JP3000294U - Exercise books - Google Patents

Abstract

(57)【要約】 【目的】 重要項目を確実に覚えられ学習効果を上げら
れる問題集を提供すること。 【構成】 綴じ合わせた各紙葉４の表面６に仕切線１１
を介して問題欄１０とその解答欄１２を設け、この仕切
線１１で山に折返した紙葉４の裏面１４に解答欄１２と
対応する答欄１５を設け、答欄１５中の重要項目に付い
ては答に付設して更に設問１６を記載し、この重要項目
の設問１６の答１７を、折返した紙葉４に隠された裏面
１４に記載したことを特徴とする。又、紙葉表面６の問
題欄１０と解答欄１２及び紙葉裏面１４の答欄１５とが
対応した１問１答になっており、各紙葉４にはミシン目
５を設けて切取り自在にした。更に紙葉裏面１４の余白
に覚え難い事項の暗記法を記載した暗記欄２０を設け
た。そして紙葉裏面１４の余白にミスを犯し易い事項の
注意やその単元の背景等を記載したコラムを設けた。 (57) [Summary] [Purpose] To provide a collection of questions that will help you remember important items and improve learning effects. [Structure] A partition line 11 is formed on the front surface 6 of each of the bound sheets 4.
The question column 10 and the answer column 12 are provided through the, and the answer column 15 corresponding to the answer column 12 is provided on the back surface 14 of the paper sheet 4 folded back at the partition line 11 and the important items in the answer column 15 It is characterized in that question 16 is described in addition to the answer, and answer 17 of question 16 of this important item is described on the back surface 14 hidden by the folded sheet 4. In addition, the question column 10 on the front surface 6 of the paper sheet and the answer column 12 and the answer column 15 on the back surface 14 of the paper sheet correspond to one question and one answer, and each paper sheet 4 is provided with perforations 5 so that it can be cut off freely. did. Further, a memorization column 20 is provided in the margin of the back surface 14 of the paper to describe a memorization method for matters that are difficult to remember. Then, in the margin of the back side 14 of the paper sheet, a column is provided in which the cautions about the items that easily make a mistake and the background of the unit are described.

Description

【考案の詳細な説明】[Detailed description of the device]

【０００１】[0001]

【産業上の利用分野】[Industrial applications]

本考案は、児童、生徒が使用する歴史、地理等の知識を問う科目の自習用問題 集に関する。 The present invention relates to self-study problems for subjects that ask knowledge about history, geography, etc. used by children and students.

【０００２】[0002]

【従来の技術】[Prior art]

通常児童、生徒が使用する歴史、地理等の知識を問う科目の自習用の問題集で は、単元毎に項目順に問題が記載され、重要な言葉に付いてはその問題に続けて 更により細かい知識を問う問題配列に成っている。 In the self-study exercises for subjects that normally require knowledge of history, geography, etc., used by students, questions are listed in order of items in each unit, and important words are followed by further detailed questions. It consists of an array of questions that ask knowledge.

【０００３】[0003]

【考案が解決しようとする課題】[Problems to be solved by the device]

しかしながらこの様な問題配列では、細かい知識を問う問題が他の普通の問題 と混じって出題されるため、全体の問題の難易度がばらばらに成ってしまう。そ のため特に歴史の様に、歴史の流れの概略を掴んだ上で更に時代毎の細かい知識 を覚える必要のある科目では、児童、生徒が学習する際いきなり出てきた細かい 知識に災いされて、却って歴史の流れの概略を掴み難く成ってしまう。更に細か い歴史的な知識が歴史の流れの中で何処に位置するのか分り難くなり、学習効果 が上がらない不都合が生じる。 However, in this kind of problem array, the problem that asks for detailed knowledge is mixed with other ordinary problems, so that the difficulty level of the whole problem becomes different. For this reason, especially in the case of history, where it is necessary to grasp the outline of the flow of history and learn more detailed knowledge of each era, the detailed knowledge that children and students suddenly came out when learning was plagued. On the contrary, it becomes difficult to grasp the outline of the flow of history. Furthermore, it becomes difficult to understand where the detailed historical knowledge is located in the flow of history, which causes the inconvenience that the learning effect does not improve.

【０００４】 そこで本考案は、重要項目を確実に覚えられ学習効果を上げられる問題集を提 供することを目的とする。Therefore, an object of the present invention is to provide a collection of problems in which important items can be surely remembered and a learning effect can be improved.

【０００５】[0005]

【課題を解決するための手段】[Means for Solving the Problems]

上記課題を解決するために本考案は、綴じ合わせた各紙葉の表面に仕切線を介 して問題欄とその解答欄を設け、この仕切線で山に折返した紙葉の裏面に解答欄 と対応する答欄を記載し、答欄中の重要項目に付いては答に付設して更に設問を 記載し、この重要項目の設問の答を、折返した紙葉に隠された裏面に記載した。 In order to solve the above problems, the present invention provides a problem field and an answer field on the front surface of each bound paper sheet through a partition line, and an answer field on the back surface of the paper sheet folded back to the mountain at this partition line. Enter the corresponding answer column, attach the important item in the answer column to the answer, and further describe the question, and write the answer to the question of this important item on the back side hidden behind the folded paper sheet. .

【０００６】 紙葉表面の問題欄と解答欄及び紙葉裏面の答欄とを対応させて１問１答形式に し、各紙葉にはミシン目を設けて切取り自在にした。又、紙葉裏面の余白に覚え 難い事項の暗記法を記載した暗記欄を設けた。更に紙葉裏面の余白にミスを犯し 易い事項の注意やその単元の背景等を記載したコラムを設けた。The question column on the front side of the sheet and the answer column and the answer column on the back side of the sheet are made into a one-question-one-answer format, and each sheet is provided with perforations so that it can be cut off freely. In addition, a memorization column is provided in the margin on the back side of the paper sheet to describe the memorization method for difficult-to-remember items. In addition, a column is provided in the margin on the back side of the paper sheet to note the items that are prone to mistakes and the background of the unit.

【０００７】[0007]

【作用】[Action]

上記手段によれば、児童、生徒はミシン目から現在学習している単元（例えば 学校の定期試験の範囲等）の紙葉を切取って、１問毎に解答を書込んで行く。一 通り解答したら仕切線で山に折って裏返し、解答欄の右側にある答欄を見て答合 わせをし、間違った答は正しく書き直す。答欄中の重要項目には更に設問が記載 されているので、これに付いても解答する。その答は山に折返した紙葉の下に隠 れた紙葉裏面に記載されているので、紙葉を開いて答合せをする。 According to the above means, the child and the student cut out the paper sheet of the unit currently being studied (for example, the range of the regular examination at the school) from the perforation and write the answer for each question. After answering all the questions, fold them upside down at the dividing line, turn over, look at the answer column on the right side of the answer column, make an answer, and rewrite the wrong answer correctly. The important items in the answer column have more questions, so please answer them. The answer is written on the back side of the paper sheet hidden under the paper sheet folded back to the mountain, so open the paper sheet and make an inquiry.

【０００８】[0008]

【実施例】【Example】

次に本考案の問題集を添付した図面に基づいて説明する。 この問題集１は、図１に示す様に厚い表紙２と裏表紙３を備え、紙葉４…を綴 じ合わせた本に成っている。表紙２裏にはこの問題集１の特色や目次等が記載さ れ、それに続く各紙葉４…が問題集１の中身に成っている。 Next, a problem collection of the present invention will be described with reference to the accompanying drawings. As shown in FIG. 1, this problem collection 1 is composed of a thick front cover 2 and a back cover 3, and is composed of sheets 4 ... On the back of the cover sheet 2, the features and contents of this problem book 1 are described, and each subsequent paper sheet 4 is the content of the problem book 1.

【０００９】 各紙葉４は、ミシン目５で切取り自在に成っており、ミシン目５から切取った １枚が、科目（本実施例では日本史を例にして説明する）の単元の中の１項目に 対応している。従って児童、生徒はミシン目５から紙葉４を切取って、現在学習 している単元（例えば学校の定期試験の範囲等）を何時でも何処へも持って行っ て、手軽に勉強出来る。Each of the sheets 4 is freely cut at the perforations 5, and one sheet cut from the perforations 5 is one of the units of the subject (this example will be described by taking Japanese history as an example). It corresponds to one item. Therefore, children and students can easily study by cutting the paper sheet 4 from the perforations 5 and taking the unit they are currently studying (for example, the scope of the school's regular examination) to anytime and anywhere.

【００１０】 図１には、紙葉表面６の上部に「［第１章］文明のおこりと日本」という単元 ７と、「５．大和政権のはじまり」という項目８が示されている。単元７の上に は時代区分の帯９が設けられ、この単元７で扱った時代が帯９の真ん中に前後の 時代とは色分けして示され、その左右にこの時代の前後の時代が表記されている 。因みに図１の帯９では、「弥生時代＼古墳時代｜飛鳥時代」と表記される。In FIG. 1, a unit 7 “[Chapter 1] The Occurrence of Civilization and Japan” and an item 8 “5. The Beginning of the Yamato Administration” are shown above the paper surface 6. A band 9 for the period division is provided above the unit 7, and the era treated in this unit 7 is shown in the middle of the band 9 in different colors from the times before and after, and the eras before and after this era are shown on the left and right. Has been. By the way, in obi 9 of FIG. 1, it is written as “Yayoi era \ Kofun period | Asuka period”.

【００１１】 項目８の下方の紙葉表面６左側には、図１に示す様に箇条書きに番号順に問題 を記載した問題欄１０が設けられている。重要な問題の頭には、色刷り（白抜き 赤地）で「重要」と表記し、問題文中の重要な言葉は赤字で示してある。On the left side of the paper surface 6 below the item 8, as shown in FIG. 1, there is provided a problem column 10 in which the problems are described in a numbered order. In the head of important problems, the word "important" is printed in color (white background), and the important words in the problem text are shown in red.

【００１２】 問題欄１０の右側には、仕切線１１を介して番号順に解答欄１２が設けられて おり、この解答欄１０に直接解答を書込んで、書いて覚える様に成っている。そ して問題欄１０と解答欄１２は、対応する問題と解答欄が同じライン１３上に設 けられているので、互いに照応することが出来、１問１答形式で重要点を短時間 でチェックし易い様に成っている。On the right side of the question column 10, an answer column 12 is provided in numerical order via a partition line 11, and the answer column 10 is designed so that the answer column can be directly written and written and memorized. Since the question column 10 and the answer column 12 have the corresponding question and answer column on the same line 13, they can be compared with each other and the important points can be identified in a short time in a 1 question 1 answer format. Made to be easy to check.

【００１３】 紙葉裏面１４の右側は、図２に示す様に紙葉表面６の問題欄１０に記載された 問題の答欄１５に成っており、上から下へ番号順に答が記載されている。この答 欄１５の中で重要な言葉は、赤字で記載してある。As shown in FIG. 2, the right side of the back surface 14 of the paper sheet is an answer field 15 of the problem described in the problem field 10 of the front surface 6 of the paper sheet, and the answers are listed in numerical order from top to bottom. There is. The important words in this answer box 15 are written in red.

【００１４】 答欄１５の中の重要項目について、図３に示す様に例えば「前方後円墳」の 下には設問１６、「（ａ）その他にどんな形がある？」が設けて有る。答欄１５ には同様の重要項目に付いての設問１６が「（ｂ）……」、「（ｃ）……」、… の様に幾つか設けてある。各設問「（ａ）……」、「（ｂ）……」、「（ｃ）… …」、…１６の答１７は、答欄１５の左側のその設問１６と同じライン１８上に 記載されている。As shown in FIG. 3, regarding the important item in the answer column 15, for example, a question 16, “(a) What other shapes are there?” Is provided under the “front and rear tumulus”. In the answer column 15, some questions 16 about similar important items are provided such as "(b) ...", "(c) ...", .... The answer 17 of each question “(a) ……”, “(b) ……”, “(c) ...…”, ... 16 is written on the same line 18 as the question 16 on the left side of the answer column 15. ing.

【００１５】 紙葉裏面１４の左側下部には、その単元７で出てきた重要年号１９、例えば図 ２に示す様に「５３８年 仏教公式に伝来する」が記載されている。その下にこ の重要年号１９の暗記欄２０として、「５３８ ゴミは朝出す百済の仏」の様な 語呂合せの暗記法が記載されており、年号等の覚え難い事項でも暗記し易く成っ ている。On the lower left side of the back surface 14 of the paper sheet, an important year number 19 appearing in the unit 7 is written, for example, “The 538 Buddhist officially transmitted” as shown in FIG. Below that, as a memorization column 20 of this important year number 19, there is a mnemonic mnemonic method such as " 538 Trash is the Buddha of Baekje, which comes out in the morning. " ing.

【００１６】 図１に示した紙葉表面６の仕切線１１で紙葉４を山に折って裏返すと、紙葉裏 面１４に設けた設問の答１７の欄は、図３に示す様にこの山に折返した部分で隠 される。そして紙葉表面６のライン１３と紙葉裏面１４のライン１８とが重なっ て、紙葉表面６の解答欄１２と紙葉裏面１４の答１５とが並列になり、解答と答 １５とが対応するので、解答欄１２と答１５とを照応させて短時間で重要点をチ ェック出来る。As shown in FIG. 3, when the sheet 4 is folded along the partition line 11 on the sheet surface 6 shown in FIG. 1 and turned upside down, the answer 17 of the question provided on the sheet back surface 14 is as shown in FIG. It is hidden by the part turned back to this mountain. Then, the line 13 of the paper sheet front surface 6 and the line 18 of the paper sheet back surface 14 overlap each other, and the answer column 12 of the paper sheet front surface 6 and the answer 15 of the paper sheet back surface 14 are arranged in parallel, and the answer and the answer 15 correspond to each other. Therefore, it is possible to check the important points in a short time by making the answer columns 12 and 15 correspond to each other.

【００１７】 紙葉裏面１４の余白には、図４に示す様に枠組したコラム２１にミスを犯し易 い事項、例えば「「隋」と「随」を混同するな」、「中大兄皇子と天智天皇は同 一人物」、「「古事記」と「日本書紀」の「記」と「紀」等について注意を促す 様に成っている。In the margin of the back surface 14 of the paper sheet, there are items that are easy to make a mistake in the column 21 framed as shown in FIG. 4, such as “Do not confuse“ Sui ”with“ Zui ””, Emperor Tenchi is the same person ”,“ Kojiki ”and“ Nihonshoki ”.

【００１８】 又、図５に示す様に紙葉裏面１４の余白に枠組したコラム２２を設け、時代背 景、例えば「世界性のある文化：飛鳥時代には、渡来人らが中国・ギリシア・ペ ルシア・インドの文化を日本に伝えたので、飛鳥文化はその影響を強く受けるこ とになった。」と云う様な事項を説明しており、時代背景に付いて世界的な視野 で理解出来る様に成っている。Further, as shown in FIG. 5, a frame 22 is provided in the margin of the back surface 14 of the paper sheet, and a background of the era, for example, “ World culture : In the Asuka era, travelers come to China, Greece, Since the culture of Persia and India was introduced to Japan, the Asuka culture was strongly influenced by it. " It is made possible.

【００１９】 次に図６〜図８によりこの問題集１による学習法に付いて説明する。 図６はミシン目から切取った状態を説明する図、図７は解答を書込んでいる状 態の説明図、図８は仕切線で折返して答合せをしている状態の説明図である。Next, a learning method based on the problem collection 1 will be described with reference to FIGS. 6 to 8. FIG. 6 is a diagram for explaining a state cut from the perforations, FIG. 7 is a diagram for explaining a state in which an answer is written, and FIG. 8 is a diagram for explaining a state in which an answer is folded back at a partition line to make an answer. .

【００２０】 児童、生徒は、図６に示す様に問題集１のミシン目５から現在学習している単 元（例えば学校の定期試験の範囲等）の載っている紙葉４を切取る。As shown in FIG. 6, the child and the student cut out the paper sheet 4 on which the unit currently being studied (for example, the range of the regular examination at the school) is printed from the perforation 5 of the problem collection 1.

【００２１】 次いで図７に示す様にこの紙葉４の問題欄１０に記載された問題を読んで、右 側の解答欄１２に順番に解答を書込んで行く。書くことで知識がしっかりと身に 付いていく。Next, as shown in FIG. 7, the question written in the question column 10 of the paper sheet 4 is read, and the answers are sequentially written in the answer column 12 on the right side. Writing will help you to acquire the knowledge.

【００２２】 一通り解答し終ったら図８に示す様に仕切線１１で山に折って裏返し、解答欄 １２の右側にある紙葉裏面１４の答欄１５を見て答合せをし、間違った答は正し く書き直しておく。答欄１５中の重要項目には、図３に示す様に更に設問１６が 記載されているので、これに付いても解答する。その答１７は山に折返した紙葉 ４の下に隠れた紙葉裏面１４に記載されているので、紙葉４を開いて答合せをす る。When the answer is completed, fold it into a mountain at the partition line 11 as shown in FIG. 8, turn it over, and look at the answer box 15 on the back surface 14 of the paper sheet on the right side of the answer box 12 to make an incorrect answer. Rewrite the answer correctly. As shown in FIG. 3, question 16 is further described in the important item in answer column 15, and therefore, the question 16 is also answered. Since the answer 17 is written on the back surface 14 of the paper sheet hidden under the paper sheet 4 folded back to the mountain, the paper sheet 4 is opened for an answer.

【００２３】 尚、学習は当該単元の載っている紙葉を問題集１から切り放さずに、本に成っ ている状態の問題集１でそのままやっても良い。そして一通り答合せが終った段 階で、学習した単元の載っている紙葉４を問題集１のミシン目５から切取る様に しても良い。It should be noted that the learning may be carried out as it is with the problem collection 1 in the state of being a book, without cutting off the paper sheets on which the unit is placed from the problem collection 1. Then, at the stage where all the answers have been completed, the paper sheet 4 on which the learned unit is placed may be cut out from the perforation 5 of the problem collection 1.

【００２４】 切取った紙葉４は、いつも携行して学校でも塾でも一寸した時間を見つけて繰 返し覚える様にする。以上の手順で学習を実践することで重要項目を短時間で確 実に覚えられ、学習効果が上がる。The cut paper sheet 4 should always be carried so that a small time can be found at a school or a cram school and remembered repeatedly. By practicing the learning in the above procedure, important items can be memorized accurately in a short time, and the learning effect is improved.

【００２５】 尚、本実施例では日本史を例に取上げて説明したが、その他の知識を問う科目 の問題集にも適用出来ることは勿論である。It should be noted that although the present embodiment has been described taking the history of Japan as an example, it is needless to say that the present invention can be applied to a collection of problems for subjects in which other knowledge is asked.

【００２６】[0026]

【考案の効果】[Effect of device]

本考案は、上述の様に構成されているので、次の様な効果を奏する。 請求項１によれば、答欄中の重要項目に付いて更に設問を記載して細かい知識 を問う様に成っているので、問題欄に記載された普通の問題と答欄に記載された 重要項目の細かい難しい設問とが分離された形と成る。従って問題欄を学習する ことでその単元の内容の概略が分り、答欄で重要項目の更に細かい詳しい学習を することが出来る。即ち重要項目をその単元の中で位置付けた上で確実に覚える ことが出来、学習効果を上げられる。又、綴じ合わせた各紙葉の表面に仕切線を 介して問題欄とその解答欄を設けたので、問題を見ながら解答を書込んでいくこ とで確実に記憶することが出来る。 Since the present invention is configured as described above, it has the following effects. According to claim 1, since it is arranged to ask more detailed knowledge by describing the question further to the important item in the answer column, it is important to describe the ordinary problem described in the problem column and the important problem described in the answer column. It becomes a form in which difficult questions with small items are separated. Therefore, by studying the question column, you can get an overview of the contents of the unit, and in the answer column, you can learn in more detail the important items. In other words, the important items can be positioned in the unit and remembered surely, and the learning effect can be improved. Further, since the question column and the answer column are provided on the front surface of each bound paper sheet through the partition line, it is possible to surely memorize by writing the answer while watching the question.

【００２７】 請求項２によれば、紙葉表面の問題欄と解答欄及び紙葉裏面の答欄とが対応し １問１答と成っているので、問題欄〜解答欄、解答欄〜答欄を夫々互いに照応す ることが出来、重要項目を短時間でチェック出来る。According to claim 2, since the question column on the front side of the paper sheet and the answer column and the answer column on the back side of the paper sheet correspond to one question and one answer, the question column-answer column, answer column-answer The columns can be compared with each other, and important items can be checked in a short time.

【００２８】 請求項３によれば、各紙葉にミシン目を設け切取り自在にしたので、現在学習 中の部分だけ切取って、何時でも何処へも携行して１問１答の勉強をすることが 出来る。According to claim 3, since each paper sheet is provided with perforations so that it can be cut freely, it is possible to cut off only the part currently being learned and carry it to anytime and anywhere to study one question and one answer. Can be done.

【００２９】 請求項４によれば、紙葉裏面の余白に暗記欄を設けたので、年号等の覚え難い 項目でも容易に暗記することが出来る。According to the fourth aspect, since the memorization column is provided in the margin on the back surface of the paper sheet, it is possible to easily memorize even an item that is difficult to remember, such as an era.

【００３０】 請求項５によれば、紙葉裏面の余白にミスを犯し易い事項の注意やその単元の 背景等を記載したコラムを設けたので、試験の準備を行なう際失点し易い箇所を 意識して注意深く覚えることが出来る。又、その単元の内容をより広い視野から 理解することが出来る。According to claim 5, a column is provided in the margin on the back surface of the paper sheet, which indicates the cautions about the items that make mistakes easily, the background of the unit, etc. Therefore, be aware of the points where you easily lose points when preparing for the test. You can learn it carefully. You can also understand the contents of the unit from a broader perspective.

【図面の簡単な説明】[Brief description of drawings]

【図１】本考案の問題集の紙葉表面を示す斜視図FIG. 1 is a perspective view showing a surface of a paper sheet of a problem collection of the present invention.

【図２】同じく紙葉の裏面と次の頁の表面を示す斜視図FIG. 2 is a perspective view showing the back side of the sheet and the front side of the next page.

【図３】重要項目の設問とその答を示す紙葉裏面の斜視
図FIG. 3 is a perspective view of the back side of a paper sheet showing questions and answers of important items.

【図４】注意事項を記載したコラムを備えた紙葉裏面の
図[Figure 4] View of the backside of a paper sheet with a column that describes precautions

【図５】重要項目の背景を説明したコラムを備えた紙葉
裏面の図FIG. 5 is a diagram of the back side of a paper sheet with a column explaining the background of important items.

【図６】ミシン目から切取った状態を説明する図FIG. 6 is a diagram illustrating a state in which the perforation is cut off.

【図７】解答を書込んでいる状態の説明図FIG. 7 is an explanatory diagram of a state in which an answer is being written.

【図８】仕切線で紙葉を山に折返して答合せをしている
状態の説明図FIG. 8 is an explanatory diagram of a state in which a paper sheet is folded back along the partition line to make an answer.

【符号の説明】[Explanation of symbols]

１：問題集 ４：紙葉 ５：ミシン目 ６：紙葉表面 １０：問題欄 １１：仕切線 １２：解答欄 １４：紙葉裏面 １５：答欄 １６：設問 １７：設問の答 ２０：暗記欄 ２１：コラム ２２：コラム 1: Problem sheet 4: Paper sheet 5: Perforation 6: Paper sheet surface 10: Question column 11: Partition line 12: Answer column 14: Paper sheet back surface 15: Answer column 16: Question 17: Question answer 20: Memorization column 21: Column 22: Column

Claims (5)

【実用新案登録請求の範囲】[Scope of utility model registration request] 【請求項１】 綴じ合わせた各紙葉の表面に仕切線を介
して問題欄とその解答欄を設け、この仕切線で山に折返
した紙葉の裏面に解答欄と対応する答欄を記載し、答欄
中の重要項目に付いては答に付設して更に設問を記載
し、この重要項目の設問の答を、折返した紙葉に隠され
た裏面に記載したことを特徴とする問題集。1. A question column and an answer column are provided on the front surface of each of the bound sheets through a dividing line, and an answer column and an answer column corresponding to the answer column are written on the back surface of the sheet folded back to the mountain at the dividing line. , Questions about the important items in the answer column, the questions are listed further, and the answers of the questions of the important items are listed on the back side hidden behind the folded paper sheet. . 【請求項２】 前記紙葉表面の問題欄と解答欄及び紙葉
裏面の答欄とが対応し１問１答になっていることを特徴
とする請求項１の問題集。2. The problem collection according to claim 1, wherein the question column on the front side of the paper sheet and the answer column and the answer column on the back side of the paper sheet correspond to one question and one answer. 【請求項３】 前記各紙葉にミシン目を設け切取り自在
にしたことを特徴とする請求項１の問題集。3. The problem collection according to claim 1, wherein each paper sheet is provided with perforations so that it can be cut off. 【請求項４】 前記紙葉裏面の余白に覚え難い事項の暗
記法を記載した暗記欄を設けたことを特徴とする請求項
１の問題集。4. The problem collection according to claim 1, wherein a memorization column that describes a memorization method of a difficult-to-remember item is provided in a margin on the back surface of the paper sheet. 【請求項５】 前記紙葉裏面の余白にミスを犯し易い事
項の注意やその単元の背景等を記載したコラムを設けた
ことを特徴とする請求項１の問題集。5. The problem collection according to claim 1, wherein a column is provided in a margin on the back surface of the paper sheet, which describes a caution about an item that is likely to make a mistake and the background of the unit.