高考閱讀題中的“研究報(bào)告”類 文章考查方向及應(yīng)對(duì)策略

羅麗雯

一、問(wèn)題的提出

2023新高考全國(guó)I卷閱讀D篇，講述了兩種測(cè)量“群體智商”的方法：取個(gè)體測(cè)量數(shù)值的平均值和取小群體測(cè)量數(shù)值的平均值。這篇文章對(duì)不少學(xué)生來(lái)說(shuō)，由于詞匯、長(zhǎng)難句、話題等原因，難度是比較大的。但回看歷年高考題，類似這樣難度的閱讀并非“前無(wú)古人”，那如何讀懂這類文章呢？以下我們將借用近3年的高考真題來(lái)說(shuō)明。

二、近三年“研究報(bào)告”考查方向

1.近三年考查的與“研究類”相關(guān)的文章及主題

2.文本研究對(duì)象的界定

先對(duì)分類做一個(gè)說(shuō)明，研究報(bào)告類是指閱讀語(yǔ)篇以研究報(bào)告為主，介紹相關(guān)研究的背景、研究過(guò)程、研究結(jié)果等。引用數(shù)據(jù)支撐類，是指作者在講述某個(gè)話題時(shí)，引用相關(guān)的研究作為支撐，也就是研究報(bào)告只是輔助作用，并非文章的主體。

從表格我們可以看出，近三年來(lái)，新高考全國(guó)Ⅰ、Ⅱ卷和甲乙卷對(duì)研究報(bào)告的考查方向是有所不同的。新高考全國(guó)Ⅰ、Ⅱ卷傾向于考查學(xué)生是否能讀懂整篇研究報(bào)告。而甲乙卷更多是考查學(xué)生能否讀懂“研究結(jié)果”。且又因?yàn)樾赂呖既珖?guó)I卷的閱讀理解話題是學(xué)生不太熟悉的（2022 新高考全國(guó)I卷是有關(guān)唇齒音的出現(xiàn)，2023年是有關(guān)群體智商的測(cè)量方法），特別是比起新高考全國(guó)Ⅱ卷的話題（2022新高考全國(guó)Ⅱ卷主題是有一定強(qiáng)度的有氧運(yùn)動(dòng)對(duì)心臟健康有好處，2023新高考全國(guó)II卷是多接觸自然對(duì)人類身心皆有好處，是學(xué)生平時(shí)能接觸到的，相對(duì)容易理解的話題），所以本文主要以新高考全國(guó)I卷的閱讀篇章為主，討論如何更高效讀懂此類研究報(bào)告。

3.研究報(bào)告類文章的特點(diǎn)

（1）篇章結(jié)構(gòu)：總分為主

大多數(shù)研究報(bào)告在第一段已經(jīng)呈現(xiàn)最重要的內(nèi)容：研究結(jié)論。然后再闡述相關(guān)的概念、研究過(guò)程、后續(xù)的研究方向等。另外，在描寫(xiě)研究過(guò)程的段落，也可謂“頭重腳輕”，一般是第一句點(diǎn)明本段要闡述的內(nèi)容，然后或說(shuō)理，或舉例，具體化主題句的內(nèi)容。因此，研究報(bào)告的篇章結(jié)構(gòu)以“總-分”為主。這一特點(diǎn)是由研究報(bào)告類文章特點(diǎn)決定的。

（2）語(yǔ)言特點(diǎn)：簡(jiǎn)潔嚴(yán)謹(jǐn)，但多為長(zhǎng)難句。

科學(xué)研究報(bào)告類的語(yǔ)言需要更為嚴(yán)謹(jǐn)一些，不會(huì)特別生動(dòng)有趣，更多是簡(jiǎn)明扼要。但句子通常是含有賓語(yǔ)從句、表語(yǔ)從句和定語(yǔ)從句等的長(zhǎng)難句。常見(jiàn)的由suggest， show， indicate后加that從句點(diǎn)明研究結(jié)論。

4.考向相似點(diǎn)

本文主要討論新高考全國(guó)Ⅰ卷的研究報(bào)告類文章的相似考點(diǎn)（新高考全國(guó)Ⅰ卷和新高考全國(guó)Ⅱ卷近三年的考點(diǎn)不盡相似）：

（1）都考查了段落大意，2022新高考全國(guó)Ⅰ卷的34題What is paragraph 5 mainly about和2023新高考全國(guó)Ⅰ卷的32題What is paragraph 2 of the text mainly about，而考查的本質(zhì)都是本研究結(jié)果的依據(jù)。

（2）都考查了新研究的方向，如2022新高考全國(guó)Ⅰ卷的32題Which aspect of the human speech sound does Damian Blasis research focus on；2023新高考全國(guó)I卷的34題What did the followup study focus on，這兩題都需要學(xué)生進(jìn)行信息提取和轉(zhuǎn)化。

（3）兩篇的35題What does Steven Moran say about the set of human speech sounds和What is the authors attitude toward Navajas studies都考查了特定人物對(duì)研究的看法。

三、閱讀策略

1.找出每段與研究相關(guān)的語(yǔ)句，如a study shows …；the experiment showed that …；the researchers found that …；they discovered that …等。因?yàn)檠芯繄?bào)告類的文章，段落多數(shù)具有“總-分”的特點(diǎn)，因此考生應(yīng)著力讀懂每一段與研究相關(guān)的句子（多是每一段首句），以便盡快勾勒出文章的結(jié)構(gòu)。

2.找出長(zhǎng)句的主干。此類文章語(yǔ)言需要更為嚴(yán)謹(jǐn)，因此多以含有賓語(yǔ)從句、定語(yǔ)從句、條件狀語(yǔ)從句等長(zhǎng)難句的形式出現(xiàn)（以便更為清楚說(shuō)明產(chǎn)生某個(gè)研究結(jié)論的條件，使得表述更為清晰嚴(yán)謹(jǐn)），所以考生應(yīng)學(xué)會(huì)在長(zhǎng)句中找出主句和從句的主干部分，即“who did what”，從而盡快讀懂句意，理清文章大意。

下面以2023新高考全國(guó)I卷的D篇作為例子，說(shuō)明如何更快讀懂文章。

［例1］2023新高考全國(guó)I卷D篇

On March 7， 1907， the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases， the average of a large number of independent estimates could be quite accurate．

This effect capitalizes on the fact that when people make errors， those errors arent always the same. Some people will tend to overestimate， and some to underestimate. When enough of these errors are averaged together， they cancel each other out， resulting in a more accurate estimate. If people are similar and tend to make the same errors， then their errors wont cancel each other out. In more technical terms， the wisdom of crowds requires that peoples estimates be independent. If for whatever reasons， peoples errors become correlated or dependent， the accuracy of the estimate will go down．

But a new study led by Joaquin Navajas offered an interesting twist （轉(zhuǎn)折） on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion， the averages from these groups were more accurate than those from an equal number of independent individuals. For instance， the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals．

In a followup study with 100 university students， the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates？ Did they follow those least willing to change their minds？ This happened some of the time， but it wasnt the dominant response. Most frequently， the groups reported that they “shared arguments and reasoned together.” Somehow， these arguments and reasoning resulted in a global reduction in error．

Although the studies led by Navajas have limitations and many questions remain， the potential implications for group discussion and decisionmaking are enormous．

32. What is paragraph 2 of the text mainly about？

A. The methods of estimation.? B. The underlying logic of the effect．

C. The causes of peoples errors. D. The design of Galtons experiment．

33. Navajas study found that the average accuracy could increase even if

A. the crowds were relatively small

B. there were occasional underestimates

C. individuals did not communicate

D. estimates were not fully independent

34. What did the followup study focus on？

A. The size of the groups.B. The dominant members

C. The discussion process.D. The individual estimates．

35. What is the authors attitude toward Navajas studies？

A. Unclear.? ? ?B.Dismissive.

C. Doubtful. D. Approving．

依據(jù)前面提到的文章特點(diǎn)，我們先找到本文中與研究結(jié)論相關(guān)的語(yǔ)句，并進(jìn)行簡(jiǎn)化。（閱讀原文中劃線句子為與研究相關(guān)的句子）如表2所示：

經(jīng)過(guò)快速閱讀之后，我們可以勾勒出本文各段落間的關(guān)系：（如圖1所示）講述兩個(gè)研究，前兩段是講述1907年的一個(gè)研究結(jié)果及其原因，后三段是新的研究結(jié)果、原因探索和影響。即舊的研究包含what-why，新的研究包含whatwhyhow的結(jié)構(gòu)。

對(duì)文章的篇章結(jié)構(gòu)有所把握后，我們?cè)賮?lái)看題目。第32題，考生閱讀第2段的具體內(nèi)容：Some people will tend to overestimate， and some to underestimate. When enough of these errors are averaged together， they cancel each other out， resulting in a more accurate estimate. If people are similar and tend to make the same errors， then their errors wont cancel each other out. In more technical terms， the wisdom of crowds requires that peoples estimates be independent. If for whatever reasons， peoples errors become correlated or dependent， the accuracy of the estimate will go down．

利用劃線部分的句子可以看出，段落是在解釋采用個(gè)體估算的平均值，所得數(shù)據(jù)會(huì)更為準(zhǔn)確的原因。兩個(gè)if引導(dǎo)的句子則是從反面說(shuō)明，如果個(gè)體估算不是互相獨(dú)立的，估算的正確度會(huì)下降。也就是本段的首句就是主題句，那么本題的答案應(yīng)為B.The underlying logic of the effect.。

第33題，考查的是Navajas的研究（也即新研究）發(fā)現(xiàn)估算的正確率即使在什么條件下仍能提升。根據(jù)第3段首句我們可以選出答案D. estimates were not fully independent（估算不是完全獨(dú)立的）

第34題問(wèn)后續(xù)研究側(cè)重哪個(gè)方面，利用我們對(duì)第4段首句的理解，后續(xù)研究應(yīng)該是側(cè)重了解小群體在討論過(guò)程中做了什么，即對(duì)應(yīng)答案C. The discussion process.

第35題問(wèn)作者對(duì)Navajas的研究（也即新研究）的態(tài)度是什么。根據(jù)最后一段，由although引導(dǎo)的讓步狀語(yǔ)從句是提出了Navajas研究的不足，但根據(jù)最后一段主句的簡(jiǎn)化句，既然潛在的影響是無(wú)限，那么作者的態(tài)度應(yīng)是D. Approving

綜上所述，在閱讀此類文章時(shí)，不妨先“簡(jiǎn)化”文章，找出每一段跟研究結(jié)果相關(guān)的語(yǔ)句，而后利用各段簡(jiǎn)化之后的句子把握整體篇章。事實(shí)上把握住整體篇章，也就能理解研究者寫(xiě)本篇研究報(bào)告的思路，自然也就更快理解文章了。

下面附上2022新高考全國(guó)I卷D篇閱讀，同為研究報(bào)告類文章，請(qǐng)各位考生利用上面的提到的方法，試著先找出各段與研究相關(guān)的句子，并進(jìn)行簡(jiǎn)化，看是否能勾勒出篇章結(jié)構(gòu)。

［例2］2022新高考全國(guó)I卷D篇

Human speech contains more than 2，000 different sounds， from the common “m”and “a” to the rare clicks of some southern African languages. But why are certain sounds more common than others？ A groundbreaking， fiveyear study shows that dietrelated changes in human bite led to new speech sounds that are now found in half the worlds languages.

More than 30 years ago， the scholar Charles Hockett noted that speech sounds called labiodentals， such as “f” and “v”， were more common in the languages of societies that ate softer foods. Now a team of researchers led by Damián Blasi at the University of Zurich， Switzerland， has found how and why this trend arose.

They discovered that the upper and lower front teeth of ancient human adults were aligned （對(duì)齊）， making it hard to produce labiodentals， which are formed by touching the lower lip to the upper teeth. Later， our jaws changed to an overbite structure （結(jié)構(gòu)）， making it easier to produce such sounds.

The team showed that this change in bite was connected with the development of agriculture in the Neolithic period. Food became easier to chew at this point. The jawbone didnt have to do as much work and so didnt grow to be so large.

Analyses of a language database also confirmed that there was a global change in the sound of world languages after the Neolithic age， with the use of “f” and “v” increasing remarkably during the last few thousand years. These sounds are still not found in the languages of many huntergatherer people today．

This research overturns the popular view that all human speech sounds were present when human beings evolved around 300，000 years ago. “The set of speech sounds we use has not necessarily remained stable since the appearance of human beings， but rather the huge variety of speech sounds that we find today is the product of a complex interplay of things like biological change and cultural evolution，” said Steven Moran， a member of the research team.

根據(jù)你所掌握的文章篇章結(jié)構(gòu)，嘗試完成如下題目：

32. Which aspect of the human speech sound does Damián Blasis research focus on？

A. Its variety. B. Its distribution.

C. Its quantity. D. Its development.

33. Why was it difficult for ancient human adults to produce labiodentals？

A. They had fewer upper teeth than lower teeth.

B. They could not open and close their lips easily.

C. Their jaws were not conveniently structured.

D. Their lower front teeth were not large enough.

34. What is paragraph 5 mainly about？

A. Supporting evidence for the research results.

B. Potential application of the research findings.

C. A further explanation of the research methods.

D. A reasonable doubt about the research process.

35. What does Steven Moran say about the set of human speech sounds？

A. It is key to effective communication.

B. It contributes much to cultural diversity.

C. It is a complex and dynamic system.

D. It drives the evolution of human beings．

Possible version：

如圖2所示，找出各段首句進(jìn)行簡(jiǎn)化后，我們發(fā)現(xiàn)文章的結(jié)構(gòu)依然是總-分，先擺出結(jié)論，再進(jìn)行原因的推導(dǎo)，其內(nèi)在的邏輯關(guān)系經(jīng)過(guò)梳理如圖3所示：

經(jīng)過(guò)這樣的梳理之后，我們?cè)賮?lái)看題目：第32題問(wèn)Damián Blasis research主要研究人類語(yǔ)音的哪一方面，根據(jù)第二段簡(jiǎn)化后與研究相關(guān)的句子（Now a team of researchers has found how and why this trend arose.一組研究人員已經(jīng)找到這一趨勢(shì)產(chǎn)生的方式及產(chǎn)生的原因）可知答案 D. Its development。

第33題，問(wèn)古代成年人難以發(fā)出唇齒音的原因，根據(jù)第3段簡(jiǎn)化的句子，可知原因與門(mén)牙上下齒對(duì)齊有關(guān)，但因?yàn)闆](méi)有同義轉(zhuǎn)換的答案，我們?cè)僭诘谌握业健皁ur jaws changed to an overbite structure （結(jié)構(gòu)）， making it easier to produce such sounds.（我們的下巴結(jié)構(gòu)有所變化，使得我們?nèi)菀装l(fā)出唇齒音）”可在答案為C. Their jaws were not conveniently structured．

第34題問(wèn)第5段的大意。

Analyses of a language database also confirmed that there was a global change in the sound of world languages after the Neolithic age， with the use of “f” and “v” increasing remarkably during the last few thousand years. These sounds are still not found in the languages of many hunter-gatherer people today.（研究者通過(guò)分析語(yǔ)言數(shù)據(jù)庫(kù)，得出語(yǔ)音是有所變化的。具體的變化體現(xiàn)在最近幾千年來(lái)，“f，v”（唇齒音）的使用越來(lái)越明顯。與此同時(shí)，在以狩獵為主的人群中并未發(fā)現(xiàn)。）

利用我們對(duì)篇章結(jié)構(gòu)的分析可知，本段研究者利用語(yǔ)言數(shù)據(jù)庫(kù)的數(shù)據(jù)，分析出唇齒音出現(xiàn)的原因，因此答案為A. Supporting evidence for the research results.

第35題問(wèn)Steven Moran對(duì)人類語(yǔ)音有什么看法。利用他所說(shuō)的 “The set of speech sounds we use has not necessarily?remained stable since the appearance of human beings， but rather the huge variety of speech sounds that we find today is the product of a complex interplay of things like biological change and cultural evolution， （語(yǔ)音并非一直保持穩(wěn)定，相反，它是復(fù)雜事物間相互作用的產(chǎn)物）可知答案為C. It is a complex and dynamic system.

四、備考策略

1.夯實(shí)基礎(chǔ)，提升語(yǔ)言能力

從最近3年的閱讀理解考查的方向看，都體現(xiàn)考查學(xué)生的語(yǔ)言能力和思維品質(zhì)等英語(yǔ)學(xué)科核心素養(yǎng)。本文提出的，找出與研究相關(guān)的語(yǔ)句并簡(jiǎn)化，實(shí)則就是培養(yǎng)學(xué)生的語(yǔ)言能力的要求。這就要求學(xué)生扎實(shí)地積累詞匯，并在閱讀時(shí)有意識(shí)地找到句子的“主謂”，培養(yǎng)找句子主干的能力。

2. 培養(yǎng)“篇章”意識(shí)，提升思維品質(zhì)

在簡(jiǎn)化語(yǔ)句后，考生并不是急于做題，而是嘗試勾勒出段落間的結(jié)構(gòu)關(guān)系，這是對(duì)學(xué)生思維品質(zhì)的培養(yǎng)與提升的要求。課堂上老師經(jīng)常說(shuō)“先讀題目，然后回到原文對(duì)應(yīng)的句子”。但從設(shè)問(wèn)來(lái)看“What is paragraph 5 mainly about？”“What is paragraph 2 mainly about？”“Which aspect of the human speech sound does Damián Blasis research focus on？”“What did the followup study focus on？”來(lái)看，利用題干定位回原文，已經(jīng)從相關(guān)語(yǔ)句轉(zhuǎn)為“段落”，所以如果要讀懂文章，不能停留在看懂文章的只言片語(yǔ)，而是應(yīng)該培養(yǎng)篇章意識(shí)?？忌谄綍r(shí)的閱讀中，可以利用思維導(dǎo)圖、列提綱等方式，幫助自己理解段落大意，提升語(yǔ)篇意識(shí)。

3. 努力堅(jiān)持，提高學(xué)習(xí)能力

筆者在本文提出的兩點(diǎn)閱讀策略，無(wú)非是“簡(jiǎn)化與研究相關(guān)的句子”“理清結(jié)構(gòu)”?？此坪?jiǎn)單，但這個(gè)過(guò)程并非一蹴而就，需要大量練習(xí)，反復(fù)實(shí)踐，方可“熟能生巧”。這樣的策略非常適合用在讀研究報(bào)告類的文章，只要可以積極主動(dòng)調(diào)適和利用這些策略，則可讀懂研究報(bào)告這類枯燥又難懂的文章，學(xué)習(xí)能力也會(huì)得以提升，那何愁閱讀其他類型的文章呢？

以上借用兩篇高考閱讀理解題中的研究報(bào)告，說(shuō)明如何簡(jiǎn)化并提取信息，從大局上把握語(yǔ)篇結(jié)構(gòu)，從而更快理清文意，提高答題效率。希望能對(duì)考生有所啟發(fā)和幫助。

責(zé)任編輯 吳昊雷