朱泰琪考研英語講座閱讀理解部分講義

時間：2023-05-04 17:58:48 考研英語我要投稿

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朱泰琪2005考研英語講座閱讀理解部分講義

　考研學生提高英語閱讀理解能力一般要經歷四個發展階段：

朱泰琪2005考研英語講座閱讀理解部分講義

　　1. 字面心譯階段，即在閱讀時要通過逐詞心譯來理解原文。由于兩種語言在句子語法結構、詞語用法、語言習慣等方面存在著許多差異，這個階段對原文的理解常會發生錯誤。

　　2. 分析性心譯階段，即在對原文的詞語和結構進行一些分析以后，再進行心譯，或心譯過程伴隨著詞語和結構的分析。這時理解力比前一階段有所提高，但閱讀速度很慢。

　　3. 綜合性心譯階段。在這個階段由于語言水平的提高，閱讀經驗的積累，不經分析而直接將原文譯成漢語。

　　4. 直接理解原文階段。在這個階段由于語言能力的提高，讀者的理解已進入英語思維的模式，可以直接理解原文。

　　以上4個階段只是大體上的劃分，在實際閱讀訓練中，這4個階段不是截然分割的。比如，處于第2階段時，也不可能對每個句子都分析一遍后再來心譯。第4階段也可能伴隨少量的心譯，因為本族語畢竟是理解外語的媒介。

　　了解閱讀能力提高的過程有利于加速閱讀能力的培養。一般來說，我們的考生是處在介乎第2和第3階段之間。對所讀的材料有時要經過查閱詞典，分析心譯成漢語才能達到真正的理解。這作為閱讀能力提高的一個階段是不可避免的。但要努力縮短這一階段，防止這種閱讀方法成為定勢。要盡可能減少心譯，以提高閱讀速度，達到基本上直接理解原文的階段。

　　從邏輯和思維的角度看，閱讀理解能力的提高是一個由淺入深、由片面到全面、由低層次到高層次的發展過程。較低層次的理解是字面理解。考生對所讀內容只能理解字面含義。隨著理解的不斷深化，考生逐漸進入推斷性理解層次。考生慢慢能從語篇結構的高度來審視文章內容的邏輯結構和內在聯系，從而進入更深層次的理解，如從字里行間理解作者要表達的內涵。最高層次是評價性閱讀理解。研究生英語入學考試中的閱讀理解就屬于這個層次。這時考生需能憑借自己的閱讀經驗和分析能力對所讀文章和題目選項進行評價，如：選擇項所傳遞的信息是否確切、事實是否可靠、結論是否正確以及信息的應用價值等。

　　考研學生應具備哪些能力才能應對閱讀考試的需要呢？

　　1. 理解文章的主旨、抓住全文的中心思想和展開中心思想的邏輯層次；

　　2. 理解文章中的具體信息和細節；

　　3. 理解明確或隱含表達的概念性含義；

　　4. 進行有關的判斷、推理和引申；

　　5. 根據上下文推測不熟悉詞語的含義；

　　6. 理解作者的寫作目的、態度、語氣及文章的基調；

　　7. 以上各項能力要求必須在規定的時間內完成。

　　I. Reading Comprehension:

　　Text 1

　　(2004 RC 4 )

　　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 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, 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，思維能力；知識分子。entertainers 表演家。entrepreneurs 企業家。pervasive 彌漫的，滲透的，遍布的。intellectualism (哲)主知主義(主張知識為純理性的產物)。counterbalance 平衡力，起平衡作用的因素。distaste (for) n. 厭惡，不喜歡。vulnerable adj. 脆弱的。populist adj. 民粹的。elitism 杰出人物統治論，高人一等的優越感。complementary 補充的，互補的。civil 公民的；文明的。transcendentalist 先驗論的。rigorous 嚴格的，嚴厲的。a bellyful of 滿腹的。innate 天生的，先天的。contemplative 沉思的。

　　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.

　　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.