专题06 阅读理解说明文（阅读与研究报告）（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核心考点，涵盖数据图表解读（多源整合、跨项推断）与实验流程推理（背景、过程、结果、应用），按考情分析、基础梳理、重难突破、分层集训逻辑架构知识，通过考点系统梳理、解题方法指导、真题实战训练，帮助学生构建完整解题思维体系，突破高频难点。 资料创新采用多模态阅读训练与四步标注法，如实验流程题引导标注背景、过程、结论、应用，培养学生信息整合与逻辑推理的思维品质，语言能力在数据加工中提升。分层练习匹配学情，确保高效复习，助力学生掌握应考策略，为教师把控复习节奏提供清晰路径。

专题06 阅读理解说明文（阅读与研究报告）（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 数据图表解读 重难02 实验流程推理 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 数据图表 多源数据整合计算（公路客运与货运碳排放占比相加） 2026 2026·全国I卷 数据图表 图表信息跨项推断（从能源绿色化前景图推断最容易绿化的交通工具） 2024 2024·新高考I卷 实验研究 研究背景识别（数字生物多样性记录的特点：多为电子形式） 2024 2024·新高考I卷 实验流程 研究聚焦点定位（观察数据的可用性而非物理标本） 2024 2024·新高考I卷 实验流程 偏差原因分析（公民科学家采样方式导致数据偏差） 2024 2024·新高考I卷 实验结论 研究应用建议（引导公民科学家获取更好的数据） 2024 2024·新高考II卷 数据图表 产品数据对比（BMF室内农场系统的多重优势） 2024 2024·新高考II卷 实验/项目 自动化系统原理（实时生长数据、按需供水） 2023 2023·全国乙卷 数据图表 课外英语学习方式调查数据描述与评论 2023 2023·八省联考 数据图表 数据分析类文本（多模态文本首次出现） 2022 2022·新高考I卷 实验研究 研究过程设计定位 2021 2021·全国甲卷 实验研究 研究结论推断 考情解读 近年高考英语说明文阅读中，数据图表解读与实验流程推理成为高频能力考点，命题由“信息检索”转向“数据加工”与“研究逻辑追踪”。 数据图表类侧重多源数据整合计算（如2026·全国I卷要求将公路客运与货运碳排放占比相加）、跨项比较推断及趋势判断，干扰项常设“部分当整体”“跨类错配”。多模态文本（图文表结合）成为新趋势，考查视觉素养与跨形式信息整合能力。 实验流程类遵循“背景→过程→结果→应用”四步闭环结构。高频考点包括研究偏差原因分析（如2024·新高考I卷公民科学家采样偏差）、研究聚焦点定位、结论推断及应用建议。研究结论80%出现在文章后1/3段落。 备考策略 一、数据图表类：三步解题法 读题定位：明确题干指向的图表类型（饼图/柱状图/表格）及所需数据指标，区分“单一数据提取”与“多数据整合计算”。 图表解码：快速扫描图例、坐标轴单位及数据标签，警惕“单位换算”及“百分比与绝对数值混用”陷阱。 选项比对：优先排除“部分当整体”“跨类错配”类干扰项，训练多源数据求和、跨项极值判断的敏感度。 二、实验流程类：四步标注法 阅读实验类文章时，用符号在边栏标注四类信息： 【背景】：研究缘起、核心问题（常在第一段） 【过程】：实验设计、样本、方法（标识词：conducted/measured/recorded） 【结论】：研究发现、证实内容（标识词：found/revealed/suggested，常在末段或段尾） 【应用】：建议、前景、局限（标识词：suggest/recommend/future research） 命题预测 预计2027年高考将继续强化多模态阅读，可能出现“双图表联合推理”题（如柱状图+折线图对比），要求考生整合两个图表的信息得出结论。干扰项设计将更隐蔽，如“单位误读”“局部趋势当整体结论”等。话题可能涉及碳排放、能源结构、人工智能应用数据等社会热点。 二、实验流程类 公民科学（Citizen Science）、AI辅助研究、行为心理学实验将成为高频选材。考点将侧重“研究局限性分析”与“数据偏差归因”，可能出现“实验步骤排序”或“缺失环节补全”等新题型。结论推断题占比将持续走高，建议重点关注“研究未解决的问题”及“未来应用方向”两类设问。 基础・知识梳理 知识导图 数据图表解读 + 实验流程推理 └─────────────────────────────────────────────────┘ │ 数据图表类 │ │ 实验流程类 │ ▼ ▼ ▼ ▼ ┌─────┐ ┌─────┐ ┌─────┐ ┌─────┐ │类型 │ │考点 │ │结构 │ │考点 │ ├─────┤ ├─────┤ ├─────┤ ├─────┤ │饼图 │ │定位 │ │背景│ │背景│ │柱状图│ │计算 │ │过程│ │聚焦│ │表格 │ │比较 │ │结果│ │偏差│ │折线图│ │推断 │ │应用│ │结论│ └─────┘ └─────┘ └─────┘ └─────┘ │ │ ▼ ▼ ┌─────────┐ ┌─────────┐ │常见陷阱 │ │常见陷阱 │ ├─────────┤ ├─────────┤ │部分当整体│ │因果倒置 │ │单位误读 │ │结论绝对化│ │跨类错配 │ │过程当结论│ 核心梳理 一、数据图表类 1. 常考图表类型 类型 特点 考查重点 饼图 各部分占比 百分比提取、多部分求和 柱状图 多组数据对比 数值比较、极值判断 表格 多维度信息 交叉定位、信息匹配 折线图 随时间变化 趋势描述、峰值/谷值 2. 解题三步法 读题定位 → 图表扫描 → 数据加工 读题定位：明确题干问的是“单一数据”还是“多数据整合” 图表扫描：关注图例、单位、时间范围 数据加工：单点提取 / 多源求和 / 跨项比较 / 趋势推断 3. 四大干扰陷阱 陷阱类型 表现 破解方法 部分当整体 只给局部数据作为选项 确认是否需要多数据合并 单位误读 百分比与绝对数值混淆 检查图表单位标注 跨类错配 用A类数据回答B类问题 严格按题干要求定位 趋势扩大化 局部波动推整体趋势 看完整时间轴后再判断 二、实验流程类 1. 文章四步结构 背景 → 过程 → 结果 → 应用 2. 各环节考点 环节 位置 高频问法 背景 首段 “What is the study about?” 过程 中间段落 “How did the researchers do the experiment?” 结果 后1/3段落 “What did the study find?” 应用 末段 “What is the suggestion for future research?” 3. 关键信号词速记 环节 信号词 过程 conducted, measured, recorded, participants, data 结果 found, revealed, showed, indicated, demonstrated 结论 suggest, conclude, therefore, imply 局限 limitation, bias, further research, uncertainty 4. 四大干扰陷阱 陷阱类型 破解方法 因果倒置 确认原因与结果的方向 结论绝对化 警惕all/never/must等绝对词 过程当结论 区分“做了什么”与“发现了什么” 无中生有 选项内容原文未提及 重难・核心突破 重难01 数据图表借读 【真题再现】 2025年新高考I卷真题再现 The greening of planes, trains and automobiles Moving goods and people around the world is responsible for a large part of global CO2 emissions (排放). Here's the breakdown of the emissions in 2018 for different modes of transport. 【图表1：2018年全球交通碳排放构成饼图】 ROAD (PASSENGER) — 45.1% ROAD (GOODS) — 29.4% SHIPS — 11.6% AVIATION — 11.6% RAIL — 2.3% 【图表2：五种交通工具绿色化前景】 显示了飞机、小汽车、火车、卡车、轮船的脱碳难度比较。 21. What percentage of global transport emissions did road vehicles account for in 2018? A. 11.6% B. 45.1% C. 74.5% D. 86.1% 22. Which mode of transport can go green comparatively easily? A. Planes B. Trucks C. Trains D. Ships 【解题技巧】 数据图表题“三步法” 第一步：读题定位 → 明确题干问的是“单一数据”还是“多数据整合”。关键词如“total”“sum”“combined”提示需要求和。 第二步：图表扫描 → 快速识别图表类型（饼图看占比、柱状图看对比），关注图例、单位和数据标签，避免张冠李戴。 第三步：数据加工 → 根据要求进行单点提取、多源求和或跨项比较，警惕“部分当整体”“单位混淆”等常见陷阱。 【考法预测】 2026-2027年命题趋势 1. 双图表联合推理成主流：预计将出现“柱状图+折线图”或“饼图+表格”的复合型图表，要求考生整合两个图表信息得出结论，单纯定位一个图表无法解题。 2. 话题聚焦社会热点：高频题材包括碳排放与能源转型（如2025真题）、AI使用调查数据、青少年学习方式、数字消费行为等，贴近真实生活场景。 3. 干扰项设计更隐蔽：除“部分当整体”外，将新增“单位换算陷阱”（如万吨与吨混淆）、“时间范围错位”等考法。 4. 图文跨模态协同：文本段落与图表信息需结合理解，仅读文或仅看图均无法完整作答，考查真正的信息整合能力。 重难02 实验流程推理 【真题再现】 2026年新高考I卷真题再现 A New Approach to Studying Animal Behavior Traditional methods of observing animal behavior in laboratories have long been criticized for their artificiality. Animals removed from their natural habitats often display stress-induced behaviors that do not accurately reflect wild populations. To address this limitation, researchers at the University of Oxford developed a novel experimental framework combining drone technology with AI-powered behavioral recognition software. The study focused on meerkat colonies in the Kalahari Desert. The research team deployed autonomous drones equipped with high-resolution cameras to record group dynamics over a three-month period. Unlike stationary camera traps, drones could follow individual subjects as they moved across the territory, capturing continuous footage of feeding, sentinel behavior, and social interactions. Data analysis presented a significant challenge, as the drones generated over 10,000 hours of footage. The researchers trained a convolutional neural network to identify and track individual meerkats based on unique fur patterns and body markers. The AI system achieved 94% accuracy in recognizing specific behaviors including vigilance postures, alarm calls, and allogrooming sessions. The findings challenge several long-held assumptions in behavioral ecology. Contrary to previous laboratory studies suggesting that meerkat sentinels take turns on a rigid rotation schedule, the drone footage revealed a more fluid system where individuals volunteered based on recent foraging success. Well-fed meerkats were significantly more likely to assume sentinel duties than hungry counterparts—a pattern masked in lab settings where food availability was artificially controlled. “Our results demonstrate that experimental context fundamentally shapes behavioral conclusions,” said lead researcher Dr. Sarah Chen. “What we observe isn’t necessarily what animals actually do, but rather how they respond to observation conditions.” The research team has made their AI training data publicly available, hoping to accelerate similar studies across different species. Future applications include tracking endangered species populations and monitoring the behavioral impacts of climate change. 21. What was the primary limitation of traditional animal behavior studies mentioned in the passage? A. They were too expensive to conduct regularly. B. They failed to capture natural behavioral patterns. C. They required highly specialized equipment. D. They focused only on a single animal species. 22. How did the researchers solve the data processing challenge? A. By reducing the drone recording time. B. By using AI for automated behavior recognition. C. By limiting the number of meerkats studied. D. By hiring more human observers. 23. What did the drone study reveal about meerkat sentinel behavior? A. Sentinels follow a strict rotation schedule. B. Food intake affects volunteering likelihood. C. Only dominant individuals act as sentinels. D. The behavior is identical to lab observations. 24. What is Dr. Chen’s main message in the quoted statement? A. Drone technology still has room for improvement. B. Observation methods influence research outcomes. C. Meerkats are unsuitable for laboratory studies. D. AI is more reliable than human observation. 【解题技巧】 实验流程题“四步标注法” 第一步：圈背景 → 定位研究缘起，通常在首段，关注“limitation”“problem”“unknown”等信号词。 第二步：划过程 → 扫描实验设计关键词：deployed/conducted/measured/recorded/trained，明确“怎么做的”。 第三步：定结论 → 结论句在文章后1/3段，关注标志词：found/revealed/shows/indicates/contrary to previous。 第四步：析应用 → 末段常含suggest/future research/implication等应用建议。 避坑口诀：背景找问题，过程找方法，结论找对比，应用找建议。结论句优先选，因果勿倒置。 【考法预测】 今后命题趋势 1. “前研究对比”成必考点：近年真题均设置“本研究推翻/补充前人结论”的考查点，强调科学研究的迭代性。需重点关注contrary to/previous studies/challenge long-held assumptions等对比信号。 2. AI+科学研究成为高频选材：从2025年AI识别生物数据到2026年AI行为识别，AI辅助实验设计、数据处理类文章将持续出现，考查考生对“人机协作”实验流程的理解。 3. 研究局限性分析权重提升：不再满足于考查“发现了什么”，更关注“研究还有什么没解决”。设问形式包括：“What remains unknown?”“What is the study‘s limitation?” 4. 实验步骤排序题可能回归：部分省份可能借鉴“将以下实验步骤按顺序排列”的新题型，考查对研究流程的整体把控能力。 拔高・分层集训 基础演练 一、数据图表借读 Passage 1 2025·新高考I卷（真题再现） The greening of planes, trains and automobiles Moving goods and people around the world is responsible for a large part of global CO2 emissions. Here‘s the breakdown of emissions in 2018 for different modes of transport. 【Chart 1: Global Transport CO2 Emissions (2018)】 Mode of Transport Percentage Road (Passenger) 45.1% Road (Goods) 29.4% Ships 11.6% Aviation 11.6% Rail 2.3% 【Chart 2: Potential for Greening Different Transport Modes】 Planes: Difficult to electrify; need hydrogen or synthetic fuels Cars: Can go electric, but battery weight is a challenge Trains: Can be made electric in pretty simple ways; already electrified in many regions Trucks: Harder than cars due to heavy loads and long distances Ships: Very difficult; alternative fuels still in development 1. What percentage of global transport CO2 emissions did road vehicles account for in 2018? A. 45.1% B. 29.4% C. 74.5% D. 11.6% 2. Which mode of transport can go green comparatively easily according to Chart 2? A. Planes B. Trucks C. Trains D. Ships Passage 2 2026·新高考I卷（改编题） Digital Learning Habits Among High School Students A survey conducted in December 2025 collected data on digital learning habits from 5,000 high school students across 10 cities. The following charts present key findings. 【Chart 1: Average Daily Time Spent on Digital Learning】 Learning Activity Minutes per Day Watching video lessons 45 Using learning APPs 38 Reading online articles 25 Participating in discussion forums 18 Taking online quizzes 14 【Chart 2: Perceived Effectiveness vs. Actual Time Investment】 Video lessons: Perceived effectiveness ★★★★☆ (4.2/5) | Time ranking: 1st Learning APPs: Perceived effectiveness ★★★★☆ (4.1/5) | Time ranking: 2nd Online articles: Perceived effectiveness ★★★☆☆ (3.3/5) | Time ranking: 3rd Discussion forums: Perceived effectiveness ★★★★☆ (3.8/5) | Time ranking: 4th Online quizzes: Perceived effectiveness ★★★★☆ (4.0/5) | Time ranking: 5th 【Chart 3: Student Preferences by Grade Level】 Bar chart showing: 9th graders prefer video lessons (42%) and learning apps (35%) 10th graders prefer learning apps (38%) and video lessons (34%) 11th graders prefer online quizzes (40%) and discussion forums (28%) 12th graders prefer online articles (45%) and discussion forums (30%) 3. According to Chart 1 and Chart 2, which learning activity shows the biggest mismatch between time investment and perceived effectiveness? A. Video lessons B. Online articles C. Discussion forums D. Online quizzes 4. Based on Chart 3, what trend can be observed as students progress from 9th to 12th grade? A. Video lessons become increasingly popular. B. Learning apps remain the top choice across all grades. C. Students shift from passive viewing to active testing and discussion. D. Online quizzes lose popularity in higher grades. 二、实验流程推理 Passage 1 2026·浙江高考改编 The Marshmallow Test for Grownups The Stanford marshmallow test was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success. As adults, we face a version of the marshmallow test every day. We‘re not tempted by sugary treats, but by our computers, phones, and tablets — all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers. We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed a response mechanism to these treats that reflected their value — a feeling of reward and satisfaction. But as we’ve reshaped the world around us, dramatically reducing the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn‘t eat. A similar process is at work in our response to information. Our formative environment as a species was information-poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now endlessly bombarded with new information. Therefore, just as we need to be more thoughtful about our caloric consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time most effectively. 1. What did the children need to do to get a second treat in Mischel‘s test? A. Take an examination alone. B. Show respect for the researchers. C. Share their treats with others. D. Delay eating for fifteen minutes. 2. According to paragraph 3, there is a mismatch between ______. A. the calorie-poor world and our good appetites B. the shortage of sugar and our nutritional needs C. the rich food supply and our unchanged brains D. the tempting foods and our efforts to keep fit 3. What does the author suggest readers do? A. Absorb new information readily. B. Use diverse information sources. C. Be selective information consumers. D. Protect the information environment. Passage 2 2026·新高考I卷·改编题 Group Discussion Improves Collective Wisdom For decades, the “wisdom of crowds” effect has suggested that averaging many independent judgments produces remarkably accurate estimates. However, a new study from Princeton University challenges a long-held assumption about how to best harness this effect. Researchers led by Dr. James Mitchell recruited 1,200 participants to estimate quantities across six different tasks, ranging from the number of jellybeans in a jar to the annual budget of a university. Participants were first asked to provide individual estimates independently. The critical experimental manipulation involved how participants were grouped. In the control condition, researchers simply averaged all 1,200 independent estimates. In the experimental condition, participants were divided into small groups of five. Each group was given 10 minutes to discuss their estimates and arrive at a group consensus. The researchers then averaged the group consensus estimates. The results were striking. The group consensus method produced estimates that were 23% more accurate on average than the traditional independent averaging method. Surprisingly, even when individual group members initially held wildly inaccurate views, the discussion process effectively filtered out extreme positions while preserving diverse perspectives. Dr. Mitchell explained the finding: “Discussion allows people to share the reasoning behind their estimates, not just the numbers. When someone hears why another person arrived at a different estimate, they can incorporate valid insights while discarding obvious errors.” This social learning mechanism, the researchers argue, is what makes group discussion superior to simple statistical aggregation. The study has significant implications for everything from jury deliberations to corporate forecasting. The researchers recommend that organizations replace anonymous surveys with structured small-group discussions when seeking collective judgments. 4. How did the experimental condition differ from the control condition in the study? A. The number of participants was larger. B. Participants first estimated independently. C. Estimates were averaged from small groups. D. Participants could discuss before submitting estimates. 5. What does the study reveal about group discussion, according to Dr. Mitchell? A. It eliminates all extreme opinions. B. It merely averages individual estimates. C. It enables sharing of reasoning behind estimates. D. It produces less accurate results than averaging. 6. What is the study‘s suggested application for organizations? A. Conduct anonymous surveys more frequently. B. Use small-group discussions for collective judgments. C. Eliminate all forms of group interaction. D. Rely solely on individual expert opinions. 1 / 19 学科网（北京）股份有限公司 $ 专题06 阅读理解说明文（阅读与研究报告）（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 数据图表解读 重难02 实验流程推理 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 数据图表 多源数据整合计算（公路客运与货运碳排放占比相加） 2026 2026·全国I卷 数据图表 图表信息跨项推断（从能源绿色化前景图推断最容易绿化的交通工具） 2024 2024·新高考I卷 实验研究 研究背景识别（数字生物多样性记录的特点：多为电子形式） 2024 2024·新高考I卷 实验流程 研究聚焦点定位（观察数据的可用性而非物理标本） 2024 2024·新高考I卷 实验流程 偏差原因分析（公民科学家采样方式导致数据偏差） 2024 2024·新高考I卷 实验结论 研究应用建议（引导公民科学家获取更好的数据） 2024 2024·新高考II卷 数据图表 产品数据对比（BMF室内农场系统的多重优势） 2024 2024·新高考II卷 实验/项目 自动化系统原理（实时生长数据、按需供水） 2023 2023·全国乙卷 数据图表 课外英语学习方式调查数据描述与评论 2023 2023·八省联考 数据图表 数据分析类文本（多模态文本首次出现） 2022 2022·新高考I卷 实验研究 研究过程设计定位 2021 2021·全国甲卷 实验研究 研究结论推断 考情解读 近年高考英语说明文阅读中，数据图表解读与实验流程推理成为高频能力考点，命题由“信息检索”转向“数据加工”与“研究逻辑追踪”。 数据图表类侧重多源数据整合计算（如2026·全国I卷要求将公路客运与货运碳排放占比相加）、跨项比较推断及趋势判断，干扰项常设“部分当整体”“跨类错配”。多模态文本（图文表结合）成为新趋势，考查视觉素养与跨形式信息整合能力。 实验流程类遵循“背景→过程→结果→应用”四步闭环结构。高频考点包括研究偏差原因分析（如2024·新高考I卷公民科学家采样偏差）、研究聚焦点定位、结论推断及应用建议。研究结论80%出现在文章后1/3段落。 备考策略 一、数据图表类：三步解题法 读题定位：明确题干指向的图表类型（饼图/柱状图/表格）及所需数据指标，区分“单一数据提取”与“多数据整合计算”。 图表解码：快速扫描图例、坐标轴单位及数据标签，警惕“单位换算”及“百分比与绝对数值混用”陷阱。 选项比对：优先排除“部分当整体”“跨类错配”类干扰项，训练多源数据求和、跨项极值判断的敏感度。 二、实验流程类：四步标注法 阅读实验类文章时，用符号在边栏标注四类信息： 【背景】：研究缘起、核心问题（常在第一段） 【过程】：实验设计、样本、方法（标识词：conducted/measured/recorded） 【结论】：研究发现、证实内容（标识词：found/revealed/suggested，常在末段或段尾） 【应用】：建议、前景、局限（标识词：suggest/recommend/future research） 命题预测 预计2027年高考将继续强化多模态阅读，可能出现“双图表联合推理”题（如柱状图+折线图对比），要求考生整合两个图表的信息得出结论。干扰项设计将更隐蔽，如“单位误读”“局部趋势当整体结论”等。话题可能涉及碳排放、能源结构、人工智能应用数据等社会热点。 二、实验流程类 公民科学（Citizen Science）、AI辅助研究、行为心理学实验将成为高频选材。考点将侧重“研究局限性分析”与“数据偏差归因”，可能出现“实验步骤排序”或“缺失环节补全”等新题型。结论推断题占比将持续走高，建议重点关注“研究未解决的问题”及“未来应用方向”两类设问。 基础・知识梳理 知识导图 数据图表解读 + 实验流程推理 └─────────────────────────────────────────────────┘ │ 数据图表类 │ │ 实验流程类 │ ▼ ▼ ▼ ▼ ┌─────┐ ┌─────┐ ┌─────┐ ┌─────┐ │类型 │ │考点 │ │结构 │ │考点 │ ├─────┤ ├─────┤ ├─────┤ ├─────┤ │饼图 │ │定位 │ │背景│ │背景│ │柱状图│ │计算 │ │过程│ │聚焦│ │表格 │ │比较 │ │结果│ │偏差│ │折线图│ │推断 │ │应用│ │结论│ └─────┘ └─────┘ └─────┘ └─────┘ │ │ ▼ ▼ ┌─────────┐ ┌─────────┐ │常见陷阱 │ │常见陷阱 │ ├─────────┤ ├─────────┤ │部分当整体│ │因果倒置 │ │单位误读 │ │结论绝对化│ │跨类错配 │ │过程当结论│ 核心梳理 一、数据图表类 1. 常考图表类型 类型 特点 考查重点 饼图 各部分占比 百分比提取、多部分求和 柱状图 多组数据对比 数值比较、极值判断 表格 多维度信息 交叉定位、信息匹配 折线图 随时间变化 趋势描述、峰值/谷值 2. 解题三步法 读题定位 → 图表扫描 → 数据加工 读题定位：明确题干问的是“单一数据”还是“多数据整合” 图表扫描：关注图例、单位、时间范围 数据加工：单点提取 / 多源求和 / 跨项比较 / 趋势推断 3. 四大干扰陷阱 陷阱类型 表现 破解方法 部分当整体 只给局部数据作为选项 确认是否需要多数据合并 单位误读 百分比与绝对数值混淆 检查图表单位标注 跨类错配 用A类数据回答B类问题 严格按题干要求定位 趋势扩大化 局部波动推整体趋势 看完整时间轴后再判断 二、实验流程类 1. 文章四步结构 背景 → 过程 → 结果 → 应用 2. 各环节考点 环节 位置 高频问法 背景 首段 “What is the study about?” 过程 中间段落 “How did the researchers do the experiment?” 结果 后1/3段落 “What did the study find?” 应用 末段 “What is the suggestion for future research?” 3. 关键信号词速记 环节 信号词 过程 conducted, measured, recorded, participants, data 结果 found, revealed, showed, indicated, demonstrated 结论 suggest, conclude, therefore, imply 局限 limitation, bias, further research, uncertainty 4. 四大干扰陷阱 陷阱类型 破解方法 因果倒置 确认原因与结果的方向 结论绝对化 警惕all/never/must等绝对词 过程当结论 区分“做了什么”与“发现了什么” 无中生有 选项内容原文未提及 重难・核心突破 重难01 数据图表借读 【真题再现】 2025年新高考I卷真题再现 The greening of planes, trains and automobiles Moving goods and people around the world is responsible for a large part of global CO2 emissions (排放). Here's the breakdown of the emissions in 2018 for different modes of transport. 【图表1：2018年全球交通碳排放构成饼图】 ROAD (PASSENGER) — 45.1% ROAD (GOODS) — 29.4% SHIPS — 11.6% AVIATION — 11.6% RAIL — 2.3% 【图表2：五种交通工具绿色化前景】 显示了飞机、小汽车、火车、卡车、轮船的脱碳难度比较。 21. What percentage of global transport emissions did road vehicles account for in 2018? A. 11.6% B. 45.1% C. 74.5% D. 86.1% 22. Which mode of transport can go green comparatively easily? A. Planes B. Trucks C. Trains D. Ships 答案与详解 第21题 答案：C 解析：本题为多源数据整合计算题。图表显示公路交通工具包含两类： 公路客运（ROAD PASSENGER）：45.1% 公路货运（ROAD GOODS）：29.4% 题干问的是“road vehicles”的总占比，需要将两部分相加：45.1% + 29.4% = 74.5%。 干扰项分析： A（11.6%）：误将飞机排放当作答案 B（45.1%）：只提取了客运部分，遗漏货运 D（86.1%）：错误地将飞机排放（11.6%）也计入 第22题 答案：C 解析：本题为跨项比较推断题。从图表2的“FUTURE FUELS”板块分析各交通工具绿色化难度： Trains：部分已实现电气化，其余可通过较简单方式改造（“can be made electric in pretty simple ways”） 飞机、卡车、轮船均面临更高的技术或成本障碍 因此，火车是绿色转型最容易实现的交通工具。 【解题技巧】 数据图表题“三步法” 第一步：读题定位 → 明确题干问的是“单一数据”还是“多数据整合”。关键词如“total”“sum”“combined”提示需要求和。 第二步：图表扫描 → 快速识别图表类型（饼图看占比、柱状图看对比），关注图例、单位和数据标签，避免张冠李戴。 第三步：数据加工 → 根据要求进行单点提取、多源求和或跨项比较，警惕“部分当整体”“单位混淆”等常见陷阱。 【考法预测】 2026-2027年命题趋势 1. 双图表联合推理成主流：预计将出现“柱状图+折线图”或“饼图+表格”的复合型图表，要求考生整合两个图表信息得出结论，单纯定位一个图表无法解题。 2. 话题聚焦社会热点：高频题材包括碳排放与能源转型（如2025真题）、AI使用调查数据、青少年学习方式、数字消费行为等，贴近真实生活场景。 3. 干扰项设计更隐蔽：除“部分当整体”外，将新增“单位换算陷阱”（如万吨与吨混淆）、“时间范围错位”等考法。 4. 图文跨模态协同：文本段落与图表信息需结合理解，仅读文或仅看图均无法完整作答，考查真正的信息整合能力。 重难02 实验流程推理 【真题再现】 2026年新高考I卷真题再现 A New Approach to Studying Animal Behavior Traditional methods of observing animal behavior in laboratories have long been criticized for their artificiality. Animals removed from their natural habitats often display stress-induced behaviors that do not accurately reflect wild populations. To address this limitation, researchers at the University of Oxford developed a novel experimental framework combining drone technology with AI-powered behavioral recognition software. The study focused on meerkat colonies in the Kalahari Desert. The research team deployed autonomous drones equipped with high-resolution cameras to record group dynamics over a three-month period. Unlike stationary camera traps, drones could follow individual subjects as they moved across the territory, capturing continuous footage of feeding, sentinel behavior, and social interactions. Data analysis presented a significant challenge, as the drones generated over 10,000 hours of footage. The researchers trained a convolutional neural network to identify and track individual meerkats based on unique fur patterns and body markers. The AI system achieved 94% accuracy in recognizing specific behaviors including vigilance postures, alarm calls, and allogrooming sessions. The findings challenge several long-held assumptions in behavioral ecology. Contrary to previous laboratory studies suggesting that meerkat sentinels take turns on a rigid rotation schedule, the drone footage revealed a more fluid system where individuals volunteered based on recent foraging success. Well-fed meerkats were significantly more likely to assume sentinel duties than hungry counterparts—a pattern masked in lab settings where food availability was artificially controlled. “Our results demonstrate that experimental context fundamentally shapes behavioral conclusions,” said lead researcher Dr. Sarah Chen. “What we observe isn’t necessarily what animals actually do, but rather how they respond to observation conditions.” The research team has made their AI training data publicly available, hoping to accelerate similar studies across different species. Future applications include tracking endangered species populations and monitoring the behavioral impacts of climate change. 21. What was the primary limitation of traditional animal behavior studies mentioned in the passage? A. They were too expensive to conduct regularly. B. They failed to capture natural behavioral patterns. C. They required highly specialized equipment. D. They focused only on a single animal species. 22. How did the researchers solve the data processing challenge? A. By reducing the drone recording time. B. By using AI for automated behavior recognition. C. By limiting the number of meerkats studied. D. By hiring more human observers. 23. What did the drone study reveal about meerkat sentinel behavior? A. Sentinels follow a strict rotation schedule. B. Food intake affects volunteering likelihood. C. Only dominant individuals act as sentinels. D. The behavior is identical to lab observations. 24. What is Dr. Chen’s main message in the quoted statement? A. Drone technology still has room for improvement. B. Observation methods influence research outcomes. C. Meerkats are unsuitable for laboratory studies. D. AI is more reliable than human observation. 答案与详解 第21题 答案：B 解析：本题考查研究背景识别。原文首段明确说明传统实验室观察方法的缺陷：“Animals removed from their natural habitats often display stress-induced behaviors that do not accurately reflect wild populations.”（被移出自然栖息地的动物常表现出应激行为，无法准确反映野生种群）。这正是B选项“未能捕捉自然行为模式”的同义转述。 干扰项分析： A（过于昂贵）：原文未提及成本问题 C（需要专业设备）：设备要求并非文中所说的“主要局限” D（仅关注单一物种）：原文无此信息 第22题 答案：B 解析：本题考查研究过程方法定位。原文第三段明确指出数据分析挑战的解决方案：“The researchers trained a convolutional neural network to identify and track individual meerkats... The AI system achieved 94% accuracy.”（研究人员训练卷积神经网络识别追踪狐獴……AI系统达到94%准确率）。 解题线索：题干关键词“data processing challenge”对应原文“Data analysis presented a significant challenge”，答案应在该词句附近定位。 第23题 答案：B 解析：本题为研究发现推断题。原文第四段指出无人机研究推翻了传统实验室结论：“Well-fed meerkats were significantly more likely to assume sentinel duties than hungry counterparts”（食物充足的狐獴比饥饿的同伴更可能承担哨兵职责）。这直接对应B选项“食物摄入量影响主动担任哨兵的意愿”。 干扰项分析： A（严格轮换制度）：这是被推翻的实验室结论，非无人机研究发现 C（只有优势个体）：原文未提及 D（与实验室观察相同）：结论恰恰相反 第24题 答案：B 解析：本题考查研究结论理解。Chen博士的原话：“What we observe isn‘t necessarily what animals actually do, but rather how they respond to observation conditions.”（我们观察到的未必是动物的真实行为，而是它们对观察条件的反应）。核心论点在于观察方法会影响研究结论，即B选项。 解题技巧：引述型题目中，说话人的核心论点通常在引文前后。注意原文在引文前铺垫“experimental context fundamentally shapes behavioral conclusions”这一主题句。 【解题技巧】 实验流程题“四步标注法” 第一步：圈背景 → 定位研究缘起，通常在首段，关注“limitation”“problem”“unknown”等信号词。 第二步：划过程 → 扫描实验设计关键词：deployed/conducted/measured/recorded/trained，明确“怎么做的”。 第三步：定结论 → 结论句在文章后1/3段，关注标志词：found/revealed/shows/indicates/contrary to previous。 第四步：析应用 → 末段常含suggest/future research/implication等应用建议。 避坑口诀：背景找问题，过程找方法，结论找对比，应用找建议。结论句优先选，因果勿倒置。 【考法预测】 今后命题趋势 1. “前研究对比”成必考点：近年真题均设置“本研究推翻/补充前人结论”的考查点，强调科学研究的迭代性。需重点关注contrary to/previous studies/challenge long-held assumptions等对比信号。 2. AI+科学研究成为高频选材：从2025年AI识别生物数据到2026年AI行为识别，AI辅助实验设计、数据处理类文章将持续出现，考查考生对“人机协作”实验流程的理解。 3. 研究局限性分析权重提升：不再满足于考查“发现了什么”，更关注“研究还有什么没解决”。设问形式包括：“What remains unknown?”“What is the study‘s limitation?” 4. 实验步骤排序题可能回归：部分省份可能借鉴“将以下实验步骤按顺序排列”的新题型，考查对研究流程的整体把控能力。 拔高・分层集训 基础演练 一、数据图表借读 Passage 1 2025·新高考I卷（真题再现） The greening of planes, trains and automobiles Moving goods and people around the world is responsible for a large part of global CO2 emissions. Here‘s the breakdown of emissions in 2018 for different modes of transport. 【Chart 1: Global Transport CO2 Emissions (2018)】 Mode of Transport Percentage Road (Passenger) 45.1% Road (Goods) 29.4% Ships 11.6% Aviation 11.6% Rail 2.3% 【Chart 2: Potential for Greening Different Transport Modes】 Planes: Difficult to electrify; need hydrogen or synthetic fuels Cars: Can go electric, but battery weight is a challenge Trains: Can be made electric in pretty simple ways; already electrified in many regions Trucks: Harder than cars due to heavy loads and long distances Ships: Very difficult; alternative fuels still in development 1. What percentage of global transport CO2 emissions did road vehicles account for in 2018? A. 45.1% B. 29.4% C. 74.5% D. 11.6% 2. Which mode of transport can go green comparatively easily according to Chart 2? A. Planes B. Trucks C. Trains D. Ships 答案与详解 第1题 答案：C 详解： 解题定位：题干关键词“road vehicles”和“percentage”指向Chart 1。 数据识别：Chart 1中公路交通工具分为两类：Road (Passenger)占45.1%，Road (Goods)占29.4%。 数据加工：题干问的是road vehicles的总占比，需要将两部分相加：45.1% + 29.4% = 74.5%。 干扰项分析： A（45.1%）：只提取了客运部分，遗漏了货运部分，属于“部分当整体”陷阱。 B（29.4%）：只提取了货运部分，同样属于“部分当整体”。 D（11.6%）：误将Ships或Aviation的数据当作答案，属于“跨类错配”陷阱。 第2题 答案：C 详解： 解题定位：题干关键词“go green comparatively easily”指向Chart 2中对各交通工具绿色化难易程度的描述。 信息比对： Planes：“difficult to electrify” Trucks：“harder than cars” Trains：“can be made electric in pretty simple ways” Ships：“very difficult” 结论判断：Trains是唯一被明确描述为“可以比较简单的方式电气化”的交通工具，因此最容易实现绿色转型。 干扰项分析： A（Planes）：原文明确说“difficult” B（Trucks）：原文说“harder than cars”，难度较高 D（Ships）：原文说“very difficult”，难度最高 Passage 2 2026·新高考I卷（改编题） Digital Learning Habits Among High School Students A survey conducted in December 2025 collected data on digital learning habits from 5,000 high school students across 10 cities. The following charts present key findings. 【Chart 1: Average Daily Time Spent on Digital Learning】 Learning Activity Minutes per Day Watching video lessons 45 Using learning APPs 38 Reading online articles 25 Participating in discussion forums 18 Taking online quizzes 14 【Chart 2: Perceived Effectiveness vs. Actual Time Investment】 Video lessons: Perceived effectiveness ★★★★☆ (4.2/5) | Time ranking: 1st Learning APPs: Perceived effectiveness ★★★★☆ (4.1/5) | Time ranking: 2nd Online articles: Perceived effectiveness ★★★☆☆ (3.3/5) | Time ranking: 3rd Discussion forums: Perceived effectiveness ★★★★☆ (3.8/5) | Time ranking: 4th Online quizzes: Perceived effectiveness ★★★★☆ (4.0/5) | Time ranking: 5th 【Chart 3: Student Preferences by Grade Level】 Bar chart showing: 9th graders prefer video lessons (42%) and learning apps (35%) 10th graders prefer learning apps (38%) and video lessons (34%) 11th graders prefer online quizzes (40%) and discussion forums (28%) 12th graders prefer online articles (45%) and discussion forums (30%) 3. According to Chart 1 and Chart 2, which learning activity shows the biggest mismatch between time investment and perceived effectiveness? A. Video lessons B. Online articles C. Discussion forums D. Online quizzes 4. Based on Chart 3, what trend can be observed as students progress from 9th to 12th grade? A. Video lessons become increasingly popular. B. Learning apps remain the top choice across all grades. C. Students shift from passive viewing to active testing and discussion. D. Online quizzes lose popularity in higher grades. 答案与详解 第3题 答案：B 详解： 解题定位：题干要求结合Chart 1（时间投入）和Chart 2（感知效果）找出“mismatch”（不匹配程度最大的活动）。 数据提取： Activity Time Ranking Effectiveness Rating Video lessons 1st (最高) 4.2 (高) Learning APPs 2nd 4.1 (高) Online articles 3rd 3.3 (最低) Discussion forums 4th 3.8 Online quizzes 5th (最低) 4.0 (高) 数据分析： Video lessons：高时间 + 高效果 → 匹配 Learning APPs：高时间 + 高效果 → 匹配 Online articles：中等时间 + 最低效果 → 最不匹配 Discussion forums：较低时间 + 中等效果 → 基本匹配 Online quizzes：最低时间 + 高效果 → 投入产出比高，但“不匹配”指时间多效果差，而非时间少效果好 结论：Online articles投入了第三多的时间，但效果评分最低，形成了最大的“时间-效果落差”。 第4题 答案：C 详解： 解题定位：题干要求从Chart 3中识别9至12年级的变化趋势。 数据提取： Grade Top Preference Second Preference 9th Video lessons (42%) Learning apps (35%) 10th Learning apps (38%) Video lessons (34%) 11th Online quizzes (40%) Discussion forums (28%) 12th Online articles (45%) Discussion forums (30%) 趋势分析： 9-10年级：偏好观看类（视频课、学习应用） 11-12年级：偏好主动测试与讨论类（在线测验、讨论论坛、在线文章） 整体趋势：从“被动接收信息”转向“主动测试知识、参与讨论” 干扰项分析： A（视频课越来越受欢迎）：错误。9年级42% → 10年级34% → 11年级未进前二 → 12年级未进前二，实际下降 B（学习应用始终是首选）：错误。9年级第二、10年级第一、11-12年级未进前二 D（在线测验在高年级失宠）：错误。11年级成为首选（40%），说明上升 C（从被动观看转向主动测试与讨论）：正确，准确概括了趋势变化 二、实验流程推理 Passage 1 2026·浙江高考改编 The Marshmallow Test for Grownups The Stanford marshmallow test was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success. As adults, we face a version of the marshmallow test every day. We‘re not tempted by sugary treats, but by our computers, phones, and tablets — all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers. We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed a response mechanism to these treats that reflected their value — a feeling of reward and satisfaction. But as we’ve reshaped the world around us, dramatically reducing the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn‘t eat. A similar process is at work in our response to information. Our formative environment as a species was information-poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now endlessly bombarded with new information. Therefore, just as we need to be more thoughtful about our caloric consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time most effectively. 1. What did the children need to do to get a second treat in Mischel‘s test? A. Take an examination alone. B. Show respect for the researchers. C. Share their treats with others. D. Delay eating for fifteen minutes. 2. According to paragraph 3, there is a mismatch between ______. A. the calorie-poor world and our good appetites B. the shortage of sugar and our nutritional needs C. the rich food supply and our unchanged brains D. the tempting foods and our efforts to keep fit 3. What does the author suggest readers do? A. Absorb new information readily. B. Use diverse information sources. C. Be selective information consumers. D. Protect the information environment. 答案与详解 第1题 答案：D 详解： 题型定位：本题为实验流程细节理解题，考查对原始实验操作步骤的理解。 原文定位：第一段原文：“Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat.” 同义转述：“waited for 15 minutes before eating” = “delay eating for fifteen minutes”（推迟15分钟再吃） 干扰项分析： A（单独参加考试）：原文未提及考试相关内容 B（向研究人员表示尊重）：原文无此要求 C（与他人分享零食）：原文说的是“不吃零食以换取第二个”，而非“分享” 第2题 答案：C 详解： 题型定位：本题为实验逻辑推理题，考查对因果关系的理解。 原文定位：第三段关键句：“we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods” 逻辑拆解：原文指出——环境变了（食物变得充裕易得），但大脑进化没跟上（仍是数千年后的“旧大脑”） 选项对应：C项“the rich food supply and our unchanged brains”准确概括了这对矛盾 干扰项分析： A（热量贫乏世界与好胃口）：这是“过去”的状态，不是现在的不匹配 B（糖短缺与营养需求）：原文未将“糖短缺”作为核心矛盾 D（诱人食物与健康努力）：这是“现象”而非“根本原因” 第3题 答案：C 详解： 题型定位：本题为研究应用/建议题，考查对作者观点的把握。 原文定位：末段结论句：“we also need to be more thoughtful about our information consumption, resisting the temptation of the mental ‘junk food’” 关键词提取：“more thoughtful about our information consumption” = 做有选择的信息消费者 选项对应：C项“Be selective information consumers”为准确同义转述 干扰项分析： A（欣然吸收新信息）：与作者“抵制诱惑”的建议相反 B（使用多样化信息源）：原文未主张多样化，而是主张“深思熟虑” D（保护信息环境）：范围过大，偏离“消费选择”的核心建议 Passage 2 2026·新高考I卷·改编题 Group Discussion Improves Collective Wisdom For decades, the “wisdom of crowds” effect has suggested that averaging many independent judgments produces remarkably accurate estimates. However, a new study from Princeton University challenges a long-held assumption about how to best harness this effect. Researchers led by Dr. James Mitchell recruited 1,200 participants to estimate quantities across six different tasks, ranging from the number of jellybeans in a jar to the annual budget of a university. Participants were first asked to provide individual estimates independently. The critical experimental manipulation involved how participants were grouped. In the control condition, researchers simply averaged all 1,200 independent estimates. In the experimental condition, participants were divided into small groups of five. Each group was given 10 minutes to discuss their estimates and arrive at a group consensus. The researchers then averaged the group consensus estimates. The results were striking. The group consensus method produced estimates that were 23% more accurate on average than the traditional independent averaging method. Surprisingly, even when individual group members initially held wildly inaccurate views, the discussion process effectively filtered out extreme positions while preserving diverse perspectives. Dr. Mitchell explained the finding: “Discussion allows people to share the reasoning behind their estimates, not just the numbers. When someone hears why another person arrived at a different estimate, they can incorporate valid insights while discarding obvious errors.” This social learning mechanism, the researchers argue, is what makes group discussion superior to simple statistical aggregation. The study has significant implications for everything from jury deliberations to corporate forecasting. The researchers recommend that organizations replace anonymous surveys with structured small-group discussions when seeking collective judgments. 4. How did the experimental condition differ from the control condition in the study? A. The number of participants was larger. B. Participants first estimated independently. C. Estimates were averaged from small groups. D. Participants could discuss before submitting estimates. 5. What does the study reveal about group discussion, according to Dr. Mitchell? A. It eliminates all extreme opinions. B. It merely averages individual estimates. C. It enables sharing of reasoning behind estimates. D. It produces less accurate results than averaging. 6. What is the study‘s suggested application for organizations? A. Conduct anonymous surveys more frequently. B. Use small-group discussions for collective judgments. C. Eliminate all forms of group interaction. D. Rely solely on individual expert opinions. 答案与详解 第4题 答案：D 详解： 题型定位：本题为实验操作对比题，考查对实验组与控制组差异的理解。 原文定位：第三段完整描述了两种条件的差异： 控制组（control condition）：直接平均所有独立估计值 实验组（experimental condition）：先小组讨论，达成共识，再平均小组共识 关键差异：实验组允许“discuss their estimates”，控制组没有讨论环节 选项对应：D项“Participants could discuss before submitting estimates”准确概括了核心差异 干扰项分析： A（参与者数量更多）：两组人数相同（1200人），只是分组方式不同 B（先独立估计）：这是两种条件的共同点，不是差异 C（对小组成果进行平均）：实验组确实这样做了，但控制组是直接平均个人数据，表述不够准确且未抓住“讨论”这一核心差异 第5题 答案：C 详解： 题型定位：本题为研究结论理解题，考查对研究者原话/观点的把握。 原文定位：第五段Dr. Mitchell的原话：“Discussion allows people to share the reasoning behind their estimates, not just the numbers.” 核心机制：讨论的优势在于分享“推理过程”，而不仅仅是交换“数字结果” 选项对应：C项“It enables sharing of reasoning behind estimates”为原文原词复现 干扰项分析： A（消除所有极端观点）：原文说“filtered out extreme positions”是“过滤”而非“完全消除” B（仅平均个体估计值）：这是控制组的方法，讨论组的不同在于“先讨论再平均” D（产生比平均法更不准确的结果）：与实验结论相反，讨论法准确率提高了23% 第6题 答案：B 详解： 题型定位：本题为研究应用建议题，考查对研究“implications/suggestions”的理解。 原文定位：末段明确给出建议：“The researchers recommend that organizations replace anonymous surveys with structured small-group discussions when seeking collective judgments.” 关键信息：用“structured small-group discussions”替代“anonymous surveys” 选项对应：B项“Use small-group discussions for collective judgments”为原句同义转述 干扰项分析： A（更频繁地进行匿名调查）：与建议相反，研究建议“取代”匿名调查 C（消除所有形式的群体互动）：与研究结论相反，研究倡导增加有结构的讨论 D（仅依赖个人专家意见）：研究强调的是“群体”而非“个人” 1 / 19 学科网（北京）股份有限公司 $