第1个回答 2023-01-16
CET-6中阅读理解部分的四篇短文，多为1000词左右的说明文和议论文，内容涉及社会、政治、经济、文化、教育、科技等。从内容上看与四级相比没什么变化，但其篇幅长度和语言形式要比四级难的多。从近两年的阅读短文来看，更趋向于现实性新闻语篇。
考试的重点也从具体的细节理解转向主旨和内涵意义的理解，主要以篇和段的主旨理解和推断为主。这在一定程度上给应试者带来了阅读和理解上的困难。本文拟从语篇和认知心理规律等方面探讨阅读的技巧，从而揭示阅读理解的破题原则和对策。
一、 阅读的语篇类型及其结构
从文体学的角度看，语篇在结构上均为正式程度较高的主题说明和论说性短文。篇和段在宏观结构上遵循主题 → 例证、解释、说明、推论 → 总结的篇章组织形式。从篇的结构看，首段多为全篇的主题段，说明全篇讨论的主题及其范围，后续段多为与主题相关的分主题段。而从段的角度看，开头句或结尾句为主题句，阐明一段的主题及其相关说明或论说的范围，中间部分为例证、解释或说明，最后一句为总结句。相对于中文而言, 英语语篇更倾向于采用直接的、直线型结构, 注重时间、空间顺序和严谨的逻辑关系, 围绕段首、段中或段尾的主题句, 进行叙述、例证或逻辑推理分析。下面以2004年6月CET-6试题第二篇阅读理解为例加以说明。
Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, Never was so dull a boy. Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.
Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach. As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeatss level of arrogance and self-absorption) are likely to lead to conflicts with teachers.
When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross, had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.
本篇短文的第一段为点题段，而第一句又为点题句，说明该短文的论题为Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience.，其中主题为gifted students，述题为the lack of fit between gifted students and their schools; often have little good to say about their school experience。第二段和第三段为论述说明段，说明天才学生和学校教育格格不入背后的原因和由此而产生的主题结果。
每段的第一句均为主题句，说明该段的主题和相关内容。中间部分为研究（study）及名人例证（Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats），以证明其分段主题。
因此，考生必须在语篇的学习过程中，不断地总结其宏观的篇章结构，掌握篇和段的主题层次。在阅读过程中，大致地标出篇和段的层次结构，从而构建整体上的语义连贯形式和框架。
二、 概念和命题的衔接与连贯
概念和命题是形成段与篇形式衔接和语义连贯的关键。现代语言学理论认为，同一主题的词汇项或概念往往可以形成同现，构成语篇的衔接和连贯。这种语篇衔接的同现关系由概括词和具体词形成的上下义词、同义词、同一词的不同形式等构成。而储存在大脑中的知识也是以概念的相互激活扩散网络表征形式储存的，与篇的概念形式相吻合。
心理学家认为保存在记忆里的是意义，而意义又是按命题储存在记忆里。命题是能够单独对之判断（真或假）的最小知识单位。一个命题相当于一个意念。一个命题有两个因素：关系项和主项的集合。主项是命题的题目，一般为名词或代词，有时也可以是动词或形容词。关系项即逻辑中所说的谓项，对主项起限制的作用。表示关系的一般是动词、形容词或副词。每个命题的关系项只有一个，而主项则可以多于一个。当关系项为动词时尤为如此。因此，一个概念命题可以形成相关的命题网络，从而构成语篇的语义连贯。阅读的过程就是概念和命题网络的建构过程。
例如上述短文中，与主题gifted students 相关的概念gifted children, gifted people, individuals, prize fellows, winners, high-IQ
children, mathematicians, prodigy等构成了同一主题网，把段和篇中的句子衔接起来。而述题have little good to say about their school experience则用either did badly in school or were unhappy in school; had good things to say about their precollegiate schooling; all disliked school； have done poorly in school； had little good to say about school构成了全篇的述题语义连贯网络。形成全文以概念主题gifted students为命题主项，述题串为谓项的语义连贯网。因此，阅读过程中，勾勒出这些相关的概念和命题网络，有利于对全篇信息的理解和把握。
三、 图式对语篇阅读理解的意义
图式是对过去经验的反映或对过去经验的积极组织，即知识在大脑中的储存单位, 包括各种各样的知识块, 如有关鸟的知识、有关学校、城市、交通、银行、文学、体育、篮球等概括的或具体的系统知识。现代心理学依此发展了合适图式的激活和特定图式细节的重建理论，前者主要揭示对图式的熟悉程度在阅读过程中所产生的影响。研究发现当人们缺乏一个与正在展开的故事相适应的图式时, 理解和记忆都会很困难, 因为他们无法了解所描述的事件的含义。而后者则指激活的图式可以作为提取计划, 而且由于图式的中心作用, 帮助人们归纳某些重要细节。在语篇信息的处理过程中, 熟悉的图式往往可以引导读者对中心信息的理解和记忆。
以此为基础，认知心理学提出了自上而下和自下而上的阅读理论。前者指读者充分利用大脑中储存的各类相关知识推测上下文中可能出现的相关信息，后者指逐词逐句理解，逐步掌握全篇信息，适用于语言水平较低的读者。对语篇背景知识的了解，不同程度地影响阅读理解的效果。例如，读者在理解上述短文第一句的同时，可以依据自己了解的相关知识，在阅读理解的过程中，推断与主题天才和学校教育相关的信息。
四、 语篇问题的形式及解读
CET-6 阅读理解题部分的考题以主旨题和细节题为主，考生可先读题以确定题型，而后依据问题中相关的词汇项找出其在短文中的位置，结合上下文理解与问题相关的信息。主旨题可在段首或首段中寻找，结合后续的论述和例证找出答案。而答案项中，往往有与段中原句相近的词汇表达，读者可以解读与原句相近的解释项来确定正确答案。再以2004年6月CET-6试题第二篇阅读理解中的问题为例：
26. The main point the author is making about schools is that________.
A) they should satisfy the needs of students from different family backgrounds
B) they are often incapable of catering to the needs of talented students
C) they should organize their classes according to the students ability
D) they should enroll as many gifted students as possible
此题为主旨判断题。从题中的point...about schools