#備考科普類英語(yǔ)閱讀的解題鑰匙（說(shuō)結(jié)構(gòu)模式、說(shuō)解題策略模式、說(shuō)干擾項(xiàng)七大規(guī)律）高考即將來(lái)臨，我覺(jué)得一定要認(rèn)真透析真題的規(guī)律，反復(fù)琢磨命題機(jī)理，這樣才有長(zhǎng)足的進(jìn)步。今天我來(lái)說(shuō)說(shuō)閱讀理解。科普實(shí)驗(yàn)文是高考必考題型，而且難度頗大。概念理解首先，我們要明白一個(gè)概念，叫圖式。通俗說(shuō)，就是你聽(tīng)到學(xué)校，就會(huì)馬上想到：教師、學(xué)生、寢室、食堂等等，這些不同的元素有序構(gòu)成了一個(gè)整體。在閱讀中，你看到AI,就會(huì)立即想到：大數(shù)據(jù)、個(gè)人隱私、就業(yè)、人力被代替等。你對(duì)AI越熟悉，那么這篇文章你就越容易懂。這叫內(nèi)容圖式。還有一類叫結(jié)構(gòu)圖式，譬如一看到勵(lì)志類的韓劇，你立馬就能大概想到：先是一個(gè)很平凡的姑娘，然后被豪門(mén)王子給看中，但是王子父母看不上她，千方百計(jì)刁難。眼看就要成功了，突然豪門(mén)姑娘生絕癥等等。這就是灰姑娘故事的結(jié)構(gòu)。如果你對(duì)每個(gè)題材的文章總結(jié)多了，大體就能知道同類話題文章的走勢(shì)。最后就是語(yǔ)言圖式，每個(gè)話題的語(yǔ)言風(fēng)格大體也差不多。說(shuō)了這么多，就高考而言，我們要認(rèn)真研究一下高考所有科普實(shí)驗(yàn)文的圖式，重點(diǎn)是：行文風(fēng)格、命題風(fēng)格。那么科普實(shí)驗(yàn)文的特點(diǎn)到底是什么？簡(jiǎn)單說(shuō)起來(lái)就是：IEEC模式Introduction(ofthethemeorconceptorproblemorphenomenon)ExplanationExperiment(s)(Includingtheaim,procedure,result,reason,comment)Conclusion我用圖翻譯一下：科普實(shí)騏文的結(jié)構(gòu)圖式IIEEC模式）；, ,主題，概念、問(wèn)題或迎更蛇上面的主題捶一步解釋，一般可忒喀讀J這UHUULL*；h".…?耳的、過(guò)程、母果、原因.評(píng)檢:、，■反用埼漆、熱點(diǎn)等V知道命題圖式有利于我們閱讀時(shí)把握重點(diǎn)信息，但是我們還要知道干擾項(xiàng)的特點(diǎn)，姑且稱之為：干擾圖式。以下七點(diǎn)也是真題中得出來(lái)的。我認(rèn)真閱讀近六年的考試分析，畢竟這是官方命題人寫(xiě)的，可以大概看出來(lái)一二。譬如：從中可以看出信息不全，無(wú)中生有，誘導(dǎo)式的相似聯(lián)想等都是干擾項(xiàng)的特征。.過(guò)程混淆解釋：一般問(wèn)的是過(guò)程的總結(jié)步驟，但干擾下把前面的某個(gè)步驟拿出來(lái)。.限制脫落解釋：文章中對(duì)某一個(gè)名詞或句子會(huì)加上各種限制范圍的形容詞或副詞短語(yǔ)等，但干擾下直接說(shuō)名詞。.觀點(diǎn)混淆解釋：作者的觀點(diǎn)很多，但突出的往往是最后一個(gè)觀點(diǎn)，干擾項(xiàng)就此進(jìn)行混淆。.相似干擾解釋：這種往往是動(dòng)詞上作文章，文章說(shuō)的是接受，干擾項(xiàng)說(shuō)是發(fā)出。更隱蔽的是這些動(dòng)詞都在文章中出現(xiàn)，需要仔細(xì)辨認(rèn)。這種實(shí)際上最難，有時(shí)還有利用讀者的定性思維模式誘導(dǎo)讀者進(jìn)行錯(cuò)誤聯(lián)想。.相反事實(shí)解釋：這個(gè)最簡(jiǎn)單，就是完全和文章說(shuō)的相反。.信息不全解釋：干擾下只是截取了信息的部分。.因果倒置解釋：把原因說(shuō)出結(jié)果，或結(jié)果說(shuō)成原因。例子1（江蘇B）Beforebirth,babiescantellthedifferencebetweenloudsoundsandvoices.Theycanevendistinguishtheirmother’svoicefromthatofafemalestranger.Butwhenitcomestoembryoniclearning（胎教）,birdscouldruletheroost.AsrecentlyreportedinTheAuk:OrnithologicalAdvances,somemotherbirdsmayteachtheiryoungtosingevenbeforetheyhatch（孵化）.New-bornchickscanthenimitatetheirmom’scallwithinafewdaysofenteringtheworld.Thiseducationalmethodwasfirstobservedin2012bySoniaKleindorfer,abiologistatFlindersUniversityinSouthAustralia,andhercolleagues.FemaleAustraliansuperbfairywrenswerefoundtorepeatonesoundoverandoveragainwhilehatchingtheireggs.Whentheeggswerehatched,thebabybirdsmadethesimilarchirptotheirmothers—asoundthatservedastheirregular“feedme!”call.Tofindoutifthespecialqualitywasmorewidespreadinbirds,theresearcherssoughtthered-backedfairywren,anotherspeciesofAustraliansongbird.Firsttheycollectedsounddatafrom67nestsinfoursitesinQueenslandbeforeandafterhatching.Thentheyidentifiedbeggingcallsbyanalyzingtheorderandnumberofnotes.Acomputeranalysisblindlycomparedcallsproducedbymothersandchicks,rankingthembysimilarity.Itturnsoutthatbabyred-backedfairywrensalsoemergechirpingliketheirmoms.Andthemorefrequentlymothershadcalledtotheireggs,themoresimilarwerethebabies’beggingcalls.Inaddition,theteamsetupaseparateexperimentthatsuggestedthatthebabybirdsthatmostcloselyimitatedtheirmom’svoicewererewardedwiththemostfood.Thisobservationhintsthateffectiveembryoniclearningcouldsignalneurological（神經(jīng)系統(tǒng)的）strengthsofchildrentoparents.Anevolutionaryinferencecanthenbedrawn.“Asaparent,doyouinvestinqualitychildren,ordoyouinvestinchildrenthatareinneed?”Kleindorferasks.“Ourresultssuggestthattheymightbegoingforquality.”TheunderlinedphraseinParagraph1means“ ”.betheworstbethebestbejustasbadbejustasgoodWhatareKleindorfer’sfindingsbasedon?Similaritiesbetweenthecallsmomsandchicks.TheobservationoffairywrensacrossAustralia.ThedatacollectedfromQueensland’slocals.Controlledexperimentsonwrensandotherbirds.Embryoniclearninghelpsmotherbirdstoidentifythebabybirdswhich.canreceivequalitysignalsareinneedoftrainingfittheenvironmentbetter

maketheloudestcall分析：題干干擾項(xiàng)特點(diǎn)規(guī)律TheunderlinedphraseinParagraph1means1f 圍罐主題的詞匯題WhatareKleindorfer*sfindingsbasedon?1.過(guò)程混淆工限制脫落(red^baekedfairyw「en)工總結(jié)性步驟干擾實(shí)驗(yàn)的過(guò)程總結(jié)(最后一擰)Embryoniclearninghelpsmotherbirdstoidenilfythebabybirdswhich_.相似干擾：thebab/birdsthatmostclosefyimitatedtheirmom'svoic-J干擾：canr&ceIvequalitysignals真騏的啟發(fā)性結(jié)果2（江蘇B）Chimps（黑猩猩）willcooperateincertainways,likegatheringinwarpartiestoprotecttheirterritory.Butbeyondtheminimumrequirementsassocialbeings,theyhavelittleinstinct（本能）tohelponeanother.Chimpsinthewildseekfoodforthemselves.Evenchimpmothersregularlydeclinetosharefoodwiththeirchildren.Whoareablefromayoungagetogathertheirownfood.Inthelaboratory,chimpsdon’tnaturallysharefoodeither.Ifachimpisputinacagewherehecanpullinoneplateoffoodforhimselfor,withnogreateffort,aplatethatalsoprovidesfoodforaneighbortothenextcage,hewillpullatrandomhejustdoesn’tcarewhetherhisneighborgetsfedornot.Chimpsaretrulyselfish.Humanchildren,ontheotherhandareextremelycooperative.Fromtheearliestages,theydecidetohelpothers,toshareinformationandtoparticipateinachievingcommongoals.ThepsychologistMichaelTomasellohasstudiedthiscooperativenessinaseriesofexperimentswithveryyoungchildren.Hefindsthatifbabiesaged18monthsseeanunrelatedadultwithhandsfulltryingtoopenadoor,almostallwillimmediatelytrytohelp.Thereareseveralreasonstobelievethattheurgestohelp,informandsharearenottaught,butnaturallypossessedinyoungchildren.Oneisthattheseinstinctsappearataveryyoungagebeforemostparentshavestartedtotrainchildrentobehavesocially.Anotheristhatthehelpingbehaviorsarenotimprovedifthechildrenarerewarded.Athirdreasonisthatsocialintelligencedevelopsinchildrenbeforetheirgeneralcognitive（認(rèn)知的）skills,atleastwhencomparedwithchimps.IntestsconductedbyTomtasell,thechildrendidnobetterthanthechimpsonthephysicalworldtests,butwereconsiderablybetteratunderstandingthesocialworld.Thecoreofwhatchildren’smindshaveandchimps’don’tiswhatTomasellocallssharedintentionality.Partofthisabilityisthattheycaninferwhatothersknoworarethinking.Butbeyondthat,evenveryyoungchildrenwanttobepartofasharedpurpose.Theyactivelyseektobepartofa“we”,agroupthatintendstoworktowardasharedgoal.Whatcanwelearnfromtheexperimentwithchimps?Chimpsseldomcareaboutothers’interests.Chimpstendtoprovidefoodfortheirchildren.Chimpsliketotakeintheirneighbors’food.Chimpsnaturallysharefoodwitheachother.MichaelTomasello’stestsonyoungchildrenindicatethatthey .havetheinstincttohelpothersknowhowtoofferhelptoadultsknowtheworldbetterthanchimpstrustadultswiththeirhandsfullThepassageismainlyabout .thehelpingbehaviorsofyoungchildrenwaystotrainchildren’ssharedintentionalitycooperationasadistinctivehumannaturethedevelopmentofintelligenceinchildren

分析：題干干擾項(xiàng)特點(diǎn)規(guī)律1.Whatcanwe白rn"Qmiheexperimentwithchimps?事實(shí)相反限制干優(yōu)（punatrmridDrn說(shuō)成liketo1ake\nsb'sfood）實(shí)騏的結(jié)果【主題句定位）2.MlchaeIToma5elId'stestsonyoungchildrenind心業(yè)thatthey 過(guò)度鞋想（hetriedtohelp說(shuō)成knewhowtoofferhelptoadulls）信息不全［thechlldrendidnobetterth日nthechimpsonthephysicalworldtest,butbetter…說(shuō)成knowtheworldbetlerthanchimps）實(shí)驗(yàn)的結(jié)果住趣向定位）3.Thepassageismainlyab□□1 .動(dòng)詞語(yǔ)導(dǎo)的相似干擾（文章之說(shuō)人類的分享?干擾項(xiàng)是如何訓(xùn)煉分享）文章的大意（對(duì)比類實(shí)驗(yàn)對(duì)803（江蘇C）1Ifadiversurfacestooquickly,hemaysufferthebends.Nitrogen（氮）dissolved（溶解）inhisbloodissuddenlyliberatedbythereductionofpressure.Theconsequence,ifthebubbles（氣泡）accumulateinajoint,issharppainandabentbody—thusthename.Ifthebubblesforminhislungsorhisbrain,theconsequencecanbedeath.2Otherair-breathinganimalsalsosufferthisdecompression（減壓）sicknessiftheysurfacetoofast:whales,forexample.Andso,longago,didichthyosaurs.Thattheseancientseaanimalsgotthebendscanbeseenfromtheirbones.Ifbubblesofnitrogenforminsidethebonetheycancutoffitsbloodsupply.Thiskillsthecellsinthebone,andconsequentlyweakensit,sometimestothepointofcollapse.Fossil（化石）bonesthathavecavedinonthemselvesarethusasignthattheanimaloncehadthebends.3BruceRothschildoftheUniversityofKansasknewallthiswhenhebeganastudyofichthyosaurbonestofindouthowwidespreadtheproblemwasinthepast.Whatheparticularlywantedtoinvestigatewashowichthyosaursadaptedtotheproblemofdecompressionoverthe150millionyears.Tothisend,heandhiscolleaguestraveledtheworld’snatural-historymuseums,lookingathundredsofichthyosaursfromtheTriassicperiodandfromthelaterJurassicandCretaceousperiods.4Whenhestarted,heassumedthatsignsofthebendswouldberarerinyoungerfossils,reflectingtheirgradualevolutionofmeasurestodealwithdecompression.Instead,hewasastonishedtodiscovertheopposite.Morethan15%ofJurassicandCretaceousichthyosaurshadsufferedthebendsbeforetheydied,butnotasingleTriassicspecimen（標(biāo)本）showedevidenceofthatsortofinjury.Ifichthyosaursdidevolveananti-decompressionmeans,theyclearlydidsoquickly—and,moststrangely,theylostitafterwards.ButthatisnotwhatDrRothschildthinkshappened.Hesuspectsitwasevolutioninotheranimalsthatcausedthechange.Whalesthatsufferthebendsoftendosobecausetheyhavesurfacedtoescapeapredator（捕食動(dòng)物）suchasalargeshark.OneofthefeaturesofJurassicoceanswasanabundanceoflargesharksandcrocodiles,bothofwhichwerefondofichthyosaurlunches.Triassicoceans,bycontrast,weremercifullyshark-andcrocodile-free.IntheTriassic,then,ichthyosaursweretopofthefoodchain.IntheJurassicandCretaceous,theywereprey（獵物）aswellaspredator—andoftenhadtomakeaspeedyexitasaresult.Whichofthefollowingisatypicalsymp