高考英语阅读理解深层次能力考评探究

黄聚宝

阅读理解是高考英语测试的重点，不仅要考查考生对语言和信息进行表层理解的能力，更重要的是要考查考生对文本进行深层次理解的能力，这样才能使阅读理解试题具有较高的效度。如何对阅读理解试题进行深层次能力考评，使试题既保证难度与区分度，又能较好地反映出考生的阅读能力，同时对中学英语阅读教学又起到一定的正面反拨作用，本研究希冀找到问题的答案。

1 高考英语阅读理解深层次能力考评的理据

1.1 与新课标要求相吻合

高考英语对考生进行深层次阅读理解能力的考查与教育部2003年颁布的《普通高中英语课程标准（实验）》（以下简称新课标）的要求相吻合。高中英语阅读课不仅要帮助学生对语言（词汇和结构）和信息进行表层的理解，而且要帮助学生对文本进行深层次的理解，关注作者观点、情感和态度、写作意图，把握文本的脉络层次和结构特点，了解文本的遣词造句和谋篇布局等方面的技巧，进行鉴赏语言文化。新课标对阅读技能八级（相当于高考水平）的目标描述为：能理解阅读材料中不同的观点和态度；能识别不同文体的特征；能通过分析句子结构理解难句和长句；能在教师的帮助下欣赏浅显的文学作品；能根据学习任务的需要从电子读物或网络中获取信息并进行加工处理；除教材外，课外阅读量应累计达到30万词以上。

1.2 与学生发展要求相吻合

阅读能力是掌握一门语言的重要能力，也是学生继续学习的基本能力。同时在阅读中，可以培养学生的思维能力。苏霍姆林斯基曾经说过：“谁不善于阅读，他就不善于思维。”由此可见思维和阅读之间有着密切的关系。通过对阅读理解深层次能力的考查，不仅可以让学生认识到阅读的重要性，同时也锻炼了学生的思维能力。

2 高考英语阅读理解深层次能力考评现状分析

表1 2006—2012年高考英语（全国卷I）阅读理解试题考查能力分类一览表

表2 2009—2012年高考英语（福建卷）阅读理解试题考查能力分类与难度统计一览表

笔者研究了近年高考英语全国卷I和福建卷阅读理解试题，按《普通高等学校招生全国统一考试大纲》（教育部考试中心，2012）（以下简称《考试大纲》对英语科的能力要求分类，确定②③为考查较低层次的阅读理解能力，①④⑤⑥界定为考查较高层次的阅读理解能力。

按照这样的分类，表1和表2列出了全国卷I和福建卷阅读理解试题的能力考查分类。

根据表1和表2，同时通过对试题的分析，目前高考英语阅读理解深层次能力考评尚存在如下问题：

第一，阅读理解深层次能力考查的题量还显不够。如果按照《考试大纲》列出的阅读理解题的6个考核指标平均分配试题，题量应达到66.7%。但是全国卷和福建卷均没有达到。

第二，阅读理解深层次能力考查的范围还不够广。分析全国卷和福建卷的阅读理解试题，发现理解具体信息、猜词、推理判断和主旨要义之类题目居多，而对文章的基本结构及作者的意图、观点和态度的试题偏少，甚至没有。更缺乏对评判性思维能力（如诠释性问题、评判性问题）和创新思维能力（如联想性问题、生成性问题、隐喻性问题、通感性问题等）的考查。

第三，阅读理解深层次能力考查的深度还显不够。高考作为选拔性考试，试题要有一定难度，特别是作为考查阅读理解深层次能力的试题更要有一定难度。根据福建卷2009—2011年3年的试题难度值，2011年的深层次能力考查试题达到较难试题的要求，2009年属中等难度题，2010年试题偏易，甚至还低于低层次阅读理解试题的难度。

3 高考英语阅读理解深层次能力考评的思考

测试深层次阅读理解能力，关键在阅读材料的选择，除所选语料题材和体裁应该多样化外，最好能包含充足的信息，视角新，有趣味，能激起思考和见解，能展示出一定的篇章结构层次，便于从不同角度提问，设计题目。在材料选择合适的前提下，深层次阅读理解能力在考查前述能力外，还应突出考查逻辑思维能力、评判性思维能力和创新思维能力等。

3.1 逻辑思维能力的考查

逻辑思维能力是指正确、合理思考的能力。即对事物进行观察、比较、分析、综合、抽象、概括、判断、推理的能力，采用科学的逻辑方法，准确而有条理地表达自己思维过程的能力。考查逻辑思维能力可通过设置分类比较性问题、分析综合性问题、演绎归纳性问题和抽象概括性问题来考查。

【实例分析1】

When I was a kid，toy dinosaur sets usually came with a little toy saber-toothed tiger（剑齿虎），formally known as Smilodon.It wasn’t because the toymakers were Creationists who thought every animal that ever lived was on the Earth at one time，but rather because the saber-tooth had the same appeal as the dinosaurs did：it was exotic-looking，really causing fear and safely extinct，although，unlike the dinosaurs，it did prowl（悄悄行经）the Earth when our human ancestors were around，finally going extinct only about 10，000 yearsago.

Actually，the saber-tooth wasn’t a tiger at all，which is why paleontologists（古生物学家）call them saber-toothed cats instead（or some variation）.Now Australian researchers have made a new discovery about the frightening-looking beasts，being reported today in Proceedings of the National Academy of Sciences.What interests me，though，isn’t the discovery itself so much as the way they’re trying to sell it to the media.The headline on the press release reads：“Scientistssay sabercat bit likea pussycat（猫咪）.”

If you’re like me，you probably assume this means they’re saying the cats weren’t all that dangerous after all.If so，we’re both wrong.You don’t have to read very far into to the release before you realize that all they’re talking about is the bite.According to a computer-based analytical technique borrowed from engineering，called finite element analysis，the saber-tooth’s bite was only a third as powerful as a modern lion’s.“It bit”，one of the scientists says in the pressrelease，“likea moggy.”

Leaving aside the fact that Inever heard the term“moggy”before this minute，the release goes on to admit that the saber-tooth cat could still rip（撕破）you into small pieces in seconds.It would just bite you less hard than a lion while doing so（probably more like a pit bull-what arelief！）.

It actually is interesting science，if you’re following what they call the“150-year-old debate”about how hard a saber-tooth could bite.And it shows how a technique invented to study the structural strength of manufactured itemscan beborrowed by biologists.

1.According to the passage，the saber-toothed tiger wasknown as______.（分类比较）

A.Dinosaur B.Smilodon

C.pussycat D.moggy

2.It can be inferred that the saber-toothed tiger_______.（分析综合）

A.lived together with Dinosaur

B.liked to play with toy

C.looked striking and frightening

D.existed on the Earth before human beings

3.What have Australian researchers discovered？（演绎归纳）

A.The saber-toothed wasn’t a tiger at all

B.Sabercatsbit likea pussycat

C.Sabercats weren’t very dangerous

D.The Sabercat wasaspowerful asalion

4.The best title for the passage would be_______.（抽象概括）

A.Toymakerswere Creationists

B.Both dinosaurs and the saber-tooth had the same appeal

C.Saber-Toothed Tiger Was Really Dangerous

D.Biologists can employ the technique from Architecture

此例题的第1小题是分类比较性问题。分类即按事物的性质划分类别，把无规律的事物分为有规律的，按照不同的特点分类事物，使事物更有规律；比较即根据一定标准，在两种或两种以上有某种联系的事物间，辨别高下、异同。根据第一段的第三行formally known as Smilodon及文中出现的Dinosaur，pussycat，moggy对比分类可知答案为B。

此例题的第2小题是分析综合性问题。分析是把整体分解为各个部分、方面、要素，以便逐个加以研究的思维方法；综合是把整体分解为各个因素、属性、方面的基础上，再组合成一个整体的思维方法。根据第一段的第七行it wasexotic-looking，really causingfear…分析可知答案为C。

此例题的第3小题是演绎归纳性问题。演绎是由一般性的原理推论出个别性结论的方法；归纳是从个别事物中概括出一般结论的的思维方法。根据第二段的最后一句Scientists say sabercat bit like apussycat可知答案为B。

此例题的第4小题是抽象概括性问题。概括性是思维最显著的特性。概括是思维活动的速度、灵活迁移程度、广度和深度、创造程序等智力品质的基础。概括性越高，知识性越强，迁移越灵活，一个人的智力和思维能力、创造能力就越发达。根据第四段的第一句…the saber-tooth cat could still rip you intosmall piecesin seconds可知答案为C。

3.2 批判性思维能力的考查

批判性思维指的是那种能抓住要领，善于质疑辨析，基于严格推断，富于机智灵气，清晰敏捷的日常思维。批判并不等同于通常人们认为的“挑刺和否定”，而是一种独立的思考、分析和判断。核心批判性思维技能包括：解释（interpretation）、分析（analysis）、评估（evaluation）、推论（inference）、说明（explanation）和自我校准（self-regulation）等。可通过设置推理性问题、诠释性问题、评判性等问题来考查考生批判性思维能力。

【实例分析2】

The stress levels of our students have reached a deadly point，and I’m not just talking about those in high school.These days the pressure starts much earlier.From first grade on，many kids are burdened with too many hours of homework.It’s not uncommon for a third grader to have two to three hours a night，replacing play time，story time，family time— even sleep.

Reinstate（恢 复）all those physical education，art and music classes that were cut to make room for more academics（学术）.

As if that weren’t enough，the need to succeed on relentless（冷酷无情的）standardized tests weighs heavily on little kids.You’d think that seeing anxious elementary school children throw up on their test booklets would make an impression on the schools.But as one teacher told me，she feels helpless to stop the testing，so she’s just learned to keep a wastebasket handy.

Parents are far from blameless either.It’s time to admit that we have allowed the schools to sacrifice our kids’childhoodswhile we stood by and helped.

But we can improve the situation if only we have the courage to do so.First，we’ve got to show some common sense.We all know how badly we react to nonstop stress—why would we expect our children to be any different？ Next，we’ve got to admit that what we’ve been doing isn’t working.All of this pressure isn’t resulting in better performance，higher test scores or a greater international competitive edge.Indeed，many schools have found success in cutting back on homework without sacrificing test scores—and often improvingthem.

Research shows that exercise is key to proper brain development all the way through high school，and it’s well documented that it reduces stress.Art and music classes also provide relief.

And why not teach kids productive ways to manage stress（meditation，exercise，good nutrition and more）— not just as one unit in health class，but as an ongoing part of their education from an early age？If we show them how to take care of themselves，they might not get to the point where they develop all those stomach achesor turn to drugsand alcohol.

Now that would bea valuablelesson.

1.This passage was probably written in the tone of________.（评判性问题）

A.the teacher B.the student

C.theparent D.the reporter

2.It can beinferred that________.（推理性问题）

A.teachershave theright to stop tests

B.parentsexpect too much of their children

C.students study better under heavier pressure

D.schools make greater achievements with more homework

3.One more effective way for students to deal with the stressis______.（诠释性问题）

A.tohaveart and music classes

B.to develop proper brain

C.to turn to drugs and alcohol

D.tolearn to care for themselves

4.What would be the best title for this passage？（概括性问题）

A.Importance to Take Exercise

B.Importance to Get Higher Score

C.Stress Starts before High School

D.Stress Beginsat High School

此例题的第1小题是评判性问题。对于人物或事理加以评估判断的问题。从文章第四段讲话的口吻可以明显判断作者是站在“父母”的角度来写这篇文章，可知答案为C。

此例题的第2小题是推理性问题。由文章的字面信息推出未知信息或隐含信息的能力。从文章第五段的第四行why would we expect our children to be any different等可推出答案为B。

此例题的第3小题是诠释性问题。从一个侧面就事物的某一个特点做些解释，对事物或事理的某些性质和特点进行适当解说。从文章最后两段，可以推知另外一种更有效的消除压力的办法是to learn to carefor themselves，故答案为D。

此例题的第4小题是概括性问题。从文章第一段第三句These days the pressure starts much earlier可以概括出答案为C。

3.3 创新思维能力的考查

创新思维能力，是在思考和解决问题过程中，能够站在不同的角度观察和认识世界，从而提出具有创造性和经得起实践检验的新观点、新思路和新方法。创新思维是创新或创造的思想基础，是培养人的创新能力的核心。可通过设置联想性问题、生成性问题、隐喻性问题、通感性等问题来考查考生创新思维能力。

【实例分析3】

He held the blazing（点燃）matches to a piece of wood.After a while，he became aware that he could smell his hands burning.Then he began to feel the pain.He opened his hands，and the blazing matches fell on to the snow.The flame went out in a puff of gray smoke.

The man looked up.The dog was still watching him.The man got an idea.He would kill the dog and bury his hands inside its warm body.When the feeling came back to his fingers，he could build another fire.Hecalled tothedog.Thedogheard danger in theman’s voice.It backed away.

The man called again.This time the dog came closer.The man reached for his knife.But he had forgotten that he could not bend his fingers.He could not kill thedog，becausehe could not hold hisknife.

The fear of death came over the man.He jumped up and began to run.The running began to make him feel better.Maybe running would make his feet warm.If he ran far enough，he would reach his friends at Henderson Creek.They would takecareof him.

It felt strange to run and not feel his feet when they hit the ground.He fell several times.He decided to rest a while.As he lay in the snow，he noticed that he was not shaking.He could not feel his nose or fingers or feet.Yet，he was feeling quite warm and comfortable.He realized hewasgoingto die.

Well，he decided，he might as well take it like a man.There were worse ways to die.The man closed his eyes and floated into the most comfortable sleep he had ever known.

The dog sat facing him，waiting.Finally，the dog moved closer to the man and caught the smell of death.The animal threw back its head.It let out a long，soft cry to the cold stars in the black sky.

And then it tuned and ran toward Henderson Creek… whereit knew therewasfood and afire。

1.Put thefollowing statementsin thecorrect order.（综合性问题）

①The thought to kill the dogoccurred tothe man.

②The man failed to build a fire.

③The dog headed for Henderson Creek.

④ The man’slifecametoan end.

⑤The man tried to warm by running on his frozen feet.

A.②①⑤④③ B.①②⑤③④

C.①②③④⑤ D.②①⑤③④

2.Why did the dog back away from the man？（通感性问题）

A.It never trusted human.

B.It smelt food somewhere.

C.It sensed murderousatmosphere.

D.It caught sight of the knife.

3.What does the underlined word“it”mean in the 6th paragraph？（隐喻性问题）

A.The dog. B.The weather.

C.Thedeath. D.Thecry.

4.It can be concluded from the passage that________.（生成性问题）

A.man can conquer nature

B.theman tried hard tosurvive

C.thedog obeyed human beings

D.the man met death without dignity

此例题的第1小题是综合性问题。把整篇文章分解成各要点，再把要点串联整合起来，成为文章的故事概要（另一整体），答案为A。

此例题的第2小题是通感性问题。通感来自人的各种感知的相互连通，即身体某一感官受到刺激，产生反应，同时也引起其他感官的反映。通感，既是一种思维方式，又是一种有效的修辞手段。它可以把抽象的内容具体体现出来，化虚为实，即以具体的形象来抒发感情，阐述道理。如：sharp cry（尖叫），sweet voice（甜嗓子），icy look（冷漠的神色），warmcolors（暖色）等。根据文章第二段最后两句The dog heard danger in the man’s voice.It backed away.其中heard danger为通感写法（“听”到人声中的“危险”，即意识到危险），故答案为C.

此例题的第3小题是隐喻性问题。隐喻就是把未知的东西变换成已知的术语进行传播的方式。在日常会话活动中，隐喻性话语成为人们表达言外之意的重要手段。本篇里的it指代上句的going to die，答案为C。

此例题的第4小题是生成性问题。生成性思维是一种认为事物及其本质是在其发展过程中生成的思维模式。从文中the man想尽办法生存下来，选择“舒服”地“睡”下去，故答案为B。

4 结语

高考英语阅读理解深层次能力考查的试题命制要尽量体现思维性、开放性和拓展性，问题设计尽量体现“体验阅读”和“思维创新”理念，题目设置要与学生产生共情，引导学生走近作者，走进文章。如试题设问还可设置What does the story mean to you in your experience?Do you have the similar experience in your life?等灵活性、开放性的问题，以体现新课标的理念，并对中学英语阅读教学起到一定的正面反拨作用。

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