专题05 阅读理解说明文（阅读与结构图解）（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阅读理解说明文专题，覆盖说明方法、段落逻辑、概念界定三大核心考点，按“手法识别-逻辑分析-概念界定”的认知层次构建知识体系。通过考情解读梳理命题规律，基础梳理夯实知识框架，重难突破结合真题讲解解题技巧，分层集训实现能力进阶，形成系统且针对性强的复习路径。 讲义创新采用“逻辑图解+功能对应”教学策略，如引导学生用箭头标注因果关系、闪电符号标识转折逻辑，培养思维品质；通过“摘抄定义句并复述概念边界”训练，提升语言能力。设置基础演练与能力进阶分层练习，配合考法预测，确保高效突破难点，为教师把控复习节奏、学生提升应考能力提供有力支持。

专题05 阅读理解说明文（阅读与结构图解）（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 说明方法 重难02 段落逻辑 重难03 概念界定 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 说明方法 举例说明的论证功能（文中提出“记忆具有可塑性”后，列举“目击者证词受提问方式影响”的实验，判断其意图为“证明记忆并非固定录像，而是动态重构”） 2026 2026·全国II卷 段落逻辑 因果推进结构（首段指出“城市热岛效应加剧”，随后段落依次分析“地面硬化率上升”“人为热排放增加”“通风廊道受阻”，逻辑关系为“现象→多因分解”） 2025 2025·新课标I卷 概念界定 通过否定定义限定概念（文中说“韧性不是指不经历挫折，而是从挫折中重组的能力”，其中“不是……而是……”结构用于“排除常见误解，明确核心特征”） 2025 2025·全国乙卷 说明方法 作比较与列数字的结合（比较“传统燃油车能效约35%”与“氢燃料电池车能效达60%”，数据并用，目的为“凸显新技术优势，非完全否定旧技术”） 2024 2024·浙江1月 段落逻辑 转折—反驳结构（前段列举“有人认为AI将完全替代教师”，后段首句“However, this view overlooks the role of emotional scaffolding”，逻辑为“先树立靶子，再针对性反驳”） 2024 2024·北京卷 概念界定 从属关系界定（解释“生态系统服务”时，分为“供给服务”“调节服务”“文化服务”“支持服务”四类，界定方式为“总概念→子类划分”） 2023 2023·上海卷 说明方法 类比说明的逻辑迁移（将“免疫系统识别病原体”类比“内容平台识别虚假信息”，说明后者算法原理，判断意图为“用熟悉概念解释抽象技术”） 2023 2023·天津卷 段落逻辑 时间顺序中的阶段划分（说明“睡眠周期”时，依次描述“NREM一期→二期→三期→REM期”，并在段尾总结“Each stage serves a distinct recovery function”，逻辑为“过程分解+功能归纳”） 2022 2022·全国II卷 概念界定 操作化定义（文中提出“数字素养”不是指“是否会使用软件”，而是“能否评估信息可信度、管理数字身份、参与公共讨论”，界定方式为“能力清单式定义”） 2022 2022·江苏卷 说明方法 下定义+举例的嵌套使用（先定义“锚定效应”为“决策受最先接触信息影响”，再举例“法官受随机骰子数字影响而判定刑期”，结构为“抽象定义→具体印证”） 考情解读 说明文在高考英语阅读中占比稳定，近年命题趋势由“信息定位”转向“语篇建构逻辑”的考查。说明方法侧重识别举例、比较、类比等手法对论点支撑的作用，常见干扰项为“识别正确但功能判断错误”（如将“举例”误判为“下定义”）。段落逻辑聚焦因果、转折、总分、时间顺序等推进方式，高频考点为“段落间的隐性衔接词（Yet, That, Decades later）”及“反驳靶子结构”。概念界定成为新热点，尤其是通过否定定义（“不是……而是……”）、子类划分、操作化清单等方式限定抽象概念的外延与内涵。 备考建议：一是建立“说明手法—标识词—逻辑功能”对应表（如类比标识词like/similar to，功能为化抽象为具体）；二是强化段落结构图解训练，用箭头标注因果、转折关系；三是精读社科与科普类说明文，训练快速定位概念界定句（常出现在段首或定义标识词后）。本专题旨在提升对说明文“如何建构知识”的元认知能力。 备考策略 一、说明方法：标识词→逻辑功能 建立“手法—信号词—作用”快速对应表。如举例（for example, such as）功能为“具体化抽象观点”；作比较（compared to, while）功能为“凸显差异或优势”；类比（like, similar to）功能为“用熟悉解释陌生”。训练策略：从文中任选3处说明手法，遮住手法名称，仅凭功能反推手法类型。 二、段落逻辑：图解推进关系 对每篇说明文绘制结构简图：总—分用方框嵌套，因果用箭头（→），转折用闪电符号（⚡），时间阶段用横向流程图。重点训练“隐性逻辑词”敏感度：Yet表反驳靶子，That指代前文事件，Decades later表时间跨度下视角转变。每日精读1篇科普文，5分钟内完成逻辑图解。 三、概念界定：定位界定信号 核心概念常出现在段首句或冒号后。界定信号包括：否定式（not…but…）、子类罗列（分为…类）、操作化清单（指能力包括…）。练习策略：摘抄文中概念定义句，判断其界定方式（排除误解/划分/清单），并尝试用自己的话复述概念边界。 命题预测 未来命题将呈现三大趋势：一是说明方法考查从“识别手法”升级为“判断论证功能”，如要求辨析“文中引用某研究数据是为了说明还是反驳前文观点”，干扰项将包含正确手法但错误功能。二是段落逻辑侧重“隐性衔接词”与“反驳结构”，如考查“However”引出的并非简单转折，而是对前段假想观点的系统反驳，需区分“递进反驳”与“直接否定”。三是概念界定高频采用“否定定义+操作化清单”组合，例如先排除常见误解（“韧性不是不失败”），再通过能力清单（“包括适应、恢复、成长”）完成界定，命题可能要求判断“下列哪项最能体现文中对X概念的操作化定义”。 基础・知识梳理 知识导图 阅读理解说明文（阅读与结构图解） ├─ 一、说明方法（如何说明） │ ├─ 常见手法 │ │ ├─ 举例子：for example, such as → 具体化抽象观点 │ │ ├─ 作比较/对比：compared to, while → 凸显差异 │ │ ├─ 类比：like, similar to → 用熟悉解释陌生 │ │ ├─ 列数字：数据/百分比 → 量化支撑结论 │ │ └─ 下定义：refer to, means that → 明确内涵 │ └─ 考查重点 │ ├─ 识别手法 │ ├─ 判断功能（为什么用） │ └─ 干扰项：手法正确但功能判断错误 │ ├─ 二、段落逻辑（如何推进） │ ├─ 结构类型 │ │ ├─ 总—分：首句总起，后续分说 │ │ ├─ 因果：现象→原因 / 问题→对策 │ │ ├─ 转折—反驳：树靶子 → However → 系统反驳 │ │ └─ 时间顺序：first…next…finally 阶段划分 │ └─ 隐性衔接词 │ ├─ Yet：反驳靶子（≠简单转折） │ ├─ That：回指前文事件 │ ├─ Decades later：时间跨度+视角转变 │ ├─ It is…that…：强调因果 │ └─ What if…：设问桥接叙议 │ ├─ 三、概念界定（如何定义） │ ├─ 界定方式 │ │ ├─ 否定定义：not…but…（排除误解） │ │ ├─ 子类划分：分为X类（总→分） │ │ ├─ 操作化清单：指能力包括…（可观测） │ │ └─ 溯源定义：原意…现引申为… │ └─ 位置信号 │ ├─ 段首句 / 冒号后 / 破折号间 │ ├─ “指的是/是指”之后 │ └─ 否定式首句 │ └─ 四、核心能力 ├─ 图解段落逻辑关系 ├─ 判断说明方法的论证功能 ├─ 识别概念界定方式与边界 └─ 隐性逻辑词敏感度 核心梳理 一、说明方法：从“识别”到“功能判断” 五种核心手法对照表 手法 典型标识词 结构特征 论证功能 常见干扰项 举例子 for example, such as, like, including 抽象论断 + 具体实例 将抽象概念具象化，降低理解门槛把“举例”误判为“下定义” 作比较 compared to, while, whereas, unlike A vs B 对照呈现 凸显差异、优劣或独特性 识别出比较但误认为目的是“类比” 类比 just as…so…, similar to, akin to 熟悉域 → 陌生域 用已知模型解释未知原理 混淆“类比”与“作比较” 列数字 具体数值、百分比、范围、年份 数据 + 结论句 提供量化证据，增强客观性与说服力忽视数据与结论的逻辑关系 下定义 refer to, means that, is defined as, 冒号/破折号 被定义项 + 界定内容 明确概念的内涵与外延边界将“举例说明”误认为“下定义” 考查进阶：功能判断 > 手法识别 近年命题不再满足于“文中使用了哪种说明方法”，而是要求判断“使用该手法的目的是什么”。典型考法： 文本片段：“睡眠不足会导致注意力和工作记忆显著下降。例如，一项研究发现，连续17小时不睡觉的受试者，其反应时与血液酒精浓度0.05%的人相当。” 正确设问：作者使用“例如”引出的研究数据，主要目的是什么？ 正确选项：用量化证据具体说明睡眠不足对认知功能的损害。 常见干扰：识别出“举例子”但误选“为睡眠不足下定义”。 解题三步法 定位：找到标识词，锁定说明手法 前看：读该句前面的1-2句，找到被说明的抽象观点 判断：问自己“这个例子/比较/数据让什么变得更清楚？” 二、段落逻辑：图解推进关系 四种核心结构类型 结构类型 识别信号 图解符号 典型衔接词 易错点 总—分 首句为概括句，后续展开分述 □ → □ □ □ first, second, also, in addition 误将总分结构中的“分”当作独立观点 因果 现象/问题 + 原因/对策 → because, therefore, as a result, due to 因果倒置（把结果当原因） 转折—反驳 先树靶子（有人认为…），后以However/Yet反驳 ⚡ However, Yet, Nevertheless, In fact将反驳结构误读为简单转折 时间顺序 阶段词：first, next, finally；年龄、年份 → → → initially, subsequently, eventually 忽视阶段之间的逻辑联系 隐性衔接词深度解析 这是近年命题的核心难点，考生需建立“信号词→逻辑功能”的快速反应： 衔接词 前文内容 后文方向 逻辑功能 Yet 某一观点或假设 相反论证 反驳靶子（≠简单转折） That 一个完整事件或经历 抽象概括或评价 回指前叙，引出议论 Decades later 过去的决定/行为 当下的重新评价 时间跨度 + 视角转变 It is…that… 某一困难或条件 强调该条件的重要性 强调因果链中的关键环节 What if… 叙事故事 议论升华 设问桥接叙议 图解训练法 阅读每篇说明文后，用以下符号在段落旁标注： [总] [分1] [分2] → 总分结构 原因→结果 → 因果结构 (靶子)→⚡反驳 → 反驳结构 T1→T2→T3 → 时间顺序 目标能力：5分钟内完成一篇400词说明文的结构图解。 三、概念界定：锁定边界 四种界定方式详解 界定方式 结构特征 典型信号词 解题要点 否定定义 不是A，而是B not…but…, rather than, instead of B是核心特征，A是常见误解 子类划分 X包括A/B/C 分为X类、包括、有三种类型 注意子类是否互斥、是否穷尽 操作化清单 指能力1/2/3 指能力包括、可观测指标、表现为 界定的是可测量行为，非抽象属性 溯源定义 原意…现引申为… 原指、源于、后来演变为 关注语义演变与适用场景变化 位置信号（快速定位） 概念界定句在文中通常出现在以下位置： 段首句：尤其是每段第一句的后半部分 冒号/破折号之后：前文引出概念，后文具体界定 “指的是/是指”之后：直接信号 否定式首句：“X不是……，而是……”结构 重难・核心突破 重难01 说明方法 【真题再现】 2025年全国I卷阅读理解D篇，关于微塑料污染与饮用水净化 Microplastics have been found everywhere on Earth, from the deep sea to the Himalayas. They exist in volcanic rocks, inside seabirds' stomachs, and even in the snow falling over Antarctica. This widespread pollution poses a potential threat to human health, as microplastics are known to carry toxic chemicals and enter the food chain. Chinese researchers have recently discovered a surprisingly simple solution: boiling and then filtering tap water can remove a significant amount of microplastics. Crucially, this process relies on the water containing enough calcium carbonate to trap the plastics. When hard water containing 300 milligrams of calcium carbonate per liter was boiled, the microplastic content dropped by nearly 90%. However, boiling samples with less than 60 milligrams of calcium carbonate reduced microplastics by only 25%. Still, the findings show a potential path forward. Reducing microplastic intake is becoming increasingly difficult—even bottled water, once considered a safer alternative, contains 10 to 1,000 times more microplastics than originally thought. The author uses the data "90%" and "25%" in paragraph 2 mainly to ______. A. prove that boiling is the best way to purify water B. illustrate that the effectiveness of boiling depends on water hardness C. compare the safety of tap water and bottled water D. explain how calcium carbonate is formed in hard water 【解题技巧】 说明方法题三步法： 定位手法与标识词：如“for example”（举例子）、“90%”（列数字）、“compared to”（作比较）、“not…but…”（下定义）。 前看被说明的观点：说明方法的目的是服务前一句或段首的抽象论断，切勿孤立看数据或例子。 判断功能而非手法：近年命题高频干扰项为“手法识别正确但功能判断错误”-4。问“purpose”时，正确选项通常含“illustrate/show/explain that + 观点”，而非仅复述数据本身。 【考法预测】 说明方法考查将呈现两大趋势： 复合说明手法：同一段落可能同时运用列数字与作比较，要求判断主要说明方式及其功能-8。 图表与文字结合：延续2025年命题风格，可能出现“文中图表+数据”组合，考查列数字与作比较的协同作用。 功能辨析升级：干扰项将从“手法误判”转向“功能泛化”——选项包含正确手法但将功能扩大化（如将“例证具体观点”夸大为“证明全文主旨”）。 重难02 段落逻辑 【真题再现】 2025年全国I卷阅读理解D篇 ① Microplastics have become a common source of pollution across the earth. They settle in the deep sea and the Himalayas, become embedded in volcanic rocks, fill the stomachs of seabirds, and even land in fresh Antarctic snow. They are even appearing inside humans. ② Now, new research from China suggests a simple, cheap measure may significantly reduce our exposure: boiling and then filtering tap water. In a study published in Environmental Science & Technology Letters, researchers found that boiling tap water for just five minutes—then filtering it after it cools—could remove at least 80 percent of its microplastics. ③ Crucially, this process relies on the water containing enough calcium carbonate to trap the plastics. When the researchers boiled hard water containing 300 milligrams of calcium carbonate per liter, the microplastic content dropped by nearly 90 percent. However, in samples with less than 60 milligrams of calcium carbonate, boiling reduced the level of plastics by just 25 percent. Additionally, the research didn’t include all types of plastics. ④ Reducing microplastic intake is becoming increasingly difficult. Even bottled water, scientists found earlier this year, contains 10 to 1,000 times more microplastics than originally thought. ⑤ “The way that they looked at the calcium carbonate trapping mechanism was nice,” said Jianhua Gauchotte-Lindsay, a professor at the University of Glasgow. “Boiling tap water could be a tool to limit intake.” But she also noted that more research is needed. “We should be looking into upgrading drinking water treatment plants so they remove microplastics.” How is Paragraph 3 mainly developed? A. By stating an opinion and giving reasons B. By presenting a problem and offering solutions C. By identifying a cause and analyzing its effects D. By comparing different conditions and their results 【解题技巧】段落逻辑题三步法： 识别结构信号词：因果（because/therefore/as a result）、转折对比（however/yet/while）、顺序（first/next/finally）、举例（for example）。 划分信息层次：快速标出每句功能——背景句、观点句、论据句、总结句。重点关注段落首尾句和逻辑词后的内容。 判断推进方式：常见逻辑类型—— 因果型：现象→原因 / 问题→对策 对比型：A情况→结果A vs B情况→结果B 反驳型：树靶子 → However/Yet → 反驳论证 时间型：阶段1→阶段2→阶段3 【考法预测】 段落逻辑考查将呈现三大趋势： 隐性逻辑词成重点：不再只考because/but等显性信号，而是考查Yet、That、Decades later、What if等隐性衔接词所暗示的逻辑关系。 段落间逻辑 > 段落内逻辑：命题将从“某段如何组织”转向“段落之间如何推进”，如考查第二段与第三段的因果关系，或第四段对前文的反驳功能。 结构图解能力强化：可能出现“下列哪项最能概括文章结构”类题目，要求辨识“问题-解决-评价”“现象-原因-对策”等宏观逻辑框架。 重难03 概念界定 2025年八省联考英语试卷阅读理解D篇，关于锻炼与学习记忆关系的研究 Want to learn a new language or get A‘s in college exams？ Previous studies have shown that exercise can help stimulate the areas of the brain that convert new information into long-term memory. A new study has taken this information one step further and found the best time when exercise can help maximize learning. Building upon past research that found exercise releases biochemicals that improve mental function, scientists at Radboud University and the University of Edinburgh conducted a study to determine when exercise was most beneficial to learning. Participants — 72 healthy male and female adults — were first asked to perform a computer test that challenged their visual and spatial learning. After the test, all of the subjects watched nature documentaries, but two-thirds of them also exercised. Half of the exercisers did circuit training on an exercise bike for 35 minutes immediately after the test. The other half did the same exercise but not until four hours after they had been tested. Two days later, all of the participants returned to the lab for a recall test, and they were connected to MRI machines to assess their brain activity. The participants who exercised four hours after taking the computer test were able to recall what they had learned most accurately. Their brainwaves also showed more consistent levels of activity, indicating that their brains were less taxed to remember what they had learned. According to this research, the best time to exercise to improve learning is four hours after studying. But why？ That‘s one question the researchers have yet to answer. Another question left unanswered is the level of exercise that might best improve learning. I’ve run enough marathons to prove the fact that my brain is anything but sharp during or after a tough workout. But the researchers noted that light workouts might not give the brain enough of a biochemical boost to improve learning. How does the author define “the best time to exercise” in the context of learning？ A. The time when exercise is most convenient for daily schedule. B. The time when the brain is most active after a tough workout. C. The specific interval after studying when exercise maximizes memory retention. D. The period immediately following a learning task for best biochemical release. 【解题技巧】概念界定题三步法： 定位界定信号词：概念常在段首提出，定义句多出现在首次提及附近。信号词包括：refer to, means that, is defined as, 冒号/破折号，以及数值、范围、条件等精确限定词。 识别界定方式：常见四种—— 否定定义：not…but…（排除误解） 子类划分：分为X类（总→分） 操作化清单：指能力包括（可观测指标） 精确量化：用具体数值/时间/条件限定（如本题“four hours after studying”） 比对选项边界：正确选项必须完整保留定义中的核心限定条件，排除“扩大范围”“偷换条件”“遗漏关键信息”的干扰项。 【考法预测】 三、考法预测（150字） 概念界定考查将呈现三大趋势： 操作化定义成主流：随着科普类说明文比重增加，文中核心概念常通过可量化、可操作的具体指标来界定（如“four hours”“90% reduction”），要求考生识别并转述这一界定方式。 界定+功能复合考查：不仅问“如何定义”，还可能问“作者为什么要这样定义”，考查概念界定在全文论证中的作用（如为后续实验设计提供可测量变量）。 跨段追踪概念演变：核心概念可能在多个段落中被逐步完善界定，要求考生整合信息，识别定义的“递进式限定”。 拔高・分层集训 基础演练 一、说明方法 2025年全国统一高考英语试卷（全国I卷） Microplastics have become a common source of pollution across the Earth — they have settled in the deep sea and on the Himalayas, stuck inside volcanic rocks, filled the stomachs of seabirds and even fallen in fresh Antarctic snow. They are even appearing inside humans. Now, new research suggests that a simple, cheap measure may significantly reduce the level of microplastics in water from your tap: boiling and filtering it. In a study published in Environmental Science & Technology Letters, researchers from China found that boiling tap water for just five minutes — then filtering it after it cools — could remove at least 80 percent of its microplastics. Crucially, this process relies on the water containing enough calcium carbonate to trap the plastics. In the study, boiling hard water containing 300 milligrams of calcium carbonate led to an almost 90 percent drop in plastics. But in samples with less than 60 milligrams of calcium carbonate, boiling reduced the level of plastics by just 25 percent. Additionally, the research didn‘t include all types of plastics. The team focused only on three common types — polystyrene, polyethylene and polypropylene — and they didn’t study other chemicals previously found in water such as vinyl chloride. Still, the findings show a potential path forward for reducing microplastic exposure — a task that's becoming increasingly difficult. Even bottled water, scientists found earlier this year, contains 10 to 1,000 times more microplastics than originally thought. Scientists are still trying to determine how harmful microplastics are — but what they do know has raised concerns. The new study suggests boiling tap water could be a tool to limit intake. “The way they demonstrated how microplastics were trapped through the boiling process was nice,” Carline Gauchotte-Lindsay, an environmental engineer of the University of Glasgow in Scotland who was not involved in the research, tells New Scientist. “We should be looking into upgrading drinking water treatment plants so they remove microplastics.” How does the author present the issue of microplastic pollution in Paragraph 1? A. By quoting an expert. B. By defining a concept. C. By giving examples. D. By providing statistics. 二、段落逻辑 2025年八省联考英语试卷阅读理解C篇 ① Jane Jacobs spent her working life advancing a distinct vision of the city – in particular focusing on what makes a successful urban community. At the heart of her vision is the idea that urban life should be an energetic and rich affair, whereby people are able to interact with one another in dense (稠密) and exciting urban environments. She prefers disorder to order, walking to driving, and diversity to uniformity. ② For Jacobs, urban communities are organic beings that should be left to grow and change by themselves and not be subject to the grand plans of so-called experts and officials. The best judges of how a city should be - and how it should develop - are the local residents themselves. Jacobs argues that urban communities are best placed to understand how their city functions, because city life is created and sustained through their various interactions. ③ Jacobs notes that the built form of a city is crucial to the life of an urban community, especially the sidewalks. The streets in which people live should be a tight pattern of crossed sidewalks, which allow people to meet, talk, and get to know one another. Such a complex but ultimately enriching set of encounters helps individuals know their neighbours and neighbourhood better. ④ Diversity and mixed-use of space are also, for Jacobs, key elements of this urban form. The commercial, business, and residential elements of a city should not be separated out but instead be side by side, to allow for greater integration of people. There should also be a diversity of old and new buildings, and people’s interactions should determine how buildings get used and reused. ⑤ Finally, urban communities grow better in places where a critical mass of people live, work, and interact. Such high-density spaces are, she feels, engines of creativity and vitality. They are also safe places to be, because the higher density means that there are more “eyes on the street”: shopkeepers and locals who know their area and maintain a close watch over the neighbourhood. How is the passage organized? A. By presenting a problem and then offering solutions B. By introducing a theory and then explaining its key principles C. By comparing two different urban planning approaches D. By describing a historical event and its consequences 三、概念界定 2026年新高考II卷改编 ① Riding a train or subway can be boring, especially when you forget to bring a book or your phone’s battery dies. But what if your commute could also give you a short story to read? ② That’s the idea behind a new program from the Bay Area Rapid Transit (BART) system in San Francisco. BART has installed “Story Kiosks” at several stations. These are free, touch-screen machines that print out short stories on paper that looks like a receipt. ③ Here’s how it works: You choose how much time you have for reading—1 minute, 3 minutes, or 5 minutes. The kiosk then prints out a story of that length. The stories come from a variety of sources. Some are classic tales in the public domain. Others are original works submitted by local writers through a “call to artists” contest. ④ The program was launched in response to falling ridership. BART officials realized that improving the rider experience could help attract more passengers. “We want to turn the time people spend waiting for trains or riding them into something positive,” said BART spokesperson Alicia Trost. “It’s not just about getting from point A to point B anymore.” ⑤ The response has been overwhelmingly positive. One rider commented, “I look forward to my commute now. It’s like a little gift every day.” BART plans to expand the program to more stations and add more stories, including translations in Spanish and Chinese. ⑥ But what exactly makes a “short story” suitable for a commute? According to the program’s curator, a good commute story has three qualities: portability (it can be printed on a small receipt), completeness (it has a clear beginning, middle, and end despite its length), and emotional resonance (it leaves the reader with something to think about during the rest of their day). According to Paragraph 6, which of the following best defines a “commute story”? A. A story that can be finished during a bus ride B. A story that is printed on a single sheet of paper C. A story that is portable, complete, and emotionally resonant D. A story that is submitted by local writers through a contest 1 / 19 学科网（北京）股份有限公司 $ 专题05 阅读理解说明文（阅读与结构图解）（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 说明方法 重难02 段落逻辑 重难03 概念界定 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 说明方法 举例说明的论证功能（文中提出“记忆具有可塑性”后，列举“目击者证词受提问方式影响”的实验，判断其意图为“证明记忆并非固定录像，而是动态重构”） 2026 2026·全国II卷 段落逻辑 因果推进结构（首段指出“城市热岛效应加剧”，随后段落依次分析“地面硬化率上升”“人为热排放增加”“通风廊道受阻”，逻辑关系为“现象→多因分解”） 2025 2025·新课标I卷 概念界定 通过否定定义限定概念（文中说“韧性不是指不经历挫折，而是从挫折中重组的能力”，其中“不是……而是……”结构用于“排除常见误解，明确核心特征”） 2025 2025·全国乙卷 说明方法 作比较与列数字的结合（比较“传统燃油车能效约35%”与“氢燃料电池车能效达60%”，数据并用，目的为“凸显新技术优势，非完全否定旧技术”） 2024 2024·浙江1月 段落逻辑 转折—反驳结构（前段列举“有人认为AI将完全替代教师”，后段首句“However, this view overlooks the role of emotional scaffolding”，逻辑为“先树立靶子，再针对性反驳”） 2024 2024·北京卷 概念界定 从属关系界定（解释“生态系统服务”时，分为“供给服务”“调节服务”“文化服务”“支持服务”四类，界定方式为“总概念→子类划分”） 2023 2023·上海卷 说明方法 类比说明的逻辑迁移（将“免疫系统识别病原体”类比“内容平台识别虚假信息”，说明后者算法原理，判断意图为“用熟悉概念解释抽象技术”） 2023 2023·天津卷 段落逻辑 时间顺序中的阶段划分（说明“睡眠周期”时，依次描述“NREM一期→二期→三期→REM期”，并在段尾总结“Each stage serves a distinct recovery function”，逻辑为“过程分解+功能归纳”） 2022 2022·全国II卷 概念界定 操作化定义（文中提出“数字素养”不是指“是否会使用软件”，而是“能否评估信息可信度、管理数字身份、参与公共讨论”，界定方式为“能力清单式定义”） 2022 2022·江苏卷 说明方法 下定义+举例的嵌套使用（先定义“锚定效应”为“决策受最先接触信息影响”，再举例“法官受随机骰子数字影响而判定刑期”，结构为“抽象定义→具体印证”） 考情解读 说明文在高考英语阅读中占比稳定，近年命题趋势由“信息定位”转向“语篇建构逻辑”的考查。说明方法侧重识别举例、比较、类比等手法对论点支撑的作用，常见干扰项为“识别正确但功能判断错误”（如将“举例”误判为“下定义”）。段落逻辑聚焦因果、转折、总分、时间顺序等推进方式，高频考点为“段落间的隐性衔接词（Yet, That, Decades later）”及“反驳靶子结构”。概念界定成为新热点，尤其是通过否定定义（“不是……而是……”）、子类划分、操作化清单等方式限定抽象概念的外延与内涵。 备考建议：一是建立“说明手法—标识词—逻辑功能”对应表（如类比标识词like/similar to，功能为化抽象为具体）；二是强化段落结构图解训练，用箭头标注因果、转折关系；三是精读社科与科普类说明文，训练快速定位概念界定句（常出现在段首或定义标识词后）。本专题旨在提升对说明文“如何建构知识”的元认知能力。 备考策略 一、说明方法：标识词→逻辑功能 建立“手法—信号词—作用”快速对应表。如举例（for example, such as）功能为“具体化抽象观点”；作比较（compared to, while）功能为“凸显差异或优势”；类比（like, similar to）功能为“用熟悉解释陌生”。训练策略：从文中任选3处说明手法，遮住手法名称，仅凭功能反推手法类型。 二、段落逻辑：图解推进关系 对每篇说明文绘制结构简图：总—分用方框嵌套，因果用箭头（→），转折用闪电符号（⚡），时间阶段用横向流程图。重点训练“隐性逻辑词”敏感度：Yet表反驳靶子，That指代前文事件，Decades later表时间跨度下视角转变。每日精读1篇科普文，5分钟内完成逻辑图解。 三、概念界定：定位界定信号 核心概念常出现在段首句或冒号后。界定信号包括：否定式（not…but…）、子类罗列（分为…类）、操作化清单（指能力包括…）。练习策略：摘抄文中概念定义句，判断其界定方式（排除误解/划分/清单），并尝试用自己的话复述概念边界。 命题预测 未来命题将呈现三大趋势：一是说明方法考查从“识别手法”升级为“判断论证功能”，如要求辨析“文中引用某研究数据是为了说明还是反驳前文观点”，干扰项将包含正确手法但错误功能。二是段落逻辑侧重“隐性衔接词”与“反驳结构”，如考查“However”引出的并非简单转折，而是对前段假想观点的系统反驳，需区分“递进反驳”与“直接否定”。三是概念界定高频采用“否定定义+操作化清单”组合，例如先排除常见误解（“韧性不是不失败”），再通过能力清单（“包括适应、恢复、成长”）完成界定，命题可能要求判断“下列哪项最能体现文中对X概念的操作化定义”。 基础・知识梳理 知识导图 阅读理解说明文（阅读与结构图解） ├─ 一、说明方法（如何说明） │ ├─ 常见手法 │ │ ├─ 举例子：for example, such as → 具体化抽象观点 │ │ ├─ 作比较/对比：compared to, while → 凸显差异 │ │ ├─ 类比：like, similar to → 用熟悉解释陌生 │ │ ├─ 列数字：数据/百分比 → 量化支撑结论 │ │ └─ 下定义：refer to, means that → 明确内涵 │ └─ 考查重点 │ ├─ 识别手法 │ ├─ 判断功能（为什么用） │ └─ 干扰项：手法正确但功能判断错误 │ ├─ 二、段落逻辑（如何推进） │ ├─ 结构类型 │ │ ├─ 总—分：首句总起，后续分说 │ │ ├─ 因果：现象→原因 / 问题→对策 │ │ ├─ 转折—反驳：树靶子 → However → 系统反驳 │ │ └─ 时间顺序：first…next…finally 阶段划分 │ └─ 隐性衔接词 │ ├─ Yet：反驳靶子（≠简单转折） │ ├─ That：回指前文事件 │ ├─ Decades later：时间跨度+视角转变 │ ├─ It is…that…：强调因果 │ └─ What if…：设问桥接叙议 │ ├─ 三、概念界定（如何定义） │ ├─ 界定方式 │ │ ├─ 否定定义：not…but…（排除误解） │ │ ├─ 子类划分：分为X类（总→分） │ │ ├─ 操作化清单：指能力包括…（可观测） │ │ └─ 溯源定义：原意…现引申为… │ └─ 位置信号 │ ├─ 段首句 / 冒号后 / 破折号间 │ ├─ “指的是/是指”之后 │ └─ 否定式首句 │ └─ 四、核心能力 ├─ 图解段落逻辑关系 ├─ 判断说明方法的论证功能 ├─ 识别概念界定方式与边界 └─ 隐性逻辑词敏感度 核心梳理 一、说明方法：从“识别”到“功能判断” 五种核心手法对照表 手法 典型标识词 结构特征 论证功能 常见干扰项 举例子 for example, such as, like, including 抽象论断 + 具体实例 将抽象概念具象化，降低理解门槛把“举例”误判为“下定义” 作比较 compared to, while, whereas, unlike A vs B 对照呈现 凸显差异、优劣或独特性 识别出比较但误认为目的是“类比” 类比 just as…so…, similar to, akin to 熟悉域 → 陌生域 用已知模型解释未知原理 混淆“类比”与“作比较” 列数字 具体数值、百分比、范围、年份 数据 + 结论句 提供量化证据，增强客观性与说服力忽视数据与结论的逻辑关系 下定义 refer to, means that, is defined as, 冒号/破折号 被定义项 + 界定内容 明确概念的内涵与外延边界将“举例说明”误认为“下定义” 考查进阶：功能判断 > 手法识别 近年命题不再满足于“文中使用了哪种说明方法”，而是要求判断“使用该手法的目的是什么”。典型考法： 文本片段：“睡眠不足会导致注意力和工作记忆显著下降。例如，一项研究发现，连续17小时不睡觉的受试者，其反应时与血液酒精浓度0.05%的人相当。” 正确设问：作者使用“例如”引出的研究数据，主要目的是什么？ 正确选项：用量化证据具体说明睡眠不足对认知功能的损害。 常见干扰：识别出“举例子”但误选“为睡眠不足下定义”。 解题三步法 定位：找到标识词，锁定说明手法 前看：读该句前面的1-2句，找到被说明的抽象观点 判断：问自己“这个例子/比较/数据让什么变得更清楚？” 二、段落逻辑：图解推进关系 四种核心结构类型 结构类型 识别信号 图解符号 典型衔接词 易错点 总—分 首句为概括句，后续展开分述 □ → □ □ □ first, second, also, in addition 误将总分结构中的“分”当作独立观点 因果 现象/问题 + 原因/对策 → because, therefore, as a result, due to 因果倒置（把结果当原因） 转折—反驳 先树靶子（有人认为…），后以However/Yet反驳 ⚡ However, Yet, Nevertheless, In fact将反驳结构误读为简单转折 时间顺序 阶段词：first, next, finally；年龄、年份 → → → initially, subsequently, eventually 忽视阶段之间的逻辑联系 隐性衔接词深度解析 这是近年命题的核心难点，考生需建立“信号词→逻辑功能”的快速反应： 衔接词 前文内容 后文方向 逻辑功能 Yet 某一观点或假设 相反论证 反驳靶子（≠简单转折） That 一个完整事件或经历 抽象概括或评价 回指前叙，引出议论 Decades later 过去的决定/行为 当下的重新评价 时间跨度 + 视角转变 It is…that… 某一困难或条件 强调该条件的重要性 强调因果链中的关键环节 What if… 叙事故事 议论升华 设问桥接叙议 图解训练法 阅读每篇说明文后，用以下符号在段落旁标注： [总] [分1] [分2] → 总分结构 原因→结果 → 因果结构 (靶子)→⚡反驳 → 反驳结构 T1→T2→T3 → 时间顺序 目标能力：5分钟内完成一篇400词说明文的结构图解。 三、概念界定：锁定边界 四种界定方式详解 界定方式 结构特征 典型信号词 解题要点 否定定义 不是A，而是B not…but…, rather than, instead of B是核心特征，A是常见误解 子类划分 X包括A/B/C 分为X类、包括、有三种类型 注意子类是否互斥、是否穷尽 操作化清单 指能力1/2/3 指能力包括、可观测指标、表现为 界定的是可测量行为，非抽象属性 溯源定义 原意…现引申为… 原指、源于、后来演变为 关注语义演变与适用场景变化 位置信号（快速定位） 概念界定句在文中通常出现在以下位置： 段首句：尤其是每段第一句的后半部分 冒号/破折号之后：前文引出概念，后文具体界定 “指的是/是指”之后：直接信号 否定式首句：“X不是……，而是……”结构 重难・核心突破 重难01 说明方法 【真题再现】 2025年全国I卷阅读理解D篇，关于微塑料污染与饮用水净化 Microplastics have been found everywhere on Earth, from the deep sea to the Himalayas. They exist in volcanic rocks, inside seabirds' stomachs, and even in the snow falling over Antarctica. This widespread pollution poses a potential threat to human health, as microplastics are known to carry toxic chemicals and enter the food chain. Chinese researchers have recently discovered a surprisingly simple solution: boiling and then filtering tap water can remove a significant amount of microplastics. Crucially, this process relies on the water containing enough calcium carbonate to trap the plastics. When hard water containing 300 milligrams of calcium carbonate per liter was boiled, the microplastic content dropped by nearly 90%. However, boiling samples with less than 60 milligrams of calcium carbonate reduced microplastics by only 25%. Still, the findings show a potential path forward. Reducing microplastic intake is becoming increasingly difficult—even bottled water, once considered a safer alternative, contains 10 to 1,000 times more microplastics than originally thought. The author uses the data "90%" and "25%" in paragraph 2 mainly to ______. A. prove that boiling is the best way to purify water B. illustrate that the effectiveness of boiling depends on water hardness C. compare the safety of tap water and bottled water D. explain how calcium carbonate is formed in hard water 【答案】 B 【详解】本题考查说明方法中的列数字的论证功能。 第一步：定位数据——90%和25%出现在第二段，分别对应硬水（含300mg碳酸钙）和软水（含60mg以下碳酸钙）煮沸后的微塑料去除率。 第二步：前看观点——该段主题句为“this process relies on the water containing enough calcium carbonate”，强调碳酸钙含量的关键作用。 第三步：判断功能——两个数据的对比证明：碳酸钙含量越高，煮沸去除效果越好。数据不是为说明“煮沸万能”（排除A），也不是为比较自来水和瓶装水（排除C，该内容在第三段），更不是解释碳酸钙形成机制（排除D）。 B选项“说明煮沸效果取决于水的硬度”精准概括了数据的论证功能。 【解题技巧】 说明方法题三步法： 定位手法与标识词：如“for example”（举例子）、“90%”（列数字）、“compared to”（作比较）、“not…but…”（下定义）。 前看被说明的观点：说明方法的目的是服务前一句或段首的抽象论断，切勿孤立看数据或例子。 判断功能而非手法：近年命题高频干扰项为“手法识别正确但功能判断错误”-4。问“purpose”时，正确选项通常含“illustrate/show/explain that + 观点”，而非仅复述数据本身。 【考法预测】 说明方法考查将呈现两大趋势： 复合说明手法：同一段落可能同时运用列数字与作比较，要求判断主要说明方式及其功能-8。 图表与文字结合：延续2025年命题风格，可能出现“文中图表+数据”组合，考查列数字与作比较的协同作用。 功能辨析升级：干扰项将从“手法误判”转向“功能泛化”——选项包含正确手法但将功能扩大化（如将“例证具体观点”夸大为“证明全文主旨”）。 重难02 段落逻辑 【真题再现】 2025年全国I卷阅读理解D篇 ① Microplastics have become a common source of pollution across the earth. They settle in the deep sea and the Himalayas, become embedded in volcanic rocks, fill the stomachs of seabirds, and even land in fresh Antarctic snow. They are even appearing inside humans. ② Now, new research from China suggests a simple, cheap measure may significantly reduce our exposure: boiling and then filtering tap water. In a study published in Environmental Science & Technology Letters, researchers found that boiling tap water for just five minutes—then filtering it after it cools—could remove at least 80 percent of its microplastics. ③ Crucially, this process relies on the water containing enough calcium carbonate to trap the plastics. When the researchers boiled hard water containing 300 milligrams of calcium carbonate per liter, the microplastic content dropped by nearly 90 percent. However, in samples with less than 60 milligrams of calcium carbonate, boiling reduced the level of plastics by just 25 percent. Additionally, the research didn’t include all types of plastics. ④ Reducing microplastic intake is becoming increasingly difficult. Even bottled water, scientists found earlier this year, contains 10 to 1,000 times more microplastics than originally thought. ⑤ “The way that they looked at the calcium carbonate trapping mechanism was nice,” said Jianhua Gauchotte-Lindsay, a professor at the University of Glasgow. “Boiling tap water could be a tool to limit intake.” But she also noted that more research is needed. “We should be looking into upgrading drinking water treatment plants so they remove microplastics.” How is Paragraph 3 mainly developed? A. By stating an opinion and giving reasons B. By presenting a problem and offering solutions C. By identifying a cause and analyzing its effects D. By comparing different conditions and their results 【答案】 D 【详解】本题考查说明文中段落内部逻辑结构的识别。 第一步：定位段落结构——第三段共四句话： 句①：提出关键条件——效果依赖于水中碳酸钙含量（crucially, relies on） 句②：硬水条件（300mg碳酸钙）→ 去除率近90% 句③：软水条件（不足60mg碳酸钙）→ 去除率仅25%（However表对比） 句④：补充说明研究局限性 第二步：分析逻辑关系——该段核心是通过控制变量对比来证明观点： 变量：水的硬度（碳酸钙含量高低） 结果：微塑料去除率的显著差异（90% vs 25%） 这种“条件A→结果A，条件B→结果B”的写作手法是对比实验说明的典型逻辑，而非因果链（排除C）、问题-解决（排除B）或观点-理由（排除A）。 D选项“通过比较不同条件及其结果”精准概括了该段的段落逻辑。 第三步：干扰项辨析 C选项“因果分析”看似合理，但段落并非说明“为什么硬度影响效果”的机制，而是通过对比呈现这一事实 关键词However明确提示对比/比较关系 【解题技巧】 段落逻辑题三步法： 识别结构信号词：因果（because/therefore/as a result）、转折对比（however/yet/while）、顺序（first/next/finally）、举例（for example）。 划分信息层次：快速标出每句功能——背景句、观点句、论据句、总结句。重点关注段落首尾句和逻辑词后的内容。 判断推进方式：常见逻辑类型—— 因果型：现象→原因 / 问题→对策 对比型：A情况→结果A vs B情况→结果B 反驳型：树靶子 → However/Yet → 反驳论证 时间型：阶段1→阶段2→阶段3 【考法预测】 段落逻辑考查将呈现三大趋势： 隐性逻辑词成重点：不再只考because/but等显性信号，而是考查Yet、That、Decades later、What if等隐性衔接词所暗示的逻辑关系。 段落间逻辑 > 段落内逻辑：命题将从“某段如何组织”转向“段落之间如何推进”，如考查第二段与第三段的因果关系，或第四段对前文的反驳功能。 结构图解能力强化：可能出现“下列哪项最能概括文章结构”类题目，要求辨识“问题-解决-评价”“现象-原因-对策”等宏观逻辑框架。 重难03 概念界定 2025年八省联考英语试卷阅读理解D篇，关于锻炼与学习记忆关系的研究 Want to learn a new language or get A‘s in college exams？ Previous studies have shown that exercise can help stimulate the areas of the brain that convert new information into long-term memory. A new study has taken this information one step further and found the best time when exercise can help maximize learning. Building upon past research that found exercise releases biochemicals that improve mental function, scientists at Radboud University and the University of Edinburgh conducted a study to determine when exercise was most beneficial to learning. Participants — 72 healthy male and female adults — were first asked to perform a computer test that challenged their visual and spatial learning. After the test, all of the subjects watched nature documentaries, but two-thirds of them also exercised. Half of the exercisers did circuit training on an exercise bike for 35 minutes immediately after the test. The other half did the same exercise but not until four hours after they had been tested. Two days later, all of the participants returned to the lab for a recall test, and they were connected to MRI machines to assess their brain activity. The participants who exercised four hours after taking the computer test were able to recall what they had learned most accurately. Their brainwaves also showed more consistent levels of activity, indicating that their brains were less taxed to remember what they had learned. According to this research, the best time to exercise to improve learning is four hours after studying. But why？ That‘s one question the researchers have yet to answer. Another question left unanswered is the level of exercise that might best improve learning. I’ve run enough marathons to prove the fact that my brain is anything but sharp during or after a tough workout. But the researchers noted that light workouts might not give the brain enough of a biochemical boost to improve learning. How does the author define “the best time to exercise” in the context of learning？ A. The time when exercise is most convenient for daily schedule. B. The time when the brain is most active after a tough workout. C. The specific interval after studying when exercise maximizes memory retention. D. The period immediately following a learning task for best biochemical release. 【答案】 C 【详解】本题考查说明文中概念界定的识别与理解。 第一步：定位概念界定句——概念“the best time to exercise”在首段末句首次提出（斜体标注），但完整定义出现在末段首句：“the best time to exercise to improve learning is four hours after studying”。这是典型的下定义说明方法。 第二步：分析界定方式——该定义采用精确量化界定： 被定义项：the best time to exercise（to improve learning） 界定内容：four hours after studying 功能：将抽象的“最佳时间”转化为可操作的具体时间间隔 第三步：对照选项 A选项：“最方便的时间”——原文未提及convenience，属无中生有 B选项：“剧烈运动后大脑最活跃”——文中作者跑马拉松经历恰恰证明剧烈运动时大脑不敏锐（“anything but sharp”） C选项：“学习后能最大化记忆保持的具体时间间隔”——精准概括“four hours after studying”的定义内涵 D选项：“学习后立即锻炼”——第三段中实验组有一半是immediately after test，结果发现效果不如四小时后 第四步：界定功能总结——该定义通过具体数值（four hours） 限定了模糊概念“best time”，属于操作化定义——将抽象概念转化为可测量、可操作的具体变量。 【解题技巧】 概念界定题三步法： 定位界定信号词：概念常在段首提出，定义句多出现在首次提及附近。信号词包括：refer to, means that, is defined as, 冒号/破折号，以及数值、范围、条件等精确限定词。 识别界定方式：常见四种—— 否定定义：not…but…（排除误解） 子类划分：分为X类（总→分） 操作化清单：指能力包括（可观测指标） 精确量化：用具体数值/时间/条件限定（如本题“four hours after studying”） 比对选项边界：正确选项必须完整保留定义中的核心限定条件，排除“扩大范围”“偷换条件”“遗漏关键信息”的干扰项。 【考法预测】 三、考法预测（150字） 概念界定考查将呈现三大趋势： 操作化定义成主流：随着科普类说明文比重增加，文中核心概念常通过可量化、可操作的具体指标来界定（如“four hours”“90% reduction”），要求考生识别并转述这一界定方式。 界定+功能复合考查：不仅问“如何定义”，还可能问“作者为什么要这样定义”，考查概念界定在全文论证中的作用（如为后续实验设计提供可测量变量）。 跨段追踪概念演变：核心概念可能在多个段落中被逐步完善界定，要求考生整合信息，识别定义的“递进式限定”。 拔高・分层集训 基础演练 一、说明方法 2025年全国统一高考英语试卷（全国I卷） Microplastics have become a common source of pollution across the Earth — they have settled in the deep sea and on the Himalayas, stuck inside volcanic rocks, filled the stomachs of seabirds and even fallen in fresh Antarctic snow. They are even appearing inside humans. Now, new research suggests that a simple, cheap measure may significantly reduce the level of microplastics in water from your tap: boiling and filtering it. In a study published in Environmental Science & Technology Letters, researchers from China found that boiling tap water for just five minutes — then filtering it after it cools — could remove at least 80 percent of its microplastics. Crucially, this process relies on the water containing enough calcium carbonate to trap the plastics. In the study, boiling hard water containing 300 milligrams of calcium carbonate led to an almost 90 percent drop in plastics. But in samples with less than 60 milligrams of calcium carbonate, boiling reduced the level of plastics by just 25 percent. Additionally, the research didn‘t include all types of plastics. The team focused only on three common types — polystyrene, polyethylene and polypropylene — and they didn’t study other chemicals previously found in water such as vinyl chloride. Still, the findings show a potential path forward for reducing microplastic exposure — a task that's becoming increasingly difficult. Even bottled water, scientists found earlier this year, contains 10 to 1,000 times more microplastics than originally thought. Scientists are still trying to determine how harmful microplastics are — but what they do know has raised concerns. The new study suggests boiling tap water could be a tool to limit intake. “The way they demonstrated how microplastics were trapped through the boiling process was nice,” Carline Gauchotte-Lindsay, an environmental engineer of the University of Glasgow in Scotland who was not involved in the research, tells New Scientist. “We should be looking into upgrading drinking water treatment plants so they remove microplastics.” How does the author present the issue of microplastic pollution in Paragraph 1? A. By quoting an expert. B. By defining a concept. C. By giving examples. D. By providing statistics. 【答案】 C 【详解】本题考查说明文阅读中的说明方法识别。 第一步：定位段落内容。 第一段共三句话，前两句连续列举微塑料存在的具体地点和对象：深海（the deep sea）、喜马拉雅山（the Himalayas）、火山岩（volcanic rocks）、海鸟胃里（stomachs of seabirds）、南极雪中（Antarctic snow）。第三句收束到与人类最相关的点——“出现在人体内”（appearing inside humans）。-8 第二步：识别说明手法。 作者并未引用专家言论（排除A），也未给微塑料下定义（排除B），更没有提供具体研究数据（排除D，90%、80%等数据出现在后续段落）。作者通过连续列举多个具体实例来证明微塑料污染的普遍性，这是典型的举例说明（giving examples） 手法。 第三步：判断论证功能。 举例说明在此处的功能是“将抽象的‘污染普遍性’概念具体化、可视化”，让读者直观感受到微塑料无处不在的程度。 C选项“通过举例说明”准确概括了第一段的说明方法。 二、段落逻辑 2025年八省联考英语试卷阅读理解C篇 ① Jane Jacobs spent her working life advancing a distinct vision of the city – in particular focusing on what makes a successful urban community. At the heart of her vision is the idea that urban life should be an energetic and rich affair, whereby people are able to interact with one another in dense (稠密) and exciting urban environments. She prefers disorder to order, walking to driving, and diversity to uniformity. ② For Jacobs, urban communities are organic beings that should be left to grow and change by themselves and not be subject to the grand plans of so-called experts and officials. The best judges of how a city should be - and how it should develop - are the local residents themselves. Jacobs argues that urban communities are best placed to understand how their city functions, because city life is created and sustained through their various interactions. ③ Jacobs notes that the built form of a city is crucial to the life of an urban community, especially the sidewalks. The streets in which people live should be a tight pattern of crossed sidewalks, which allow people to meet, talk, and get to know one another. Such a complex but ultimately enriching set of encounters helps individuals know their neighbours and neighbourhood better. ④ Diversity and mixed-use of space are also, for Jacobs, key elements of this urban form. The commercial, business, and residential elements of a city should not be separated out but instead be side by side, to allow for greater integration of people. There should also be a diversity of old and new buildings, and people’s interactions should determine how buildings get used and reused. ⑤ Finally, urban communities grow better in places where a critical mass of people live, work, and interact. Such high-density spaces are, she feels, engines of creativity and vitality. They are also safe places to be, because the higher density means that there are more “eyes on the street”: shopkeepers and locals who know their area and maintain a close watch over the neighbourhood. How is the passage organized? A. By presenting a problem and then offering solutions B. By introducing a theory and then explaining its key principles C. By comparing two different urban planning approaches D. By describing a historical event and its consequences 【答案】 B 【详解】本题考查说明文阅读中的篇章整体逻辑结构分析。 第一步：识别文章宏观结构。 快速浏览各段首句： 第①段：介绍Jacobs的城市愿景（a distinct vision of the city）——引出理论/观点 第②段：详细阐述居民自主决策原则——原则1 第③段：讨论人行道设计对社区的重要性——原则2 第④段：讨论多样性与混合空间利用——原则3 第⑤段：讨论高密度居住的益处——原则4 第二步：分析逻辑推进方式。 全文遵循典型的“总-分”结构：首段提出Jacobs关于成功城市社区的核心理论，随后②-⑤段分别从不同维度（居民自主权、街道设计、空间多样性、人口密度）展开阐释该理论的具体原则。各段之间为并列式推进，共同服务于支撑首段的核心观点。 第三步：排除干扰项。 A选项：Problem-Solution结构——文中未提出亟待解决的问题 B选项：Theory → Key Principles——精准概括总-分结构 C选项：对比两种规划方法——未与其他理论对比 D选项：历史事件及其后果——文体不符 三、概念界定 2026年新高考II卷改编 ① Riding a train or subway can be boring, especially when you forget to bring a book or your phone’s battery dies. But what if your commute could also give you a short story to read? ② That’s the idea behind a new program from the Bay Area Rapid Transit (BART) system in San Francisco. BART has installed “Story Kiosks” at several stations. These are free, touch-screen machines that print out short stories on paper that looks like a receipt. ③ Here’s how it works: You choose how much time you have for reading—1 minute, 3 minutes, or 5 minutes. The kiosk then prints out a story of that length. The stories come from a variety of sources. Some are classic tales in the public domain. Others are original works submitted by local writers through a “call to artists” contest. ④ The program was launched in response to falling ridership. BART officials realized that improving the rider experience could help attract more passengers. “We want to turn the time people spend waiting for trains or riding them into something positive,” said BART spokesperson Alicia Trost. “It’s not just about getting from point A to point B anymore.” ⑤ The response has been overwhelmingly positive. One rider commented, “I look forward to my commute now. It’s like a little gift every day.” BART plans to expand the program to more stations and add more stories, including translations in Spanish and Chinese. ⑥ But what exactly makes a “short story” suitable for a commute? According to the program’s curator, a good commute story has three qualities: portability (it can be printed on a small receipt), completeness (it has a clear beginning, middle, and end despite its length), and emotional resonance (it leaves the reader with something to think about during the rest of their day). According to Paragraph 6, which of the following best defines a “commute story”? A. A story that can be finished during a bus ride B. A story that is printed on a single sheet of paper C. A story that is portable, complete, and emotionally resonant D. A story that is submitted by local writers through a contest 【答案】 C 【详解】本题考查说明文阅读中的概念界定识别，具体为“通过列举特征清单界定概念”。 第一步：定位概念界定位置。 概念“commute story”在第⑥段提出，界定句为：a good commute story has three qualities: portability, completeness, and emotional resonance。随后用括号内的文字分别解释这三个特征。 第二步：识别界定方式。 这是典型的操作化清单界定——作者没有用“A is B”的简单定义，而是通过列举该概念必须具备的三个可观测特征来限定其内涵-6。这种方式在说明文中常用于界定需要满足多重条件的概念。 第三步：分析三个特征的含义。 portability：便携性（可打印在小票上） completeness：完整性（虽短但有完整结构） emotional resonance：情感共鸣（给读者留下思考空间） 第四步：排除干扰项。 A选项：能在公交车行程中读完——这只是“完整性”的一个可能结果，遗漏了其他关键特征 B选项：打印在一张纸上——仅对应“便携性”，不完整 C选项：便携、完整且有情感共鸣——完整复现三个核心特征 D选项：由本地作家通过比赛提交——这是故事来源，非定义特征 1 / 19 学科网（北京）股份有限公司 $