高考阅读题中的思辨性文章相似点分析

罗丽雯

一、问题的提出与文本的分析

2023年全国新高考乙卷的D篇，讲述的是读世界史，不能只阅读文本，应该既读书也“读”物。有别于全国新高考Ⅰ、Ⅱ卷，C或D篇常考的研究报告类，本篇阅读没有做实验或做实证研究，主要以作者说理和引用历史事件为佐证，属于思辨性的文章。

这篇文章引起了笔者的思考，因为它与2021全国新高考甲卷的D篇有着相似之处，至少都体现了“全面客观”地分析问题的想法。那除此之外，这两篇文章还有什么相似之处呢？接下来请大家先阅读这两篇文章：

［例1］ 2023年全国新高考乙卷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 （关系） 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，”第二段则提出“Ideally a history would bring together texts and objects”，两段文章的首句表明作者的观点，要读世界史，得既读书也读物。

第三段的第一句“In addition to the problem of miscomprehension from both sides， there are victories accidentally or deliberately twisted，”除了来自双方的误解这一问题外，还有胜利一方无意或有意的扭曲（这一问题）。考生应该关注的是“in addition to the problem”這一短语，除了这一问题，这说明第二段提及了“一个问题”，而“胜利一方无意或有意的扭曲”则应该是第二个问题。再结合本段的最后一句“If we are to find the other half of that conversation， we have to read not just the texts， but the objects.”我们可以得知本文的结构如图1所示：

結合图1，可看出文章大体上为总-分-总的结构，首段提出问题，接下来提出“偏听则暗”“胜利者单边论”等两个问题，最后再次强调观点。接着我们来完成阅读篇章的问题：

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：本题问第一段的段落大意，利用我们做的文本分析，可知答案为A. How past events should be presented.（tell the history， 等价于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：本题问作者在第二段提及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和澳洲土著之间的冲突，从英国方面来看，我们有科学报告和Captain Cook的记录，而从澳洲方面，我们只有一个木制的盾……）再结合第三段的第一句，“In addition to the problem of miscomprehension from both sides，”来自双方的误解，可知答案为D. His record was one-sided. 他的记录是单方面的。

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

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

解析：本题问第三段划线词指代的是什么。词语所在的句子是“ If we are to find the other half of that conversation， we have to read not just the texts， but the objects.”利用结构示意图，本文强调的“需要既读书又读物”的事件，就是要读懂世界历史，因此本题的答案为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：本题问文本的来源。结合图1和文章大意，读世界史不能只读文本，还要借助物体，可知答案为C. A History of the World in 100 Objects

接下来我们阅读2021全国新高考甲卷的D篇，本篇围绕着“谁是天才”这一话题进行讨论。那究竟谁是天才呢？请先阅读如下文章：

［例2］ 2021全国新高考甲卷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（性别） 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：

类似地，先阅读每一段的第一句和最后一段的最后一句：第一段提出问题“Who is a genius？ ”，第二段提出爱因斯坦是天才，第三段指出在科学和艺术领域，被称赞为天才的通常是有着欧洲血统的白人男性。第四段引用研究，表明女孩子认为自己并不是很聪明。而最后一段提出“Here's the good news.”，这句话值得考生思考，为什么用“好消息来了”这样的语句？再往下阅读，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. “随着互联网的发展，我们能看到更多的天才”，既然这是好消息，那以前我们看到的天才是不是太“少”了？或者前面对天才的定义都不够准确？再结合最后一句和“future geniuses come from those with intelligence， creativity， perseverance”，未来的天才是那些聪明，有创造力和毅力的人。如此，只有最后一句是在回答第一段提出的“Who is a genius？”的问题。中间段落的回答可能是存在偏颇的。这样一来，本文的结构如图2所示：

结合图2，本文讨论的内容是谁是天才。作者先建立起一座金字塔——引用旧有对天才的看法后，作者把这个金字塔给推翻了，重新建立起一座金字塔——天才应是聪明，有创造力和毅力的人。接着我们来完成阅读篇章的问题：

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：本题为作者对加入天才俱乐部的胜利者标准有什么看法。从第三段“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.”（歷史由胜利者书写，而胜利者为天才俱乐部设置加入的标准。当由俱乐部以外的人做出贡献时，例如女性或不同肤色、信念的人，他们是无法得到承认的。）既然做出贡献却不被承认，那说明这样的标准是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：本题问从Science的研究可以对女孩子做出什么推断。除了文本分析的内容：女孩子认为自己不聪明外，“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，女孩子根据这一信念行动：大约6岁时，她们开始避免参与那些为“特别聪明”孩子所设计的活动），可知答案为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：問为何更多的天才为公众所熟知。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.”，或利用文本和图2的分析，可知答案为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：最佳标题题。借助图2的分析，本文围绕谁是天才进行讨论，而天才应是指聪明，有创造力和毅力的人（而不是通过性别、种族、等级来划分），可知答案为B. Genius Takes Many Forms。

二、相似点分析

1. 两篇文章都属于思辨性文章

新高考全国Ⅰ、Ⅱ卷的C，D篇，常以研究报告类的形式呈现，用实证研究的数据来体现科技发展与信息技术创新，科学精神等，这是属于做研究的方法之一。本文这两篇阅读属于思辨性文章，文章利用讲道理、举例子、说理等方式来研究某个问题，这是做研究的另一种方法。两篇都表达了应全面客观地看待问题，这可以引发学生的思考，特别是即将踏进大学的高考考生，更应学会如何客观地思考问题。

2. 篇章结构上有相似之处

两篇文章都在开篇就点明本文所要讨论的问题，接着都先指出旧有观念的不足之处。而开篇问题的答案，一般在最后一段能找到答案，首尾两段相呼应。

两篇文章的最后一段，第一句都是我们推导篇章结构的关键句。2023年新高考全国乙卷 D篇最后一段第一句：In addition to the problem of… there are…，这是承上启下的句子，表明上一段是讲述问题一，这一段会讲述问题二。又因为本文只有3段，借助这句话，考生能比较快理清各段间的关系。2021新高考全国甲卷 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，谁是天才的答案是在Here's the good news. 之后。这样一来，文章的整体框架也就清晰了。

3. 考查方向有相似之处

两篇主要都考查了旧有观念的片面之处。毕竟“思辨”，意味着“思考与辨析”，否定旧有的事物或找到其不足之处，才有机会找到新的答案。所以两篇阅读都考查考生对旧有事物的不足之处的认知。

如 2023新高考全国乙卷 D篇：13. What does the author indicate by mentioning Captain Cook in paragraph 2？ （答案为Captain Cook的观点是单边的），这和2021新高考全国甲卷 D篇：12. What does the author think of victors' standards for joining the genius club？（答案为：不公平的），所以都会讨论到旧有观念的不足之处。

其次，都考查了文章主旨大意。2021新高考全国甲卷 D篇15题What is the best title for the text？考查了最佳标题，而2023新高考全国乙卷 D篇15题. Which of the following books is the text most likely selected from？表面是问文章有可能来自以下哪一本书，本质上还是考查了学生对文章主旨大意的掌握情况。

4. 两篇文章都体现了人类文明的进步：不再以“胜利者”为中心

2023年新高考全国乙卷 D篇阅读提出，了解人类历史，不仅要读书，还要通过“物”来了解历史，其中一个原因是，如果只读文本，因为胜利的一方会有意或无意地扭曲历史，导致我们无法了解历史的全貌。而“物”是客观存在的，它可以帮助我们更全面客观地了解史实。2021新高考全国甲卷 D篇阅读讨论谁才是天才，以前有着欧洲血统的白人男性是天才，这是因为历史是由胜利者书写的，而胜利者会为天才设置标准。可是未来，由于网络的发达，我们会看到越来越多的天才，他们是聪明、有创造力和毅力的人，也即天才并不是由人种、性别等因素来决定。两篇都在一定程度上否定了旧有看法，特别是由胜利者所制定的单边规则；这是人类文明进步的表现。

三、建议

1.利用文章结构特点，快速找出“结论”

思辨类的文章，不同于实证类的研究——实证类研究通常在首段会摆出研究结果，往后的段落围绕着研究对象、研究方法、研究过程等展开——思辨类文章通常首段提出问题，但往往到最后才给出“答案”。利用这一特点，如再遇到此类文章，考生可以利用文章结构的特点，快速找到作者想要讨论的问题和结论。

2.结合思维导图，勾勒文章各段落的关系

这两篇都是高考阅读题的D篇阅读，比较大机率会考查文章的主旨大意，所以在进行分析时，笔者都充分借助每段的首句，包括最后一段的末句，再利用思维导图，梳理文章各段之间的关系。这样在完成主旨大意的题目时，就能比较得心应手了。

不仅如此，两道考查旧有观念片面之处的题目。如2021新高考全国甲卷 D篇第12题 What does the author think of victors' standards for joining the genius club？（问作者对某一标准的看法），其选项包含unfair、conservative、objective和strict。对于一小部分考生来说，一遇到考查态度的题目，他们是倾向于选择正向，如C选项的objective。但如果考生能对全文各段落之间关系进行梳理，是可以有效避免这样的刻板印象的。

责任编辑  吴昊雷