนๅคใฎไธ็ขใๆตดใณใใฆใใใใจๆๆฐ่พผใใงใใไบบใๆธใใๆธ่ฉใชใฉใ่ชญใใจใๆต ่ใชๆใ่ถณๅใใซ็ตๅงใใฆใใๅ ดๅใๅฎใซๅคใใฎใฏใใใฎใใใงใใใใใใช่ชญใฟๆนใใใฆใใฆใฏใใ็ฅใใ่ก่ๅใใใใจใชใฉๅฐๅบใใใใชใใใใฏใๆๅใฏใๅฅฝๆ็ใช่ชญใฟใใในใฟใผใใใๆนใๅพใ ใใใ
ๅฅฝๆ็ใช่ชญใฟๆนใฎๅ ใซใฏใๆฒกๅ ฅใใฆ่ชญใใจใใไธ็ใใใใจ็งใฏ่ใใฆใใใๅฅฝๆใๆนๅคใใชใใใใ ๅคขไธญใซใชใฃใฆ่ชญใใๅพนๅบ็ใซ่ชญใใใใใใฃใฆ่ชญใใ ใใฎใใใ็กๆ่ญใฎใใกใซๅ ๅจๅใใใ
ใใ ใใ็งใฏๆนๅค็ใช่ชญใฟๆนใไธ่ฆใ ใจ่จใฃใฆใใใฎใงใฏใชใใๆฒกๅ ฅใใชใใจๆทฑใ่ชญใใชใใจ่จใไธๆนใงใใใใใๆนๅค็ใซ่ชญใพใชใใใฐใ่ชญใฟใ้ญใใชใใชใใจใๅฎๆใใฆใใใ
ใงใฏใ ใฉใใใใฐ่ฏใใฎใ ใใใใ ใใฉใณในใๅใใซใใใใ ใจ็ฉ็ฅใ้กใง่จใไบบใใใใใใใใชใใใใใใใใใงๅฟ ่ฆใชใฎใฏใไธก่ ใฎใใฉใณในใๅใใใจใใใใจใงใฏใชใใใใใงใฏใชใใฆใใใฎใตใใคใฎ่ชญใฟๆนใๆ่ญ็ใซๅพๆฅใใใใจใชใฎใ ใ
English Summary & Annotations
็ญ่ ใซใใใจใๆๅใใๆนๅค็ใซ่ชญใใใจใฎๅ้ก็นใฏไฝใใ
Detailed Explanation
Why this is correct:
The passage states that a critical stance from the start leads to 'ไป่ ใฎใคใใฃใ็ฅ็็็ฃ็ฉใจใฎ้ขใใๆนใใๅบ็บ็นใใๆญชใใงใใพใ' (the way one engages with intellectual products created by others becomes distorted from the outset) and that Keynes's opponent '่ๅฟใฎ่ซ็น ใไธๅใซ็่งฃใใชใใใจ(ใงใใชใใใจ)ใๅใใฆใฎ็บ่จใงใใฃใ' (lamented not understanding the crucial points at all). It also mentions 'ๆต ่ใชๆใ่ถณๅใใซ็ตๅงใใฆใใ' (ending up with shallow fault-finding). All these point to a failure to accurately understand the core argument because criticism becomes the primary filter.
Why other options are incorrect:
While 'shallow fault-finding' (ๆต ่ใชๆใ่ถณๅใ) is mentioned, which implies criticizing unimportant points, the core problem is the failure to understand the *main points* (่ๅฟใฎ่ซ็น), not just the scope of criticism.
The problem is that one *fails to understand* the argument in the first place, not that one understands it but refuses to accept it.
The passage focuses on the inability to understand the *author's* argument, not the reader's inability to form their *own* thoughts.
็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The author states that 'ๆฒกๅ ฅใใชใใจๆทฑใ่ชญใใชใ' (cannot read deeply without immersion/thorough reading) and 'ๆนๅค็ใซ่ชญใพใชใใใฐใ่ชญใฟใ้ญใใชใใชใ' (reading won't be sharp without critical reading). The conclusion is not to balance them, but to 'ๆ่ญ็ใซๅพๆฅใใใใจ' (consciously move back and forth) between them. This implies both are necessary and should not be forgotten.
Why other options are incorrect:
The author suggests moving between the two, not necessarily doing them simultaneously or adding one to the other in a single reading session.
The passage does not suggest that the choice between the two reading styles depends on the content. It suggests both are valuable and should be consciously alternated.
The author explicitly states that critical reading is needed to sharpen one's understanding, implying it's a distinct and conscious effort, not an automatic outcome of deep reading.
ๅ้ก๏ผ๏ผ ๆฌกใฎๆ็ซ ใ่ชญใใงใๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใๆใใใใใฎใใ1. 2. ยท 3. ยท 4 ใใไธใค้ธใณใชใใใ
Reading Passage
ๆฐๅญฆใจใใใใฎใฏใ่งฃใๆนใใใใฃใฆใใพใฃใใใจใงใๅใใคใใใจใฏใชใใ่งฃใๆนใ่บซใซใคใใๅใฎใใพใ ่งฃใๆนใฎใใใใชใ้ใ ใใใๅใใคใใใใฃใณในใงใใใ่งฃใใใใใซใชใใฎใฏๅใใงใใใใใพใงใฎใใๆนใงใๅใ่บซใซใคใใใฉใใใใใใพใฃใฆใใใ
ใใใซใใใใใใใฎใใๆฌๅฝใฏใใพใ ่งฃใใชใใงใใใใใใจ่ใใฆใใ้ใงใใใ่งฃใใชใใใคใพใใชใใใใ ใใใใใฏๆฉใ่งฃใใใจใใใใใใงใๆฅฝใใฟใฏ่งฃใใใพใงใฎใปใใซใใใ่งฃใใใใใซใชใฃใใใจใฏใใใใใใชใใใใ ใใใใใ็ญใใฎใใใฃใฆใใ่ฌใใชใใฆใๆๅณใใชใใ่งฃใๆนใใใใใชใใใใใใๅ้กใฎๅใซใใใใใใฎใ ใ
ใใกใใใใพใฃใใๆใใคใใชใใฎใงใฏใใใใใใใใชใใใๆกๅคใซใๅคๅฐใฏใใใใชใใงใใใใพใ้ ญใฎใชใใซ้ฃผใฃใฆใใใจใใใฎใใกใซ้ฆดใใฆใใใฆใใใใฃใฆใใใใใใใใฎใใ ใใ ใๅฐใใใคใใใใใใใจใใใฎใใใชใใชใใฎใ ใใใฎใใใซใฏใใใใ้ฃผใฃใฆใใใ้ ญใฎ็งๅ ดใใใใใงใชใใใฐใชใใชใใๆฌๅฝใฎใจใใใฏใๆฐๅญฆใฎๅใจใใใฎใฏใใใใใใจใใใฃใใใจใใใใใใใใใใใใชใใฎใ้ฃผใฃใฆใใใใใใฎ็งๅ ดใฎใใใใใฎใปใใซใใใฎใใใใใชใใ
ใจใใซใๅ ฌๅผใชใฉใใใผใใใฎใซใฏใใผใใฏๅๅฏพใงใใใใใใฏ็ฐกๅใใใฆใๅฐใใใใใใใใชใใใใใผใใใใฎใฏๅฟใใใใฎใ ใใจใใซใๆฅใใงใใผใใใใฎใฏใๆฉใๅฟใใใๅใใใผใใใซใใฆใใใชใในใใชใๆ้ใใใใใปใใใ้ทๆใกใใใ
ใใฎใใใฏใใในใใงใใฉใใใใใจใๅคใใฎใงใใใใใใจใ่งฃใใใใจใๆฅใๅพๅใซใใใใใใใซใใในใใชใฉใงใฏใๆ้ใใใใใใฆใใใฎใงใๆฅใใฎใๅคๅฐใฏไปๆนใใชใใใใใใชใใใๆ้ใๅถ้ใใใใจใใซๆฅใใงใงใใใใใซใฏใๆ้ใฎๅถ้ใใใฆใใชใใจใใซใๆ้ใๆฐใซใใชใใงใใฃใฆใใใใปใใใใใใในใใงๆฅใใใใซใฏใใในใไปฅๅคใงใฏๆฅใใชใใปใใใใใฎใงใใใ
ใฉใใชใใๆนใงใใใใใฃใฆใๅ้กใ่งฃใใใใใซใชใใใจใใ็ตๆใฏๅใใใใใใชใใใใใใใใฃใใใจใใใจใใใฎใใใๆนใซใณใฏใๅบใฆใใใใฎใ ใใใใฆใใใฎ็ตๆใซ้ใใใพใงใฎ้็ญใๆฅฝใใใใจใงใๅใใคใใ
ๅๅผทใๆฅฝใใใชใใฆใใจๆใใใใใใชใใใใใใฏ็ฎ็ใฐใใ่ฆใฆใใใใใใงใๆฅฝใใๆฐใซใชใใฐใใชใใ ใฃใฆๆฅฝใใใใใฎใ ใ
English Summary & Annotations
ๆฐๅญฆใฎๅ้กใ่งฃใใใจใซใคใใฆใ็ญ่ ใฎ่ใใซๅใใฎใฏใฉใใใ
Detailed Explanation
Why this is correct:
The passage states: '่งฃใๆนใใใใฃใฆใใพใฃใใใจใงใๅใใคใใใจใฏใชใใ่งฃใๆนใ่บซใซใคใใๅใฎใใพใ ่งฃใๆนใฎใใใใชใ้ใ ใใใๅใใคใใใใฃใณในใงใใใ' (No strength is gained after you know how to solve it. The chance to gain strength is only during the period before you acquire the method, while you still don't know how to solve it.) And '่งฃใๆนใใใใใชใใใใใใๅ้กใฎๅใซใใใใใใฎใ ใ' (It is precisely because you don't know how to solve it that it deserves the name 'problem.') This strongly supports that there is meaning in trying to solve problems whose solutions are unknown.
Why other options are incorrect:
The author emphasizes the process *before* acquiring the method, not just acquiring the method itself, and certainly not the speed of solving.
While tackling problems is implied, the core point is the *value of the struggle with the unknown*, not just the act of tackling it regardless of outcome.
The author states that the enjoyment is in the process of *thinking while still unable to solve it* (ใพใ ่งฃใใชใใงใใใใใใจ่ใใฆใใ้), and that it becomes 'empty' (ใใชใใ) once solved.
<u>้ ญใฎใชใใซ้ฃผใฃใฆใใ</u>ใจใฏใฉใใใใใจใใ
Detailed Explanation
Why this is correct:
The passage explains: 'ๅคๅฐใฏใใใใชใใงใใใใพใ<u>้ ญใฎใชใใซ้ฃผใฃใฆใใ</u>ใจใใใฎใใกใซ้ฆดใใฆใใใฆใใใใฃใฆใใใใใใ' (Even if you don't understand it completely, if you skillfully 'keep it in your mind,' it will eventually become familiar and you'll understand it.) This implies holding onto the problem in its unsolved state, allowing for gradual understanding.
Why other options are incorrect:
The passage doesn't mention using known problems as clues; it focuses on the persistence with the unknown problem itself.
While one might distinguish them, the phrase '้ฃผใฃใฆใใ' implies actively holding and nurturing the unknown, not just categorizing it.
The phrase '่งฃใ็ถใใ' (keep solving) implies active, continuous effort to find a solution, whereas '้ฃผใฃใฆใใ' suggests a more passive, allowing-it-to-percolate-in-the-mind approach, leading to gradual understanding ('ใ ใใ ใๅฐใใใคใใใใใใ').
็ญ่ ใซใใใจใใฉใฎใใใซๅๅผทใใใฐใใใใ
Detailed Explanation
Why this is correct:
The passage states: 'ๆฅฝใใฟใฏ่งฃใใใพใงใฎใปใใซใใใ' (The enjoyment is in the process until it's solved.) and 'ใใใฏ็ฎ็ใฐใใ่ฆใฆใใใใใใงใๆฅฝใใๆฐใซใชใใฐใใชใใ ใฃใฆๆฅฝใใใใใฎใ ใ' (It's because you only look at the goal and rush; if you're willing to enjoy it, you can enjoy anything.) This directly supports enjoying the process of thinking without rushing for the result.
Why other options are incorrect:
The author explicitly states that while the *result* might be the same, the *way* one arrives at it (ใใฃใใใจใใ) affects the depth of understanding (ใณใฏ) and the gaining of strength (ๅใใคใ), contradicting the idea that any method is fine.
The author says '็ฎ็ใฐใใ่ฆใฆใใใใใ' (because you only look at the goal and rush), implying that focusing *too much* on the purpose (result) leads to rushing, which is what they advise against. The emphasis is on enjoying the *process*, not just not rushing while keeping the purpose in mind.
While not rushing is advised, the passage doesn't suggest finding a 'method that suits oneself' as the primary advice. The core message is about the *attitude* towards the process of thinking and not rushing.
ๅ้ก๏ผ๏ผ. ๆฌกใฎ A ใจ B ใฎๆ่ฆๆใ่ชญใใงใๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใๆใใใ ใใฎใใ 1. ยท 2. ยท 3 ยท 4 ใใ ไธใค้ธใณใชใใใ
Reading Passage
ใพใใใง่ฒฌไปปๆใๅผทใใ่ฒ ใใๅซใใชไบบใฏใใใใใใชใใๅพๅใใใใพใใใใใใใใชใใใใจใฏใๅบๆฌ็ใซใฏใใกใใใใใใจใชใฎใงใใใใใใไธๆนใใใใใใใปใใใใใใจใใๅฎใฏใใฃใใใใใใฎใงใใ
ไธๆๆธๅฝใซๅใ็ตใใงใใใใพใใใใชใใๆๆใๅบใชใใๅ ่ถณๆใๆบ่ถณๆใๅพใใ ใชใใใใใใๅ ดๅใฏใใใใใใใใจใใใฎใใๅๅใใ้ธๆ่ขใซใชใใพใใ ใใใใๅ ดๅใฎใใใใใใใใจใฏใใใใใฆใใพใใใจใใใใจใงใใ
ใใใ้ใซใฏใใใใพใใใใชใใฃใใใใใฆใใใฃใใจๆใใฎใใณใใงใใใใญใ ใใพใใใใชใใฃใใใจใๆใใฟใคใคใใใใฎใฏใ้ฟใใใใใฎใงใใใใใงใฏใใใพใใใใชใใฃใใใจใๅฐพใๅผใใฆใใพใใพใใใใใพใใใใชใใฆใใใฃใใใจๆใใใใใใกใใใฉใใใงใใใใใใใใงใใใใใซใชใใจใไธๆ็ใซใฏ่ฝใก่พผใใงใใ ็ซใก็ดใใๆฉใใชใใพใใ
B
ๆ่ฟใฏไปไบใงๆฉใใงใใไบบใซๅฏพใใฆใ็ก็ใใใชใใงใใใใใใปใใใใใใใจใใใขใใใคในใ็ฎใซใใใใจใใใใใใกใใไฝ่ชฟใๅดฉใใฆใใพใใใใชๅ ดๅใซใฏ้ไธญใงใใใใในใใ ใใใใใใใใใใจใใใใจใฏใใใใใใจใฏใในใฆใใๅฐฝใใใใใจใง่ใใในใใงใฏใชใใ ใใใใๅฐ้ฃใช็ฎๆจใปใฉ็ฐกๅใซใฏ้ๆใงใใชใใใฎใ ใใ ใใใๆๅใใใใงใใชใใใฐใใใใใฆใใใใใ ใจใใๆฐๆใกใงใใฆใฏใใคใใใชใฃใใจใใซ้ ๅผตใ็ถใใใใจใใงใใชใใ
ไปฎใซใฉใใใฆใใใพใใใใใซใใใใใใใจใซใชใฃใใจใใฆใใ็ฒพใใฃใฑใๅชๅใใ็ตๆใชใใฐ็ดๅพใงใใใ่ฝใก่พผใใ ใใใใใใใใใใใฎใงใฏใชใๆฐๆใกใๅใๆฟใใฆใใใฃใใๅๅ ใ่ใใฆๆฌกใซ็ใใใใจใ้่ฆใ ใ
English Summary & Annotations
ใใใใใใใจใซใคใใฆใA ใจ B ใฏใฉใฎใใใซ่ฟฐในใฆใใใใ
Detailed Explanation
Why this is correct:
Author A explicitly states: 'ไธๆๆธๅฝใซๅใ็ตใใงใใใใพใใใใชใใๆๆใๅบใชใ...ใใใใๅ ดๅใฏใใใใใใใใจใใใฎใใๅๅใใ้ธๆ่ขใซใชใใพใใ' (If one works hard but doesn't succeed, achieve results... in such cases, 'giving up' is a perfectly good option.) Author B states: 'ใใใใใใจใใใใจใฏใใใใใใจใฏใในใฆใใๅฐฝใใใใใจใง่ใใในใใงใฏใชใใ ใใใใ' (Shouldn't giving up be considered only after exhausting all possible efforts?) This clearly shows A advocates giving up when efforts don't yield results, while B advocates trying sufficiently before considering giving up.
Why other options are incorrect:
B does not agree with giving up just because the possibility is low; B emphasizes exhausting all efforts first.
A explicitly states that giving up can be a good option, contradicting the idea that one should always try hard without giving up.
B states that thinking 'it's okay to give up' from the start will *prevent* one from continuing to try hard when things get tough, directly contradicting the second part of this option.
A ใจ B ใฎ่ช่ญใงๅ ฑ้ใใฆใใใใจใฏไฝใใ
Detailed Explanation
Why this is correct:
Author A states: 'ใใพใใใใชใใฃใใใจใๆใใฟใคใคใใใใฎใฏใ้ฟใใใใใฎใงใใ' (Quitting while regretting the failure is something to avoid.) Author B states: '่ฝใก่พผใใ ใใใใใใใใใใใฎใงใฏใชใๆฐๆใกใๅใๆฟใใฆใใใฃใใๅๅ ใ่ใใฆๆฌกใซ็ใใใใจใ้่ฆใ ใ' (Instead of getting depressed or worrying, it's important to change one's mindset, thoroughly consider the causes, and use that experience for the next attempt.) Both emphasize moving on without regret or excessive dwelling on the failure.
Why other options are incorrect:
Only B explicitly mentions 'ใใฃใใๅๅ ใ่ใใฆๆฌกใซ็ใใ' (thoroughly consider the causes and use that experience for the next attempt). A focuses on the emotional state of not regretting the act of giving up itself.
A mentions '็ซใก็ดใใๆฉใใชใใพใ' (recover quickly) if one thinks 'it's good that it didn't work out,' but doesn't explicitly link it to *early* giving up. B emphasizes exhausting all efforts first, so early giving up is not their advice.
Neither passage explicitly discusses the possibility or advisability of re-challenging something one has given up on.
ๅ้ก๏ผ2. ๆฌกใฎๆ็ซ ใ่ชญใใงใๅพใฎๅใใซๅฏพใใ็ญใใจใใฆใๆใใใใใฎใใ1. 2. โข 3. โข 4 ใใไธใค้ธใณใชใใใ
Reading Passage
ใๅญไพใฏ่ฆช๏ผๆๅธซ๏ผใฎๆใ้ใใซใชใใชใใใจใใๆๅณใฏใ็ใใใใฆ้ๆพๅณใซใใฆใใใจใใใใจใงใฏใชใใๅๆใฏๆใพใใใใใๅคงใใซ็ตๆงใ ใจใ้ใใใใจใใจใ่ฆชใๆๅธซใ่จ่ใง่ชฌๅพใงใใใใใซใชใไปฅๅใใใใพใๅญใฉใ(็ๅพ)ใใกใๅฎถๅบญใๅญฆๆ กใฎ็ๆดปใฎๆ ็ตใฟใซๅ ฅใใชใใใฐใชใใชใใ็ตถๅฏพใซๆพใฃใฆใใใใใซใฏใใใชใใใ็ๅฑๆใใง็ๆดปใฎๅใ็งฉๅบใๆผใใคใใใใใใชใใใใใ่ฆชใๆๅธซใฎ็คพไผ็ๅฝนๅฒใงใใใๅไบบใจใใฆใฏใฉใใใจๆใใใใชใใจใใ่ฆชใๆๅธซใฏใไธๅพใซ็ปไธ็ใซ่บซใซใคใใใใใใจใใใใใใฏ้ฟใใใใชใใๆใใจๆใพใใใจใซใใใใใใใฟใใชใใใใชใใฆใฏใชใใชใใ
ไบบ้ใ็คพไผ็ๅ็ฉใงใใใจใใใใจใฏใใใใใใใจใงใใใใๅ็ฉใๆใฃใฆ็ใพใใฆใใๆฌ่ฝใง่ช็ฑใซ็ใใใใใฎใซๅฏพใใฆใใฒใจใฎๅญใฉใใฏๅ็ฉ็ใชๆฌ่ฝใๆๅงใใใฆใ็คพไผ็่ฆ็ฏใ็ใพใใฆใใๆฌกใ ใจ่ฆใใ่บซใซใคใใฆใใใญใฐใชใใชใใใใใฏใใปใใฎๅ็ฉใจๆฏ่ผใใใจใไธ่ช็ฑใชใใจใงใใใ่ฆชใๆๅธซใฏใใใใใใฒใจใฎๅฎฟๅฝใงใใไธ่ช็ฑใๅญใฉใใใกใซ่บซใซใคใใใใชใใใฐใชใใชใใ
ใใใใ็คพไผ็่ฆ็ฏใฏใไปใฎ็คพไผใฎใฌใใซใๆฎต้ใๅฟ ่ฆใจใใฆใใใใจใงใใใๆฌๅฝใซใฒใจใฎๅนธ็ฆใซใจใฃใฆใตใใใใใใฎใใฉใใใฏใใใใชใใใพใใฆใใ็ใพใ่ฒใฃใฆใใใใฎๅญใฉใใซใจใฃใฆใ็ตถๅฏพ็ใซๅฟ ่ฆใชใใฎใใฉใใใใใใใชใใใใ ใใใใฃใฆใใใฎใฏใ็คพไผ็ใซ็ใใฆใใใใใซไปใใ็คพไผ็่ฆ็ฏใใซใผใซใ่ใๆนใใฒใจใพใๅใๅ ฅใใชใใใฐใชใใชใใจใใใใจใ ใใงใใใใใใฆใใใใใใฒใจใ่ฆๅถใๆงๆใใฆใใใใใใใฎ็ฒพ็ฅ็ใช่ฒก็ฃใฏใๆไปฃใจใจใใซๅคใใฃใฆใใใจใใไบๅฎใงใใใใ ใใใๆฌกใฎไธไปฃใฏใ็งใใกใจๅใใซใฏใชใใชใใใใใใฃใฆใๅญใฉใใฏ่ฆช(ๆๅธซ)ใฎๆใใจใใใซใฏใชใใชใใฎใ ใ
ใ ใใใๆฌกใฎไธไปฃใฏใ็งใใกใจๅใใซใฏใชใใชใใใใใใฃใฆใๅญใฉใใฏ่ฆช(ๆๅธซ)ใฎๆใใจใใใซใฏใชใใชใใฎใ ใ
ใใกใใใๆใใจใใใซใใใใจใใใใจใฏ้ฟใใใใชใใจใใฆใใๆใใจใใใซใชใใชใใใจใ่ฆๆใใฆใใในใใงใใใใใใๅญใฉใ(็ๅพ)ใใใใจใฎไธไปฃใฎไบบใใกใธใฎๅฐๆฌใงใใใไฟก้ ผใงใใใใใใใกใใฎๆใใจใใใซใชใฃใใใใใใฃใฆๅ้กใ ใใๅใใใจใ ใใ็พๅจใฎไบบ้ใ็คพไผใใใงใซ็ๆณใๅฎ็พใใๅฎ็งใช็คพไผใงใใใฏใใใชใใใ็งใใกใๆญฃใใใจๆใใๅญใฉใใใกใซๆผใใคใใฆใใ็คพไผ่ฆ็ฏใใซใผใซใใใใใพใงใๆซๅฎ็ใชใใฎใซใใใชใใใ ใใใ็งใใกใไบๆณใใไปฅไธใซใ็งใใกใฎๆใใฉใใใซใชใๅญใฉใใใงใใฆใใพใฃใใใๅคงๅคใชใใจใซใชใใ
ใใจใชใจๅญใฉใใจใฎ่ชคๅทฎใฏใๅบๆฌ็ใซใฏใใคใงใๆญ่ฟใใฆใใใใจใงใใใ
English Summary & Annotations
็ญ่ ใซใใใจใ่ฆชใๆๅธซใฏๅญใฉใใ็ๅพใซๅฏพใใฆไฝใใใฆใใใใ
Detailed Explanation
Why this is correct:
The passage states: 'ใพใๅญใฉใ(็ๅพ)ใใกใๅฎถๅบญใๅญฆๆ กใฎ็ๆดปใฎๆ ็ตใฟใซๅ ฅใใชใใใฐใชใใชใใ...็คพไผ็่ฆ็ฏใ็ใพใใฆใใๆฌกใ ใจ่ฆใใ่บซใซใคใใฆใใใญใฐใชใใชใใ' (First, children/students must be put into the framework of family and school life. ...They must learn and acquire social norms one after another from birth.) This directly supports teaching social norms and adapting them to the societal framework.
Why other options are incorrect:
The passage explicitly states that 'ๅๆใฏๆใพใใใใใๅคงใใซ็ตๆงใ ใจใ้ใ' (it's not that rebellion is desirable and perfectly fine), so they are not necessarily tolerating rebellion in that sense.
The passage states that '็ฒพ็ฅ็ใช่ฒก็ฃใฏใๆไปฃใจใจใใซๅคใใฃใฆใใ' (spiritual assets have changed with time), implying that current norms are not universally applicable across all eras.
The passage describes social norms as a 'ๅฎฟๅฝใงใใไธ่ช็ฑ' (fated unfreedom), contrasting it with the freedom of animals. It does not suggest teaching ways to live freely *after* teaching norms; rather, it's about adapting to the necessary restrictions.
<u>็ฒพ็ฅ็ใช่ฒก็ฃ</u>ใจใฏไฝใ
Detailed Explanation
Why this is correct:
The passage refers to 'ใใใใใฎ็ฒพ็ฅ็ใช่ฒก็ฃ' (various spiritual assets) in the context of 'ใใใใใฒใจใ่ฆๅถใๆงๆใใฆใใ' (which have regulated and constituted people) and '็คพไผ็ใซ็ใใฆใใใใใซไปใใ็คพไผ็่ฆ็ฏใใซใผใซใ่ใๆนใใฒใจใพใๅใๅ ฅใใชใใใฐใชใใชใ' (one must temporarily accept existing social norms, rules, and ways of thinking to live socially). This indicates they are things created for people to live in society.
Why other options are incorrect:
The passage explicitly states that it's 'ใใใใชใ' (unknown) whether these norms are truly suitable for human happiness.
The passage states that human children must have their animalistic instincts suppressed to learn social norms, directly contradicting this option.
The passage states it's 'ใใใใชใ' (unknown) whether these norms are absolutely necessary for a growing child, and that they are 'ๆซๅฎ็ใชใใฎใซใใใชใ' (merely provisional).
็ญ่ ใ่จใใใใใจใฏไฝใใ
Detailed Explanation
Why this is correct:
The passage repeatedly emphasizes that '็ฒพ็ฅ็ใช่ฒก็ฃใฏใๆไปฃใจใจใใซๅคใใฃใฆใใใจใใไบๅฎใงใใใใ ใใใๆฌกใฎไธไปฃใฏใ็งใใกใจๅใใซใฏใชใใชใใใใใใฃใฆใๅญใฉใใฏ่ฆช(ๆๅธซ)ใฎๆใใจใใใซใฏใชใใชใใฎใ ใ' (The fact is that spiritual assets have changed with time. Therefore, the next generation will not be the same as us. Consequently, children will not turn out as parents/teachers expect.) This directly supports option 1.
Why other options are incorrect:
While norms are provisional, the passage doesn't explicitly state that it's *desirable* for children to create their *own* norms. It focuses on the inevitability of change and the difference of generations.
The passage doesn't suggest teaching the *background ideas* of social norms. It focuses on the necessity of imposing existing norms and accepting that children will deviate.
The passage states that norms *do* change, and the next generation *will* be different, but it doesn't explicitly state that the next generation *should* change them. It's more about acknowledging the natural evolution and difference.
ๅ้ก๏ผ3. ๅณใฎใใผใธใฏใไธ็จๅใฎ่ฒทใๅใใใใฆใใไผ็คพใฎใใผใ ใใผใธใซ่ผใฃใฆใใๆกๅ ใงใใใไธใฎๅใใซๅฏพใใ็ญใใจใใฆๆใใใใใฎใไธใค้ธใณใชใใใ
Reading Passage
ไธ่ฌใฎๆนใฎๅณๆธ้คจๅฉ็จใซใคใใฆ
็งๅทๅคงๅญฆใฎๅญฆ็ไปฅๅคใฎไธ่ฌใฎๆนใใ็ ็ฉถ็ญใฎ็ฎ็ใฎใใใซใ็งๅทใญใฃใณใในใซใใไธญๅคฎๅณๆธ้คจใจๆๅญฆ้จๅณๆธ้คจใฎ่ณๆใๅฉ็จใงใใพใใ
ใๅ ฅ้คจๆนๆณใ
ใปๅณๆธ้คจๅฉ็จใซใผใใใๆใกใฎๆนใฏใ่ชๅๅ ฅ้้คจใฒใผใใใๅ ฅ้้คจใใงใใพใใ
ใปใๆใกใงใชใๆนใฏใใซใฆใณใฟใผใงไธๆฅๅ ฅ้คจ่จผใ็บ่กใใใใพใใ
ใๅณๆธ้คจๅฉ็จใซใผใใซใคใใฆใ
ใปๅณๆธ้คจๅฉ็จใซใผใใฏใๅณๆธ้คจ่ณๆใฎ่ฒธใๅบใใฎ้ใซๅฟ ่ฆใซใชใใพใใ
ใป็บ่กใใๅธๆใฎๆนใฏใ่บซๅ่จผๆๆธใใๆใกใซใชใใไธญๅคฎๅณๆธ้คจใใพใใฏๆๅญฆ้จๅณๆธ้คจใฎใซใฆใณใฟใผใซใ่ถใใใ ใใ(ๆๅญฆ้จๅณๆธ้คจใงใฏๅนณๆฅใฎใฟๅใไปใใฆใใพใ)ใ
ใปๅนณๆฅใฎ9ๆใใ17ๆใพใงใฎ้ใซ็ณ่ซใๅใไปใใๅ ดๅใใใฎๆฅใฎใใกใซใซใผใใใๆธกใใใพใใๅนณๆฅใฎ17ๆไปฅ้ใใใใณๅๆฅใซๅใไปใใๅ ดๅใฏใๆฌกใฎๅนณๆฅ้้คจๆฅไปฅ้ใซใๆธกใใใพใใ
ใ่ฒธใๅบใใจ่ฟๅดใ
ใป่ฒธใๅบใๅๆฐใฏ5ๅใพใงใ่ฒธใๅบใๆ้ใฏ2้ฑ้ใงใใ
ใปไธญๅคฎๅณๆธ้คจใฎ่ฒธใๅบใๅไปๆ้ใฏ้้คจ30ๅๅใพใงใๆๅญฆ้จๅณๆธ้คจใฏ้้คจ15ๅๅใพใงใงใใ
ใป้้คจๆใฎ่ฟๅดใฏใใซใฆใณใฟใผใงๅใไปใใฆใใพใใ้้คจใปไผ้คจๆใฏใใใใฏใในใใซๅ ฅใใฆใใ ใใใ
ใ่ณๆใฎ่คๅใ
ใป้คจๅ ใฎ่คๅๆฉใงใๅณๆธ้คจ่ณๆใฎ่คๅใใงใใพใใ
ใป่คๅๆฉใฏใไธญๅคฎๅณๆธ้คจใฏ้้คจ10ๅๅใพใงใๆๅญฆ้จๅณๆธ้คจใฏ้้คจๆ้ใพใงๅฉ็จใงใใพใใ
ใ้้คจๆ้ใ
ไธญๅคฎๅณๆธ้คจ
ๆๆฅญๆ้: ๅนณๆฅ 9:00๏ฝ22:00, ๅๆใปๆฅๆ 9:00๏ฝ17:00
ๅคไผใฟใปๆฅไผใฟๆ้: ๅนณๆฅ 9:00๏ฝ19:00, ๅๆใปๆฅๆ ไผ้คจ
ๆๅญฆ้จๅณๆธ้คจ
ๆๆฅญๆ้: ๅนณๆฅ 9:00๏ฝ21:00, ๅๆใปๆฅๆ 9:00๏ฝ17:00
ๅคไผใฟใปๆฅไผใฟๆ้: ๅนณๆฅ 9:00๏ฝ18:00, ๅๆใปๆฅๆ ไผ้คจ
โปๅๆ้ใฎๅ ทไฝ็ใชๆฅ็จใฏใ้้คจใซใฌใณใใผใฎใใผใธใใ่ฆงใใ ใใใ
English Summary & Annotations
ใใชใผใใใฏ็งๅทๅคงๅญฆใงๆฌใๅใใใใใซใๅณๆธ้คจๅฉ็จใซใผใใไฝใใใจๆใฃใฆใใใ ไปๆฅใฏ้ๆๆฅใงใใใๆๆฅใฎๅคใพใงใซๆฌใๅใใใใใๅณๆธ้คจๅฉ็จใซใผใใฏใใฉใฎใใ ใซ็ณ่ซใใชใใใฐใชใใชใใใ
Detailed Explanation
Why this is correct:
Marie wants to borrow books by tomorrow night (Saturday night). To get the card by then, she needs to receive it today (Friday). The guide states: 'ๅนณๆฅใฎ9ๆใใ17ๆใพใงใฎ้ใซ็ณ่ซใๅใไปใใๅ ดๅใใใฎๆฅใฎใใกใซใซใผใใใๆธกใใใพใใ' (If an application is accepted between 9:00 and 17:00 on a weekday, the card will be issued on the same day.) Since today is Friday (weekday), she must apply within this time frame. Both Central Library and Faculty of Letters Library accept applications on weekdays. If she applies after 17:00 on Friday or on Saturday, she won't get the card until the next weekday, which is too late.
Why other options are incorrect:
The guide states 'ไธญๅคฎๅณๆธ้คจใใพใใฏๆๅญฆ้จๅณๆธ้คจใฎใซใฆใณใฟใผใซใ่ถใใใ ใใ(ๆๅญฆ้จๅณๆธ้คจใงใฏๅนณๆฅใฎใฟๅใไปใใฆใใพใ)' (Please come to the counter of the Central Library or the Faculty of Letters Library (Faculty of Letters Library only accepts applications on weekdays)). Since today is Friday (weekday), the Faculty of Letters Library *does* accept applications.
If she applies tomorrow (Saturday), the guide states 'ๅๆฅใซๅใไปใใๅ ดๅใฏใๆฌกใฎๅนณๆฅ้้คจๆฅไปฅ้ใซใๆธกใใใพใ' (If accepted on weekends, it will be issued on or after the next weekday opening day). This means she would not get the card by Saturday night.
Similar to option 3, applying on Saturday would mean not receiving the card until the next weekday, which is too late for her purpose.
ใซใคใใใฏใ็ ็ฉถใฎใใใซ่ณๆใๅใใใ่คๅใใใใใๅฟ ่ฆใใใฃใฆใ็งๅทๅคงๅญฆใฎๆๅญฆ้จๅณๆธ้คจใซๆฅใใๅณๆธ้คจๅฉ็จใซใผใใฏๆใฃใฆใใใไปๆฅใฏใๆๆฅญๆ้ใฎ็ซๆๆฅใงใใใ่ฒธใๅบใใจ่คๅใฏใไฝๆใพใงๅฏ่ฝใใ
Detailed Explanation
Why this is correct:
Kai is at the Faculty of Letters Library on a Tuesday during the semester. * **Opening Hours (ๆๅญฆ้จๅณๆธ้คจ, ๆๆฅญๆ้, ๅนณๆฅ):** 9:00๏ฝ21:00. * **Borrowing (่ฒธใๅบใ):** 'ๆๅญฆ้จๅณๆธ้คจใฏ้้คจ15ๅๅใพใงใงใใ' (Faculty of Letters Library is until 15 minutes before closing.) Closing is 21:00, so 15 minutes before is 20:45. * **Copying (่คๅ):** 'ๆๅญฆ้จๅณๆธ้คจใฏ้้คจๆ้ใพใงๅฉ็จใงใใพใใ' (Faculty of Letters Library can be used until closing time.) Closing is 21:00, so until 21:00. Therefore, borrowing is until 20:45 (15 minutes before 21:00), and copying is until 21:00. Option 2 states '่ฒธใๅบใใฏ 21 ๆใฎ 15 ๅๅใพใงใ่คๅใฏ 21 ๆใพใงๅฏ่ฝใงใใใ' which matches.
Why other options are incorrect:
18:00 is the closing time for Faculty of Letters Library during summer/spring break, not during the semester.
Copying at the Faculty of Letters Library is possible until closing time (21:00), not 10 minutes before.
Borrowing at the Faculty of Letters Library is until 15 minutes before closing, not 30 minutes. Copying is until closing, not 10 minutes before.