专题03 阅读理解题（专项训练）（北京专用）2027年高考英语一轮复习讲练测

**基本信息** 以“基础-重难-真题”三级演练体系，聚焦细节理解、主旨大意等四大考查重点，系统构建阅读理解解题逻辑与应试能力。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |模拟·基础演练|4考向（记叙文等），北京模拟题|细节定位、主旨概括、词义语境推断、逻辑推理四大核心技巧|从基础题型到文体专项，构建“题型-方法-文体”对应关系| |重难·创新演练|5篇新情境文章（AI、气候诉讼等）|跨学科信息整合、新话题词义猜测、深层主旨分析|融合社会认知等学科视角，提升复杂文本解读能力| |真题·实战演练|8篇高考真题（科学实验、环境科技等）|高频考点靶向突破、命题规律总结|衔接基础方法与真题考法，强化应试迁移能力|

第03讲 阅读理解题 目 录 模拟·基础演练 1 重难·创新演练 20 真题·实战演练 33 模拟·基础演练 考查重点：细节理解、主旨大意、词义猜测、推理判断 考向01 记叙文 1.（2026·北京东城·一模） Glancing at the author’s copy of the book on the desk, I am reminded of how long it has taken to get to this point as I am confirming the arrangements for one of the promotional events scheduled for my fourth non-fiction work on art. I actually started professional writing fairly late in life, after working for the local council for many years. Although I was into literature, it was for personal enjoyment. During my teenage years I sometimes wrote for the school magazine, just for fun. Later, this interest developed into a stronger desire for recognition, and, I’d spend months typing texts and sending them off to magazines and publishers, anxiously awaiting a response that often never came. I have also had a passion for art. Wandering around galleries is an absolute pleasure for me, although I don’t have an artistic bone in my body, unlike my twin sister, Louisa, who is remarkably gifted and has launched a career as an artist. One evening she called to say she was struggling with the text for an upcoming exhibition brochure and asked if I could give her a hand. I warned her that I’d give it a try. Later that evening I managed to produce something that I thought might be acceptable and emailed it to her. It was a real success and set the wheels in motion to turn my dream into a reality. One of the guests at the opening night was an editor working for an online arts magazine. Having been impressed by my piece describing the exhibition in the brochure, she managed to track me down, first by contacting the gallery and then my sister. Well, to be honest, I didn’t know what to think and the prospect of meeting with her filled me with fear. Questions came flooding through my mind and I immediately messaged my sister, who strongly urged me to seize the opportunity. So I fired off an acceptance email before I had the opportunity to change my mind again. Over the following months I devoted every spare moment of my time to attending exhibitions and crafting commentary articles on the region’s artists. I have to admit that the whole thing was exciting. My brain was constantly filled with ideas, and I enjoyed watching them take shape as I typed into the night on my laptop. After that first summer, I was hooked on writing about art, which was so enjoyable and satisfying. Definitely, it was what I should be doing. 1．When the author was young, she ______. A．had a talent for art B．ran a school magazine C．found writing interesting D．won recognition from publishers 2．Receiving her sister’s request for help, the author was ______. A．cautious B．touched C．relieved D．uninterested 3．What finally encouraged the author to accept the editor’s offer? A．Her passion for art. B．Confidence from success. C．The editor’s enthusiasm. D．The push from her sister. 4．What can we learn from the passage? A．Every end is a fresh beginning. B．Talent is born from consistent effort. C．Unexpected turns in life may bring gifts. D．Lifelong learning leads to personal growth. 【答案】1．C 2．A 3．D 4．C 【导语】本文是一篇记叙文。文章讲述了作者从为个人兴趣写作到因偶然机会为妹妹撰写展览文案，从而开启了艺术写作职业生涯的故事。 【解析】 1．细节理解题。根据第二段中“During my teenage years I sometimes wrote for the school magazine, just for fun. (在我青少年时期，我有时为校刊写作，只是为了好玩)”可知，作者年轻时觉得写作很有趣。故选C项。 2．推理判断题。根据第四段中“One evening she called to say she was struggling with the text for an upcoming exhibition brochure and asked if I could give her a hand. I warned her that I’d give it a try. (一天晚上，她打电话来，说她正在为即将出版的展览宣传册的文字苦苦挣扎，问我能否帮她一把。我提醒她我会试一试)”可知，作者在答应帮助妹妹时有所保留，态度是谨慎的。故选A项。 3．细节理解题。根据第五段中“I immediately messaged my sister, who strongly urged me to seize the opportunity. So I fired off an acceptance email before I had the opportunity to change my mind again. (我立刻给妹妹发了信息，她强烈敦促我抓住这个机会。于是我趁自己还没来得及再次改变主意，火速发出了接受邮件)”可知，最终鼓励作者接受编辑邀请的是来自妹妹的推动。故选D项。 4．主旨大意题。通读全文，结合第三段中“I don’t have an artistic bone in my body, unlike my twin sister, Louisa, who is remarkably gifted and has launched a career as an artist. (与我的双胞胎妹妹Louisa不同，我没有任何艺术天赋，她却极具天赋并开启了艺术家的职业生涯)”、第五段中“One of the guests at the opening night was an editor working for an online arts magazine. Having been impressed by my piece describing the exhibition in the brochure, she managed to track me down (开幕之夜的一位嘉宾是一家在线艺术杂志的编辑。她被我在宣传册中描述展览的文章所打动，设法找到了我)”和第六段中“After that first summer, I was hooked on writing about art, which was so enjoyable and satisfying. Definitely, it was what I should be doing. (在那个夏天之后，我迷上了艺术写作，这是如此令人愉快和满足。毫无疑问，这正是我应该做的事情)”可知，作者原本没有艺术天赋和写作职业背景，却因帮助妹妹撰写展览文案而偶然获得编辑赏识，最终走上了艺术写作的职业道路。这表明人生中意想不到的转折可能会带来惊喜的礼物。故C项“Unexpected turns in life may bring gifts. (人生中意想不到的转折可能会带来礼物)”能概括文章内容，最适合作为本文的主旨。故选C项。 2.（2026·北京朝阳·一模） I had been considering giving up. For the past eight years, I’ve met with prospective first-year students as a volunteer interviewer for my alma mater (母校). The reports I submit after the interviews become part of their admissions file. But acceptance rate of my university is low and each time I see the word “Denied” next to one of my interviewees’ names at the end of an admissions cycle, I feel a little more heartbroken. Don’t get me wrong. I’ve gotten to know loads of inspiring kids, and a handful of them were offered a spot. After a cycle in which none of my interviewees was green-lighted, though, I started to wonder: In expressing my enthusiasm for my university in interviews, was I doing them a favor or setting them up for disappointment? Was it fair of me to share an inside look into my university when most won’t have access to it? Then, out of the blue, I received a text from one of “my” admits, Layla. She thanked me for getting her into my university. I was touched, but I mentally dismissed the validity (合理性) of what seemed to be a misguided assumption of how the admissions process works. We met for coffee a few months later, and she delighted me with a detailed discussion of her classes, her professors, her research, and her friends. Her eyes were bright, her excitement visible. She told me she had submitted a request to spend 20 minutes with her admissions file. I couldn’t understand why she wanted to take the time to look. Couldn’t she just enjoy her time as an admitted student without being distracted by disturbing questions of whether she belonged? As it turns out, Layla learned that the admissions officer who first read her file was on the fence about her but then decided to put her application through for another read because of what I’d written in my interview report. My voice had made a difference. Layla found the relief she’d been looking for: Why was she here? Did she really matter to this incredible community? Seeing her put her worries to rest helped me do the same with my own. Maybe sometimes we all need to hear that we matter. 1．What made the author consider giving up the volunteer work? A．Getting tired of writing interview reports. B．Failing to help some of the promising kids. C．Disappointment with interviewees’ abilities. D．Inability to stimulate interviewees’ enthusiasm. 2．Initially, the author viewed Layla’s thank-you text as ________. A．a relief B．a distraction C．a reward D．a misunderstanding 3．Why did Layla request to review her admissions file? A．To ease her worries about future. B．To clarify the author’s confusion. C．To confirm she deserved the admission. D．To prove the author’s report played a role. 4．What can we learn from this passage? A．Each soul needs a witness. B．Every cloud has a silver lining. C．What goes around comes around. D．What matters always voices itself. 【答案】1．B 2．D 3．C 4．A 【导语】本文是一篇记叙文。文章讲述作者八年担任母校志愿面试官，因不少优秀申请者落选心生放弃念头，后来收到被录取学生莱拉的感谢，最终知晓自己的面试报告起到关键作用，明白每个人都需要被肯定、被看见的暖心故事。 【解析】 1．细节理解题。根据第一段“But acceptance rate of my university is low and each time I see the word “Denied” next to one of my interviewees’ names at the end of an admissions cycle, I feel a little more heartbroken. (但我所在大学的录取率很低，每当在招生周期结束时，看到我的面试者名字旁边写着“被拒”时，我都会感到更加心碎。)”以及第二段“I’ve gotten to know loads of inspiring kids, and a handful of them were offered a spot. After a cycle in which none of my interviewees was green-lighted, though, I started to wonder: In expressing my enthusiasm for my university in interviews, was I doing them a favor or setting them up for disappointment? (我确实结识了不少鼓舞人心的孩子，其中有几位获得了录取资格。然而，在一个周期里，没有一个面试者被录取，我开始怀疑：在面试中表达我对大学的热情，我是在帮他们还是让他们失望？)”可知，作者多次看到有潜力的面试者被拒，感到沮丧和心碎，开始怀疑自己的工作是否有意义，因此考虑放弃志愿工作。故选B项。 2．细节理解题。根据第三段“She thanked me for getting her into my university. I was touched, but I mentally dismissed the validity (合理性) of what seemed to be a misguided assumption of how the admissions process works. (她感谢我让她进入了我的大学。我很感动，但我在心里否定了这种看似对录取过程有误解的假设的合理性。)”可知，作者最初认为Layla的感谢信息是对录取过程的一种误解，因为作者知道录取过程复杂，不是一个人能决定的。故选D项。 3．推理判断题。根据第四段“She told me she had submitted a request to spend 20 minutes with her admissions file. I couldn’t understand why she wanted to take the time to look. Couldn’t she just enjoy her time as an admitted student without being distracted by disturbing questions of whether she belonged? (她告诉我，她已经提交了申请，要求花20分钟查看她的录取档案。我不明白她为什么要花时间去看。她就不能享受作为被录取学生的时光，而不被是否属于这里这种令人不安的问题所干扰吗？)”以及第五段“As it turns out, Layla learned that the admissions officer who first read her file was on the fence about her but then decided to put her application through for another read because of what I’d written in my interview report. My voice had made a difference. (事实证明，Layla得知，最初阅读她档案的招生官对她持保留态度，但后来决定因为我在面试报告中写的内容，再给她一次机会。我的意见起到了作用。)”可知，Layla查看录取档案是为了确认自己是否真的值得被录取，以及了解录取过程中的具体细节，尤其是作者在面试报告中所起的作用。故选C项。 4．推理判断题。根据最后一段“Seeing her put her worries to rest helped me do the same with my own. Maybe sometimes we all need to hear that we matter. (看到她放下顾虑，也帮助我放下了自己的顾虑。也许有时候我们都需要听到自己被重视的声音。)”可知，文章通过作者和Layla的经历，传达了“每个人的存在都有意义，有时候我们都需要听到自己被重视的声音”这一主题。A项“Each soul needs a witness. (每个灵魂都需要一个见证者。)”符合文章主旨，意思是每个人的存在和价值都需要被认可和见证。故选A项。 考向02 说明文 1.（2026·北京海淀·一模） For half a century, psychologist Keith Holyoak has studied analogy — the capacity to see relational similarities between superficially dissimilar things — as a cornerstone of human intelligence. His new book, The Human Edge, takes a fresh look at analogy as a defining feature of human thought. At its core, analogy enables us to apply prior knowledge to novel situations. Unlike simple perceptual similarity, analogy maps relational patterns across different domains. The proverb about two dogs fighting over a bone while a third runs away, for instance, illuminates a business scenario where competing corporations weaken each other, allowing a rival to take advantage. This capacity for relational mapping underpins fluid intelligence — the ability to reason about new problems — and strongly predicts performance on intelligence tests. Analogy also drives creativity. Holyoak’s classic research on the “radiation problem” illustrates this: participants struggled to destroy a tumor (肿瘤) with rays without harming healthy tissue. But those first exposed to a story about a general attacking a castle from multiple sides readily devised the convergent (会聚的) ray solution. While we often fail to retrieve useful analogies independently, exposure to structurally similar but superficially different situations can spark breakthrough thinking. This cognitive capacity develops early and naturally. Children begin reasoning analogically around age three and the capacity continues to develop until adulthood. Holyoak identifies this as a “Late System” — a uniquely human, evolutionarily recent ability for general relational reasoning. It builds upon and cooperates with older, specialized “Early Systems” we share with other animals. While nonhuman species perform tasks that resemble analogical reasoning, these successes remain domain-specific. Humans alone can map relations across any content, from fairy tales to physics. This special ability, however, grants neither wisdom nor morality. Abstract thought has yielded both medical cures and weapons of mass destruction. As Holyoak notes, if Earth becomes uninhabitable, it won’t be the chimpanzees’ fault. The rise of AI presents a new frontier. Large language models (LLMs) now solve analogy problems at a college-student level, and their computational power could eventually produce superhuman intelligence. Yet they lack autonomy and, crucially, the ability to spontaneously notice a meaningful analogy. In art, this limitation may prove difficult to overcome. AI, lacking emotion, consciousness, and individuality, produces work many find soulless. Human uniqueness stems from the evolution of cooperative systems: a “Late System” that enables complex relational reasoning and the “Early Systems” that reflect our vast biological heritage. Their integration is the very essence of the human edge. 1．What does the word “underpins” underlined in Paragraph 2 most probably mean? A．Supports. B．Evaluates. C．Replaces. D．Frames. 2．What can we learn from the passage? A．The “Late System” is developed in adulthood. B．The “two dogs” proverb encourages competitions. C．The convergent ray solution arose from an analogy. D．LLMs can’t form analogies due to lack of autonomy. 3．Which would be the best title for the passage? A．Developing Analogy: The Core of Human Creativity B．Decoding Analogy: A Capacity Setting Humans Apart C．Defining Analogy: The Force Driving Human Evolution D．Defending Analogy: A Mechanism of Human Perception 【答案】1．A 2．C 3．B 【导语】这是一篇说明文。心理学家霍利奥克研究类比——即识别看似不同事物之间内在关联性的能力——并将此视为人类智慧的关键要素。 【解析】 1．词句猜测题。根据划线词上文“At its core, analogy enables us to apply prior knowledge to novel situations. Unlike simple perceptual similarity, analogy maps relational patterns across different domains. The proverb about two dogs fighting over a bone while a third runs away, for instance, illuminates a business scenario where competing corporations weaken each other, allowing a rival to take advantage. (从本质上讲，类比使我们能够将已有的知识应用到新的情境中。与简单的感知相似性不同，类比能在不同领域之间映射出关系模式。例如，关于两只狗为一块骨头而争斗，而第三只狗却跑开的这句谚语，就揭示了一个商业场景：相互竞争的公司会削弱彼此，从而使对手有机可乘。)”及下文“...fluid intelligence — the ability to reason about new problems — and strongly predicts performance on intelligence tests. ( 流体智力——即对新问题进行推理的能力，并且能很好地预测智力测试的成绩。)”可知，作者认为通过类比我们可以提升智力，灵活运用已有知识。由此推测，划线词指这种进行关系映射的类比能力促进提升流体智力，与Supports意思相近。故选A项。 2．细节理解题。根据第三段“Analogy also drives creativity. Holyoak’s classic research on the “radiation problem” illustrates this: participants struggled to destroy a tumor (肿瘤) with rays without harming healthy tissue. But those first exposed to a story about a general attacking a castle from multiple sides readily devised the convergent (会聚的) ray solution. (类比也能激发创造力。霍利奥克关于“辐射问题”的经典研究就很好地说明了这一点：参与者努力想用射线来摧毁肿瘤，同时又不伤害健康组织。但那些最先接触到关于一位将军从多个方向攻打城堡的故事的人，很快就想出了集中射线的解决方案。)”可知，参与者先读了将军多路进攻城堡的故事，才设计出会聚射线治疗肿瘤的方案，这个方案本身就是跨领域类比得到的结果。C选项结论符合文章内容。故选C项。 3．主旨大意题。根据第一段“For half a century, psychologist Keith Holyoak has studied analogy — the capacity to see relational similarities between superficially dissimilar things — as a cornerstone of human intelligence. His new book, The Human Edge, takes a fresh look at analogy as a defining feature of human thought. (半个世纪以来，心理学家基思·霍利奥克一直致力于研究类比——即识别看似不同事物之间内在关联性的能力——并将此视为人类智慧的关键要素。他的新书《人类的优势》从全新的角度探讨了类比作为人类思维特征的重要性。)”第二段“At its core, analogy enables us to apply prior knowledge to novel situations. (从本质上讲，类比使我们能够将已有的知识应用到新的情境中)”第三段“Analogy also drives creativity. (类比也能激发创造力。)”及最后一段“Human uniqueness stems from the evolution of cooperative systems: a “Late System” that enables complex relational reasoning and the “Early Systems” that reflect our vast biological heritage. Their integration is the very essence of the human edge. (人类的独特性源于合作系统的进化：一种“晚期系统”能够进行复杂的关联推理，还有“早期系统”则反映了我们丰富的生物遗传特征。它们的融合正是人类优势的所在。)”可知，全文都在讲类比是人类独有的，别的动物只有领域特定的，AI也没有自发类比的能力，最后说这就是人类的优势，这个整合是人类独特性来源。由此可知，B项Decoding Analogy: A Capacity Setting Humans Apart (解码类比：区分人类与动物的能力)概括了文章主旨，适合作标题。故选B项。 2.（2026·北京朝阳·一模） Whether artists or scientists, investigators strike out from what is known to brave the unknown in acts of creative discovery. Think of artists and scientists as users of three modes of discovery: knowing, seeing, and telling. We are all seeking knowledge — epistemologists who question what we think we know, how we come to know it, and whether we can prove what we think we know. Meanwhile, we are all seers — aestheticists who confront what we perceive in natural and created appearances. Finally, we are all tellers and listeners — narrativists who tell about what we have found and listen to the findings of others. The epistemologist’s attention to knowing resonated (引起共鸣) in physicist Andrea Califano’s precision-medicine discoveries in cancer biology. His philosopher-physicist mind is the creative ground to discover new treatments for cancer. “A lot of ideas end up being very, very simple-minded in hindsight. But it’s very difficult to foresee whether simple-minded ideas will work in the end. There’s nothing magical about what we do. It’s just that nobody had kind of thought of cancer in this way,” said Califano. The aestheticists want to face the material world with all the capacities of the human to see and imagine. Tissue engineer Gordana Vunjak-Novakovic exposed the creative powers of aesthetics in the practice of a scientist. It was the novel Alexandria Quartet that gave her the idea of her work as “sliding planes”: “Each of the sliding planes is a body of knowledge. Then they travel past each other, and somehow connect with each other. There were three sliding planes that are three different characters’ perspectives. And then the fourth plane was the time. That is how the book was constructed, I believe, and this is how we do science.” Knowing and seeing require connections between the internal world of the seer or knower, the external world of the seeable and knowable, and the world of witnesses who receive what becomes seen or known. These connections, what I call “telling”, are achieved through narrative acts like speech. It creates a network, bridging from person to person. Nabila El-Bassel, an international leader in studying the most hard-to-deal-with global health problems, confirmed the necessity of listening to all “telling” voices. El-Bassel and her teams are listeners of their subjects’ lived experiences, making sure that suffering individuals are heard and valued. Recognising the fundamental roles of epistemology, aesthetics, and narrative studies in medical research avoids costly oppositions between arts and sciences. With all three discovery modes engaged, scientists gradually recognise why suffering matters, how delicate the balance between sickness and health is, and how urgent medicine’s mission is. Health care’s response to disease could then embrace the pursuit to comprehend phenomena deep within the cell and to face up to social issues vast across the Earth. 1．What does the word “hindsight” underlined in Paragraph 2 most probably mean? A．Innovative mindset. B．Blind-minded thinking. C．Long-term perspective. D．Reflective understanding. 2．What can we learn from this passage? A．The author has a preference for narrative studies. B．El-Bassel focuses on seeable external phenomena. C．Gordana values tackling problems from diverse angles. D．Califano’s breakthrough sets ground for cancer biology. 3．What can be inferred from the last paragraph? A．Integration of art and science is hard to achieve. B．Three discovery modes can balance sickness and health. C．Meeting social needs is as vital as doing biological studies. D．Medical research helps realise the role of three discovery modes. 4．Which would be the best title for the passage? A．The Art of Science: Knowing, Seeing, and Telling B．Three Modes of Discovery: Can Artists Be Scientists? C．A Costly Conflict: The Battle Between Art and Science D．The Medicine’s Mission: Are Scientists Brave to Complete? 【答案】1．D 2．C 3．C 4．A 【导语】本文是一篇说明文。文章主要探讨了艺术家和科学家在探索未知时所共用的三种发现模式：认知、观察和叙述。通过具体实例，展示了这些模式在医学研究等领域的应用，并强调了艺术与科学融合的重要性。 【解析】 1．词句猜测题。根据第二段“A lot of ideas end up being very, very simple-minded in hindsight. But it’s very difficult to foresee whether simple-minded ideas will work in the end. ( ，很多想法最终都非常非常简单。但很难预见到这些简单的想法最终是否会奏效。)”可知，很多想法在事后看来很简单，但在当时很难预见其是否有效。由此可知，hindsight表示“事后看来，反思性的理解”，与D项“Reflective understanding（反思性的理解）”意思一致。故选D项。 2．推理判断题。根据第三段“The aestheticists want to face the material world with all the capacities of the human to see and imagine. Tissue engineer Gordana Vunjak-Novakovic exposed the creative powers of aesthetics in the practice of a scientist. It was the novel Alexandria Quartet that gave her the idea of her work as “sliding planes”: “Each of the sliding planes is a body of knowledge. Then they travel past each other, and somehow connect with each other. There were three sliding planes that are three different characters’ perspectives. And then the fourth plane was the time. That is how the book was constructed, I believe, and this is how we do science.”(审美主义者希望以人类所有的观察和想象能力来面对物质世界。组织工程师Gordana Vunjak-Novakovic在科学实践中展示了美学的创造力。正是小说《亚历山大四重奏》让她有了“滑动平面”的工作理念：“每个滑动平面都是一个知识体系。然后它们相互经过，并以某种方式相互连接。有三个滑动平面，是三个不同角色的视角。然后第四个平面是时间。我相信，这本书就是这样构建的，我们做科学也是这样构建的。)”可知，Gordana从小说中获得了灵感，将不同视角和知识体系结合起来进行科学研究，这表明她重视从不同角度解决问题。故选C项。 3．推理判断题。根据最后一段“Recognising the fundamental roles of epistemology, aesthetics, and narrative studies in medical research avoids costly oppositions between arts and sciences. With all three discovery modes engaged, scientists gradually recognise why suffering matters, how delicate the balance between sickness and health is, and how urgent medicine’s mission is. Health care’s response to disease could then embrace the pursuit to comprehend phenomena deep within the cell and to face up to social issues vast across the Earth. (认识到认识论、美学和叙事研究在医学研究中的基本作用，可以避免艺术与科学之间代价高昂的对立。通过这三种发现模式的参与，科学家们逐渐认识到为什么痛苦很重要，疾病与健康之间的平衡是多么微妙，以及医学的使命是多么紧迫。医疗对疾病的反应可以包括追求理解细胞深处的现象，以及面对全球范围内的社会问题。)”可知，医疗对疾病的反应可以包括追求理解细胞深处的现象，以及面对全球范围内的社会问题，由此可知，满足社会需求和进行生物学研究同样重要。故选C项。 4．主旨大意题。根据第一段“Whether artists or scientists, investigators strike out from what is known to brave the unknown in acts of creative discovery. Think of artists and scientists as users of three modes of discovery: knowing, seeing, and telling. (无论是艺术家还是科学家，调查者都从已知的事物中勇敢地面对未知的事物，进行创造性的发现。把艺术家和科学家看作是三种发现模式的使用者：认知、观察和叙述。)”以及全文内容可知，文章主要介绍了艺术家和科学家在探索未知时所共用的三种发现模式：认知、观察和叙述，并通过具体实例展示了这些模式在医学研究等领域的应用。A项“The Art of Science: Knowing, Seeing, and Telling（科学的艺术：认知、观察和叙述）”符合文章主旨，适合作为文章标题。故选A项。 考向03 夹叙夹议文 1.（2026·北京通州·一模） A colt (小雄马) named Journalism competed in the recent Preakness Stakes. He broke out well enough, but was trapped on the rail (栏杆) near the far turn as the race began to burn. The fastest ones surged (猛冲) forward and people moved their eyes from him. But he waited, holding back, hunting for space with patience. Then something shifted. There was no sudden change of speed, only a patient unfolding. Near the quarter pole, Journalism took a hard bump, hitting another horse, and then somehow slipped through the chaos. Finding daylight at last, he made up five lengths in seconds, surged down the track, and caught the leader to win by a half-length. It was a reminder that patience isn’t weakness and that some victories are earned not by charging to the front but by knowing exactly when to move. In an era wound tight with urgency, Journalism suggests a different way to succeed: Be quieter, more patient, no less powerful. For too long, our society has been running at Silicon Valley tempo — move quicker, scale faster, break through, or get left behind. It’s the rhythm we’ve absorbed: endless speed-up. On social media, everyone’s just been promoted; everyone is more disciplined than you; someone’s just run a marathon — while you are still looking for a sock. The feed keeps racing. No time to rest. Always forward. Faster. Some horses are trained to match the world that made them — break fast, seize the lead, and hang on. But Journalism settles, watches, and waits. With endurance and intelligence, he understands the rhythm of a race and how to hold his wind until it matters most. Maybe Journalism sees something we don’t. While we pursue trends, he runs with nature. While we rush, he reads the track. He reminds us there’s still strength in patience and power in knowing not just how to move, but when. We scroll, we sprint (全速奔跑), we strain to keep up. We measure our days in steps, alerts, and updates, rewarded for urgency and punished for pause. And at every stage, one wonders if it’s already too late. Some people peak early; we all remember those who seemed to have it all figured out at 17 years old. But time has a way of revealing what matters. Some of us come from behind. That’s the quiet truth in Journalism’s race. 1．What can we learn about the “Silicon Valley tempo” ? A．It encourages patience. B．It emphasizes the fast pace. C．It ignores the outcomes. D．It discourages self-discipline. 2．What can be inferred about Journalism’s victory? A．Patience and timing secure its success. B．Success is the result of overnight efforts. C．The fastest horse will always win in the end. D．Horses breaking out fast are likely to be the first. 3．The author tells the story of Journalism to ______. A．give a suggestion. B．make an assumption. C．justify a comparison. D．illustrate an argument. 4．What is the passage mainly about? A．How our culture values urgency. B．How a horse can be trained to win. C．How sticking to one’s own pace matters. D．How people keep their advantages for long. 【答案】1．B 2．A 3．D 4．C 【导语】本文介绍了一匹名叫Journalism的小雄马凭借耐心与精准时机反超夺冠的故事，批判了当下社会一味追求快速的 “硅谷节奏”，论证了坚持自身节奏、保持耐心、把握时机比盲目求快更能带来成功的观点。 【解析】 1．推理判断题。根据第四段中的“For too long, our society has been running at Silicon Valley tempo — move quicker, scale faster, break through, or get left behind.(长久以来，我们的社会一直以硅谷节奏运转——行动更快、扩张更快、强行突破，否则就会被抛下)”可知，Silicon Valley tempo强调快节奏。 2．推理判断题。根据首段中的“But he waited, holding back, hunting for space with patience.(但它耐心等待，克制自己，耐心寻找突围空间)”和第三段中的“It was a reminder that patience isn’t weakness and that some victories are earned not by charging to the front but by knowing exactly when to move.(这提醒我们：耐心不是弱点，有些胜利不是靠冲在前头，而是靠精准把握行动时机)”可推知，耐心和对时机的把握成就了Journalism的胜利。 3．推理判断题。根据第三段中的“It was a reminder that patience isn’t weakness and that some victories are earned not by charging to the front but by knowing exactly when to move. In an era wound tight with urgency, Journalism suggests a different way to succeed: Be quieter, more patient, no less powerful.(这时刻提醒着人们：耐心并非软弱，有些胜利并非靠一味冲锋在前赢得，而是源于精准把握行动的时机。 在一个被紧迫感紧紧裹挟的时代，Journalism昭示了另一种成功之道：保持沉静、多一份耐心，力量丝毫不减。)”可知，作者讲述这匹马的故事是为了阐明一个论点：耐心与把握时机比盲目求快更能带来成功。 4．主旨大意题。第三段中的“Journalism suggests a different way to succeed: Be quieter, more patient, no less powerful.(Journalism 指明了另一种成功方式：更沉静、更有耐心，同样强大)”是主旨句。本文以赛马为喻，对比浮躁求快的社会风气，旨在强调坚守自己的节奏、保持耐心至关重要。 2.（2026·北京西城·一模） I have always felt most comfortable in the classroom, and I enjoy the recognition from family and teachers for accomplishing a job well. Although I was a high achiever, I was not a student who joined every club. Throughout my life, I wanted to learn more than I wanted to be in a bunch of extracurriculars (课外活动). My academic journey continued at a community college, where I joined the student newspaper. In the newsroom, I discovered an engaging, fast-paced world that allowed me to never stop learning. It was just what I had expected. Now my transfer (转学) to Drake University for a journalism degree was a no-brainer. It was exciting to see my future become clear, but I never pictured the shock waves headed my way. The campus phenomenon known as “Drake Busy” was completely unexpected. The term describes the idea that constant busyness is the main indicator of college success. Within the first week, I felt heavy pressure to be active in all the ways my peers (同伴) were. I saw students trying to balance multiple jobs and organizations alongside schoolwork. As a student used to having confidence in the classroom, I felt this new standard threatened my identity and worsened my anxiety. I spent my first term struggling with doubts about my worthiness. My anxious thoughts tricked my mind into believing lies like “You’re not good enough.” A part of my mind realized those thoughts were not true, but that sensible voice was a whisper compared to the shouts of doubt. As a witness to this battle every day, I have learned that sometimes it just takes time to chip away at my mind’s inventions. In time, I recognized that my experience as a transfer student was different but valuable. The outsider perspective helped me tackle “Drake Busy”. I watched people trying to do too much at the expense of their well-being. I wanted to shake them and say, “Why do this to yourself?” Instead of fighting the current, I eventually learned to swim in my own lane. The pressure didn’t disappear, but my need to give in to it did. I realized that my worth wasn’t calculated by the number of meetings on my calendar, but by the real satisfaction I felt in my work. On the days I managed to balance my ambition with my peace of mind, I felt most motivated. I discovered that: true success is defined internally, not by the noise around you. 1．Before entering Drake University, the author ________. A．adopted a relaxing lifestyle B．longed to become a teacher C．struggled to choose a major D．performed well academically 2．How did the author feel within the first week at Drake University? A．Unaccustomed. B．Relieved. C．Regretful. D．Expectant. 3．What does the author think of the “Drake Busy” lifestyle? A．It lowers students’ learning efficiency. B．It indicates students’ future success. C．It threatens students’ well-being. D．It erases students’ self-doubt. 4．What message does the passage deliver? A．Outsiders rarely win. B．Your own pace matters. C．Busyness equals worthiness. D．Your anxiety drives you forward. 【答案】1．D 2．A 3．C 4．B 【导语】文章主要讲述了作者从社区学院转学到德雷克大学后，面对校园内“Drake Busy”现象带来的压力与焦虑，最终学会按照自己的节奏生活、重新找到自我价值的心路历程。 【解析】 1．细节理解题。根据第一段“Although I was a high achiever, I was not a student who joined every club. (虽然我是一个成绩优异的学生，但我并不是一个参加所有社团的学生。)”可知，作者在转学之前学业上表现优异。 2．推理判断题。根据第三段“Within the first week, I felt heavy pressure to be active in all the ways my peers were. (在第一周内，我感到巨大的压力，要以同伴们所有的活跃方式去参与活动。)”以及“As a student used to having confidence in the classroom, I felt this new standard threatened my identity and worsened my anxiety. (作为一个习惯在课堂上有自信的学生，我感到这种新标准威胁到了我的身份认同，并加剧了我的焦虑。)”可知，作者第一周感到不适应这种全新的校园氛围。 3．细节理解题。根据第四段“I watched people trying to do too much at the expense of their well-being. (我看到人们试图做太多事情，却以牺牲自己的幸福感为代价。)”可知，作者认为“Drake Busy”这种生活方式威胁到了学生的身心健康。 4．主旨大意题。根据最后一段中“Instead of fighting the current, I eventually learned to swim in my own lane. (我不再与潮流对抗，最终学会了在自己的泳道里游泳。)”以及“I discovered that: true success is defined internally, not by the noise around you. (我发现：真正的成功是由内心定义的，而非周围的喧嚣。)”可知，文章传达的信息是：走自己的路、按照自己的节奏生活才是最重要的。 考向04 议论文 1.（2026·北京通州·一模） The opinion that “the humanities are useless” is not new, but it has gained renewed attention in today’s artificial intelligence-driven world. As a journalist, I’ve noticed a growing tension: technical skills are celebrated for their direct economic value, disciplines like literature, philosophy and foreign languages are often dismissed as impractical. In this climate, the essential qualities cultivated by the humanities — critical thinking, self-reflection, cultural empathy, aesthetic (审美的) taste — are pushed to the edges. And with the rise of large language models capable of writing essays and composing poetry, a pressing question emerges: Will AI replace the study of the humanities altogether? In a recent lecture, a professor of the humanities noted that AI still cannot adequately cover the unique domain of “critical thinking” that belongs to the humanities. While AI efficiently processes data, it lacks true reflection. True critical thinking cannot be coded or replaced; it must be continuously cultivated through the intensive training of the humanities. A renowned mathematician spoke passionately about the interdependence of knowledge, citing Newton, Einstein and the Renaissance as evidence. Even at institutes like MIT and Caltech, which began with a focus on engineering, strong humanities programs eventually emerged — because innovation is highly boosted where the human mind is inspired by philosophy, literature, and art. As a liberal arts major myself, I think the humanities teach us to sit with ambiguity (歧义), to listen to stories different from our own, and to recognize that not every important question has a single right answer. In an era of algorithms (算法) and automation, what we risk losing is not just creativity but conscience. AI can process data, but it cannot assume responsibility. The humanities instill the habit of asking not only “Can we do this?” but “Should we?” — a question that grows more urgent as technology permeates every layer of life. I believe the real usefulness of the humanities lies in their ability to connect — not just past to present, but person to person. In a fragmented digital world, the study of culture, history and philosophy helps rebuild shared understanding. So, no, the humanities are not useless. If anything, they are becoming more vital. The real challenge lies not in proving their worth, but in ensuring they remain a living, questioning and courageous force in education and society — especially now, when we need them most. 1．From the first two paragraphs, we know that ______. A．technical skills are widely recognized B．AI has replaced humanities studies already C．the humanities bring obvious economic gains D．people fully ignore the value of the humanities 2．What does the word “permeates” underlined in Paragraph 5 probably mean? A．Ignores and neglects. B．Reflects and enhances. C．Enters and spreads through. D．Avoids and stays away from. 3．What is the main idea of the passage? A．AI is a threat to the study of the humanities. B．Science promotes the development of society. C．Critical thinking is the value of the humanities. D．The humanities are irreplaceable in the digital era. 【答案】1．A 2．C 3．D 【导语】本文反驳人文科学无用的片面观点，结合人工智能发展现状，论证人文科学在数字时代具备独特价值且不可替代。 【解析】 1．细节理解题。根据第一段中的“As a journalist, I’ve noticed a growing tension: technical skills are celebrated for their direct economic value, disciplines like literature, philosophy and foreign languages are often dismissed as impractical.(作为一名记者，我注意到一种日益加剧的矛盾：人们推崇具备直接经济价值的技术类能力，而文学、哲学、外语等学科却常被视作无用之学。)”可知，技术技能广受认可。 2．词句猜测题。根据第五段中的“The humanities instill the habit of asking not only “Can we do this?” but “Should we?” — a question that grows more urgent as technology permeates every layer of life.(人文学科使人养成一种思考习惯，不只追问“我们能否做到”，更会思考“我们是否该做”——随着科技permeates生活的方方面面，这个问题变得愈发紧迫。)”可知，科技不断深入并遍布日常生活各个领域，因此，画线单词“permeates”暗示“进入并遍布、渗透”符合语境。 3．主旨大意题。通读全文，尤其是最后一段中的“So, no, the humanities are not useless. If anything, they are becoming more vital. The real challenge lies not in proving their worth, but in ensuring they remain a living, questioning and courageous force in education and society — especially now, when we need them most. (所以，人文学科绝非无用。恰恰相反，它们正变得愈发重要。真正的挑战不在于证明其价值，而在于确保其在教育与社会中，始终保有鲜活的生命力、批判的思考力与无畏的力量 —— 尤其在我们最需要它们的当下。)”可知，文章驳斥人工智能会取代人文学科的看法，多角度阐述人文的核心作用，旨在说明人文科学在数字时代不可被替代。 2.（2026·北京海淀·一模） Meritocracy (优绩主义) has become a leading social ideal. Politicians continually return to the theme that the rewards of life — money, jobs, university admission — should be distributed according to skill and effort. Conceptually and morally, meritocracy is presented as the opposite of hereditary aristocracy, in which one’s social position is determined by the lottery of birth. Although widely held, the belief that merit rather than luck determines success or failure in the world is demonstrably false. This is not least because merit itself is, in large part, the result of luck. Talent and the capacity for determined effort depend a great deal on one’s genetic gifts and upbringing. This is to say nothing of other fortuitous circumstances that figure into every success story. In his book Success and Luck, Robert Frank recounts the coincidences behind the stellar rise of many successful entrepreneurs. Luck intervenes by offering people merit, and again by furnishing circumstances where merit can translate into success. This is not to deny the industry and talent of successful people. However, it does demonstrate that the link between merit and outcome is weak and indirect at best. In addition to being false, research suggests that believing in meritocracy makes people more selfish, less self-critical and even more prone to acting in discriminatory ways. The “ultimatum game” is a common psychological experiment, where one player is given a sum of money and told to propose a division between him and another player, who may accept or reject the offer. If the offer is rejected, neither gets anything. Usually a relatively even split is offered. In one variation, participants played a fake game of skill before making offers. Players who were led to believe they had “won” claimed more for themselves than those who engaged in games of chance. Similar studies suggest that just having the idea of skill in mind makes people more tolerant of unequal outcomes. By contrast, research on gratitude indicates that remembering the role of luck increases generosity. Simply asking subjects to recall external contributors to their successes made them more likely to give to charity than those remembering internal factors. Part of meritocracy’s moral appeal is its power to justify the existing social order. On top of that, it also offers flattery. Where success is determined by merit, each win can be viewed as a reflection of personal worth and worldly failures become signs of personal weaknesses. Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal. It’s false, and believing in it encourages selfishness, discrimination and indifference to the struggles of the unfortunate. 1．What can we learn from the first three paragraphs? A．Politicians argue life rewards are set at birth. B．Talent and determination owe nothing to luck. C．Industry enhances merit and directs to success. D．Merit is largely decided by circumstantial factors. 2．What does the author imply by citing the “ultimatum game” experiment? A．The results confirm meritocracy’s moral appeal. B．Belief in merit may encourage selfishness and bias. C．Ideas of skill can increase our willingness to donate. D．Games of chance ensure even distribution of resources. 3．The author feels meritocracy’s moral appeal is ______. A．erroneous B．justified C．practical D．groundless 4．What is the purpose of this passage? A．To criticise the mindset of chasing success. B．To challenge a commonly held social belief. C．To compare different social reward systems. D．To evaluate the pros and cons of meritocracy. 【答案】1．D 2．B 3．A 4．B 【导语】本文是一篇议论文。文章针对当下流行的优绩主义社会理念展开论述，指出成功并非只由能力和努力决定，运气等偶然因素同样重要，并且信奉优绩主义会使人变得自私、产生偏见，最终提出应当摒弃这一理念。 【详解】1．推理判断题。根据第二段中的“This is not least because merit itself is, in large part, the result of luck. Talent and the capacity for determined effort depend a great deal on one’s genetic gifts and upbringing.(这在很大程度上是因为能力本身在很大程度上是运气的结果。天赋和坚持不懈的努力能力在很大程度上取决于一个人的基因天赋和成长环境。)”以及第三段中的“This is to say nothing of other fortuitous circumstances that figure into every success story.(更不用说每个成功故事中都存在的其他偶然环境因素了。)”可知，能力在很大程度上由环境等偶然因素决定。故选D项。 2．推理判断题。根据第四段“In addition to being false, research suggests that believing in meritocracy makes people more selfish, less self-critical and even more prone to acting in discriminatory ways. The “ultimatum game” is a common psychological experiment, where one player is given a sum of money and told to propose a division between him and another player, who may accept or reject the offer. If the offer is rejected, neither gets anything. Usually a relatively even split is offered. In one variation, participants played a fake game of skill before making offers. Players who were led to believe they had “won” claimed more for themselves than those who engaged in games of chance. Similar studies suggest that just having the idea of skill in mind makes people more tolerant of unequal outcomes.(研究表明，信奉优绩主义不仅是错误的，还会让人变得更加自私、缺乏自省，甚至更容易做出歧视性的行为。“最后通牒游戏” 是一项常见的心理学实验：实验中一名参与者会获得一笔钱，并需要提出自己与另一名参与者的分配方案，后者可以选择接受或拒绝该方案。如果方案被拒绝，两人都将一无所获。通常情况下，人们会提出相对公平的分配方式。 在该实验的一个变体中，参与者在提出分配方案前会先进行一场虚假的技能比拼。那些被引导认为自己“获胜”的参与者，会比参与纯概率游戏的人给自己分配更多的钱。类似研究还表明，仅仅是脑海中产生 “凭借能力取胜” 的想法，就会让人对不平等的结果更加宽容。)”可知，作者通过引用“最后通牒游戏”实验暗示相信能力决定成败可能会助长自私与偏见。故选B项。 3．推理判断题。根据倒数第二段“Part of meritocracy’s moral appeal is its power to justify the existing social order. On top of that, it also offers flattery. Where success is determined by merit, each win can be viewed as a reflection of personal worth and worldly failures become signs of personal weaknesses.(优绩主义的道德吸引力部分在于它为现有社会秩序辩护的能力。除此之外，它还提供了奉承。在成功由才能决定的地方，每一次胜利都可以看作是个人价值的反映，而世俗的失败则成为个人弱点的标志。)”以及最后一段“Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal. It’s false, and believing in it encourages selfishness, discrimination and indifference to the struggles of the unfortunate.(优绩主义作为一种关于世界如何运作的信念和一种普遍的社会理想，都应该被摒弃。它是错误的，相信它会鼓励自私、歧视和对不幸者挣扎的冷漠。)”可知，作者认为优绩主义的道德吸引力是错误的。故选A项。 4．推理判断题。根据第一段中的“Meritocracy (优绩主义) has become a leading social ideal.(优绩主义已经成为一种主要的社会理想。)”以及最后一段中的“Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal.(优绩主义作为一种关于世界如何运作的信念和一种普遍的社会理想，都应该被摒弃。)”结合全文内容可知，文章主要围绕优绩主义展开讨论，指出其错误及不良影响，目的是挑战一种普遍持有的社会信念。故选B项。 重难·创新演练 设题创新：精神智力 SQ(T1)；气候归因模型(T3)；无目的热爱(T4) 学科融合：社会认知心理学(T2)；文学理论(T5) Passage 1 【新情境・AI 时代人类独特性】 （2026·北京西城·一模） Intelligence is changing. For most of modern history, IQ was treated as the gold standard for potential, and later, EQ became the best way to succeed in relationship-driven spaces. Now, both are being challenged because AI models can complete cognitive (认知的) tasks with superior speed and accuracy while simulating (模拟) emotional connections with users in ways that feel increasingly realistic. Many of the abilities we once relied on to stand out are no longer exclusively human. Once, being the smartest in the room ensured success. Today, this advantage weakens — AI drafts complex strategies and processes information at a range and speed no human can match. The differentiator shifts from accessing information to interpreting it wisely, leaving many questioning their place as human skills are easily automated. One capacity gaining attention is spiritual intelligence (SQ). Although the term is often misunderstood as religious, most researchers use it in a worldly way to describe how people find meaning and direction in their lives. The common thread is that SQ can influence how we orient (确定方向) ourselves when familiar strategies fail, encouraging us to question whether productivity alone can sustain a meaningful life. SQ can serve as a framework to exercise our agency and stay connected to what matters during periods of rapid change and uncertainty. Unlike IQ and EQ, SQ resists automation because it develops through lived experience and the ongoing process of making meaning in our lives. It helps us perceive not only what we can do, but why it matters. Current research has associated higher levels of SQ with greater resilience (韧性), more moral leadership behaviors, higher well-being, and stronger interpersonal trust. One credible explanation is that SQ strengthens our sense of agency: when we root our decisions in meaning, we approach complexity with intentionality instead of urgency. Such value is reflected in its key qualities. Three key qualities of people who have developed SQ are often identified in research. First is systems awareness. Scholars believe SQ enables a broader perspective to spot event patterns and connections, with qualitative studies showing high SQ scorers often think interdependently. Besides, individuals with strong SQ tend to exhibit a purpose-driven orientation. Cambridge research suggests that having a sense of purpose is linked to motivation, creativity and well-being. SQ centers on purpose, though the direct causal pathway between SQ and purpose remains more correlational than definitive. Equally important is the quality of presence. Practices like mindfulness tied to SQ reduce reactivity and boost attention regulation, helping individuals stay grounded under stress for intentional actions. Perhaps SQ’s most notable trait is its gradual growth, with no dramatic reinvention needed. It emerges through honest reflection and a willingness to revisit long-held beliefs, accessible to anyone willing to engage with themselves intentionally and curiously. As AI advances, human uniqueness may shift from what we can produce to how we interpret, make choices, and live out our values. IQ and EQ will remain valuable, but no longer define our uniqueness. SQ — the ability to find consistence amid rapid change — may become our most essential human skill. 1．What are the first two paragraphs mainly about? A．Why new competitive skills are challenged. B．When traditional human advantages will fail. C．How human uniqueness is shifting in the AI era. D．What makes AI superior in information processing 2．What can be inferred about spiritual intelligence? A．It proves to be the cause of purpose. B．It grows by abandoning long-held beliefs. C．It helps people stay rooted amid uncertainty. D．It facilitates urgent decisions in complex situations. 3．Which would be the best title for the passage? A．SQ’s Advantages Over IQ & EQ B．The Rise of Spiritual Intelligence C．The Development of Human Intelligence D．How Human Intelligence Outperforms Al 【答案】1．C 2．C 3．B 【导语】文章主要介绍了在人工智能时代，传统智力（IQ）和情商（EQ）正面临挑战，而精神智力（SQ）作为一种新兴的人类核心能力，正受到越来越多的关注。 【解析】 1．主旨大意。根据第一段“Intelligence is changing. (智力正在发生变化。)”以及第二段“Many of the abilities we once relied on to stand out are no longer exclusively human. (我们曾经赖以脱颖而出的许多能力，已不再为人类所独有。)”和Many of the abilities we once relied on to stand out are no longer exclusively human.（我们曾经赖以脱颖而出的许多能力不再为人类独有。）以及“The differentiator shifts from accessing information to interpreting it wisely, leaving many questioning their place as human skills are easily automated. (区分点从获取信息转向明智地解读信息，随着人类技能轻易被自动化，许多人开始质疑自己的位置。)”可知，前两段主要讲在AI时代人类的独特性如何转变。 2．推理判断题。根据第四段“SQ can serve as a framework to exercise our agency and stay connected to what matters during periods of rapid change and uncertainty. (精神智商可以作为一种框架，在快速变化和不确定的时期，帮助我们行使自主能力，并坚守重要的事物。)”可知，精神智商帮助人们在不确定性中保持定力。 3．主旨大意题。根据最后一段中“SQ — the ability to find consistence amid rapid change — may become our most essential human skill.(精神智力——在快速变化中找到一致性（内心定力）的能力——可能成为我们最核心的人类技能。)”以及全文内容可知，文章围绕精神智力（SQ）的兴起、内涵、特点及其在AI时代的重要性展开论述。 Passage 2 【新角度・大众对专家的认知误区】 （2026·北京东城·一模） Whom would you trust more: an expert who seems to have all of the answers or one who admits what he doesn’t know? We have spent the past five years studying that question. Our research was sparked by a tension we both noticed early in our academic careers. Our graduate studies made us deeply aware of how little we knew about our respective research areas, even as we developed specialized knowledge in these fields. Scholars call this particular variety of self-awareness “intellectual humility”, and it’s something we suspect many experts encounter as they transition into a new role. On the other hand, barely anyone seemed to expect us to be intellectually humble in our then new positions. People seemed to engage with us as know-it-all, capital-E experts who could confidently answer any questions that were even remotely related to our specialties. The scariest part was that we could have easily exploited these opportunities to share our opinions on topics well beyond our expertise. These experiences got us thinking about intellectual humility among experts, which is linked with many desirable behaviors, including considering others’ perspectives, and being better at conflict resolution. Conversely, when experts claim to know more than they actually do, this is not only the abandonment of trust but also potentially disastrous in terms of promoting public conversation. Given these high stakes, we designed a series of studies to understand how people think about expertise. We asked 100 participants to freely describe their understanding of expertise, analyzed about 200 related posts on the Internet, and asked 700 online participants to tackle a word sorting task in which they identified and grouped different terms such as “knowledge” or “qualifications” into broader perspectives on expertise. The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency. At first glance, there’s nothing wrong with using qualifications and a demonstrated record of overcoming problems to examine someone’s position as an expert. On second thought, these understandings of expertise may leave some people defenseless to perceiving expertise in those who only appear to know their stuff. These people are expected to move from simplistic understandings of what makes an expert to more thoughtful ones. In future research, we want to see if it’s possible to create more substantial changes in how people understand expertise — changes that last for weeks, months and potentially years. It remains to be confirmed whether helping people prize intellectual humility in experts might make them better at detecting when someone is overstepping beyond the boundaries of their expertise, and accordingly ensure that humble experts, who are aware of and admit the limits of their expertise, are there to help humanity address our world’s most pressing challenges. 1．As for people’s perception of experts, the author is ______. A．supportive B．puzzled C．tolerant D．sceptical 2．What can be inferred about the results of present studies? A．Expertise encourages a know-it-all mindset. B．Experts fail to live up to people’s expectation. C．Intellectual humility springs from public belief. D．Problem-solving ability ranks high in expertise. 3．What can we learn from the last paragraph? A．Humility among experts should be promoted. B．A better model to assess humility is expected. C．Refining judgment on experts needs continued exploration. D．Tackling urgent issues relies on humble experts’ joint efforts. 【答案】1．D 2．D 3．C 【导语】本文是一篇议论文。文章探讨了人们对专家的认知方式，指出人们通常认为专业知识是专家的核心特征，而忽略了“智力谦逊”的重要性，并呼吁进一步研究如何帮助人们更全面地理解专家品质。 【解析】 1．推理判断题。根据第五段中“The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency.(结果表明，大多数人认为卓越的知识是专业知识的决定性特征。认为专业知识是通过解决问题和取得成果来定义的这一想法也是一种反复出现的倾向)”以及第六段中“On second thought, these understandings of expertise may leave some people defenseless to perceiving expertise in those who only appear to know their stuff. These people are expected to move from simplistic understandings of what makes an expert to more thoughtful ones.(再一想，这些对专业知识的理解可能会让一些人在面对那些只是看似懂行的人时，无法辨别其真正的专业水平。这些人应该从对专家特质的简单化理解转向更深思熟虑的理解)”可知，作者认为人们目前对专家的认知过于简单化(只看重知识)，容易被表面现象迷惑，需要转向更深入的思考。由此可推断出作者对人们当前认知专家的方式持怀疑态度。。故选D项。 2．推理判断题。根据第五段中“The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency.(结果表明，大多数人认为卓越的知识是专业知识的决定性特征。认为专业知识是由解决问题和取得成果来定义的观点也是一种反复出现的倾向)”可知，研究结果表明，大多数人认为专业知识是通过解决问题和取得成果来定义的，由此可推知，解决问题的能力在专业知识中排名很高。故选D项。 3．推理判断题。根据最后一段中“In future research, we want to see if it’s possible to create more substantial changes in how people understand expertise — changes that last for weeks, months and potentially years. It remains to be confirmed whether helping people prize intellectual humility in experts might make them better at detecting when someone is overstepping beyond the boundaries of their expertise (在未来的研究中，我们想探究是否有可能让人们对专业知识的理解发生更实质性的改变——这种改变能持续数周、数月甚至数年。帮助人们重视专家身上的智识谦逊，是否能使他们更善于察觉有人何时超越了自己的专业边界，这仍有待证实)”可知，作者指出关于如何改变人们对专家的认知以及智力谦逊的作用仍需进一步研究和证实，说明完善对专家的判断需要持续探索。故选C项。 Passage 3 【新考法・气候诉讼】 （2026·北京朝阳·一模） Arif Pujianto couldn’t sleep. When dawn broke, the area where he lives on the low-lying Pari Island in Indonesia was damaged. Eventually, he decided to do something about it. He filed a lawsuit (诉讼) against cement manufacturer Holcim. At first sight, this might seem unreasonable. After all, the company has no operations in Indonesia and is headquartered 12,000 kilometres from Pari, in Switzerland. Yet Pujianto’s case is on top of a wave of lawsuits supported by innovative climate attribution models. Computer simulations (模拟) have been the backbone of climate science since the 1960s. Scientists run them to predict how the planet will warm as the amount of greenhouse gases in our atmosphere increases. But climate models can be put to another use if they are run in a slightly different way. The idea is to simulate counterfactual scenarios (情景) and compare them with how things really turned out. How would the world look if we had left fossil fuels which we consumed in the ground, for example? Climate scientists have spent decades using this technique to figure out the consequences of carbon emissions, in a field that is broadly called attribution science. Climate models can be extremely complex and often require supercomputers to run. But two advances have started to change that. One is the development of “reduced complexity” climate models. Instead of modelling Earth’s precise physical, chemical and biological processes, these simpler models simulate them on average, which reduces processing power. The second advance boils down to innovations in the way we account for emissions and join the links in the causal chain between emissions and harms. That includes, for example, smarter ways of differentiating between historical emissions. A gigatonne of carbon emitted today, when oceans are more acidic, has different consequences to a gigatonne of carbon emitted in 1850. In 2022, climate scientists Christopher Callahan at Indiana University and Justin Mankin at Dartmouth College put these two advances together to create an end-to-end climate attribution model, one that stretches from the individual packets of emissions, perhaps from a single company, all the way to the effects of climate change on a community. Mankin is aware that the research may be used in court and pursuing climate action through climate lawsuits may be necessary. A proper test of how attribution science holds up in court in these “polluter-pays” cases hasn’t yet taken place, then. But such a test may not be too far off, says Noah Walker-Crawford, a legal advisor, especially given how many fresh cases are starting to come before judges. If a precedent is set by even a single successful polluter-pays case, it could open the floodgates to a huge number of similar claims. In each case, the individual damages demanded may be relatively small, but it could, nonetheless, be significant. 1．What can be inferred about the climate attribution model? A．It can simulate a world without carbon emissions. B．It predicts the timeline of future extreme weather. C．It is more accurate in modelling climate processes. D．It has shifted its aim to backing climate legal cases. 2．Regarding the future of “polluter-pays” cases, the author is _______ A．worried B．optimistic C．doubtful D．disapproving 3．What does the author mainly do in this passage? A．Anticipate a novel trend in court. B．Illustrate how climate models work. C．Introduce the history of climate models. D．Show a model expected to force climate action. 【答案】1．A 2．B 3．D 【导语】本文是一篇说明文。文章主要介绍了气候归因模型的发展及其在法律诉讼中的应用潜力，通过具体案例和专家观点展示了该模型如何为气候行动提供科学依据，并预示了未来“污染者付费”案件可能带来的法律和社会影响。 【解析】 1．推理判断题。根据第二段“The idea is to simulate counterfactual scenarios (情景) and compare them with how things really turned out. How would the world look if we had left fossil fuels which we consumed in the ground, for example? Climate scientists have spent decades using this technique to figure out the consequences of carbon emissions, in a field that is broadly called attribution science. (这个想法是模拟反事实情景，并将它们与实际情况进行比较。例如，如果我们把消耗的化石燃料留在地下，世界会是什么样子？气候科学家几十年来一直使用这种技术来弄清楚碳排放的后果，这个领域被广泛称为归因科学。)”可知，气候归因模型通过模拟没有碳排放的世界，并将其与实际情况进行对比，来弄清楚碳排放的后果。因此，可以推断出该模型能够模拟一个没有碳排放的世界。故选A项。 2．推理判断题。根据最后一段“But such a test may not be too far off, says Noah Walker-Crawford, a legal advisor, especially given how many fresh cases are starting to come before judges. If a precedent is set by even a single successful polluter-pays case, it could open the floodgates to a huge number of similar claims. In each case, the individual damages demanded may be relatively small, but it could, nonetheless, be significant. (但法律顾问诺亚·沃克-克劳福德表示，这样的测试可能不会太远，尤其是考虑到有多少新案件开始摆在法官面前。即使只有一个成功的污染者付费案例成为先例，也可能为大量类似索赔打开闸门。在每一种情况下，要求的个人损害赔偿可能相对较小，但尽管如此，它仍然可能是重大的。)”可知，作者认为随着新案件的不断涌现，即使只有一个成功的污染者付费案例成为先例，也可能引发大量类似的索赔，这表明作者对“污染者付费”案件的未来持乐观态度。故选B项。 3．主旨大意题。根据第一段“Yet Pujianto’s case is on top of a wave of lawsuits supported by innovative climate attribution models. (然而，普吉安托的案件是一波由创新气候归因模型支持的法律诉讼之一。)”以及后文对气候归因模型的介绍和其在法律诉讼中的应用潜力可知，文章主要介绍了一个有望推动气候行动的模型，即气候归因模型，以及该模型如何为气候法律诉讼提供科学依据。故选D项。 Passage 4 【新情境・过程大于目标】 （2026·北京石景山·一模） As I stepped out of the DMV (车管所) with my license and my head held high, I thought of all the new memories I could create. The places I could drive to were limitless. As I started driving, however, I realized that it wasn’t the GPS saying, “You have reached your destination,” that gave me a rush in my heart. The journey became more electrifying as I sang along to my “Driving Playlist”. I never understood when my mom asked me, “Do you want to go out for a drive, man?” There was nowhere to go — I didn’t have a class or a club that we would be driving to. It would be 5:00 pm on a random Tuesday when she posed the question. I declined the offer. For a long time, I approached my creative aspirations the same way I viewed those drives — only with a purpose when given a specific destination. I only picked up a paintbrush when school required it for a project. I only took up a book when I had a reading assignment. I knew I needed to change the belief that because there wasn’t a grade attached to my passion, that was meaningless. In an art project, a good friend of mine offered a solution that erased my desire for perfection: she told me to just draw aimlessly on paper. Without an end product in mind, I was able to construct a masterpiece that I could be proud of without having to receive an “A+” on it. In the past, I was driven by the fear of missing out (FOMO). Instead of enjoying moments with my friends, I attended every single academic event because I worried about the consequences if I missed one. At the start of my senior year, I feared missing out on the “high school experience” that was portrayed (描绘) in the movies I watched growing up. Yet, I am now defining my own version of that experience. It is worthwhile to pursue simple passions in life. There doesn’t need to be a grand reason for venturing out of the house; driving just for the sake of driving is my favourite pastime. The day I got my license, I no longer grabbed the wheel with hesitation; I was in control of it as I uncovered a new world of possibilities. 1．How did the author feel when he first got his driver’s license? A．Rewarded. B．Heartened. C．Honoured. D．Relieved. 2．What changed the author’s perspective on school life? A．His desire to receive an “A+”. B．Moments shared with his friends. C．A product to create a masterpiece. D．A friend’s suggestion to draw aimlessly. 3．The author’s previous FOMO was related to ______. A．the movies on high school life B．a grand reason for driving around C．the pressure of study in high school D．a grade attached to academic events 4．What can we learn from this passage? A．Trends help you find your true passion. B．A journey holds more than the destination. C．A well-planned path finally leads to success. D．Childhood shows the man, as morning shows the day. 【答案】1．B 2．D 3．D 4．B 【导语】本文是一篇夹叙夹议文。作者以拿到驾照后开车的经历为切入点，讲述了自己从“只为目标而行动”到“享受过程本身”的心态转变，领悟到人生不必事事追求明确目的，追寻简单的热爱本身就有意义。 【解析】 1．细节理解题。根据第一段“As I stepped out of the DMV (车管所) with my license and my head held high, I thought of all the new memories I could create. The places I could drive to were limitless.(当我拿着驾照昂首挺胸地走出车管所时，我想到了所有可以创造的新回忆。我能开车去的地方是无限的)”可知，作者刚拿到驾照时内心振奋、充满希望的。故选B。 2．细节理解题。根据第三段“I knew I needed to change the belief that because there wasn’t a grade attached to my passion, that was meaningless. In an art project, a good friend of mine offered a solution that erased my desire for perfection: she told me to just draw aimlessly on paper.(我知道我需要改变“因为热爱没有分数加持就毫无意义”的想法。在一次艺术项目中，我的好朋友给了一个消除我完美主义执念的办法：她让我只是漫无目的地在纸上画画)”可知，朋友“漫无目的地画画”的建议改变了作者对校园生活、对热爱的看法。故选D。 3．细节理解题。根据第四段“In the past, I was driven by the fear of missing out (FOMO). Instead of enjoying moments with my friends, I attended every single academic event because I worried about the consequences if I missed one.(以前，我总是被害怕错过（FOMO）的心理驱使着。我没有去享受和朋友们在一起的时光，而是参加了每一场学术活动，因为我担心一旦错过，就会产生不好的后果)”可知，作者之前的FOMO与学业活动所关联的成绩有关。故选D。 4．主旨大意题。根据第一段“As I started driving, however, I realized that it wasn’t the GPS saying, “You have reached your destination,” that gave me a rush in my heart. The journey became more electrifying as I sang along to my “Driving Playlist”.(然而，当我开始开车时，我才意识到，让我内心激动的并不是GPS播报的“您已到达目的地”。当我跟着我的“驾驶歌单”放声歌唱时，这段旅程反而变得更加令人兴奋)”以及全文“不必为目标而行动，享受过程本身”的核心主旨可知，文章传递的道理是“旅途比目的地更有意义”，B选项“A journey holds more than the destination.(旅途承载的意义远多于目的地)”契合全文主旨。故选B。 Passage 5 【新情境・现代传记文学革新】 （2026·北京东城·二模） A few years ago, I wrote a piece in which I declared that biography, if not quite dead, was in very poor condition. I was concerned that for far too long, it had been criticized that biographies were poorly written and just listed facts from birth to death. I even hesitated before telling people I was a biographer: it felt tantamount to admitting that I was a journalist incapable of original thought. But it turns out to be otherwise. It was more that I hadn’t been looking for it hard enough or in quite the right places. Last weekend, the University of East Anglia hosted a conference at which the masters of biography took its pulse and gave the encouraging conclusion. What has happened, these experts explained, is that biography has changed its shape. This shift has come from a growing sense that biography as it used to be done was not getting us close to the experience it was trying to describe. We all know that life isn’t actually comprised of a stately march through the decades in which loose ends, false trails and those periods where nothing much happens are tidied away out of sight. Mostly our lives feel shapeless, coming into focus only when a particular occasion makes us feel, for a few minutes at least, fully ourselves. To better reveal the authentic, unscripted nature of a life, one new approach to biography employs the presenting of something small to tell a bigger story. Frances Wilson demonstrated how effective this can be in How to Survive the Titanic. She focuses on the moment when J Bruce Ismay, the ship’s owner, jumped into a lifeboat meant for women and children, vividly charting a story about one man’s lost honour. Another approach is to organise your story around objects that carried a particular emotional charge for the person you are writing about. In The Real Jane Austen, for instance, biographer Paula Byrne pulls out an East Indian shawl (披肩) and a carringe that figured in both Austen’s personal experience and her fiction, and tells a new story around them. Other biographers have realised that their subject’s non-eventful schooling or the long holidays by the sea can be cut down to a few short paragraphs so they can spend more time on the bits that matter. These new ways of telling lives are not entirely driven by intellectual concerns. The pressures are commercial, too. People also have shorter attention spans, which means that those doorstop biographies of 400 pages can start to seem like an approaching threat rather than a delicious promise. But more and more interesting books are being published which deal with the lives of others. They may not announce themselves as “biographies”, but that doesn’t mean they aren’t. 1．What does the word “tantamount” underlined in Paragraph 1 most probably mean? A．Superior. B．Similar. C．Unusual. D．Obvious. 2．Why does the author share his ideas on life in Paragraph 2? A．To assess its significance to biography. B．To justify the emerging trend in biography. C．To emphasize the value of modern biography. D．To argue for the authenticity of conventional biography. 3．As for the new approaches, the author would agree that ________. A．they could be more engaging B．they involve subjective descriptions C．they might be easier for writers to handle D．they help commercialize the publishing industry 4．What is the passage mainly about? A．What biography is all about. B．Whether biography should mirror life. C．Why biography is anything but in decline. D．Who defines the literary status of biography. 【答案】1．B 2．B 3．A 4．C 【导语】文章主要讨论了传记非但没有衰落，反而以全新形式焕发活力。 【解析】 1．词句猜测题。根据上文“I was concerned that for far too long, it had been criticized that biographies were poorly written and just listed facts from birth to death. (我一直忧心的是，长期以来，传记饱受诟病：文笔粗糙乏味，仅仅是把人物从出生到离世的生平事实罗列堆砌而已。)”可知，过去传记饱受批评，文笔差、只会罗列事实。作者身为传记作家，觉得这份职业等同于没有独立思想的记者，是不光彩的。由此可知，tantamount意为“等同的；相当的”，与similar（相似的）含义接近。 2．推理判断题。根据第二段“This shift has come from a growing sense that biography as it used to be done was not getting us close to the experience it was trying to describe. We all know that life isn’t actually comprised of a stately march through the decades in which loose ends, false trails and those periods where nothing much happens are tidied away out of sight. Mostly our lives feel shapeless, coming into focus only when a particular occasion makes us feel, for a few minutes at least, fully ourselves.(这种转变源于一种日渐强烈的共识：传统的传记写作方式，无法让我们真正贴近它想要描摹的人生本真体验。我们都清楚，人生本就不是按部就班、庄重有序地走过数十年岁月；那些未了的心事、走岔的弯路，还有那些平淡无奇、乏善可陈的时光，本就不该被刻意修饰、隐匿抹去。大多数时候，我们的人生本就毫无章法、随性散漫，唯有在某些特定时刻，我们才能在短短片刻里，寻回完整的自我、看清本心。)”可知，第二段作者提出观点：真实的人生并不是规整有序的，而是杂乱无章、充满琐碎空白、没有条理的。传统传记强行美化、规整人生，脱离现实。作者阐述对人生的理解，是为了解释传记转型的原因，为新型传记写法提供合理性依据。 3．推理判断题。根据最后一段“People also have shorter attention spans, which means that those doorstop biographies of 400 pages can start to seem like an approaching threat rather than a delicious promise. But more and more interesting books are being published which deal with the lives of others.”（现在人们的注意力持续时间更短，这意味着那些厚达数百页的传统长篇传记开始更像一种负担，而非吸引人的阅读享受。但是采用新方法的传记越来越多有趣的作品被出版）可知，现代人注意力变短，厚重的传统传记让人望而却步，而采用新手法的传记作品越来越有趣。由此可推知，作者认为新手法更吸引人。 4．主旨大意题。根据第一段“A few years ago, I wrote a piece in which I declared that biography, if not quite dead, was in very poor condition.(几年前，我曾写过一篇文章，在文中我直言：传记文学就算没有彻底消亡，也早已江河日下、处境堪忧。)”和第二段“But it turns out to be otherwise. It was more that I hadn’t been looking for it hard enough or in quite the right places. Last weekend, the University of East Anglia hosted a conference at which the masters of biography took its pulse and gave the encouraging conclusion.(但事实却并非如此。更多是我当初寻找得不够用心，或是找错了方向。上周末，东英吉利大学举办了一场研讨会，传记文学界的名家齐聚于此，研判行业现状，并给出了令人振奋的结论。)”和全文内容可知，全文围绕传记没有衰落、反而焕新展开。 真题·实战演练 高频考点：科学实验、环境 / 城市科技、人文社科理论、思辨议论 1.（2026·北京·高考真题） The 21st century has created a whole range of new types of professionals that we have never had before — or if not quite new, at least newly repackaged. The world has always had influential people, for instance, but only now do we have “Influencer”. Similarly, the corporate world has certainly known its fair share of disruption, yet it is only in the last couple of decades that the “Disruptor” has become a recognisable figure in the way we talk about big business. In an earlier era, the Disruptor would have been called an Innovator. Yet while an Innovator creates something new, the Disruptor is defined as much by what they destroy as by what they create. The Disruptor forces change; the clean-up is somebody else’s problem. It’s an attitude best summed up as “Move fast and break things.” Back in 1929, G. K. Chesterton identified the core problem with moving fast and breaking things through a thought experiment. Imagine there is a fence along a road. Suppose it’s been there a long time, and was put there for some purpose. But that purpose is lost over time. To us, now, the fence seems to be nothing but an impediment. Why not remove it? When faced with such a fence, Chesterton thinks the fact that we can’t see the point of the fence is why we should not tear it down. Some fences keep foxes out of henhouses, for instance. If you think you can do without the fence because you’ve never seen a fox, consider if the existence of the fence is precisely why you’ve never seen one. Importantly, Chesterton is not saying that things can never be reformed. His is a preventive principle rather than an outright prohibition. We could rephrase it like this: understand the wisdom in past decisions before you reject them. If we’re too impetuous, we can end up tearing out things we don’t yet realise we rely upon. But uncritical devotion to the “way things are done” can also deny us the possibility of better days. What is required, then, is not the fearlessness of the Disruptor, but the humility (谦卑) to stop and ask questions and to know that our own perspective is neither unique nor comprehensive. Disruption can be a force for good. It can also just leave a big mess. We need the ability to work out which messes are worth avoiding — because however impressively fast you move, some things can’t be easily unbroken. 1．Regarding Chesterton’s principle, the author is _____________. A．supportive B．doubtful C．conflicted D．disappointed 2．What does the word “impetuous” underlined in Paragraph 5 most probably mean? A．Short-sighted. B．Narrow-minded. C．Hot-headed. D．Old-fashioned. 3．What can we infer from this passage about the Disruptor? A．They may clear up other people’s mess. B．They are in favour of the preventive principle. C．They preserve more traditions than they break. D．They may create more problems than they solve. 4．What does the author intend to tell us? A．Humility should be a driving force for human progress. B．Innovation should move forward the wheel of tradition. C．Reform should draw from the wellspring of past wisdom. D．Disruption should be given priority in social development. 【答案】1．A 2．C 3．D 4．C 【导语】文章介绍了商业领域“颠覆者”这一新角色，借助Chesterton的栅栏思想实验，论述盲目颠覆的弊端，提出变革前应当先理解过往经验蕴含的智慧，倡导以谦卑心态理性创新。 【解析】 1．推理判断题。根据第五段“Importantly, Chesterton is not saying that things can never be reformed. His is a preventive principle rather than an outright prohibition.(重要的是，Chesterton并不是说事物永远不能改革。他提出的是一种预防性原则，而非彻底禁止变革。)”以及第六段“What is required, then, is not the fearlessness of the Disruptor, but the humility (谦卑) to stop and ask questions and to know that our own perspective is neither unique nor comprehensive.(因此，我们需要的不是颠覆者的无所畏惧，而是停下来思考发问的谦卑之心，明白我们自身的看法既非独一无二，也并非面面俱到。)”可知，作者赞同Chesterton提出的原则。 2．词句猜测题。根据第五段“If we’re too impetuous, we can end up tearing out things we don’t yet realise we rely upon.(如果我们太过impetuous，最终可能毁掉那些我们尚且没有意识到、却十分依赖的事物。)”可知，如果行事过于冲动草率，我们会毁掉那些自己尚未意识到、却十分依赖的事物，划线词“impetuous”表示“冲动的，鲁莽的”，与C选项“Hot-headed(冲动莽撞的)”含义一致。 3．推理判断题。根据第二段“The Disruptor forces change; the clean-up is somebody else’s problem.(颠覆者强行推动变革，收拾残局却是别人的事。)”以及第六段“Disruption can be a force for good. It can also just leave a big mess.(颠覆或许能产生积极作用，但也可能只留下一堆烂摊子。)”可知，颠覆者只管打破现状，后续烂摊子交由别人处理，很可能制造出比解决掉的更多问题。 4．推理判断题。根据第五段“We could rephrase it like this: understand the wisdom in past decisions before you reject them.(我们可以这样概括：在否定过往决策之前，先领会其中蕴含的智慧。)”可知，全文核心观点是进行改革前，先要挖掘、借鉴过去决策中的智慧。 2.（2026·全国一卷·高考真题） A team of Cambridge psychologists conducted an experiment to compare the cognitive (认知的) effects of merely seeing art with actively judging how beautiful it is. In the study, 187 people were invited to visit Kettle’s Yard gallery during an exhibition of handmade clay objects. Participants were randomly divided into two groups: the “beauty” group was asked to actively consider and then rate the beauty of each object they viewed, while the control group just matched a line drawing of the object with the artwork itself. All participants were then tested on how they process information, and whether it’s in a more practical or abstract way. Across all participants, those in the beauty group scored almost 14% higher on average than the control group in abstract thinking. While they were told the study was about cognitive processes, participants were asked about interests, with around half saying they had an artistic hobby. Among those, the effect was greater: those with an artistic hobby in the beauty group scored over 25% higher on average for abstract thinking than those with an artistic hobby in the control group. Emotional states of participants were also measured by asking about their feelings while completing the gallery task. Across all participants, those in the beauty group reported an average of 23% higher levels of “transformative and self-transcendent feelings” — such as feeling moved, enlightened and inspired — than the control group. Importantly, however, the beauty group did not report feeling any happier than the control group, suggesting that it was the engagement with beauty that influenced abstract thinking, rather than any overall positivity from the experience. “We usually think in very concrete terms when doing something on a screen,” said Simone Schnall, senior author of the study. “It’s becoming much rarer to zone out and just let the mind wander, but that’s when we think in ways that broaden our minds. Admiring the beauty of art may be the ideal way to initiate the abstract cognitive processes.” 1．What was the beauty group asked to do with the clay objects? A．Draw their outlines. B．Give each piece a rating. C．Compare their prices. D．Make a copy of each piece. 2．Which participants got the highest score on average in the test? A．Beauty group, with an artistic hobby. B．Beauty group, without an artistic hobby. C．Control group, with an artistic hobby. D．Control group, without an artistic hobby. 3．Why were the participants’ emotional states measured? A．To discover their attitudes towards art. B．To identify their specific thinking patterns. C．To examine the difficulty of the tasks. D．To determine factors behind the test results. 4．What is the major finding of the study regarding the appreciation of art? A．It enhances emotional ties. B．It needs critical thinking skills. C．It creates positive feelings. D．It encourages abstract thinking. 【答案】1．B 2．A 3．D 4．D 【导语】主要介绍剑桥心理学家开展对照实验，对比单纯观赏艺术品和主动评判美感分别带来的认知影响，并解读实验结论：主动欣赏艺术之美能够促进抽象思维，让人跳出具体、狭隘的思维方式。 【解析】 1．细节理解题。根据第二段中的“Participants were randomly divided into two groups: the “beauty” group was asked to actively consider and then rate the beauty of each object they viewed, while the control group just matched a line drawing of the object with the artwork itself.(参与者被随机分成两组：“美感组”被要求主动思考，然后为他们所观看的每一件物品的美感打分，而对照组只是把物品的线条图和这件艺术品实物进行配对。)”可知，美感组要为每件作品打分评级。 2．细节理解题。根据第三段中的“Among those, the effect was greater: those with an artistic hobby in the beauty group scored over 25% higher on average for abstract thinking than those with an artistic hobby in the control group.(在那些人当中，效果更加显著：美感组中有艺术爱好的受试者，其抽象思维平均分比对照组中有艺术爱好的受试者高出25%以上。)”以及第四段中的“Across all participants, those in the beauty group reported an average of 23% higher levels of “transformative and self-transcendent feelings” — such as feeling moved, enlightened and inspired — than the control group.(在所有受试者中，审美组受试者所报告的 “蜕变感与自我超越感”（诸如感动、豁然开朗、备受鼓舞这类情绪）平均水平，比对照组高出23%。)”可知，拥有艺术爱好的美感组成员测试平均分最高。 3．推理判断题。根据第四段中的“Emotional states of participants were also measured by asking about their feelings while completing the gallery task. Across all participants, those in the beauty group reported an average of 23% higher levels of “transformative and self-transcendent feelings” — such as feeling moved, enlightened and inspired — than the control group. Importantly, however, the beauty group did not report feeling any happier than the control group, suggesting that it was the engagement with beauty that influenced abstract thinking, rather than any overall positivity from the experience.(研究人员还通过询问受试者在参观美术馆任务过程中的内心感受，测评了他们的情绪状态。在全部受试者里，美感组汇报的“蜕变感与自我超越感”（例如心生触动、豁然开悟、备受鼓舞等感受）平均分值，比对照组高出23%。但关键的一点是，美感组并未表示自己比对照组更快乐。这就说明，是对美的感知体验影响了抽象思维能力，而非这段经历带来的整体积极情绪在起作用。)”可知，研究者通过检测情绪，排除了积极情绪干扰，找到了造成两组测试分数差距的真实原因，也就是确定测试结果背后的影响因素。 4．推理判断题。根据第一段的“A team of Cambridge psychologists conducted an experiment to compare the cognitive ( 认知的 ) effects of merely seeing art with actively judging how beautiful it is.(剑桥大学的一组心理学家进行了一项实验，旨在比较仅仅观看艺术作品与主动评判其美感所产生的认知效应。)”；第三段中的“Across all participants, those in the beauty group scored almost 14% higher on average than the control group in abstract thinking.(在所有参与者中，美感组的抽象思维平均分比对照组高出近 14%。)”以及第五段中的“Admiring the beauty of art may be the ideal way to initiate the abstract cognitive processes.(欣赏艺术之美或许是启动抽象认知过程的理想途径。)”可知，实验全程数据都体现出主动品鉴艺术美感可以提升抽象思维得分，研究者最终也证实欣赏艺术能够启动抽象认知过程，因此推断欣赏艺术之美促进抽象思维。 3.（2026·全国一卷·高考真题） In line with longstanding initiatives to expand its green spaces, New York City is planting tens of thousands of trees each year. They provide shade, lower surface temperatures, absorb a surprising amount of airborne carbon, remove tiny pollutants, and provide wildlife habitat along with just plain beauty. Something could go wrong, though, according to a new study. Oaks and sweetgums, which currently account for a majority of the city’s trees, produce huge amounts of a chemical substance called isoprene. Harmless by itself, isoprene interacts rapidly with polluting nitrogen oxides released by vehicles, buildings and industry to form ground-level ozone (臭氧) — a major factor in many breathing problems. The research, carried out by scientists at the Columbia Climate School and other institutions, found that if the city maintains past species patterns in new plantings, isoprene production in Manhattan in coming decades will go up by about 140%, and resulting summer ozone levels as much as 30%. “We’re all for planting more trees. They bring so many good things,” said study coauthor Róisín Commane. “But if we’re not careful, we could make air quality worse.” The Parks Department is not oblivious to the issue. A study carried out by some of its researchers several years ago concluded that city trees did release isoprene. “We didn’t make a big deal of that,” said Novem Auyeung, a Parks Department senior scientist. She said trees should not be viewed as the enemy. “We could plant any trees we want to, if we just rethink our car-centric lifestyle,” she said. “We’re not going to go cutting down any big old oaks,” and neither will the department completely stop planting new ones, said Auyeung. “You have to think about what you would lose if you do that.” Oaks are keystone species, she pointed out, providing food and habitat for native insects, birds and other animals. 1．What does the new study imply regarding oaks and sweetgums? A．They affect the growth of other trees. B．They absorb less carbon than expected. C．They harm people’s health indirectly. D．They raise the local temperature slowly. 2．Which of the following may Commane suggest based on their study? A．Cutting down the isoprene-producing trees. B．Suspending tree-planting for a few decades. C．Changing the species of trees in new plantings. D．Removing isoprene released by existing trees. 3．What does the underlined phrase “oblivious to” in paragraph 5 mean? A．Honest about. B．Unaware of. C．Related to. D．Optimistic about. 4．What would Auyeung probably advocate? A．Reducing car use in daily life. B．Providing animals with new habitats. C．Controlling population growth. D．Doing more research on the problem. 【答案】1．C 2．C 3．B 4．A 【导语】本文介绍纽约市大力植树改善城市环境，但研究发现当地主流树种橡树和枫香树会释放异戊二烯，间接加剧臭氧污染、影响空气质量，相关部门也对此问题给出了应对态度与看法。 【解析】 1．细节理解题。根据第二段“Oaks and sweetgums, which currently account for a majority of the city’s trees, produce huge amounts of a chemical substance called isoprene. Harmless by itself, isoprene interacts rapidly with polluting nitrogen oxides released by vehicles, buildings and industry to form ground-level ozone (臭氧) — a major factor in many breathing problems. (橡树和枫香树目前占该市树木的大多数，它们会产生大量名为异戊二烯的化学物质。异戊二烯本身无害，但会迅速与车辆、建筑和工业排放的污染性氮氧化物发生反应，形成地面臭氧——这是许多呼吸问题的主要因素。)”可知，橡树和枫香树释放的化学物质和污染物结合形成地面臭氧，而臭氧是引发多种呼吸疾病的主要因素，由此可知这类树木会间接危害人体健康。 2．推理判断题。根据第三段“if the city maintains past species patterns in new plantings, isoprene production in Manhattan in coming decades will go up by about 140%, and resulting summer ozone levels as much as 30%. (如果该市在新种植的植物中保持以往的物种分布模式，未来几十年曼哈顿的异戊二烯产量将增加约140%，由此导致的夏季臭氧水平将上升多达30%。)”可知，Commane认为如果继续沿用以往的树种种植模式，未来异戊二烯和臭氧含量会大幅上升，再结合第四段Commane所说“But if we’re not careful, we could make air quality worse. (但如果我们不够谨慎，可能会使空气质量变得更差。)”可推断，她会建议更换新种植树木的品种。 3．词句猜测题。根据划线短语后文“A study carried out by some of its researchers several years ago concluded that city trees did release isoprene. (几年前，该局的一些研究人员进行的一项研究得出结论，城市树木确实会释放异戊二烯。)”可知，公园部门并非没有意识到城市树木会释放异戊二烯这个问题。从而推知，画划线短语“oblivious to”意为“未觉察、不注意”，与B项“Unaware of”意思一致。 4．推理判断题。根据第五段Auyeung的话“We could plant any trees we want to, if we just rethink our car-centric lifestyle (只要我们反思以汽车为中心的生活方式，就可以随意种植树木)”可推知，她会提倡日常生活中减少汽车使用。 4.（2026·全国二卷·高考真题） The Barcelona subway pulls into the station, the doors slide open and passengers pour out to go about their daily business. Little do they know that as they do so, a burst of energy is sent up to street level to help charge an electric car. Barcelona has put together a package of clean energy technologies to help public transportation go greener, while also doing its part to tackle climate change and aid Europe’s difficult shift to the privately owned electric vehicle market. Sixteen stations of Barcelona’s subway system are part of its new MetroCharge project, whereby the energy from the underground trains’ brakes (刹车) is used to power the trains and the stations themselves, while the remainder is sent snaking through cables (电缆) to the surface to power plug-in stations for privately owned vehicles. Bernardo Espinoza, an engineer who takes the subway every day, owns an electric car. “I am pleasantly surprised, because I am always looking for where to plug it in,” Espinoza said before catching the subway in a working-class area of southern Barcelona. “And if it is from energy from the trains’ brakes, then even better.” Regenerative brakes have been in trains for decades and are also used in some cars. They consist of an electric motor which collects energy used in the braking action that would be lost as heat by conventional brakes. That energy can be immediately used to accelerate (加速) the vehicle or, in the case of the Barcelona subway system, sent along cables to supply electricity for the station or for electric car chargers. Alvaro Luna, a professor of electrical engineering, said that the system is innovative in so far as it allows for recycled energy to be redirected to specific local uses — in this case powering electric cars parked nearby. That, he said, boosts efficiency. 1．Why does Barcelona launch the MetroCharge project? A．To fuel the city’s economy. B．To enhance passengers’ experience. C．To promote green transportation. D．To raise the quality of electric cars. 2．What is Espinoza’s concern? A．How to cut his travel expenses. B．Where to get a parking space. C．How to avoid rush-hour traffic. D．Where to find a charging point. 3．What aspect of regenerative brakes is discussed in paragraph 5? A．Their operating conditions. B．Their conventional standard. C．Their potential risks. D．Their working mechanism. 4．What did Luna say about the system? A．It uses reclaimed energy creatively. B．It improves workers’ efficiency. C．It prioritizes the safety of trains. D．It generates jobs for the locals. 【答案】1．C 2．D 3．D 4．A 【导语】文章主要介绍了巴塞罗那推出的地铁能量回收项目，利用列车刹车余能为电车充电桩供电，实现绿色交通与能源高效利用。 【解析】 1．细节理解题。根据第二段中的“Barcelona has put together a package of clean energy technologies to help public transportation go greener, while also doing its part to tackle climate change and aid Europe’s difficult shift to the privately owned electric vehicle market.(巴塞罗那整合了一整套清洁能源技术，助力公共交通走向绿色环保，同时为应对气候变化出力，并助力欧洲艰难转向私人电动汽车市场。)”可知，该项目目的是推广绿色交通。 2．细节理解题。根据第四段中的““I am pleasantly surprised, because I am always looking for where to plug it in,” Espinoza said before catching the subway in a working-class area of southern Barcelona. (埃斯皮诺萨在巴塞罗那南部一处工人街区搭乘地铁前说道：“我又惊喜又开心，我总在四处找地方给车充电。”)”可知，埃斯皮诺萨一直发愁找不到充电桩。 3．主旨大意题。根据第五段中的“They consist of an electric motor which collects energy used in the braking action that would be lost as heat by conventional brakes. That energy can be immediately used to accelerate the vehicle or, in the case of the Barcelona subway system, sent along cables to supply electricity for the station or for electric car chargers.(它们由一个电动机构成，该电动机会收集刹车动作中产生的能量——这些能量在传统刹车系统中会以热量的形式散失掉。这些能量可以立即用于加速车辆，或者在巴塞罗那地铁系统的情况下，通过电缆输送，为车站或电动汽车充电桩供电。)”可知，本段介绍了再生刹车的工作原理。 4．细节理解题。根据第六段中的“Alvaro Luna, a professor of electrical engineering, said that the system is innovative in so far as it allows for recycled energy to be redirected to specific local uses — in this case powering electric cars parked nearby. (电气工程教授阿尔瓦罗・卢纳表示，这套系统颇具创新性，原因在于它能将回收的电能重新调配，用于当地特定用途——本案例中就是为停在附近的电动汽车供电。)”可知，卢纳认为该系统创新性地利用了回收能源。 5.（2026·全国二卷·高考真题） The peak of Mount Qomolangma, 8,849 meters above sea level. Chimborazo, 6,263 m; Mont Blanc, 4,806 m; Pradidali hut, at the foot of the Pala group in the Dolomites, 2,278 m. It is common practice to provide the elevation (高度) of a place. Simple readings are now readily available on our phones and wearables. But elevation is necessarily relative: only the choice of a reference point allows us to express numerically the height of an object or a location. The idea of sea level as a reference point for elevations has by now been around for so long as to go essentially unnoticed-we mention it without even considering what it means. That the concept has a history is easily ignored. We tend to forget that sea level is a product of technically and culturally determined assumptions. In this book, I tell a story of these assumptions. Appropriately, the book took shape during a summer spent between sea and mountains. A month after visiting the French Riviera and enjoying the sandy beaches of Nice and Menton, I went hiking with friends in the Pala group. Resting on a pass near the Pradidali hut, we began discussing the readings offered by our altimeters (测高仪). Why did they vary ever so slightly from one instrument to the next? This sense of uncertainty led me to think about the meaning of zero. This is how I began my search for the conceptual history of sea level. In this book I examine three crucial stages in the history of mean sea level. These stages mirror the development of human conceptions of the sea. Since I began thinking about this project in August 2011, the issue of sea-level rise and the need to place it historically have only become more urgent: between then and the end of 2022 the global sea rose by almost 5 centimeters, about half of the overall rise recorded by satellites since 1993. 1．What does the author point out at the beginning of the text? A．Some mountains are getting higher. B．Data on wearables are misleading. C．The concept of elevation is relative. D．The reference point is hard to locate. 2．What is paragraph 3 mainly about? A．How the altimeter was invented. B．What initiated the author’s research. C．Why the digital readings varied. D．Where the author spent his holiday. 3．What does the underlined word “it” refer to in the last paragraph? A．The book. B．The project. C．The issue. D．The development. 4．What can be the title of the book mentioned in the text? A．The Altimeter: A Must-Have B．Sea Level: A History C．Meaning of Zero: Nothing or Everything D．Mountains to Seas: Ups and Downs 【答案】1．C 2．B 3．C 4．B 【导语】文章主要探讨了海拔高度的相对性，以及海平面作为参考点的历史演变。作者通过个人经历引出对海平面概念的思考，并介绍了其著作中关于平均海平面历史的研究。 【解析】 1．细节理解题。根据第一段“But elevation is necessarily relative: only the choice of a reference point allows us to express numerically the height of an object or a location. (但海拔必定是相对的：只有选择一个参考点，我们才能用数字表达一个物体或位置的高度。) ”可知，作者在文章开头指出海拔的概念是相对的。 2．主旨大意题。根据第三段“Resting on a pass near the Pradidali hut, we began discussing the readings offered by our altimeters (测高仪). Why did they vary ever so slightly from one instrument to the next? This sense of uncertainty led me to think about the meaning of zero. This is how I began my search for the conceptual history of sea level. (在Pradidali小屋附近的山口休息时，我们开始讨论测高仪上的读数。为什么不同仪器之间的读数略有差异？这种不确定性让我开始思考零的含义。这就是我开始探究海平面概念史的原因。)”可推知，本段主要讲述了作者研究工作的起因。 3．词义猜测题。根据最后一段“Since I began thinking about this project in August 2011, the issue of sea-level rise and the need to place it historically have only become more urgent: between then and the end of 2022 the global sea rose by almost 5 centimeters, about half of the overall rise recorded by satellites since 1993.(自从我在2011年8月开始思考这个项目以来，海平面上升的问题以及将它置于历史背景下的必要性变得愈发紧迫：从那时到2022年底，全球海平面上升了近5厘米，约占自1993年以来卫星记录的总体上升幅度的一半。)”可知，划线词“it”指代前文提到的“the issue of sea-level rise”中的“the issue”，即海平面上升的问题。 4．推理判断题。通读全文，根据第二段“That the concept has a history is easily ignored. We tend to forget that sea level is a product of technically and culturally determined assumptions. In this book, I tell a story of these assumptions.(这个概念有一段历史很容易被忽视。我们往往忘记海平面是技术和文化决定的假设的产物。在这本书中，我讲述了这些假设的故事。)”以及第四段“In this book I examine three crucial stages in the history of mean sea level.(在这本书中，我考察了平均海平面历史的三个关键阶段。)”可推知，该书主要探讨海平面的历史。因此，这本书最合适的标题是“海平面：一段历史”。 6.（2026·浙江·高考真题） Carbon removal is crucial for fighting climate change. Scientists at Salk Institute are making use of the natural capacity of plants to absorb carbon dioxide by enhancing their root systems. This optimization (优化) aims to increase the amount of carbon stored and extend the duration of its storage. To design these climate-saving plants, the scientists are using a research tool called SLEAP — an AI software that tracks multiple features of root growth. Created by Salk Fellow Talmo Pereira, SLEAP was initially designed to track animal movement in the lab. Now, Pereira has teamed up with plant scientist Professor Wolfgang Busch to apply SLEAP to plants. In a study published in Plant Phenomics, Busch and Pereira establish a new procedure for using SLEAP to analyze plant root phenotypes — how deep and wide they grow, how massive their root systems become, and other physical qualities. Prior to SLEAP, tracking the physical characteristics of both plants and animals required a lot of labor that slowed the scientific process. SLEAP uses computer vision (the ability for computers to understand images) and deep learning (an AI approach for training a computer to learn and work like the human brain) to help researchers process images much more quickly. The application of SLEAP to plants has already enabled researchers to establish the most extensive catalog (目录) of plant root phenotypes to date. What’s more, tracking these physical root system characteristics helps scientists find genes (基因) associated with those characteristics, as well as whether multiple root characteristics are determined by the same genes or independently. This allows the Salk team to determine what genes are most beneficial to their plant designs. “Our cooperation is truly proof of what makes Salk science so special and impactful,” says Pereira. “We’re not just ‘borrowing’ from different disciplines — we’re really putting them on equal footing in order to create something greater than the sum of its parts.” 1．What do the scientists at Salk Institute hope to achieve? A．Keeping more carbon in plants. B．Optimizing the use of energy. C．Enhancing biological diversity. D．Reducing carbon absorption. 2．Why did Pereira create SLEAP? A．To generate plant images. B．To conduct research on animals. C．To study climate patterns. D．To track features of root growth. 3．What will SLEAP help the scientists do? A．Pick out diseased plants in the forest. B．Collect samples of plant root systems. C．Identify genes for desirable plant roots. D．Preserve the genes of endangered plants. 4．What can be inferred from Pereira’s words? A．Academic disciplines are of equal importance. B．Computer programming is a must for scientists. C．Interdisciplinary approach promotes creativity. D．Cooperation outweighs competition in research. 【答案】1．A 2．B 3．C 4．C 【导语】这是一篇说明文。文章讲述索尔克研究所科学家为固碳优化植物根系，将原追踪动物AI工具SLEAP应用于研究植物根系表型，助力筛选有益基因，这也是跨学科合作的成果。 【解析】 1．细节理解题。根据第一段“Scientists at Salk Institute are making use of the natural capacity of plants to absorb carbon dioxide by enhancing their root systems. This optimization ( 优化) aims to increase the amount of carbon stored and extend the duration of its storage. (索尔克研究所的科学家们通过强化植物根系，利用其吸收二氧化碳的天然能力。这一优化旨在增加碳的储存量并延长其储存时间。)”可知，索尔克研究所的科学家们希望让植物储存更多的碳。故选A项。 2．细节理解题。根据第二段“Created by Salk Fellow Talmo Pereira, SLEAP was initially designed to track animal movement in the lab. (SLEAP 由索尔克研究所的塔尔莫・佩雷拉研发，最初被设计用于在实验室中追踪动物的活动。)”可知，佩雷拉研发SLEAP是为了开展动物相关研究。故选B项。 3．细节理解题。根据第四段“What’s more, tracking these physical root system characteristics helps scientists find genes (基因) associated with those characteristics, as well as whether multiple root characteristics are determined by the same genes or independently. This allows the Salk team to determine what genes are most beneficial to their plant designs. (此外，追踪这些植物根系的物理特征，有助于科学家找到与这些特征相关的基因，同时还能弄清多种根系特征是由同一基因决定，还是各自独立调控。这也让索尔克研究所的研究团队能够确定，哪些基因对其植物育种研究最具利用价值。)”可知，SLEAP能帮助科学家识别出利于培育理想根系的基因。故选C项。 4．推理判断题。根据最后一段佩雷拉的话“We’re not just ‘borrowing’ from different disciplines — we’re really putting them on equal footing in order to create something greater than the sum of its parts. (我们不只是从不同学科中‘借鉴’，而是真正让各学科处于平等地位，以创造出比各部分总和更有价值的成果。)”可知，跨学科的研究方法能够促进创新。故选C项。 7.（2026·浙江·高考真题） When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 1．What poses a challenge to teachers according to the author? A．Students’ misunderstandings about teachers. B．Students’ false assumptions about learning. C．The irrelevance of textbooks to students’ life. D．The gap between teachers’ and students’ hobbies. 2．Why does the author bring tires into the classroom? A．To teach an engineering skill. B．To explain the structure of a car. C．To share a real-life experience. D．To illustrate a scientific concept. 3．What was the unexpected outcome of the author’s teaching method? A．A higher class attendance rate. B．Better examination results. C．A closer teacher-student bond. D．More spare time for students. 4．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. 【答案】1．B 2．D 3．C 4．A 【导语】这是一篇记叙文。文章讲述了一位教师为打破学生对学习的错误认知，将自己的爱好融入课堂教学的经历，介绍了该教学方式的具体实践、初衷，以及意外收获的师生关系升温的效果，最终这一做法成为其教学理念，不仅让课堂更生动，还能启发学生找到自身的兴趣热情。 【解析】 1．细节理解题。根据第一段“When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests (作为一名教师，工作的很大一部分是纠正学生的错误认知。学生们走进教室时，往往认为学习毫无乐趣，所学的知识与现实世界无关，更不用说和他们的个人兴趣相关了)”可知，教师面临的一大挑战是学生对于学习的错误设想，认为学习无趣且和现实、自身兴趣无关。故选B。 2．细节理解题。根据第二段“I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (我是一名汽车爱好者，所以教物理时，我会用汽车相关知识为物理概念创设情境。比如讲到摩擦力时，我会把不同的轮胎带到教室，让学生用它们做实验，看看摩擦力在现实生活中是如何起作用的)”可知，作者将轮胎带到教室，是为了借助实物实验，让学生理解摩擦力这一科学概念在现实中的应用，也就是阐释科学概念。故选D。 3．细节理解题。根据第三段“When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them (起初我把爱好带进课堂时，一心想着这样做能提高学生的课堂参与度，帮助他们理解科学概念，但我很快发现，这种做法还帮助我和学生建立了更紧密的关系)”可知，作者将爱好融入课堂的初衷是提升参与度、帮助学生理解概念，而意外的结果是师生之间的联系变得更加紧密。故选C。 4．推理判断题。通读全文，尤其根据作者打破传统教学模式，主动将自己的汽车爱好融入物理课堂，通过第二段“If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (例如，如果我们要讨论摩擦，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验室实验，看看摩擦在现实生活中是如何工作的)”和最后一段“What started as an experiment is now more of a philosophy.Even when I'm planning classes，I tend to think about how I can bring in my hobbies.I find that doing so energizes my instruction，engages my students，and demonstrates to them how abstract concepts play out in the real world.Best of all，my passion for my hobbies seems to inspire them to be passionate about finding their own.(最初的尝试如今已演变成一种教学理念。即使在备课的时候，我也会思考如何把爱好融入教学。我发现这样做能让我的课堂更有活力，吸引学生的注意力，并向他们展示抽象概念在现实世界中的具体体现。最重要的是，我对爱好的热情似乎能激励他们满怀热情地去寻找属于自己的兴趣所在)”可知，作者作为教师，敢于创新教学方式，打破学生对学习的固有认知，是富有创新精神的。故选A。 8.（2026·浙江·高考真题） Human beings have always loved reviews: word of mouth has long been regarded as one of the most valuable marketing tools available to a company. Consumers enjoy reading and giving reviews. However, the problem is that a lot of the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikov of Loyola University of Chicago and Kwong Chan of Northeastern University recently published a study on fake reviews. The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel. The results show that consumers generally trust negative reviews more than positive ones. Moreover, we humans tend to assume that positive reviews might be fake. “Overall, negative reviews are less common. So, we pay more attention to them. When a negative review is fake, we get tricked,” Azimi says. When it came to faking a review, length was important to believability, as was detail. A long, negative review of a hotel, complete with lot$ 第03讲 阅读理解题 目 录 模拟·基础演练 1 重难·创新演练 13 真题·实战演练 21 模拟·基础演练 考查重点：细节理解、主旨大意、词义猜测、推理判断 考向01 记叙文 1.（2026·北京东城·一模） Glancing at the author’s copy of the book on the desk, I am reminded of how long it has taken to get to this point as I am confirming the arrangements for one of the promotional events scheduled for my fourth non-fiction work on art. I actually started professional writing fairly late in life, after working for the local council for many years. Although I was into literature, it was for personal enjoyment. During my teenage years I sometimes wrote for the school magazine, just for fun. Later, this interest developed into a stronger desire for recognition, and, I’d spend months typing texts and sending them off to magazines and publishers, anxiously awaiting a response that often never came. I have also had a passion for art. Wandering around galleries is an absolute pleasure for me, although I don’t have an artistic bone in my body, unlike my twin sister, Louisa, who is remarkably gifted and has launched a career as an artist. One evening she called to say she was struggling with the text for an upcoming exhibition brochure and asked if I could give her a hand. I warned her that I’d give it a try. Later that evening I managed to produce something that I thought might be acceptable and emailed it to her. It was a real success and set the wheels in motion to turn my dream into a reality. One of the guests at the opening night was an editor working for an online arts magazine. Having been impressed by my piece describing the exhibition in the brochure, she managed to track me down, first by contacting the gallery and then my sister. Well, to be honest, I didn’t know what to think and the prospect of meeting with her filled me with fear. Questions came flooding through my mind and I immediately messaged my sister, who strongly urged me to seize the opportunity. So I fired off an acceptance email before I had the opportunity to change my mind again. Over the following months I devoted every spare moment of my time to attending exhibitions and crafting commentary articles on the region’s artists. I have to admit that the whole thing was exciting. My brain was constantly filled with ideas, and I enjoyed watching them take shape as I typed into the night on my laptop. After that first summer, I was hooked on writing about art, which was so enjoyable and satisfying. Definitely, it was what I should be doing. 1．When the author was young, she ______. A．had a talent for art B．ran a school magazine C．found writing interesting D．won recognition from publishers 2．Receiving her sister’s request for help, the author was ______. A．cautious B．touched C．relieved D．uninterested 3．What finally encouraged the author to accept the editor’s offer? A．Her passion for art. B．Confidence from success. C．The editor’s enthusiasm. D．The push from her sister. 4．What can we learn from the passage? A．Every end is a fresh beginning. B．Talent is born from consistent effort. C．Unexpected turns in life may bring gifts. D．Lifelong learning leads to personal growth. 2.（2026·北京朝阳·一模） I had been considering giving up. For the past eight years, I’ve met with prospective first-year students as a volunteer interviewer for my alma mater (母校). The reports I submit after the interviews become part of their admissions file. But acceptance rate of my university is low and each time I see the word “Denied” next to one of my interviewees’ names at the end of an admissions cycle, I feel a little more heartbroken. Don’t get me wrong. I’ve gotten to know loads of inspiring kids, and a handful of them were offered a spot. After a cycle in which none of my interviewees was green-lighted, though, I started to wonder: In expressing my enthusiasm for my university in interviews, was I doing them a favor or setting them up for disappointment? Was it fair of me to share an inside look into my university when most won’t have access to it? Then, out of the blue, I received a text from one of “my” admits, Layla. She thanked me for getting her into my university. I was touched, but I mentally dismissed the validity (合理性) of what seemed to be a misguided assumption of how the admissions process works. We met for coffee a few months later, and she delighted me with a detailed discussion of her classes, her professors, her research, and her friends. Her eyes were bright, her excitement visible. She told me she had submitted a request to spend 20 minutes with her admissions file. I couldn’t understand why she wanted to take the time to look. Couldn’t she just enjoy her time as an admitted student without being distracted by disturbing questions of whether she belonged? As it turns out, Layla learned that the admissions officer who first read her file was on the fence about her but then decided to put her application through for another read because of what I’d written in my interview report. My voice had made a difference. Layla found the relief she’d been looking for: Why was she here? Did she really matter to this incredible community? Seeing her put her worries to rest helped me do the same with my own. Maybe sometimes we all need to hear that we matter. 1．What made the author consider giving up the volunteer work? A．Getting tired of writing interview reports. B．Failing to help some of the promising kids. C．Disappointment with interviewees’ abilities. D．Inability to stimulate interviewees’ enthusiasm. 2．Initially, the author viewed Layla’s thank-you text as ________. A．a relief B．a distraction C．a reward D．a misunderstanding 3．Why did Layla request to review her admissions file? A．To ease her worries about future. B．To clarify the author’s confusion. C．To confirm she deserved the admission. D．To prove the author’s report played a role. 4．What can we learn from this passage? A．Each soul needs a witness. B．Every cloud has a silver lining. C．What goes around comes around. D．What matters always voices itself. 考向02 说明文 1.（2026·北京海淀·一模） For half a century, psychologist Keith Holyoak has studied analogy — the capacity to see relational similarities between superficially dissimilar things — as a cornerstone of human intelligence. His new book, The Human Edge, takes a fresh look at analogy as a defining feature of human thought. At its core, analogy enables us to apply prior knowledge to novel situations. Unlike simple perceptual similarity, analogy maps relational patterns across different domains. The proverb about two dogs fighting over a bone while a third runs away, for instance, illuminates a business scenario where competing corporations weaken each other, allowing a rival to take advantage. This capacity for relational mapping underpins fluid intelligence — the ability to reason about new problems — and strongly predicts performance on intelligence tests. Analogy also drives creativity. Holyoak’s classic research on the “radiation problem” illustrates this: participants struggled to destroy a tumor (肿瘤) with rays without harming healthy tissue. But those first exposed to a story about a general attacking a castle from multiple sides readily devised the convergent (会聚的) ray solution. While we often fail to retrieve useful analogies independently, exposure to structurally similar but superficially different situations can spark breakthrough thinking. This cognitive capacity develops early and naturally. Children begin reasoning analogically around age three and the capacity continues to develop until adulthood. Holyoak identifies this as a “Late System” — a uniquely human, evolutionarily recent ability for general relational reasoning. It builds upon and cooperates with older, specialized “Early Systems” we share with other animals. While nonhuman species perform tasks that resemble analogical reasoning, these successes remain domain-specific. Humans alone can map relations across any content, from fairy tales to physics. This special ability, however, grants neither wisdom nor morality. Abstract thought has yielded both medical cures and weapons of mass destruction. As Holyoak notes, if Earth becomes uninhabitable, it won’t be the chimpanzees’ fault. The rise of AI presents a new frontier. Large language models (LLMs) now solve analogy problems at a college-student level, and their computational power could eventually produce superhuman intelligence. Yet they lack autonomy and, crucially, the ability to spontaneously notice a meaningful analogy. In art, this limitation may prove difficult to overcome. AI, lacking emotion, consciousness, and individuality, produces work many find soulless. Human uniqueness stems from the evolution of cooperative systems: a “Late System” that enables complex relational reasoning and the “Early Systems” that reflect our vast biological heritage. Their integration is the very essence of the human edge. 1．What does the word “underpins” underlined in Paragraph 2 most probably mean? A．Supports. B．Evaluates. C．Replaces. D．Frames. 2．What can we learn from the passage? A．The “Late System” is developed in adulthood. B．The “two dogs” proverb encourages competitions. C．The convergent ray solution arose from an analogy. D．LLMs can’t form analogies due to lack of autonomy. 3．Which would be the best title for the passage? A．Developing Analogy: The Core of Human Creativity B．Decoding Analogy: A Capacity Setting Humans Apart C．Defining Analogy: The Force Driving Human Evolution D．Defending Analogy: A Mechanism of Human Perception 2.（2026·北京朝阳·一模） Whether artists or scientists, investigators strike out from what is known to brave the unknown in acts of creative discovery. Think of artists and scientists as users of three modes of discovery: knowing, seeing, and telling. We are all seeking knowledge — epistemologists who question what we think we know, how we come to know it, and whether we can prove what we think we know. Meanwhile, we are all seers — aestheticists who confront what we perceive in natural and created appearances. Finally, we are all tellers and listeners — narrativists who tell about what we have found and listen to the findings of others. The epistemologist’s attention to knowing resonated (引起共鸣) in physicist Andrea Califano’s precision-medicine discoveries in cancer biology. His philosopher-physicist mind is the creative ground to discover new treatments for cancer. “A lot of ideas end up being very, very simple-minded in hindsight. But it’s very difficult to foresee whether simple-minded ideas will work in the end. There’s nothing magical about what we do. It’s just that nobody had kind of thought of cancer in this way,” said Califano. The aestheticists want to face the material world with all the capacities of the human to see and imagine. Tissue engineer Gordana Vunjak-Novakovic exposed the creative powers of aesthetics in the practice of a scientist. It was the novel Alexandria Quartet that gave her the idea of her work as “sliding planes”: “Each of the sliding planes is a body of knowledge. Then they travel past each other, and somehow connect with each other. There were three sliding planes that are three different characters’ perspectives. And then the fourth plane was the time. That is how the book was constructed, I believe, and this is how we do science.” Knowing and seeing require connections between the internal world of the seer or knower, the external world of the seeable and knowable, and the world of witnesses who receive what becomes seen or known. These connections, what I call “telling”, are achieved through narrative acts like speech. It creates a network, bridging from person to person. Nabila El-Bassel, an international leader in studying the most hard-to-deal-with global health problems, confirmed the necessity of listening to all “telling” voices. El-Bassel and her teams are listeners of their subjects’ lived experiences, making sure that suffering individuals are heard and valued. Recognising the fundamental roles of epistemology, aesthetics, and narrative studies in medical research avoids costly oppositions between arts and sciences. With all three discovery modes engaged, scientists gradually recognise why suffering matters, how delicate the balance between sickness and health is, and how urgent medicine’s mission is. Health care’s response to disease could then embrace the pursuit to comprehend phenomena deep within the cell and to face up to social issues vast across the Earth. 1．What does the word “hindsight” underlined in Paragraph 2 most probably mean? A．Innovative mindset. B．Blind-minded thinking. C．Long-term perspective. D．Reflective understanding. 2．What can we learn from this passage? A．The author has a preference for narrative studies. B．El-Bassel focuses on seeable external phenomena. C．Gordana values tackling problems from diverse angles. D．Califano’s breakthrough sets ground for cancer biology. 3．What can be inferred from the last paragraph? A．Integration of art and science is hard to achieve. B．Three discovery modes can balance sickness and health. C．Meeting social needs is as vital as doing biological studies. D．Medical research helps realise the role of three discovery modes. 4．Which would be the best title for the passage? A．The Art of Science: Knowing, Seeing, and Telling B．Three Modes of Discovery: Can Artists Be Scientists? C．A Costly Conflict: The Battle Between Art and Science D．The Medicine’s Mission: Are Scientists Brave to Complete? 考向03 夹叙夹议文 1.（2026·北京通州·一模） A colt (小雄马) named Journalism competed in the recent Preakness Stakes. He broke out well enough, but was trapped on the rail (栏杆) near the far turn as the race began to burn. The fastest ones surged (猛冲) forward and people moved their eyes from him. But he waited, holding back, hunting for space with patience. Then something shifted. There was no sudden change of speed, only a patient unfolding. Near the quarter pole, Journalism took a hard bump, hitting another horse, and then somehow slipped through the chaos. Finding daylight at last, he made up five lengths in seconds, surged down the track, and caught the leader to win by a half-length. It was a reminder that patience isn’t weakness and that some victories are earned not by charging to the front but by knowing exactly when to move. In an era wound tight with urgency, Journalism suggests a different way to succeed: Be quieter, more patient, no less powerful. For too long, our society has been running at Silicon Valley tempo — move quicker, scale faster, break through, or get left behind. It’s the rhythm we’ve absorbed: endless speed-up. On social media, everyone’s just been promoted; everyone is more disciplined than you; someone’s just run a marathon — while you are still looking for a sock. The feed keeps racing. No time to rest. Always forward. Faster. Some horses are trained to match the world that made them — break fast, seize the lead, and hang on. But Journalism settles, watches, and waits. With endurance and intelligence, he understands the rhythm of a race and how to hold his wind until it matters most. Maybe Journalism sees something we don’t. While we pursue trends, he runs with nature. While we rush, he reads the track. He reminds us there’s still strength in patience and power in knowing not just how to move, but when. We scroll, we sprint (全速奔跑), we strain to keep up. We measure our days in steps, alerts, and updates, rewarded for urgency and punished for pause. And at every stage, one wonders if it’s already too late. Some people peak early; we all remember those who seemed to have it all figured out at 17 years old. But time has a way of revealing what matters. Some of us come from behind. That’s the quiet truth in Journalism’s race. 1．What can we learn about the “Silicon Valley tempo” ? A．It encourages patience. B．It emphasizes the fast pace. C．It ignores the outcomes. D．It discourages self-discipline. 2．What can be inferred about Journalism’s victory? A．Patience and timing secure its success. B．Success is the result of overnight efforts. C．The fastest horse will always win in the end. D．Horses breaking out fast are likely to be the first. 3．The author tells the story of Journalism to ______. A．give a suggestion. B．make an assumption. C．justify a comparison. D．illustrate an argument. 4．What is the passage mainly about? A．How our culture values urgency. B．How a horse can be trained to win. C．How sticking to one’s own pace matters. D．How people keep their advantages for long. 2.（2026·北京西城·一模） I have always felt most comfortable in the classroom, and I enjoy the recognition from family and teachers for accomplishing a job well. Although I was a high achiever, I was not a student who joined every club. Throughout my life, I wanted to learn more than I wanted to be in a bunch of extracurriculars (课外活动). My academic journey continued at a community college, where I joined the student newspaper. In the newsroom, I discovered an engaging, fast-paced world that allowed me to never stop learning. It was just what I had expected. Now my transfer (转学) to Drake University for a journalism degree was a no-brainer. It was exciting to see my future become clear, but I never pictured the shock waves headed my way. The campus phenomenon known as “Drake Busy” was completely unexpected. The term describes the idea that constant busyness is the main indicator of college success. Within the first week, I felt heavy pressure to be active in all the ways my peers (同伴) were. I saw students trying to balance multiple jobs and organizations alongside schoolwork. As a student used to having confidence in the classroom, I felt this new standard threatened my identity and worsened my anxiety. I spent my first term struggling with doubts about my worthiness. My anxious thoughts tricked my mind into believing lies like “You’re not good enough.” A part of my mind realized those thoughts were not true, but that sensible voice was a whisper compared to the shouts of doubt. As a witness to this battle every day, I have learned that sometimes it just takes time to chip away at my mind’s inventions. In time, I recognized that my experience as a transfer student was different but valuable. The outsider perspective helped me tackle “Drake Busy”. I watched people trying to do too much at the expense of their well-being. I wanted to shake them and say, “Why do this to yourself?” Instead of fighting the current, I eventually learned to swim in my own lane. The pressure didn’t disappear, but my need to give in to it did. I realized that my worth wasn’t calculated by the number of meetings on my calendar, but by the real satisfaction I felt in my work. On the days I managed to balance my ambition with my peace of mind, I felt most motivated. I discovered that: true success is defined internally, not by the noise around you. 1．Before entering Drake University, the author ________. A．adopted a relaxing lifestyle B．longed to become a teacher C．struggled to choose a major D．performed well academically 2．How did the author feel within the first week at Drake University? A．Unaccustomed. B．Relieved. C．Regretful. D．Expectant. 3．What does the author think of the “Drake Busy” lifestyle? A．It lowers students’ learning efficiency. B．It indicates students’ future success. C．It threatens students’ well-being. D．It erases students’ self-doubt. 4．What message does the passage deliver? A．Outsiders rarely win. B．Your own pace matters. C．Busyness equals worthiness. D．Your anxiety drives you forward. 考向04 议论文 1.（2026·北京通州·一模） The opinion that “the humanities are useless” is not new, but it has gained renewed attention in today’s artificial intelligence-driven world. As a journalist, I’ve noticed a growing tension: technical skills are celebrated for their direct economic value, disciplines like literature, philosophy and foreign languages are often dismissed as impractical. In this climate, the essential qualities cultivated by the humanities — critical thinking, self-reflection, cultural empathy, aesthetic (审美的) taste — are pushed to the edges. And with the rise of large language models capable of writing essays and composing poetry, a pressing question emerges: Will AI replace the study of the humanities altogether? In a recent lecture, a professor of the humanities noted that AI still cannot adequately cover the unique domain of “critical thinking” that belongs to the humanities. While AI efficiently processes data, it lacks true reflection. True critical thinking cannot be coded or replaced; it must be continuously cultivated through the intensive training of the humanities. A renowned mathematician spoke passionately about the interdependence of knowledge, citing Newton, Einstein and the Renaissance as evidence. Even at institutes like MIT and Caltech, which began with a focus on engineering, strong humanities programs eventually emerged — because innovation is highly boosted where the human mind is inspired by philosophy, literature, and art. As a liberal arts major myself, I think the humanities teach us to sit with ambiguity (歧义), to listen to stories different from our own, and to recognize that not every important question has a single right answer. In an era of algorithms (算法) and automation, what we risk losing is not just creativity but conscience. AI can process data, but it cannot assume responsibility. The humanities instill the habit of asking not only “Can we do this?” but “Should we?” — a question that grows more urgent as technology permeates every layer of life. I believe the real usefulness of the humanities lies in their ability to connect — not just past to present, but person to person. In a fragmented digital world, the study of culture, history and philosophy helps rebuild shared understanding. So, no, the humanities are not useless. If anything, they are becoming more vital. The real challenge lies not in proving their worth, but in ensuring they remain a living, questioning and courageous force in education and society — especially now, when we need them most. 1．From the first two paragraphs, we know that ______. A．technical skills are widely recognized B．AI has replaced humanities studies already C．the humanities bring obvious economic gains D．people fully ignore the value of the humanities 2．What does the word “permeates” underlined in Paragraph 5 probably mean? A．Ignores and neglects. B．Reflects and enhances. C．Enters and spreads through. D．Avoids and stays away from. 3．What is the main idea of the passage? A．AI is a threat to the study of the humanities. B．Science promotes the development of society. C．Critical thinking is the value of the humanities. D．The humanities are irreplaceable in the digital era. 2.（2026·北京海淀·一模） Meritocracy (优绩主义) has become a leading social ideal. Politicians continually return to the theme that the rewards of life — money, jobs, university admission — should be distributed according to skill and effort. Conceptually and morally, meritocracy is presented as the opposite of hereditary aristocracy, in which one’s social position is determined by the lottery of birth. Although widely held, the belief that merit rather than luck determines success or failure in the world is demonstrably false. This is not least because merit itself is, in large part, the result of luck. Talent and the capacity for determined effort depend a great deal on one’s genetic gifts and upbringing. This is to say nothing of other fortuitous circumstances that figure into every success story. In his book Success and Luck, Robert Frank recounts the coincidences behind the stellar rise of many successful entrepreneurs. Luck intervenes by offering people merit, and again by furnishing circumstances where merit can translate into success. This is not to deny the industry and talent of successful people. However, it does demonstrate that the link between merit and outcome is weak and indirect at best. In addition to being false, research suggests that believing in meritocracy makes people more selfish, less self-critical and even more prone to acting in discriminatory ways. The “ultimatum game” is a common psychological experiment, where one player is given a sum of money and told to propose a division between him and another player, who may accept or reject the offer. If the offer is rejected, neither gets anything. Usually a relatively even split is offered. In one variation, participants played a fake game of skill before making offers. Players who were led to believe they had “won” claimed more for themselves than those who engaged in games of chance. Similar studies suggest that just having the idea of skill in mind makes people more tolerant of unequal outcomes. By contrast, research on gratitude indicates that remembering the role of luck increases generosity. Simply asking subjects to recall external contributors to their successes made them more likely to give to charity than those remembering internal factors. Part of meritocracy’s moral appeal is its power to justify the existing social order. On top of that, it also offers flattery. Where success is determined by merit, each win can be viewed as a reflection of personal worth and worldly failures become signs of personal weaknesses. Meritocracy ought to be abandoned both as a belief about how the world works and as a general social ideal. It’s false, and believing in it encourages selfishness, discrimination and indifference to the struggles of the unfortunate. 1．What can we learn from the first three paragraphs? A．Politicians argue life rewards are set at birth. B．Talent and determination owe nothing to luck. C．Industry enhances merit and directs to success. D．Merit is largely decided by circumstantial factors. 2．What does the author imply by citing the “ultimatum game” experiment? A．The results confirm meritocracy’s moral appeal. B．Belief in merit may encourage selfishness and bias. C．Ideas of skill can increase our willingness to donate. D．Games of chance ensure even distribution of resources. 3．The author feels meritocracy’s moral appeal is ______. A．erroneous B．justified C．practical D．groundless 4．What is the purpose of this passage? A．To criticise the mindset of chasing success. B．To challenge a commonly held social belief. C．To compare different social reward systems. D．To evaluate the pros and cons of meritocracy. 重难·创新演练 设题创新：精神智力 SQ(T1)；气候归因模型(T3)；无目的热爱(T4) 学科融合：社会认知心理学(T2)；文学理论(T5) Passage 1 【新情境・AI 时代人类独特性】 （2026·北京西城·一模） Intelligence is changing. For most of modern history, IQ was treated as the gold standard for potential, and later, EQ became the best way to succeed in relationship-driven spaces. Now, both are being challenged because AI models can complete cognitive (认知的) tasks with superior speed and accuracy while simulating (模拟) emotional connections with users in ways that feel increasingly realistic. Many of the abilities we once relied on to stand out are no longer exclusively human. Once, being the smartest in the room ensured success. Today, this advantage weakens — AI drafts complex strategies and processes information at a range and speed no human can match. The differentiator shifts from accessing information to interpreting it wisely, leaving many questioning their place as human skills are easily automated. One capacity gaining attention is spiritual intelligence (SQ). Although the term is often misunderstood as religious, most researchers use it in a worldly way to describe how people find meaning and direction in their lives. The common thread is that SQ can influence how we orient (确定方向) ourselves when familiar strategies fail, encouraging us to question whether productivity alone can sustain a meaningful life. SQ can serve as a framework to exercise our agency and stay connected to what matters during periods of rapid change and uncertainty. Unlike IQ and EQ, SQ resists automation because it develops through lived experience and the ongoing process of making meaning in our lives. It helps us perceive not only what we can do, but why it matters. Current research has associated higher levels of SQ with greater resilience (韧性), more moral leadership behaviors, higher well-being, and stronger interpersonal trust. One credible explanation is that SQ strengthens our sense of agency: when we root our decisions in meaning, we approach complexity with intentionality instead of urgency. Such value is reflected in its key qualities. Three key qualities of people who have developed SQ are often identified in research. First is systems awareness. Scholars believe SQ enables a broader perspective to spot event patterns and connections, with qualitative studies showing high SQ scorers often think interdependently. Besides, individuals with strong SQ tend to exhibit a purpose-driven orientation. Cambridge research suggests that having a sense of purpose is linked to motivation, creativity and well-being. SQ centers on purpose, though the direct causal pathway between SQ and purpose remains more correlational than definitive. Equally important is the quality of presence. Practices like mindfulness tied to SQ reduce reactivity and boost attention regulation, helping individuals stay grounded under stress for intentional actions. Perhaps SQ’s most notable trait is its gradual growth, with no dramatic reinvention needed. It emerges through honest reflection and a willingness to revisit long-held beliefs, accessible to anyone willing to engage with themselves intentionally and curiously. As AI advances, human uniqueness may shift from what we can produce to how we interpret, make choices, and live out our values. IQ and EQ will remain valuable, but no longer define our uniqueness. SQ — the ability to find consistence amid rapid change — may become our most essential human skill. 1．What are the first two paragraphs mainly about? A．Why new competitive skills are challenged. B．When traditional human advantages will fail. C．How human uniqueness is shifting in the AI era. D．What makes AI superior in information processing 2．What can be inferred about spiritual intelligence? A．It proves to be the cause of purpose. B．It grows by abandoning long-held beliefs. C．It helps people stay rooted amid uncertainty. D．It facilitates urgent decisions in complex situations. 3．Which would be the best title for the passage? A．SQ’s Advantages Over IQ & EQ B．The Rise of Spiritual Intelligence C．The Development of Human Intelligence D．How Human Intelligence Outperforms Al Passage 2 【新角度・大众对专家的认知误区】 （2026·北京东城·一模） Whom would you trust more: an expert who seems to have all of the answers or one who admits what he doesn’t know? We have spent the past five years studying that question. Our research was sparked by a tension we both noticed early in our academic careers. Our graduate studies made us deeply aware of how little we knew about our respective research areas, even as we developed specialized knowledge in these fields. Scholars call this particular variety of self-awareness “intellectual humility”, and it’s something we suspect many experts encounter as they transition into a new role. On the other hand, barely anyone seemed to expect us to be intellectually humble in our then new positions. People seemed to engage with us as know-it-all, capital-E experts who could confidently answer any questions that were even remotely related to our specialties. The scariest part was that we could have easily exploited these opportunities to share our opinions on topics well beyond our expertise. These experiences got us thinking about intellectual humility among experts, which is linked with many desirable behaviors, including considering others’ perspectives, and being better at conflict resolution. Conversely, when experts claim to know more than they actually do, this is not only the abandonment of trust but also potentially disastrous in terms of promoting public conversation. Given these high stakes, we designed a series of studies to understand how people think about expertise. We asked 100 participants to freely describe their understanding of expertise, analyzed about 200 related posts on the Internet, and asked 700 online participants to tackle a word sorting task in which they identified and grouped different terms such as “knowledge” or “qualifications” into broader perspectives on expertise. The results suggested that most people assume that exceptional knowledge is a defining feature of expertise. The thought that expertise is defined by solving problems and getting results was also a repeated tendency. At first glance, there’s nothing wrong with using qualifications and a demonstrated record of overcoming problems to examine someone’s position as an expert. On second thought, these understandings of expertise may leave some people defenseless to perceiving expertise in those who only appear to know their stuff. These people are expected to move from simplistic understandings of what makes an expert to more thoughtful ones. In future research, we want to see if it’s possible to create more substantial changes in how people understand expertise — changes that last for weeks, months and potentially years. It remains to be confirmed whether helping people prize intellectual humility in experts might make them better at detecting when someone is overstepping beyond the boundaries of their expertise, and accordingly ensure that humble experts, who are aware of and admit the limits of their expertise, are there to help humanity address our world’s most pressing challenges. 1．As for people’s perception of experts, the author is ______. A．supportive B．puzzled C．tolerant D．sceptical 2．What can be inferred about the results of present studies? A．Expertise encourages a know-it-all mindset. B．Experts fail to live up to people’s expectation. C．Intellectual humility springs from public belief. D．Problem-solving ability ranks high in expertise. 3．What can we learn from the last paragraph? A．Humility among experts should be promoted. B．A better model to assess humility is expected. C．Refining judgment on experts needs continued exploration. D．Tackling urgent issues relies on humble experts’ joint efforts. Passage 3 【新考法・气候诉讼】 （2026·北京朝阳·一模） Arif Pujianto couldn’t sleep. When dawn broke, the area where he lives on the low-lying Pari Island in Indonesia was damaged. Eventually, he decided to do something about it. He filed a lawsuit (诉讼) against cement manufacturer Holcim. At first sight, this might seem unreasonable. After all, the company has no operations in Indonesia and is headquartered 12,000 kilometres from Pari, in Switzerland. Yet Pujianto’s case is on top of a wave of lawsuits supported by innovative climate attribution models. Computer simulations (模拟) have been the backbone of climate science since the 1960s. Scientists run them to predict how the planet will warm as the amount of greenhouse gases in our atmosphere increases. But climate models can be put to another use if they are run in a slightly different way. The idea is to simulate counterfactual scenarios (情景) and compare them with how things really turned out. How would the world look if we had left fossil fuels which we consumed in the ground, for example? Climate scientists have spent decades using this technique to figure out the consequences of carbon emissions, in a field that is broadly called attribution science. Climate models can be extremely complex and often require supercomputers to run. But two advances have started to change that. One is the development of “reduced complexity” climate models. Instead of modelling Earth’s precise physical, chemical and biological processes, these simpler models simulate them on average, which reduces processing power. The second advance boils down to innovations in the way we account for emissions and join the links in the causal chain between emissions and harms. That includes, for example, smarter ways of differentiating between historical emissions. A gigatonne of carbon emitted today, when oceans are more acidic, has different consequences to a gigatonne of carbon emitted in 1850. In 2022, climate scientists Christopher Callahan at Indiana University and Justin Mankin at Dartmouth College put these two advances together to create an end-to-end climate attribution model, one that stretches from the individual packets of emissions, perhaps from a single company, all the way to the effects of climate change on a community. Mankin is aware that the research may be used in court and pursuing climate action through climate lawsuits may be necessary. A proper test of how attribution science holds up in court in these “polluter-pays” cases hasn’t yet taken place, then. But such a test may not be too far off, says Noah Walker-Crawford, a legal advisor, especially given how many fresh cases are starting to come before judges. If a precedent is set by even a single successful polluter-pays case, it could open the floodgates to a huge number of similar claims. In each case, the individual damages demanded may be relatively small, but it could, nonetheless, be significant. 1．What can be inferred about the climate attribution model? A．It can simulate a world without carbon emissions. B．It predicts the timeline of future extreme weather. C．It is more accurate in modelling climate processes. D．It has shifted its aim to backing climate legal cases. 2．Regarding the future of “polluter-pays” cases, the author is _______ A．worried B．optimistic C．doubtful D．disapproving 3．What does the author mainly do in this passage? A．Anticipate a novel trend in court. B．Illustrate how climate models work. C．Introduce the history of climate models. D．Show a model expected to force climate action. Passage 4 【新情境・过程大于目标】 （2026·北京石景山·一模） As I stepped out of the DMV (车管所) with my license and my head held high, I thought of all the new memories I could create. The places I could drive to were limitless. As I started driving, however, I realized that it wasn’t the GPS saying, “You have reached your destination,” that gave me a rush in my heart. The journey became more electrifying as I sang along to my “Driving Playlist”. I never understood when my mom asked me, “Do you want to go out for a drive, man?” There was nowhere to go — I didn’t have a class or a club that we would be driving to. It would be 5:00 pm on a random Tuesday when she posed the question. I declined the offer. For a long time, I approached my creative aspirations the same way I viewed those drives — only with a purpose when given a specific destination. I only picked up a paintbrush when school required it for a project. I only took up a book when I had a reading assignment. I knew I needed to change the belief that because there wasn’t a grade attached to my passion, that was meaningless. In an art project, a good friend of mine offered a solution that erased my desire for perfection: she told me to just draw aimlessly on paper. Without an end product in mind, I was able to construct a masterpiece that I could be proud of without having to receive an “A+” on it. In the past, I was driven by the fear of missing out (FOMO). Instead of enjoying moments with my friends, I attended every single academic event because I worried about the consequences if I missed one. At the start of my senior year, I feared missing out on the “high school experience” that was portrayed (描绘) in the movies I watched growing up. Yet, I am now defining my own version of that experience. It is worthwhile to pursue simple passions in life. There doesn’t need to be a grand reason for venturing out of the house; driving just for the sake of driving is my favourite pastime. The day I got my license, I no longer grabbed the wheel with hesitation; I was in control of it as I uncovered a new world of possibilities. 1．How did the author feel when he first got his driver’s license? A．Rewarded. B．Heartened. C．Honoured. D．Relieved. 2．What changed the author’s perspective on school life? A．His desire to receive an “A+”. B．Moments shared with his friends. C．A product to create a masterpiece. D．A friend’s suggestion to draw aimlessly. 3．The author’s previous FOMO was related to ______. A．the movies on high school life B．a grand reason for driving around C．the pressure of study in high school D．a grade attached to academic events 4．What can we learn from this passage? A．Trends help you find your true passion. B．A journey holds more than the destination. C．A well-planned path finally leads to success. D．Childhood shows the man, as morning shows the day. Passage 5 【新情境・现代传记文学革新】 （2026·北京东城·二模） A few years ago, I wrote a piece in which I declared that biography, if not quite dead, was in very poor condition. I was concerned that for far too long, it had been criticized that biographies were poorly written and just listed facts from birth to death. I even hesitated before telling people I was a biographer: it felt tantamount to admitting that I was a journalist incapable of original thought. But it turns out to be otherwise. It was more that I hadn’t been looking for it hard enough or in quite the right places. Last weekend, the University of East Anglia hosted a conference at which the masters of biography took its pulse and gave the encouraging conclusion. What has happened, these experts explained, is that biography has changed its shape. This shift has come from a growing sense that biography as it used to be done was not getting us close to the experience it was trying to describe. We all know that life isn’t actually comprised of a stately march through the decades in which loose ends, false trails and those periods where nothing much happens are tidied away out of sight. Mostly our lives feel shapeless, coming into focus only when a particular occasion makes us feel, for a few minutes at least, fully ourselves. To better reveal the authentic, unscripted nature of a life, one new approach to biography employs the presenting of something small to tell a bigger story. Frances Wilson demonstrated how effective this can be in How to Survive the Titanic. She focuses on the moment when J Bruce Ismay, the ship’s owner, jumped into a lifeboat meant for women and children, vividly charting a story about one man’s lost honour. Another approach is to organise your story around objects that carried a particular emotional charge for the person you are writing about. In The Real Jane Austen, for instance, biographer Paula Byrne pulls out an East Indian shawl (披肩) and a carringe that figured in both Austen’s personal experience and her fiction, and tells a new story around them. Other biographers have realised that their subject’s non-eventful schooling or the long holidays by the sea can be cut down to a few short paragraphs so they can spend more time on the bits that matter. These new ways of telling lives are not entirely driven by intellectual concerns. The pressures are commercial, too. People also have shorter attention spans, which means that those doorstop biographies of 400 pages can start to seem like an approaching threat rather than a delicious promise. But more and more interesting books are being published which deal with the lives of others. They may not announce themselves as “biographies”, but that doesn’t mean they aren’t. 1．What does the word “tantamount” underlined in Paragraph 1 most probably mean? A．Superior. B．Similar. C．Unusual. D．Obvious. 2．Why does the author share his ideas on life in Paragraph 2? A．To assess its significance to biography. B．To justify the emerging trend in biography. C．To emphasize the value of modern biography. D．To argue for the authenticity of conventional biography. 3．As for the new approaches, the author would agree that ________. A．they could be more engaging B．they involve subjective descriptions C．they might be easier for writers to handle D．they help commercialize the publishing industry 4．What is the passage mainly about? A．What biography is all about. B．Whether biography should mirror life. C．Why biography is anything but in decline. D．Who defines the literary status of biography. 真题·实战演练 高频考点：科学实验、环境 / 城市科技、人文社科理论、思辨议论 1.（2026·北京·高考真题） The 21st century has created a whole range of new types of professionals that we have never had before — or if not quite new, at least newly repackaged. The world has always had influential people, for instance, but only now do we have “Influencer”. Similarly, the corporate world has certainly known its fair share of disruption, yet it is only in the last couple of decades that the “Disruptor” has become a recognisable figure in the way we talk about big business. In an earlier era, the Disruptor would have been called an Innovator. Yet while an Innovator creates something new, the Disruptor is defined as much by what they destroy as by what they create. The Disruptor forces change; the clean-up is somebody else’s problem. It’s an attitude best summed up as “Move fast and break things.” Back in 1929, G. K. Chesterton identified the core problem with moving fast and breaking things through a thought experiment. Imagine there is a fence along a road. Suppose it’s been there a long time, and was put there for some purpose. But that purpose is lost over time. To us, now, the fence seems to be nothing but an impediment. Why not remove it? When faced with such a fence, Chesterton thinks the fact that we can’t see the point of the fence is why we should not tear it down. Some fences keep foxes out of henhouses, for instance. If you think you can do without the fence because you’ve never seen a fox, consider if the existence of the fence is precisely why you’ve never seen one. Importantly, Chesterton is not saying that things can never be reformed. His is a preventive principle rather than an outright prohibition. We could rephrase it like this: understand the wisdom in past decisions before you reject them. If we’re too impetuous, we can end up tearing out things we don’t yet realise we rely upon. But uncritical devotion to the “way things are done” can also deny us the possibility of better days. What is required, then, is not the fearlessness of the Disruptor, but the humility (谦卑) to stop and ask questions and to know that our own perspective is neither unique nor comprehensive. Disruption can be a force for good. It can also just leave a big mess. We need the ability to work out which messes are worth avoiding — because however impressively fast you move, some things can’t be easily unbroken. 1．Regarding Chesterton’s principle, the author is _____________. A．supportive B．doubtful C．conflicted D．disappointed 2．What does the word “impetuous” underlined in Paragraph 5 most probably mean? A．Short-sighted. B．Narrow-minded. C．Hot-headed. D．Old-fashioned. 3．What can we infer from this passage about the Disruptor? A．They may clear up other people’s mess. B．They are in favour of the preventive principle. C．They preserve more traditions than they break. D．They may create more problems than they solve. 4．What does the author intend to tell us? A．Humility should be a driving force for human progress. B．Innovation should move forward the wheel of tradition. C．Reform should draw from the wellspring of past wisdom. D．Disruption should be given priority in social development. 2.（2026·全国一卷·高考真题） A team of Cambridge psychologists conducted an experiment to compare the cognitive (认知的) effects of merely seeing art with actively judging how beautiful it is. In the study, 187 people were invited to visit Kettle’s Yard gallery during an exhibition of handmade clay objects. Participants were randomly divided into two groups: the “beauty” group was asked to actively consider and then rate the beauty of each object they viewed, while the control group just matched a line drawing of the object with the artwork itself. All participants were then tested on how they process information, and whether it’s in a more practical or abstract way. Across all participants, those in the beauty group scored almost 14% higher on average than the control group in abstract thinking. While they were told the study was about cognitive processes, participants were asked about interests, with around half saying they had an artistic hobby. Among those, the effect was greater: those with an artistic hobby in the beauty group scored over 25% higher on average for abstract thinking than those with an artistic hobby in the control group. Emotional states of participants were also measured by asking about their feelings while completing the gallery task. Across all participants, those in the beauty group reported an average of 23% higher levels of “transformative and self-transcendent feelings” — such as feeling moved, enlightened and inspired — than the control group. Importantly, however, the beauty group did not report feeling any happier than the control group, suggesting that it was the engagement with beauty that influenced abstract thinking, rather than any overall positivity from the experience. “We usually think in very concrete terms when doing something on a screen,” said Simone Schnall, senior author of the study. “It’s becoming much rarer to zone out and just let the mind wander, but that’s when we think in ways that broaden our minds. Admiring the beauty of art may be the ideal way to initiate the abstract cognitive processes.” 1．What was the beauty group asked to do with the clay objects? A．Draw their outlines. B．Give each piece a rating. C．Compare their prices. D．Make a copy of each piece. 2．Which participants got the highest score on average in the test? A．Beauty group, with an artistic hobby. B．Beauty group, without an artistic hobby. C．Control group, with an artistic hobby. D．Control group, without an artistic hobby. 3．Why were the participants’ emotional states measured? A．To discover their attitudes towards art. B．To identify their specific thinking patterns. C．To examine the difficulty of the tasks. D．To determine factors behind the test results. 4．What is the major finding of the study regarding the appreciation of art? A．It enhances emotional ties. B．It needs critical thinking skills. C．It creates positive feelings. D．It encourages abstract thinking. 3.（2026·全国一卷·高考真题） In line with longstanding initiatives to expand its green spaces, New York City is planting tens of thousands of trees each year. They provide shade, lower surface temperatures, absorb a surprising amount of airborne carbon, remove tiny pollutants, and provide wildlife habitat along with just plain beauty. Something could go wrong, though, according to a new study. Oaks and sweetgums, which currently account for a majority of the city’s trees, produce huge amounts of a chemical substance called isoprene. Harmless by itself, isoprene interacts rapidly with polluting nitrogen oxides released by vehicles, buildings and industry to form ground-level ozone (臭氧) — a major factor in many breathing problems. The research, carried out by scientists at the Columbia Climate School and other institutions, found that if the city maintains past species patterns in new plantings, isoprene production in Manhattan in coming decades will go up by about 140%, and resulting summer ozone levels as much as 30%. “We’re all for planting more trees. They bring so many good things,” said study coauthor Róisín Commane. “But if we’re not careful, we could make air quality worse.” The Parks Department is not oblivious to the issue. A study carried out by some of its researchers several years ago concluded that city trees did release isoprene. “We didn’t make a big deal of that,” said Novem Auyeung, a Parks Department senior scientist. She said trees should not be viewed as the enemy. “We could plant any trees we want to, if we just rethink our car-centric lifestyle,” she said. “We’re not going to go cutting down any big old oaks,” and neither will the department completely stop planting new ones, said Auyeung. “You have to think about what you would lose if you do that.” Oaks are keystone species, she pointed out, providing food and habitat for native insects, birds and other animals. 1．What does the new study imply regarding oaks and sweetgums? A．They affect the growth of other trees. B．They absorb less carbon than expected. C．They harm people’s health indirectly. D．They raise the local temperature slowly. 2．Which of the following may Commane suggest based on their study? A．Cutting down the isoprene-producing trees. B．Suspending tree-planting for a few decades. C．Changing the species of trees in new plantings. D．Removing isoprene released by existing trees. 3．What does the underlined phrase “oblivious to” in paragraph 5 mean? A．Honest about. B．Unaware of. C．Related to. D．Optimistic about. 4．What would Auyeung probably advocate? A．Reducing car use in daily life. B．Providing animals with new habitats. C．Controlling population growth. D．Doing more research on the problem. 4.（2026·全国二卷·高考真题） The Barcelona subway pulls into the station, the doors slide open and passengers pour out to go about their daily business. Little do they know that as they do so, a burst of energy is sent up to street level to help charge an electric car. Barcelona has put together a package of clean energy technologies to help public transportation go greener, while also doing its part to tackle climate change and aid Europe’s difficult shift to the privately owned electric vehicle market. Sixteen stations of Barcelona’s subway system are part of its new MetroCharge project, whereby the energy from the underground trains’ brakes (刹车) is used to power the trains and the stations themselves, while the remainder is sent snaking through cables (电缆) to the surface to power plug-in stations for privately owned vehicles. Bernardo Espinoza, an engineer who takes the subway every day, owns an electric car. “I am pleasantly surprised, because I am always looking for where to plug it in,” Espinoza said before catching the subway in a working-class area of southern Barcelona. “And if it is from energy from the trains’ brakes, then even better.” Regenerative brakes have been in trains for decades and are also used in some cars. They consist of an electric motor which collects energy used in the braking action that would be lost as heat by conventional brakes. That energy can be immediately used to accelerate (加速) the vehicle or, in the case of the Barcelona subway system, sent along cables to supply electricity for the station or for electric car chargers. Alvaro Luna, a professor of electrical engineering, said that the system is innovative in so far as it allows for recycled energy to be redirected to specific local uses — in this case powering electric cars parked nearby. That, he said, boosts efficiency. 1．Why does Barcelona launch the MetroCharge project? A．To fuel the city’s economy. B．To enhance passengers’ experience. C．To promote green transportation. D．To raise the quality of electric cars. 2．What is Espinoza’s concern? A．How to cut his travel expenses. B．Where to get a parking space. C．How to avoid rush-hour traffic. D．Where to find a charging point. 3．What aspect of regenerative brakes is discussed in paragraph 5? A．Their operating conditions. B．Their conventional standard. C．Their potential risks. D．Their working mechanism. 4．What did Luna say about the system? A．It uses reclaimed energy creatively. B．It improves workers’ efficiency. C．It prioritizes the safety of trains. D．It generates jobs for the locals. 5.（2026·全国二卷·高考真题） The peak of Mount Qomolangma, 8,849 meters above sea level. Chimborazo, 6,263 m; Mont Blanc, 4,806 m; Pradidali hut, at the foot of the Pala group in the Dolomites, 2,278 m. It is common practice to provide the elevation (高度) of a place. Simple readings are now readily available on our phones and wearables. But elevation is necessarily relative: only the choice of a reference point allows us to express numerically the height of an object or a location. The idea of sea level as a reference point for elevations has by now been around for so long as to go essentially unnoticed-we mention it without even considering what it means. That the concept has a history is easily ignored. We tend to forget that sea level is a product of technically and culturally determined assumptions. In this book, I tell a story of these assumptions. Appropriately, the book took shape during a summer spent between sea and mountains. A month after visiting the French Riviera and enjoying the sandy beaches of Nice and Menton, I went hiking with friends in the Pala group. Resting on a pass near the Pradidali hut, we began discussing the readings offered by our altimeters (测高仪). Why did they vary ever so slightly from one instrument to the next? This sense of uncertainty led me to think about the meaning of zero. This is how I began my search for the conceptual history of sea level. In this book I examine three crucial stages in the history of mean sea level. These stages mirror the development of human conceptions of the sea. Since I began thinking about this project in August 2011, the issue of sea-level rise and the need to place it historically have only become more urgent: between then and the end of 2022 the global sea rose by almost 5 centimeters, about half of the overall rise recorded by satellites since 1993. 1．What does the author point out at the beginning of the text? A．Some mountains are getting higher. B．Data on wearables are misleading. C．The concept of elevation is relative. D．The reference point is hard to locate. 2．What is paragraph 3 mainly about? A．How the altimeter was invented. B．What initiated the author’s research. C．Why the digital readings varied. D．Where the author spent his holiday. 3．What does the underlined word “it” refer to in the last paragraph? A．The book. B．The project. C．The issue. D．The development. 4．What can be the title of the book mentioned in the text? A．The Altimeter: A Must-Have B．Sea Level: A History C．Meaning of Zero: Nothing or Everything D．Mountains to Seas: Ups and Downs 6.（2026·浙江·高考真题） Carbon removal is crucial for fighting climate change. Scientists at Salk Institute are making use of the natural capacity of plants to absorb carbon dioxide by enhancing their root systems. This optimization (优化) aims to increase the amount of carbon stored and extend the duration of its storage. To design these climate-saving plants, the scientists are using a research tool called SLEAP — an AI software that tracks multiple features of root growth. Created by Salk Fellow Talmo Pereira, SLEAP was initially designed to track animal movement in the lab. Now, Pereira has teamed up with plant scientist Professor Wolfgang Busch to apply SLEAP to plants. In a study published in Plant Phenomics, Busch and Pereira establish a new procedure for using SLEAP to analyze plant root phenotypes — how deep and wide they grow, how massive their root systems become, and other physical qualities. Prior to SLEAP, tracking the physical characteristics of both plants and animals required a lot of labor that slowed the scientific process. SLEAP uses computer vision (the ability for computers to understand images) and deep learning (an AI approach for training a computer to learn and work like the human brain) to help researchers process images much more quickly. The application of SLEAP to plants has already enabled researchers to establish the most extensive catalog (目录) of plant root phenotypes to date. What’s more, tracking these physical root system characteristics helps scientists find genes (基因) associated with those characteristics, as well as whether multiple root characteristics are determined by the same genes or independently. This allows the Salk team to determine what genes are most beneficial to their plant designs. “Our cooperation is truly proof of what makes Salk science so special and impactful,” says Pereira. “We’re not just ‘borrowing’ from different disciplines — we’re really putting them on equal footing in order to create something greater than the sum of its parts.” 1．What do the scientists at Salk Institute hope to achieve? A．Keeping more carbon in plants. B．Optimizing the use of energy. C．Enhancing biological diversity. D．Reducing carbon absorption. 2．Why did Pereira create SLEAP? A．To generate plant images. B．To conduct research on animals. C．To study climate patterns. D．To track features of root growth. 3．What will SLEAP help the scientists do? A．Pick out diseased plants in the forest. B．Collect samples of plant root systems. C．Identify genes for desirable plant roots. D．Preserve the genes of endangered plants. 4．What can be inferred from Pereira’s words? A．Academic disciplines are of equal importance. B．Computer programming is a must for scientists. C．Interdisciplinary approach promotes creativity. D．Cooperation outweighs competition in research. 7.（2026·浙江·高考真题） When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 1．What poses a challenge to teachers according to the author? A．Students’ misunderstandings about teachers. B．Students’ false assumptions about learning. C．The irrelevance of textbooks to students’ life. D．The gap between teachers’ and students’ hobbies. 2．Why does the author bring tires into the classroom? A．To teach an engineering skill. B．To explain the structure of a car. C．To share a real-life experience. D．To illustrate a scientific concept. 3．What was the unexpected outcome of the author’s teaching method? A．A higher class attendance rate. B．Better examination results. C．A closer teacher-student bond. D．More spare time for students. 4．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. 8.（2026·浙江·高考真题） Human beings have always loved reviews: word of mouth has long been regarded as one of the most valuable marketing tools available to a company. Consumers enjoy reading and giving reviews. However, the problem is that a lot of the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikov of Loyola University of Chicago and Kwong Chan of Northeastern University recently published a study on fake reviews. The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel. The results show that consumers generally trust negative reviews more than positive ones. Moreover, we humans tend to assume that positive reviews might be fake. “Overall, negative reviews are less common. So, we pay more attention to them. When a negative review is fake, we get tricked,” Azimi says. When it came to faking a review, length was important to believability, as was detail. A long, negative review of a hotel, complete with lots of information, tended to convince participants. A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short. Emotion was also important in convincing readers — or the lack of emotion, at least. Azimi says study participants tended not to trust reviews where the writers expressed their feelings in a big way. The more dispassionate that negative write-up, the more likely it was to take the reader in. The fake reviews written for Azimi’s study were put together by humans, but increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms (算法) to weed out fake reviews, Azimi points out that the machines are programmed by humans, and given our limited ability to spot fake reviews, this isn’t a good sign. 1．Which aspect of the study does paragraph 2 mainly talk about? A．Its design. B．Its findings. C．Its purposes. D．Its significance. 2．What does the underlined word “glowing” in paragraph 4 mean? A．Funny. B．Abusive. C．Insightful. D．Praising. 3．What kind of review would readers most likely trust? A．A long, positive one. B．An unemotional, negative one. C．A short, negative one. D．An enthusiastic, positive one. 4．What can be inferred from the last paragraph? A．Many companies are producing fake reviews. B．Writing fake reviews will be declared illegal. C．Machines can detect fake reviews accurately. D．It will be harder to recognize fake reviews. 20 / 20网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $