专题04 阅读理解议论文（大题专练）（天津专用）2026年高考英语终极冲刺讲练测

专题04 阅读理解议论文 命题·趋势·定位 一、选材特点 天津卷议论文阅读理解选材均源自国际主流思辨类杂志、报刊专栏、思想性散文（如《大西洋月刊》《卫报》评论版），聚焦 “人生价值、认知规律、社会现象” 等思辨性话题，部分融入科学认知、文化实践等交叉内容，具体特征如下： 1. 核心主题：以人生思辨与认知提升为主，覆盖 “错误的价值、叙事的力量、重读的意义、等待的智慧、美好生活的定义、科学的局限性” 六大核心方向，无偏题冷题，均为人们普遍关心的人生课题与社会思考点，贴合主流媒体的思辨性选材导向。 2. 内容特征：均为观点鲜明的议论性文本，包含明确的 “提出观点 — 论证观点 — 总结升华” 逻辑链，论证方式多样（举例论证、对比论证、比喻论证），既传递深刻思想，又引导学生树立正确的价值观与认知观。 3. 语言风格：语言严谨流畅、兼具思辨性与通俗性，多用抽象名词（derring effect/empathy/narrative/hypothesis）、逻辑连接词（however/moreover/therefore/yet），句式以复合句为主（定语从句、状语从句、宾语从句），既符合议论文的表达习惯，又避免过度晦涩。 4. 思辨属性：文本均包含 “现象 — 疑问 — 分析 — 结论” 的思辨过程，鼓励读者多角度思考，如 “故意犯错是否有益”“重读的不同形式与价值”“美好生活的形状而非单纯的物质”，体现议论文的核心思辨特征。 5. 价值导向：所有文本均传递正向价值观，如 “接纳错误促进成长”“叙事培养共情”“重读实现自我认知”“坚持成就写作”“科学认知需正视局限”，引导学生形成积极的人生态度与理性的思辨能力。 二、语篇结构 天津卷议论文阅读理解均遵循 “引论 — 本论 — 结论” 的经典议论结构，逻辑层次清晰，论证层层递进，具体特征如下： 1. 引论（开篇点题）：首段通过现象描述、观点抛出、设问或比喻引出核心论点，无冗余铺垫，如 2023 年 3 月卷首段对比 “偶然错误可学习” 与 “故意犯错的价值”，引出 “derring effect”；2025 年 3 月卷首段从人们对 “美好生活” 的普遍认知切入，引出 “生活形状的重要性”。 2. 本论（分层论证）：主体部分按 “分论点 + 论据” 分层展开，每段聚焦一个分论点，通过举例、对比、引用等方式支撑核心论点，如： 观点类文本：按 “分论点 1（举例论证）— 分论点 2（对比论证）— 分论点 3（比喻论证）” 分层（如 2023 年 6 月卷 “叙事的力量” 分 “娱乐形式 — 学习功能 — 共情价值” 三层）； 思辨类文本：按 “提出疑问 — 分析角度 1— 分析角度 2— 总结角度” 分层（如 2025 年 6 月卷 “科学的局限性” 分 “工具局限 — 认知局限 — 根本局限” 三层）。 3. 结论（升华主旨）：文末通过总结观点、发出呼吁、拓展延伸收尾，强化核心论点，如 2023 年 3 月卷总结 “故意犯错能促进成长与精通”；2024 年 3 月卷升华 “重读让我们以新视角看待世界与自我”；2025 年 6 月卷强调 “不可测试的想法并非错误，科学需正视局限”。 核心结构总结：引出核心论点（引论）→ 分层论证（本论：分论点 + 论据）→ 总结升华（结论），全程以 “逻辑严谨、论证充分” 为核心。 三、命题热点 天津卷议论文阅读理解命题聚焦 “观点理解、推理判断、论据分析、主旨概括、写作目的” 五大核心考点，其中观点理解与推理判断占比最高，论据分析为议论文特色考点，具体如下： 热点 1：观点理解题（约 35%-40%，最高频考点） · 考查核心：对文本中核心论点、分论点、作者态度的精准提取与理解，考查学生捕捉议论核心的能力。 · 高频考查点：作者的核心观点（如 “故意犯错有益”“重读具有变革力量”）、分论点的具体内容（如 “叙事的学习功能”“科学的认知局限”）、作者对某一现象的态度（如对 “等待反馈” 的看法）。 · 真题示例：2023 年 3 月卷考查 “故意犯错对学习的影响”、2025 年 3 月卷考查 “亚里士多德对幸福的观点”。 热点 2：推理判断题（约 25%-30%，高分核心考点） · 考查核心：基于文本论点与论据，推理观点的隐含意义、论据的深层作用、作者的潜在态度，考查学生的逻辑推导与思辨能力。 · 高频考查点：分论点的隐含价值（如 “叙事培养共情的深层意义”）、举例论证的隐含目的（如 “登山例子对‘奋斗价值’的支撑”）、作者未直接表达的态度（如对 “完美主义” 的否定）。 · 真题示例：2024 年 3 月卷推理 “潜意识重读的作用”、2025 年 6 月卷推理 “作者对人类认知能力的评价”。 热点 3：论据分析题（约 15%，特色考点） · 考查核心：分析文本中论据的类型、作用、与论点的关系，考查学生对议论文论证逻辑的理解能力。 · 高频考查点：举例论证的目的（如 “演员 Toby 与 Ybot 的例子作用”）、比喻论证的含义（如 “刀与锤子的比喻意义”）、对比论证的作用（如 “两种重读形式的对比目的”）。 · 真题示例：2023 年 6 月卷考查 “叙事与单纯事实陈述的对比作用”、2025 年 3 月卷考查 “登山例子的传达意图”。 热点 4：主旨概括题（约 10%-15%，压轴考点） · 考查核心：概括文章的核心论点、主旨大意、最佳标题，考查学生对文本整体的理解与提炼能力。 · 高频考查点：文章的核心论点（如 “科学有局限性”“美好生活在于形状”）、全文的主旨大意（如 “叙事的多重力量”）、贴合核心论点的标题（如 “错误的价值”“重读的变革力量”）。 · 真题示例：2024 年 6 月卷考查 “文章最佳标题”、2025 年 3 月卷考查 “文章核心主旨”。 热点 5：写作目的题（约 10%，辅助考点） · 考查核心：分析作者的写作意图、段落的功能，考查学生对议论文文体特征与逻辑结构的理解能力。 · 高频考查点：作者写某一段的目的（如 2024 年 6 月卷第 51 题 “列举等待场景的目的”）、全文的写作意图（如 “传递重读的价值”“解释科学的局限性”）。 · 真题示例：2024 年 6 月卷考查 “列举等待场景的目的”、2025 年 6 月卷考查 “第四段的传达意图”。 命题共性 1. 答案基于文本论点与逻辑：所有考点均紧扣核心论点与论证逻辑，无主观臆断，推理题需 “有据可依”，观点题需 “精准匹配”。 2. 聚焦思辨逻辑：重点考查 “论点与论据的关系、分论点与核心论点的关系、不同观点的对比”，选项多围绕 “观点的正误、论据的作用、逻辑的推导” 设计。 3. 避免过度延伸：正确答案均为文本观点的直接体现或合理推导，不超出文本核心论点的范围。 四、常见的设问形式 天津卷议论文阅读理解的设问形式高度固定，均为特殊疑问句，紧扣五大命题热点，问句精准指向议论核心，无隐晦表述，常见设问形式按考点分类整理如下： 类别 1：观点理解题（高频设问） 1. What is the author’s view on ______?（作者对______的观点是什么？） 2. What can be learned about ______ according to the author?（根据作者，我们能了解到关于______的什么？） 3. What does the author think of ______?（作者认为______怎么样？） 4. What is the core argument of the passage?（这篇文章的核心论点是什么？） 5. What does Aristotle believe about happiness?（亚里士多德对幸福的看法是什么？） 类别 2：推理判断题（高频设问） 1. What can be inferred from Paragraph X?（从第 X 段可以推断出什么？） 2. What message does Paragraph X convey?（第 X 段传递了什么信息？） 3. What does the author try to convey with the example of ______?（作者用______的例子试图传达什么？） 4. How does the author assess ?（作者如何评价？） 5. What can we learn about ______ from the passage?（从文章中我们能了解到关于______的什么？） 类别 3：论据分析题（高频设问） 1. Why does the author mention ______ in Paragraph X?（作者在第 X 段提到______的原因是什么？） 2. What is the function of the example of ______?（______的例子有什么作用？） 3. What is the author’s purpose in using the metaphor of ______?（作者使用______的比喻的目的是什么？） 4. Why does the author compare ______ and ______?（作者对比______和______的原因是什么？） 类别 4：主旨概括题（高频设问） 1. What could be the best title for the passage?（这篇文章的最佳标题是什么？） 2. What is the main idea of the passage?（这篇文章的主旨是什么？） 3. What is the focus of the passage?（这篇文章的聚焦点是什么？） 类别 5：写作目的题（高频设问） 1. What is the author’s intention in writing Paragraph X?（作者写第 X 段的意图是什么？） 2. What is the author’s purpose in writing the passage?（作者写这篇文章的目的是什么？） 3. What is the function of the first paragraph?（第一段的作用是什么？） 热点·角度·拆解 2023-2025高考考点细目（阅读理解议论文） 卷别 词数 主题 话题 命题形式 2025 年 6 月 376 词 人与社会 科学认知・探讨科学的局限性（工具、认知、根本层面），正视不可测试的思想价值 5 道四选一客观题，涵盖论据分析、细节理解、推理判断、主旨概括 2025 年 3 月 382 词 人与社会 人生价值・阐释 “美好生活” 的核心在于 “生活形状”（经历的顺序）而非单纯物质积累 5 道四选一客观题，涵盖观点理解、细节匹配、论据分析、写作目的 2024 年 6 月 369 词 人与社会 职业成长・分享作家创作中的 “等待” 智慧，指导如何应对反馈与拒绝 5 道四选一客观题，涵盖写作目的、观点理解、细节理解、主旨概括 2024 年 3 月 388 词 人与社会 阅读认知・分析重读的三种形式（主动、被动、潜意识）及其自我成长价值 5 道四选一客观题，涵盖细节理解、观点理解、推理判断、主旨概括 2023 年 6 月 365 词 人与社会 文化传播・论述叙事的多重力量（娱乐、学习、共情），强调其连接他人的价值 5 道四选一客观题，涵盖观点理解、细节匹配、推理判断、主旨概括 2023 年 3 月 373 词 人与社会 认知提升・介绍 “故意犯错效应”，论证有意识犯错对学习、创造力的积极作用 5 道四选一客观题，涵盖观点理解、细节理解、推理判断、主旨概括 热点角度01 观点理解题 析典例·建模型 2023 年 3 月天津卷 47 题 Most people with good sense would accept that we can and should learn from accidental failures. It would be impossible to progress in anything, after all, without taking the occasional misstep. And by understanding how we slipped, we can avoid falling in the future. Few would advocate making intentional mistakes, however. Yet consciously erring (犯错) can promote deeper understanding and better recall. The phenomenon is known as the derring effect—coming from “deliberate (故意的) erring”—and when applied properly, it may bring benefits in many unexpected areas of life. In one experiment carried out at the National University of Singapore, participants were given the task of learning concepts on a difficult subject. For some terms, they simply copied out the correct definition; for others, they were asked to first add an error in their description of the term before correcting the mistake. Naturally, you would expect the addition of the errors to have increased unwanted confusion. Yet the exact opposite was true: the participants who made deliberate errors learned about twice as much as the people who simply copied out the correct definitions. The derring effect could be applied in other situations. So a music teacher may find the addition of deliberate errors could help a student remember the right musical notes. Such a playful approach could fuel their creativity for composition, if the student looks for ways to develop those wrong notes into something more attractive. It is encouraging to discover that by readily accepting our errors and wisely placing ourselves in the way of being wrong, we can in fact overcome weaknesses and rise stronger. The derring effect could be useful for many other challenges too. If you enjoy cooking, for example, you may faithfully follow a recipe without questioning the instructions. But why not try to break away from those habits and deliberately do the “wrong” thing for a change, and see where your derring takes you? If you are painting, meanwhile, you could relax one of the constraints (限制) that you usually put on your work and see what you produce. At worst, you will have refreshed and deepened your knowledge of the rules you normally apply, so that you can be even more effective next time. At best, you may just find that you have discovered something completely new and unexpected, through a flash of inspiration that you would have missed with perfectionism. Either way, your apparent missteps will have moved you a little closer to true mastery. What can be learnt about the experiment? A. Adding intentional errors facilitates learning. B. Correcting mistakes is the key to learning. B. Errors contribute to confusion in learning. D. Learners make fewer errors in difficult subjects. 原文线索：For some terms, they simply copied out the correct definition; for others, they were asked to first add an error in their description of the term before correcting the mistake... the participants who made deliberate errors learned about twice as much as the people who simply copied out the correct definitions. 解题思路建模： 1. 划题干关键词：锁定experiment，明确考查 “实验所支撑的观点”； 2. 定位原文论证段落：找到描述实验设计与结果的段落（第三、四段）； 3. 提取实验核心逻辑：实验分组（单纯抄写正确定义 vs 故意犯错后修正）→ 结果（故意犯错组学习效果是抄写组的两倍）→ 支撑观点（故意犯错促进学习）； 4. 逐一匹配选项：B（纠正错误是关键）偏离 “故意犯错” 核心，C（错误导致困惑）与实验结果矛盾，D（难题中犯错更少）未提及，A（故意犯错促进学习）与实验逻辑完全契合； 5. 确定答案：A模型总结：观点理解题 =划题干关键词（论点 / 实验 / 现象）→ 定位原文论证段落→ 提取 “论据→论点” 的逻辑链→ 排除偏离 / 矛盾选项→ 匹配核心观点 研考点·通技法 天津卷议论文观点理解题聚焦 “核心论点、分论点、实验 / 例子支撑的观点”，核心技法为 “锁定论证逻辑，精准匹配观点”，避免被次要信息干扰： 1. 论点定位技巧： 1. 核心论点：多在首段末句、第二段首句或末段，常以转折词（however/yet）引出（如 2023 年 3 月卷首段末句引出 “故意犯错的价值”）； 2. 分论点：多在各段首句，为该段论证的核心（如 2023 年 6 月卷各段首句分别阐述 “叙事的娱乐形式、学习功能、共情价值”）； 3. 实验 / 例子支撑的观点：多在实验 / 例子前后，常以 “the phenomenon is known as...”“this suggests...”“the result shows...” 引出。 2. 选项匹配三大原则： 2. ✅ 正确选项：与论点完全一致，或为论点的同义替换（如 “facilitates learning”=“learned about twice as much”）； 2. ❌ 错误选项 1：偏离核心（如实验观点是 “故意犯错”，选项讲 “纠正错误”）； 2. ❌ 错误选项 2：与论点矛盾（如实验证明 “错误促进学习”，选项讲 “错误导致困惑”）； 2. ❌ 错误选项 3：无中生有（原文未提及的观点，如 “难题中犯错更少”）。 3. 观点态度识别技巧： 3. 正向观点：support/facilitate/benefit/valuable/effective； 3. 负向观点：harm/confuse/ineffective/unwise； 3. 中立观点：discuss/explore/analyze/present。 破类题·提能力 2025 年 3 月天津卷 51 题 Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. What can be learned about Aristotle’s view on happiness? A. Goods contribute to happiness. B. Virtuous people may not be happy. C. Too many goods reduce happiness. D. Happy people care less about goods. 2023 年 6 月天津卷 48 题 Storytelling is an ancient art form that has been used to hand down legends, tales and factual stories. Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters, with a unique voice for each character. Storytelling does not just take place at bedtime or round a campfire, however. It can take some other forms, either via the books we read or the films we watch. But they usually have some elements in common: rather than a list of dry facts, stories have plots and they introduce characters. We respond to stories, particularly when there is emotional detail. And unlike what we suppose, storytelling is not just a form of entertainment, but a form of learning as well. Long before reading and writing became widely spread and available, oral storytelling had already been a form that the wisdom and knowledge of the people were passed down from elders to children. A good story engages our curiosity, emotions and imagination. Storytelling helps with learning also because stories are easy to remember. Research has found that learning obtained from a well-told story is remembered more accurately, and for far longer, than from facts and figures. And above all, stories have a transformative power to allow us to see the world in a different way than we do if we just encounter it on our own. Stories are an entry point to understanding a different experience of the world. This aspect of storytelling—resenting a different perspective of the world—is important when it comes to connecting with each other. It gives us an opportunity to learn from another person’s experience and it can shape, strengthen or challenge our opinions and values. So, when someone tells us their own personal story, we catch a glimpse (瞥见) of a view of the world that may be slightly or significantly different from our own. When we see the world as they see it, or walk in their shoes, the experience can inspire empathy (共情；同理心) with them. Why does storytelling work better than mere statement of facts in promoting learning? A. It carries more wisdom and knowledge. B. It is more widely available to young learners. C. It satisfies our imagination and releases our emotions. D. D. It makes what is learned more precise and longer lasting. 热点角度02 推理判断题 析典例·建模型 2025 年 6 月天津卷 53 题 Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. How does the author assess human beings in terms of their cognitive capacity? A. They are just 2.4% away from true abstract thinking. B. They are slightly smarter than other intelligent beings. C. They are yet to evolve further to learn more about the universe. D. They are good at solving problems with advanced mathematics. 研考点·通技法 天津卷议论文推理题聚焦 “观点的隐含意义、论据的深层作用、作者的潜在态度”，核心是 “基于论证逻辑推理，不主观臆断”，技法分三类： 1. 观点隐含意义推理 · 核心技巧：“论点→合理延伸”，推理论点未直接表达但必然成立的观点； · 示例：原文 “故意犯错促进学习”→ 推理 “作者不鼓励完美主义”； · 关键：延伸观点需与核心论点一致，不添加额外假设。 2. 论据深层作用推理 · 核心技巧：“论据→论点→隐含价值”，推导论据支撑论点背后的深层意义； · 示例：原文 “演员 Toby 先苦后甜，Ybot 先甜后苦，人们更认可 Toby 的人生”→ 推理 “人们更珍视奋斗得来的成功”； · 关键：深层意义需紧扣论据与论点的关联，不偏离文本主题。 3. 作者潜在态度推理 · 核心技巧：“语言色彩 + 论证倾向”，通过褒贬词汇、论证侧重推导态度； · 正向态度词：valuable/effective/wise/beneficial； · 负向态度词：unwise/harmful/ineffective/pointless； · 示例：原文频繁用 “valuable”“strengthen”“shape” 描述重读→ 推理 “作者认可重读的价值”。 避坑要点 · 排除 “绝对化表述”：选项含never/always/only等绝对词，多为错误答案（议论文强调思辨，极少绝对化结论）； · 排除 “过度推理”：推理超出文本论点范围，如原文讲 “故意犯错对学习有益”，选项讲 “故意犯错在所有领域都有益”； · 排除 “偷换概念”：替换原文核心词，如将 “DNA 再进化 1.2%” 改为 “差 2.4% 达到抽象思维”。 破类题·提能力 2024 年 3 月天津卷 54 题 Staring at the bookcases in my study, packed with so many great books that had remained unread, I heard a loud voice in my head— “Shame on you! How can you leave these masterpieces unread?” The first book I picked up was Montaigne’s Essays. To my surprise I discovered in the margins (页边空白) what clearly was my own faded handwriting. So I was actually reading it again, but what I was rereading seemed entirely new. I also found sentences underlined. Only this time I wondered: Why did I underline this sentence? It’s the next one that is important! Clearly, my way of reading the text had shifted, and I myself had changed over the years. This raised the larger question of rereading. It comes in many forms. There’s voluntary rereading, the result of a willful decision to revisit a book one has admired, or a book that has left one with some unanswered questions. This kind of planned revisit could also be for confirming certain details in the text, or for checking on the moves of a given character. A devoted teacher might also wish to refresh his closeness to a work, and thus avoid teaching through the same old written notes with soporific (让人瞌睡的) effects. Contrarily, there’s involuntary rereading. The original reading was either forgotten or so totally absorbed that the new chance encounter with the text produced surprise and astonishment. My reaction to the renewed reading no longer corresponded to the original experience, and I was no longer sure that I recognized myself as the same reader. Then there are what one might call subconscious (潜意识的) rereadings, those that occur without the specific act of reading, much as the memory of a tune can keep coming back to the mind without its actually being heard again. This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us. Much in the same manner, we may over the years recite to ourselves poems learnt by heart long ago, which have become part of our self-recognition. All of these ways of reading are valuable. Renewed contact with a novel or a poem can activate the search for a better knowledge of the self. The new reading, a form of revision, uncovers the change in us. The newness is not in the text. It is we who have evolved. In the process of rereading, our outlook has also been significantly changed. Rereading makes it possible for us to see the world around us, ourselves included, in a new light. What can be learnt about subconscious rereading? A. It prevents memory from fading. B. It helps make who we are. C. It involves actual reading. D. It works best with poetry and music. 2025 年 3 月天津卷 53 题 Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. What does the author try to convey with the example of mountain climbing? A. Easy success is often envied. B. There are various paths to success. C. Fierce struggle is vital to success. D. Hard-earned success is treasured more. 热点角度03 论据分析题 析典例·建模型 2025 年 6 月天津卷 51 题 Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. Why does the author mention “knife” and “hammer” in Paragraph 1? A. To demonstrate how tools can be used creatively. B. B. To highlight consequences of using a wrong tool. C. To show the necessity of keeping a handy tool within reach. D. To stress the need for the right tool to achieve desired results. 原文线索：Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer, but the result would have been better if I’d had a more suitable tool at hand. 解题思路建模： 1. 划题干关键词：锁定mention “knife” and “hammer”、why，明确考查 “比喻论据的作用”； 2. 定位原文论点：该段首句为核心论点 “科学是解锁宇宙奥秘的强大工具，但理解其局限性对有效应用至关重要”； 3. 分析论据与论点的关联：用 “刀把当锤子用，结果不如合适的锤子” 比喻 “科学是工具，需用对才能达到最佳效果，否则有局限”，目的是 “强调用合适工具实现理想结果的必要性”，进而支撑 “科学需正确应用” 的论点； 4. 匹配选项：A（展示工具的创造性使用）、B（强调用错工具的后果）、C（展示手边有工具的必要性）均偏离 “合适工具的重要性”，D 契合论据作用； 确定答案：D 模型总结：论据分析题 =划题干关键词（论据内容）→ 定位论据前后的核心论点→ 分析论据对论点的支撑关系（举例 / 比喻 / 对比）→ 匹配选项中对应的论据作用→ 确定答案 研考点·通技法 天津卷议论文论据分析题聚焦 “举例论证、比喻论证、对比论证的作用”，核心是 “理清论据与论点的逻辑关联”，技法分三类： 1. 举例论证的作用 · 常见标志：for example/for instance/such as，或具体人物、事件（如演员 Toby 与 Ybot、登山例子）； · 核心作用：“具体化论点，增强说服力”（如用 “故意犯错的实验” 具体化 “故意犯错促进学习” 的论点）； · 解题技巧：找到例子支撑的论点（多在例子前 / 后），选项需体现 “支撑某论点” 的表述（如 “to illustrate that...”“to support the view that...”）。 2. 比喻论证的作用 · 常见标志：like/as/just as...so...，或具体事物比喻抽象概念（如刀与锤子比喻科学工具）； · 核心作用：“通俗化论点，便于理解”（如用 “刀把当锤子” 通俗化 “科学需用对才能有效” 的抽象论点）； · 解题技巧：还原比喻的本体（如刀与锤子的本体是 “工具”，科学是 “工具”），明确比喻要说明的本体特征（如 “合适的工具才能有好结果”）。 3. 对比论证的作用 · 常见标志：while/however/compared with/in contrast，或正反两方面例子（如单纯抄写 vs 故意犯错、Toby vs Ybot）； · 核心作用：“突出论点，强化差异”（如对比 “故意犯错组” 与 “抄写组” 的学习效果，突出 “故意犯错促进学习”）； · 解题技巧：明确对比的双方及差异点，选项需体现 “突出某差异 / 强调某观点” 的表述。 破类题·提能力 2023 年 6 月天津卷 46 题 Storytelling is an ancient art form that has been used to hand down legends, tales and factual stories. Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters, with a unique voice for each character. Storytelling does not just take place at bedtime or round a campfire, however. It can take some other forms, either via the books we read or the films we watch. But they usually have some elements in common: rather than a list of dry facts, stories have plots and they introduce characters. We respond to stories, particularly when there is emotional detail. And unlike what we suppose, storytelling is not just a form of entertainment, but a form of learning as well. Long before reading and writing became widely spread and available, oral storytelling had already been a form that the wisdom and knowledge of the people were passed down from elders to children. A good story engages our curiosity, emotions and imagination. Storytelling helps with learning also because stories are easy to remember. Research has found that learning obtained from a well-told story is remembered more accurately, and for far longer, than from facts and figures. And above all, stories have a transformative power to allow us to see the world in a different way than we do if we just encounter it on our own. Stories are an entry point to understanding a different experience of the world. This aspect of storytelling—resenting a different perspective of the world—is important when it comes to connecting with each other. It gives us an opportunity to learn from another person’s experience and it can shape, strengthen or challenge our opinions and values. So, when someone tells us their own personal story, we catch a glimpse (瞥见) of a view of the world that may be slightly or significantly different from our own. When we see the world as they see it, or walk in their shoes, the experience can inspire empathy (共情；同理心) with them. What occurs to us the moment we think of “storytelling”? A. A child’s imaginary world. B. Voices of Mom or Dad. C. An ancient art form. D. Factual stories. 2024 年 6 月天津卷 51 题 Writing is not only rewriting … it’s also endless waiting. Waiting for new story ideas to pop into your head, waiting for a writing partner to return your emails, waiting for the accursed (被咒的) writer’s block to lift. But the most painful of all is waiting for feedback from an executive— producer, agent, manager, etc. — after you’ve submitted your work. I’m convinced this is why Hemingway started drinking. My default (默认的) setting is the belief that “no news is good news.” But in the screenwriting industry, the exact opposite is true. If an exec has your script and loves it, they will call … immediately. If it didn’t grip them, they toss it into a pile of rejects and you’ll never hear from them again. When submitting your own work, assume you are not the exception to the rule. Perhaps, a couple of scenarios (场景) will give you a clearer idea about what strategies to take to deal with what to come. Scenario One: say your email inbox “pings” all of a sudden, and it’s a letter of acceptance as expected. Now what? First, always ask if they have further notes to share. That keeps a dialogue going; plus, they’ll see you take feedback seriously; then ask to be considered for future writing assignments or inquire if they may recommend you to other producers; lastly, take the opportunity to think up an original idea while waiting. Now comes Scenario Two: you check your inbox only to find...a notice of rejection. You might cry over that, you might shake your fists, but what to do next? Learn from it. You’d learn how to work on your scripts to become a better writer, making yourself more appealing to the next target producer. And those new ideas might be exactly what your career needs to get you to the next level. While waiting, find something that strengthens your confidence in achieving success. I myself have set a selected item on my desk to keep it strong - a photo frame with the advice from Behrendt, “Maybe the happy ending is this, knowing after all the unreturned phone calls, broken hearts, through the blunders (粗心的错误) and misread signals, through all the pain and embarrassment, you never give up hope.” Allow a day of waiting to be a day of hope. Let go of stress, enjoy the moment and appreciate the value of getting a professional to read your work. Congratulate yourself for the forward motion. You have worked hard for it. A rejection is just one person’s opinion. Perhaps, with a wise producer’s magic kiss, your next submission would turn from a frog into a prince. That can only happen, however, if you keep submitting stories, stay grounded in reality, act professionally and never give up. What’s the author’s intention in listing different cases of waiting in Paragraph 1? A. To present problems a writer should avoid. B. To give exceptions to the previous statement. C. To provide supporting details for the topic sentence. D. To remind a green hand of ups and downs in their career. 热点角度04 主旨概括题 析典例·建模型 2024 年 3 月天津卷 55 题 Staring at the bookcases in my study, packed with so many great books that had remained unread, I heard a loud voice in my head— “Shame on you! How can you leave these masterpieces unread?” The first book I picked up was Montaigne’s Essays. To my surprise I discovered in the margins (页边空白) what clearly was my own faded handwriting. So I was actually reading it again, but what I was rereading seemed entirely new. I also found sentences underlined. Only this time I wondered: Why did I underline this sentence? It’s the next one that is important! Clearly, my way of reading the text had shifted, and I myself had changed over the years. This raised the larger question of rereading. It comes in many forms. There’s voluntary rereading, the result of a willful decision to revisit a book one has admired, or a book that has left one with some unanswered questions. This kind of planned revisit could also be for confirming certain details in the text, or for checking on the moves of a given character. A devoted teacher might also wish to refresh his closeness to a work, and thus avoid teaching through the same old written notes with soporific (让人瞌睡的) effects. Contrarily, there’s involuntary rereading. The original reading was either forgotten or so totally absorbed that the new chance encounter with the text produced surprise and astonishment. My reaction to the renewed reading no longer corresponded to the original experience, and I was no longer sure that I recognized myself as the same reader. Then there are what one might call subconscious (潜意识的) rereadings, those that occur without the specific act of reading, much as the memory of a tune can keep coming back to the mind without its actually being heard again. This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us. Much in the same manner, we may over the years recite to ourselves poems learnt by heart long ago, which have become part of our self-recognition. All of these ways of reading are valuable. Renewed contact with a novel or a poem can activate the search for a better knowledge of the self. The new reading, a form of revision, uncovers the change in us. The newness is not in the text. It is we who have evolved. In the process of rereading, our outlook has also been significantly changed. Rereading makes it possible for us to see the world around us, ourselves included, in a new light. What could be the best title for the passage? A. Accessing Masterpieces through Rereading B. Rereading: Voluntary or Involuntary? B. C. Rereading: Pursuit of Truth D. Transformative Power of Rereading 原文线索：核心论点：重读有多种形式（主动、被动、潜意识），均有价值；段落展开：不同重读形式的特点→ 重读的价值（激活自我认知、揭示自身变化、以新视角看世界）；结尾：Rereading makes it possible for us to see the world around us, ourselves included, in a new light. 解题思路建模： 1. 梳理全文核心话题：全文围绕 “重读” 展开，核心是 “重读的多种形式及其变革性价值（改变自我认知、新视角看世界）”； 2. 提炼核心主旨：重点在 “重读的变革力量”，而非 “通过重读接触名著”“重读的类型”“追求真理”； 3. 逐一分析选项： A：仅强调 “接触名著”，未涵盖 “自我变革” 核心，片面； B：仅聚焦 “重读的类型”，是分论点，非核心主旨，片面； C：“追求真理” 未在原文提及，无依据； D：“重读的变革力量”，贴合核心论点与结尾升华，全面覆盖； 4. 确定答案：D 模型总结：主旨概括题（议论文）=梳理全文核心话题（议论对象）→ 提炼核心论点（价值 / 意义 / 观点）→ 排除片面 / 无依据 / 偏离话题选项→ 选择覆盖核心话题 + 论点的选项 研考点·通技法 天津卷议论文主旨题聚焦 “核心论点、全文主旨、最佳标题”，核心是 “抓主干、弃枝叶”，技法如下： 1. 核心话题快速锁定： 1. 高频词法：全文反复出现的议论对象（如 rereading/storytelling/derring effect/science），即为核心话题； 2. 首段法：首段引出的议论对象或问题，即为全文围绕的核心（如首段提出 “写作中的等待”，核心话题为 “写作与等待”）。 2. 核心论点提炼技巧： 2. 合并分论点：各段分论点均为核心论点的支撑，整合分论点即可提炼主旨（如 “重读的主动形式有价值、被动形式有价值、潜意识形式有价值”→ 核心论点 “重读具有变革价值”）； 2. 结尾法：结尾总结的观点或升华的意义，往往是全文核心论点（如 “重读让我们以新视角看世界”）。 3. 最佳标题选择技巧： 3. 精准性：标题需包含核心话题 + 核心论点（如 “Transformative Power of Rereading” 包含 “rereading”+“变革力量”）； 3. 简洁性：避免冗长表述，优先选择短语式标题（如 “The Power of Storytelling” 比 “Storytelling Has Many Powers” 更合适）； 3. 排他性：标题需能区分其他话题，不模糊（如 “Derring Effect: The Value of Intentional Errors” 比 “Errors Are Valuable” 更精准）。 破类题·提能力 2023 年 6 月天津卷 55 题 Storytelling is an ancient art form that has been used to hand down legends, tales and factual stories. Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters, with a unique voice for each character. Storytelling does not just take place at bedtime or round a campfire, however. It can take some other forms, either via the books we read or the films we watch. But they usually have some elements in common: rather than a list of dry facts, stories have plots and they introduce characters. We respond to stories, particularly when there is emotional detail. And unlike what we suppose, storytelling is not just a form of entertainment, but a form of learning as well. Long before reading and writing became widely spread and available, oral storytelling had already been a form that the wisdom and knowledge of the people were passed down from elders to children. A good story engages our curiosity, emotions and imagination. Storytelling helps with learning also because stories are easy to remember. Research has found that learning obtained from a well-told story is remembered more accurately, and for far longer, than from facts and figures. And above all, stories have a transformative power to allow us to see the world in a different way than we do if we just encounter it on our own. Stories are an entry point to understanding a different experience of the world. This aspect of storytelling—resenting a different perspective of the world—is important when it comes to connecting with each other. It gives us an opportunity to learn from another person’s experience and it can shape, strengthen or challenge our opinions and values. So, when someone tells us their own personal story, we catch a glimpse (瞥见) of a view of the world that may be slightly or significantly different from our own. When we see the world as they see it, or walk in their shoes, the experience can inspire empathy (共情；同理心) with them. What occurs to us the moment we think of “storytelling”? A. A child’s imaginary world. B. Voices of Mom or Dad. C. An ancient art form. D. Factual stories. 2024 年 6 月天津卷 51 题 Writing is not only rewriting … it’s also endless waiting. Waiting for new story ideas to pop into your head, waiting for a writing partner to return your emails, waiting for the accursed (被咒的) writer’s block to lift. But the most painful of all is waiting for feedback from an executive— producer, agent, manager, etc. — after you’ve submitted your work. I’m convinced this is why Hemingway started drinking. My default (默认的) setting is the belief that “no news is good news.” But in the screenwriting industry, the exact opposite is true. If an exec has your script and loves it, they will call … immediately. If it didn’t grip them, they toss it into a pile of rejects and you’ll never hear from them again. When submitting your own work, assume you are not the exception to the rule. Perhaps, a couple of scenarios (场景) will give you a clearer idea about what strategies to take to deal with what to come. Scenario One: say your email inbox “pings” all of a sudden, and it’s a letter of acceptance as expected. Now what? First, always ask if they have further notes to share. That keeps a dialogue going; plus, they’ll see you take feedback seriously; then ask to be considered for future writing assignments or inquire if they may recommend you to other producers; lastly, take the opportunity to think up an original idea while waiting. Now comes Scenario Two: you check your inbox only to find...a notice of rejection. You might cry over that, you might shake your fists, but what to do next? Learn from it. You’d learn how to work on your scripts to become a better writer, making yourself more appealing to the next target producer. And those new ideas might be exactly what your career needs to get you to the next level. While waiting, find something that strengthens your confidence in achieving success. I myself have set a selected item on my desk to keep it strong - a photo frame with the advice from Behrendt, “Maybe the happy ending is this, knowing after all the unreturned phone calls, broken hearts, through the blunders (粗心的错误) and misread signals, through all the pain and embarrassment, you never give up hope.” Allow a day of waiting to be a day of hope. Let go of stress, enjoy the moment and appreciate the value of getting a professional to read your work. Congratulate yourself for the forward motion. You have worked hard for it. A rejection is just one person’s opinion. Perhaps, with a wise producer’s magic kiss, your next submission would turn from a frog into a prince. That can only happen, however, if you keep submitting stories, stay grounded in reality, act professionally and never give up. What makes the best title for the passage? A. The History of Storytelling B. The Power of Storytelling C. The Forms of Storytelling D. The Art of Storytelling 2025 年 3 月天津卷 55 题 Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. What could be the best title for the passage? A. To Shape Your Life with Good Deeds B. Defining the Shape of a Good Life C. The Essential Components of Good Life D. How We Can Have a Good Shape of Life 热点角度05写作目的题 析典例·建模型 2024 年 6 月天津卷 51 题 Writing is not only rewriting … it’s also endless waiting. Waiting for new story ideas to pop into your head, waiting for a writing partner to return your emails, waiting for the accursed (被咒的) writer’s block to lift. But the most painful of all is waiting for feedback from an executive— producer, agent, manager, etc. — after you’ve submitted your work. I’m convinced this is why Hemingway started drinking. My default (默认的) setting is the belief that “no news is good news.” But in the screenwriting industry, the exact opposite is true. If an exec has your script and loves it, they will call … immediately. If it didn’t grip them, they toss it into a pile of rejects and you’ll never hear from them again. When submitting your own work, assume you are not the exception to the rule. Perhaps, a couple of scenarios (场景) will give you a clearer idea about what strategies to take to deal with what to come. Scenario One: say your email inbox “pings” all of a sudden, and it’s a letter of acceptance as expected. Now what? First, always ask if they have further notes to share. That keeps a dialogue going; plus, they’ll see you take feedback seriously; then ask to be considered for future writing assignments or inquire if they may recommend you to other producers; lastly, take the opportunity to think up an original idea while waiting. Now comes Scenario Two: you check your inbox only to find...a notice of rejection. You might cry over that, you might shake your fists, but what to do next? Learn from it. You’d learn how to work on your scripts to become a better writer, making yourself more appealing to the next target producer. And those new ideas might be exactly what your career needs to get you to the next level. While waiting, find something that strengthens your confidence in achieving success. I myself have set a selected item on my desk to keep it strong - a photo frame with the advice from Behrendt, “Maybe the happy ending is this, knowing after all the unreturned phone calls, broken hearts, through the blunders (粗心的错误) and misread signals, through all the pain and embarrassment, you never give up hope.” Allow a day of waiting to be a day of hope. Let go of stress, enjoy the moment and appreciate the value of getting a professional to read your work. Congratulate yourself for the forward motion. You have worked hard for it. A rejection is just one person’s opinion. Perhaps, with a wise producer’s magic kiss, your next submission would turn from a frog into a prince. That can only happen, however, if you keep submitting stories, stay grounded in reality, act professionally and never give up. What’s the author’s intention in listing different cases of waiting in Paragraph 1? A. To present problems a writer should avoid. B. To give exceptions to the previous statement. C. To provide supporting details for the topic sentence. D. To remind a green hand of ups and downs in their career. 原文线索：Paragraph 1 主题句：Writing is not only rewriting … it’s also endless waiting. 后续列举：Waiting for new story ideas... waiting for a writing partner... waiting for writer’s block to lift... waiting for feedback. 解题思路建模： 1. 回顾段落主题句：首句提出 “写作也是无尽的等待” 这一核心观点； 2. 分析列举内容与主题句的关系：列举的 “等灵感、等邮件、等创作瓶颈突破、等反馈” 均是 “写作中无尽等待” 的具体表现，是对主题句的支撑细节； 3. 匹配选项功能：A（展示应避免的问题）、B（给出例外）、D（提醒新手职业起伏）均与 “支撑主题句” 无关，C（为主题句提供支撑细节）契合； 4. 确定答案：C模型总结：写作目的题 =回顾段落 / 全文核心观点→ 分析当前内容与观点的逻辑关系（支撑 / 引出 / 解释 / 总结）→ 匹配选项功能→ 确定答案 研考点·通技法 天津卷议论文写作目的题聚焦 “段落功能、全文写作意图”，核心是 “理清逻辑关系”，技法分两类： 1. 段落写作目的 · 常见段落功能及判断技巧： · 引出论点：段落为开篇段，通过现象、设问、比喻引出全文核心论点（如 2023 年 3 月卷首段通过 “偶然错误 vs 故意错误” 引出 “derring effect”）； · 支撑论点：段落为中间段，通过举例、对比、引用支撑某分论点或核心论点（如 2024 年 6 月卷首段列举等待场景支撑 “写作是无尽等待”）； · 解释论点：段落以in other words/that is to say开头，进一步解释前文论点的细节（如用通俗语言解释 “生活形状假说”）； · 总结论点：段落为结尾段，总结全文核心论点，或升华论点的意义（如 2024 年 3 月卷结尾总结 “重读让我们以新视角看世界”）。 2. 全文写作目的 · 常见全文写作目的： · 阐述观点：如阐述 “故意犯错的价值”“叙事的力量”“科学的局限性”； · 传递理念：如传递 “重读的变革价值”“等待的智慧”“美好生活的形状”； · 探讨话题：如探讨 “错误与学习的关系”“认知与进化的关联”。 破类题·提能力 2025 年 6 月天津卷 54 题 Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. What message does Paragraph 4 convey? A. Some puzzles about the universe are way beyond scientific exploration. B. Experimental research lays solid foundations for space technology. C. Boundaries of science can be pushed back with determined efforts. D. Limitations of science may result from insufficient testing. 2023 年 3 月天津卷 46 题 Most people with good sense would accept that we can and should learn from accidental failures. It would be impossible to progress in anything, after all, without taking the occasional misstep. And by understanding how we slipped, we can avoid falling in the future. Few would advocate making intentional mistakes, however. Yet consciously erring (犯错) can promote deeper understanding and better recall. The phenomenon is known as the derring effect—coming from “deliberate (故意的) erring”—and when applied properly, it may bring benefits in many unexpected areas of life. In one experiment carried out at the National University of Singapore, participants were given the task of learning concepts on a difficult subject. For some terms, they simply copied out the correct definition; for others, they were asked to first add an error in their description of the term before correcting the mistake. Naturally, you would expect the addition of the errors to have increased unwanted confusion. Yet the exact opposite was true: the participants who made deliberate errors learned about twice as much as the people who simply copied out the correct definitions. The derring effect could be applied in other situations. So a music teacher may find the addition of deliberate errors could help a student remember the right musical notes. Such a playful approach could fuel their creativity for composition, if the student looks for ways to develop those wrong notes into something more attractive. It is encouraging to discover that by readily accepting our errors and wisely placing ourselves in the way of being wrong, we can in fact overcome weaknesses and rise stronger. The derring effect could be useful for many other challenges too. If you enjoy cooking, for example, you may faithfully follow a recipe without questioning the instructions. But why not try to break away from those habits and deliberately do the “wrong” thing for a change, and see where your derring takes you? If you are painting, meanwhile, you could relax one of the constraints (限制) that you usually put on your work and see what you produce. At worst, you will have refreshed and deepened your knowledge of the rules you normally apply, so that you can be even more effective next time. At best, you may just find that you have discovered something completely new and unexpected, through a flash of inspiration that you would have missed with perfectionism. Either way, your apparent missteps will have moved you a little closer to true mastery. In Paragraph 1, the author presents ________. A. a routine warning B. a popular misbelief C. a commonly-held view D. a theoretical assumption 原文线索：Paragraph 1：Most people with good sense would accept that we can and should learn from accidental failures... Few would advocate making intentional mistakes, however. 答案：C 解析：首段目的是 “引出论点”，先提出 “大多数人认为应从偶然错误中学习，不主张故意犯错” 这一普遍观点，再通过转折引出 “故意犯错有价值” 的核心论点，A（常规警告）、B（普遍误解）、D（理论假设）均不符，C（普遍观点）契合段落目的。 天津卷议论文阅读理解通用解题步骤（满分必备） 1. 跳读全文，锁定核心：花 1 分钟跳读首段（核心话题 + 引出论点）、各段首句（分论点）、末段（总结升华），明确 “议论对象 + 核心论点”； 2. 逐题解题，精准定位：根据题干关键词，跳回原文对应段落，提取 “论点→论据” 的逻辑链，避免通读全文浪费时间； 3. 优先排除错误选项：先排除 “无中生有、偷换概念、扩大 / 缩小范围、绝对化表述” 的选项，缩小选择范围； 4. 验证答案，贴合逻辑：议论文逻辑严谨，答案需与核心论点、论证逻辑一致，不确定时选择 “最贴合核心论点” 的选项； 5. 复查细节，避免粗心：重点检查论点与论据的匹配、逻辑连接词的含义、选项与原文的同义替换，避免因细节遗漏导致错误。 （建议用时：80分钟） 刷模拟 A （2026·天津南开·一模）Most of us in the entrepreneurial community are blessed — or cursed — with higher-than-average ambition. Ambitious people strongly desire accomplishments and are willing to take more risks and spend more effort to get them. Overall, this is a positive quality, especially for people trying to build their own businesses. Apparently, if you’re more naturally driven to set goals, you are more likely to succeed. Actually, this isn’t always the case. In fact, in some cases, extreme ambition may end up doing more harm than good. One major side effect of excessive ambition is the tendency to focus too determinedly on one particular vision or end goal. This is problematic because it hinders your ability to adapt to new circumstances, which is vital if you want to be a successful entrepreneur. If a new competitor emerges to threaten your business, you may need to change direction, even if that means straying from your original vision. If you have too much ambition, you’ll find this hard, if not impossible. Few people are successful when they try to build their first brand. Unfortunately, for the most ambitious entrepreneurs, a failure is seen as disastrous, and impossible to recover from. It’s a clear departure from the intended plan toward the intended goal. For people with limited ambition, however, failure is viewed as something closer to reality. Remember, failure is inevitable, and every failure you survive is a learning experience. Ambitious people tend to be more materialistically successful than their non-ambitious counterparts. However, they’re only slightly happier than their less-ambitious counterparts, and tend to live significantly shorter lives. This implies that even though ambitious people are more likely to achieve conventional “success,” such success means nothing for their health and happiness — and if you don’t have health and happiness. what else could possibly matter? Clearly, some amount of ambition is good for your motivation. Without any ambition, you wouldn’t start your own business, set or achieve goals and get far in life. But an excess of ambition can also be dangerous, putting you at risk of burnout, stubbornness and even a shorter life. 1．What does the author think of most entrepreneurs? A．They are more willing to risk their own lives. B．They are more ambitious than ordinary people. C．They achieve greater nonconventional success. D．They have more positive qualities than most of us. 2．What does the author imply by saying “this isn’t always the case”? A．Ambitious people may not have a greater chance of success. B．Ambitious people may not have more positive qualities. C．Entrepreneurs’ ambition does as much good as harm. D．Entrepreneurs are more naturally driven to success. 3．If one wants to become a successful entrepreneur, he must _________. A．hold on to his original vision B．be able to adapt to new situations C．focus determinedly on one particular goal D．avoid radical change in one’s career direction 4．How do the most ambitious entrepreneurs regard failure in their endeavor? A．It will awaken them to reality. B．It is a lesson they have to learn. C．It means the end of their career. D．It will result in a slow recovery. 5．What does the author advise us to do concerning ambition? A．Distinguish between conventional success and our life goal. B．Follow the example of the most ambitious entrepreneurs. C．Avoid taking unnecessary risks when starting a business. D．Prioritize health and happiness over material success. B （2026·天津南开·一模）“I write to find out what I’m thinking,” wrote the great American journalist John Dos Passos. Anyone engaged in writing understands this truth: the act of writing transforms half-formed ideas into precise, logical thought. What sounds coherent when spoken often appears weak and illogical when committed to paper. A recent MIT study provides convincing scientific evidence for this claim. Researchers used wearable brain scanners to compare students who wrote essays independently with those using AI assistance. The findings were clear: AI-assisted writers “consistently underperformed at brain, verbal, and behavioral levels.” They demonstrated that we need to write in order to think deeply. This research emerges at a critical historical moment for literacy. Childhood reading has reached record lows, with nearly half of British adults not reading a single book last year. Adult literacy is declining or making no progress across most OECD countries. Notably, average IQs have begun to decline since the 1980s, along with reasoning and problem-solving abilities — a trend that is unlikely to be random. Walter Ong’s influential work “Orality and Literacy” illuminates why writing is essential. He argued that literacy enabled Ancient Greece’s intellectual revolution. Oral cultures must “think memorable thoughts”, relying on rhyme, emotion, and cliché (陈词滥调) to preserve knowledge. Writing, by contrast, allows for precise, complex statements that can be examined, reviewed, and developed into logical arguments. In our digital age, no technology has surpassed the complicated architecture of the book. While the internet offers fragmented information, books provide rich context and sustained logical connections. Reading is an active process that demands engagement and concentration — it is essentially thinking in dialogue with the text. As our culture becomes increasingly dominated by short-form videos and attention-fragmenting content, we risk losing the capacity for complex reasoning. Reading and writing form the foundation of serious thought — a habit that unites history’s greatest minds. Before we yield our cognitive development to screens and algorithms, we must carefully consider what we might be sacrificing. 6．What is the function of writing according to John Dos Passos? A．Revealing flaws in speech. B．Organizing thoughts. C．Recording spoken words. D．Ensuring fluency. 7．What is the key advantage of writing over oral cultures? A．It makes for logical statements. B．It ensures greater objectivity. C．It preserves knowledge longer. D．It requires “memorable thoughts”. 8．Why does the author describe reading as “thinking in dialogue with the text”? A．To underline its logical structure. B．To contrast with online reading. C．To show its interactive feature. D．To highlight its cultural relevance. 9．What is the author’s attitude towards people’s reasoning capacity? A．Dismissive. B．Skeptical. C．Critical. D．Concerned. 10．Which can be the best title for the passage? A．Writing, Reading, and Thinking: Why Literacy Matters More Than Ever. B．The Digital Age: How Technology Is Reshaping Our Minds. C．The Power of Writing: How Putting Pen to Paper Shapes Thought. D．The Decline of Reading: A Warning Against Digital Distraction. C （2026·天津河西·一模）They’re still kids, and although there’s a lot that the experts don’t yet know about them, one thing they do agree on is that what kids use and expect from their world has changed rapidly. And it’s all because of technology. To the psychologists, sociologists, and generational and media experts who study them, their digital devices set this new group apart, even from their tech-skilled Millennial (千禧年的) elders. They want to be constantly connected and available in a way even their older brothers and sisters don’t quite get. These differences may appear slight, but they signal an all-encompassing (包罗万象的) sensibility that some say marks the dawning of a new generation. The contrast between Millennials and this younger group was so evident to psychologist Larry Rosen that he has declared the birth of a new generation in his new book, Rewired. Rosen says the tech-dominated life experience of those born since the early 1990s is so different from the Millennials that they deserve the distinction of a new generation, which he has called the “iGeneration”. “The technology is the easiest way to see it, but it’s also a mind-set, and the mind-set goes with the little ‘i’, which I’m talking to stand for ‘individualized’,” Rosen says. “Everything is defined and individualized to ‘me’. My music choices are defined to ‘me’. What I watch on TV any instant is defined to ‘me’.” He says the iGeneration includes today’s teens and middle-schoolers, but it’s too soon to tell about elementary-school ages and younger. Rosen says the iGeneration believes anything is possible. “If they can think of it, somebody probably has or will invent it,” he says. “They expect innovation.” They have high expectations that whatever they want or can use “will be able to be tailored to their own needs and wishes and desires.” Portability is key. They are inseparable from their wireless devices, which allow them to text as well as talk, so they can be constantly connected—even in class, where cell phones are supposedly banned. Many researchers are trying to determine whether technology somehow causes the brains of young people to be wired differently. “They should be distracted and should perform more poorly than they do,” Rosen says. “But findings show teens survive distractions much better than we would predict by their age and their brain development.” Because these kids are more immersed and at younger ages, Rosen says, the educational system has to change significantly. “The growth curve on the use of technology with children is increasing very rapidly, and we run the risk of being out of step with this generation as far as how they learn and how they think,” Rosen says. “We have to give them opportunities to learn in a way that matches their expectations and their digital experiences.” 11．What is the main factor that distinguishes the iGeneration from previous generations, according to the passage? A．Their deeply integrated use of technology. B．Their higher intelligence quotients (IQs). C．Their improved social skills. D．Their greater interest in traditional media. 12．We can infer from the passage that Millennials ________. A．deserve the distinction of a new generation B．have an individualized mindset C．are less reliant on constant tech connection D．are not interested in innovation 13．What is a key characteristic of the iGeneration’s expectations towards technology? A．They prefer standardized products. B．They expect novelty and customization. C．They are skeptical of new inventions. D．They favor face-to-face communication. 14．What unexpected observation is noted concerning adolescents and interruptions to their focus? A．Their ability to concentrate is far weaker than that of mature adults. B．Doing multiple tasks leads to a dramatic drop in their school results. C．They cope with interruptions more effectively than their age would suggest. D．They fail to recognize how digital tools pull their attention away. 15．What major challenge does the author highlight for the educational system? A．The necessity of banning smartphones and laptops during lessons. B．The pressure of rising operational costs on educational budgets. C．The difficulty of training teachers to use conventional teaching materials. D．The danger of falling behind the cognitive and learning patterns of today’s youth. D （2026·天津河西·一模）Modern society celebrates freedom of choice as a fundamental good. From cereal aisles (超市麦片区) to career paths, we are presented with an unprecedented array of options. Psychologist Barry Schwartz, however, argues in his book The Paradox of Choice that this abundance, rather than liberating us, can lead to anxiety, paralysis, and dissatisfaction — a phenomenon he calls “the tyranny of choice”. The logic seems counterintuitive (违反直觉的). More choices should mean a greater chance of finding the perfect fit, leading to higher satisfaction. Yet, Schwartz contends that the process of choosing from numerous alternatives is psychologically taxing. Each option requires evaluation, which consumes time and cognitive energy. The fear of making a suboptimal choice — of missing out on a better alternative — generates what economists term “opportunity costs” on an emotional level. After a decision is made, this fear often changes into regret or doubt about the foregone options, diminishing the enjoyment of the chosen one. Furthermore, the responsibility that comes with choice can be burdensome. When outcomes are poor, we have no one to blame but ourselves. In a world with limited options, fate or limited availability could be the scapegoat (替罪羊). With limitless choice, failure is personalized. This “self-blame” for less-than-perfect results can weaken our sense of well-being. Schwartz distinguishes between “maximizers” and “satisficers.” Maximizers strive to make the absolute best choice, exhaustively researching all possibilities. Satisficers, on the other hand, aim for “good enough,” settling for an option that meets their core criteria. Unsurprisingly, research shows that maximizers, despite often achieving objectively better outcomes, report lower levels of happiness, optimism, and life satisfaction compared to satisficers. They are more likely to regret and depression. The solution is not to eliminate choice but to curtail (削减) it consciously. We can adopt the satisficer’s mindset by defining our standards beforehand and stopping the search once they are met. We can learn to appreciate “good enough” and recognize that the quest for the perfect is often the enemy of the good. By setting sensible limits on our own freedom to choose — in what we buy, how we spend our time, even in our personal relationships — we might just find the liberation we sought in choice in the first place. 16．Which of the following best summarizes the “paradox” mentioned in the passage? A．The pursuit of perfect freedom ultimately restricts our happiness. B．Society provides more choices, but individuals still feel they are not sufficient. C．Having abundant options is intended to increase satisfaction, but it often results in greater anxiety and regret. D．Economists believe more choices are beneficial, while psychologists prove they are harmful. 17．What does the phrase “a suboptimal choice” most probably mean? A．The choice that is the perfect fit. B．The choice whose logic seems counterintuitive. C．The choice bringing enjoyment. D．The choice that is less ideal. 18．According to the passage, why does the burden of personal responsibility increase in the face of abundant choices? A．Because it requires more knowledge to evaluate complex options. B．Because with limited choice, failure can be blamed on external factors. C．Because society places higher expectations on individuals who have many choices. D．Because making a wrong choice among many leads to greater financial loss. 19．According to paragraph 4, which of the following statements is TRUE about maximizers and satisficers? A．Although maximizers may achieve better objective outcomes, they tend to be less happy due to post-decision regret. B．Maximizers are generally more efficient because they research thoroughly before deciding. C．Satisficers are happier simply because they have lower standards and expectations. D．Becoming a satisficer means giving up on quality and settling for what is average in all situations. 20．What is the author’s overall attitude towards the abundance of choice in modern life? A．Strongly critical and dismissive. B．Cautiously critical but offering a solution. C．Entirely supportive and enthusiastic. D．Neutral and purely descriptive. 刷真题 A （2025·全国一卷·高考真题）While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. Dutch authors Thalia Verkade and Marco te Brömmelstroet are bothered by facts like these. In their new book Movement: How to Take Back Our Streets and Transform Our Lives, they call for a rethink of our streets and the role they play in our lives. Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in the late 1960s and 1970s as well. Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. In Australia we now have over twenty million cars for just over twenty-six million people, among the highest rate of car ownership in the world. We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? The authors of Movement have it right: it’s time to think differently about that street outside your front door. 1．What phenomenon does the author point out in paragraph 1? A．Cars often get stuck on the road. B．Traffic accidents occur frequently. C．People walk less and drive more. D．Pedestrians fail to follow the rules. 2．What were the Canadian journalist and other campaigners trying to do? A．Keep their cities livable. B．Promote cultural diversity. C．Help the needy families. D．Make expressways accessible. 3．What can be inferred about the campaigns in Australia in the late 1960s and 1970s? A．They boosted the sales of cars. B．They turned out largely ineffective. C．They won government support. D．They advocated building new parks. 4．What can be a suitable title for the text? A．Why the Rush? B．What’s Next? C．Where to Stay? D．Who to Blame? B （2025·天津·高考真题）Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. 5．What can be learned about Aristotle’s view on happiness? A．Goods contribute to happiness. B．Virtuous people may not be happy. C．Too many goods reduce happiness. D．Happy people care less about goods. 6．According to the author, what do both Toby and Ybot experience? A．They start from a humble beginning. B．They reach the same height in career. C．They recover from the same sufferings. D．They retire with honour from the film industry. 7．What does the author try to convey with the example of mountain climbing? A．Easy success is often envied. B．There are various paths to success. C．Fierce struggle is vital to success. D．Hard-earned success is treasured more. 8．In writing Paragraph 4, the author tries to________. A．introduce another topic B．draw a conclusion C．further an argument D．provide new evidence 9．What could be the best title for the passage? A．To Shape Your Life with Good Deeds. B．Defining the Shape of a Good Life. C．The Essential Components of Good Life. D．How We Can Have a Good Shape of Life. C （2025·上海·高考真题）The pet food industry has received unkind remarks as to the true origin of its ingredients (原料) for decades. Now the industry faces another source of criticism as a new book starts a debate about the environmental impact of owning a well-fed pet. The New Scientist magazine, in a recent editorial, largely agreed with the book’s findings that some pets, due to the food they eat, have a surprisingly high “ecological footprint”, which is a way of quantifying human demand on the planet’s ecosystems using a measure called “global hectares”. According to the authors of the book, “A shocking comparison is that in 2004, the average citizen of some poor countries had an eco-footprint of 0.76 hectares. The eco-footprint of a cat is about 0.15 hectares, almost the same as what is needed to run a small car. In a world where resources are already limited, can people really justify keeping pets that require more than some people?” The authors of the book say that they were “genuinely surprised” when calculating the environmental impact of pets. And some of the ideas they put forward to attenuate this are likely to shock some pet owners. For example, the book suggests catching pests such as field mice and processing them into a “natural” cat food, or raising pets like chickens that provide both company and fresh eggs. When feeding a pet, however, the advice is to favour pet foods made from chicken meat, which is less damaging to the environment than red meat and fish. As you might expect, the Pet Food Manufacturers Association (PFMA) puts up a spirited defence, arguing that the vast majority of meat and fish used in pet foods is of sufficient quality for human consumption but more than humans need. “If we didn’t recycle animal by-products to sell, they might instead be abandoned and buried under the earth, which is not very green,” says the director. In addition, he points out that pets should not be viewed just on their carbon footprint. “Our environment is greatly enriched by the part they play in our lives. Pets in the home inspire responsibility, encourage social awareness and have positive health benefits.” 10．What is suggested in the book to make pet food production greener? A．Making processed pet foods out of pests B．Feeding pets primarily with fish and meat. C．Increasing the use of red meat in pet foods. D．Avoiding using animal by-products in pet foods. 11．The word “attenuate” (para 4) is closest in meaning to “_______”. A．assess B．blame C．drive D．reduce 12．Which argument does PFMA make to defend the industry? A．The use of meat and fish in pet foods can prevent waste. B．Pet food production is both sustainable and cost-efficient. C．Pet food ingredients are as nutritious as those for humans. D．The eco-footprints of humans far outnumber those of pets. 13．What is the main focus of the passage? A．The origin of pet food ingredients. B．Calculation of pet carbon footprint. C．Environmental impact of pet foods. D．A spirited debate over pet ownership. D （2020·上海·高考真题）Our green spaces are shrinking, despite all the benefits they give us. If we want to save them, we need to value the ecosystem and health and wellbeing services they offer. Sheffield city council’s balance sheet shows its parks as a £16m liability. Traditional accountancy methods focus on a park’s saleable value, or its operational costs associated with maintenance. So England’s 27,000 parks are considered as financial liabilities rather than the amazing asset to our health and wellbeing that any of their 37 million regular users could vouch for. They also deliver a range of ecosystem services such as improved air and water quality, flood risk mitigation by absorbing water run-off, and cooling the urban environment as well as providing much-needed habitat for wildlife. By using a “natural capital” accounting approach that puts a value on all these social, environmental and economic contributions, Sheffield discovered that for every £1 spent on its parks, they generate £34 of benefits. Yet this true value is not widely measured or recognised. As Ian Walmsley, Stockport council’s green space manager told the Communities and Local Government select committee parks inquiry, “an argument has never been successfully made that if you spend x on a park, there will be a saving in the health budget and therefore you should take money out of the health budget and put it into parks”. As a result, the MPs inquiry report published last week warned that parks are at a tipping point of decline, ravaged by a 92% reduction in their budgets since 2010-11 because of local authority cuts. Less money means fewer park rangers, less maintenance, more litter, dog poo and antisocial behaviour, including gang and drug-related activities, and gradually much-loved local parks turn into dangerous eyesores. Tragically it’s the small, green spaces in poorer, built-up areas that suffer disproportionate cuts to park rangers and maintenance. We have been here before. Uncared-for, litter-strewn parks were emblematic of Thatcher’s Britain before an injection of public spending by a Labour government and £850m of lottery cash revived them. But it doesn’t have to be this way. Andrew Hinchley, green space development officer at the London Borough of Camden, told MPs if we had new ways of valuing the services parks provide for improving water quality, for example, then you could ask water companies to pay towards their upkeep. The committee wants councils to publish strategic plans to recognise the real value of parks and to set out how they will be managed (possibly by a charitable trust, as Newcastle is looking into) to maximise their contribution to wider local authority goals such as promoting healthier lifestyles. It suggests the government’s obesity strategy could fund parks. It also suggests that it could be a legal requirement for councils to produce such strategies. 14．According to the text, parks are regarded as financial liabilities because _________ . A．the area of the park is gradually decreasing due to poor protection B．the budget for the construction of the park is gradually decreasing C．the value of the park is low by using a “natural capital” accounting approach D．the traditional accountancy methods focus on a park’s saleable value 15．According to the text, which of the following is NOT the benefit of the park? A．Improving air and water quality. B．Symbolizing the city civilization. C．Cooling the urban environment. D．Providing much-needed habitat for wildlife. 16．Due to the reduction in budgets, what could probably happen? A．The government will take money out of the health budget. B．The local authorities will centralize the management of the park. C．Much-loved local parks will turn into dangerous eyesores. D．The true value of the park will be widely measured or recognised. 17．What can be learned from the last two paragraphs? A．The committee has published strategic plans to recognise the real value of park. B．It could be a legal requirement for councils to produce such strategies. C．The local citizens should pay for the improving water quality. D．The Labour government will spend £850m of lottery cash to revive the park. 4 / 20 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $o6学科网·上好课 专 >破类题：提能力 2025年3月天津卷51题 答案：A 2023年6月天津卷48题 答案：D 破类题：提能力 2024年3月天津卷54题 答案：B 2025年3月天津卷53题 答案：D 破类题：提能力 2023年6月天津卷46题 答案：A 2024年6月天津卷51题 答案：C 破类题：提能力 ww w zxxk com 题04阅读理解议论 ☑PART 02 解题建模·通技法 >热点角度01观点理解题<了 >热点角度O2推理判断题<《 >热点角度03论据分析题<了 >热点角度04主旨概括题<了 1/3 上好每一堂课 文 可学科网·上好课 2023年6月天津卷55题 答案：A 2024年6月天津卷51题 答案：B 2025年3月天津卷55题 答案：B 破类题提能力 2025年6月天津卷54题 答案：A 2023年3月天津卷46题 答案：C 刷模拟 1.B2.A3.B4.C 6.B7.A8.C9.D 11.A12.C13.B14. 16.C17.D18.B19. www zxxk.com 上好每一堂课 热点角度05写作目的题<《 ☑ PART 03 实战刷题•冲高分 (建议用时：80分钟) A 5.D B 10.A C 15.D D A 20.B 2/3 6学科网·上好课 刷真题、 1.C 2.A 3.B 4. 5.A 6.B 7.D 8. 10.A 11.D 12.A 14.D 15.B 16.C www zxxk.com A A B 9.B C 13.C D 17.B 3/3 澂系一每并丁 专题04 阅读理解议论文 命题·趋势·定位 一、选材特点 天津卷议论文阅读理解选材均源自国际主流思辨类杂志、报刊专栏、思想性散文（如《大西洋月刊》《卫报》评论版），聚焦 “人生价值、认知规律、社会现象” 等思辨性话题，部分融入科学认知、文化实践等交叉内容，具体特征如下： 1. 核心主题：以人生思辨与认知提升为主，覆盖 “错误的价值、叙事的力量、重读的意义、等待的智慧、美好生活的定义、科学的局限性” 六大核心方向，无偏题冷题，均为人们普遍关心的人生课题与社会思考点，贴合主流媒体的思辨性选材导向。 2. 内容特征：均为观点鲜明的议论性文本，包含明确的 “提出观点 — 论证观点 — 总结升华” 逻辑链，论证方式多样（举例论证、对比论证、比喻论证），既传递深刻思想，又引导学生树立正确的价值观与认知观。 3. 语言风格：语言严谨流畅、兼具思辨性与通俗性，多用抽象名词（derring effect/empathy/narrative/hypothesis）、逻辑连接词（however/moreover/therefore/yet），句式以复合句为主（定语从句、状语从句、宾语从句），既符合议论文的表达习惯，又避免过度晦涩。 4. 思辨属性：文本均包含 “现象 — 疑问 — 分析 — 结论” 的思辨过程，鼓励读者多角度思考，如 “故意犯错是否有益”“重读的不同形式与价值”“美好生活的形状而非单纯的物质”，体现议论文的核心思辨特征。 5. 价值导向：所有文本均传递正向价值观，如 “接纳错误促进成长”“叙事培养共情”“重读实现自我认知”“坚持成就写作”“科学认知需正视局限”，引导学生形成积极的人生态度与理性的思辨能力。 二、语篇结构 天津卷议论文阅读理解均遵循 “引论 — 本论 — 结论” 的经典议论结构，逻辑层次清晰，论证层层递进，具体特征如下： 1. 引论（开篇点题）：首段通过现象描述、观点抛出、设问或比喻引出核心论点，无冗余铺垫，如 2023 年 3 月卷首段对比 “偶然错误可学习” 与 “故意犯错的价值”，引出 “derring effect”；2025 年 3 月卷首段从人们对 “美好生活” 的普遍认知切入，引出 “生活形状的重要性”。 2. 本论（分层论证）：主体部分按 “分论点 + 论据” 分层展开，每段聚焦一个分论点，通过举例、对比、引用等方式支撑核心论点，如： 观点类文本：按 “分论点 1（举例论证）— 分论点 2（对比论证）— 分论点 3（比喻论证）” 分层（如 2023 年 6 月卷 “叙事的力量” 分 “娱乐形式 — 学习功能 — 共情价值” 三层）； 思辨类文本：按 “提出疑问 — 分析角度 1— 分析角度 2— 总结角度” 分层（如 2025 年 6 月卷 “科学的局限性” 分 “工具局限 — 认知局限 — 根本局限” 三层）。 3. 结论（升华主旨）：文末通过总结观点、发出呼吁、拓展延伸收尾，强化核心论点，如 2023 年 3 月卷总结 “故意犯错能促进成长与精通”；2024 年 3 月卷升华 “重读让我们以新视角看待世界与自我”；2025 年 6 月卷强调 “不可测试的想法并非错误，科学需正视局限”。 核心结构总结：引出核心论点（引论）→ 分层论证（本论：分论点 + 论据）→ 总结升华（结论），全程以 “逻辑严谨、论证充分” 为核心。 三、命题热点 天津卷议论文阅读理解命题聚焦 “观点理解、推理判断、论据分析、主旨概括、写作目的” 五大核心考点，其中观点理解与推理判断占比最高，论据分析为议论文特色考点，具体如下： 热点 1：观点理解题（约 35%-40%，最高频考点） · 考查核心：对文本中核心论点、分论点、作者态度的精准提取与理解，考查学生捕捉议论核心的能力。 · 高频考查点：作者的核心观点（如 “故意犯错有益”“重读具有变革力量”）、分论点的具体内容（如 “叙事的学习功能”“科学的认知局限”）、作者对某一现象的态度（如对 “等待反馈” 的看法）。 · 真题示例：2023 年 3 月卷考查 “故意犯错对学习的影响”、2025 年 3 月卷考查 “亚里士多德对幸福的观点”。 热点 2：推理判断题（约 25%-30%，高分核心考点） · 考查核心：基于文本论点与论据，推理观点的隐含意义、论据的深层作用、作者的潜在态度，考查学生的逻辑推导与思辨能力。 · 高频考查点：分论点的隐含价值（如 “叙事培养共情的深层意义”）、举例论证的隐含目的（如 “登山例子对‘奋斗价值’的支撑”）、作者未直接表达的态度（如对 “完美主义” 的否定）。 · 真题示例：2024 年 3 月卷推理 “潜意识重读的作用”、2025 年 6 月卷推理 “作者对人类认知能力的评价”。 热点 3：论据分析题（约 15%，特色考点） · 考查核心：分析文本中论据的类型、作用、与论点的关系，考查学生对议论文论证逻辑的理解能力。 · 高频考查点：举例论证的目的（如 “演员 Toby 与 Ybot 的例子作用”）、比喻论证的含义（如 “刀与锤子的比喻意义”）、对比论证的作用（如 “两种重读形式的对比目的”）。 · 真题示例：2023 年 6 月卷考查 “叙事与单纯事实陈述的对比作用”、2025 年 3 月卷考查 “登山例子的传达意图”。 热点 4：主旨概括题（约 10%-15%，压轴考点） · 考查核心：概括文章的核心论点、主旨大意、最佳标题，考查学生对文本整体的理解与提炼能力。 · 高频考查点：文章的核心论点（如 “科学有局限性”“美好生活在于形状”）、全文的主旨大意（如 “叙事的多重力量”）、贴合核心论点的标题（如 “错误的价值”“重读的变革力量”）。 · 真题示例：2024 年 6 月卷考查 “文章最佳标题”、2025 年 3 月卷考查 “文章核心主旨”。 热点 5：写作目的题（约 10%，辅助考点） · 考查核心：分析作者的写作意图、段落的功能，考查学生对议论文文体特征与逻辑结构的理解能力。 · 高频考查点：作者写某一段的目的（如 2024 年 6 月卷第 51 题 “列举等待场景的目的”）、全文的写作意图（如 “传递重读的价值”“解释科学的局限性”）。 · 真题示例：2024 年 6 月卷考查 “列举等待场景的目的”、2025 年 6 月卷考查 “第四段的传达意图”。 命题共性 1. 答案基于文本论点与逻辑：所有考点均紧扣核心论点与论证逻辑，无主观臆断，推理题需 “有据可依”，观点题需 “精准匹配”。 2. 聚焦思辨逻辑：重点考查 “论点与论据的关系、分论点与核心论点的关系、不同观点的对比”，选项多围绕 “观点的正误、论据的作用、逻辑的推导” 设计。 3. 避免过度延伸：正确答案均为文本观点的直接体现或合理推导，不超出文本核心论点的范围。 四、常见的设问形式 天津卷议论文阅读理解的设问形式高度固定，均为特殊疑问句，紧扣五大命题热点，问句精准指向议论核心，无隐晦表述，常见设问形式按考点分类整理如下： 类别 1：观点理解题（高频设问） 1. What is the author’s view on ______?（作者对______的观点是什么？） 2. What can be learned about ______ according to the author?（根据作者，我们能了解到关于______的什么？） 3. What does the author think of ______?（作者认为______怎么样？） 4. What is the core argument of the passage?（这篇文章的核心论点是什么？） 5. What does Aristotle believe about happiness?（亚里士多德对幸福的看法是什么？） 类别 2：推理判断题（高频设问） 1. What can be inferred from Paragraph X?（从第 X 段可以推断出什么？） 2. What message does Paragraph X convey?（第 X 段传递了什么信息？） 3. What does the author try to convey with the example of ______?（作者用______的例子试图传达什么？） 4. How does the author assess ?（作者如何评价？） 5. What can we learn about ______ from the passage?（从文章中我们能了解到关于______的什么？） 类别 3：论据分析题（高频设问） 1. Why does the author mention ______ in Paragraph X?（作者在第 X 段提到______的原因是什么？） 2. What is the function of the example of ______?（______的例子有什么作用？） 3. What is the author’s purpose in using the metaphor of ______?（作者使用______的比喻的目的是什么？） 4. Why does the author compare ______ and ______?（作者对比______和______的原因是什么？） 类别 4：主旨概括题（高频设问） 1. What could be the best title for the passage?（这篇文章的最佳标题是什么？） 2. What is the main idea of the passage?（这篇文章的主旨是什么？） 3. What is the focus of the passage?（这篇文章的聚焦点是什么？） 类别 5：写作目的题（高频设问） 1. What is the author’s intention in writing Paragraph X?（作者写第 X 段的意图是什么？） 2. What is the author’s purpose in writing the passage?（作者写这篇文章的目的是什么？） 3. What is the function of the first paragraph?（第一段的作用是什么？） 热点·角度·拆解 2023-2025高考考点细目（阅读理解议论文） 卷别 词数 主题 话题 命题形式 2025 年 6 月 376 词 人与社会 科学认知・探讨科学的局限性（工具、认知、根本层面），正视不可测试的思想价值 5 道四选一客观题，涵盖论据分析、细节理解、推理判断、主旨概括 2025 年 3 月 382 词 人与社会 人生价值・阐释 “美好生活” 的核心在于 “生活形状”（经历的顺序）而非单纯物质积累 5 道四选一客观题，涵盖观点理解、细节匹配、论据分析、写作目的 2024 年 6 月 369 词 人与社会 职业成长・分享作家创作中的 “等待” 智慧，指导如何应对反馈与拒绝 5 道四选一客观题，涵盖写作目的、观点理解、细节理解、主旨概括 2024 年 3 月 388 词 人与社会 阅读认知・分析重读的三种形式（主动、被动、潜意识）及其自我成长价值 5 道四选一客观题，涵盖细节理解、观点理解、推理判断、主旨概括 2023 年 6 月 365 词 人与社会 文化传播・论述叙事的多重力量（娱乐、学习、共情），强调其连接他人的价值 5 道四选一客观题，涵盖观点理解、细节匹配、推理判断、主旨概括 2023 年 3 月 373 词 人与社会 认知提升・介绍 “故意犯错效应”，论证有意识犯错对学习、创造力的积极作用 5 道四选一客观题，涵盖观点理解、细节理解、推理判断、主旨概括 热点角度01 观点理解题 析典例·建模型 2023 年 3 月天津卷 47 题 Most people with good sense would accept that we can and should learn from accidental failures. It would be impossible to progress in anything, after all, without taking the occasional misstep. And by understanding how we slipped, we can avoid falling in the future. Few would advocate making intentional mistakes, however. Yet consciously erring (犯错) can promote deeper understanding and better recall. The phenomenon is known as the derring effect—coming from “deliberate (故意的) erring”—and when applied properly, it may bring benefits in many unexpected areas of life. In one experiment carried out at the National University of Singapore, participants were given the task of learning concepts on a difficult subject. For some terms, they simply copied out the correct definition; for others, they were asked to first add an error in their description of the term before correcting the mistake. Naturally, you would expect the addition of the errors to have increased unwanted confusion. Yet the exact opposite was true: the participants who made deliberate errors learned about twice as much as the people who simply copied out the correct definitions. The derring effect could be applied in other situations. So a music teacher may find the addition of deliberate errors could help a student remember the right musical notes. Such a playful approach could fuel their creativity for composition, if the student looks for ways to develop those wrong notes into something more attractive. It is encouraging to discover that by readily accepting our errors and wisely placing ourselves in the way of being wrong, we can in fact overcome weaknesses and rise stronger. The derring effect could be useful for many other challenges too. If you enjoy cooking, for example, you may faithfully follow a recipe without questioning the instructions. But why not try to break away from those habits and deliberately do the “wrong” thing for a change, and see where your derring takes you? If you are painting, meanwhile, you could relax one of the constraints (限制) that you usually put on your work and see what you produce. At worst, you will have refreshed and deepened your knowledge of the rules you normally apply, so that you can be even more effective next time. At best, you may just find that you have discovered something completely new and unexpected, through a flash of inspiration that you would have missed with perfectionism. Either way, your apparent missteps will have moved you a little closer to true mastery. What can be learnt about the experiment? A. Adding intentional errors facilitates learning. B. Correcting mistakes is the key to learning. B. Errors contribute to confusion in learning. D. Learners make fewer errors in difficult subjects. 原文线索：For some terms, they simply copied out the correct definition; for others, they were asked to first add an error in their description of the term before correcting the mistake... the participants who made deliberate errors learned about twice as much as the people who simply copied out the correct definitions. 解题思路建模： 1. 划题干关键词：锁定experiment，明确考查 “实验所支撑的观点”； 2. 定位原文论证段落：找到描述实验设计与结果的段落（第三、四段）； 3. 提取实验核心逻辑：实验分组（单纯抄写正确定义 vs 故意犯错后修正）→ 结果（故意犯错组学习效果是抄写组的两倍）→ 支撑观点（故意犯错促进学习）； 4. 逐一匹配选项：B（纠正错误是关键）偏离 “故意犯错” 核心，C（错误导致困惑）与实验结果矛盾，D（难题中犯错更少）未提及，A（故意犯错促进学习）与实验逻辑完全契合； 5. 确定答案：A模型总结：观点理解题 =划题干关键词（论点 / 实验 / 现象）→ 定位原文论证段落→ 提取 “论据→论点” 的逻辑链→ 排除偏离 / 矛盾选项→ 匹配核心观点 研考点·通技法 天津卷议论文观点理解题聚焦 “核心论点、分论点、实验 / 例子支撑的观点”，核心技法为 “锁定论证逻辑，精准匹配观点”，避免被次要信息干扰： 1. 论点定位技巧： 1. 核心论点：多在首段末句、第二段首句或末段，常以转折词（however/yet）引出（如 2023 年 3 月卷首段末句引出 “故意犯错的价值”）； 2. 分论点：多在各段首句，为该段论证的核心（如 2023 年 6 月卷各段首句分别阐述 “叙事的娱乐形式、学习功能、共情价值”）； 3. 实验 / 例子支撑的观点：多在实验 / 例子前后，常以 “the phenomenon is known as...”“this suggests...”“the result shows...” 引出。 2. 选项匹配三大原则： 2. ✅ 正确选项：与论点完全一致，或为论点的同义替换（如 “facilitates learning”=“learned about twice as much”）； 2. ❌ 错误选项 1：偏离核心（如实验观点是 “故意犯错”，选项讲 “纠正错误”）； 2. ❌ 错误选项 2：与论点矛盾（如实验证明 “错误促进学习”，选项讲 “错误导致困惑”）； 2. ❌ 错误选项 3：无中生有（原文未提及的观点，如 “难题中犯错更少”）。 3. 观点态度识别技巧： 3. 正向观点：support/facilitate/benefit/valuable/effective； 3. 负向观点：harm/confuse/ineffective/unwise； 3. 中立观点：discuss/explore/analyze/present。 破类题·提能力 2025 年 3 月天津卷 51 题 Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. What can be learned about Aristotle’s view on happiness? A. Goods contribute to happiness. B. Virtuous people may not be happy. C. Too many goods reduce happiness. D. Happy people care less about goods. 原文线索：Even Aristotle, who believed that the key to happiness is the cultivation and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. 答案：A 解析：关键词Aristotle’s view on happiness，定位原文 “亚里士多德认为某些物质是幸福的必要条件或有德之人会获得的东西”，即 “物质有助于幸福”，B（有德之人可能不幸福）、C（物质过多减少幸福）、D（幸福的人不关心物质）均与原文矛盾，A 契合观点。 2023 年 6 月天津卷 48 题 Storytelling is an ancient art form that has been used to hand down legends, tales and factual stories. Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters, with a unique voice for each character. Storytelling does not just take place at bedtime or round a campfire, however. It can take some other forms, either via the books we read or the films we watch. But they usually have some elements in common: rather than a list of dry facts, stories have plots and they introduce characters. We respond to stories, particularly when there is emotional detail. And unlike what we suppose, storytelling is not just a form of entertainment, but a form of learning as well. Long before reading and writing became widely spread and available, oral storytelling had already been a form that the wisdom and knowledge of the people were passed down from elders to children. A good story engages our curiosity, emotions and imagination. Storytelling helps with learning also because stories are easy to remember. Research has found that learning obtained from a well-told story is remembered more accurately, and for far longer, than from facts and figures. And above all, stories have a transformative power to allow us to see the world in a different way than we do if we just encounter it on our own. Stories are an entry point to understanding a different experience of the world. This aspect of storytelling—resenting a different perspective of the world—is important when it comes to connecting with each other. It gives us an opportunity to learn from another person’s experience and it can shape, strengthen or challenge our opinions and values. So, when someone tells us their own personal story, we catch a glimpse (瞥见) of a view of the world that may be slightly or significantly different from our own. When we see the world as they see it, or walk in their shoes, the experience can inspire empathy (共情；同理心) with them. Why does storytelling work better than mere statement of facts in promoting learning? A. It carries more wisdom and knowledge. B. It is more widely available to young learners. C. It satisfies our imagination and releases our emotions. D. D. It makes what is learned more precise and longer lasting. 原文线索：Research has found that learning obtained from a well-told story is remembered more accurately, and for far longer, than from facts and figures. 答案：D 解析：关键词storytelling work better than mere statement of facts，定位原文 “故事学到的知识记得更准确、更持久”，A（承载更多智慧）、B（更易获取）、C（满足想象力）未提及，D 与原文观点完全匹配。 热点角度02 推理判断题 析典例·建模型 2025 年 6 月天津卷 53 题 Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. How does the author assess human beings in terms of their cognitive capacity? A. They are just 2.4% away from true abstract thinking. B. They are slightly smarter than other intelligent beings. C. They are yet to evolve further to learn more about the universe. D. They are good at solving problems with advanced mathematics. 原文线索：human DNA is only about 1.2 percent different from that of chimps. Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. 解题思路建模： 1. 划题干关键词：锁定author assess human beings、cognitive capacity，明确考查 “作者对人类认知能力的评价推理”； 2. 提取原文核心逻辑：人类与黑猩猩 DNA 差异 1.2%，黑猩猩无法学高等数学→ 假设人类 DNA 再进化 1.2%，抽象思维会难以想象→ 隐含逻辑 “人类当前认知能力尚未完全进化，需进一步进化才能更好探索宇宙”； 3. 分析选项与逻辑的关联： A（差 2.4% 达到真正抽象思维）：原文是假设 “再进化 1.2%”，非 “差 2.4%”，偷换概念； B（比其他智能生物稍聪明）：原文仅对比黑猩猩，未提及 “其他智能生物”，扩大范围； C（尚未进一步进化以更多了解宇宙）：契合 “需再进化才能提升认知” 的隐含逻辑； D（擅长用高等数学解决问题）：原文未提及人类自身擅长，仅说黑猩猩不会，无依据； 4. 确定答案：C 模型总结：推理判断题（议论文）=划题干关键词（评价对象 + 维度）→ 提取原文核心论证逻辑→ 推导逻辑隐含的观点 / 态度→ 排除偷换概念 / 扩大范围 / 无依据选项→ 确定答案 研考点·通技法 天津卷议论文推理题聚焦 “观点的隐含意义、论据的深层作用、作者的潜在态度”，核心是 “基于论证逻辑推理，不主观臆断”，技法分三类： 1. 观点隐含意义推理 · 核心技巧：“论点→合理延伸”，推理论点未直接表达但必然成立的观点； · 示例：原文 “故意犯错促进学习”→ 推理 “作者不鼓励完美主义”； · 关键：延伸观点需与核心论点一致，不添加额外假设。 2. 论据深层作用推理 · 核心技巧：“论据→论点→隐含价值”，推导论据支撑论点背后的深层意义； · 示例：原文 “演员 Toby 先苦后甜，Ybot 先甜后苦，人们更认可 Toby 的人生”→ 推理 “人们更珍视奋斗得来的成功”； · 关键：深层意义需紧扣论据与论点的关联，不偏离文本主题。 3. 作者潜在态度推理 · 核心技巧：“语言色彩 + 论证倾向”，通过褒贬词汇、论证侧重推导态度； · 正向态度词：valuable/effective/wise/beneficial； · 负向态度词：unwise/harmful/ineffective/pointless； · 示例：原文频繁用 “valuable”“strengthen”“shape” 描述重读→ 推理 “作者认可重读的价值”。 避坑要点 · 排除 “绝对化表述”：选项含never/always/only等绝对词，多为错误答案（议论文强调思辨，极少绝对化结论）； · 排除 “过度推理”：推理超出文本论点范围，如原文讲 “故意犯错对学习有益”，选项讲 “故意犯错在所有领域都有益”； · 排除 “偷换概念”：替换原文核心词，如将 “DNA 再进化 1.2%” 改为 “差 2.4% 达到抽象思维”。 破类题·提能力 2024 年 3 月天津卷 54 题 Staring at the bookcases in my study, packed with so many great books that had remained unread, I heard a loud voice in my head— “Shame on you! How can you leave these masterpieces unread?” The first book I picked up was Montaigne’s Essays. To my surprise I discovered in the margins (页边空白) what clearly was my own faded handwriting. So I was actually reading it again, but what I was rereading seemed entirely new. I also found sentences underlined. Only this time I wondered: Why did I underline this sentence? It’s the next one that is important! Clearly, my way of reading the text had shifted, and I myself had changed over the years. This raised the larger question of rereading. It comes in many forms. There’s voluntary rereading, the result of a willful decision to revisit a book one has admired, or a book that has left one with some unanswered questions. This kind of planned revisit could also be for confirming certain details in the text, or for checking on the moves of a given character. A devoted teacher might also wish to refresh his closeness to a work, and thus avoid teaching through the same old written notes with soporific (让人瞌睡的) effects. Contrarily, there’s involuntary rereading. The original reading was either forgotten or so totally absorbed that the new chance encounter with the text produced surprise and astonishment. My reaction to the renewed reading no longer corresponded to the original experience, and I was no longer sure that I recognized myself as the same reader. Then there are what one might call subconscious (潜意识的) rereadings, those that occur without the specific act of reading, much as the memory of a tune can keep coming back to the mind without its actually being heard again. This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us. Much in the same manner, we may over the years recite to ourselves poems learnt by heart long ago, which have become part of our self-recognition. All of these ways of reading are valuable. Renewed contact with a novel or a poem can activate the search for a better knowledge of the self. The new reading, a form of revision, uncovers the change in us. The newness is not in the text. It is we who have evolved. In the process of rereading, our outlook has also been significantly changed. Rereading makes it possible for us to see the world around us, ourselves included, in a new light. What can be learnt about subconscious rereading? A. It prevents memory from fading. B. It helps make who we are. C. It involves actual reading. D. It works best with poetry and music. 原文线索：those that occur without the specific act of reading... This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us... which have become part of our self-recognition. 答案：B 解析：核心逻辑 “潜意识重读伴随一生，强化并塑造我们，成为自我认知的一部分”，推理 “帮助塑造我们的人格”，A（防止记忆消退）、C（涉及实际阅读）与原文矛盾，D（对诗歌音乐最有效）未提及，B 契合隐含意义。 2025 年 3 月天津卷 53 题 Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. What does the author try to convey with the example of mountain climbing? A. Easy success is often envied. B. There are various paths to success. C. Fierce struggle is vital to success. D. Hard-earned success is treasured more. 原文线索：Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. 答案：D 解析：论据逻辑 “登山者比坐巴士到山顶的人更有成就感”→ 支撑论点 “Toby 的成功更值得珍视，因为是奋斗得来的”，推理 “辛苦得来的成功更受珍视”，A（容易的成功被羡慕）与原文矛盾，B（成功路径多样）、C（奋斗对成功至关重要）偏离 “成功的珍视程度” 核心，D 契合隐含意义。 热点角度03 论据分析题 析典例·建模型 2025 年 6 月天津卷 51 题 Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. Why does the author mention “knife” and “hammer” in Paragraph 1? A. To demonstrate how tools can be used creatively. B. B. To highlight consequences of using a wrong tool. C. To show the necessity of keeping a handy tool within reach. D. To stress the need for the right tool to achieve desired results. 原文线索：Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer, but the result would have been better if I’d had a more suitable tool at hand. 解题思路建模： 1. 划题干关键词：锁定mention “knife” and “hammer”、why，明确考查 “比喻论据的作用”； 2. 定位原文论点：该段首句为核心论点 “科学是解锁宇宙奥秘的强大工具，但理解其局限性对有效应用至关重要”； 3. 分析论据与论点的关联：用 “刀把当锤子用，结果不如合适的锤子” 比喻 “科学是工具，需用对才能达到最佳效果，否则有局限”，目的是 “强调用合适工具实现理想结果的必要性”，进而支撑 “科学需正确应用” 的论点； 4. 匹配选项：A（展示工具的创造性使用）、B（强调用错工具的后果）、C（展示手边有工具的必要性）均偏离 “合适工具的重要性”，D 契合论据作用； 确定答案：D 模型总结：论据分析题 =划题干关键词（论据内容）→ 定位论据前后的核心论点→ 分析论据对论点的支撑关系（举例 / 比喻 / 对比）→ 匹配选项中对应的论据作用→ 确定答案 研考点·通技法 天津卷议论文论据分析题聚焦 “举例论证、比喻论证、对比论证的作用”，核心是 “理清论据与论点的逻辑关联”，技法分三类： 1. 举例论证的作用 · 常见标志：for example/for instance/such as，或具体人物、事件（如演员 Toby 与 Ybot、登山例子）； · 核心作用：“具体化论点，增强说服力”（如用 “故意犯错的实验” 具体化 “故意犯错促进学习” 的论点）； · 解题技巧：找到例子支撑的论点（多在例子前 / 后），选项需体现 “支撑某论点” 的表述（如 “to illustrate that...”“to support the view that...”）。 2. 比喻论证的作用 · 常见标志：like/as/just as...so...，或具体事物比喻抽象概念（如刀与锤子比喻科学工具）； · 核心作用：“通俗化论点，便于理解”（如用 “刀把当锤子” 通俗化 “科学需用对才能有效” 的抽象论点）； · 解题技巧：还原比喻的本体（如刀与锤子的本体是 “工具”，科学是 “工具”），明确比喻要说明的本体特征（如 “合适的工具才能有好结果”）。 3. 对比论证的作用 · 常见标志：while/however/compared with/in contrast，或正反两方面例子（如单纯抄写 vs 故意犯错、Toby vs Ybot）； · 核心作用：“突出论点，强化差异”（如对比 “故意犯错组” 与 “抄写组” 的学习效果，突出 “故意犯错促进学习”）； · 解题技巧：明确对比的双方及差异点，选项需体现 “突出某差异 / 强调某观点” 的表述。 破类题·提能力 2023 年 6 月天津卷 46 题 Storytelling is an ancient art form that has been used to hand down legends, tales and factual stories. Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters, with a unique voice for each character. Storytelling does not just take place at bedtime or round a campfire, however. It can take some other forms, either via the books we read or the films we watch. But they usually have some elements in common: rather than a list of dry facts, stories have plots and they introduce characters. We respond to stories, particularly when there is emotional detail. And unlike what we suppose, storytelling is not just a form of entertainment, but a form of learning as well. Long before reading and writing became widely spread and available, oral storytelling had already been a form that the wisdom and knowledge of the people were passed down from elders to children. A good story engages our curiosity, emotions and imagination. Storytelling helps with learning also because stories are easy to remember. Research has found that learning obtained from a well-told story is remembered more accurately, and for far longer, than from facts and figures. And above all, stories have a transformative power to allow us to see the world in a different way than we do if we just encounter it on our own. Stories are an entry point to understanding a different experience of the world. This aspect of storytelling—resenting a different perspective of the world—is important when it comes to connecting with each other. It gives us an opportunity to learn from another person’s experience and it can shape, strengthen or challenge our opinions and values. So, when someone tells us their own personal story, we catch a glimpse (瞥见) of a view of the world that may be slightly or significantly different from our own. When we see the world as they see it, or walk in their shoes, the experience can inspire empathy (共情；同理心) with them. What occurs to us the moment we think of “storytelling”? A. A child’s imaginary world. B. Voices of Mom or Dad. C. An ancient art form. D. Factual stories. 原文线索：Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters, with a unique voice for each character. 答案：A 解析：该句是举例论证 “叙事的娱乐形式”，题干问 “想到叙事时首先想到的是什么”，原文 “脑海中形成的幻想世界”，B（父母的声音）是例子中的细节，非核心，C（古老艺术形式）是首段定义，非 “首先想到的”，D（真实故事）与 “幻想世界” 矛盾，A 契合例子核心。 2024 年 6 月天津卷 51 题 Writing is not only rewriting … it’s also endless waiting. Waiting for new story ideas to pop into your head, waiting for a writing partner to return your emails, waiting for the accursed (被咒的) writer’s block to lift. But the most painful of all is waiting for feedback from an executive— producer, agent, manager, etc. — after you’ve submitted your work. I’m convinced this is why Hemingway started drinking. My default (默认的) setting is the belief that “no news is good news.” But in the screenwriting industry, the exact opposite is true. If an exec has your script and loves it, they will call … immediately. If it didn’t grip them, they toss it into a pile of rejects and you’ll never hear from them again. When submitting your own work, assume you are not the exception to the rule. Perhaps, a couple of scenarios (场景) will give you a clearer idea about what strategies to take to deal with what to come. Scenario One: say your email inbox “pings” all of a sudden, and it’s a letter of acceptance as expected. Now what? First, always ask if they have further notes to share. That keeps a dialogue going; plus, they’ll see you take feedback seriously; then ask to be considered for future writing assignments or inquire if they may recommend you to other producers; lastly, take the opportunity to think up an original idea while waiting. Now comes Scenario Two: you check your inbox only to find...a notice of rejection. You might cry over that, you might shake your fists, but what to do next? Learn from it. You’d learn how to work on your scripts to become a better writer, making yourself more appealing to the next target producer. And those new ideas might be exactly what your career needs to get you to the next level. While waiting, find something that strengthens your confidence in achieving success. I myself have set a selected item on my desk to keep it strong - a photo frame with the advice from Behrendt, “Maybe the happy ending is this, knowing after all the unreturned phone calls, broken hearts, through the blunders (粗心的错误) and misread signals, through all the pain and embarrassment, you never give up hope.” Allow a day of waiting to be a day of hope. Let go of stress, enjoy the moment and appreciate the value of getting a professional to read your work. Congratulate yourself for the forward motion. You have worked hard for it. A rejection is just one person’s opinion. Perhaps, with a wise producer’s magic kiss, your next submission would turn from a frog into a prince. That can only happen, however, if you keep submitting stories, stay grounded in reality, act professionally and never give up. What’s the author’s intention in listing different cases of waiting in Paragraph 1? A. To present problems a writer should avoid. B. To give exceptions to the previous statement. C. To provide supporting details for the topic sentence. D. To remind a green hand of ups and downs in their career. 原文线索：Writing is not only rewriting … it’s also endless waiting. Waiting for new story ideas to pop into your head, waiting for a writing partner to return your emails, waiting for the accursed writer’s block to lift. But the most painful of all is waiting for feedback from an executive. 答案：C 解析：首段主题句 “写作也是无尽的等待”，列举 “等灵感、等邮件、等创作瓶颈突破、等反馈” 是举例论证，目的是 “为主题句提供支撑细节”，A（展示应避免的问题）、B（给出例外）、D（提醒新手职业起伏）均偏离 “支撑主题句”，C 契合论据作用。 热点角度04 主旨概括题 析典例·建模型 2024 年 3 月天津卷 55 题 Staring at the bookcases in my study, packed with so many great books that had remained unread, I heard a loud voice in my head— “Shame on you! How can you leave these masterpieces unread?” The first book I picked up was Montaigne’s Essays. To my surprise I discovered in the margins (页边空白) what clearly was my own faded handwriting. So I was actually reading it again, but what I was rereading seemed entirely new. I also found sentences underlined. Only this time I wondered: Why did I underline this sentence? It’s the next one that is important! Clearly, my way of reading the text had shifted, and I myself had changed over the years. This raised the larger question of rereading. It comes in many forms. There’s voluntary rereading, the result of a willful decision to revisit a book one has admired, or a book that has left one with some unanswered questions. This kind of planned revisit could also be for confirming certain details in the text, or for checking on the moves of a given character. A devoted teacher might also wish to refresh his closeness to a work, and thus avoid teaching through the same old written notes with soporific (让人瞌睡的) effects. Contrarily, there’s involuntary rereading. The original reading was either forgotten or so totally absorbed that the new chance encounter with the text produced surprise and astonishment. My reaction to the renewed reading no longer corresponded to the original experience, and I was no longer sure that I recognized myself as the same reader. Then there are what one might call subconscious (潜意识的) rereadings, those that occur without the specific act of reading, much as the memory of a tune can keep coming back to the mind without its actually being heard again. This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us. Much in the same manner, we may over the years recite to ourselves poems learnt by heart long ago, which have become part of our self-recognition. All of these ways of reading are valuable. Renewed contact with a novel or a poem can activate the search for a better knowledge of the self. The new reading, a form of revision, uncovers the change in us. The newness is not in the text. It is we who have evolved. In the process of rereading, our outlook has also been significantly changed. Rereading makes it possible for us to see the world around us, ourselves included, in a new light. What could be the best title for the passage? A. Accessing Masterpieces through Rereading B. Rereading: Voluntary or Involuntary? B. C. Rereading: Pursuit of Truth D. Transformative Power of Rereading 原文线索：核心论点：重读有多种形式（主动、被动、潜意识），均有价值；段落展开：不同重读形式的特点→ 重读的价值（激活自我认知、揭示自身变化、以新视角看世界）；结尾：Rereading makes it possible for us to see the world around us, ourselves included, in a new light. 解题思路建模： 1. 梳理全文核心话题：全文围绕 “重读” 展开，核心是 “重读的多种形式及其变革性价值（改变自我认知、新视角看世界）”； 2. 提炼核心主旨：重点在 “重读的变革力量”，而非 “通过重读接触名著”“重读的类型”“追求真理”； 3. 逐一分析选项： A：仅强调 “接触名著”，未涵盖 “自我变革” 核心，片面； B：仅聚焦 “重读的类型”，是分论点，非核心主旨，片面； C：“追求真理” 未在原文提及，无依据； D：“重读的变革力量”，贴合核心论点与结尾升华，全面覆盖； 4. 确定答案：D 模型总结：主旨概括题（议论文）=梳理全文核心话题（议论对象）→ 提炼核心论点（价值 / 意义 / 观点）→ 排除片面 / 无依据 / 偏离话题选项→ 选择覆盖核心话题 + 论点的选项 研考点·通技法 天津卷议论文主旨题聚焦 “核心论点、全文主旨、最佳标题”，核心是 “抓主干、弃枝叶”，技法如下： 1. 核心话题快速锁定： 1. 高频词法：全文反复出现的议论对象（如 rereading/storytelling/derring effect/science），即为核心话题； 2. 首段法：首段引出的议论对象或问题，即为全文围绕的核心（如首段提出 “写作中的等待”，核心话题为 “写作与等待”）。 2. 核心论点提炼技巧： 2. 合并分论点：各段分论点均为核心论点的支撑，整合分论点即可提炼主旨（如 “重读的主动形式有价值、被动形式有价值、潜意识形式有价值”→ 核心论点 “重读具有变革价值”）； 2. 结尾法：结尾总结的观点或升华的意义，往往是全文核心论点（如 “重读让我们以新视角看世界”）。 3. 最佳标题选择技巧： 3. 精准性：标题需包含核心话题 + 核心论点（如 “Transformative Power of Rereading” 包含 “rereading”+“变革力量”）； 3. 简洁性：避免冗长表述，优先选择短语式标题（如 “The Power of Storytelling” 比 “Storytelling Has Many Powers” 更合适）； 3. 排他性：标题需能区分其他话题，不模糊（如 “Derring Effect: The Value of Intentional Errors” 比 “Errors Are Valuable” 更精准）。 破类题·提能力 2023 年 6 月天津卷 55 题 Storytelling is an ancient art form that has been used to hand down legends, tales and factual stories. Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters, with a unique voice for each character. Storytelling does not just take place at bedtime or round a campfire, however. It can take some other forms, either via the books we read or the films we watch. But they usually have some elements in common: rather than a list of dry facts, stories have plots and they introduce characters. We respond to stories, particularly when there is emotional detail. And unlike what we suppose, storytelling is not just a form of entertainment, but a form of learning as well. Long before reading and writing became widely spread and available, oral storytelling had already been a form that the wisdom and knowledge of the people were passed down from elders to children. A good story engages our curiosity, emotions and imagination. Storytelling helps with learning also because stories are easy to remember. Research has found that learning obtained from a well-told story is remembered more accurately, and for far longer, than from facts and figures. And above all, stories have a transformative power to allow us to see the world in a different way than we do if we just encounter it on our own. Stories are an entry point to understanding a different experience of the world. This aspect of storytelling—resenting a different perspective of the world—is important when it comes to connecting with each other. It gives us an opportunity to learn from another person’s experience and it can shape, strengthen or challenge our opinions and values. So, when someone tells us their own personal story, we catch a glimpse (瞥见) of a view of the world that may be slightly or significantly different from our own. When we see the world as they see it, or walk in their shoes, the experience can inspire empathy (共情；同理心) with them. What occurs to us the moment we think of “storytelling”? A. A child’s imaginary world. B. Voices of Mom or Dad. C. An ancient art form. D. Factual stories. 原文线索：Perhaps the first thing that springs to mind when you think of storytelling is the fantasy land that took shape in your mind while Mom or Dad told you stories about princes, castles and monsters… 答案：A 解析：题干问一想到 “storytelling” 会想到什么，对应原文 “the first thing that springs to mind”。文中 “fantasy land that took shape in your mind” 与选项 A“A child's imaginary world” 为同义替换，即孩子脑海中想象的世界，故 A 正确。B 是伴随场景，并非核心内容；C 是文章对讲故事的定义，并非人们第一反应；D 属于讲故事的内容之一，并非脑海中浮现的画面，均排除。 2024 年 6 月天津卷 51 题 Writing is not only rewriting … it’s also endless waiting. Waiting for new story ideas to pop into your head, waiting for a writing partner to return your emails, waiting for the accursed (被咒的) writer’s block to lift. But the most painful of all is waiting for feedback from an executive— producer, agent, manager, etc. — after you’ve submitted your work. I’m convinced this is why Hemingway started drinking. My default (默认的) setting is the belief that “no news is good news.” But in the screenwriting industry, the exact opposite is true. If an exec has your script and loves it, they will call … immediately. If it didn’t grip them, they toss it into a pile of rejects and you’ll never hear from them again. When submitting your own work, assume you are not the exception to the rule. Perhaps, a couple of scenarios (场景) will give you a clearer idea about what strategies to take to deal with what to come. Scenario One: say your email inbox “pings” all of a sudden, and it’s a letter of acceptance as expected. Now what? First, always ask if they have further notes to share. That keeps a dialogue going; plus, they’ll see you take feedback seriously; then ask to be considered for future writing assignments or inquire if they may recommend you to other producers; lastly, take the opportunity to think up an original idea while waiting. Now comes Scenario Two: you check your inbox only to find...a notice of rejection. You might cry over that, you might shake your fists, but what to do next? Learn from it. You’d learn how to work on your scripts to become a better writer, making yourself more appealing to the next target producer. And those new ideas might be exactly what your career needs to get you to the next level. While waiting, find something that strengthens your confidence in achieving success. I myself have set a selected item on my desk to keep it strong - a photo frame with the advice from Behrendt, “Maybe the happy ending is this, knowing after all the unreturned phone calls, broken hearts, through the blunders (粗心的错误) and misread signals, through all the pain and embarrassment, you never give up hope.” Allow a day of waiting to be a day of hope. Let go of stress, enjoy the moment and appreciate the value of getting a professional to read your work. Congratulate yourself for the forward motion. You have worked hard for it. A rejection is just one person’s opinion. Perhaps, with a wise producer’s magic kiss, your next submission would turn from a frog into a prince. That can only happen, however, if you keep submitting stories, stay grounded in reality, act professionally and never give up. What makes the best title for the passage? A. The History of Storytelling B. The Power of Storytelling C. The Forms of Storytelling D. The Art of Storytelling 原文线索：核心论点：叙事不仅是娱乐，更是学习形式，还能培养共情；段落展开：叙事的形式→ 学习功能→ 共情价值。 答案：B 解析：核心话题 “叙事”，核心论点 “叙事的多重力量（娱乐、学习、共情）”，A（历史）、D（艺术）未提及，C（形式）是分论点，片面，B 贴合核心主旨。 2025 年 3 月天津卷 55 题 Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. What could be the best title for the passage? A. To Shape Your Life with Good Deeds B. Defining the Shape of a Good Life C. The Essential Components of Good Life D. How We Can Have a Good Shape of Life 原文线索：核心论点：美好生活的关键在于 “生活形状”（经历的顺序），而非单纯的物质积累；段落展开：人们对美好生活的普遍认知→ 演员例子对比→ 生活形状的重要性→ “生活形状” 假说。 答案：B 解析：核心话题 “美好生活的形状”，核心论点 “定义美好生活的形状（经历顺序）”，A（用善举塑造生活）、D（如何拥有好的生活形状）未提及 “定义” 核心，C（美好生活的组成部分）偏离 “形状” 话题，B 贴合核心主旨。 热点角度05写作目的题 析典例·建模型 2024 年 6 月天津卷 51 题 Writing is not only rewriting … it’s also endless waiting. Waiting for new story ideas to pop into your head, waiting for a writing partner to return your emails, waiting for the accursed (被咒的) writer’s block to lift. But the most painful of all is waiting for feedback from an executive— producer, agent, manager, etc. — after you’ve submitted your work. I’m convinced this is why Hemingway started drinking. My default (默认的) setting is the belief that “no news is good news.” But in the screenwriting industry, the exact opposite is true. If an exec has your script and loves it, they will call … immediately. If it didn’t grip them, they toss it into a pile of rejects and you’ll never hear from them again. When submitting your own work, assume you are not the exception to the rule. Perhaps, a couple of scenarios (场景) will give you a clearer idea about what strategies to take to deal with what to come. Scenario One: say your email inbox “pings” all of a sudden, and it’s a letter of acceptance as expected. Now what? First, always ask if they have further notes to share. That keeps a dialogue going; plus, they’ll see you take feedback seriously; then ask to be considered for future writing assignments or inquire if they may recommend you to other producers; lastly, take the opportunity to think up an original idea while waiting. Now comes Scenario Two: you check your inbox only to find...a notice of rejection. You might cry over that, you might shake your fists, but what to do next? Learn from it. You’d learn how to work on your scripts to become a better writer, making yourself more appealing to the next target producer. And those new ideas might be exactly what your career needs to get you to the next level. While waiting, find something that strengthens your confidence in achieving success. I myself have set a selected item on my desk to keep it strong - a photo frame with the advice from Behrendt, “Maybe the happy ending is this, knowing after all the unreturned phone calls, broken hearts, through the blunders (粗心的错误) and misread signals, through all the pain and embarrassment, you never give up hope.” Allow a day of waiting to be a day of hope. Let go of stress, enjoy the moment and appreciate the value of getting a professional to read your work. Congratulate yourself for the forward motion. You have worked hard for it. A rejection is just one person’s opinion. Perhaps, with a wise producer’s magic kiss, your next submission would turn from a frog into a prince. That can only happen, however, if you keep submitting stories, stay grounded in reality, act professionally and never give up. What’s the author’s intention in listing different cases of waiting in Paragraph 1? A. To present problems a writer should avoid. B. To give exceptions to the previous statement. C. To provide supporting details for the topic sentence. D. To remind a green hand of ups and downs in their career. 原文线索：Paragraph 1 主题句：Writing is not only rewriting … it’s also endless waiting. 后续列举：Waiting for new story ideas... waiting for a writing partner... waiting for writer’s block to lift... waiting for feedback. 解题思路建模： 1. 回顾段落主题句：首句提出 “写作也是无尽的等待” 这一核心观点； 2. 分析列举内容与主题句的关系：列举的 “等灵感、等邮件、等创作瓶颈突破、等反馈” 均是 “写作中无尽等待” 的具体表现，是对主题句的支撑细节； 3. 匹配选项功能：A（展示应避免的问题）、B（给出例外）、D（提醒新手职业起伏）均与 “支撑主题句” 无关，C（为主题句提供支撑细节）契合； 4. 确定答案：C模型总结：写作目的题 =回顾段落 / 全文核心观点→ 分析当前内容与观点的逻辑关系（支撑 / 引出 / 解释 / 总结）→ 匹配选项功能→ 确定答案 研考点·通技法 天津卷议论文写作目的题聚焦 “段落功能、全文写作意图”，核心是 “理清逻辑关系”，技法分两类： 1. 段落写作目的 · 常见段落功能及判断技巧： · 引出论点：段落为开篇段，通过现象、设问、比喻引出全文核心论点（如 2023 年 3 月卷首段通过 “偶然错误 vs 故意错误” 引出 “derring effect”）； · 支撑论点：段落为中间段，通过举例、对比、引用支撑某分论点或核心论点（如 2024 年 6 月卷首段列举等待场景支撑 “写作是无尽等待”）； · 解释论点：段落以in other words/that is to say开头，进一步解释前文论点的细节（如用通俗语言解释 “生活形状假说”）； · 总结论点：段落为结尾段，总结全文核心论点，或升华论点的意义（如 2024 年 3 月卷结尾总结 “重读让我们以新视角看世界”）。 2. 全文写作目的 · 常见全文写作目的： · 阐述观点：如阐述 “故意犯错的价值”“叙事的力量”“科学的局限性”； · 传递理念：如传递 “重读的变革价值”“等待的智慧”“美好生活的形状”； · 探讨话题：如探讨 “错误与学习的关系”“认知与进化的关联”。 破类题·提能力 2025 年 6 月天津卷 54 题 Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential to its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. What message does Paragraph 4 convey? A. Some puzzles about the universe are way beyond scientific exploration. B. Experimental research lays solid foundations for space technology. C. Boundaries of science can be pushed back with determined efforts. D. Limitations of science may result from insufficient testing. 原文线索：Paragraph 4：Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created... This is where science may never break through. 答案：A 解析：该段是分论点 “科学存在根本局限性”，核心信息 “有些自然规律无法理解，有些实验无法开展，宇宙起源无法测试，科学可能永远无法突破这些”，传递 “有些宇宙谜题超出科学探索范围”，B（实验为太空技术奠基）、C（科学边界可通过努力突破）与段落观点矛盾，D（科学局限源于测试不足）未提及，A 契合段落目的。 2023 年 3 月天津卷 46 题 Most people with good sense would accept that we can and should learn from accidental failures. It would be impossible to progress in anything, after all, without taking the occasional misstep. And by understanding how we slipped, we can avoid falling in the future. Few would advocate making intentional mistakes, however. Yet consciously erring (犯错) can promote deeper understanding and better recall. The phenomenon is known as the derring effect—coming from “deliberate (故意的) erring”—and when applied properly, it may bring benefits in many unexpected areas of life. In one experiment carried out at the National University of Singapore, participants were given the task of learning concepts on a difficult subject. For some terms, they simply copied out the correct definition; for others, they were asked to first add an error in their description of the term before correcting the mistake. Naturally, you would expect the addition of the errors to have increased unwanted confusion. Yet the exact opposite was true: the participants who made deliberate errors learned about twice as much as the people who simply copied out the correct definitions. The derring effect could be applied in other situations. So a music teacher may find the addition of deliberate errors could help a student remember the right musical notes. Such a playful approach could fuel their creativity for composition, if the student looks for ways to develop those wrong notes into something more attractive. It is encouraging to discover that by readily accepting our errors and wisely placing ourselves in the way of being wrong, we can in fact overcome weaknesses and rise stronger. The derring effect could be useful for many other challenges too. If you enjoy cooking, for example, you may faithfully follow a recipe without questioning the instructions. But why not try to break away from those habits and deliberately do the “wrong” thing for a change, and see where your derring takes you? If you are painting, meanwhile, you could relax one of the constraints (限制) that you usually put on your work and see what you produce. At worst, you will have refreshed and deepened your knowledge of the rules you normally apply, so that you can be even more effective next time. At best, you may just find that you have discovered something completely new and unexpected, through a flash of inspiration that you would have missed with perfectionism. Either way, your apparent missteps will have moved you a little closer to true mastery. In Paragraph 1, the author presents ________. A. a routine warning B. a popular misbelief C. a commonly-held view D. a theoretical assumption 原文线索：Paragraph 1：Most people with good sense would accept that we can and should learn from accidental failures... Few would advocate making intentional mistakes, however. 答案：C 解析：首段目的是 “引出论点”，先提出 “大多数人认为应从偶然错误中学习，不主张故意犯错” 这一普遍观点，再通过转折引出 “故意犯错有价值” 的核心论点，A（常规警告）、B（普遍误解）、D（理论假设）均不符，C（普遍观点）契合段落目的。 天津卷议论文阅读理解通用解题步骤（满分必备） 1. 跳读全文，锁定核心：花 1 分钟跳读首段（核心话题 + 引出论点）、各段首句（分论点）、末段（总结升华），明确 “议论对象 + 核心论点”； 2. 逐题解题，精准定位：根据题干关键词，跳回原文对应段落，提取 “论点→论据” 的逻辑链，避免通读全文浪费时间； 3. 优先排除错误选项：先排除 “无中生有、偷换概念、扩大 / 缩小范围、绝对化表述” 的选项，缩小选择范围； 4. 验证答案，贴合逻辑：议论文逻辑严谨，答案需与核心论点、论证逻辑一致，不确定时选择 “最贴合核心论点” 的选项； 5. 复查细节，避免粗心：重点检查论点与论据的匹配、逻辑连接词的含义、选项与原文的同义替换，避免因细节遗漏导致错误。 （建议用时：80分钟） 刷模拟 A （2026·天津南开·一模）Most of us in the entrepreneurial community are blessed — or cursed — with higher-than-average ambition. Ambitious people strongly desire accomplishments and are willing to take more risks and spend more effort to get them. Overall, this is a positive quality, especially for people trying to build their own businesses. Apparently, if you’re more naturally driven to set goals, you are more likely to succeed. Actually, this isn’t always the case. In fact, in some cases, extreme ambition may end up doing more harm than good. One major side effect of excessive ambition is the tendency to focus too determinedly on one particular vision or end goal. This is problematic because it hinders your ability to adapt to new circumstances, which is vital if you want to be a successful entrepreneur. If a new competitor emerges to threaten your business, you may need to change direction, even if that means straying from your original vision. If you have too much ambition, you’ll find this hard, if not impossible. Few people are successful when they try to build their first brand. Unfortunately, for the most ambitious entrepreneurs, a failure is seen as disastrous, and impossible to recover from. It’s a clear departure from the intended plan toward the intended goal. For people with limited ambition, however, failure is viewed as something closer to reality. Remember, failure is inevitable, and every failure you survive is a learning experience. Ambitious people tend to be more materialistically successful than their non-ambitious counterparts. However, they’re only slightly happier than their less-ambitious counterparts, and tend to live significantly shorter lives. This implies that even though ambitious people are more likely to achieve conventional “success,” such success means nothing for their health and happiness — and if you don’t have health and happiness. what else could possibly matter? Clearly, some amount of ambition is good for your motivation. Without any ambition, you wouldn’t start your own business, set or achieve goals and get far in life. But an excess of ambition can also be dangerous, putting you at risk of burnout, stubbornness and even a shorter life. 1．What does the author think of most entrepreneurs? A．They are more willing to risk their own lives. B．They are more ambitious than ordinary people. C．They achieve greater nonconventional success. D．They have more positive qualities than most of us. 2．What does the author imply by saying “this isn’t always the case”? A．Ambitious people may not have a greater chance of success. B．Ambitious people may not have more positive qualities. C．Entrepreneurs’ ambition does as much good as harm. D．Entrepreneurs are more naturally driven to success. 3．If one wants to become a successful entrepreneur, he must _________. A．hold on to his original vision B．be able to adapt to new situations C．focus determinedly on one particular goal D．avoid radical change in one’s career direction 4．How do the most ambitious entrepreneurs regard failure in their endeavor? A．It will awaken them to reality. B．It is a lesson they have to learn. C．It means the end of their career. D．It will result in a slow recovery. 5．What does the author advise us to do concerning ambition? A．Distinguish between conventional success and our life goal. B．Follow the example of the most ambitious entrepreneurs. C．Avoid taking unnecessary risks when starting a business. D．Prioritize health and happiness over material success. 【答案】1．B 2．A 3．B 4．C 5．D 【导语】这是一篇议论文，主要讲的是作者认为大多数企业家比普通人更有野心，然而事实上，在某些情况下，极端的野心最终可能弊大于利。 1．推理判断题。根据第一段“Most of us in the entrepreneurial community are blessed — or cursed — with higher-than-average ambition.(我们创业圈中的大多数人都是幸运的——或者说不幸的是——他们有着高于平均水平的雄心壮志。)”可知，作者认为大多数企业家比普通人更有雄心壮志。故选B。 2．推理判断题。根据第一段“Apparently, if you’re more naturally driven to set goals, you are more likely to succeed. Actually, this isn’t always the case. In fact, in some cases, extreme ambition may end up doing more harm than good.(显然，如果你天生更倾向于设定目标，你就更有可能成功。但事实并非总是如此。事实上，在某些情况下，过度的野心最终可能弊大于利。)”可知，作者说“事实并非总是如此”这句话暗示了有野心的人不一定更有可能成功。故选A。 3．细节理解题。根据第二段的“One major side effect of excessive ambition is the tendency to focus too determinedly on one particular vision or end goal. This is problematic because it hinders your ability to adapt to new circumstances, which is vital if you want to be a successful entrepreneur.(过度的雄心所带来的一个主要副作用是，人们往往会过于坚定地专注于某个特定的愿景或最终目标。这确实是个问题，因为它会妨碍你适应新情况的能力，而如果你想要成为一名成功的企业家，适应新情况的能力是至关重要的。)”可知，极端的野心会阻碍成功，因为它可能会阻止企业家适应新环境，因此能够适应新的环境对成为一个成功的企业家至关重要。故选B。 4．细节理解题。根据第三段“Unfortunately, for the most ambitious entrepreneurs, a failure is seen as disastrous, and impossible to recover from.(不幸的是，对于那些雄心勃勃的创业者来说，失败被视为灾难性的，而且是无法挽回的。)”可知，那些最具雄心壮志的创业者对于自己事业中的失败意味着他们职业生涯的终结。故选C。 5．推理判断题。根据倒数第二段的“This implies that even though ambitious people are more likely to achieve conventional “success,” such success means nothing for their health and happiness — and if you don’t have health and happiness. what else could possibly matter?(这表明，尽管有雄心的人更有可能获得传统意义上的“成功”，但这种成功对于他们的健康和幸福毫无意义——而如果没有健康和幸福，还有什么能真正重要呢？)”可知，作者建议我们把健康和快乐放在物质成功之前。故选D。 B （2026·天津南开·一模）“I write to find out what I’m thinking,” wrote the great American journalist John Dos Passos. Anyone engaged in writing understands this truth: the act of writing transforms half-formed ideas into precise, logical thought. What sounds coherent when spoken often appears weak and illogical when committed to paper. A recent MIT study provides convincing scientific evidence for this claim. Researchers used wearable brain scanners to compare students who wrote essays independently with those using AI assistance. The findings were clear: AI-assisted writers “consistently underperformed at brain, verbal, and behavioral levels.” They demonstrated that we need to write in order to think deeply. This research emerges at a critical historical moment for literacy. Childhood reading has reached record lows, with nearly half of British adults not reading a single book last year. Adult literacy is declining or making no progress across most OECD countries. Notably, average IQs have begun to decline since the 1980s, along with reasoning and problem-solving abilities — a trend that is unlikely to be random. Walter Ong’s influential work “Orality and Literacy” illuminates why writing is essential. He argued that literacy enabled Ancient Greece’s intellectual revolution. Oral cultures must “think memorable thoughts”, relying on rhyme, emotion, and cliché (陈词滥调) to preserve knowledge. Writing, by contrast, allows for precise, complex statements that can be examined, reviewed, and developed into logical arguments. In our digital age, no technology has surpassed the complicated architecture of the book. While the internet offers fragmented information, books provide rich context and sustained logical connections. Reading is an active process that demands engagement and concentration — it is essentially thinking in dialogue with the text. As our culture becomes increasingly dominated by short-form videos and attention-fragmenting content, we risk losing the capacity for complex reasoning. Reading and writing form the foundation of serious thought — a habit that unites history’s greatest minds. Before we yield our cognitive development to screens and algorithms, we must carefully consider what we might be sacrificing. 6．What is the function of writing according to John Dos Passos? A．Revealing flaws in speech. B．Organizing thoughts. C．Recording spoken words. D．Ensuring fluency. 7．What is the key advantage of writing over oral cultures? A．It makes for logical statements. B．It ensures greater objectivity. C．It preserves knowledge longer. D．It requires “memorable thoughts”. 8．Why does the author describe reading as “thinking in dialogue with the text”? A．To underline its logical structure. B．To contrast with online reading. C．To show its interactive feature. D．To highlight its cultural relevance. 9．What is the author’s attitude towards people’s reasoning capacity? A．Dismissive. B．Skeptical. C．Critical. D．Concerned. 10．Which can be the best title for the passage? A．Writing, Reading, and Thinking: Why Literacy Matters More Than Ever. B．The Digital Age: How Technology Is Reshaping Our Minds. C．The Power of Writing: How Putting Pen to Paper Shapes Thought. D．The Decline of Reading: A Warning Against Digital Distraction. 【答案】6．B 7．A 8．C 9．D 10．A 【导语】这是一篇议论文。文章主要论述了写作、阅读与思考的紧密关系，强调读写能力对深度思考不可或缺，并对当代读写下滑、思维碎片化表示担忧。 6．细节理解题。根据文章第一段“‘I write to find out what I’m thinking’(我写作是为了弄清楚自己在想什么)”，同时结合其后内容“Anyone engaged in writing understands this truth: the act of writing transforms half-formed ideas into precise, logical thought.(任何从事写作的人都明白这个道理：写作这一行为能够将不完整的想法转化为清晰、有条理的思维。)”可知，在他看来，写作让自己弄清楚自己在想什么，能把模糊想法变成清晰、有逻辑的思想，即，写作的功能是整理思路。故选B项。 7．细节理解题。根据文章第四段“Oral cultures must ‘think memorable thoughts’, relying on rhyme, emotion, and cliché to preserve knowledge. Writing, by contrast, allows for precise, complex statements that can be examined, reviewed, and developed into logical arguments.(口头文化必须“思考那些易于记忆的想法”，依靠韵律、情感和陈词滥调来保存知识。相比之下，书写则能够实现精确、复杂的表述，这些表述可以被审视、回顾，并进而发展成为逻辑严密的论证。)”可知，与口头文化相比，书写的表述精确，复杂，可以被审视和回顾，具有严密的逻辑论证，即，写作能形成精准、复杂、有逻辑的表达。故选A项。 8．推理判断题。根据文章第五段“Reading is an active process that demands engagement and concentration — it is essentially thinking in dialogue with the text.(阅读是一个主动的过程，需要投入精力和集中注意力 —— 本质上，它是与文本进行对话式的思考。)”可知，作者指出阅读是需要读者投入专注的主动过程，由此推知，“与文本对话”是形象的说法，意在说明阅读不是被动接收信息，而是读者主动和文本互动、开展思考的过程。故选C项。 9．推理判断题。根据文章末尾段“As our culture becomes increasingly dominated by short-form videos and attention-fragmenting content, we risk losing the capacity for complex reasoning.(随着我们的文化日益被短视频和分散注意力的内容所主导，我们有可能丧失复杂推理的能力。)”可知，作者提出在短视频碎片化的背景下，人们有可能丧失复杂推理的能力。由此推知，作者对人们的推理能力表示担忧。故选D项。 10．主旨大意题。通过阅读文章可知，文章末尾段内容“Reading and writing form the foundation of serious thought — a habit that unites history’s greatest minds.(阅读和写作构成了严肃思考的基础——这一习惯将历史上最伟大的思想家们联系在一起。)”点明了文章的主旨核心，即，全文既论述了写作对深度思考的作用，也论述了阅读的价值，指出当前读写素养下降的现状，强调读写是严肃思考的基础，在数字时代愈发重要。选项A“Writing, Reading, and Thinking: Why Literacy Matters More Than Ever(写作、阅读与思考：为何识字能力比以往任何时候都更为重要)”覆盖全文三大核心内容，匹配主旨。故选A项。 C （2026·天津河西·一模）They’re still kids, and although there’s a lot that the experts don’t yet know about them, one thing they do agree on is that what kids use and expect from their world has changed rapidly. And it’s all because of technology. To the psychologists, sociologists, and generational and media experts who study them, their digital devices set this new group apart, even from their tech-skilled Millennial (千禧年的) elders. They want to be constantly connected and available in a way even their older brothers and sisters don’t quite get. These differences may appear slight, but they signal an all-encompassing (包罗万象的) sensibility that some say marks the dawning of a new generation. The contrast between Millennials and this younger group was so evident to psychologist Larry Rosen that he has declared the birth of a new generation in his new book, Rewired. Rosen says the tech-dominated life experience of those born since the early 1990s is so different from the Millennials that they deserve the distinction of a new generation, which he has called the “iGeneration”. “The technology is the easiest way to see it, but it’s also a mind-set, and the mind-set goes with the little ‘i’, which I’m talking to stand for ‘individualized’,” Rosen says. “Everything is defined and individualized to ‘me’. My music choices are defined to ‘me’. What I watch on TV any instant is defined to ‘me’.” He says the iGeneration includes today’s teens and middle-schoolers, but it’s too soon to tell about elementary-school ages and younger. Rosen says the iGeneration believes anything is possible. “If they can think of it, somebody probably has or will invent it,” he says. “They expect innovation.” They have high expectations that whatever they want or can use “will be able to be tailored to their own needs and wishes and desires.” Portability is key. They are inseparable from their wireless devices, which allow them to text as well as talk, so they can be constantly connected—even in class, where cell phones are supposedly banned. Many researchers are trying to determine whether technology somehow causes the brains of young people to be wired differently. “They should be distracted and should perform more poorly than they do,” Rosen says. “But findings show teens survive distractions much better than we would predict by their age and their brain development.” Because these kids are more immersed and at younger ages, Rosen says, the educational system has to change significantly. “The growth curve on the use of technology with children is increasing very rapidly, and we run the risk of being out of step with this generation as far as how they learn and how they think,” Rosen says. “We have to give them opportunities to learn in a way that matches their expectations and their digital experiences.” 11．What is the main factor that distinguishes the iGeneration from previous generations, according to the passage? A．Their deeply integrated use of technology. B．Their higher intelligence quotients (IQs). C．Their improved social skills. D．Their greater interest in traditional media. 12．We can infer from the passage that Millennials ________. A．deserve the distinction of a new generation B．have an individualized mindset C．are less reliant on constant tech connection D．are not interested in innovation 13．What is a key characteristic of the iGeneration’s expectations towards technology? A．They prefer standardized products. B．They expect novelty and customization. C．They are skeptical of new inventions. D．They favor face-to-face communication. 14．What unexpected observation is noted concerning adolescents and interruptions to their focus? A．Their ability to concentrate is far weaker than that of mature adults. B．Doing multiple tasks leads to a dramatic drop in their school results. C．They cope with interruptions more effectively than their age would suggest. D．They fail to recognize how digital tools pull their attention away. 15．What major challenge does the author highlight for the educational system? A．The necessity of banning smartphones and laptops during lessons. B．The pressure of rising operational costs on educational budgets. C．The difficulty of training teachers to use conventional teaching materials. D．The danger of falling behind the cognitive and learning patterns of today’s youth. 【答案】11．A 12．C 13．B 14．C 15．D 【导语】本文是一篇说明文。主要介绍科技催生了“iGeneration”一代，阐述其特征、思维方式及给现有教育体系带来的改变挑战。 11．细节理解题。根据第一段中的“To the psychologists, sociologists, and generational and media experts who study them, their digital devices set this new group apart, even from their tech-skilled Millennial (千禧年的) elders. (对于研究他们的心理学家、社会学家以及代际和媒体专家来说，他们的数字设备使这个新群体与众不同，甚至与精通技术的千禧一代长辈也不一样。)”可知，使iGeneration与前几代人区分开的主要因素是他们对科技的深度融合使用。故选A项。 12．推理判断题。根据第一段中的“They want to be constantly connected and available in a way even their older brothers and sisters don’t quite get.(他们想要时刻保持在线、随时可联系，这种方式甚至他们的哥哥姐姐都不太理解。)”可知，千禧一代对持续科技连接的依赖程度更低。故选C项。 13．细节理解题。根据第四段中的““If they can think of it, somebody probably has or will invent it,” he says. “They expect innovation.” They have high expectations that whatever they want or can use “will be able to be tailored to their own needs and wishes and desires.”(他说：“只要他们能想到，就可能已经有人发明出来，或者将来会有人发明。他们期待创新。”他们满怀期待，认为任何自己想要或能用的东西“都能够根据自身的需求、心愿和渴望量身定制”。)”可知，他们期待科技的新颖性与个性化定制。故选B项。 14．细节理解题。根据第五段中的“But findings show teens survive distractions much better than we would predict by their age and their brain development.(但研究结果表明，青少年应对干扰的能力远比我们根据他们的年龄和大脑发育状况所预测的要好得多。)”可知，他们应对注意力干扰的效果远超其年龄段预期。故选C项。 15．细节理解题。根据最后一段中的““The growth curve on the use of technology with children is increasing very rapidly, and we run the risk of being out of step with this generation as far as how they learn and how they think,” Rosen says. (罗森说：“儿童使用科技产品的增长曲线上升得非常快，就他们的学习方式和思维方式而言，我们有可能与这一代人脱节。”)”可知，教育系统面临的主要挑战是可能落后于当代青少年的认知与学习模式。故选D项。 D （2026·天津河西·一模）Modern society celebrates freedom of choice as a fundamental good. From cereal aisles (超市麦片区) to career paths, we are presented with an unprecedented array of options. Psychologist Barry Schwartz, however, argues in his book The Paradox of Choice that this abundance, rather than liberating us, can lead to anxiety, paralysis, and dissatisfaction — a phenomenon he calls “the tyranny of choice”. The logic seems counterintuitive (违反直觉的). More choices should mean a greater chance of finding the perfect fit, leading to higher satisfaction. Yet, Schwartz contends that the process of choosing from numerous alternatives is psychologically taxing. Each option requires evaluation, which consumes time and cognitive energy. The fear of making a suboptimal choice — of missing out on a better alternative — generates what economists term “opportunity costs” on an emotional level. After a decision is made, this fear often changes into regret or doubt about the foregone options, diminishing the enjoyment of the chosen one. Furthermore, the responsibility that comes with choice can be burdensome. When outcomes are poor, we have no one to blame but ourselves. In a world with limited options, fate or limited availability could be the scapegoat (替罪羊). With limitless choice, failure is personalized. This “self-blame” for less-than-perfect results can weaken our sense of well-being. Schwartz distinguishes between “maximizers” and “satisficers.” Maximizers strive to make the absolute best choice, exhaustively researching all possibilities. Satisficers, on the other hand, aim for “good enough,” settling for an option that meets their core criteria. Unsurprisingly, research shows that maximizers, despite often achieving objectively better outcomes, report lower levels of happiness, optimism, and life satisfaction compared to satisficers. They are more likely to regret and depression. The solution is not to eliminate choice but to curtail (削减) it consciously. We can adopt the satisficer’s mindset by defining our standards beforehand and stopping the search once they are met. We can learn to appreciate “good enough” and recognize that the quest for the perfect is often the enemy of the good. By setting sensible limits on our own freedom to choose — in what we buy, how we spend our time, even in our personal relationships — we might just find the liberation we sought in choice in the first place. 16．Which of the following best summarizes the “paradox” mentioned in the passage? A．The pursuit of perfect freedom ultimately restricts our happiness. B．Society provides more choices, but individuals still feel they are not sufficient. C．Having abundant options is intended to increase satisfaction, but it often results in greater anxiety and regret. D．Economists believe more choices are beneficial, while psychologists prove they are harmful. 17．What does the phrase “a suboptimal choice” most probably mean? A．The choice that is the perfect fit. B．The choice whose logic seems counterintuitive. C．The choice bringing enjoyment. D．The choice that is less ideal. 18．According to the passage, why does the burden of personal responsibility increase in the face of abundant choices? A．Because it requires more knowledge to evaluate complex options. B．Because with limited choice, failure can be blamed on external factors. C．Because society places higher expectations on individuals who have many choices. D．Because making a wrong choice among many leads to greater financial loss. 19．According to paragraph 4, which of the following statements is TRUE about maximizers and satisficers? A．Although maximizers may achieve better objective outcomes, they tend to be less happy due to post-decision regret. B．Maximizers are generally more efficient because they research thoroughly before deciding. C．Satisficers are happier simply because they have lower standards and expectations. D．Becoming a satisficer means giving up on quality and settling for what is average in all situations. 20．What is the author’s overall attitude towards the abundance of choice in modern life? A．Strongly critical and dismissive. B．Cautiously critical but offering a solution. C．Entirely supportive and enthusiastic. D．Neutral and purely descriptive. 【答案】16．C 17．D 18．B 19．A 20．B 【导语】本文是一篇议论文。文章主要探讨了心理学家巴里·施瓦茨在其著作《选择的悖论》中提出的观点：过多的选择并不会带来更多的自由和满足，反而可能导致焦虑、后悔和不满。 16．细节理解题。根据第一段中“Modern society celebrates freedom of choice as a fundamental good. From cereal aisles (超市麦片区) to career paths, we are presented with an unprecedented array of options. Psychologist Barry Schwartz, however, argues in his book The Paradox of Choice that this abundance, rather than liberating us, can lead to anxiety, paralysis, and dissatisfaction — a phenomenon he calls “the tyranny of choice”. (现代社会崇尚选择的自由，认为这是一种基本的好处。从超市的麦片区到职业道路，我们面临着前所未有的选择。然而，心理学家巴里·施瓦茨在他的《选择的悖论》一书中指出，这种丰富非但没有解放我们，反而会引发焦虑、犹豫不决与不满——他称之为“选择的专制”的现象)”可知，文章所讨论的“paradox(悖论)”指的是丰富的选择本应提升满意度，却常常导致更大的焦虑和后悔。故选C项。 17．词句猜测题。根据第二段中“The fear of making a suboptimal choice — of missing out on a better alternative — generates what economists term “opportunity costs” on an emotional level. (对做出suboptimal choice的恐惧——害怕错过更好的选择——在情感层面上产生了经济学家所说的“机会成本”)”以及后文“this fear often changes into regret or doubt about the foregone options, diminishing the enjoyment of the chosen one. (这种恐惧常常转变为对被放弃选项的后悔或怀疑，从而削弱了对所选之物的享受)”可推知，suboptimal choice与“a better alternative”相对，指的是会让人产生恐惧的选择，是不够理想的选择。故选D项。 18．细节理解题。根据第三段中“When outcomes are poor, we have no one to blame but ourselves. In a world with limited options, fate or limited availability could be the scapegoat (替罪羊). With limitless choice, failure is personalized. This “self-blame” for less-than-perfect results can weaken our sense of well-being.(当结果不尽如人意时，我们只能归咎于自己。在选择有限的世界里，命运或资源匮乏尚可充当替罪羊；而面对无限选择时，失败则被个人化。这种因不够完美的结果而产生的“自责”，会削弱我们的幸福感)”可知，在选择有限的情况下，失败可以归咎于外部因素，而当有无限的选择的时候，失败则更多地被视为个人的责任。所以可以理解为：面对丰富的选择，个人责任的负担反而增加了，这是因为选择有限时，失败可以归咎于外部因素。故选B项。 19．细节理解题。根据第四段中“Maximizers strive to make the absolute best choice, exhaustively researching all possibilities. Satisficers, on the other hand, aim for “good enough,” settling for an option that meets their core criteria. Unsurprisingly, research shows that maximizers, despite often achieving objectively better outcomes, report lower levels of happiness, optimism, and life satisfaction compared to satisficers. They are more likely to regret and depression.(最大化者努力做出绝对最好的选择，详尽地研究所有可能性。另一方面，满足者追求“足够好”，满足于符合他们核心标准的选择。不出所料，研究表明，与满足者相比，最大化者尽管通常能取得客观上更好的结果，但他们的幸福感、乐观程度和生活满意度都较低。他们更容易后悔和抑郁)”可知，最大化者虽然可能取得更好的客观结果，但由于决策后的后悔，他们往往不太快乐”可知，关于最大化者和满足者，正确的说法是：尽管最大化者可能获得更好的客观结果，但由于决策后的后悔，他们往往不那么快乐。故选A项。 20．推理判断题。通读全文，结合第一段中“Psychologist Barry Schwartz, however, argues in his book The Paradox of Choice that this abundance, rather than liberating us, can lead to anxiety, paralysis, and dissatisfaction (然而，心理学家巴里·施瓦茨在他的《选择的悖论》一书中指出，这种丰富非但没有解放我们，反而会导致焦虑、麻木和不满)”可知，作者借用名人的观点对现代生活中的过多选择表达了批判态度；同时，结合最后一段中“The solution is not to eliminate choice but to curtail (削减) it consciously. (解决办法不是消除选择，而是有意识地削减它)”可知，作者提出了有意识地削减选择的解决方案。因此，作者的态度是谨慎批判但提供解决方案。故选B项。 刷真题 A （2025·全国一卷·高考真题）While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. Dutch authors Thalia Verkade and Marco te Brömmelstroet are bothered by facts like these. In their new book Movement: How to Take Back Our Streets and Transform Our Lives, they call for a rethink of our streets and the role they play in our lives. Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in the late 1960s and 1970s as well. Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. In Australia we now have over twenty million cars for just over twenty-six million people, among the highest rate of car ownership in the world. We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? The authors of Movement have it right: it’s time to think differently about that street outside your front door. 1．What phenomenon does the author point out in paragraph 1? A．Cars often get stuck on the road. B．Traffic accidents occur frequently. C．People walk less and drive more. D．Pedestrians fail to follow the rules. 2．What were the Canadian journalist and other campaigners trying to do? A．Keep their cities livable. B．Promote cultural diversity. C．Help the needy families. D．Make expressways accessible. 3．What can be inferred about the campaigns in Australia in the late 1960s and 1970s? A．They boosted the sales of cars. B．They turned out largely ineffective. C．They won government support. D．They advocated building new parks. 4．What can be a suitable title for the text? A．Why the Rush? B．What’s Next? C．Where to Stay? D．Who to Blame? 【答案】1．C 2．A 3．B 4．A 【导语】本文是一篇议论文。文章主要介绍了西方城市过度围绕汽车设计导致行人流动性下降，尤其是儿童步行减少的现象，并通过历史案例和现状分析呼吁反思街道功能，重视城市宜居性。 1．细节理解题。根据文章第一段“While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. (虽然近年来我们的街道可能已经改善了安全性，但交通研究也表明行人的流动性下降，尤其是年轻儿童。许多家长说，路上的交通太拥挤，他们的孩子无法安全步行上学，所以他们把孩子塞进车里)”可知，作者指出的现象是人们步行减少、开车增多。故选C。 2．推理判断题。根据文章第三段“Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” (最著名的是，一位加拿大记者在20世纪50年代初举家迁往曼哈顿，她领导了一场阻止当地公园被毁的运动。在描述她对用高速公路取代公园的提议感到震惊时，Jane Jacobs呼吁她的市长捍卫“纽约作为适宜居住的地方，而不仅是匆匆穿过的通道”)”可推知，加拿大记者和其他运动参与者旨在保持城市宜居性。故选A。 3．推理判断题。根据文章倒数第二段“Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. (尽管这些运动很普遍，但现实是大多数西方城市完全围绕汽车需求重新设计。道路上的汽车数量一直在迅速增加)”可推知，20世纪60年代末和70年代澳大利亚的竞选活动未能阻止汽车发展，基本上没有效果。故选B。 4．主旨大意题。通读全文，并根据文章最后一段“We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our communities? (我们在帮助我们快速通过的道路上投入了大量资金，但我们没有考虑到真正的成本。我们真的认识到当孩子们不能在我们的社区安全地移动时，我们作为一个社会将会付出什么代价吗)”可推知，本文批判城市过度追求交通效率、忽视行人需求的现象，A项“Why the Rush? (为何匆匆？)”质问“rush through (匆匆通行)”的规划理念，契合主旨，最适合作为本文标题。故选A。 B （2025·天津·高考真题）Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people. If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody. These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do. But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments. This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out. 5．What can be learned about Aristotle’s view on happiness? A．Goods contribute to happiness. B．Virtuous people may not be happy. C．Too many goods reduce happiness. D．Happy people care less about goods. 6．According to the author, what do both Toby and Ybot experience? A．They start from a humble beginning. B．They reach the same height in career. C．They recover from the same sufferings. D．They retire with honour from the film industry. 7．What does the author try to convey with the example of mountain climbing? A．Easy success is often envied. B．There are various paths to success. C．Fierce struggle is vital to success. D．Hard-earned success is treasured more. 8．In writing Paragraph 4, the author tries to________. A．introduce another topic B．draw a conclusion C．further an argument D．provide new evidence 9．What could be the best title for the passage? A．To Shape Your Life with Good Deeds. B．Defining the Shape of a Good Life. C．The Essential Components of Good Life. D．How We Can Have a Good Shape of Life. 【答案】5．A 6．B 7．D 8．C 9．B 【导语】本文是一篇议论文。文章主要讨论了何为“美好生活”，指出美好生活不仅关乎经历的内容，还关乎经历的顺序（即生活的“形态”）。 5．细节理解题。根据第一段中“Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people.(即使是亚里士多德，他也认为幸福的关键在于美德的培养和锻炼，但他仍然认为某些物品要么是幸福的必要条件，要么是美德之人所能获得的物品)”可知，亚里士多德认为某些物品对幸福是必要的，或者美德之人会获得这些物品，即物品有助于幸福。故选A。 6．细节理解题。根据第二段中“Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role.(托比多年来一直在努力找工作，经历了各种各样的困难。他成为了一名著名而富有的演员，并在退休前的最后一部电影中获得了奥斯卡奖。然而，伊博特凭借他的第一部电影角色赢得了奥斯卡奖)”以及第三段“These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth.(这两位演员的人生，就像他们的名字一样，是互为镜像的存在。托比和伊博特的人生净值似乎不相上下)”可知，两人都获得了奥斯卡奖，达到了职业生涯的顶峰，即他们在事业上达到了相同的高度。故选B。 7．推理判断题。根据第三段中“Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do.(爬山的人比坐公交车到山顶的人会经历更多的挣扎，但爬山的人也会有一种成就感，这是另一个人可能会羡慕的。从这个意义上说，我们可能会认为托比的生活更好，因为他的高峰似乎比伊博特的更值得)”可知，作者通过爬山的例子试图传达的是：辛苦得来的成功更受珍视。故选D。 8．推理判断题。根据第四段中“But that’s not the whole story. The narrative (叙述) itself seems to make a difference.(但这并不是全部。叙述本身似乎也有影响)”以及“Where the story ends seems to matter in itself.(故事的结局本身很重要)”并结合后文对生活叙述顺序的讨论可知，作者在写第四段是试图进一步论证前文提出的“生活形态”假说，即生活的叙述顺序也很重要。故选C。 9．主旨大意题。根据全文内容，尤其是最后一段中“This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order.(这种直接的判断体现在所谓的“生活形态”假说中。从这个观点来看，过上美好的生活不仅仅是拥有正确的经历或生活事件，而是以正确的顺序拥有它们)”可知，文章主要讨论了何为“美好生活”的形态，即美好生活不仅关乎经历的内容，还关乎经历的顺序。因此，B选项“Defining the Shape of a Good Life(定义美好生活的形态)”最符合文章主旨，适合作为标题。故选B。 C （2025·上海·高考真题）The pet food industry has received unkind remarks as to the true origin of its ingredients (原料) for decades. Now the industry faces another source of criticism as a new book starts a debate about the environmental impact of owning a well-fed pet. The New Scientist magazine, in a recent editorial, largely agreed with the book’s findings that some pets, due to the food they eat, have a surprisingly high “ecological footprint”, which is a way of quantifying human demand on the planet’s ecosystems using a measure called “global hectares”. According to the authors of the book, “A shocking comparison is that in 2004, the average citizen of some poor countries had an eco-footprint of 0.76 hectares. The eco-footprint of a cat is about 0.15 hectares, almost the same as what is needed to run a small car. In a world where resources are already limited, can people really justify keeping pets that require more than some people?” The authors of the book say that they were “genuinely surprised” when calculating the environmental impact of pets. And some of the ideas they put forward to attenuate this are likely to shock some pet owners. For example, the book suggests catching pests such as field mice and processing them into a “natural” cat food, or raising pets like chickens that provide both company and fresh eggs. When feeding a pet, however, the advice is to favour pet foods made from chicken meat, which is less damaging to the environment than red meat and fish. As you might expect, the Pet Food Manufacturers Association (PFMA) puts up a spirited defence, arguing that the vast majority of meat and fish used in pet foods is of sufficient quality for human consumption but more than humans need. “If we didn’t recycle animal by-products to sell, they might instead be abandoned and buried under the earth, which is not very green,” says the director. In addition, he points out that pets should not be viewed just on their carbon footprint. “Our environment is greatly enriched by the part they play in our lives. Pets in the home inspire responsibility, encourage social awareness and have positive health benefits.” 10．What is suggested in the book to make pet food production greener? A．Making processed pet foods out of pests B．Feeding pets primarily with fish and meat. C．Increasing the use of red meat in pet foods. D．Avoiding using animal by-products in pet foods. 11．The word “attenuate” (para 4) is closest in meaning to “_______”. A．assess B．blame C．drive D．reduce 12．Which argument does PFMA make to defend the industry? A．The use of meat and fish in pet foods can prevent waste. B．Pet food production is both sustainable and cost-efficient. C．Pet food ingredients are as nutritious as those for humans. D．The eco-footprints of humans far outnumber those of pets. 13．What is the main focus of the passage? A．The origin of pet food ingredients. B．Calculation of pet carbon footprint. C．Environmental impact of pet foods. D．A spirited debate over pet ownership. 【答案】10．A 11．D 12．A 13．C 【导语】本文是一篇议论文。主要讨论了宠物食品对环境的影响，包括宠物食品的生态足迹、宠物食品生产的环境问题以及宠物食品制造商协会对此的回应。 10．细节理解题。根据第四段中“For example, the book suggests catching pests such as field mice and processing them into a “natural” cat food, or raising pets like chickens that provide both company and fresh eggs. When feeding a pet, however, the advice is to favour pet foods made from chicken meat, which is less damaging to the environment than red meat and fish. (例如，这本书建议捕捉田鼠等害兽，将它们加工成“天然”猫粮，或者饲养鸡这类宠物，它们既能陪伴主人，又能提供新鲜鸡蛋。不过，在喂养宠物时，建议优先选择鸡肉制成的宠物食品，因为鸡肉对环境的破坏比红肉和鱼类要小。)”可知，书中提出的环保建议包括将田鼠等害兽加工成宠物食品，以及优先使用鸡肉制作宠物食品。故选A项。 11．词句猜测题。根据画线词上文“The authors of the book say that they were “genuinely surprised” when calculating the environmental impact of pets. (这本书的作者们表示，在计算宠物对环境的影响时，他们“真的很惊讶”。)”以及下文“For example, the book suggests catching pests such as field mice and processing them into a “natural” cat food, or raising pets like chickens that provide both company and fresh eggs. (例如，这本书建议捕捉田鼠等害虫，将它们加工成“天然”猫粮，或者饲养鸡这类宠物，它们既能陪伴主人，又能提供新鲜鸡蛋。)”可知，作者对于宠物对环境的影响感到惊讶，所以提出了一些建议来减少这种影响，故画线词attenuate应为“减少”之意，与“reduce”意思最接近。故选D项。 12．细节理解题。根据最后一段中““If we didn’t recycle animal by-products to sell, they might instead be abandoned and buried under the earth, which is not very green,” says the director. (“如果我们不回收动物副产品进行销售，它们可能会被丢弃并埋在地下，这可不是什么环保的做法，”主任说道。)”可知，PFMA认为宠物食品中使用肉类和鱼类可以防止浪费，以此为宠物食品行业辩护。故选A项。 13．主旨大意题。通读全文，结合第一段中“Now the industry faces another source of criticism as a new book starts a debate about the environmental impact of owning a well-fed pet. (现在，随着一本新书引发了一场关于饲养一只营养充足的宠物对环境影响的辩论，该行业面临着另一个批评来源。)”可知，文章开篇指出宠物食品行业面临新的批评 —— 新书引发关于宠物饲养环境影响的争论；随后介绍书中的生态足迹数据和环保建议；最后呈现PFMA的反驳观点。全文始终围绕宠物食品的环境影响这一核心话题展开。故选C项。 D （2020·上海·高考真题）Our green spaces are shrinking, despite all the benefits they give us. If we want to save them, we need to value the ecosystem and health and wellbeing services they offer. Sheffield city council’s balance sheet shows its parks as a £16m liability. Traditional accountancy methods focus on a park’s saleable value, or its operational costs associated with maintenance. So England’s 27,000 parks are considered as financial liabilities rather than the amazing asset to our health and wellbeing that any of their 37 million regular users could vouch for. They also deliver a range of ecosystem services such as improved air and water quality, flood risk mitigation by absorbing water run-off, and cooling the urban environment as well as providing much-needed habitat for wildlife. By using a “natural capital” accounting approach that puts a value on all these social, environmental and economic contributions, Sheffield discovered that for every £1 spent on its parks, they generate £34 of benefits. Yet this true value is not widely measured or recognised. As Ian Walmsley, Stockport council’s green space manager told the Communities and Local Government select committee parks inquiry, “an argument has never been successfully made that if you spend x on a park, there will be a saving in the health budget and therefore you should take money out of the health budget and put it into parks”. As a result, the MPs inquiry report published last week warned that parks are at a tipping point of decline, ravaged by a 92% reduction in their budgets since 2010-11 because of local authority cuts. Less money means fewer park rangers, less maintenance, more litter, dog poo and antisocial behaviour, including gang and drug-related activities, and gradually much-loved local parks turn into dangerous eyesores. Tragically it’s the small, green spaces in poorer, built-up areas that suffer disproportionate cuts to park rangers and maintenance. We have been here before. Uncared-for, litter-strewn parks were emblematic of Thatcher’s Britain before an injection of public spending by a Labour government and £850m of lottery cash revived them. But it doesn’t have to be this way. Andrew Hinchley, green space development officer at the London Borough of Camden, told MPs if we had new ways of valuing the services parks provide for improving water quality, for example, then you could ask water companies to pay towards their upkeep. The committee wants councils to publish strategic plans to recognise the real value of parks and to set out how they will be managed (possibly by a charitable trust, as Newcastle is looking into) to maximise their contribution to wider local authority goals such as promoting healthier lifestyles. It suggests the government’s obesity strategy could fund parks. It also suggests that it could be a legal requirement for councils to produce such strategies. 14．According to the text, parks are regarded as financial liabilities because _________ . A．the area of the park is gradually decreasing due to poor protection B．the budget for the construction of the park is gradually decreasing C．the value of the park is low by using a “natural capital” accounting approach D．the traditional accountancy methods focus on a park’s saleable value 15．According to the text, which of the following is NOT the benefit of the park? A．Improving air and water quality. B．Symbolizing the city civilization. C．Cooling the urban environment. D．Providing much-needed habitat for wildlife. 16．Due to the reduction in budgets, what could probably happen? A．The government will take money out of the health budget. B．The local authorities will centralize the management of the park. C．Much-loved local parks will turn into dangerous eyesores. D．The true value of the park will be widely measured or recognised. 17．What can be learned from the last two paragraphs? A．The committee has published strategic plans to recognise the real value of park. B．It could be a legal requirement for councils to produce such strategies. C．The local citizens should pay for the improving water quality. D．The Labour government will spend £850m of lottery cash to revive the park. 【答案】14．D 15．B 16．C 17．B 【导语】这是一篇议论文。主要介绍的是城市公园作为重要资产，其真实价值未被广泛认识及合理评估的问题，并提出改善建议。 14．细节理解题。根据文章第一段内容“Traditional accountancy methods focus on a park’s saleable value, or its operational costs associated with maintenance. So England’s 27,000 parks are considered as financial liabilities rather than the amazing asset to our health and wellbeing that any of their 37 million regular users could vouch for.(传统的会计方法侧重于公园的可售价值，或者与维护相关的运营成本。因此，英格兰的 27000 个公园被视为财务负担，而非其 3700 万常客所认可的对我们的健康和福祉而言的宝贵资产。)”可知，传统会计方法只关注公园的可销售价值和维护成本，导致公园被视为“财务负担”。故选D项。 15．细节理解题。根据文章第一段内容“They also deliver a range of ecosystem services such as improved air and water quality, flood risk mitigation by absorbing water run-off, and cooling the urban environment as well as providing much-n$