高考閱讀題中的思辨性文章相似點分析

羅麗雯

一、問題的提出與文本的分析

2023年全國新高考乙卷的D篇，講述的是讀世界史，不能只閱讀文本，應(yīng)該既讀書也“讀”物。有別于全國新高考Ⅰ、Ⅱ卷，C或D篇?？嫉难芯繄蟾骖?，本篇閱讀沒有做實驗或做實證研究，主要以作者說理和引用歷史事件為佐證，屬于思辨性的文章。

這篇文章引起了筆者的思考，因為它與2021全國新高考甲卷的D篇有著相似之處，至少都體現(xiàn)了“全面客觀”地分析問題的想法。那除此之外，這兩篇文章還有什么相似之處呢？接下來請大家先閱讀這兩篇文章：

［例1］ 2023年全國新高考乙卷D篇

If you want to tell the history of the whole world， a history that does not privilege one part of humanity， you cannot do it through texts alone， because only some of the world has ever had texts， while most of the world， for most of the time， has not. Writing is one of humanity's later achievements， and until fairly recently even many literate （有文字的） societies recorded their concerns not only in writing but in things．

Ideally a history would bring together texts and objects， and some chapters of this book are able to do just that， but in many cases we simply can't. The clearest example of this between literate and non-literate history is perhaps the first conflict， at Botany Bay， between Captain Cook's voyage and the Australian Aboriginals. From the English side， we have scientific reports and the captain's record of that terrible day. From the Australian side， we have only a wooden shield（盾） dropped by a man in flight after his first experience of gunshot. If we want to reconstruct what was actually going on that day， the shield must be questioned and interpreted as deeply and strictly as the written reports．

In addition to the problem of miscomprehension from both sides， there are victories accidentally or deliberately twisted， especially when only the victors know how to write. Those who are on the losing side often have only their things to tell their stories. The Caribbean Taino， the Australian Aboriginals， the African people of Benin and the Incas， all of whom appear in this book， can speak to us now of their past achievements most powerfully through the objects they made： a history told through things gives them back a voice. When we consider contact （關(guān)系） between literate and non-literate societies such as these， all our first-hand accounts are necessarily twisted， only one half of a dialogue. If we are to find the other half of that conversation， we have to read not just the texts， but the objects．

文本分析：

文章第一段提出了“If you want to tell the history of the whole world... you cannot do it through texts alone，”第二段則提出“Ideally a history would bring together texts and objects”，兩段文章的首句表明作者的觀點，要讀世界史，得既讀書也讀物。

第三段的第一句“In addition to the problem of miscomprehension from both sides， there are victories accidentally or deliberately twisted，”除了來自雙方的誤解這一問題外，還有勝利一方無意或有意的扭曲（這一問題）?？忌鷳?yīng)該關(guān)注的是“in addition to the problem”這一短語，除了這一問題，這說明第二段提及了“一個問題”，而“勝利一方無意或有意的扭曲”則應(yīng)該是第二個問題。再結(jié)合本段的最后一句“If we are to find the other half of that conversation， we have to read not just the texts， but the objects.”我們可以得知本文的結(jié)構(gòu)如圖1所示：

結(jié)合圖1，可看出文章大體上為總-分-總的結(jié)構(gòu)，首段提出問題，接下來提出“偏聽則暗”“勝利者單邊論”等兩個問題，最后再次強調(diào)觀點。接著我們來完成閱讀篇章的問題：

12. What is the first paragraph mainly about？

A. How past events should be presented.

B. What humanity is concerned about.

C. Whether facts speak louder than words.

D. Why written language is reliable．

解析：本題問第一段的段落大意，利用我們做的文本分析，可知答案為A. How past events should be presented.（tell the history， 等價于past events be presented）

13. What does the author indicate by mentioning Captain Cook in paragraph 2？

A. His report was scientific.

B. He represented the local people.

C. He ruled over Botany Bay.

D. His record was one-sided．

解析：本題問作者在第二段提及Captain Cook表明了什么。首先利用“the first conflict between Captain Cook's voyage and the Australian Aboriginals. From the English side， we have scientific reports and the captain's record of that terrible day. From the Australian side， we have only a wooden shield...”（Captain Cook's和澳洲土著之間的沖突，從英國方面來看，我們有科學(xué)報告和Captain Cook的記錄，而從澳洲方面，我們只有一個木制的盾……）再結(jié)合第三段的第一句，“In addition to the problem of miscomprehension from both sides，”來自雙方的誤解，可知答案為D. His record was one-sided. 他的記錄是單方面的。

14. What does the underlined word “conversation” in paragraph 3 refer to？

A.Problem.B.History.C.Voice.D.Society．

解析：本題問第三段劃線詞指代的是什么。詞語所在的句子是“ If we are to find the other half of that conversation， we have to read not just the texts， but the objects.”利用結(jié)構(gòu)示意圖，本文強調(diào)的“需要既讀書又讀物”的事件，就是要讀懂世界歷史，因此本題的答案為B.History．

15. Which of the following books is the text most likely selected from？

A. How Maps Tell Stories of the World

B. A Short History of Australia

C. A History of the World in 100 Objects

D. How Art Works Tell Stories

解析：本題問文本的來源。結(jié)合圖1和文章大意，讀世界史不能只讀文本，還要借助物體，可知答案為C. A History of the World in 100 Objects

接下來我們閱讀2021全國新高考甲卷的D篇，本篇圍繞著“誰是天才”這一話題進行討論。那究竟誰是天才呢？請先閱讀如下文章：

［例2］ 2021全國新高考甲卷D篇

Who is a genius？ This question has greatly interested humankind for centuries．

Let's state clearly： Einstein was a genius. His face is almost the international symbol for genius. But we want to go beyond one man and explore the nature of genius itself. Why is it that some people are so much more intelligent or creative than the rest of us？ And who are they？

In the sciences and arts， those praised as geniuses were most often white men， of European origin. Perhaps this is not a surprise. It's said that history is written by the victors， and those victors set the standards for admission to the genius club. When contributions were made by geniuses outside the club——women， or people of a different color or belief——they were unacknowledged and rejected by others．

A study recently published by Science found that as young as age six， girls are less likely than boys to say that members of their gender（性別） are “really， really smart.” Even worse， the study found that girls act on that belief： Around age six they start to avoid activities said to be for children who are “really， really smart.” Can our planet afford to have any great thinkers become discouraged and give up？ It doesn't take a genius to know the answer： absolutely not．

Here's the good news. In a wired world with constant global communication， we're all positioned to see flashes of genius wherever they appear. And the more we look， the more we will see that social factors（因素）like gender， race， and class do not determine the appearance of genius. As a writer says， future geniuses come from those with “intelligence， creativity， perseverance（毅力）， and simple good fortune， who are able to change the world.”

文本分析：

類似地，先閱讀每一段的第一句和最后一段的最后一句：第一段提出問題“Who is a genius？ ”，第二段提出愛因斯坦是天才，第三段指出在科學(xué)和藝術(shù)領(lǐng)域，被稱贊為天才的通常是有著歐洲血統(tǒng)的白人男性。第四段引用研究，表明女孩子認為自己并不是很聰明。而最后一段提出“Here's the good news.”，這句話值得考生思考，為什么用“好消息來了”這樣的語句？再往下閱讀，好消息是指In a wired world with constant global communication， we're all positioned to see flashes of genius wherever they appear. “隨著互聯(lián)網(wǎng)的發(fā)展，我們能看到更多的天才”，既然這是好消息，那以前我們看到的天才是不是太“少”了？或者前面對天才的定義都不夠準確？再結(jié)合最后一句和“future geniuses come from those with intelligence， creativity， perseverance”，未來的天才是那些聰明，有創(chuàng)造力和毅力的人。如此，只有最后一句是在回答第一段提出的“Who is a genius？”的問題。中間段落的回答可能是存在偏頗的。這樣一來，本文的結(jié)構(gòu)如圖2所示：

結(jié)合圖2，本文討論的內(nèi)容是誰是天才。作者先建立起一座金字塔——引用舊有對天才的看法后，作者把這個金字塔給推翻了，重新建立起一座金字塔——天才應(yīng)是聰明，有創(chuàng)造力和毅力的人。接著我們來完成閱讀篇章的問題：

12. What does the author think of victors'?standards for joining the genius club？

A. They're unfair.B. They're conservative.

C. They're objective.D. They're strict．

解析：本題為作者對加入天才俱樂部的勝利者標準有什么看法。從第三段“It's said that history is written by the victors， and those victors set the standards for admission to the genius club. When contributions were made by geniuses outside the club-women， or people of a different color or belief-they were unacknowledged and rejected by others.”（歷史由勝利者書寫，而勝利者為天才俱樂部設(shè)置加入的標準。當由俱樂部以外的人做出貢獻時，例如女性或不同膚色、信念的人，他們是無法得到承認的。）既然做出貢獻卻不被承認，那說明這樣的標準是A. They're unfair.

13. What can we infer about girls from the study in Science？

A. They think themselves smart.

B. They look up to great thinkers．

C. They see gender differences earlier than boys.

D. They are likely to be influenced by social beliefs．

解析：本題問從Science的研究可以對女孩子做出什么推斷。除了文本分析的內(nèi)容：女孩子認為自己不聰明外，“Even worse， the study found that girls act on that belief： Around age six they start to avoid activities said to be for children who are ‘really， really smart.’ ”（更糟糕的是，女孩子根據(jù)這一信念行動：大約6歲時，她們開始避免參與那些為“特別聰明”孩子所設(shè)計的活動），可知答案為D. They are likely to be influenced by social beliefs．

14. Why are more geniuses known to the public？

A. Improved global communication.

B. Less discrimination against women．

C. Acceptance of victors'?concepts.

D. Changes in people's social positions．

解析：問為何更多的天才為公眾所熟知。利用最后一段第二句“In a wired world with constant global communication， we're all positioned to see flashes of genius wherever they appear.”，或利用文本和圖2的分析，可知答案為A. Improved global communication．

15. What is the best title for the text？

A. Geniuses Think AlikeB. Genius Takes Many Forms

C. Genius and IntelligenceD. Genius and Luck

解析：最佳標題題。借助圖2的分析，本文圍繞誰是天才進行討論，而天才應(yīng)是指聰明，有創(chuàng)造力和毅力的人（而不是通過性別、種族、等級來劃分），可知答案為B. Genius Takes Many Forms。

二、相似點分析

1. 兩篇文章都屬于思辨性文章

新高考全國Ⅰ、Ⅱ卷的C，D篇，常以研究報告類的形式呈現(xiàn)，用實證研究的數(shù)據(jù)來體現(xiàn)科技發(fā)展與信息技術(shù)創(chuàng)新，科學(xué)精神等，這是屬于做研究的方法之一。本文這兩篇閱讀屬于思辨性文章，文章利用講道理、舉例子、說理等方式來研究某個問題，這是做研究的另一種方法。兩篇都表達了應(yīng)全面客觀地看待問題，這可以引發(fā)學(xué)生的思考，特別是即將踏進大學(xué)的高考考生，更應(yīng)學(xué)會如何客觀地思考問題。

2. 篇章結(jié)構(gòu)上有相似之處

兩篇文章都在開篇就點明本文所要討論的問題，接著都先指出舊有觀念的不足之處。而開篇問題的答案，一般在最后一段能找到答案，首尾兩段相呼應(yīng)。

兩篇文章的最后一段，第一句都是我們推導(dǎo)篇章結(jié)構(gòu)的關(guān)鍵句。2023年新高考全國乙卷 D篇最后一段第一句：In addition to the problem of… there are…，這是承上啟下的句子，表明上一段是講述問題一，這一段會講述問題二。又因為本文只有3段，借助這句話，考生能比較快理清各段間的關(guān)系。2021新高考全國甲卷 D篇最后一段第一句：Here's the good news. 于是，前面三段提及的Einstein，white men of European origin等并不是Who is a genius的答案，誰是天才的答案是在Here's the good news. 之后。這樣一來，文章的整體框架也就清晰了。

3. 考查方向有相似之處

兩篇主要都考查了舊有觀念的片面之處。畢竟“思辨”，意味著“思考與辨析”，否定舊有的事物或找到其不足之處，才有機會找到新的答案。所以兩篇閱讀都考查考生對舊有事物的不足之處的認知。

如 2023新高考全國乙卷 D篇：13. What does the author indicate by mentioning Captain Cook in paragraph 2？ （答案為Captain Cook的觀點是單邊的），這和2021新高考全國甲卷 D篇：12. What does the author think of victors'?standards for joining the genius club？（答案為：不公平的），所以都會討論到舊有觀念的不足之處。

其次，都考查了文章主旨大意。2021新高考全國甲卷 D篇15題What is the best title for the text？考查了最佳標題，而2023新高考全國乙卷 D篇15題. Which of the following books is the text most likely selected from？表面是問文章有可能來自以下哪一本書，本質(zhì)上還是考查了學(xué)生對文章主旨大意的掌握情況。

4. 兩篇文章都體現(xiàn)了人類文明的進步：不再以“勝利者”為中心

2023年新高考全國乙卷 D篇閱讀提出，了解人類歷史，不僅要讀書，還要通過“物”來了解歷史，其中一個原因是，如果只讀文本，因為勝利的一方會有意或無意地扭曲歷史，導(dǎo)致我們無法了解歷史的全貌。而“物”是客觀存在的，它可以幫助我們更全面客觀地了解史實。2021新高考全國甲卷 D篇閱讀討論誰才是天才，以前有著歐洲血統(tǒng)的白人男性是天才，這是因為歷史是由勝利者書寫的，而勝利者會為天才設(shè)置標準?？墒俏磥?，由于網(wǎng)絡(luò)的發(fā)達，我們會看到越來越多的天才，他們是聰明、有創(chuàng)造力和毅力的人，也即天才并不是由人種、性別等因素來決定。兩篇都在一定程度上否定了舊有看法，特別是由勝利者所制定的單邊規(guī)則；這是人類文明進步的表現(xiàn)。

三、建議

1.利用文章結(jié)構(gòu)特點，快速找出“結(jié)論”

思辨類的文章，不同于實證類的研究——實證類研究通常在首段會擺出研究結(jié)果，往后的段落圍繞著研究對象、研究方法、研究過程等展開——思辨類文章通常首段提出問題，但往往到最后才給出“答案”。利用這一特點，如再遇到此類文章，考生可以利用文章結(jié)構(gòu)的特點，快速找到作者想要討論的問題和結(jié)論。

2.結(jié)合思維導(dǎo)圖，勾勒文章各段落的關(guān)系

這兩篇都是高考閱讀題的D篇閱讀，比較大機率會考查文章的主旨大意，所以在進行分析時，筆者都充分借助每段的首句，包括最后一段的末句，再利用思維導(dǎo)圖，梳理文章各段之間的關(guān)系。這樣在完成主旨大意的題目時，就能比較得心應(yīng)手了。

不僅如此，兩道考查舊有觀念片面之處的題目。如2021新高考全國甲卷 D篇第12題 What does the author think of victors'?standards for joining the genius club？（問作者對某一標準的看法），其選項包含unfair、conservative、objective和strict。對于一小部分考生來說，一遇到考查態(tài)度的題目，他們是傾向于選擇正向，如C選項的objective。但如果考生能對全文各段落之間關(guān)系進行梳理，是可以有效避免這樣的刻板印象的。

責任編輯? 吳昊雷