◆◇◆◇◆◇◆◇  最初に  ◆◇◆◇◆◇◆◇

Since there is not sufficient command of English, it apologizes for the mistake in expressional.

私たちKIS数理科学研究所と東京大学算数研究会は幼児からの数理的素材を用いた成長過程における論理力発達の研究を続けてきました。

We the KIS mathematical science research institutes, and the University of Tokyo arithmetic study group have continued research of the logic power development in the growth process which used the mathematical material from a small child.

そして共同研究をしてきた「脳の機能的構造論」を基に「記憶のプレート理論」・「ネイティブ論理脳理論」を組立てて、人間の「オタマジャクシ時期」にしか育たないネイティブ論理を刺激するための、約1500からなるLSE(Logical stimulus element:脳刺激的要素)のデータベース(プリス)を完成させました。

And "plate theory of memory" - "native logic brain theory" is assembled based on "the cerebral functional structurism" which has carried out joint research, The database (PLIS) of LSE (Logical stimulus element: brain stimulation element) which consists of about 1500 for stimulating the native logic which grows up only at the <br>human being's "tadpole time" was completed.

まだまだ研究改善していかなくてはいけないと考えておりますが、実践的データとしては誇らしいものが多く、信頼いただける教育法であると確信しています。

Although I think that a research improvement must be carried out still more, it is sure that there are many things proud as practical data, and they are teaching methods which can be trusted.

◆◇◆◇◆◇◆◇  数理と論理の関係  ◆◇◆◇◆◇◆◇ Relation between a mathematical principle and logic

論理の他者に対して分かりやすい表現表示方法の一つがが数理であるといえるでしょう。
学習と言うことについて乱暴にいますと、具象は知り覚えること。具象を抽象化して法則性を学び、その法則性を応用して具象に戻す力が考える力と言うことになるでしょう。
「数学は暗記だ。東大の入試数学も暗記でこなせる」という意見もきくことがあります。でもこれは高校数3は範囲が狭いので、多くを学んだ学習者が「あっ!これは見たことがある問題だ」と思うことがまれにあるということです。数学は論理の組み合わせです。その組み合わせのパターンが似ていたと言う話であって、一度はその論理をスムーズに理解しておかなければその感覚が起きることもないでしょう。
尾籠な話になってしまいますが、食べたものの多くが体外に排出されます。一見「もったいない」・・です。でも消化器官が正常に働いていれば、大切なものは吸収されます。学ぶことも同じです。「AとBとCがいて、盗み食いをしたのはAでもCでもない」と言われると、幼児は「食べたのはBだ」と答えます。発見が嬉しかったのと、論理思考が働いたからです。

It could be said to the others of logic that one が of an intelligible expression display method is a mathematical principle. If it is violently about calling it study, get to know and memorize concreteness. Concreteness will be abstracted, law nature will be studied and it will be called the power which the power which applies the law nature and it returns to concreteness considers. "Mathematics is memorization. It may hear the entrance examination mathematics of the University of Tokyo, and the opinion that it can manage by memorization." but the student who in this learned a lot since three high schools had a narrow range -- "ah!-- the problem which this has seen -- it is -- " -- I hear that it rarely considers Mathematics is the combination of logic. It is a talk said that the pattern of the combination was alike, and if you do not understand the logic smoothly at once, the feeling does not occur. Although it will be an Okago talk, many of eaten things are discharged by the outside of the body. A glimpse "it is wasteful" It is .. But an important thing will be absorbed if the digestive organs are working normally. Learning is also the same. If "A, and B and C were and A or C did not carry out theft eat" is also said, a small child will answer "B ate." It is because logic thinking worked with whose discovery having been glad.

◆◇◆◇◆◇◆◇ 分かることと、分かっている事を表現する力? ◆◇◆◇◆◇◆◇

Power expressing it turning out that it understands

分かっているけどそれを他者に伝えられない歯がゆさ。そんなところから言語が発生して行きました。言語は自己内整理と他者とのコミュニケーションツールとしても効果を発揮します。算数数学もそんなツールの一つです。
世間的には「そんなこと、分かっているわよ・でも」と続く会話がよく見られます。「もどかしさ」です。
社会に帰属している以上、分かっていても分かっている事を伝えられなければ、典型的には試験では通用しません。
こう考えると、試験に必要な能力は「暗記力」「論理的思考力」「表現力」と言うことになります。
Impatience to which it is not told by the others although it understands. Language occurred and went from such a place. Language demonstrates an effect also as a communication tool of self-winding-up and the others. Arithmetic mathematics is also one of such the tools. worldly -- "-- such a thing -- it understands - " -- the continuing conversation is often seen. It is "impatience." If it belongs to society at all and what is understood even if it understands is not told, by examination, it is not typically valid. If it thinks like this, capability required for an examination will be called "memory", "logical thinking power", and "power of expression."
余談になりますが・数学の証明問題。世にいう天才君たち・省略のしすぎで×をもらっちゃうんです。なんで他者が理解できないのかを理解できないからです。・・単純なことほど他者に説明しづらいのも似ています。
Although it becomes a digression, it is a proof problem of - mathematics. the genius who says at a world - [ you ] abbreviation will carry out too much, and it will come out, and will get x. It is because he cannot understand why the others cannot understand. .. What is hard to explain a simpler thing to the others is alike.
道案内で・「豆腐屋さんの50mほど手前を右に曲がってください」の説明。・・相手が分かっていないということを分かっていない説明です。
please turn at the tofu maker's like [ 50m ] this side on the right" explains by guidance. .. It is the explanation which is not understood that the partner does not understand.
*山根所長の思いで:中学生の時代の数学試験の話です。「石けりをした・・」に続く設問でしたが、「石けりのルール」を知らない所長は解けなかった。出題の先生にとっての「当たり前」が当たり前ではなかったんですね。オール100点を目指してきた所長は「うううう」・・。幅広い知識・常識?も必要だと知らされたとのことがありました。
It is a talk of the mathematics examination :junior high school student's time by Director Yamane's thought. Although it was the question following "having played hopscotch ..", the head who does not know "the rule of hopscotch" did not solve. Wasn't it natural it "was natural" for a question teacher? the head who aims at 100 oars -- "uuu" .. There was a thing that broad knowledge and common sense ? were told to be required.

◆◇◆◇◆◇◆◇ 算数を通じて伸びる能力とは何でしょうか? ◆◇◆◇◆◇◆◇ What is the capability to be extended through arithmetic?

「算数」とはもちろん単なる計算を意味するものではありません。一般的に数学は便利な道具の使い方を教えていますが、算数とは本来その前段階での人生に必要な知恵を内包しているものなのです。
論理力・思考力を養うことで、算数のみならず、
すべての学力、人間としての力が向上することが、これまでの研究活動の中でわかって来ました。

Of course, "arithmetic" does not mean mere calculation. Although how to use a useful tool generally, as for mathematics is taught, arithmetic includes wisdom required for the life in the preceding paragraph story originally. It is supporting <br>logic power and thinking power, and is not only arithmetic but <br>. It has turned out in old research activities that all the academic ability and the power as man improve.

私どもの信頼する教育研究所に協力いただき、中学校進学率で有名な国語特化型塾と算数特化型塾でデータを取りましたところ、両者同様に優れており、結局は国語であれ算数であれ、重要な部分は「書き取り」や「計算」といった人から見えるものではなくて、見えない「ネイティブ論理力」形成が重要で、その後の学習の基礎能力となることが分かりました。

The place which cooperates in the teaching laboratory which we trust and took data in the famous language specialization type cram school and the arithmetic specialization type cram school by the junior high school ratio of students going on to higher schools, excelling like both -- after all -- a language -- be -- arithmetic -- be -- the "native logic power" formation which an important portion does not have from persons, such as "dictation" and "calculation", and is not visible was important, and it turned out that it becomes the basic capability of subsequent study. [ visible ]

◆◇◆◇◆◇◆◇◆◇◆◇  知能とは?  ◆◇◆◇◆◇◆◇◆◇◆◇

 About intelligence?

過去30年間の研究の始まりは小児科学の脳に特化したものでしたが、
20年前からは算数オリンピック大会の参加選手育成(指導)と、その後の成長観察を並行して行いました。
知能指数については、むやみな早期教育の扇動や、様々な差別に繋がるとして大きくは語られません。
確かに早期教育は害のあることも多く見られますが、適時教育を施すことで知能指数が上がることは統計的には正しいと言えます。
※もちろん賢さがどこまで知能指数を測れるか?ということには疑問を持っております。

Although the beginning of the research for the past 30 years specialized in the brain of the pediatrics, from 20 years before, the participating player development (instruction) of the arithmetic Olympic Games and subsequent growth observation were performed in parallel. About an intelligence quotient, it is not greatly told noting that it leads to instigation of thoughtless early education, and various discrimination. To be sure, although it is found that early education is [ many ] also harmful, that an intelligence quotient goes up by educating timely can say statistically that it is right. * I have a question in how far, of course, cleverness can measure an intelligence quotient and ?.


◆◇◆◇◆◇◆◇◆◇◆◇ 人は 何のために学ぶのか?  ◆◇◆◇◆◇◆◇◆◇◆◇

 For what purpose do people learn?

一言で言うと
「世の中の事象を学び、考えて自分と周りの人を幸せにする為」というのが理想的な目的でしょう。
そして大切なのは、学校教育では国語、算数、理科、社会・・と教えやすさ、また学びやすさの便宜から教科分けされているものを、大人に近づく頃に再結晶化出来る力を養うことです。
中途段階で「学校秀才」と揶揄されたりするのはこれができない人のことをいうのでしょう。

If it says at a word Probably, it is the ideal purpose to say "for studying and considering the phenomenon of a world and making oneself and a surrounding person happy." and an important thing -- school education -- a language, arithmetic, science, and society -- it is supporting the power which can re-crystallize that by which the subject division is carried out to .. from the facilities of the ease of teaching, and the ease of learning when approaching an adult. Being bantered with "school genius" in a halfway stage will say the thing of those who do not get this.

◆◇◆◇◆◇◆◇◆◇◆◇  バランスのとれた人格形成とは?  ◆◇◆◇◆◇◆◇◆◇◆◇

 About the character building which balance was able to take?

私どもの研究所ではネイティブ論理の形成以上に、「バランスのとれた人格形成」が重要であると考えて、野外教育の研究と実践にも力を入れております。ISのLeafsでは合宿の形で「ふしぎ発見」とその解明の仮説立て教室を行なっています。

At our research institute, more than formation of native logic, "the character building which balance was able to take" thinks that it is important, and is putting power also into research and practice of field education. At Leafs of IS, the hypothetical structure classroom of "wonderful discovery" and its elucidation is performed in the form of training camp.

過去の例をあげるとわかりやすいと思います。例えば7日間の鳥取キャンプでは幼稚園児からジュニア研究員OB(KISでは子供たちを皆ジュニア研究員と呼んでいます)の中学生までが参加していました。昼間はしゃぎまくった砂丘と海でしたが、夕方のミーティングで、ある子が昼間に撮った自転車に乗ったこの写真を見て、「車輪の上と下では何か違う?」と言い始めて大討論会です。そして子供たちだけで結論を導き出したのでびっくりしました。図にするとこういうことです。

If the past example is given, I will think that it is intelligible. For example, in the Tottori camp for seven days, from a kindergartener to junior researcher alumnus's (in KIS, all children are called the junior researcher) junior high school student had participated. Although it was the sand hill and the sea which froliced daytime, it is a meeting in the evening, and this photograph in which a certain child rode on the bicycle whose picture was taken in the daytime is seen, and it is begun to call it "? which is different on a wheel and in the bottom", and is a large debate. And since the conclusion was drawn only by children, it was surprised. It is a thing which are used as a figure, which will solve and to say.




これを自転車の前輪としましょう。回転しながら前進しているので車輪の上の移動距離の方が下より長いんです。
夜中に宿舎の玄関でスタンドを立てた自転車の車輪を回しながらカメラで撮って、上下差のないことから導いた結論です。
「公転と自転の関係を・・ケプラーだ」とびっくりたまげた瞬間でしたが、単なる野外体験ではすまさない野外教育ができていると嬉しくも思いました。

It is the conclusion drawn from it photographing with a camera, turning the wheel of the bicycle which stood the stand in the dead of night in the door of lodgings, and there being no up-and-down difference. although it was a surprise wooden-clogs moment, saying "The relation between revolution and rotation .. he is Kepler" -- I thought that I was also glad with the field education which is not cleared up by mere field experience being made.

◇◆◇◆◇◆◇◆◇◆◇ それでKISに学んだ 効果は?  ◆◇◆◇◆◇◆◇◆◇◆◇

ふざけることのできる、賢い子で、思いやる子供を育ててきたと自負しています。「お金持ちになれたか?儲けられる人になったか?」については、残念ながらNOです。でも・最大限に開いた可能性の中で選択をし・幸せな人生を送っています。研究的立場に着いた子供たちが多いと思います。
大金持ちになった子はいません。でも・困難に差し掛かった時にその「困難を笑い飛ばせる力」と「困難を解決する力」を携えて育っていったと感じています。

It is self-confident as that the child who can play a trick and who sympathizes by a wise child has been brought up. It is NO though regrettable about "Could it become rich? Whether you became those who can profit." but - choosing in a possibility of having opened to the utmost - he is leading fortunate life. The children who arrived at the research position think many [ children ]. There is no child who became a large rich person.