專題突破卷05 閱讀理解之議論文（教師版） 2025年高考英語一輪復習考點通關卷（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’tliketheending,”Isaidtomyfavoritecollegeprofessor.Itwasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.HesuggestedIthinkaboutthedifferencebetweenendingsthatIwantedforthecharactersandendingsthatwererightforthecharacters,endingsthatsatisfiedthestoryeveniftheydidn’thaveatraditionallypositiveoutcome.Ofcourse,IwouldhavepreferredadifferentendingforTomandMaggieTulliver,buttheendingtheygotdidmakethemostsenseforthem.Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,I’dpickupaloveromance.IfIwantedanendingIcouldn’tguess,I’dpickupamystery(懸疑小說).OnewhereIkindofknewwhatwasgoingtohappen,historicalfiction.Choosingwhattoreadbecameeasier.Butwritingtheend—that’shard.It’shardforwritersbecauseendingscarrysomuchweightwithreaders.Youhavetobalancecreatinganendingthat'sunpredictable,butdoesn’tseemtocomefromnowhere,onethatfitswhat’srightforthecharacters.That’swhythisissue(期)ofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.Thisissuewon’ttellyouwhatyourendingshouldbe—that’suptoyouandthestoryyou’retelling—butitmightprovidewhatyouneedtogetthere.1．WhydidtheauthorgotoProf.Gracie?A．Todiscussanovel. B．Tosubmitabookreport.C．Toargueforawriter. D．Toaskforareadinglist.2．WhatdidtheauthorrealizeafterseeingGracie?A．Writingisamatterofpersonalpreferences.B．Readersareoftencarriedawaybycharacter.C．Eachtypeofliteraturehasitsuniqueend.D．Astorywhichbeginswellwillendwell.3．Whatisexpectedofagoodending?A．Itsatisfiesreaders’taste. B．Itfitswiththestorydevelopment.C．Itisusuallypositive. D．Itisopenforimagination.4．WhydoestheauthormentionPeterMountfordandElizabethSims?A．Togiveexamplesofgreatnovelists. B．Tostressthethemeofthisissue.C．Toencouragewritingforthemagazine. D．Torecommendtheirnewbooks.【答案】1．A2．C3．B4．B【導語】本文是一篇議論文。文章首先通過作者與教授關于小說結局的討論引發(fā)了對結局的思考，接著闡述了不同類型的文學作品結局的特點，最后提出了寫作好的結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尾。1．細節(jié)理解題。根據第一段““Ididn’tliketheending,”Isaidtomyfavoritecollegeprofessor.Itwasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.(“我不喜歡這個結局，”我對我最喜歡的大學教授說。那是我大三的時候，我正在做一項關于維多利亞文學的獨立研究。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。根據第二段“Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,I’dpickupaloveromance.IfIwantedanendingIcouldn’tguess,I’dpickupamystery(懸疑小說).OnewhereIkindofknewwhatwasgoingtohappen,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局。從那時起，如果我想讀一個保證幸福的結局，我就會選一部愛情小說。如果我想要一個我猜不到的結局，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都有其獨特的結局。故選C項。3．推理判斷題。根據第三段“Butwritingtheend—that’shard.It’shardforwritersbecauseendingscarrysomuchweightwithreaders.Youhavetobalancecreatinganendingthat’sunpredictable,butdoesn’tseemtocomefromnowhere,onethatfitswhat’srightforthecharacters.(但是寫出結局——那很難。對作家來說很難，因為結局對讀者來說意義重大。你必須平衡創(chuàng)造一個不可預測的結局，但這個結局又不能顯得憑空而來，要適合角色的設定)”可知，人們對一個好結局的期望是結局又不能顯得憑空而來，要適合角色的設定，也就是符合故事的發(fā)展。故選B項。4．推理判斷題。根據倒數第二段“That’swhythisissue(期)ofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.(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鍵點，以及你如何將它們應用到你的作品中)”可知，作者提到彼得·蒙福德和伊麗莎白·西姆斯是為了強調這期《Writer’sDigest》的主題，即幫助讀者寫出更好的結尾。故選B項。2.（2024年新高考I卷C篇閱讀理解）Iscomprehensionthesamewhetherapersonreadsatextonscreenoronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthesamematerial?Theanswerstobothquestionsareoften“no”.Thereasonsrelatetoavarietyoffactors,includingreducedconcentration,anentertainmentmindset(心態(tài))andatendencytomultitaskwhileconsumingdigitalcontent.Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.Thebenefitsofprintreadingparticularlyshinethroughwhenexperimentersmovefromposingsimpletasks—likeidentifyingthemainideainareadingpassage—toonesthatrequirementalabstraction—suchasdrawinginferencesfromatext.Thedifferencesbetweenprintanddigitalreadingresultsarepartlyrelatedtopaper’sphysicalproperties.Withpaper,thereisaliterallayingonofhands,alongwiththevisualgeographyofdistinctpages.Peopleoftenlinktheirmemoryofwhatthey’vereadtohowfarintothebookitwasorwhereitwasonthepage.Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假說)”.Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies—say,assigninganonlinetalkinsteadofanarticlebythesameperson.However,psychologistshavedemonstratedthatwhenadultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces.Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,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【導語】本文是議論文。主要討論了紙質閱讀與數字閱讀、音頻和視頻學習方式的差異和效果。5．詞句猜測題。根據前文“Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.(當閱讀幾百字或更多的文本時，在紙上學習通常比在屏幕上學習更成功。大量的研究證實了這一發(fā)現)”可知，在紙上學習更有成效，以及后文“whenexperimentersmovefromposingsimpletasks—likeidentifyingthemainideainareadingpassage—toonesthatrequirementalabstraction—suchasdrawinginferencesfromatext.(當實驗人員從提出簡單的任務(如識別閱讀文章的主旨)轉移到需要思維抽象的任務(如從文本中推斷)時)”推知，此處應是表達“當實驗者從簡單的任務轉向需要精神抽象的任務時，紙質閱讀的益處就變得顯而易見”之意，所以shinethrough應是“顯而易見”之意，和D項意思相近。故選D項。6．推理判斷題。根據第四段“Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假說)”.Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.(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。根據這一理論，人們以適合社交媒體的心態(tài)接觸數字文本，這些文本通常不那么嚴肅，與閱讀印刷品時相比，投入的精神努力也更少)”可知，shallowinghypothesis假設讀者在閱讀數字文本時會持有一種輕松的心態(tài)，不會像閱讀紙質書籍那樣投入太多的心理努力。故選A項。7．細節(jié)理解題。根據第五段“Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies—say,assigninganonlinetalkinsteadofanarticlebythesameperson.(音頻和視頻可能比文本更具吸引力，因此大學教師越來越多地轉向這些技術，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生的注意力，所以大學教師越來越多地使用這些技術。故選A項。8．推理判斷題。根據最后一段“Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,evenwhentheycontainidenticalwords.(數字文本、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習，教育工作者不應假定所有媒體都是相同的，即使它們包含相同的單詞)”可知，盡管數字文本、音頻和視頻在教育中有一定作用，但當需要精神集中和反思以最大化學習時，教育者不應假定所有媒體都是相同的，即使它們包含相同的單詞。這表明作者認為紙質文本在教育中的作用仍然不可替代，因此暗示紙質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,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.Theclearestexampleofthisbetweenliterateandnon-literatehistoryisperhapsthefirstconflict,atBotanyBay,betweenCaptainCook’svoyageandtheAustralianAboriginals.FromtheEnglishside,wehavescientificreportsandthecaptain’srecordofthatterribleday.FromtheAustralianside,wehaveonlyawoodenshield(盾)droppedbyamaninflightafterhisfirstexperienceofgunshot.Ifwewanttoreconstructwhatwasactuallygoingonthatday,theshieldmustbequestionedandinterpretedasdeeplyandstrictlyasthewrittenreports.Inadditiontotheproblemofmiscomprehensionfrombothsides,therearevictoriesaccidentallyordeliberatelytwisted,especiallywhenonlythevictorsknowhowtowrite.Thosewhoareonthelosingsideoftenhaveonlytheirthingstotelltheirstories.TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleofBeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmostpowerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenweconsidercontact(聯(lián)系)betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsarenecessarilytwisted,onlyonehalfofadialogue.Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,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．HowMapsTellStoriesoftheWorld B．AShortHistoryofAustraliaC．AHistoryoftheWorldin100Objects D．HowArtWorksTellStories【答案】9．A10．D11．B12．C【導語】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，并強調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。根據文章第一段“Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.(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有過文本，而世界上大多數人，在大多數時間里，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心的事情。)”可推知，第一段主要講述的是歷史應該如何呈現給我們。故選A。10．推理判斷題。根據文章第二段首句“Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.(理想情況下，歷史應該將文本和物品結合在一起，本書的某些章節(jié)能夠做到這一點，但在許多情況下，我們根本做不到。)”可推斷，作者認為歷史應該是文本和物品相結合的產物，但是很多情況下，我們做不到。再根據所舉例子的下文“FromtheEnglishside,wehavescientificreportsandthecaptain’srecordofthatterribleday.FromtheAustralianside,wehaveonlyawoodenshield(盾)droppedbyamaninflightafterhisfirstexperienceofgunshot.(在英國方面，我們有科學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歷槍擊后在飛行中扔下的。)”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。根據劃線單詞上文“TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleofBeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmostpowerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenweconsidercontact(聯(lián)系)betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsarenecessarilytwisted,onlyonehalfofadialogue.(加勒比海的泰諾人、澳大利亞的土著人、貝寧的非洲人以及印加人，所有這些人都出現在這本書中，他們現在都可以通過他們制造的物品向我們講述他們過去最強大的成就：通過物品講述的歷史給了他們一個聲音。當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。)”結合劃線句“Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.(如果我們要找到對話的另一半，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。根據文章第一段“Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,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被文字記錄過，而世界上大多數人，在大多數時間里，都沒有。)”結合最后一段的“Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.(如果我們要找到對話的另一半，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（2024·四川達州·二模）“Ispilledsoupalloverthetable,butitwasn’tmyfault”.“Igotintotroubleatschool,butitwasn’tmyfault.”Suchstatementsareoftenheard.“It’snotmyfault”isactuallyacommonresponseforsomanypeopleandespeciallyteenagers.Parentscomplainthatthey’retiredofthe“excuses”.Thereasonwhyvariationsof“it’snotmyfault”aresopopularisthattheygetusoutofguilt,blameandanger.Thoseemotionsmaycomefromothers’reactionsorourownself-talks.Inthecaseofadolescents,theyareoftentryingtoescaperesponsibilityandpunishmentformistakes.Someteenswouldbenefitfromdecreasingtheirself-blame.Thosewhoblamethemselvesforthingsthattheycan’tcontroltendtobehighlyself-criticalandaremorelikelytobeanxious.Manyteensoverlyrelyon“it’snotmyfault”.However,overuseofthephrasecanresultinfeelingsofhelplessnesstocontroltheirownlives.Besides,“it’snotmyfault”focusesateen’sattentiononwhatisdoneasopposedtowhatneedstobedone.Intryingtogetthemtoassumeresponsibility,manyparentsattempttoconvincetheirchildrenthatsomethingistheirfault,buttheapproachtendstobeineffective.Amoreeffectiveapproachistofaceuptodrawbackstofindsolutionstothedrawbacksactively.Peoplemaynothavecausedalltheirproblems,buttheyhavetosolvethemanyway.Gettingstuckinsharingblameoftenkeepspeoplefrommovingforwardeffectively.Whatdoesonedoifheispushedintoadeeplake?Onecouldcertainlystayinwater,yelling,“It’snotmyfault.”However,thatisnotgoingtogethimoutofwater.Atsomepoint,heneedstoswimtoshore,regardlessofthefault.Likemostthingsinlife,freeingourselvesfromblamehasitsadvantagesanddisadvantages.Thequestionisn’twhatis“right”,butwhatismosteffectiveinmovingforward.13．Whoislikelytorelyon“it’snotmyfault”?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，不斷進步。13．細節(jié)理解題。根據第二段中的“Thereasonwhyvariationsof“it’snotmyfault”aresopopularisthattheygetusoutofguilt,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疚、責備和憤怒。)”可知，“這不是我的錯”能使我們擺脫內疚、責備和憤怒，所以才會如此流行，結合下文中的“Inthecaseofadolescents,theyareoftentryingtoescaperesponsibilityandpunishmentformistakes.(就青少年而言，他們常常試圖逃避責任和對錯誤的懲罰。)”可知，青少年這樣做就是為了逃避責任和對錯誤的懲罰，由此可知，那些不愿意承認錯誤的人很可能依賴“這不是我的錯”。故選B項。14．細節(jié)理解題。根據第四段中的“Intryingtogetthemtoassumeresponsibility,manyparentsattempttoconvincetheirchildrenthatsomethingistheirfault,buttheapproachtendstobeineffective.Amoreeffectiveapproachistofaceuptodrawbackstofindsolutionstothedrawbacksactively.(為了讓孩子承擔責任，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，積極尋找解決辦法。)”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，但這些經常是無效的，更有效的方法是讓孩子正視缺點，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。根據第五段中的“Peoplemaynothavecausedalltheirproblems,buttheyhavetosolvethemanyway.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。陷入互相指責的困境往往會阻礙人們有效地向前發(fā)展。)”可知，作者認為不論錯誤是誰的，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?)”并進行分析，結合下文中的“Atsomepoint,heneedstoswimtoshore,regardlessofthefault.(在某個時刻，他需要游到岸邊，不管是誰的錯誤。)”可知，不管誰的錯都應先游到岸邊，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，而不是追究誰的責任。故選B項。16．推理判斷題。根據尾段“Likemostthingsinlife,freeingourselvesfromblamehasitsadvantagesanddisadvantages.Thequestionisn’twhatis“right”,butwhatismosteffectiveinmovingforward.(就像生活中的大多數事情一樣，把自己從責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方式。)”可知，把自己從責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方式，結合上文中對“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，都應該先要解決問題，不斷前進，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.Itisgoingtosellwell,becauseJonathanHaidtistellingascarystoryaboutchildren’sdevelopmentmanyparentsareledtobelieve.However,thebook’srepeatedsuggestionthatdigitaltechnologiesarerewiringourchildren’sbrainsandcausingtheepidemic(流行病)ofmentalillnessisunsupportedbyscience.Worse,therudeproposalthatsocialmediaistoblamemightdistract(分心)usfromeffectivelyrespondingtotherealcausesofthecurrentmental-healthcrisisinyoungpeople.ResearchershavesearchedfortheeffectssuggestedbyHaidt.Oureffortshaveproducedamixofno,smallandmixedassociations.Mostdataarecorrelative.Whenassociationsovertimearefound,theysuggestnotthatsocial-mediausepredictsorcausesdepression,butthatyoungpeoplewhoalreadyhavemental-healthproblemsusesuchplatformsmoreoftenorindifferentwaysfromtheirhealthypeers.Wearenotalonehere.Severalanalysesandsystematicreviewscentralizeonthesamemessage.Ananalysisdonein72countriesshowsnoconsistentormeasurableassociationsbetweenwell-beingandsocialmediaglobally.Moreover,studiesfromsomeauthoritiesfindsnoevidenceofintensechangesassociatedwithdigital-technologyuse.Asapsychologiststudyingchildren’sandadolescents’

mentalhealth,Iappreciateparents’frustration(沮喪)anddesireforsimpleanswers.Asaparentofadolescents,Iwouldalsoliketoidentifyasimplesourceforthepainthisgenerationisreporting.Thereare,however,nosimpleanswers.Thebeginninganddevelopmentofmentaldisordersaredrivenbyacomplexsetofgeneticandenvironmentalfactors.Moreyoungpeoplearetalkingopenlyabouttheirmental-healthstrugglesthaneverbefore.Butinsufficientservicesareavailabletoaddresstheirneeds.IntheUnitedStates,thereis,onaverage,oneschoolpsychologistforevery1,119students.Wehaveagenerationincrisisandindesperateneedofthebestofwhatscienceandevidence-basedsolutionscanoffer.Unfortunately,ourtimeisbeingspenttellingstoriesthatareunsupportedbyresearchandthatdolittletosupportyoungpeoplewhoneed,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，作者認為該書提出的數字技術導致兒童大腦重構和精神健康危機的觀點缺乏科學依據。作者強調，精神障礙的成因復雜，需要基于科學和證據的解決方案，而不是簡單歸咎于社交媒體。17．細節(jié)理解題。根據第一段中“However,thebook’srepeatedsuggestionthatdigitaltechnologiesarerewiringourchildren’sbrainsandcausingtheepidemic(流行病)ofmentalillnessisunsupportedbyscience.(然而，這本書一再暗示數字技術正在重構我們孩子的大腦，并導致精神健康問題的流行，這一觀點并沒有得到科學的支持。)”可知，該書重復暗示數字技術正在重構我們孩子的大腦，并導致精神健康問題的流行。C選項“Teen’smentalillnessresultsfromscreentime.(青少年的精神疾病與看屏幕時間有關。)”與該描述相一致。故選C。18．詞義猜測題。根據劃線詞前面的內容“Whenassociationsovertimearefound,theysuggestnotthatsocial-mediausepredictsorcausesdepression,butthatyoungpeoplewhoalreadyhavemental-healthproblemsusesuchplatformsmoreoftenorindifferentwaysfromtheirhealthypeers.(隨著時間的推移，他們發(fā)現社交媒體的使用并不是預測或導致抑郁癥，而是已經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容“Ananalysisdonein72countriesshowsnoconsistentormeasurableassociationsbetweenwell-beingandsocialmediaglobally.(在72個國家進行的一項分析顯示，在全球范圍內，幸福感和社交媒體之間沒有一致的或可衡量的聯(lián)系。)”可知，“同樣的信息”指的是社交媒體并不一定導致心理健康問題。通過在72個國家進行的一項分析顯示，在全球范圍內，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表明社交媒體與幸福感之間有密切關系。故選D。19．推理判斷題。根據最后一段中“Wehaveagenerationincrisisandindesperateneedofthebestofwhatscienceandevidence-basedsolutionscanoffer.Unfortunately,ourtimeisbeingspenttellingstoriesthatareunsupportedbyresearchandthatdolittletosupportyoungpeoplewhoneed,anddeserve,more.(我們這一代人正處于危機之中，迫切需要科學和基于證據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、也應該得到更多支持的年輕人幾乎沒有幫助。)”可知，針對于年輕人的心理健康問題，我們正在浪費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。根據第一段中“IhadtosaysomethingafterreadingTheAnxiousGeneration.Itisgoingtosellwell,becauseJonathanHaidtistellingascarystoryaboutchildren’sdevelopmentmanyparentsareledtobelieve.However,thebook’srepeatedsuggestionthatdigitaltechnologiesarerewiringourchildren’sbrainsandcausingtheepidemic(流行病)ofmentalillnessisunsupportedbyscience.(讀完《焦慮的一代》后，我不得不說些什么。這本書將會暢銷，因為喬納森·海特特講述了一個許多父母都傾向于相信的關于兒童發(fā)展可怕的故事。然而，書中反復暗示數字技術正在重新連接我們孩子的大腦，并導致精神疾病的流行，這一觀點并沒有科學支持。)”以及最后一段中“Unfortunately,ourtimeisbeingspenttellingstoriesthatareunsupportedbyresearchandthatdolittletosupportyoungpeoplewhoneed,anddeserve,more.(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、也應該得到更多支持的年輕人幾乎沒有幫助。)”以及通讀全文可知，整篇文章都在批評一本書的觀點，并強調需要科學和證據支持的解決方案，而不應該把時間浪費在沒有科學研究支持的結論中，由此表明作者的目的是引起人們對兒童心理健康問題以及真正引發(fā)其該問題的原因進行關注和理解。D選項“Togiveavoicetochildren’smentalissues.(為孩子們的心理問題發(fā)聲。)”符合作者的目的。故選D。（2024·甘肅張掖·三模）HowtheeconomicsprofessionshouldfixitsgenderproblemAttheheartofeconomicsisabeliefinthevirtues(好處)ofopencompetitionasawayofusingtheresourcesyouhaveinthemostefficientwayyoucan.Thankstothepowerofthatinsight,economistsroutinelytellpoliticianshowtorunpublicpolicyandbusinesspeoplehowtoruntheirfirms.Yetwhenitcomestoitsownhouse,academiceconomicscouldhavedonemoretoobservethestandardsitappliestotherestoftheworld.Inparticular,itrecruits(招聘)toofewwomen.Also,manyofthosewhodoworkintheprofessionsaytheyaretreatedunfairlyandthattheirtalentsarenotfullyrealised.Asaresult,economicshasfewergoodideasthanitshouldandsuffersfromaskewed(歪曲的)viewpoint.Itistimeforthedismalsciencetoimproveitsdismalrecordongender.FordecadesrelativelyfewwomenhaveparticipatedinSTEMsubjects:science,technology,engineeringandmaths.Economicsbelongsinthislist.AndasurveybytheAmericanEconomicsAssociation(AEA)thisweekshowsthatmanywomenwhodobecomeacademiceconomistsaretreatedbadly.Todealwithitsgendershortfall(缺口),economicsneedstwotoolstha