閱讀理解之議論文-2025年高考英語一輪復(fù)習(xí)（新高考）

專題突破卷05閱讀理解之議論文

最新高考真題

1.（2024年全國甲卷D篇閱讀理解）“Ididn'tHketheending/51saidtomyfavoritecollegeprofessor.It

wasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.Ihadjust

finishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,with

allhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.HesuggestedIthinkaboutthe

differencebetweenendingsthatIwantedforthecharactersandendingsthatwererightforthecharacters,endings

thatsatisfiedthestoryeveniftheydidn'thaveatraditionallypositiveoutcome.Ofcourse,Iwouldhavepreferred

adifferentendingforTomandMaggieTulliver,buttheendingtheygotdidmakethemostsenseforthem.

Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifI

wantedtoreadanendingguaranteedtobehappy,I'dpickupaloveromance.IfIwantedanendingIcouldn't

guess,rdpickupamystery（懸疑4、說）.OnewhereIkindofknewwhatwasgoingtohappen,historicalfiction.

Choosingwhattoreadbecameeasier.

Butwritingtheend-thafshard.Ifshardforwritersbecauseendingscarrysomuchweightwithreaders.

Youhavetobalancecreatinganendingthafsunpredictable,butdoesn'tseemtocomefromnowhere,onethatfits

whafsrightforthecharacters.

Thafswhythisissue（期）ofWriter'sDigestaimstohelpyoufigureouthowtowritethebestendingfor

whateverkindofwritingyou'redoing.Ifit'sshortstories,PeterMountfordbreaksdownsixtechniquesyoucan

trytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelsto

seewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.

Thisissuewon'ttellyouwhatyourendingshouldbe-thafsuptoyouandthestoryyou,retelling一but

itmightprovidewhatyouneedtogetthere.

1.WhydidtheauthorgotoProf.Gracie?

A.Todiscussanovel.B.Tosubmitabookreport.

C.Toargueforawriter.D.Toaskforareadinglist.

2.WhatdidtheauthorrealizeafterseeingGracie?

A.Writingisamatterofpersonalpreferences.

B.Readersareoftencarriedawaybycharacter.

C.Eachtypeofliteraturehasitsuniqueend.

D.Astorywhichbeginswellwillendwell.

3.Whatisexpectedofagoodending?

A.Itsatisfiesreaders9taste.B.Itfitswiththestorydevelopment.

C.Itisusuallypositive.D.Itisopenforimagination.

4.WhydoestheauthormentionPeterMountfordandElizabethSims?

A.Togiveexamplesofgreatnovelists.B.Tostressthethemeofthisissue.

C.Toencouragewritingfbrthemagazine.D.Torecommendtheirnewbooks.

【答案】LA2.C3.B4.B

【導(dǎo)語】本文是一篇議論文。文章首先通過作者與教授關(guān)于小說結(jié)局的討論引發(fā)了對結(jié)局的思考，接著闡

述了不同類型的文學(xué)作品結(jié)局的特點(diǎn)，最后提出了寫作好的結(jié)局的重要性并介紹了《Writer'sDigest》雜志

如何幫助作家寫出更好的結(jié)尾。

1.細(xì)節(jié)理解題。根據(jù)第一段“"Ididn'tliketheending,Isaidtomyfavoritecollegeprofessor.Itwasmyjunior

yearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.Ihadjustfinishedreading

TheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,

askedmetothinkaboutitbeyondwhetherIlikeditornot.（"我不喜歡這個結(jié)局，“我對我最喜歡的大學(xué)教授說。

那是我大三的時候，我正在做一項關(guān)于維多利亞文學(xué)的獨(dú)立研究。我剛剛讀完喬治?艾略特的《弗洛斯河上

的磨坊》，讀到結(jié)尾我很傷心。格雷西教授耐心地讓我考慮一下，不要只看我喜不喜歡）”可知，作者去找格

雷西教授是為了討論小說。故選A項。

2.推理判斷題o本艮據(jù)第二段"Thiswasanahamomentforme,andIneverthoughtaboutendingsthesameway

again.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,Tdpickupaloveromance.IfIwanted

anendingIcouldn'tguess,I'dpickupamystery（懸疑小說）.OnewhereIkindofknewwhatwasgoingto

happen,historicalfiction.Choosingwhattoreadbecameeasier.（這對我來說是一個頓悟的時刻，我再也沒有

想過同樣的結(jié)局。從那時起，如果我想讀一個保證幸福的結(jié)局，我就會選一部愛情小說。如果我想要一個

我猜不到的結(jié)局，我會選一本神秘小說。一種是我知道會發(fā)生什么，歷史小說。選擇讀什么變得更容易了）”

可知，見過格雷西教授后，作者意識到了每種類型的文學(xué)都有其獨(dú)特的結(jié)局。故選C項。

3.推理判斷題。根據(jù)第三段“Butwritingtheend—thafshard.Ifshardforwritersbecauseendingscarrysomuch

weightwithreaders.Youhavetobalancecreatinganendingthafsunpredictable,butdoesn'tseemtocomefrom

nowhere,onethatfitswhafsrightfbrthecharacters.（但是寫出結(jié)局那很難。對作家來說很難，因為結(jié)局

對讀者來說意義重大。你必須平衡創(chuàng)造一個不可預(yù)測的結(jié)局，但這個結(jié)局又不能顯得憑空而來，要適合角

色的設(shè)定）”可知，人們對一個好結(jié)局的期望是結(jié)局又不能顯得憑空而來，要適合角色的設(shè)定，也就是符合

故事的發(fā)展。故選B項。

4.推理判斷題。根據(jù)倒數(shù)第二段"That'swhythisissue（期）ofWriter9sDigestaimstohelpyoufigureouthowto

writethebestendingforwhateverkindofwritingyou'redoing.Ifit'sshortstories,PeterMountfordbreaksdown

sixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchapters

offivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.（這就是為什

么這期《Writer'sDigest》旨在幫助你找出如何為你正在寫的任何類型的作品寫出最好的結(jié)局。如果是短篇

小說，彼得?蒙特福德分解了六種技巧，你可以嘗試看看哪一種能幫助你完美著陸。伊麗莎白?西姆斯分析

了五部偉大小說的最后幾章，看看它們包含了哪些關(guān)鍵點(diǎn)，以及你如何將它們應(yīng)用到你的作品中）”可知，

作者提到彼得?蒙福德和伊麗莎白?西姆斯是為了強(qiáng)調(diào)這期《Writer'sDigest》的主題，即幫助讀者寫出更好

的結(jié)尾。故選B項。

2.（2024年新高考I卷C篇閱讀理解）Iscomprehensionthesamewhetherapersonreadsatextonscreen

oronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthe

samematerial?Theanswerstobothquestionsareoften"no”.Thereasonsrelatetoavarietyoffactors,including

reducedconcentration,anentertainmentmindset（心態(tài)）andatendencytomultitaskwhileconsumingdigital

content.

Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit'son

paperthanonscreen.Alargeamountofresearchconfirmsthisfinding.Thebenefitsofprintreadingparticularly

shinethroughwhenexperimentersmovefromposingsimpletasks-likeidentifyingthemainideainareading

passage——toonesthatrequirementalabstraction——suchasdrawinginferencesfromatext.

Thedifferencesbetweenprintanddigitalreadingresultsarepartlyrelatedtopaper5sphysicalproperties.

Withpaper,thereisaliterallayingonofhands,alongwiththevisualgeographyofdistinctpages.Peopleoften

linktheirmemoryofwhatthey'vereadtohowfarintothebookitwasorwhereitwasonthepage.

Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowing

hypothesis《發(fā)說）Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,

whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.

Audio（音頻）andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturnto

thesetechnologies一say,assigninganonlinetalkinsteadofanarticlebythesameperson.However,

psychologistshavedemonstratedthatwhenadultsreadnewsstories,theyremembermoreofthecontentthanif

theylistentoorviewidenticalpieces.

Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailable

inprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn't

assumeallmediaarethesame,evenwhentheycontainidenticalwords.

5.Whatdoestheunderlinedphrase"shinethrough^^inparagraph2mean?

A.Seemunlikelytolast.B.Seemhardtoexplain.

C.Becomereadytouse.D.Becomeeasytonotice.

6.Whatdoestheshallowinghypothesisassume?

A.Readerstreatdigitaltextslightly.B.Digitaltextsaresimplertounderstand.

C.Peopleselectdigitaltextsrandomly.D.Digitaltextsaresuitableforsocialmedia.

7.Whyareaudioandvideoincreasinglyusedbyuniversityteachers?

A.Theycanholdstudents*attention.B.Theyaremoreconvenienttoprepare.

C.Theyhelpdevelopadvancedskills.D.Theyaremoreinformativethantext.

8.Whatdoestheauthorimplyinthelastparagraph?

A.Studentsshouldapplymultiplelearningtechniques.

B.Teachersshouldproducetheirownteachingmaterial.

C.Printtextscannotbeentirelyreplacedineducation.

D.Educationoutsidetheclassroomcannotbeignored.

【答案】5.D6.A7.A8.C

【導(dǎo)語】本文是議論文。主要討論了紙質(zhì)閱讀與數(shù)字閱讀、音頻和視頻學(xué)習(xí)方式的差異和效果。

5.詞句猜測題。根據(jù)前文“Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymore

successfulwhenit'sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.（當(dāng)閱讀幾百字或

更多的文本時，在紙上學(xué)習(xí)通常比在屏幕上學(xué)習(xí)更成功。大量的研究證實(shí)了這一發(fā)現(xiàn)）”可知，在紙上學(xué)習(xí)

更有成效，以及后文“whenexperimentersmovefromposingsimpletasks-likeidentifyingthemainideaina

readingpassage-toonesthatrequirementalabstraction-suchasdrawinginferencesfromatext.（當(dāng)實(shí)驗人員

從提出簡單的任務(wù)（如識別閱讀文章的主旨）轉(zhuǎn)移到需要思維抽象的任務(wù)（如從文本中推斷）時）”推知，此處應(yīng)

是表達(dá)“當(dāng)實(shí)驗者從簡單的任務(wù)轉(zhuǎn)向需要精神抽象的任務(wù)時，紙質(zhì)閱讀的益處就變得顯而易見”之意，所以

shinethrough應(yīng)是“顯而易見”之意，和D項意思相近。故選D項。

6.推理判斷題o根據(jù)第四段“Butequallyimportantisthementalaspect.Readingresearchershaveproposeda

theorycalled“shallowinghypothesis（假說）Accordingtothistheory,peopleapproachdigitaltextswitha

mindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyare

readingprint.（但同樣重要的是精神層面。閱讀研究人員提出了一個名為“shallowinghypothesis”的理論。根

據(jù)這一理論，人們以適合社交媒體的心態(tài)接觸數(shù)字文本，這些文本通常不那么嚴(yán)肅，與閱讀印刷品時相比，

投入的精神努力也更少）”可知，shallowinghypothesis假設(shè)讀者在閱讀數(shù)字文本時會持有一種輕松的心態(tài)，

不會像閱讀紙質(zhì)書籍那樣投入太多的心理努力。故選A項。

7.細(xì)節(jié)理解題。根據(jù)第五段“Audio（音頻）andvideocanfeelmoreengagingthantext,andsouniversityteachers

increasinglyturntothesetechnologies一say,assigninganonlinetalkinsteadofanarticlebythesameperson.（音

頻和視頻可能比文本更具吸引力，因此大學(xué)教師越來越多地轉(zhuǎn)向這些技術(shù)，例如分配在線講座而不是同一

作者的文章）“可知，音頻和視頻比文本更能吸引學(xué)生的注意力，所以大學(xué)教師越來越多地使用這些技術(shù)。

故選A項。

8.推理判斷題。根據(jù)最后——段“Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhen

providingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflection

arecalledfor,educatorsshouldn'tassumeallmediaarethesame,evenwhentheycontainidenticalwords.（數(shù)字

文本、音頻和視頻都具有教育作用，尤其是在提供印刷品中無法獲得的資源時。然而，為了在需要精神集

中和反思的情況下最大限度地學(xué)習(xí)，教育工作者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞）”

可知，盡管數(shù)字文本、音頻和視頻在教育中有一定作用，但當(dāng)需要精神集中和反思以最大化學(xué)習(xí)時，教育

者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞。這表明作者認(rèn)為紙質(zhì)文本在教育中的作用仍

然不可替代，因此暗示紙質(zhì)文本在教育中的重要性。故選C項。

3.（2023年全國乙卷D篇閱讀理解）Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnot

privilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhad

texts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity'slaterachievements,and

untilfairlyrecentlyevenmanyliterate（有文字的）societiesrecordedtheirconcernsnotonlyinwritingbutin

things.

Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojust

that,butinmanycaseswesimplycan't.Theclearestexampleofthisbetweenliterateandnon-literatehistoryis

perhapsthefirstconflict,atBotanyBay,betweenCaptainCook'svoyageandtheAustralianAboriginals.From

theEnglishside,wehavescientificreportsandthecaptain'srecordofthatterribleday.FromtheAustralianside,

wehaveonlyawoodenshield（盾）droppedbyamaninflightafterhisfirstexperienceofgunshot.Ifwewantto

reconstructwhatwasactuallygoingonthatday,theshieldmustbequestionedandinterpretedasdeeplyand

strictlyasthewrittenreports.

Inadditiontotheproblemofmiscomprehensionfrombothsides,therearevictoriesaccidentallyor

deliberatelytwisted,especiallywhenonlythevictorsknowhowtowrite.Thosewhoareonthelosingsideoften

haveonlytheirthingstotelltheirstories.TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleof

BeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmost

powerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenwe

considercontact（聯(lián)系）betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsare

necessarilytwisted,onlyonehalfofadialogue.Ifwearetofindtheotherhalfofthatconversation,wehaveto

readnotjustthetexts,buttheobjects.

9.Whatisthefirstparagraphmainlyabout?

A.Howpasteventsshouldbepresented.B.Whathumanityisconcernedabout.

C.Whetherfactsspeaklouderthanwords.D.Whywrittenlanguageisreliable.

10.WhatdoestheauthorindicatebymentioningCaptainCookinparagraph2?

A.Hisreportwasscientific.B.Herepresentedthelocalpeople.

C.HeruledoverBotanyBay.D.Hisrecordwasone-sided.

11.Whatdoestheunderlinedword"conversation“inparagraph3referto?

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

12.Whichofthefollowingbooksisthetextmostlikelyselectedfrom?

A.HowMapsTellStoriesoftheWorldB.AShortHistoryofAustralia

C.AHistoryoftheWorldin100ObjectsD.HowArtWorksTellStories

【答案】9.A10.D11.B12.C

【導(dǎo)語】本文是一篇議論文。本文討論了僅僅依靠書面文本來講述世界歷史的局限性，并強(qiáng)調(diào)了將物品納

入歷史敘事以更好地理解無文字社會的重要性。

9.主旨大意題。根據(jù)文章第一段"Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnot

privilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhad

texts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity'slaterachievements,and

untilfairlyrecentlyevenmanyliterate（有文字的）societiesrecordedtheirconcernsnotonlyinwritingbutin

things.（如果你想講述整個世界的歷史,一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過文本來講述,

因為世界上只有一部分人曾經(jīng)有過文本，而世界上大多數(shù)人，在大多數(shù)時間里，都沒有。寫作是人類較晚

的成就之一，直到最近，甚至許多有文字的社會也不僅用文字，而且用物件來記錄他們所關(guān)心的事情。y

可推知，第一段主要講述的是歷史應(yīng)該如何呈現(xiàn)給我們。故選A。

10.推理判斷題。根據(jù)文章第二段首句"Ideallyahistorywouldbringtogethertextsandobjects,andsome

chaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan5t.（理想情況下，歷史應(yīng)該將文本

和物品結(jié)合在一起，本書的某些章節(jié)能夠做到這一點(diǎn)，但在許多情況下，我們根本做不到。）”可推斷，作

者認(rèn)為歷史應(yīng)該是文本和物品相結(jié)合的產(chǎn)物，但是很多情況下，我們做不到。再根據(jù)所舉例子的下文“From

theEnglishside,wehavescientificreportsandthecaptain'srecordofthatterribleday.FromtheAustralianside,

wehaveonlyawoodenshield（盾）droppedbyamaninflightafterhisfirstexperienceofgunshot.（在英國方面，

我們有科學(xué)報告和船長對那可怕的一天的記錄。從澳大利亞方面來看，我們只有一個木制盾牌，這是一名

男子在第一次經(jīng)歷槍擊后在飛行中扔下的。廠可知，作者舉這個例子是為了說明船長的記錄是片面的，只

從自己的角度描述了問題。故選D。

11.詞句猜測題。根據(jù)劃線單詞上文“TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleof

BeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmost

powerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenwe

considercontact（聯(lián)系）betweenliterateandnon-1iteratesocietiessuchasthese,allourfirst-handaccountsare

necessarilytwisted,onlyonehalfofadialogue.（力口勒比海的泰諾人、澳大利亞的土著人、貝寧的非洲人以及

印加人，所有這些人都出現(xiàn)在這本書中，他們現(xiàn)在都可以通過他們制造的物品向我們講述他們過去最強(qiáng)大

的成就：通過物品講述的歷史給了他們一個聲音。當(dāng)我們考慮諸如此類的有文化社會和無文化社會之間的

接觸時，我們所有的第一手資料都必然是扭曲的，只有對話的一半。）”結(jié)合劃線句“Ifwearetofindtheother

halfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.（如果我們要找至!J對話的另一半，我

們不僅要讀文本，還要讀物體。）”可知，我們對過去歷史的了解，只是書寫歷史的人所想要讓我們了解的

歷史，如果我們想要了解歷史的另一半，我們不僅僅要讀文本也要讀對象。所以conversation指的是“歷史”。

故選B。

12.推理判斷題。根據(jù)文章第一段“Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnot

privilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhad

texts,whilemostoftheworld,formostofthetime,hasnot.（如果你想講述整個世界的歷史，一段不以人類某一

部分為特權(quán)的歷史，你不能僅僅通過文本來講述，因為世界上只有一部分人的歷史曾經(jīng)被文字記錄過，而

世界上大多數(shù)人，在大多數(shù)時間里，都沒有。廠結(jié)合最后一段的"IfwearetoEndtheotherhalfofthat

conversation,wehavetoreadnotjustthetexts,buttheobjects.（如果我們要找至U對話的另一半，我們不僅要讀

文本，還要讀物體。）”可知，本文講述僅僅依靠書面文本來講述世界歷史有局限性，想要更好的了解歷史

就要將文本和物品結(jié)合在一起。從而推斷文章最有可能選自《100件物品中的世界史》。故選C。

2024年高考模擬真題

（2024-四川達(dá)州?二模）"Ispilledsoupalloverthetable,butitwasn'tmyfault,?.<CIgotintotroubleat

school,butitwasn'tmyfault.^^Suchstatementsareoftenheard.t4Ifsnotmyfaulf9isactuallyacommonresponse

forsomanypeopleandespeciallyteenagers.Parentscomplainthatthey5retiredofthe"excuses”.

Thereasonwhyvariationsof"it'snotmyfaulf9aresopopularisthattheygetusoutofguilt,blameand

anger.Thoseemotionsmaycomefromothers'reactionsorourownself-talks.Inthecaseofadolescents,theyare

oftentryingtoescaperesponsibilityandpunishmentformistakes.

Someteenswouldbenefitfromdecreasingtheirself^blame.Thosewhoblamethemselvesforthingsthat

theycan'tcontroltendtobehighlyself-criticalandaremorelikelytobeanxious.

Manyteensoverlyrelyon"it'snotmyfaulf5.However,overuseofthephrasecanresultinfeelingsof

helplessnesstocontroltheirownlives.Besides,66ifsnotmyfault^focusesateen'sattentiononwhatisdoneas

opposedtowhatneedstobedone.Intryingtogetthemtoassumeresponsibility,manyparentsattemptto

convincetheirchildrenthatsomethingistheirfault,buttheapproachtendstobeineffective.Amoreeffective

approachistofaceuptodrawbackstofindsolutionstothedrawbacksactively.

Peoplemaynothavecausedalltheirproblems,buttheyhavetosolvethemanyway.Gettingstuckin

sharingblameoftenkeepspeoplefrommovingforwardeffectively.Whatdoesonedoifheispushedintoadeep

lake?Onecouldcertainlystayinwater,yelling,4tIfsnotmyfault."However,thatisnotgoingtogethimoutof

water.Atsomepoint,heneedstoswimtoshore,regardlessofthefault.

Likemostthingsinlife,freeingourselvesfromblamehasitsadvantagesanddisadvantages.Thequestion

isn'twhatis"right”,butwhatismosteffectiveinmovingforward.

13.Whoislikelytorelyon"it'snotmyfault99?

A.Ahighlyself-criticalteenager.

B.Ateenagerunwillingtoadmitafault.

C.Ateenagerfacinguptohisresponsibilities.

D.Ateenageranxiousaboutuncontrollablethings.

14.Whatistheauthor'sadviceongettingteenstoassumeresponsibility?

A.Lettingthemfocusonwhatisdone.

B?Persuadingthemtoadmittheirfault.

C.Makingthemcorrectthemistakeactively.

D.Helpingthemanalyzethereasonforthemistake.

15.WhydoestheauthorraisesuchaquestioninParagraph5?

A.Toputforwardanewsolutiontodrawbacks.

B.Toshowhandlingproblemsshouldcomefirst.

C.Toexplainwhyteenagersgetstuckinsharingblame.

D.Toanalyzewhatkindofproblemiscausedbyothers.

16.Whatistheauthor'spurposeinwritingthistext?

A.Tohelpteenagersoutofself^blame.

B.Totellparentshowtoeducatechildren.

C.Tohelpteenagersfacemistakesproperly.

D.Totellchildrentodoself^talksconsciously.

【答案】13.B14.C15.B16.C

【導(dǎo)語】本文是一篇議論文。主要介紹的是許多家長對孩子“這不是我的過失”的陳述感到無奈，作者認(rèn)為

這種陳述有壞的一面也有好的一面，但重要的是讓孩子正確面對錯誤，不斷進(jìn)步。

13.細(xì)節(jié)理解題。根據(jù)第二段中的"Thereasonwhyvariationsof"it'snotmyfault,?aresopopularisthattheyget

usoutofguilt,blameandanger.（各種各樣的“這不是我的錯”之所以如此流行，是因為它們能讓我們擺脫內(nèi)疚、

責(zé)備和憤怒。）”可知，“這不是我的錯”能使我們擺脫內(nèi)疚、責(zé)備和憤怒，所以才會如此流行，結(jié)合下文中

的“Inthecaseofadolescents,theyareoftentryingtoescaperesponsibilityandpunishmentformistakes.（就青少

年而言，他們常常試圖逃避責(zé)任和對錯誤的懲罰。）”可知，青少年這樣做就是為了逃避責(zé)任和對錯誤的懲

罰，由此可知，那些不愿意承認(rèn)錯誤的人很可能依賴“這不是我的錯”。故選B項。

14.細(xì)節(jié)理解題。根據(jù)第四段中的"Intryingtogetthemtoassumeresponsibility,manyparentsattemptto

convincetheirchildrenthatsomethingistheirfault,buttheapproachtendstobeineffective.Amoreeffective

approachistofaceuptodrawbackstofindsolutionstothedrawbacksactively.（為了讓孩子承擔(dān)責(zé)任，許多父母

試圖讓孩子相信有些事情是他們的錯，但這種方法往往是無效的。更有效的方法是正視缺點(diǎn)，積極尋找解

決辦法。戶可知，很多家長用各種方法讓孩子相信有些事情是他們的錯，但這些經(jīng)常是無效的，更有效的

方法是讓孩子正視缺點(diǎn)，主動尋找解決的方法，由此可知，作者建議讓他們主動改正錯誤。故選C項。

15.推理判斷題o根據(jù)第五段中的"Peoplemaynothavecausedalltheirproblems,buttheyhavetosolvethem

anyway.Gettingstuckinsharingblameoftenkeepspeoplefrommovingforwardeffectively.（人們可能不是所有

問題的始作俑者，但無論如何他們必須解決問題。陷入互相指責(zé)的困境往往會阻礙人們有效地向前發(fā)展。y

可知，作者認(rèn)為不論錯誤是誰的，都必須先要解決為題，否則會阻礙人們有效向前發(fā)展，進(jìn)而在下文中提

出問題“Whatdoesonedoifheispushedintoadeeplake?（如果一個人被推入深湖中，他會怎么做?）”并進(jìn)行分

析，結(jié)合下文中的"Atsomepoint,heneedstoswimtoshore,regardlessofthefault.（在某個時刻,他需要游到

岸邊，不管是誰的錯誤。廣可知，不管誰的錯都應(yīng)先游到岸邊，綜合以上信息可知，作者提及這個問題是

為了表明首先要解決問題，而不是追究誰的責(zé)任。故選B項。

16.推理判斷題。根據(jù)尾段“Likemostthingsinlife,freeingourselvesfromblamehasitsadvantagesand

disadvantages.Thequestionisn'twhatis“right”,butwhatismosteffectiveinmovingfbrward.（就像生活中的大

多數(shù)事情一樣，把自己從責(zé)備中解脫出來既有好處也有壞處。問題不在于什么是“正確的”，而在于什么是

最有效的前進(jìn)方式。）”可知，把自己從責(zé)備中解脫出來有好處也有壞處，但問題的根本不在于什么是正確

的，而是什么是最有效的前進(jìn)方式，結(jié)合上文中對“不是我的錯”這一流行陳述的好處和壞處的分析，并用

提問的方式表明無論誰的錯，都應(yīng)該先要解決問題，不斷前進(jìn)，所以本文的寫作目的是幫助青少年如何正

確地面對錯誤。故選C項。

（2024-山東濰坊?二模）IhadtosaysomethingafterreadingTheAnxiousGeneration.Itisgoingtosell

well,becauseJonathanHaidtistellingascarystoryaboutchildren'sdevelopmentmanyparentsareledtobelieve.

However,thebook'srepeatedsuggestionthatdigitaltechnologiesarerewiringourchildren'sbrainsandcausing

theepidemic（流行?。﹐fmentalillnessisunsupportedbyscience.Worse,therudeproposalthatsocialmediais

toblamemightdistract（分心、）usfromeffectivelyrespondingtotherealcausesofthecurrentmental-healthcrisis

inyoungpeople.

ResearchershavesearchedfbrtheeffectssuggestedbyHaidt.Oureffortshaveproducedamixofno,small

andmixedassociations.Mostdataarecorrelative.Whenassociationsovertimearefound,theysuggestnotthat

social-mediausepredictsorcausesdepression,butthatyoungpeoplewhoalreadyhavemental-healthproblems

usesuchplatformsmoreoftenorindifferentwaysfromtheirhealthypeers.

Wearenotalonehere.Severalanalysesandsystematicreviewscentralizeonthesamemessage.An

analysisdonein72countriesshowsnoconsistentormeasurableassociationsbetweenwell-beingandsocial

mediaglobally.Moreover,studiesfromsomeauthoritiesfindsnoevidenceofintensechangesassociatedwith

digital-technologyuse.

Asapsychologiststudyingchildren'sandadolescents9mentalhealth,Iappreciateparents5frustration（沮

喪）anddesirefbrsimpleanswers.Asaparentofadolescents,Iwouldalsoliketoidentifyasimplesourceforthe

painthisgenerationisreporting.Thereare,however,nosimpleanswers.Thebeginninganddevelopmentof

mentaldisordersaredrivenbyacomplexsetofgeneticandenvironmentalfactors.

Moreyoungpeoplearetalkingopenlyabouttheirmental-healthstrugglesthaneverbefore.Butinsufficient

servicesareavailabletoaddresstheirneeds.IntheUnitedStates,thereis,onaverage,oneschoolpsychologistfbr

every1,119students.Wehaveagenerationincrisisandindesperateneedofthebestofwhatscienceand

evidence-basedsolutionscanoffer.Unfortunately,ourtimeisbeingspenttellingstoriesthatareunsupportedby

researchandthatdolittletosupportyoungpeoplewhoneed,anddeserve,more.

17.WhatispresentedinTheAnxiousGeneration?

A.Scarystoriesaffectchildren'sbrains.

B.Parentsareresponsibleforchildren'shealth.

C.Teen'smentalillnessresultsfromscreentime.

D.Theepidemicofmentalillnessisunavoidable.

18.Whatdoes"thesamemessage“underlinedinparagraph3referto?

A.Manycountriesdoresearchinmentalhealth.

B.Well-beingandsocialmediaarecloselyrelated.

C.Theyoungaretrappedinthemental-healthcrisis,

D.Socialmediadon'tnecessarilycausementalillness.

19.Whatisimpliedinthelastparagraph?

A.Effectiveactionsneedtobetaken.B.Positivestoriesshouldbeshared.

C.Financialsupportneedstobeprovided.D.Broaderresearchshouldbedone.

20.Whatistheauthor'spurposeinwritingthetext?

A.Tosuggestwaystohelpthoseinneed.

B.Toencourageparentstobravethecrisis.

C.Torecommendanewly-publishedbook.

D.Togiveavoicetochildren'smentalissues.

【答案】17.C18.D19.A20.D

【導(dǎo)語】本文是一篇議論文。本文是對《焦慮的一代》一書的評論，作者認(rèn)為該書提出的數(shù)字技術(shù)導(dǎo)致兒

童大腦重構(gòu)和精神健康危機(jī)的觀點(diǎn)缺乏科學(xué)依據(jù)。作者強(qiáng)調(diào)，精神障礙的成因復(fù)雜，需要基于科學(xué)和證據(jù)

的解決方案，而不是簡單歸咎于社交媒體。

17.細(xì)節(jié)理解題。根據(jù)第一段中“However,thebook'srepeatedsuggestionthatdigitaltechnologiesarerewiring

ourchildren'sbrainsandcausingtheepidemic（流行?。﹐fmentalillnessisunsupportedbyscience.（然而，這本

書一再暗示數(shù)字技術(shù)正在重構(gòu)我們孩子的大腦，并導(dǎo)致精神健康問題的流行，這一觀點(diǎn)并沒有得到科學(xué)的

支持。）”可知，該書重復(fù)暗示數(shù)字技術(shù)正在重構(gòu)我們孩子的大腦，并導(dǎo)致精神健康問題的流行。C選項“Teen's

mentalillnessresultsfromscreentime.（青少年的精神疾病與看屏幕時間有關(guān)。）”與該描述相一致。故選C。

18.詞義猜測題。根據(jù)劃線詞前面的內(nèi)容“Whenassociationsovertimearefound,theysuggestnotthat

social-mediausepredictsorcausesdepression,butthatyoungpeoplewhoalreadyhavemental-healthproblems

usesuchplatformsmoreoftenorindifferentwaysfromtheirhealthypeers.（隨著時間的推移，他們發(fā)現(xiàn)社交媒

體的使用并不是預(yù)測或?qū)е乱钟舭Y，而是已經(jīng)有心理健康問題的年輕人比健康的同齡人更頻繁地或以不同

的方式使用這些平臺。）“以及劃線詞后面的內(nèi)容“Ananalysisdonein72countriesshowsnoconsistentor

measurableassociationsbetweenwell-beingandsocialmediaglobally.（在72個國家進(jìn)行的一項分析顯示，在

全球范圍內(nèi)，幸福感和社交媒體之間沒有一致的或可衡量的聯(lián)系。戶可知，“同樣的信息”指的是社交媒體

并不一定導(dǎo)致心理健康問題。通過在72個國家進(jìn)行的一項分析顯示，在全球范圍內(nèi)，幸福感和社交媒體

之間沒有一致的或可衡量的聯(lián)系。故劃線詞指代的是沒有一致或可測量的證據(jù)表明社交媒體與幸福感之間

有密切關(guān)系。故選D。

19.推理判斷題。根據(jù)最后一段中“Wehaveagenerationincrisisandindesperateneedofthebestofwhat

scienceandevidence-basedsolutionscanoffer.Unfortunately,ourtimeisbeingspenttellingstoriesthatare

unsupportedbyresearchandthatdolittletosupportyoungpeoplewhoneed,anddeserve,more.（我們這一代人

正處于危機(jī)之中，迫切需要科學(xué)和基于證據(jù)的解決方案所能提供的最好的東西。不幸的是，我們的時間花

在講述沒有研究支持的故事上，這些故事對那些需要、也應(yīng)該得到更多支持的年輕人幾乎沒有幫助。廠可

知，針對于年輕人的心理健康問題，我們正在浪費(fèi)時間講述沒有研究支持的故事，而這些故事對需要幫助

的年輕人并沒有幫助，這暗示我們需要采取有效的行動來解決這個問題。故選A。

20.推理判斷題。根據(jù)第一段中“IhadtosaysomethingafterreadingTheAnxiousGeneration.Itisgoingtosell

well,becauseJonathanHaidtistellingascarystoryaboutchildren'sdevelopmentmanyparentsareledtobelieve.

However,theb