2024年1月9日发(作者：)
朱泰琪2023考研英语讲座阅读理解部分讲义
1. 字面心译阶段，即在阅读时要通过逐词心译来理解原文。由于两种语言在句子语法结构、词语用法、语言习惯等方面存在着很多差异，这个阶段对原文的理解常会发生错误。
2. 分析性心译阶段，即在对原文的词语和结构进行一些分析以后，再进行心译，或心译过程伴随着词语和结构的分析。这时理解力比前一阶段有所提高，但阅读速度很慢。
3. 综合性心译阶段。在这个阶段由于语言水平的提高，阅读阅历的积累，不经分析而直接将原文译成汉语。
4. 直接理解原文阶段。在这个阶段由于语言力量的提高，读者的理解已进入英语思维的模式，可以直接理解原文。
以上4个阶段只是大体上的划分，在实际阅读训练中，这4个阶段不是截然分割的。比方，处于第2阶段时，也不行能对每个句子都分析一遍后再来心译。第4阶段也可能伴随少量的心译，由于本族语究竟是理解外语的媒介。
了解阅读力量提高的过程有利于加速阅读力量的培育。一般来说，我们的考生是处在介乎第2和第3阶段之间。对所读的材料有时要经过查阅词典，分析心译成汉语才能到达真正的理解。这作为阅读力量提高的一个阶段是不行避开的。但要努力缩短这一阶段，防止这种阅读方法成为定势。要尽可能削减心译，以提高阅读速度，到达基本上直接理解原文的阶段。
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从规律和思维的角度看，阅读理解力量的提高是一个由浅入深、由片面到全面、由低层次到高层次的进展过程。较低层次的理解是字面理解。考生对所读内容只能理解字面含义。随着理解的不断深化，考生渐渐进入推断性理解层次。考生渐渐能从语篇结构的高度来端详文章内容的规律结构和内在联系，从而进入更深层次的理解，如从字里行间理解要表达的内涵。最高层次是评价性阅读理解。讨论生英语入学考试中的阅读理解就属于这个层次。这时考生需能凭借自己的阅读阅历和分析力量对所读文章和题目选项进行评价，如：选择项所传递的.信息是否准确、事实是否牢靠、结论是否正确以及信息的应用价值等。
考研同学应具备哪些力量才能应对阅读考试的需要呢？
1. 理解文章的主旨、抓住全文的中心思想和绽开中心思想的规律层次；
2. 理解文章中的详细信息和详情；
3. 理解明确或隐含表达的概念性含义；
4. 进行有关的推断、推理和引申；
5. 依据上下文推想不熟识词语的含义；
6. 理解的写作目的、看法、语气及文章的基调；
7. 以上各项力量要求必需在规定的时间内完成。
I. Reading Comprehension:
Text 1
(2023 RC 4 )
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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
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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,
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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，思维力量；学问分子。entertainers 表演家。entrepreneurs 企业家。pervasive 充满的，渗透的，遍布的。intellectualism (哲)主知主义(主见学问为纯理性的产物)。counterbalance 平衡力，起平衡作用的因素。distaste (for) n. 厌恶，不喜爱。vulnerable adj. 脆弱的。populist adj. 民粹的。elitism 杰出人物统治论，高人一等的优越感。complementary 补充的，互补的。civil 公民的；文明的。transcendentalist 先验论的。rigorous 严格的，严峻的。a
bellyful of 满腹的。innate 天生的，先天的。contemplative 深思的。
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.
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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.
正确答案：C. A. D. B. C
文 章 解 析
第一段：美国的社会和学校重视实践而不重视理性思维。
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"intellect"——"理性的才智"——全文主题信息词"for the sake
of"——"为了...起见"
其次段：Ravitch 的观点"anything but"——"根本不、肯定不、一点都不"
对应第1题：详情理解。(解体技巧：抓关键词"Practical")
答案为：C
第三段：及 Shorris 的观点。
第四段："urge"——"n.要求、热切的期望"
"v. urge sb to do sth遵从某人做某事"
"urge+that从句"，从句中用虚拟语气should+v原形
对应第2题：详情推理题。抓关键词history(解题技巧:正话反说，反话正说)
"history"信号词 B.D.正反颠倒 C.答非所问
答案为：A (正话反说)
第五段：
对应第3题：总结归纳题。(解题技巧:划出题目中的信号词"Ravitch" "Emerson",回原文找信号词接轨)
答案为：D
对应第4题：总结归纳、推理推断。
答案为：B
对应第5题：观点题，即文章主旨题。
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