閱讀理解之推理判斷

專題34閱讀理解之推理判斷關(guān)鍵詞：閱讀理解,推理判斷,上下文推理,語境難度系數(shù)：????

推薦指數(shù)：?????【基礎(chǔ)回顧】考點歸納：做出簡單判斷和推理（即推理判斷題）閱讀文章的主要目的是獲取信息，即作者所要傳達的信息。在實際的閱讀活動中，有時需要根據(jù)文章提供的事實和線索，進行邏輯推理，推測作者未提到的事實或某事發(fā)生的可能性等?；A(chǔ)必讀：推理判斷試題屬于高層次閱讀理解題。這種題型包括判斷題和推理題。這兩類題常常相互依存，推理是為了得出正確的判斷，正確的判斷又依賴于合乎邏輯的推理。做好該題型要從整體上把握語篇內(nèi)容，在語篇的表面意義與隱含意義、已知信息與未知信息間架起橋梁，透過字里行間，去體會作者的“弦外之音”。推理判斷題常常可以分為如下幾類：（1）細節(jié)推斷。如時間、地點、人物關(guān)系等；（2）邏輯推斷。根據(jù)已知的結(jié)果推斷導(dǎo)致結(jié)果產(chǎn)生的可能原因；（3）目的、意圖、態(tài)度推斷。根據(jù)文章的論述，推斷作者的寫作目的以及作者情感態(tài)度；（4）預(yù)測想象推斷。文章沒有明確說明，要求根據(jù)語篇對文章可能涉及的內(nèi)容進行預(yù)測判斷。推理判斷主要的設(shè)題方式有：

（1）Itcanbeinferredfromthepassage(orthelastparagraph)that…

（2）Itcanbelearnedfromthepassage(orthelastparagraph)that…

（3）Itcanbeconcludedfromthepassage(orthelastparagraph)that…

（4）Itimpliesthat…

（5）Wherewouldyoumostprobablyfindthispassage?

（6）Whatwouldtheauthormostlikelycontinuetotalkaboutinthenextparagraph(s)?

【技能方法】推理判斷主要的解題策略有：（1）根據(jù)不同文體，推斷目的意圖。不同的文章可能有不同的寫作目的,通常作者的寫作目的有以下三種：1)toentertainreaders（娛樂讀者，讓人發(fā)笑），常見于故事類的文章。2)topersuadereaders（說服讀者接受某種觀點）常見于廣告類的文章。3)toinformreaders（告知讀者某些信息）多見于科普類﹑新聞報道類﹑文化類或社會類的文章。高考閱讀試題設(shè)計到各類文章，而以議論文為主，文章的主題句、核心句往往會直接或間接地表明作者的態(tài)度立場；閱讀理解中也有說明文、描述文。前者因為其體裁的客觀性，所以作者的態(tài)度也往往采取中立。而后者因為其文章觀點往往不直接提出，而且作者寫作時也常帶有某種傾向性，所以，閱讀時要善于根據(jù)文章的文體來學(xué)會推斷作者的情感態(tài)度和目的。（2）根據(jù)用詞風(fēng)格，推斷情感態(tài)度。一篇好的文章，其用詞風(fēng)格常常直接流露或蘊含作者的內(nèi)心世界和情感態(tài)度。所以閱讀時要善于捕捉表達或暗示情感態(tài)度的詞句或短語，捕捉那些烘托氣氛，渲染情感的詞句，進而很好地洞察作者的思想傾向，是支持、反對抑或中立？對于選項而言，要分清選項中的褒義詞、中性詞和貶義詞，以此對照全文。如：1）表示褒義的詞語：positive贊成的，supporting支持的，praising贊揚的，optimistic樂觀的，admiring羨慕的，enthusiastic熱情的等；2）表示中性的詞語：uninterested無興趣的，不感興趣的；neutral中立的；impersonal不帶個人感情的；subjective主觀的；objective客觀的等；3）表示貶義的詞語：disgusted感到惡心的，厭惡的；critical批評的；negative否定的，反對的；suspicious懷疑的；tolerant容忍的，忍讓的；worried擔(dān)憂的等。（3）根據(jù)寫作思路，推斷段落發(fā)展。不同的文體，寫作思路和寫作手法也不盡相同。做題時，要善于體會作者的寫作思路，揣摩作者的謀篇布局，從宏觀上左右文章的結(jié)構(gòu)框架；同時，還要把握作者行文時所運用的修辭手段，如對比、舉例、下定義等。通過梳理寫作思路，明晰寫作手法，即可對文章的發(fā)展作出比較科學(xué)合理的推斷和預(yù)測。（4）根據(jù)事實細節(jié)，推斷合理信息。推理題要求在理解原文表面文字信息的基礎(chǔ)上，作出一定判斷和推論，從而得到文章的隱含意義和深層意義。推理題所涉及的內(nèi)容可能是文中某一句話，也可是某幾句話，但做題的指導(dǎo)思想都是以文字信息為依據(jù)，既不能做出在原文中找不到文字根據(jù)的推理，也不能根據(jù)表面文字信息做多步推理。也就是說，要做到判斷有據(jù),推論有理,忠實原文。切忌用自己的觀點代替作者的本意，切忌片面思考，得出片面結(jié)論。【基礎(chǔ)達標】Fiveyearsago,whenItaughtartataschoolinSeattle,IusedTinkertoysasatestatthebeginningofatermtofindoutsomethingaboutmystudents.IputasmallsetofTinkertoysinfrontofeachstudent,andsaid：“MakesomethingoutoftheTinkertoys.Youhave45minutestoday—and45minuteseachdayfortherestoftheweek.”Afewstudentshesitatedtostart.Theywaitedtoseewhattherestoftheclasswoulddo.Severalotherscheckedtheinstructionsandmadesomethingaccordingtooneofthemodelplansprovided.Anothergroupbuiltsomethingoutoftheirownimaginations.OnceIhadaboywhoworkedexperimentallywithTinkertoysinhisfreetime.Hisconstructionsfilledashelfintheartclassroomandagoodpartofhisbedroomathome.Iwasdelightedatthepresenceofsuchastudent.Herewasanexceptionallycreativemindatwork.HispresencemeantthatIhadanunexpectedteachingassistantinclasswhosecreativitywouldinfect(感染)otherstudents.Encouragingthiskindofthinkinghasadownside.Irantheriskoflosingthosestudentswhohadadifferentstyleofthinking.Withoutfailonewoulddeclare,“ButI'mjustnotcreative.”“Doyoudreamatnightwhenyou'reasleep？”“Oh,sure.”“Sotellmeoneofyourmostinterestingdreams.”Thestudentwouldtellsomethingwildlyimaginative.Flyingintheskyorinatimemachineorgrowingthreeheads.“That'sprettycreative.Whodoesthatforyou？”“Nobody.Idoit.”“Really—atnight,whenyou'reasleep？”“Sure.”“Trydoingitinthedaytime,inclass,okay？”1.TheteacherusedTinkertoysinclassinorderto________．A.knowmoreaboutthestudentsB.makethelessonsmoreexcitingC.raisethestudents'interestinartD.teachthestudentsabouttoydesign2.WhatdoweknowabouttheboymentionedinParagraph3?A.Helikedtohelphisteacher.B.Hepreferredtostudyalone.C.Hewasactiveinclass.D.Hewasimaginative.3.Whatdoestheunderlinedword“downside”inParagraph4probablymean?A.Mistake.B.Drawback.C.Difficulty.D.Burden.4.Whydidtheteacheraskthestudentstotalkabouttheirdreams?A.Tohelpthemtoseetheircreativity.B.Tofindoutabouttheirsleepinghabits.C.Tohelpthemtoimprovetheirmemory.D.Tofindoutabouttheirwaysofthinking.2．D推理判斷題。根據(jù)第三段的第一句“OnceIhadaboywhoworkedexperimentallywithTinkertoysinhisfreetime.”可知，這個男孩是利用空閑時間拼裝這些玩具的，并且根據(jù)本段的“Herewasanexceptionallycreativemindatwork.”可知，這個男孩是一個很有想象力和創(chuàng)造力的孩子，因此選D。3．B詞義猜測題。根據(jù)第四段的畫線詞后面的“Irantheriskoflosingthosestudentswhohadadifferentstyleofthinking.”可知，雖然作者采用了這種教學(xué)方式，但是也冒著一定的風(fēng)險，即有可能失去一些不同思維方式的學(xué)生，因此這里說明這種教育方式也有不足之處，因此選B。4．A細節(jié)理解題。根據(jù)文章最后七段中的對話內(nèi)容可知作者鼓勵孩子們說出最有趣的夢，并鼓勵他們在白天的課堂里把夢的內(nèi)容做出來。作者這樣做就是為了讓他們看到自己的創(chuàng)造力和想象力。因此選A?！灸芰μ嵘緽adnewssells.Ifitbleeds,itleads.Nonewsisgoodnews,andgoodnewsisnonews.Thosearetheclassicrulesfortheeveningbroadcastsandthemorningpapers.Butnowthatinformationisbeingspreadandmonitored(監(jiān)控)indifferentways,researchersarediscoveringnewrules.Bytrackingpeople'se-mailsandonlineposts,scientistshavefoundthatgoodnewscanspreadfasterandfartherthandisastersandsobstories.“The‘ifitbleeds'ruleworksformassmedia，”saysJonahBerger,ascholarattheUniversityofPennsylvania.“Theywantyoureyeballsanddon'tcarehowyou'refeeling.Butwhenyoushareastorywithyourfriends,youcarealotmorehowtheyreact.Youdon'twantthemtothinkofyouasaDebbieDowner.”Researchersanalyzingword-of-mouthcommunication—e-mails,Webpostsandreviews,face-to-faceconversations—foundthatittendedtobemorepositivethannegative(消極的),butthatdidn'tnecessarilymeanpeoplepreferredpositivenews.Waspositivenewssharedmoreoftensimplybecausepeopleexperiencedmoregoodthingsthanbadthings?Totestforthatpossibility,DrBergerlookedathowpeoplespreadaparticularsetofnewsstories:thousandsofarticlesonTheNewYorkTimes'website.HeandaPenncolleagueanalyzedthe“moste-mailed”listforsixmonths.Oneofhisfirstfindingswasthatarticlesinthesciencesectionweremuchmorelikelytomakethelistthannon-sciencearticles.HefoundthatscienceamazedTimes'readersandmadethemwanttosharethispositivefeelingwithothers.Readersalsotendedtosharearticlesthatwereexcitingorfunny,orthatinspirednegativefeelingslikeangeroranxiety,butnotarticlesthatleftthemmerelysad.Theyneededtobearoused(激發(fā))onewayortheother,andtheypreferredgoodnewstobad.Themorepositiveanarticle,themorelikelyitwastobeshared,asDrBergerexplainsinhisnewbook,Contagious:WhyThingsCatchOn.1.Whatdotheclassicrulesmentionedinthetextapplyto?A.Newsreports.B.Researchpapers.C．Privatee-mails.D.Dailyconversations.2.WhatcanweinferaboutpeoplelikeDebbieDowner?A.They'resociallyinactive.B.They'regoodattellingstories.C.They'reinconsiderateofothers.D.They'recarefulwiththeirwords.3.Whichtendedtobethemoste-mailedaccordingtoDrBerger'sresearch?A．Sportsnews.B.Sciencearticles.C.Personalaccounts.D.Financialreviews.4.Whatcanbeasuitabletitleforthetext?A.SadstoriestravelfarandwideB．OnlinenewsattractsmorepeopleC.ReadinghabitschangewiththetimesD.Goodnewsbeatsbadonsocialnetworks2．C推理判斷題。根據(jù)第二段可知，“ifitbleeds”規(guī)則用于大眾媒體時只是為了吸引大眾的眼球而不關(guān)心大眾的感受，可是當(dāng)你與朋友分享故事的時候，你更多關(guān)注的是朋友的反應(yīng)。因為你不想讓朋友認為你不考慮他人的感受。故選C項。3．B細節(jié)理解題。根據(jù)倒數(shù)第二段可知，DrBerger和同事對電子郵件傳播分析了六個月，他們發(fā)現(xiàn)科技板塊比其他專欄更受歡迎。故選B項。4．D主旨大意題。文章首尾呼應(yīng)，根據(jù)第一段最后一句以及文章的最后一句“Themorepositiveanarticle,themorelikelyitwastobeshared…”可推斷出，積極向上的報道傳播更快，更受讀者喜愛。故D項能概括全文。【終極闖關(guān)】【湖南省株洲市2022屆高三上學(xué)期教學(xué)質(zhì)量檢測（一）】Today’sdemandsformeasuringchildhoodsuccesshavechasedhouseholdchoresfromtheto-dolistsofmanyyoungpeople.Inasurveyof1,001USadultsreleasedbyBraunResearch,82%reportedhavingregularchoresgrowingup,butonly28%saidthattheyrequiretheirownchildrentodothem.“Parentstodaywanttheirkidsspendingtimeonthingsthatcanbringthemsuccess,butironically,we’vestoppeddoingonethingthat’sactuallybeenaprovenpredictorofsuccess—andthat’shouseholdchores.”saysRichardRende,adevelopmentalpsychologist.Givingchildrenhouseholdchoresatanearlyagehelpstobuildalastingsenseofmastery,responsibilityandindependence,accordingtoresearchbyMartyRossmann,professorattheUniversityofMinnesota.In2022,Dr.RossmannanalyzeddatafromalongiChoresalsoteachchildrenhowtobeempathetic(感同身受的)andresponsivetoothers’needs,notespsychologistRichardWeissbourd.Inresearch,histeamsurveyed10,000high-schoolstudentsandaskedthemtorankwhattheytreasuredmore:achievement,happinessorcaringforothers.Almost80%choseeitherachievementorhappinessovercaringforothers.Ashepointsout,however,researchsuggeststhatpersonalhappinesscomesmostreliablynotfromhighachievementbutfromstrongrelationships.“We’reoutofbalance,”saysDr.Weissbourd.Agoodwaytostartreadjustingpriorities(優(yōu)先事項),hesuggests,isbylearningtobekindandhelpfulathome.Thenexttimethatyourchildaskstoskipchorestodohomework,resisttheurgetolethimorheroffthehook.Beingslack(懈怠的)aboutchoreswhentheycompetewithschoolsendsyourchildthemessagethatgradesandachievementaremoreimportantthancaringaboutothers.Whatmayseemlikesmallmessagesinthemomentbutadduptobigonesovertime.canwelearnfromthefirstparagraph?A. Parentstodayhaverecognizedtheimportanceofchores.B. Mostparentstodaythinkchoresarenecessaryformeasuringkids’success.C. Mostadultsrequiretheirchildrentodoregularchoresnow.D. Doingregularchorescanhelpchildrentosucceed.canweconcludefromRossmann’slongitudinalstudy?A. Childrenwillnotachieveacademicandcareersuccesswithfewchores.B. Itmakeslittledifferenc