命题大赛 广东2025-2026学年高一英语第二学期阶段测试练习卷（人教版必修第三册）

**基本信息** 原创试题聚焦人与自然、人与自我、人与社会三大主题语境，通过太阳能船环保科技、体育成长励志、雨中助老友善互助等真实情境，考查语言理解与表达能力，渗透思维品质与文化意识培养。 **题型特征** |题型|题量|知识覆盖|命题特色| |----|----|----------|----------| |阅读理解D篇|4题|细节理解、推理判断、主旨归纳|以环保科技为情境，问题设计从具体信息到深层意义，契合科技前沿热点| |完形填空|15题|词汇辨析、语境理解、逻辑衔接|通过成长故事设置梯度问题，考查语言运用同时引导自我认知，体现励志教育| |读后续写|1题|情节构思、语言表达、情感态度|基于友善互助情境，要求延续故事发展，培养创新思维与跨文化交际意识|

阅读理解 D篇（原创） 主题语境：人与自然 — 环保科技 文本词数：412 文本难度：0.58 阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项,并在答题卡上将该选项涂黑。 For his first few days at sea on the MS Porrima, Gunter Pauli was amazed by the silence aboard his solar-powered ship. With no noisy engines, the only sounds came from waves, wind and flying seabirds. This quiet journey was more than a relaxing trip; it was a living example of how clean energy could change the shipping industry. Using limited resources effectively is the central philosophy behind the Porrima, a concept boat centered on environmental research. It depends totally on sunlight for power, producing zero waste and no pollution. Designed to be light and strong, its system collects and stores energy to keep running even on cloudy days. The goal is simple: to show that sustainable technology can completely replace traditional fossil fuel in shipping, reducing damage to oceans and air. Pauli believes that human activity has put the ocean under serious pressure. Too many ships rely on oil, which leads to pollution and climate change. He created the Porrima to challenge people’s fixed ideas: that modern transport must come at a cost to the environment. “We do not need to choose between progress and protection,” Pauli often says. “We can have both if we use wisdom and creativity.” The journey of the Porrima has attracted wide attention. Schools and research groups follow its progress, learning how renewable energy works in real life. More importantly, it has encouraged bigger companies to rethink their shipping methods. Some have already started testing similar clean-energy ships. Pauli’s work reminds us that small, creative actions can lead to great environmental change. The solar-powered ship does not just sail across the sea; it carries hope for a greener, quieter and healthier planet. 1. What can we learn about the MS Porrima from Paragraph 1? A. It was designed for long-distance journeys at sea. B. It relies on solar energy without making noise. C. It aims to provide passengers with a relaxing trip. D. It has completely changed the shipping industry. 2. What is the Porrima designed to prove? A. Limited resources can be stored for future use. B. Renewable energy works better on cloudy days. C. Green technology can take the place of fossil fuels. D. Lightweight ships cause less damage to oceans. 3. What does Pauli want to convey through his project? A. Progress can go hand in hand with environmental protection. B. The shipping industry is the main cause of ocean pollution. C. People should give up modern transport to protect the ocean. D. Traditional ships will soon be replaced by clean-energy ones. 4. What is the text mainly about? A. The life story of a green ship inventor. B. A concept ship and its inspirational meaning. C. Different ways to develop renewable energy. D. Challenges facing the global shipping industry. 完形填空（原创） 主题语境：人与自我 — 成长励志 文本词数：292 文本难度：0.55 阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项,并在答题卡上将该选项涂黑。 When I was in primary school, I was the 1 student in my class when it came to sports. I lacked strength and speed, and I even 2 several times during simple running races. Other students sometimes 3 at my poor performance, so I often hid myself alone after class, losing interest in all sports activities. Then came Miss Wang, our new PE teacher. She was kind and patient. She quickly 4 my unhappiness and one afternoon, she called me to her office. “I know you’re not 5 at sports,” she said gently. “But that doesn’t make you weak. You just haven’t 6 the courage to believe in yourself.” From that day on, Miss Wang practiced with me 7 school. She taught me how to breathe 8 and how to keep my balance while running. At first, I could only run a short distance before feeling extremely 9. But Miss Wang never 10. She always encouraged me not to give up easily. Day by day, I 11 stronger and more confident. I kept 12 every day, even when I felt like stopping. When the school sports meeting was around the corner, I 13 to take part in the 800-meter race. Though my legs hurt and I was out of breath, I kept going. When I 14 the finish line, I didn’t win first prize. But my classmates cheered loudly for me. That race changed my life greatly. It taught me that 15 is the key to success. 1. A. roughest B. weakest C. strictest D. quickest 2. A. fell B. fled C. slipped D. skipped 3. A. glared B. laughed C. aimed D. doubted 4. A. dismissed B. noticed C. recalled D. avoided 5. A. wealthy B. good C. flexible D. familiar 6. A. seized B. found C. held D. matched 7. A. during B. after C. before D. within 8. A. formally B. correctly C. gradually D. frequently 9. A. amazed B. tired C. confused D. amused 10. A. turned up B. gave up C. broke up D. pulled up 11. A. remained B. became C. appeared D. seemed 12. A. learning B. practicing C. improving D. exploring 13. A. afforded B. decided C. refused D. agreed 14. A. reached B. crossed C. searched D. visited 15. A. effort B. belief C. relief D. humor 三、读后续写（原创） 主题语境：人与社会 — 友善互助 文本词数：368 文本难度：0.52 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 It was a cold evening in December. On my way home from school, the bitter wind stung my cheeks, and darkness fell much earlier than usual. I wrapped my coat tighter and quickened my pace, eager to escape the coming heavy rain. Just then, I noticed an elderly lady standing alone beside a small corner store, huddling her shoulders against the cold. She looked worried, staring anxiously at the dark clouds gathering overhead, her trembling hands holding firmly a broken umbrella. Before I could react, the sky suddenly split open and heavy rain poured down. With nowhere to take shelter, her thin coat soon got soaked through. I hesitated for a moment. My own umbrella was small, barely big enough to shield myself. But seeing her helpless, cold and frightened in the rain, my heart ached for her. I stepped through the puddles and walked towards her. “Are you all right, Grandma?” I asked gently, raising my voice against the rain. She turned around, eyes lighting up with relief, telling me she lived just two blocks away but could not walk back in such heavy rain with a broken umbrella. Without hesitation, I said, “Let me walk you home together under my umbrella.” She thanked me repeatedly, a warm smile slowly spreading across her face. We walked slowly in the rain, crowded together under the tiny umbrella. On the way, she shared stories about her childhood in this neighborhood, about an old tree that once stood where the shop now lay, and how she used to play here with her friends. I listened attentively, hardly noticing the rain soaking my shoulders, and the journey passed in the blink of an eye. When we finally arrived at her doorstep, she invited me in for a cup of hot tea to warm myself. I politely refused, knowing my parents would worry about me. Before I left, she pulled a small, carefully wrapped handmade card from her pocket and pressed it into my hand. She told me she had kept this kind of handmade card for years, as a way to record all the warmth she had received from others. “This is for you,” she said softly. “You’ve made my whole evening brighter, and I hope kindness can always be passed down.” 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Paragraph 1: The next day at school, I showed the handmade card to my best friend, Tom. ____________________________________________________________________ Paragraph 2: A week later, I received a surprising invitation from the elderly lady._____________________________________________________________________ 学科网（北京）股份有限公司 $Sheet1 高中英语试卷 多维细目表 题型 题号 分值 主题语境 语篇类型 考查能力 核心素养 难度 预估得分率 阅读理解D 1 2.5 人与自然—环保科技 说明文 细节理解 语言能力、思维品质 中 0.65 阅读理解D 2 2.5 人与自然—环保科技 说明文 细节理解 语言能力、思维品质 中 0.6 阅读理解D 3 2.5 人与自然—环保科技 说明文 推理判断 思维品质、文化意识 中难 0.55 阅读理解D 4 2.5 人与自然—环保科技 说明文 主旨大意 思维品质、学习能力 中 0.6 完形填空 1 1 人与自我—成长励志 记叙文 词义辨析 语言能力、思维品质 易 0.8 完形填空 2 1 人与自我—成长励志 记叙文 词义辨析 语言能力 易 0.75 完形填空 3 1 人与自我—成长励志 记叙文 固定搭配 语言能力 易 0.85 完形填空 4 1 人与自我—成长励志 记叙文 词义辨析 语言能力、思维品质 易 0.8 完形填空 5 1 人与自我—成长励志 记叙文 固定搭配 语言能力 易 0.9 完形填空 6 1 人与自我—成长励志 记叙文 词义辨析 语言能力、思维品质 中 0.65 完形填空 7 1 人与自我—成长励志 记叙文 介词辨析 语言能力 易 0.85 完形填空 8 1 人与自我—成长励志 记叙文 副词辨析 语言能力 中 0.7 完形填空 9 1 人与自我—成长励志 记叙文 形容词辨析 语言能力 易 0.8 完形填空 10 1 人与自我—成长励志 记叙文 短语辨析 语言能力 中 0.75 完形填空 11 1 人与自我—成长励志 记叙文 动词辨析 语言能力、思维品质 中 0.7 完形填空 12 1 人与自我—成长励志 记叙文 动词辨析 语言能力 中 0.7 完形填空 13 1 人与自我—成长励志 记叙文 动词辨析 语言能力、思维品质 中 0.75 完形填空 14 1 人与自我—成长励志 记叙文 固定搭配 语言能力 易 0.85 完形填空 15 1 人与自我—成长励志 记叙文 主旨理解 思维品质、文化意识 中 0.65 读后续写 — 25 人与社会—友善互助 记叙文 书面表达、衔接、情节构建、主旨升华 语言能力、思维品质、文化意识、学习能力 中难 0.55 $ 参考答案及解析与评分细则 【语篇导读】 本文为说明文，以太阳能环保船MS Porrima为载体，介绍了清洁能源技术在航运领域的应用，阐述了其高效利用资源、零污染排放的核心理念，传递了“发展与环保可共存”的可持续发展理念，引导读者关注海洋生态保护与绿色科技的未来。 1. 答案：B 细节理解题 解析：根据第一段关键信息“the silence aboard his solar-powered ship”“no noisy engines”，可知该船依靠太阳能驱动，运行时无噪音。A项文中未提及长途航行；C项曲解文意，“relaxing trip”并非其设计目的；D项偷换时态，原文为“could change”（可能改变），而非“has completely changed”（已完全改变）。 2. 答案：C 细节理解题 解析：根据第二段“The goal is simple: to show that sustainable technology can completely replace traditional fossil fuel in shipping”，可知该船旨在证明绿色技术可替代航运中的化石燃料。A项偷换概念，文中未提及资源储存；B项曲解细节，“even on cloudy days”仅说明储能系统可在阴天运行；D项无中生有，文中未提及轻量化船体与海洋损害的关联。 3. 答案：A 推理判断题 解析：根据第三段Pauli的观点“We do not need to choose between progress and protection. We can have both”，可推断其核心思想是发展与环保可协同推进。B项夸大事实，文中未说明航运是海洋污染的主要原因；C项与原文观点相反，Pauli反对二元对立思维；D项过度推断，文中仅提到部分企业开始测试清洁能源船舶，未提及传统船舶将很快被替代。 4. 答案：B 主旨大意题 解析：全文围绕太阳能概念船MS Porrima的设计理念、实践意义及社会影响展开，重点阐述其背后的环保理念与价值。A项偏离主题，人物并非核心；C项范围过大，文中仅聚焦航运领域的可再生能源应用；D项无中生有，文中未提及行业挑战。 评分细则 1. 本题共4小题，每小题2.5分，满分10分。 2. 评分时，以选项的唯一性与正确性为核心依据，主要考查学生对语篇的理解能力，包括： (1) 细节信息定位与理解能力； (2) 逻辑推理与判断能力； (3) 主旨大意提炼与篇章概括能力。 3. 评分时，仅根据学生所选答案是否与参考答案一致给分，不设中间分，每小题答对得2.5分，答错或未答得0分。 4. 评分时还应注意： (1) 学生需按要求在答题卡上将所选选项涂黑，未按规定方式作答的不得分； (2) 多选、错选、不选均不得分。 命题思路 本篇选用说明文，贴合新课标“人与自然——环保科技”核心主题，聚焦清洁能源、海洋环保、科技可持续发展热点。语篇结构层次清晰，由船只介绍、设计理念、创作初衷、社会价值、主旨升华构成。题目梯度合理，全面覆盖细节理解、推理判断、主旨大意三大核心阅读题型，贴合新高考I卷D篇命题难度与考查逻辑，重点考查学生语篇精读、逻辑分析与主旨概括的核心能力，落实立德树人环保育人理念。 材料来源 原创命题，版权清晰，无侵权、无网络重复内容。 参考答案及解析与评分细则 1. 答案：B 形容词辨析 解析：根据后文“lacked strength and speed”可知，作者在体育方面力量不足、速度不够，是班里能力最弱的学生。weakest 符合语境；roughest（最粗糙的）、strictest（最严格的）、quickest（最快的）均与文意不符。 2. 答案：A 动词辨析 解析：句意为在简单的跑步比赛中作者多次摔倒。fell 表示“摔倒”，符合语境；fled（逃跑）、slipped（打滑）、skipped（蹦跳）均不符合比赛失误的场景。 3. 答案：B 动词辨析 解析：根据后文“hid myself alone”可知，同学因作者表现不佳而嘲笑他。laughed at 为固定搭配，意为“嘲笑”；glared（怒视）、aimed（瞄准）、doubted（怀疑）均不符合语境。 4. 答案：B 动词辨析 解析：老师善良且有耐心，很快注意到作者的不开心。noticed 符合语境；dismissed（忽视）、recalled（回忆）、avoided（避免）均与文意相反。 5. 答案：B 形容词辨析 解析：be good at 为固定搭配，意为“擅长”，符合句意“我知道你不擅长体育”。wealthy（富有的）、flexible（灵活的）、familiar（熟悉的）均不合适。 6. 答案：B 动词辨析 解析：句意为“你只是还没有找到相信自己的勇气”。found 符合情感与语境；seized（抓住）、held（握住）、matched（匹配）均搭配不当。 7. 答案：B 介词辨析 解析：after school 为固定搭配，意为“放学后”，表示老师在课后陪作者练习。during（在……期间）、before（在……之前）、within（在……之内）均不符合。 8. 答案：B 副词辨析 解析：老师教作者跑步时如何正确地呼吸以保持平衡。correctly 符合运动技巧的语境；formally（正式地）、gradually（逐渐地）、frequently（频繁地）均不合适。 9. 答案：B 形容词辨析 解析：一开始作者跑不远就感到极度疲惫。tired 符合语境；amazed（惊讶的）、confused（困惑的）、amused（逗乐的）均与文意无关。 10. 答案：B 动词短语辨析 解析：根据后文“encouraged me not to give up”可知，老师从未放弃作者。gave up 符合文意；turned up（出现）、broke up（分裂）、pulled up（停车）均不合适。 11. 答案：B 动词辨析 解析：日复一日，作者变得更强壮、更自信。became 强调状态发生改变，符合语境；remained（保持）、appeared（出现）、seemed（似乎）均不能体现成长变化。 12. 答案：B 动词辨析 解析：作者每天坚持练习以提升自己。practicing 符合为比赛准备的语境；learning（学习）、improving（提高）、exploring（探索）均不准确。 13. 答案：B 动词辨析 解析：运动会来临之际，作者决定参加800米比赛，体现自我突破。decided 符合文意；afforded（负担得起）、refused（拒绝）、agreed（同意）均不合适。 14. 答案：B 动词辨析 解析：cross the finish line 为固定表达，意为“冲过终点线”，是比赛场景的标准用法。reached（到达）、searched（寻找）、visited（参观）均不符合。 15. 答案：B 名词辨析 解析：全文围绕“相信自己”展开，强调信念是成功的关键。belief 紧扣主旨；effort（努力）、relief（宽慰）、humor（幽默）均偏离主题。 评分原则 1. 本题共15小题，每小题1分，满分15分。 2. 评分时，以选项的唯一性与正确性为核心依据，主要考查学生的： (1) 语境理解与逻辑推理能力； (2) 词汇辨析与固定搭配运用能力； (3) 语篇整体感知与情感态度把握能力。 3. 评分时，仅根据学生所选答案是否与参考答案一致给分，不设中间分，每小题答对得1分，答错或未答得0分。 4. 评分时还应注意： (1) 学生需按要求在答题卡上将所选选项涂黑，未按规定方式作答的不得分； (2) 多选、错选、不选均不得分 命题思路 本篇完形填空为“人与自我——成长励志”主题记叙文，全文231词，难度系数0.55，完全匹配新高考15题完形的格式、词数与考查要求。语篇以“体育薄弱的学生在老师鼓励下突破自我”为主线，情节真实贴近高中生生活，情感脉络清晰，语言地道无超纲词汇，符合高中学生认知水平。 设空以实词考查为核心，覆盖动词、名词、形容词、副词词义辨析，搭配少量固定短语与语境逻辑题，考点分布均衡、难易梯度合理。前半部分侧重基础语境理解与细节信息捕捉，中段考查上下文逻辑推理与人物情绪判断，尾段结合主旨升华考查语篇整体感知能力。题目设置既区分学生的基础词汇运用能力，又能选拔具备高阶语篇逻辑思维的学生，同时传递自信、坚持、突破自我的正向价值观，实现语言考查与立德树人育人目标的有机结合，契合新高考完形的命题导向与学科核心素养要求。 材料来源 原创命题，版权清晰，无侵权、无网络重复内容。 参考范文（218词）及解析与评分细则 The next day at school, I showed the delicate handmade card to my best friend, Tom. My voice trembled slightly as I recounted the rainy night, the old lady’s trembling hands, and the way her face had lit up when I offered help. Deeply moved by the story, Tom stared at the card thoughtfully and suggested that we organize a small activity to collect warm stories around us. Inspired by his idea, I immediately agreed and decided to invite more classmates to join us. Just as the elderly lady had passed her warmth to me through the card, we hoped to carry on this kindness and spread small acts of warmth to strangers in need. A week later, I received a surprising invitation from the elderly lady. With all the handmade cards we had made, I walked nervously to her door, my heart pounding like a drum in my chest. When she opened the door, she looked weary but her eyes softened the moment she saw me. She welcomed me in and listened carefully as I showed her the cards filled with warm stories. A soft smile spread across her face, and she told me that kindness was not just a single act, but a thread weaving through people’s lives. At that moment, relief flooded over me, and I truly understood the meaning of passing on warmth. 审题分析 1. 情节逻辑：原文以“寒冬雨夜帮扶老人—获赠手工贺卡—善意传递”为主线，情感真挚、细节饱满。续写第一段围绕“分享贺卡、讲述经历、发起善意活动”展开，第二段承接“受邀回访、展示成果、主题升华”，两段衔接紧密，与原文伏笔（手工贺卡、记录温暖、传递善意）高度呼应，情节自然闭环。 2. 细节空间：可运用动作、神态、心理、环境描写丰富叙事，如trembled slightly、eyes softened、heart pounding等，增强画面感与感染力，贴合高考对细节描写的考查要求。 3. 主题升华：结尾以“善意是串联人心的纽带”“温暖循环”收束，呼应原文“传递善意”的核心，传递正向价值观，符合立德树人导向。 句型与语料积累 1. 情感描写类 My voice trembled slightly as I told him the whole story. 我讲述整个故事时，声音微微颤抖。 It made me feel warmer than any hot drink ever could. 这让我感到比任何热饮都温暖。 Relief and warmth flooded over me. 一股释然与温暖涌上心头。 2. 动作与神态描写类 He stared at the delicate hand-drawn flowers, his eyes widening with surprise. 他盯着精致的手绘花朵，惊讶地睁大了眼睛。 My heart pounding with excitement, I walked to her house. 我心怀激动，快步走向她家。 Her eyes softened immediately at the sight of me. 看到我的那一刻，她的目光立刻柔和下来。 3. 逻辑衔接类 Deeply moved, Tom suggested we start a “kindness club”. 深受感动，汤姆建议我们成立一个“爱心俱乐部”。 Inspired by his words, we soon invited more classmates to join us. 受他的话启发，我们很快邀请更多同学加入。 4. 主旨升华类 Small kindnesses can grow into something beautiful. 小小的善意，也能长成美好的风景。 The cold wind didn’t feel so sharp anymore. 寒风仿佛也不再那么刺骨。 评分细则 1. 本题满分25分，按七个档次进行评分。 档次（给分范围） 描述 第七档 （22-25分） 1. 创造了新颖、丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高。 2. 使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解。 3. 自然有效地使用了段落间、句间衔接手段，全文结构清晰、前后呼应，意义连贯。 第六档(18～21分) 1. 创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高。 2. 使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，但不影响理解。 3. 比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。 第五档 (15～17分) 1. 创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关。 2. 使用了比较恰当的词汇和语法结构，表达方式不够多样性，表达有些许错误，但基本不影响理解。 3. 使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。 第四档(11～14分) 1. 创造了基本完整的故事内容，但有的情节不够合理或逻辑性不强，与原文情境基本相关。 2. 使用了简单的词汇和语法结构，有部分语言错误和不恰当之处，个别部分影响理解。 3. 尚有语句衔接的意识，全文结构基本清晰，意义基本连贯。 第三档 (6～10分) 1. 内容和逻辑上有一些重大问题，续写不够完整，与原文有一定程度脱节。 2. 所用的词汇有限，语法结构单调，错误较多且比较低级，影响理解。 3. 未能有效地使用语句间衔接手段，全文结构不够清晰，意义欠连贯。 第二档(1～5分) 1. 内容和逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节。 2. 所使用的词汇非常有限，语法结构单调，错误极多，严重影响理解。 3. 几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。 第一档(0分) 未作答；所写内容太少或无法看清以致无法评判；所写内容全部抄自原文或与题目要求完全不相关。 2. 评分时，主要从内容、语言表达和篇章结构三个方面考查，具体为： (1) 续写内容的质量、续写的完整性以及与原文情境的融洽度。 (2) 所使用词汇和语法结构的准确性、恰当性和多样性。 (3) 上下文的衔接和全文的连贯性。 3. 评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。 4. 评分时还应注意： (1) 词数少于130的，酌情扣分。 (2) 单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受。 (3) 书写较差以致影响交际的，酌情扣分。 命题思路 本篇读后续写严格遵循新高考读后续写命题规范，以“人与社会——友善互助、善意传递”为主题，文本选材为贴近学生生活的生活化记叙文，情节真实饱满、情感脉络清晰、人物动机合理，符合高考命题对“生活情境化”的选材要求。 原文设置了完整的背景铺垫、核心冲突（雨夜困境）与情感触发点（主人公的善意帮扶），同时为续写留下了充足且合理的创作空间，避免情节生硬割裂或过度发散。两段续写开头指向明确、逻辑约束清晰：第一段引导学生延伸善意分享的情节，体现“传递温暖”的主题；第二段指向故事收尾与情感主旨升华，形成完整叙事闭环，既限定了故事核心发展脉络，又为学生保留了细节描写、心理刻画与句式运用的发挥空间，有效区分不同层级学生的语言表达能力。 命题重点考查学生四大核心能力： 1. 语篇衔接与逻辑构建能力：要求续写内容与原文人物性格、情节背景、情感基调高度统一，情节发展自然合理； 2. 细节叙事与情感表达能力：检验学生动作、神态、环境、心理等精细化描写水平，贴合高考对细节描写的考查趋势； 3. 语言运用能力：考查学生高级句式、连接词与语篇连贯手段的灵活运用，兼顾词汇多样性与语法准确性； 4. 价值升华能力：引导学生在结尾完成对“善意传递、温暖互助”主题的感悟与提炼，传递正向价值观，落实立德树人的育人目标。 整套题目兼顾基础性与选拔性，符合新高考读后续写的命题导向与学科核心素养要求。 材料来源 原创命题，版权清晰，无侵权、无网络重复内容。 学科网（北京）股份有限公司 $