令和 2 年 1 月 27 日
受験者の皆様へ
昭和大学
令和 2 年度医学部一般選抜入試Ⅰ期一次試験における出題不備について(お知らせ)
令和 2 年 1 月 24 日に実施致しました医学部一般選抜入試Ⅰ期一次試験の「数学」において出題不備がありました。
受験者の皆様には大変ご迷惑をおかけ致しましたこと心よりお詫び申し上げます。
この件につきましては、下記のとおり対応致します。なお、本学と致しましては、この度の出題不備を十分に検証し今後同様の事が起きないよう努めて参ります。

出題ミスの内容
数学 11 ページ問題２(１)問題文次の各問いに答えよ。ただし、答えは結果のみを解答欄に記入せよ。

12𝑎(1) a1=3,an+1=3𝑎 𝑛 によって定められる数列｛an｝の一般項を求めよ。また, lim 𝑎𝑛 を求めよ。
𝑛−1𝑛→∞

上記問題において、正答が存在しない。
対応内容
当該問題については、問題に不備を確認したため、全員正解扱いとする。

levels of well-being reported much more support given by teachers than those in schools
with below-average well-being.
[ 9]

Clearly, support in facing the challenging environment of school plays a significant rolein well-being. But there are good reasons to think that additional factors are in play, andthe Generation Z report (ウ）the context of these OECD findings.

[10]

The report measured youth satisfaction on a wide range of metrics*, including
happiness with life, mental well-being and emotional well-being, and (エ）found thatyoungpeople

infourcountries -China,India,

NigeriaandIndonesia -placed

consistently at or near the top of the satisfaction scale for all three areas.
[11]

Why? Three main factors were discovered. First, China, Indonesia and India also had
the strongest family relationships -which raises the possibility that overall well-being
may be a function* of a child's general relationship with family, rather than simply as it
relates to school support.

[12]

Second, of all countries surveyed, only China, Indonesia, India and Nigeria thought
overall that the world was not becoming a worse place. Related to this, it was also clearthat the top countries for well-being tended to be (オ）economies.

It may be thatperceived opportunities for expansion has a positive impact on well-being. Meanwhile, in
advanced economies like Japan's, there may be a dimly* discernible* sense that theeconomy has "peaked" and that there is little room to advance.
[13]

Closely connected clues to the reason for Japan's low mental well-being are found insome of the other Japanese youth responses.

Japanese teens reported that "wor血ng

hard/helping myself get on in life*" was their most important value -and more chose
this than in any other country except South Korea.
[14]

Japanese teens were also the least likely of all 20 countries to think that maldng acontribution to wider society was important.

It is easy to see how these beliefs, in

combination with a lack of opportunity, could produce a pessimistic state about one's(2)chances of leading a successful or meaningful life.
[15]

While we can do little as indivi如als to affect the state of the economy, it is possible toconsider how our family relationships, the demands of our culture and education system,and our opportunities for rest, impact our well-being. Happiness may not be reducible to a(3)list of prescriptive conditions, but there is considerable room for evidence-based policy toguide Japanese institutions in promoting well-being as much as possible, and seeking tocushion the impact of areas that remain outside their influence.

（2017年5月1日付The Japan Times 掲載、Vikas Pota、"Why are Japanese teens so glum?"）- 4◇Ml (255-5)

group. However, low-achieving children were no ((3)(ba) children in the higher achieving groups.

)likely to have poor ANS scores
Math difficulties in low-achieving

children, then, likely stem* from a cause or causes distinct from the ANS.
[ 7]

"Children with mathematical learning difficulties are often viewed as a uniform group of

students, for whom a single type of special instruction or math curriculum is appropriate,"
Mazzocco says. "Our findings suggest, however, that children have difficulty with mathfor different reasons."[ 8]

Research to identify these reasons may now lead(エ）new ways of identifying

children (オ）riskand tailoring* teaching methods to help them.

NOTES
innate 生まれつきのimpairedpersistent

永続的なninth grader

percentile

パ ー センタイル値（デ ータを小さい順に並べたときに，（正常な機能が）損なわれた9年生（日本の中学3年生に相当）
小さい方からそのパ ー セントに位置する値のこと。 たとえば中央値は50パ ー センタイル値である。）
stem

tailor…に起因する…を（特別の目的のために）合わせる

1. 第3段落の下線部(1)の定義を， 句読点も含めて40字以内の日本語で書きなさい。

2. 第4段落の下線部(2)の文意が通るようにするために， 空欄に入れる語として適切なものを次から1つ選び， 記号で答えなさい。
A. portion

B. fraction

C. segment

D. section

E. timing

3. 第6段落の下線部(3)が次の日本語訳のような意味になるように， 空欄(a)と(b)に入れるのに適切な英単語を1語ずつ答えなさい。
日本語訳：しかしながら， 数学の成績が下から二番目に悪い子どもたちは，より成績の良いグ

ルー プの子どもたちと比べてANS のスコアが低いわけではなかった。

4. （ ア）～（オ ）に入る英単語を選択肢から選んで， 記号で答えなさい。 なお， 各選択肢

C. over

D. to

G. into

H. in

I. for- 8 -ta

F. by

B. on

fo

選択肢：A. with．
E J

は一 度しか使用できません。

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