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朱泰琪2005考研英語講座閱讀理解部分講義
考研學(xué)生提高英語閱讀理解能力一般要經(jīng)歷四個(gè)發(fā)展階段：
1. 字面心譯階段，即在閱讀時(shí)要通過逐詞心譯來理解原文。由于兩種語言在句子語法結(jié)構(gòu)、詞語用法、語言習(xí)慣等方面存在著許多差異，這個(gè)階段對原文的理解常會發(fā)生錯(cuò)誤。
2. 分析性心譯階段，即在對原文的詞語和結(jié)構(gòu)進(jìn)行一些分析以后，再進(jìn)行心譯，或心譯過程伴隨著詞語和結(jié)構(gòu)的分析。這時(shí)理解力比前一階段有所提高，但閱讀速度很慢。
3. 綜合性心譯階段。在這個(gè)階段由于語言水平的提高，閱讀經(jīng)驗(yàn)的積累，不經(jīng)分析而直接將原文譯成漢語。
4. 直接理解原文階段。在這個(gè)階段由于語言能力的提高，讀者的理解已進(jìn)入英語思維的模式，可以直接理解原文。
以上4個(gè)階段只是大體上的劃分，在實(shí)際閱讀訓(xùn)練中，這4個(gè)階段不是截然分割的。比如，處于第2階段時(shí)，也不可能對每個(gè)句子都分析一遍后再來心譯。第4階段也可能伴隨少量的心譯，因?yàn)楸咀逭Z畢竟是理解外語的媒介。
了解閱讀能力提高的過程有利于加速閱讀能力的培養(yǎng)。一般來說，我們的考生是處在介乎第2和第3階段之間。對所讀的材料有時(shí)要經(jīng)過查閱詞典，分析心譯成漢語才能達(dá)到真正的理解。這作為閱讀能力提高的一個(gè)階段是不可避免的。但要努力縮短這一階段，防止這種閱讀方法成為定勢。要盡可能減少心譯，以提高閱讀速度，達(dá)到基本上直接理解原文的階段。
從邏輯和思維的角度看，閱讀理解能力的提高是一個(gè)由淺入深、由片面到全面、由低層次到高層次的發(fā)展過程。較低層次的理解是字面理解�？忌鷮λx內(nèi)容只能理解字面含義。隨著理解的不斷深化，考生逐漸進(jìn)入推斷性理解層次�？忌軓恼Z篇結(jié)構(gòu)的高度來審視文章內(nèi)容的邏輯結(jié)構(gòu)和內(nèi)在聯(lián)系，從而進(jìn)入更深層次的理解，如從字里行間理解作者要表達(dá)的內(nèi)涵。最高層次是評價(jià)性閱讀理解。研究生英語入學(xué)考試中的閱讀理解就屬于這個(gè)層次。這時(shí)考生需能憑借自己的閱讀經(jīng)驗(yàn)和分析能力對所讀文章和題目選項(xiàng)進(jìn)行評價(jià)，如：選擇項(xiàng)所傳遞的信息是否確切、事實(shí)是否可靠、結(jié)論是否正確以及信息的應(yīng)用價(jià)值等。
考研學(xué)生應(yīng)具備哪些能力才能應(yīng)對閱讀考試的需要呢？
1. 理解文章的主旨、抓住全文的中心思想和展開中心思想的邏輯層次；
2. 理解文章中的具體信息和細(xì)節(jié)；
3. 理解明確或隱含表達(dá)的概念性含義；
4. 進(jìn)行有關(guān)的判斷、推理和引申；
5. 根據(jù)上下文推測不熟悉詞語的含義；
6. 理解作者的寫作目的、態(tài)度、語氣及文章的基調(diào)；
7. 以上各項(xiàng)能力要求必須在規(guī)定的時(shí)間內(nèi)完成。
I. Reading Comprehension:
Text 1
(2004 RC 4 )
Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education – not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find.
Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance.” Ravitch’s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.”
“Intellect is resented as a form of power or privilege,” writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children:” We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.” Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized – going to school and learning to read – so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.” (414 words)
Notes：intellect 才智，智能，理解力，思維能力；知識分子。entertainers 表演家。entrepreneurs 企業(yè)家。pervasive 彌漫的，滲透的，遍布的。intellectualism (哲)主知主義(主張知識為純理性的產(chǎn)物)。counterbalance 平衡力，起平衡作用的因素。distaste (for) n. 厭惡，不喜歡。vulnerable adj. 脆弱的。populist adj. 民粹的。elitism 杰出人物統(tǒng)治論，高人一等的優(yōu)越感。complementary 補(bǔ)充的，互補(bǔ)的。civil 公民的；文明的。transcendentalist 先驗(yàn)論的。rigorous 嚴(yán)格的，嚴(yán)厲的。a bellyful of 滿腹的。innate 天生的，先天的。contemplative 沉思的。
1. What do American parents expect their children to acquire in school?
A. The habit of thinking independently.
B. Profound knowledge of the world.
C. Practical ability for future career.
D. The confidence in intellectual pursuits.
2. We can learn from the text that Americans have a history of
A. undervaluing intellect.
B. favouring intellectualism.
C. supporting school reform
D. suppressing native intelligence.
3. The views of Ravitch and Emerson on schooling are
A. identical. B. similar.
C. complementary. D. opposite.
4. Emerson, according to the text, is probably
A. a pioneer of education reform.
B. an opponent of intellectualism.
C. a scholar in favor of intellectualism.
D. an advocate of regular schooling.
5. What does the author think of intellect?
A. It is second to intelligence.
B. It evolves from common sense.
C. It is to be pursued.
D. It underlies power.
正確答案：C. A. D. B. C
文 章 解 析
第一段：美國的社會和學(xué)校重視實(shí)踐而不重視理性思維。"intellect"——"理性的才智"——全文主題信息詞"for the sake of"——"為了...起見"
第二段：Ravitch 的觀點(diǎn)"anything but"——"根本不、絕對不、一點(diǎn)都不"
對應(yīng)第1題：細(xì)節(jié)理解。(解體技巧：抓關(guān)鍵詞"Practical")
答案為：C
第三段：作者及 Shorris 的觀點(diǎn)。
第四段："urge"——"n.要求、熱切的期望"
"v. urge sb to do sth遵從某人做某事"
"urge+that從句"，從句中用虛擬語氣should+v原形
對應(yīng)第2題：細(xì)節(jié)推理題。抓關(guān)鍵詞history(解題技巧:正話反說，反話正說)
"history"信號詞 B.D.正反顛倒 C.答非所問
答案為：A (正話反說)
第五段：
對應(yīng)第3題：總結(jié)歸納題。(解題技巧:劃出題目中的信號詞"Ravitch" "Emerson",回原文找信號詞接軌)
答案為：D
對應(yīng)第4題：總結(jié)歸納、推理判斷。
答案為：B
對應(yīng)第5題：作者觀點(diǎn)題，即文章主旨題。
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