高考二輪復(fù)習(xí)英語(yǔ)試題（新高考新教材）考點(diǎn)分類(lèi)練（四）推理判斷題觀點(diǎn)態(tài)度類(lèi)

考點(diǎn)分類(lèi)練(四)推理判斷題——觀點(diǎn)態(tài)度類(lèi)A(2023·新高考Ⅰ卷)OnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathasetobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren’talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon’tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople’sestimatesbeindependent.Ifforwhateverreasons,people’serrorsbeecorrelatedordependent,theaccuracyoftheestimatewillgodown.ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.Inafollowupstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether.”Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremainthepotentialimplicationsforgroupdiscussionanddecisionmakingareenormous.1.Whatisparagraph2ofthetextmainlyabout?A.Themethodsofestimation.B.Theunderlyinglogicoftheeffect.C.Thecausesofpeople’serrors.D.ThedesignofGalton’sexperiment.2.Navajas’studyfoundthattheaverageaccuracycouldincreaseevenif.

A.thecrowdswererelativelysmallB.therewereoccasionalunderestimatesC.individualsdidnotmunicateD.estimateswerenotfullyindependent3.Whatdidthefollowupstudyfocuson?A.Thesizeofthegroups.B.Thedominantmembers.C.Thediscussionprocess.D.Theindividualestimates.4.Whatistheauthor’sattitudetowardNavajas’studies?A.Unclear.B.Dismissive.C.Doubtful. D.Approving.B(2021·山東菏澤一模)CharviGoyalisahighschoolstudentfromDallas,Texas,whohelpsoutotherclassmatesbytutoringthembetweenclasses.Atutorissomeonewhoteachesonepersonoraverysmallgroupofstudents.WhenGoyal’shighschoolmovedonlinebecauseofthepandemic,shedecidedtotakeherteachingonline.ThejuniorandthreeofherfellowstudentscreatedTutorScope,aprogrammethatoffersfreetutoringservicestootherchildren,includingyoungerones.Itstartedwithasmallnumberoftutorswhohelpedyoungpeopleintheircity.Butithasgrownintoagroupof22tutorsfromTexas,ArizonaandOhio.Theyhavehelpedmorethan300students.TutorScopeaimstogivetheoneononehelpthatteachershavetraditionallygivenwhilewalkingaroundtheirclassrooms.Butnow,manyteacherscannotprovidethatoneononesupportbecausetheylacktimeorhaveissueswithtechnology.SarahNewmansaidherchildren,7yearoldtwins,hadhelpfulTutorScopeexperiences.“Withthesetutors,Irealisetheyhavetime,”shesaid,“Ithinktheyareverypatientwiththeseyoungerkids,whichIdonotevenhaveasamother.Ihavepatienceforotherthings,butIdon’thavepatienceforteaching.”WhatmakestheTutorScopeeffortspecialistheconnectionbetweentheteenagevolunteersandtheotherstudentstheyarehelping.Althoughthepandemichasforcedmanystudentstolookinward,Goyalsaidthatworkingwithothersonabigprojecthadpermittedhertolookoutward.“Myconfidencelevelhasincreased,”Goyalsaid.Sheaddedthatshehasmadefriendswithotherstudentsfromherschool.Shesaidoneofthebestthingsaboutrunningagrowingnonprofitprogrammeisthatitdoeshelpwiththeboredomofbeingstuckathome.5.WhatdidGoyaldobecauseofthepandemic?A.Shehelpedherclassmatesatschool.B.Shegotactiveinfightingadisease.C.Sheofferedonlineclassestostudents.D.Shewenttoanothercountryforhelp.6.What’sthepurposeofTutorScope?A.Togiveonlinehelp.B.Tomakeprofits.C.Tomakefriends.D.Tochoosevolunteers.7.What’sSarahNewman’sattitudetowardstheprogramme?A.Favourable. B.Tolerant.C.Skeptical. D.Critical.8.WhatcanwelearnfromGoyal’ssuccess?A.Puttingthecartbeforethehorse.B.Afriendinneedisafriendindeed.C.Nomancandotwothingsatonce.D.Helpingotherswillbenefitoneself.COnlineeducationhasgrownfastoverthepasttenyears.Theexplosionoftechnologyhasmadeteachingoutsidethetraditionalclassroompossibleforteachersandhasprovidedlearnerswitheasyaccesstocoursematerials.InApril,2005,Iwasapproachedbyastudentwhowasinterestedinourdoctoralprogramme.However,thefirstquestionoutofhermouthwas,“Doyouofferanyonlinecourses?”Laterthatday,asIwasreadingtheconferenceprogrammeguideandtryingforinterestingpresentations,Inoticedmanyworkshopsonwebbasedlearningandonlineeducation.Ilaterattendedtwoofthoseworkshopsandmetseveralprofessorsfromdifferentuniversitieswhohadeithertaughtonlinecoursesforquitesometimeorwhowerediscoveringthebestpracticeforteachingonline.Theseexperienceshelpedmerealiseatleasttosomeextentthedegreeofgrowthinonlineeducation.Imadeseveralattemptstoenrichmyknowledgeofdistancelearningandonlineteaching.Iconsultedwithmycolleagueswhowereteachingonlinecourses.Thishelpedmerecognisetheimportanceofgettingmaterialspreparedevenbeforethestartofaterm.Ialsolearnedthatonlinecoursesmayconsumemoretimethanregularclassroomteaching.AndIattendedseveralworkshopsregardingonlineeducationandestablishedanetworkwiththosewhowereinvolvedinonlineprogrammesatotheruniversities.IwillconsiderthesepeopleasmyconsultantsasIbegintodesignmyownonlinecourse.Also,Iconductedabriefsurveywith15studentsandtwostaffmemberswhohadtakenortaughtanonlinecoursebeforetounderstandtheirexperience.EventuallyIpletedaliteraturereviewwhichgavemethefoundationandthebackgroundofunderstandingtheneedforonlineeducation.9.Whydidtheauthortakeastudentforexample?A.Toshowstudents’loveforthedoctoralprogramme.B.Topersuadelearnersoftraditionaleducation.C.Toexplainthegrowingtrendofonlineeducation.D.Topredictthefutureoftheteachingcareer.10.Whatcausedtheauthortoknowmoreaboutonlineeducation?A.Theappetiteforknowledge.B.Theprofessionalresponsibilities.C.Therequirementofresearch.D.Thecolleagues’encouragement.11.Whatistheauthor’sattitudetoonlineeducation?A.Carefree. B.Doubtful.C.Supportive. D.Unwilling.考點(diǎn)分類(lèi)練(四)推理判斷題——觀點(diǎn)態(tài)度類(lèi)【語(yǔ)篇導(dǎo)讀】本文是一篇說(shuō)明文。文章介紹了一項(xiàng)新研究,該研究闡述了“群體智慧”效應(yīng)的基本原理。1.B解析段落大意題。根據(jù)第二段中的“Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors...resultinginamoreaccurateestimate.”可知,當(dāng)足夠多的誤差被平均在一起時(shí),它們就會(huì)相互抵消,從而得到更準(zhǔn)確的估計(jì)。由此可知,本段解釋了“群體智慧”效應(yīng)的基礎(chǔ)邏輯。故選B項(xiàng)。2.D解析推理判斷題。根據(jù)第三段中的“Thekeyfindingofthestudywasthat...thanthosefromanequalnumberofindependentindividuals.”可知,Navajas的研究表明,即使在個(gè)體估計(jì)不是完全獨(dú)立的情況下,其準(zhǔn)確率的提高也是可以做到的。故選D項(xiàng)。3.C解析推理判斷題。根據(jù)最后一段中的“...theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.”可知,后續(xù)研究的重點(diǎn)是小組內(nèi)的討論過(guò)程。故選C項(xiàng)。4.D解析推理判斷題。根據(jù)文章最后一段內(nèi)容可知,盡管Navajas的研究有局限性,仍存在許多問(wèn)題,但對(duì)小組討論和決策的潛在影響是巨大的。由此可推知,作者對(duì)Navajas的研究是持贊成態(tài)度的。故選D項(xiàng)?！菊Z(yǔ)篇導(dǎo)讀】本文是一篇記敘文。文章講述了高中生CharviGoyal在疫情期間通過(guò)網(wǎng)絡(luò)教學(xué)幫助了學(xué)生,同時(shí)也增強(qiáng)了自己的自信心。5.C解析細(xì)節(jié)理解題。根據(jù)第二段的“WhenGoyal’shighschoolmovedonlinebecauseofthepan