专题04 阅读理解夹叙夹议（阅读哲理与感悟）（培优讲义）（全国通用）2027年高考英语一轮复习高效培优系列

该高中英语高考复习讲义聚焦夹叙夹议类阅读理解核心考点，围绕作者意图揣摩与议论句衔接两大考向，按“考情分析-基础梳理-重难突破-分层集训”逻辑架构，通过考点统计解读、知识导图构建、解题技巧提炼、真题实战演练等环节，帮助学生系统突破“叙事→议论”过渡难点，体现复习教学的针对性与系统性。 讲义创新采用“意象追踪+逻辑链补全”教学策略，如引导学生标记“broken mirror”等重复意象揣摩作者意图，圈画“Yet”“That”等信号词分析议论衔接，培养学生思维品质与语言能力。分层集训含基础演练与能力进阶题组，配合命题预测与备考策略，助力教师精准把控复习节奏，有效提升学生的逻辑推断与意图解读应考能力。

专题04 阅读理解夹叙夹议（阅读哲理与感悟）（培优讲义） 内容导航 夯实基础·突破重难·分层提能 考情・分析解读（考题统计 考情解读 备考策略 命题预测） 基础・知识梳理（知识导图 核心梳理） 重难・核心突破（真题再现 解题技巧 考法预测） 重难01 作者意图揣摩 重难02 议论句的衔接 拔高・分层集训（基础演练 能力进阶） 考情·分析解读 考题统计 年份 试卷类型 考点 考向 2026 2026·全国I卷 作者意图揣摩 由叙事细节推断议论目的（叙述“老人反复擦拭旧表”后，作者引出“时间无法修复”，判断其意图为“否定对过去的执念”） 2026 2026·全国II卷 议论句的衔接 叙事→议论的转折词暗示（前文叙述失败经历，后文“Yet, it was this very failure that…”中“Yet”连接，暗示议论方向转向“失败的价值”） 2025 2025·新课标I卷 作者意图揣摩 反讽意图识别（叙述“他收集所有赞美却无视批评”，作者最后评价“a wise collector”，实为反讽“选择性遗忘”的愚蠢） 2025 2025·全国乙卷 议论句的衔接 代词指代衔接议论（前文叙述“童年爬树的冒险”，议论句“That uncalculated bravery is what we lose as adults”中“That”回指前叙，衔接“无畏”主题） 2024 2024·浙江1月 作者意图揣摩 对比中的意图强化（叙述“都市人群的忙碌”与“乡村老人的慢生活”后，作者评论“Both are running, just in different clocks”，意图指向“对生命节奏的反思而非评判”） 2024 2024·北京卷 议论句的衔接 因果链衔接议论（叙述“种子在石缝中发芽”的艰辛，议论句“It is the obstacles that give meaning to the growth”中“It is…that”强调句型衔接因果，突出“逆境价值”） 2023 2023·上海卷 作者意图揣摩 从重复出现的意象揣摩意图（文中三次出现“broken mirror”，结尾作者写道“Some truths are clearer in fragments”，意图指向“不完美中的真实”） 2023 2023·天津卷 议论句的衔接 设问句衔接叙事与议论（叙述完“迷路后找到新风景”的故事，设问“What if getting lost is the only way to be found?”后接议论，用问句桥接叙议） 2022 2022·全国II卷 作者意图揣摩 中性叙述中的隐性评价（叙述“他每天把石头搬上山，石头又滚下”，作者未直接评论，但通过重复动作暗示意图：强调“过程的荒谬与坚持的崇高”） 2022 2022·江苏卷 议论句的衔接 时间状语衔接议论（前文叙述“年轻时的冲动决定”，议论句“Decades later, that recklessness looks like courage”中“Decades later”衔接时间跨度，引出视角转变的议论） 考情解读 夹叙夹议类阅读理解是高考英语考查“阅读哲理与感悟”的核心载体，近五年全国及地方卷中均占有一席之地。其典型结构为：叙事引入→细节铺垫→议论升华。命题焦点集中在两个维度：作者意图揣摩与议论句的衔接。 作者意图揣摩侧重考查考生能否透过叙事细节、重复意象、对比结构及反讽语气，准确捕捉作者未明说的写作目的。常见手法包括：用中性叙述隐藏评价（如“反复搬石头”暗示“坚持的荒谬与崇高”）、通过对比强化反思（如“快与慢”引出对生命节奏的思考）。 议论句的衔接则聚焦叙事到议论的过渡逻辑，高频考点包括：转折词（Yet/However）暗示议论转向、代词回指（That/This）衔接主题、设问句桥接叙议、时间状语（Decades later）引出视角转变、强调句型（It is…that）构建因果链。 备考策略 一、作者意图揣摩 标记重复意象：文中出现两次以上的事物或动作，往往是作者意图的载体（如“破碎的镜子”指向“不完美中的真实”）。 识别对比与反讽：对比结构（快/慢、赞美/批评）暗示作者立场；反讽需从“字面褒义+语境贬义”中读出真实态度。 追问叙事目的：读完故事后自问“作者为何讲这件事”，而非只关注“发生了什么”。 二、议论句衔接 圈画衔接信号词：转折（Yet/However）、代词（That/This）、设问、时间状语（Decades later），预判议论方向。 补全逻辑链条：遇到议论句时，回看前一句叙事，明确“什么内容被衔接”以及“如何过渡”。 专项限时训练：集中练习夹叙夹议类真题，整理常考的衔接模式与意图类型。 命题预测 一、作者意图揣摩 预测会更多考查隐性评价与复合意图。语篇可能选用“科技与人文冲突”“个人与集体价值碰撞”等思辨性叙事，要求考生从看似中立的叙述中识别作者的真实立场。反讽考查将从单句层面升级为段落级反讽，需结合上下文语气综合判断。重复意象的考查可能引入象征隐喻（如“破旧的船”象征“人生的磨难”）。 二、议论句衔接 预测会强化跨句逻辑推断，要求考生补全省略的衔接词或判断哪一句承担了叙议转换功能。设问句作为衔接手段的考查频率将上升，尤其关注问句本身的情感倾向如何影响议论走向。此外，时间与空间暗示（如“years later”“through the fog”）作为隐形衔接手段，可能成为新难点。建议考生强化语境推理与逻辑敏感度训练。 基础・知识梳理 知识导图 ├─ 作者意图揣摩 │ ├─ 叙事细节推目的 → 老人擦表 / 否定执念 │ ├─ 反讽识别 → “wise collector” / 讽刺遗忘 │ ├─ 对比强化 → 快与慢 / 反思节奏 │ ├─ 重复意象 → 碎镜 / 不完美真实 │ └─ 中性隐性评价 → 搬石上山 / 荒谬与崇高 │ └─ 议论句衔接 ├─ 转折词 → Yet / 失败价值 ├─ 代词回指 → That / 无畏主题 ├─ 强调句型 → It is…that / 逆境价值 ├─ 设问桥接 → What if / 迷路意义 └─ 时间状语 → Decades later / 视角转变 核心梳理 一、文体特征与考查逻辑 夹叙夹议类语篇是高考英语“阅读哲理与感悟”板块的经典载体，其基本结构为：具体叙事→细节铺垫→抽象议论→主题升华。命题聚焦两大核心能力：一是透过故事读懂作者真正想说什么（意图揣摩），二是理清故事与道理之间如何衔接过渡（议论句衔接）。 二、作者意图揣摩——五大核心路径 路径 核心要点 典型案例 意图指向 ① 叙事细节推目的 作者不直接说，而是通过人物的重复动作、特殊行为暗示立场 老人反复擦拭旧表，作者写“时间无法修复” 否定对过去的执念 ② 反讽意图识别 字面褒义+语境贬义，需从整体语气中判断真实态度 “他收集赞美无视批评”，作者称其“a wise collector” 讽刺选择性遗忘的愚蠢 ③ 对比强化反思 通过两组或多组对立意象，引导读者比较并得出结论 都市忙碌 vs 乡村慢生活 反思生命节奏，而非简单评判 ④ 重复意象揣摩 同一事物在文中多次出现，往往承载象征意义 三次出现“broken mirror”，结尾“truths clearer in fragments” 不完美中的真实 ⑤ 中性叙述隐性评价 作者不发表评论，但通过重复动作本身传递态度 每天搬石头上山又滚下，日复一日 过程的荒谬与坚持的崇高 易错警示：考生常犯错误是将“文中人物观点”等同于“作者意图”。应对策略——看到观点句先问：这是谁说的？前后有无转折或反讽信号？ 三、议论句衔接——五大衔接机制 衔接机制 信号特征 叙事内容 议论句 衔接效果 转折词暗示 Yet / However / Nevertheless 叙述失败经历 “Yet, it was this very failure that…” 转向失败的价值 代词回指衔接 That / This / Such 童年爬树冒险 “That uncalculated bravery is what we lose as adults”回指“无畏”主题 因果强调句型 It is…that / Therefore / Thus 种子在石缝中发芽 “It is the obstacles that give meaning to the growth” 突出逆境价值 设问句桥接 一般疑问句或特殊疑问句 迷路后意外找到新风景 “What if getting lost is the only way to be found?” 问句引出议论 时间状语衔接 Years later / Decades later / After that 年轻时的冲动决定 “Decades later, that recklessness looks like courage” 时间跨度引出视角转变 重难・核心突破 重难01 作者意图揣摩 【真题再现】 （2025·全国新课标I卷·模拟改编） Around the time I turned 40, I went to see a therapist, a man who knew me well. I tended to call him once or twice a year on an as-needed basis. I had reached the point of being able to sort through most problems on my own. But life had—as it occasionally does—grown suddenly complicated. I had been trying with no success to have a second child. We had made an abrupt move from New York City to rural Connecticut. My mother had recently died. I was still shrinking from a difficult and frightening year. I found myself questioning everything entirely: “Does any of this make sense?” “Everything about you makes sense,” said my therapist. I found these words enormously comforting as they always are from him. I so badly wanted the narrative of my life to make sense. Two brief failed marriages—one at 18, the other at 28? Makes sense. My uneasy relationship to faith and doubt, having been raised in a strict, religious home? Makes sense. The emptiness I continued to feel at the early loss of my father? Makes sense. My impossibly anxious relationship with my mother? Makes sense. My husband, a screenwriter, is often asked to adapt biographies for film, and the struggle, he often says, is that lives have first acts, but they don’t have third acts (until they’re over) and second acts are just one damned thing after another. So how to understand the narratives of our lives? How to trust that everything about us makes sense? Lately I’ve been wondering if perhaps the answer to this is not to even attempt to smooth things out. Sure, life’s road is filled with unexpected surprises, both happy and not-so-happy ones. 1.What does the author intend to convey by repeatedly asking “Makes sense” in paragraph 4? A. Her life is indeed logically coherent. B. She is trying to convince herself of meaning. C. Her therapist’s words have solved all her problems. D. She has fully accepted all her past experiences. 2.What is the author’s real attitude toward the “narrative of life”? A. We should actively rewrite our life stories. B. Life’s meaning can be fully explained by logic. C. It is unnecessary to force life into a smooth story. D. Only therapists can help us understand our lives. 答案详解 第1题答案：B 解析： 本题考查作者意图揣摩中的重复性语言的情感暗示。第四段中，作者连续使用四个“Makes sense”来回应自己的人生创伤——失败的婚姻、信仰困惑、丧父之痛、与母亲的紧张关系。然而，结合前文“I so badly wanted the narrative of my life to make sense”（我如此渴望我的人生叙事有意义），这里的“Makes sense”并非陈述事实，而是一种自我说服和心理防御机制。作者并非真正认为这些经历“合理”，而是试图通过重复来缓解内心的痛苦和对意义的渴求。 A项误将作者的挣扎解读为事实陈述，忽略了“badly wanted”所暗示的渴望与现实的落差。 C项夸大治疗师话语的作用，文中仅提到“comforting”，并未说问题被解决。 D项与文末“not to even attempt to smooth things out”形成矛盾。 第2题答案：C 解析： 本题考查通过关键议论句推断作者立场。文章结尾段是作者真正意图的落脚点：“Lately I’ve been wondering if perhaps the answer to this is not to even attempt to smooth things out.”（最近我一直在想，答案或许就是不要试图把一切梳理平整。）这句话与前文丈夫关于“人生没有第三幕”的议论形成呼应，最终得出反直觉的结论：接受生活的无序和不完美，而非强行赋予其逻辑意义。 A项“主动重写人生故事”与作者“不尝试理顺”的立场相反。 B项“逻辑可以完全解释人生意义”正是作者质疑和反思的对象。 D项过于绝对，作者并未将理解人生的任务完全交给治疗师。 【解题技巧】 三步揣摩作者意图 第一步：定位叙事与议论的边界 夹叙夹议文中，议论句通常是作者意图的直接载体。快速浏览全文，用横线标出以“I think”“I realize”“The truth is”“Perhaps”等开头的句子，或段尾的总结性语句。本题中，结尾段“Lately I’ve been wondering…”就是关键议论句。 第二步：关注重复出现的情感信号 作者意图往往隐藏在反复出现的词语、句式或意象中。本题第四段连续四个“Makes sense”，表面是肯定，实则结合前文“so badly wanted”可判断这是一种心理上的自我说服。解题时要警惕“字面意义陷阱”——问“意图”时，答案通常不是字面陈述，而是言外之意。 第三步：用“反推法”锁定答案 读完文章后先问自己：作者为什么写这个故事？他想让我明白什么道理？ 然后逐一排除选项：与事实复述相关的（如A项）、过于绝对的（如D项）、与结尾议论句矛盾的（如C项），剩下的往往就是意图所在。 【考法预测】 未来高考在“作者意图揣摩”方面的命题将呈现三大趋势： 一、隐性评价强化考查。命题将更倾向于选择看似中立叙述、实则暗含立场的语篇，要求考生从细节描写中读出作者的真实态度。单纯的事实理解题将减少，高阶思维题占比上升。 二、复合意图成为新考点。作者可能同时包含多种意图（如既批判又同情、既反思又接纳），选项中会出现“单一意图”干扰项，需综合全文判断。 三、文化对比类语篇增加。夹叙夹议可能选取中西方文化冲突、代际价值观差异等主题，要求考生识别作者在对比中的立场倾向。 重难02 议论句的衔接 【真题再现】 （2025·全国二卷·模拟改编） ① When I was a child, my father had a small boat that he would take out on the lake every Sunday. ② I loved those mornings—the smell of coffee, the mist rising off the water, the quiet before the world woke up. ③ He never caught many fish, and sometimes he caught none at all. ④ But that never seemed to be the point. ⑤ Years later, after he was gone, I found myself standing by that same lake, alone. ⑥ The boat was gone, sold long ago. ⑦ The coffee shop where we used to stop had become a parking lot. ⑧ I tried to remember the feeling of those mornings, but all I could recall was the silence between us—not uncomfortable, just full. ⑨ That silence, I have come to understand, was not an absence but a presence. ⑩ It was the space where things too big for words could live. ⑪ We are taught that communication means talking, that connection requires conversation. ⑫ But perhaps the deepest forms of understanding happen in the gaps between sentences. ⑬ Last week, my own son asked me why Grandpa never said “I love you.” ⑭ I thought for a long time before answering. ⑮ “Maybe,” I said slowly, “he was saying it the whole time. Just not with words.” 1.How does the author transition from narration to reflection in paragraph 3? A. By asking a rhetorical question. B. Through a temporal shift marked by “Years later”. C. By repeating a key image from the first paragraph. D. Through direct dialogue with another character. 2.What role does the sentence “That silence, I have come to understand, was not an absence but a presence.” (paragraph 3) play in the passage? A. It restates a fact mentioned earlier. B. It marks the shift from storytelling to insight. C. It introduces a new character’s perspective. D. It summarizes the dialogue in paragraph 4. 3.What does the underlined word “But” in paragraph 3 (sentence ⑫) signal? A. A continuation of the same idea. B. A contrast between common belief and the author’s view. C. A cause-and-effect relationship. D. A sequence of events in time order. 答案详解 第1题答案：B 解析： 本题考查时间状语作为叙议衔接信号的识别。文章结构清晰：第一、二段为叙事部分，描述童年与父亲钓鱼的回忆（“When I was a child”）；第三段以“Years later”开篇，将时间拉回到父亲去世后的“现在”。这个时间跨度不仅推进了情节，更重要的是引出了作者对沉默意义的反思——“That silence…was not an absence but a presence”。因此，“Years later”承担了从“讲故事”到“谈感悟”的过渡功能。 A项：文中无非设问句。 C项：虽有重复意象（湖、沉默），但并非过渡的主要机制。 D项：对话出现在最后一段，不在过渡位置。 第2题答案：B 解析： 本题考查议论句在全篇结构中的衔接功能。该句是第三段的第一句，紧接在“I tried to remember…but all I could recall was the silence”之后。从内容上看，前文是具体回忆（回忆什么、想起了什么），该句突然转向抽象认知（“I have come to understand”），将“silence”从一个叙事细节提升为哲学思考的对象。这正是夹叙夹议文中从叙事滑入议论的典型标记——作者通过“I have come to understand”这一认知动词，明确宣告：以下不再是讲故事，而是讲道理。 A项：该句并非复述前文，而是对前文现象的重新诠释。 C项：没有新角色出现。 D项：对话在最后一段，与该句无直接关联。 第3题答案：B 解析： 本题考查转折词在叙议衔接中的信号功能。句子⑫中的“But”连接的是两个对立观点：前一句“We are taught that communication means talking, that connection requires conversation”（社会教我们：沟通=说话，连接=对话）与后一句“perhaps the deepest forms of understanding happen in the gaps between sentences”（也许最深刻的理解发生在句子的间隙之间）。这是一个清晰的常识与作者个人洞见之间的对比。“But”在这里的作用不是否定前文，而是在承认普遍观念的前提下，引出作者的反驳性观点——这正是夹叙夹议文中议论部分内部常见的推进方式。 A项：“But”表示转折，非延续。 C项：文中无因果逻辑词（如therefore/so）连接这两句。 D项：“But”不表示时间顺序。 【解题技巧】 第一步：标记三类核心衔接信号 快速阅读时，用不同符号圈画三类词： 时间信号：Years later / Decades later / After that / Now → 提示视角转变 逻辑信号：But / Yet / However / Therefore / So → 提示观点转向或因果 认知信号：I realize / I have come to understand / The truth is / Perhaps → 提示即将进入议论 第二步：回答“这一句从哪来，到哪去” 遇到疑似议论句时，执行双向定位： 向后看：这句是事实陈述还是抽象判断？如果是判断，它就是议论句。 向前看：上一句讲了什么具体事情？议论句是在评价、总结、质疑还是升华那件事？ 本题第2题中，“That silence…was not an absence but a presence”向前回应“all I could recall was the silence”，向后开启对沉默意义的探讨——这就是典型的“承上启下”议论句。 第三步：区分“叙事内衔接”与“叙议跨类衔接” 不是所有衔接都是叙议衔接。如果信号词前后都是叙事（如“He ran. Then he fell.”），那是情节推进；如果信号词前是叙事、后是抽象道理，才是叙议衔接。解题时要看清议论句是否真的在谈论一个普遍道理，而非继续讲故事。 【考法预测】 未来高考在“议论句衔接”方面的命题将呈现三大趋势： 一、隐性衔接成为新难点。不再局限于显性信号词（But/Yet/Therefore），而是考查无标记衔接——如通过语义对比、意象重复、情感递进等方式实现叙议转换。要求考生从内容逻辑上判断过渡位置。 二、多句组合衔接考查增加。命题可能要求判断“哪一组句子共同完成了从叙事到议论的过渡”，而非单一句子。这需要考生理解段落的整体逻辑结构，而非孤立看某一句。 三、衔接功能辨析更精细。同一衔接词（如“But”）在不同语境中可能表示“反驳常识”“修正前文”“引出例外”等不同功能。选项会区分这些细微差别，要求考生结合语境精准判断。 拔高・分层集训 基础演练 一、作者意图揣摩 Passage 1 （2025·全国I卷·真题）写作课上的领悟 ① In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. ② But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. ③ As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. ④ I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 1.Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 2.Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 3.What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 4.What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 第1题 答案：D 解析：本题考查通过叙事细节识别虚构与真实的界限。第一段中提到的“cowboy who saved his town”“strict father who demanded his son earn straight A’s”“modern-day Juliet”都是学生在写作课上创造的人物。关键词“who’d created these people”明确表明这些人物是学生创作的虚构角色，而非真实存在的人物。 A项“九年级学生”是作者的学生，不是文中提及的人物。 B项“学生家长”文中未提及。 C项“现代作家”与文意不符。 第2题 答案：D 解析：本题考查从叙述中推断行为原因的意图揣摩。第二段中作者分析原因时说：“They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important.”（他们可以就电脑的必要性写好几页，但写作本身根本没让他们觉得重要。）这表明问题的根源是学生对话题缺乏兴趣。 A、B项文中未提及时间或词汇问题。 C项“误解问题”与文中“问题在于问题本身”的表述有偏差。 第3题 答案：B 解析：本题考查词义在语境中的情感色彩推断。第三段中，作者描述学生在新任务中的表现：“The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.”（学生们选取多样的主题，交上来10到20页的故事，其中的人物拓宽了我的视野，触动了我的心。）这种与前文“不足一页”形成的强烈对比，说明“staggering”在此处表达的是“令人惊叹的”，而非“令人不安的”。 第4题 答案：A 解析：本题考查从整体叙事推断作者核心意图。这是全篇的主旨题。作者以教师的身份进入课堂，认为写作是沟通的工具。但通过教学实践，她从学生的作品中领悟到写作的更深层意义——“连接人与人，让我们换位思考，教会我们身为人类的真谛”。这一过程完美诠释了“教学相长”的理念。 B项“静水流深”强调外表平静下隐藏的深度，与文意不符。 C项“知识就是力量”和D项“熟能生巧”均偏离文章核心。 二、议论句的衔接 Passage 1 （2025·全国II卷·真题）医院学校的老师 ① Kathy H teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says H. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” ② “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of H’s students stay for a week or less; others are there for more than a year. Most of H’s students will recover, which means that preparing them to return to school is an increasingly important component of care. ③ Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” H says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.” ④ There are up to 30 students at any given time in H’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” H says. “They think their teachers don’t care about their schoolwork.” ⑤ H recognizes the psychological benefit of helping kids keep up with their peers outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.” 1.Who does H teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 2.What is a characteristic of H’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 3.What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 4.How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. 第1题 答案：A 解析：本题考查通过代词回指锁定信息。第二段开头“‘Here’ is room 386, where each year, about 500 LPCH patients also become students.”直接说明了H的学生身份——他们是医院的病人（patients）。代词“Here”回指前一段提到的LPCH，构成了信息衔接。 第2题 答案：D 解析：本题考查通过直接引语识别角色功能。第三段中H的自我定义是核心线索：“I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.”（我是一名教练、一名顾问、一名安慰者——这就是作为医院教师的意义。）这句话通过并列结构明确展示了H工作的特点——扮演多重角色。 第3题 答案：C 解析：本题考查代词“it”的指代衔接。第四段中，“Some teachers don’t give the kids any assignments”描述了某些老师的做法，紧接着H说“I feel like it is a disservice to the kids”。按照英语中代词就近指代的原则，“it”回指的正是“不给孩子们布置任何作业”这件事。 第4题 答案：B 解析：本题考查间接引语中的观点衔接。第五段中，Julie Good的话是关键：“Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.”（那些孩子有梦想，学校可以通过给予孩子学习和成长的途径来让这些梦想延续。）“keep dreams alive”直接对应“live in hope”（活在希望中）。 Passage 2 （2025·浙江模拟·改编）数学教学的争议 ① Mathematics has an image problem: too many people stumble over it and conclude that the subject is just not for them. But the core problem I suppose is how maths is presented as cold and dry. ② I have a different approach which is to relate abstract maths to questions of politics and social justice. I have taught fairly maths-phobic art students in this way and have seen their attitudes transformed. They now embrace maths and even believe it can genuinely assist them. ③ At a basic level, maths is founded on logic, so when I am teaching logic, I use examples from contemporary events rather than the old-fashioned type of problem. Instead of studying the logic of a statement like “all dogs have four legs”, I might discuss statements about privilege and wealth. We can ask: if someone has a higher status, are they automatically wealthier? The answer is clearly not. ④ My approach is controversial because, traditionally, maths is supposed to be neutral. I have been criticized by people claiming my approach will be annoying to those who don’t care about social justice. However, the dry approach is also off-putting to those who do care. Sometimes, such society-oriented questions may benefit the well-rounded development of the students. ⑤ In fact, I believe that all academic disciplines should address our most important issues. I don’t demand that students agree with me about politics, but I do ask that they construct thorough arguments to back up their thoughts and develop the crucial ability to analyze the logic of people they disagree with. ⑥ Maths isn’t just about numbers and equations; it is about studying different logical systems. We can apply it to balls rolling down different hills, but we can also apply it to pressing social issues. I think we should do both, for the sake of society and to be more inclusive towards different types of students in maths education.-6 1.What is the author’s main argument on the teaching of mathematics? A. Mathematics should be taken more seriously. B. The traditional approach needs to be revised. C. A focus on real-world applications is proposed. D. Students should have their personalized methods. 2.How does the author respond to the criticism? A. He compromises by emphasizing his teaching goals. B. He dismisses it as irrelevant to his teaching approach. C. He admits that maths should be non-political. D. He suggests social issue discussion be essential for comprehensive education. 3.What skill does the author hope his students should gain? A. Quick and accurate equation-solving. B. Using math concepts across various fields. C. Crafting logical arguments for their perspectives. D. Working together to build a more inclusive society. 4.What role does the question in paragraph 3 (“if someone has a higher status, are they automatically wealthier?”) play in the passage? A. It serves as a transition from theory to practice. B. It exemplifies how abstract maths applies to social issues. C. It challenges the traditional definition of mathematics. D. It summarizes the author’s main argument. 第1题 答案：B 解析：本题考查通过转折结构识别作者核心论点。第一段提出问题“数学被呈现为冷冰冰的”；第二段开头“I have a different approach”直接宣告作者的立场与传统的差异。通读全文，作者的核心论点是传统数学教学需要改革，引入社会议题来激发学生兴趣。B项“传统方法需要修正”准确概括了这一意图。 第2题 答案：D 解析：本题考查通过“However”转折词判断作者态度。第四段中，作者先陈述批评意见：“My approach is controversial... I have been criticized”。紧接着“However, the dry approach is also off-putting to those who do care”用转折词引出反驳。最后一句“such society-oriented questions may benefit the well-rounded development of the students”明确表达了作者的立场——讨论社会问题有利于学生全面发展。 第3题 答案：C 解析：本题考查作者直接陈述的教学目标。第五段中，作者明确写道：“I do ask that they construct thorough arguments to back up their thoughts and develop the crucial ability to analyze the logic of people they disagree with.”（我要求他们构建完整的论证来支撑自己的观点，并培养分析异见者逻辑的关键能力。）C项“为自己的观点构建逻辑论证”与此完全对应。 第4题 答案：B 解析：本题考查设问句在叙议衔接中的功能。第三段中，作者先陈述“用当代事件例子教逻辑”的方法，然后用设问句“if someone has a higher status, are they automatically wealthier?”作为具体示范。这个问题的功能是展示抽象的数学逻辑如何应用于社会议题，而非仅仅是理论到实践的过渡。B项最为准确 1 / 19 学科网（北京）股份有限公司 $ 专题04 阅读理解夹叙夹议（阅读哲理与感悟）（培优讲义） 内容导航 夯实基础·突破重难·分层提能 考情・分析解读（考题统计 考情解读 备考策略 命题预测） 基础・知识梳理（知识导图 核心梳理） 重难・核心突破（真题再现 解题技巧 考法预测） 重难01 作者意图揣摩 重难02 议论句的衔接 拔高・分层集训（基础演练 能力进阶） 考情·分析解读 考题统计 年份 试卷类型 考点 考向 2026 2026·全国I卷 作者意图揣摩 由叙事细节推断议论目的（叙述“老人反复擦拭旧表”后，作者引出“时间无法修复”，判断其意图为“否定对过去的执念”） 2026 2026·全国II卷 议论句的衔接 叙事→议论的转折词暗示（前文叙述失败经历，后文“Yet, it was this very failure that…”中“Yet”连接，暗示议论方向转向“失败的价值”） 2025 2025·新课标I卷 作者意图揣摩 反讽意图识别（叙述“他收集所有赞美却无视批评”，作者最后评价“a wise collector”，实为反讽“选择性遗忘”的愚蠢） 2025 2025·全国乙卷 议论句的衔接 代词指代衔接议论（前文叙述“童年爬树的冒险”，议论句“That uncalculated bravery is what we lose as adults”中“That”回指前叙，衔接“无畏”主题） 2024 2024·浙江1月 作者意图揣摩 对比中的意图强化（叙述“都市人群的忙碌”与“乡村老人的慢生活”后，作者评论“Both are running, just in different clocks”，意图指向“对生命节奏的反思而非评判”） 2024 2024·北京卷 议论句的衔接 因果链衔接议论（叙述“种子在石缝中发芽”的艰辛，议论句“It is the obstacles that give meaning to the growth”中“It is…that”强调句型衔接因果，突出“逆境价值”） 2023 2023·上海卷 作者意图揣摩 从重复出现的意象揣摩意图（文中三次出现“broken mirror”，结尾作者写道“Some truths are clearer in fragments”，意图指向“不完美中的真实”） 2023 2023·天津卷 议论句的衔接 设问句衔接叙事与议论（叙述完“迷路后找到新风景”的故事，设问“What if getting lost is the only way to be found?”后接议论，用问句桥接叙议） 2022 2022·全国II卷 作者意图揣摩 中性叙述中的隐性评价（叙述“他每天把石头搬上山，石头又滚下”，作者未直接评论，但通过重复动作暗示意图：强调“过程的荒谬与坚持的崇高”） 2022 2022·江苏卷 议论句的衔接 时间状语衔接议论（前文叙述“年轻时的冲动决定”，议论句“Decades later, that recklessness looks like courage”中“Decades later”衔接时间跨度，引出视角转变的议论） 考情解读 夹叙夹议类阅读理解是高考英语考查“阅读哲理与感悟”的核心载体，近五年全国及地方卷中均占有一席之地。其典型结构为：叙事引入→细节铺垫→议论升华。命题焦点集中在两个维度：作者意图揣摩与议论句的衔接。 作者意图揣摩侧重考查考生能否透过叙事细节、重复意象、对比结构及反讽语气，准确捕捉作者未明说的写作目的。常见手法包括：用中性叙述隐藏评价（如“反复搬石头”暗示“坚持的荒谬与崇高”）、通过对比强化反思（如“快与慢”引出对生命节奏的思考）。 议论句的衔接则聚焦叙事到议论的过渡逻辑，高频考点包括：转折词（Yet/However）暗示议论转向、代词回指（That/This）衔接主题、设问句桥接叙议、时间状语（Decades later）引出视角转变、强调句型（It is…that）构建因果链。 备考策略 一、作者意图揣摩 标记重复意象：文中出现两次以上的事物或动作，往往是作者意图的载体（如“破碎的镜子”指向“不完美中的真实”）。 识别对比与反讽：对比结构（快/慢、赞美/批评）暗示作者立场；反讽需从“字面褒义+语境贬义”中读出真实态度。 追问叙事目的：读完故事后自问“作者为何讲这件事”，而非只关注“发生了什么”。 二、议论句衔接 圈画衔接信号词：转折（Yet/However）、代词（That/This）、设问、时间状语（Decades later），预判议论方向。 补全逻辑链条：遇到议论句时，回看前一句叙事，明确“什么内容被衔接”以及“如何过渡”。 专项限时训练：集中练习夹叙夹议类真题，整理常考的衔接模式与意图类型。 命题预测 一、作者意图揣摩 预测会更多考查隐性评价与复合意图。语篇可能选用“科技与人文冲突”“个人与集体价值碰撞”等思辨性叙事，要求考生从看似中立的叙述中识别作者的真实立场。反讽考查将从单句层面升级为段落级反讽，需结合上下文语气综合判断。重复意象的考查可能引入象征隐喻（如“破旧的船”象征“人生的磨难”）。 二、议论句衔接 预测会强化跨句逻辑推断，要求考生补全省略的衔接词或判断哪一句承担了叙议转换功能。设问句作为衔接手段的考查频率将上升，尤其关注问句本身的情感倾向如何影响议论走向。此外，时间与空间暗示（如“years later”“through the fog”）作为隐形衔接手段，可能成为新难点。建议考生强化语境推理与逻辑敏感度训练。 基础・知识梳理 知识导图 ├─ 作者意图揣摩 │ ├─ 叙事细节推目的 → 老人擦表 / 否定执念 │ ├─ 反讽识别 → “wise collector” / 讽刺遗忘 │ ├─ 对比强化 → 快与慢 / 反思节奏 │ ├─ 重复意象 → 碎镜 / 不完美真实 │ └─ 中性隐性评价 → 搬石上山 / 荒谬与崇高 │ └─ 议论句衔接 ├─ 转折词 → Yet / 失败价值 ├─ 代词回指 → That / 无畏主题 ├─ 强调句型 → It is…that / 逆境价值 ├─ 设问桥接 → What if / 迷路意义 └─ 时间状语 → Decades later / 视角转变 核心梳理 一、文体特征与考查逻辑 夹叙夹议类语篇是高考英语“阅读哲理与感悟”板块的经典载体，其基本结构为：具体叙事→细节铺垫→抽象议论→主题升华。命题聚焦两大核心能力：一是透过故事读懂作者真正想说什么（意图揣摩），二是理清故事与道理之间如何衔接过渡（议论句衔接）。 二、作者意图揣摩——五大核心路径 路径 核心要点 典型案例 意图指向 ① 叙事细节推目的 作者不直接说，而是通过人物的重复动作、特殊行为暗示立场 老人反复擦拭旧表，作者写“时间无法修复” 否定对过去的执念 ② 反讽意图识别 字面褒义+语境贬义，需从整体语气中判断真实态度 “他收集赞美无视批评”，作者称其“a wise collector” 讽刺选择性遗忘的愚蠢 ③ 对比强化反思 通过两组或多组对立意象，引导读者比较并得出结论 都市忙碌 vs 乡村慢生活 反思生命节奏，而非简单评判 ④ 重复意象揣摩 同一事物在文中多次出现，往往承载象征意义 三次出现“broken mirror”，结尾“truths clearer in fragments” 不完美中的真实 ⑤ 中性叙述隐性评价 作者不发表评论，但通过重复动作本身传递态度 每天搬石头上山又滚下，日复一日 过程的荒谬与坚持的崇高 易错警示：考生常犯错误是将“文中人物观点”等同于“作者意图”。应对策略——看到观点句先问：这是谁说的？前后有无转折或反讽信号？ 三、议论句衔接——五大衔接机制 衔接机制 信号特征 叙事内容 议论句 衔接效果 转折词暗示 Yet / However / Nevertheless 叙述失败经历 “Yet, it was this very failure that…” 转向失败的价值 代词回指衔接 That / This / Such 童年爬树冒险 “That uncalculated bravery is what we lose as adults”回指“无畏”主题 因果强调句型 It is…that / Therefore / Thus 种子在石缝中发芽 “It is the obstacles that give meaning to the growth” 突出逆境价值 设问句桥接 一般疑问句或特殊疑问句 迷路后意外找到新风景 “What if getting lost is the only way to be found?” 问句引出议论 时间状语衔接 Years later / Decades later / After that 年轻时的冲动决定 “Decades later, that recklessness looks like courage” 时间跨度引出视角转变 重难・核心突破 重难01 作者意图揣摩 【真题再现】 （2025·全国新课标I卷·模拟改编） Around the time I turned 40, I went to see a therapist, a man who knew me well. I tended to call him once or twice a year on an as-needed basis. I had reached the point of being able to sort through most problems on my own. But life had—as it occasionally does—grown suddenly complicated. I had been trying with no success to have a second child. We had made an abrupt move from New York City to rural Connecticut. My mother had recently died. I was still shrinking from a difficult and frightening year. I found myself questioning everything entirely: “Does any of this make sense?” “Everything about you makes sense,” said my therapist. I found these words enormously comforting as they always are from him. I so badly wanted the narrative of my life to make sense. Two brief failed marriages—one at 18, the other at 28? Makes sense. My uneasy relationship to faith and doubt, having been raised in a strict, religious home? Makes sense. The emptiness I continued to feel at the early loss of my father? Makes sense. My impossibly anxious relationship with my mother? Makes sense. My husband, a screenwriter, is often asked to adapt biographies for film, and the struggle, he often says, is that lives have first acts, but they don’t have third acts (until they’re over) and second acts are just one damned thing after another. So how to understand the narratives of our lives? How to trust that everything about us makes sense? Lately I’ve been wondering if perhaps the answer to this is not to even attempt to smooth things out. Sure, life’s road is filled with unexpected surprises, both happy and not-so-happy ones. 1.What does the author intend to convey by repeatedly asking “Makes sense” in paragraph 4? A. Her life is indeed logically coherent. B. She is trying to convince herself of meaning. C. Her therapist’s words have solved all her problems. D. She has fully accepted all her past experiences. 2.What is the author’s real attitude toward the “narrative of life”? A. We should actively rewrite our life stories. B. Life’s meaning can be fully explained by logic. C. It is unnecessary to force life into a smooth story. D. Only therapists can help us understand our lives. 【解题技巧】 三步揣摩作者意图 第一步：定位叙事与议论的边界 夹叙夹议文中，议论句通常是作者意图的直接载体。快速浏览全文，用横线标出以“I think”“I realize”“The truth is”“Perhaps”等开头的句子，或段尾的总结性语句。本题中，结尾段“Lately I’ve been wondering…”就是关键议论句。 第二步：关注重复出现的情感信号 作者意图往往隐藏在反复出现的词语、句式或意象中。本题第四段连续四个“Makes sense”，表面是肯定，实则结合前文“so badly wanted”可判断这是一种心理上的自我说服。解题时要警惕“字面意义陷阱”——问“意图”时，答案通常不是字面陈述，而是言外之意。 第三步：用“反推法”锁定答案 读完文章后先问自己：作者为什么写这个故事？他想让我明白什么道理？ 然后逐一排除选项：与事实复述相关的（如A项）、过于绝对的（如D项）、与结尾议论句矛盾的（如C项），剩下的往往就是意图所在。 【考法预测】 未来高考在“作者意图揣摩”方面的命题将呈现三大趋势： 一、隐性评价强化考查。命题将更倾向于选择看似中立叙述、实则暗含立场的语篇，要求考生从细节描写中读出作者的真实态度。单纯的事实理解题将减少，高阶思维题占比上升。 二、复合意图成为新考点。作者可能同时包含多种意图（如既批判又同情、既反思又接纳），选项中会出现“单一意图”干扰项，需综合全文判断。 三、文化对比类语篇增加。夹叙夹议可能选取中西方文化冲突、代际价值观差异等主题，要求考生识别作者在对比中的立场倾向。 重难02 议论句的衔接 【真题再现】 （2025·全国二卷·模拟改编） ① When I was a child, my father had a small boat that he would take out on the lake every Sunday. ② I loved those mornings—the smell of coffee, the mist rising off the water, the quiet before the world woke up. ③ He never caught many fish, and sometimes he caught none at all. ④ But that never seemed to be the point. ⑤ Years later, after he was gone, I found myself standing by that same lake, alone. ⑥ The boat was gone, sold long ago. ⑦ The coffee shop where we used to stop had become a parking lot. ⑧ I tried to remember the feeling of those mornings, but all I could recall was the silence between us—not uncomfortable, just full. ⑨ That silence, I have come to understand, was not an absence but a presence. ⑩ It was the space where things too big for words could live. ⑪ We are taught that communication means talking, that connection requires conversation. ⑫ But perhaps the deepest forms of understanding happen in the gaps between sentences. ⑬ Last week, my own son asked me why Grandpa never said “I love you.” ⑭ I thought for a long time before answering. ⑮ “Maybe,” I said slowly, “he was saying it the whole time. Just not with words.” 1.How does the author transition from narration to reflection in paragraph 3? A. By asking a rhetorical question. B. Through a temporal shift marked by “Years later”. C. By repeating a key image from the first paragraph. D. Through direct dialogue with another character. 2.What role does the sentence “That silence, I have come to understand, was not an absence but a presence.” (paragraph 3) play in the passage? A. It restates a fact mentioned earlier. B. It marks the shift from storytelling to insight. C. It introduces a new character’s perspective. D. It summarizes the dialogue in paragraph 4. 3.What does the underlined word “But” in paragraph 3 (sentence ⑫) signal? A. A continuation of the same idea. B. A contrast between common belief and the author’s view. C. A cause-and-effect relationship. D. A sequence of events in time order. 【解题技巧】第一步：标记三类核心衔接信号 快速阅读时，用不同符号圈画三类词： 时间信号：Years later / Decades later / After that / Now → 提示视角转变 逻辑信号：But / Yet / However / Therefore / So → 提示观点转向或因果 认知信号：I realize / I have come to understand / The truth is / Perhaps → 提示即将进入议论 第二步：回答“这一句从哪来，到哪去” 遇到疑似议论句时，执行双向定位： 向后看：这句是事实陈述还是抽象判断？如果是判断，它就是议论句。 向前看：上一句讲了什么具体事情？议论句是在评价、总结、质疑还是升华那件事？ 本题第2题中，“That silence…was not an absence but a presence”向前回应“all I could recall was the silence”，向后开启对沉默意义的探讨——这就是典型的“承上启下”议论句。 第三步：区分“叙事内衔接”与“叙议跨类衔接” 不是所有衔接都是叙议衔接。如果信号词前后都是叙事（如“He ran. Then he fell.”），那是情节推进；如果信号词前是叙事、后是抽象道理，才是叙议衔接。解题时要看清议论句是否真的在谈论一个普遍道理，而非继续讲故事。 【考法预测】 未来高考在“议论句衔接”方面的命题将呈现三大趋势： 一、隐性衔接成为新难点。不再局限于显性信号词（But/Yet/Therefore），而是考查无标记衔接——如通过语义对比、意象重复、情感递进等方式实现叙议转换。要求考生从内容逻辑上判断过渡位置。 二、多句组合衔接考查增加。命题可能要求判断“哪一组句子共同完成了从叙事到议论的过渡”，而非单一句子。这需要考生理解段落的整体逻辑结构，而非孤立看某一句。 三、衔接功能辨析更精细。同一衔接词（如“But”）在不同语境中可能表示“反驳常识”“修正前文”“引出例外”等不同功能。选项会区分这些细微差别，要求考生结合语境精准判断。 拔高・分层集训 基础演练 一、作者意图揣摩 Passage 1 （2025·全国I卷·真题）写作课上的领悟 ① In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. ② But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. ③ As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. ④ I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 1.Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 2.Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 3.What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 4.What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 二、议论句的衔接 Passage 1 （2025·全国II卷·真题）医院学校的老师 ① Kathy H teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says H. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” ② “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of H’s students stay for a week or less; others are there for more than a year. Most of H’s students will recover, which means that preparing them to return to school is an increasingly important component of care. ③ Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” H says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.” ④ There are up to 30 students at any given time in H’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” H says. “They think their teachers don’t care about their schoolwork.” ⑤ H recognizes the psychological benefit of helping kids keep up with their peers outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.” 1.Who does H teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 2.What is a characteristic of H’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 3.What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 4.How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. Passage 2 （2025·浙江模拟·改编）数学教学的争议 ① Mathematics has an image problem: too many people stumble over it and conclude that the subject is just not for them. But the core problem I suppose is how maths is presented as cold and dry. ② I have a different approach which is to relate abstract maths to questions of politics and social justice. I have taught fairly maths-phobic art students in this way and have seen their attitudes transformed. They now embrace maths and even believe it can genuinely assist them. ③ At a basic level, maths is founded on logic, so when I am teaching logic, I use examples from contemporary events rather than the old-fashioned type of problem. Instead of studying the logic of a statement like “all dogs have four legs”, I might discuss statements about privilege and wealth. We can ask: if someone has a higher status, are they automatically wealthier? The answer is clearly not. ④ My approach is controversial because, traditionally, maths is supposed to be neutral. I have been criticized by people claiming my approach will be annoying to those who don’t care about social justice. However, the dry approach is also off-putting to those who do care. Sometimes, such society-oriented questions may benefit the well-rounded development of the students. ⑤ In fact, I believe that all academic disciplines should address our most important issues. I don’t demand that students agree with me about politics, but I do ask that they construct thorough arguments to back up their thoughts and develop the crucial ability to analyze the logic of people they disagree with. ⑥ Maths isn’t just about numbers and equations; it is about studying different logical systems. We can apply it to balls rolling down different hills, but we can also apply it to pressing social issues. I think we should do both, for the sake of society and to be more inclusive towards different types of students in maths education.-6 1.What is the author’s main argument on the teaching of mathematics? A. Mathematics should be taken more seriously. B. The traditional approach needs to be revised. C. A focus on real-world applications is proposed. D. Students should have their personalized methods. 2.How does the author respond to the criticism? A. He compromises by emphasizing his teaching goals. B. He dismisses it as irrelevant to his teaching approach. C. He admits that maths should be non-political. D. He suggests social issue discussion be essential for comprehensive education. 3.What skill does the author hope his students should gain? A. Quick and accurate equation-solving. B. Using math concepts across various fields. C. Crafting logical arguments for their perspectives. D. Working together to build a more inclusive society. 4.What role does the question in paragraph 3 (“if someone has a higher status, are they automatically wealthier?”) play in the passage? A. It serves as a transition from theory to practice. B. It exemplifies how abstract maths applies to social issues. C. It challenges the traditional definition of mathematics. D. It summarizes the author’s main argument. 1 / 19 学科网（北京）股份有限公司 $