說明文中科研實驗類文章解題技巧課件高考英語一輪復(fù)習(xí)閱讀理解

以2023年新高考一卷D篇為例說明文中科研實驗類文章解題技巧伍莉Brainstorminglab\laboratoryexperimentexistsolidliquidgasheatmetalexpandcontractironsubstancemixturesurfaceairearthsteelglassobjectaimresultmethodconclusionfindingreactionoxygenscientificrustnailtesttubeholderoilsteamdissolveformaddsaytheChinesemeaningofthefollowingwordsWhatkindofpassagecanyoufindthesewordsfrom?Let’slearnmorewordsrelatedtoexpositorypassageaboutscientificresearch.researcherspecificscientistdiscoverexamineleadresearchrecordsystemsendamessagememberrespectpreviousresearchshow,suggest;indicate;signify;findappearcheck;inspectpresentstudyevolutionmeaninginformationconveydesignconductcarryoutfigureoutevidencereliableinfluence說明文說明文是一種以說明為主要表達(dá)方式的文章體裁。該文體通過對實體事物科學(xué)的解說，對客觀事物做出說明或者對抽象事物進行闡述，使人們對事物的形態(tài)、構(gòu)造、性質(zhì)、種類、成因、功能、關(guān)系或者對事物的概念、特點、來源、演變、異同等有科學(xué)的認(rèn)識，從而獲得有關(guān)知識。說明文的結(jié)構(gòu)總分式：總分/分總/總分總遞進式：由淺入深、由表及里、由現(xiàn)象到本質(zhì)并列式：文章各部分內(nèi)容沒有主次之分對照式：通過兩個事物的比較和對照說明其異同閱讀策略1.細(xì)讀重點2.有選擇地略讀或者跳讀例如：繁瑣的例證；并列多項列舉；無關(guān)大局的生僻詞匯；較長的人名、地名Thestepsofreadingthepassage1.Readthefirstparagraphtogetthethemeofthepassage2.Readthefirstorlastsentenceofeachparagraphtoknowthemainidea3.Readthequestions,circlekeywordsandlocatethekeyinformation4.Readkeyinformationtogettheanswer.以2023年新高考一卷D篇為例Thetheme:theaverageofalargenumberofindependentestimatescouldbequiteaccurate大量獨立估計的平均值可能非常準(zhǔn)確Para.1Readthefirstorlastsentence闡述結(jié)論Para.2ReadthefirstorlastsentenceButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.一個新的現(xiàn)象Para.3ReadthefirstorlastsentenceInafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether.”Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.進一步研究Para.4ReadthefirstorlastsentenceAlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremain,thepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.對研究的評價Para.5Readthequestions32.Whatisparagraph2ofthetextmainlyabout?A.Themethodsofestimation.B.Theunderlyinglogicoftheeffect.C.Thecausesofpeople’serrors.D.ThedesignofGalton’sexperiment.效果的潛在邏輯估計方法Galton實驗的設(shè)計人們的錯誤的原因32.B段落大意題。根據(jù)第二段第一句“Thiseffectcapitalizesonthefactthat...”及第三句“Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.”可知，該段解釋了“群體智慧”效應(yīng)的基本邏輯，即獨立估計的平均值如何由于誤差的消除而得出較準(zhǔn)確的預(yù)測。故選B。同學(xué)們?nèi)菀走x錯Cthecausesofpeople’serrors,因為學(xué)生對第二段理解不清楚，不能明白capitalizeon的意思，以及第二段第一句的大致意思，所以就選了經(jīng)常出現(xiàn)errors這個詞的C項。第二句定位第三段ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.再根據(jù)“whencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.”可知，當(dāng)把人群進一步分成允許討論的小組時，他們比獨立的個體能得出更為準(zhǔn)確的預(yù)測。也就是說，即使預(yù)測不是完全獨立的，平均值的準(zhǔn)確度也能提高。故選D。34.Whatdidthefollow-upstudyfocuson?A.Thesizeofthegroups. B.Thedominantmembers.C.Thediscussionprocess. D.Theindividualestimates.第二句定位第4段Inafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether.”Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.由“theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.”及后面一連串的提問可推知，后續(xù)研究的重點是小組內(nèi)的討論過程。故選C。35.Whatistheauthor’sattitudetowardNavajas’studies?A.Unclear. B.Dismissive. C.Doubtful. D.Approving.定位第5段AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremain,thepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.35.D觀點態(tài)度題。根據(jù)最后一段內(nèi)容尤其是“thepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.”可知，雖然Navajas的研究仍然有局限性和很多問題，但對于小組討論和決策的潛在影響是巨大的。由此可推知，作者對于Navajas研究的態(tài)度是贊許的。故選D。對研究的評價高考中科研實