高考经典阅读理解04——高考阅读中的典型“思辨”（全国通用）—2027跟着经典英语高考试题备高考

专题04高考经典阅读理解 ——高考阅读中的典型“思辨” 目 录 真题·命题感知 1 进阶·题型剖析 4 拔高·模拟演练 5 真题·命题感知 一、高考经典阅读理解——高考阅读中的典型“思辨” 经典：（2026年全国高考I卷）--典型思辨题——颠覆了种树就一定有好处的认知，本文选材经典，是思辨的代表作。 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. 28．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. 29．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. 30．What does the underlined phrase “oblivious to” in paragraph 5 mean? A．Honest about. B．Unaware of. C．Related to. D．Optimistic about. 31．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. 2.为什么高考中思辨题材是未来重要的命题情境 《英语新课程标准》、《高考评价体系》、《2026年普通高校招生工作的通知》这些高考重要的命题指导文件里都明确指出：考查学生的思维能力，提高学生的批判性思维能力和思辨能力。这就要求： 　　1、理性思维重点是：崇尚真知，能理解和掌握基本的科学原理和方法；尊重事实和证据，有实证意识和严谨的求知态度；逻辑清晰，能运用科学的思维方式认识事物、解决问题、指导行为等。  　　2、批判质疑重点是：具有问题意识；能独立思考、独立判断；思维缜密，能多角度、辩证地分析问题，做出选择和决定等。  　　3、勇于探究重点是：具有好奇心和想象力；能不畏困难，有坚持不懈的探索精神；能大胆尝试，积极寻求有效的问题解决方法等。 4.从 “单一能力训练” 转向 “综合能力整合”，培养学生在真实任务中运用语言解决问题的能力。关键能力的提升需依托具体情境，实现 “信息整合、逻辑推理、批判性思维、创新应用” 的协同发展。阅读理解备考应强化 “多点关联与深度探究” 能力。2026年高考全国I卷C篇就恰恰是这个指导文件的具体体现，开辟了真正提高理性、深度思维的新篇章。 进阶·题型剖析 这类试题：“考查学生关键能力、学科素养和思维品质”的完美实践。它不再满足考查学生“读没读懂”，而是进一步考查学生“有没有真正想明白”。集中体现了新高考对高阶思维能力的考查，尤其是推理能力（inference） 阅读理解C29和31题的答案基于文本，但高于文本，答案的出发点100%在文本中，但需要考生对文本信息进行加工、比较和逻辑推导，才能得出文本未明说的结论。 考点观点与证据的匹配能力：题目要求考生从说话人的直接引语中，分析其立场的核心，并判断哪个选项的行动与其立场最匹配。 强调整体性理解：孤立的句子无法解题，必须将说话人的观点置于整篇完整的因果逻辑链（树种释放异戊二烯——与汽车尾气反应——产生臭氧——危害健康）中，才能准确推断其建议。 逻辑与语言的交叉能力考查：语言教学层面上升到了逻辑哲学的层面。 文体结构特点： 分析问题的根源 实际中与人们常识不同的观点或看法 人们的普遍认识或观点 解决方案（包括各种不同的建议和看法） 备考建议 熟悉文体结构与常见考点 总的结构：研究的问题，对象，内容----研究的方法，过程---研究的结果，发现 1. 提出问题----（各类观点/背景信息）----实验发现----解决问题 2. 现象----原因----进一步推进----如何做到----进一步推进----总结 3.结论--实验--总结 结论是批旧立新；实验是设立参照组；总结是照应结论和展望未来。 命题点是：结论是什么？实验说明了什么？未来是什么？ 干扰项特点：截取关键句或非关键句的部分词汇生造一个逻辑，可以说是无中生有或张冠李戴，偷换概念。 注意：即使选项每个词文中都有，也要留意这是命题人可能在用熟悉词来混淆视线。 阅读技巧：1. 把握首段/尾段/及段落主题句（段首句） 2. 通过每个段落主题句快速掌握文章结构 3. 把握关键词/并忽略无关紧要的修饰词 4. 耐心分析与解题相关的长难句 把握说明方法，抓准关键词：阅读中重要的信息位置（需圈画或关注）： 1.首段尾段 2.段首句 3.转折处 4.引语处 5.因果处 6.目的状语 7.特殊标点符号处，如破折号 说明方法：举例子、做比较、分类别、析因果、列数字、作诠释、打比方、下定义、列图标、引用、假设、对比或类比等。 圈画标志性的用词，关注研究发现的结果：find/discover/prove/indicate/state/stress/explain/show/for example/ for instance/define/compare/cause 拔高·模拟演练 1.（2027·贵州第一次月考）Trees are already countering nearly half the urban heating caused by pavement and buildings in the world’s cities. But a new study finds that they are doing far less cooling in the hotter, poorer cities where relief is needed most. The study, published in Nature Communications, examined nearly 9,000 large urban areas. Using weather station measurements, satellite data and computer models, the researchers calculated how much cooler trees make a city by providing shade and releasing water vapour. Averaged across all cities, tree cover lowers air temperature by about 0.15°C． Without trees, those cities would be roughly 0.31°C hotter, because dark roofs and pavement absorb heat — a phenomenon known as the urban heat island effect, which is separate from the warming caused by burning fossil fuels. The average, however, hides enormous differences. About 185 million people in 31 large cities already enjoy cooling of at least 0.3°C from their trees. At the other extreme, in four cities — Dakar in Senegal, Jeddah in Saudi Arabia, Kuwait City and Amman in Jordan — tree cover is so limited that more than 15 million residents get essentially no cooling at all. Wealth is a strong predictor. Nearly 40% of cities in wealthy nations receive at least 0.25°C of cooling from trees; in the poorest countries the figure is just under 9%. The researchers point to larger lot sizes, individual home ownership and greater political influence as reasons why richer neighbourhoods tend to be greener. “It’s a matter of equity,” said Rob McDonald, the study’s lead author. Heat can kill, he noted, by confusing the brain, shutting down organs and overworking the heart. Other scientists agree that trees alone cannot solve the problem. Thomas Crowther, an ecologist who was not involved in the study, said every bit helps. As more than half the world’s population moves into cities, he argued, the buffering effect of urban vegetation will become vital — but the unequal distribution of urban trees must be corrected, so that low- and middle-income communities, often the most vulnerable to extreme heat, can share the benefits. 1．What did the researchers find about the average effect of tree cover? A．It removes urban heating almost completely. B．It makes cities slightly cooler than rural areas. C．It is too small to be measured in practice. D．It offsets about half of the urban heat island effect. 2．What does paragraph 4 mainly show? A．The cooling effect of trees varies enormously. B．Wealthy cities have fewer trees than poor ones. C．Most city residents live in hot, dry regions. D．Weather stations are unevenly distributed. 3．Why is the unequal distribution of trees a problem, according to the text? A．It slows down the growth of young trees. B．It raises the cost of planting trees in rich areas. C．Those who need cooling most often get the least. D．It makes the study’s data difficult to compare. 4．What is Crowther’s attitude towards urban trees? A．Doubtful. B．Positive but cautious. C．Completely opposed. D．Totally unconcerned. 2.（2027·上海市七宝中学月考）The recent trust crisis has led many scientists to take up arms to defend their enterprise, but in their attempt to fight back against various forms of science denial, some scientists say things that just aren’t true — and you can’t build trust if the things you are saying are not trustworthy. One popular move is to insist that science is right — full stop — and that once we discover the truth about the world, we are done. Anyone who denies such truths is ignorant. Or, as Nobel Prize-winning physicist Steven Weinberg said, “Even though a scientific theory is in a sense a social consensus, it is unlike any other sort of consensus in that it is culture-free and permanent.” Well, no. Science is a process of learning and discovery, and sometimes we learn that what we thought was right is wrong. Even a modest familiarity with the history of science offers many examples of matters that scientists thought they had resolved, only to discover that they needed to be reconsidered. Another popular move is to say scientific findings are true because scientists use “the scientific method.” But we can never actually agree on what that method is. Some will say it is experience-based reasoning: observation and description of the world. Others will say it is the experimental method: the use of experiment to test hypotheses. Recently some prominent scientists claimed the scientific method was to avoid fooling oneself into thinking something is true that is not, and vice versa. Each of these commonly held views has its merits, but if the claim is that any one of these is the scientific method, then they all fail. History and philosophy have shown that the idea of a singular scientific method is, well, unscientific. In fact, the methods of science have varied between disciplines and across time. Many scientific practices, particularly statistical tests of significance, have been developed with the idea of avoiding wishful thinking and self-deception, but that hardly constitutes “the scientific method.” Scientists have bitterly argued about which methods are the best, and, as we all know, bitter arguments rarely get resolved. In my view, the biggest mistake scientists make is to claim that this is all somehow simple and therefore to imply that anyone who doesn’t get it is dumb. Science is not simple, and neither is the natural world; therein lies the challenge of science communication. What we do is both hard and, often, hard to explain. Our efforts to understand and portray the natural world are just that: efforts. Because we’re human, we often fall flat. The good news is that when that happens, we pick ourselves up, shake off our frustrations, and get back to work. Understanding the beautiful, complex world we live in, and using that knowledge to do useful things, is both its own reward and why taxpayers should be happy to fund research. Scientific theories are not perfect copies of reality, but we have good reason to believe that they capture significant elements of it. And experience reminds us that when we ignore reality, it sooner or later comes back to bite us. 1．The quote from Steven Weinberg is intended to ______. A．illustrate that scientific theories are free from cultural influences B．stress what was believed to be true may turn out to be false theories C．show even great scientists may be unfamiliar with the history of science D．serve as an example of the belief that science produces permanent truths 2．What can be learned from Paragraphs 3 and 4? A．People cannot agree on one scientific method since science itself reflects truth. B．Scientific methods should persuade people into believing in all scientists discovered. C．There is no universal scientific method shared by all scientific fields throughout history. D．Research methods are often settled through fierce disagreements among scientists. 3．The underlined phrase “fall flat” in Paragraph 5 is closest in meaning to ________. A．fail to achieve a goal B．lie on one’s back C．fall behind the times D．rise to challenges 4．Which statement does the author probably agree with? A．It is pointless to agree on a single scientific method as science is right in itself. B．Science cannot supply absolute truths about the real world, but we cannot ignore it. C．Reflection on the history of science may help scientists restore public trust in science. D．Making scientific theories easily understandable is the biggest challenge for scientists. 3.（2026·贵州师范大学附属中学高考模拟）Every spring, millions of students sit for the college entrance examination. When the results come out, the same question echoes in living rooms across the country: What is college for? For many families, the answer is simple and practical — a degree is a ticket to a better job. But if that is all college is for, then something important has been lost. The “employment” view of higher education is not unreasonable. Tuition is expensive, and graduates do need to repay loans and support themselves. Parents who sacrificed much for their children’s education naturally want to see a return. In a competitive labor market, a degree often decides who gets an interview and who does not. To pretend that money and jobs do not matter would be dishonest. Yet reducing university to a job-training center misunderstands what education actually does. A university is not a factory that stamps out workers with the right skills. It is a place where young people learn to read carefully, think independently, and question what they are told. A student who spends four years only collecting useful skills may leave with a job, but without the ability to change when that job disappears. And jobs do disappear. The world is changing so fast that half of what students learn today may be outdated in ten years. What remains valuable is the capacity to keep learning. There is also a deeper purpose. University brings together people from different backgrounds, with different opinions and different lives. In a classroom, a student may sit next to someone whose family is far richer or far poorer than his own, whose beliefs challenge his own. Learning to listen, to disagree without hatred, and to see the world through another’s eyes — these are not “useful skills” in the narrow sense, but they are what makes a society work. A graduate who can write a good report but cannot understand a fellow human being is, in the end, poorly educated. None of this means that career preparation should be abandoned. Universities should certainly help students find work. But they should do so as part of a larger mission, not instead of it. The danger today is not that universities care about employment; it is that they care about little else. When courses are cut because they do not lead directly to jobs, when students are urged to choose majors only by salary, when the value of an education is measured only by the first paycheck — we are not making education more practical. We are making it poorer. So what is college for? It is for getting a job, yes. But it is also for becoming a person who can do more than a job. A degree may open a door. What a person becomes after walking through it depends on something the diploma itself cannot provide. 1．Which of the following best describes the structure of the passage? A．It presents a popular view, rejects it entirely, and offers a new definition. B．It acknowledges a view, exposes its limits, and argues for a broader one. C．It compares two opposite views and leaves the reader to decide. D．It describes a problem, analyzes its causes, and proposes a solution. 2．The author’s use of “not a factory that stamps out workers” (Paragraph 3) mainly serves to ______. A．criticize the poor quality of university teaching B．question the value of practical skills in education C．challenge the idea that universities exist to produce job-ready graduates D．suggest that factories treat workers better than universities do 3．What can be inferred from Paragraph 4 about the author’s view of “useful skills”? A．They are worthless compared with social skills. B．They are too narrow a standard for judging education. C．They should be taught only outside the classroom. D．They are the main reason students go to university. 4．In Paragraph 5, the author says “we are making it poorer. ” What does “it” refer to, and why is it “poorer”? A．Education; because it is becoming less practical. B．Education; because it is being reduced to job preparation. C．Society; because graduates care only about money. D．Universities; because they are losing government funding. 4.（2027·湖北武汉市调研考试）Want to lose fat? There’s one method scientifically proven to work: eating a little less food than your body needs to fuel itself each day. Do that, and your body starts using its energy reserves — its stored fat — to make up the deficit. It sounds straightforward. You dutifully keep track of the calories in every meal to make sure your daily intake stays less than your fixed limit, but the number on your weight scale never changes at all. It’s frustrating and disheartening. But there’s good news: you’re not to blame. Recent scientific findings suggest it’s almost impossible to count calories with any degree of accuracy, which explains why trying to lose weight by calorie counting is so hard. It’s not bad maths that trips most of us up, though. Generally, unless you diligently log every ingredient before you eat, humans just aren’t very good at recalling exactly what was on their plate, let alone the handful of snacks they ate without thinking. Given all that, it’s no surprise that studies suggest the average person underestimates their daily consumption by around 30 per cent (roughly 600-750 calories), or about 10 digestive biscuits. The very idea of working out calorie amounts is problematic. And that’s before we even consider the effect your individual biology can have. For instance, a 2023 study tested the outcomes of giving people a high-fibre diet, designed to feed their gut microbes (肠道菌群). With growing microbial communities in their guts, the scientists found that the participants in the study lost a little bit of weight — without eating less or feeling hungry — because they were absorbing fewer calories from their food. “That means, depending on what you eat and how many microbes are thriving (旺盛繁殖) in your gut, some calories are used by you, while others feed the microbes.” says Professor Rosa Brown, a co-author of the study. If all this is starting to make you think that calorie monitoring might be off the menu, you’d be right. 1．What does the underlined word “deficit” in paragraph 1 mean? A．Database. B．Shortfall. C．Nutrition. D．Weight. 2．What makes it hard for dieters to count calories? A．Inaccuracy of intake records. B．Lack of tracking approaches. C．Absence of scientific evidence. D．Complexity of calculation procedures. 3．What can we learn from the 2023 study? A．Calorie absorption may vary. B．Eating less means losing weight. C．Fibre reduces people’s hunger. D．Food calories determine body weight. 4．Which of the following can be the best title for the text? A．Forget the Strict Diet B．Simplify Your Calorie Log C．Skip the Dietary Math D．Adjust Your Diet Structure 5.（2027·江苏省淮阴中学阶段性测试）A “memory breakdown” is often said to be the major cognitive problem of our time. In a recent piece in The Chronicle Review, Daniel Mercer argued that “students can’t remember even simple facts without checking their phones”, and many schools have quietly lowered expectations for memorizing dates, formulas and vocabulary. Yet complaints about weak memory are hardly new. In the late 19th century, British educator Henry Latham blamed that cheap printed books would destroy students’ power to remember, because they no longer needed to keep long passages in their heads. Over the decades, similar denunciations have returned each time a new tool has entered classrooms. Mercer suggests that rather than a simple loss of ability, we may be seeing a shift in how people choose to use their memory. Many students now treat their phones as an “external brain”, much as earlier generations treated the family bookshelf. At the same time, the use of digital calendars, search engines and cloud storage continue to rise. This points to a change not in whether people can remember, but in what they believe is worth remembering. “Students can still memorize,” Mercer wrote. “They’re just deciding to memorize different things.” This leads to a deeper question: What kind of memory do we truly need, and why? Psychologists often distinguish between recall — producing information with no help — and recognition, which is using clues to find what we once knew. In classic “change blindness” experiments, people fail to notice that a stranger they are speaking to has been secretly replaced by another person, because their attention is on the task, not the face. It shows that relying on external cues (提示) and context is not always a weakness; it may reflect a different way of managing limited mental resources. Could today’s young people be developing useful memory strategies that we have not yet learned to value? What about their skill at searching huge databases in seconds, or at linking ideas across videos, chats and online documents? These new habits of remembering challenge us to reconsider — with the history of past “memory breakdown” in mind — how we might understand and support human memory in more flexible, forward-looking ways. 1．What does the underlined word “denunciations” in paragraph 2 mean? A．Origins. B．Reminders. C．Criticisms. D．Indicators. 2．What does the growing use of digital tools suggest according to Mercer? A．People no longer need to train their memory. B．People are changing the way they use their memory. C．Schools are forcing students to rely on external devices. D．Modern technology is destroying traditional learning tools. 3．Why does the author mention the “change blindness” experiments? A．To display that people are easily fooled by visual tricks. B．To prove that using outside cues can be a reasonable strategy. C．To demonstrate that face recognition is more important than tasks. D．To illustrate that most memories are formed without our awareness. 5．What will probably be discussed next? A．Challenges facing the young generation. B．More valuable lessons taught by history. C．Ways to support memory in the digital age. D．Effects of relying on external memory tools. 4 / 6 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 专题04高考经典阅读理解 ——高考阅读中的典型“思辨” 目 录 真题·命题感知 1 进阶·题型剖析 4 拔高·模拟演练 5 真题·命题感知 一、高考经典阅读理解——高考阅读中的典型“思辨” 经典：（2026年全国高考I卷）--典型思辨题——颠覆了种树就一定有好处的认知，本文选材经典，是思辨的代表作。 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. 28．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. 29．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. 30．What does the underlined phrase “oblivious to” in paragraph 5 mean? A．Honest about. B．Unaware of. C．Related to. D．Optimistic about. 31．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】28．C 29．C 30．B 31．A 【解析】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。 28．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。 29．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。 30．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。 31．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。 2.为什么高考中思辨题材是未来重要的命题情境 《英语新课程标准》、《高考评价体系》、《2026年普通高校招生工作的通知》这些高考重要的命题指导文件里都明确指出：考查学生的思维能力，提高学生的批判性思维能力和思辨能力。这就要求： 　　1、理性思维重点是：崇尚真知，能理解和掌握基本的科学原理和方法；尊重事实和证据，有实证意识和严谨的求知态度；逻辑清晰，能运用科学的思维方式认识事物、解决问题、指导行为等。  　　2、批判质疑重点是：具有问题意识；能独立思考、独立判断；思维缜密，能多角度、辩证地分析问题，做出选择和决定等。  　　3、勇于探究重点是：具有好奇心和想象力；能不畏困难，有坚持不懈的探索精神；能大胆尝试，积极寻求有效的问题解决方法等。 4.从 “单一能力训练” 转向 “综合能力整合”，培养学生在真实任务中运用语言解决问题的能力。关键能力的提升需依托具体情境，实现 “信息整合、逻辑推理、批判性思维、创新应用” 的协同发展。阅读理解备考应强化 “多点关联与深度探究” 能力。2026年高考全国I卷C篇就恰恰是这个指导文件的具体体现，开辟了真正提高理性、深度思维的新篇章。 进阶·题型剖析 这类试题：“考查学生关键能力、学科素养和思维品质”的完美实践。它不再满足考查学生“读没读懂”，而是进一步考查学生“有没有真正想明白”。集中体现了新高考对高阶思维能力的考查，尤其是推理能力（inference） 阅读理解C29和31题的答案基于文本，但高于文本，答案的出发点100%在文本中，但需要考生对文本信息进行加工、比较和逻辑推导，才能得出文本未明说的结论。 考点观点与证据的匹配能力：题目要求考生从说话人的直接引语中，分析其立场的核心，并判断哪个选项的行动与其立场最匹配。 强调整体性理解：孤立的句子无法解题，必须将说话人的观点置于整篇完整的因果逻辑链（树种释放异戊二烯——与汽车尾气反应——产生臭氧——危害健康）中，才能准确推断其建议。 逻辑与语言的交叉能力考查：语言教学层面上升到了逻辑哲学的层面。 文体结构特点： 分析问题的根源 实际中与人们常识不同的观点或看法 人们的普遍认识或观点 解决方案（包括各种不同的建议和看法） 备考建议 熟悉文体结构与常见考点 总的结构：研究的问题，对象，内容----研究的方法，过程---研究的结果，发现 1. 提出问题----（各类观点/背景信息）----实验发现----解决问题 2. 现象----原因----进一步推进----如何做到----进一步推进----总结 3.结论--实验--总结 结论是批旧立新；实验是设立参照组；总结是照应结论和展望未来。 命题点是：结论是什么？实验说明了什么？未来是什么？ 干扰项特点：截取关键句或非关键句的部分词汇生造一个逻辑，可以说是无中生有或张冠李戴，偷换概念。 注意：即使选项每个词文中都有，也要留意这是命题人可能在用熟悉词来混淆视线。 阅读技巧：1. 把握首段/尾段/及段落主题句（段首句） 2. 通过每个段落主题句快速掌握文章结构 3. 把握关键词/并忽略无关紧要的修饰词 4. 耐心分析与解题相关的长难句 把握说明方法，抓准关键词：阅读中重要的信息位置（需圈画或关注）： 1.首段尾段 2.段首句 3.转折处 4.引语处 5.因果处 6.目的状语 7.特殊标点符号处，如破折号 说明方法：举例子、做比较、分类别、析因果、列数字、作诠释、打比方、下定义、列图标、引用、假设、对比或类比等。 圈画标志性的用词，关注研究发现的结果：find/discover/prove/indicate/state/stress/explain/show/for example/ for instance/define/compare/cause 拔高·模拟演练 1.（2027·贵州第一次月考）Trees are already countering nearly half the urban heating caused by pavement and buildings in the world’s cities. But a new study finds that they are doing far less cooling in the hotter, poorer cities where relief is needed most. The study, published in Nature Communications, examined nearly 9,000 large urban areas. Using weather station measurements, satellite data and computer models, the researchers calculated how much cooler trees make a city by providing shade and releasing water vapour. Averaged across all cities, tree cover lowers air temperature by about 0.15°C． Without trees, those cities would be roughly 0.31°C hotter, because dark roofs and pavement absorb heat — a phenomenon known as the urban heat island effect, which is separate from the warming caused by burning fossil fuels. The average, however, hides enormous differences. About 185 million people in 31 large cities already enjoy cooling of at least 0.3°C from their trees. At the other extreme, in four cities — Dakar in Senegal, Jeddah in Saudi Arabia, Kuwait City and Amman in Jordan — tree cover is so limited that more than 15 million residents get essentially no cooling at all. Wealth is a strong predictor. Nearly 40% of cities in wealthy nations receive at least 0.25°C of cooling from trees; in the poorest countries the figure is just under 9%. The researchers point to larger lot sizes, individual home ownership and greater political influence as reasons why richer neighbourhoods tend to be greener. “It’s a matter of equity,” said Rob McDonald, the study’s lead author. Heat can kill, he noted, by confusing the brain, shutting down organs and overworking the heart. Other scientists agree that trees alone cannot solve the problem. Thomas Crowther, an ecologist who was not involved in the study, said every bit helps. As more than half the world’s population moves into cities, he argued, the buffering effect of urban vegetation will become vital — but the unequal distribution of urban trees must be corrected, so that low- and middle-income communities, often the most vulnerable to extreme heat, can share the benefits. 1．What did the researchers find about the average effect of tree cover? A．It removes urban heating almost completely. B．It makes cities slightly cooler than rural areas. C．It is too small to be measured in practice. D．It offsets about half of the urban heat island effect. 2．What does paragraph 4 mainly show? A．The cooling effect of trees varies enormously. B．Wealthy cities have fewer trees than poor ones. C．Most city residents live in hot, dry regions. D．Weather stations are unevenly distributed. 3．Why is the unequal distribution of trees a problem, according to the text? A．It slows down the growth of young trees. B．It raises the cost of planting trees in rich areas. C．Those who need cooling most often get the least. D．It makes the study’s data difficult to compare. 4．What is Crowther’s attitude towards urban trees? A．Doubtful. B．Positive but cautious. C．Completely opposed. D．Totally unconcerned. 【答案】1．D 2．A 3．C 4．B 【解析】本文主要介绍的是一项关于城市树木降温效果的研究，发现树木在富裕城市降温效果更好，而在需要降温的贫穷城市效果较差，揭示了环境不平等问题。 1．细节理解题。根据第一段“Trees are already countering nearly half the urban heating caused by pavement and buildings in the world’s cities. (树木已经在抵消全球城市由路面和建筑造成的近一半的城市升温。)”以及第三段“Averaged across all cities, tree cover lowers air temperature by about 0.15°C. Without trees, those cities would be roughly 0.31°C hotter, because dark roofs and pavement absorb heat — a phenomenon known as the urban heat island effect, which is separate from the warming caused by burning fossil fuels. (在所有城市中取平均值，树木覆盖可使气温降低约0.15°C。如果没有树木，这些城市的气温会高出约0.31°C，因为深色屋顶和路面会吸收热量——这一现象被称为城市热岛效应，它与燃烧化石燃料导致的全球变暖是两回事。)”可知，树木覆盖抵消了约一半的城市热岛效应。 2．主旨大意题。根据第四段“The average, however, hides enormous differences. (然而，平均值掩盖了巨大的差异。)”以及该段列举的31个大城市享受至少0.3°C降温与四个城市几乎无降温的对比可知，第四段主要展示树木降温效果的巨大差异。 3．推理判断题。根据第一段“But a new study finds that they are doing far less cooling in the hotter, poorer cities where relief is needed most. (但一项新研究发现，在更热、更贫穷、最需要缓解的城市，树木的降温效果却要差得多。)”以及第五段“Wealth is a strong predictor. Nearly 40% of cities in wealthy nations receive at least 0.25°C of cooling from trees; in the poorest countries the figure is just under 9%. (财富是一个强有力的预测指标。富裕国家近40%的城市从树木获得至少0.25°C的降温；在最贫穷的国家，这一比例仅为9%以下。)”以及最后一段“As more than half the world’s population moves into cities, he argued, the buffering effect of urban vegetation will become vital — but the unequal distribution of urban trees must be corrected, so that low- and middle-income communities, often the most vulnerable to extreme heat, can share the benefits. (随着世界上一半以上的人口迁入城市，他认为，城市植被的缓冲作用将变得至关重要——但城市树木的不平等分布必须得到纠正，以便低收入和中等收入社区——通常是最容易受到极端高温影响的社区——能够分享这些好处。)”可知，树木分布不平等的问题在于最需要降温的人往往得到最少的降温。 4．推理判断题。根据最后一段“Other scientists agree that trees alone cannot solve the problem. Thomas Crowther, an ecologist who was not involved in the study, said every bit helps. As more than half the world’s population moves into cities, he argued, the buffering effect of urban vegetation will become vital — but the unequal distribution of urban trees must be corrected, so that low- and middle-income communities, often the most vulnerable to extreme heat, can share the benefits. (其他科学家同意，仅靠树木无法解决问题。未参与该研究的生态学家托马斯·克劳瑟说，每一点都有帮助。随着世界上一半以上的人口迁入城市，他认为，城市植被的缓冲作用将变得至关重要——但城市树木的不平等分布必须得到纠正，以便低收入和中等收入社区——通常是最容易受到极端高温影响的社区——能够分享这些好处。)”可知，克劳瑟对城市树木持积极但谨慎的态度——肯定其作用，但认为仅靠树木不够，且分布不平等问题必须解决。 2.（2027·上海市七宝中学月考）The recent trust crisis has led many scientists to take up arms to defend their enterprise, but in their attempt to fight back against various forms of science denial, some scientists say things that just aren’t true — and you can’t build trust if the things you are saying are not trustworthy. One popular move is to insist that science is right — full stop — and that once we discover the truth about the world, we are done. Anyone who denies such truths is ignorant. Or, as Nobel Prize-winning physicist Steven Weinberg said, “Even though a scientific theory is in a sense a social consensus, it is unlike any other sort of consensus in that it is culture-free and permanent.” Well, no. Science is a process of learning and discovery, and sometimes we learn that what we thought was right is wrong. Even a modest familiarity with the history of science offers many examples of matters that scientists thought they had resolved, only to discover that they needed to be reconsidered. Another popular move is to say scientific findings are true because scientists use “the scientific method.” But we can never actually agree on what that method is. Some will say it is experience-based reasoning: observation and description of the world. Others will say it is the experimental method: the use of experiment to test hypotheses. Recently some prominent scientists claimed the scientific method was to avoid fooling oneself into thinking something is true that is not, and vice versa. Each of these commonly held views has its merits, but if the claim is that any one of these is the scientific method, then they all fail. History and philosophy have shown that the idea of a singular scientific method is, well, unscientific. In fact, the methods of science have varied between disciplines and across time. Many scientific practices, particularly statistical tests of significance, have been developed with the idea of avoiding wishful thinking and self-deception, but that hardly constitutes “the scientific method.” Scientists have bitterly argued about which methods are the best, and, as we all know, bitter arguments rarely get resolved. In my view, the biggest mistake scientists make is to claim that this is all somehow simple and therefore to imply that anyone who doesn’t get it is dumb. Science is not simple, and neither is the natural world; therein lies the challenge of science communication. What we do is both hard and, often, hard to explain. Our efforts to understand and portray the natural world are just that: efforts. Because we’re human, we often fall flat. The good news is that when that happens, we pick ourselves up, shake off our frustrations, and get back to work. Understanding the beautiful, complex world we live in, and using that knowledge to do useful things, is both its own reward and why taxpayers should be happy to fund research. Scientific theories are not perfect copies of reality, but we have good reason to believe that they capture significant elements of it. And experience reminds us that when we ignore reality, it sooner or later comes back to bite us. 1．The quote from Steven Weinberg is intended to ______. A．illustrate that scientific theories are free from cultural influences B．stress what was believed to be true may turn out to be false theories C．show even great scientists may be unfamiliar with the history of science D．serve as an example of the belief that science produces permanent truths 2．What can be learned from Paragraphs 3 and 4? A．People cannot agree on one scientific method since science itself reflects truth. B．Scientific methods should persuade people into believing in all scientists discovered. C．There is no universal scientific method shared by all scientific fields throughout history. D．Research methods are often settled through fierce disagreements among scientists. 3．The underlined phrase “fall flat” in Paragraph 5 is closest in meaning to ________. A．fail to achieve a goal B．lie on one’s back C．fall behind the times D．rise to challenges 4．Which statement does the author probably agree with? A．It is pointless to agree on a single scientific method as science is right in itself. B．Science cannot supply absolute truths about the real world, but we cannot ignore it. C．Reflection on the history of science may help scientists restore public trust in science. D．Making scientific theories easily understandable is the biggest challenge for scientists. 【答案】1．D 2．C 3．A 4．B 【解析】本文探讨科学信任危机下科学家辩护中的两种误区，指出科学并非绝对真理，也不存在单一科学方法，但科学仍值得公众信赖与支持。 1．推理判断题。根据第二段“One popular move is to insist that science is right — full stop — and that once we discover the truth about the world, we are done. Anyone who denies such truths is ignorant. Or, as Nobel Prize-winning physicist Steven Weinberg said, “Even though a scientific theory is in a sense a social consensus, it is unlike any other sort of consensus in that it is culture-free and permanent.”(一种流行的做法是坚持认为科学就是对的 —— 句号 —— 一旦我们发现了关于世界的真理，我们就大功告成了。任何否认这些真理的人都是无知的。或者，正如诺贝尔奖得主物理学家史蒂文・温伯格所说：“ 即使科学理论在某种意义上是一种社会共识，但它不同于其他任何类型的共识，因为它不受文化影响且是永久的。”)”以及第三段“Well, no. Science is a process of learning and discovery, and sometimes we learn that what we thought was right is wrong.(好吧，并非如此。科学是一个学习和发现的过程，有时我们会认识到我们曾经认为正确的东西是错误的)”可知，作者引用温伯格的话是作为“科学产生永久真理”这一信念的典型例子，随后对其进行反驳。 2．推理判断题。根据第三段“Another popular move is to say scientific findings are true because scientists use “the scientific method.” But we can never actually agree on what that method is. (另一种流行的做法是说科学发现是真实的，因为科学家使用“科学方法”。但我们实际上永远无法就那种方法究竟是什么达成一致)”以及第四段“Each of these commonly held views has its merits, but if the claim is that any one of these is the scientific method, then they all fail. History and philosophy have shown that the idea of a singular scientific method is, well, unscientific. In fact, the methods of science have varied between disciplines and across time. (这些普遍持有的观点各有其优点，但如果声称其中任何一种就是科学方法，那么它们全都不成立。历史和哲学已经表明，单一科学方法的想法是，嗯，不科学的。事实上，科学的方法在不同学科之间和不同时代之间是各不相同的)”可知，历史上各科学领域之间并没有一种通用的、普遍适用的科学方法。 3．词句猜测题。根据画线部分上文“Science is not simple, and neither is the natural world; therein lies the challenge of science communication. What we do is both hard and, often, hard to explain. Our efforts to understand and portray the natural world are just that: efforts. Because we’re human (科学并不简单，自然界也不简单；这就是科学传播的挑战所在。我们所做的事情既困难又难以解释。我们理解和描绘自然界的努力仅仅是努力。因为我们是人类)”可知，科学和自然界都不简单，人类在理解和描绘自然界上面临挑战，存在局限性。由此可知，我们经常会失败，画线部分意思应该与fail to achieve a goal“目标达成失败”意思相近。 4．推理判断题。根据最后一段“Scientific theories are not perfect copies of reality, but we have good reason to believe that they capture significant elements of it. And experience reminds us that when we ignore reality, it sooner or later comes back to bite us.(科学理论并不是现实的完美复制品，但我们有充分的理由相信它们捕捉到了现实的重要元素。而经验提醒我们，当我们忽视现实时，它迟早会反过来咬我们一口)”可知，作者认为科学虽然不能提供关于现实世界的绝对真理，但我们不能忽视它。 3.（2026·贵州师范大学附属中学高考模拟）Every spring, millions of students sit for the college entrance examination. When the results come out, the same question echoes in living rooms across the country: What is college for? For many families, the answer is simple and practical — a degree is a ticket to a better job. But if that is all college is for, then something important has been lost. The “employment” view of higher education is not unreasonable. Tuition is expensive, and graduates do need to repay loans and support themselves. Parents who sacrificed much for their children’s education naturally want to see a return. In a competitive labor market, a degree often decides who gets an interview and who does not. To pretend that money and jobs do not matter would be dishonest. Yet reducing university to a job-training center misunderstands what education actually does. A university is not a factory that stamps out workers with the right skills. It is a place where young people learn to read carefully, think independently, and question what they are told. A student who spends four years only collecting useful skills may leave with a job, but without the ability to change when that job disappears. And jobs do disappear. The world is changing so fast that half of what students learn today may be outdated in ten years. What remains valuable is the capacity to keep learning. There is also a deeper purpose. University brings together people from different backgrounds, with different opinions and different lives. In a classroom, a student may sit next to someone whose family is far richer or far poorer than his own, whose beliefs challenge his own. Learning to listen, to disagree without hatred, and to see the world through another’s eyes — these are not “useful skills” in the narrow sense, but they are what makes a society work. A graduate who can write a good report but cannot understand a fellow human being is, in the end, poorly educated. None of this means that career preparation should be abandoned. Universities should certainly help students find work. But they should do so as part of a larger mission, not instead of it. The danger today is not that universities care about employment; it is that they care about little else. When courses are cut because they do not lead directly to jobs, when students are urged to choose majors only by salary, when the value of an education is measured only by the first paycheck — we are not making education more practical. We are making it poorer. So what is college for? It is for getting a job, yes. But it is also for becoming a person who can do more than a job. A degree may open a door. What a person becomes after walking through it depends on something the diploma itself cannot provide. 1．Which of the following best describes the structure of the passage? A．It presents a popular view, rejects it entirely, and offers a new definition. B．It acknowledges a view, exposes its limits, and argues for a broader one. C．It compares two opposite views and leaves the reader to decide. D．It describes a problem, analyzes its causes, and proposes a solution. 2．The author’s use of “not a factory that stamps out workers” (Paragraph 3) mainly serves to ______. A．criticize the poor quality of university teaching B．question the value of practical skills in education C．challenge the idea that universities exist to produce job-ready graduates D．suggest that factories treat workers better than universities do 3．What can be inferred from Paragraph 4 about the author’s view of “useful skills”? A．They are worthless compared with social skills. B．They are too narrow a standard for judging education. C．They should be taught only outside the classroom. D．They are the main reason students go to university. 4．In Paragraph 5, the author says “we are making it poorer. ” What does “it” refer to, and why is it “poorer”? A．Education; because it is becoming less practical. B．Education; because it is being reduced to job preparation. C．Society; because graduates care only about money. D．Universities; because they are losing government funding. 【答案】2．B 2．C 3．B 4．B 【解析】本文探讨大学的意义，承认大学有助就业，但反对将大学仅当作职业培训场所，强调教育更重在培养独立思考与共情的完整的人。 1．推理判断题。根据第二段“The “employment” view of higher education is not unreasonable.(高等教育的“就业论”并非毫无道理。)” 以及第三段“Yet reducing university to a job-training center misunderstands what education actually does.(然而把大学降格为职业培训中心，是误解了教育真正的作用。)”和第六段“So what is college for? It is for getting a job, yes. But it is also for becoming a person who can do more than a job.(那么大学的意义是什么？诚然，是为找到工作。但也为塑造一个不止能完成一份工作的人。)”可知，文章先认可一种观点，指出其局限性，再提出更广义的大学意义。 2．推理判断题。根据第三段“Yet reducing university to a job-training center misunderstands what education actually does.(然而把大学降格为职业培训中心，是误解了教育真正的作用。)”和“A university is not a factory that stamps out workers with the right skills. It is a place where young people learn to read carefully, think independently, and question what they are told.(大学不是一座工厂，批量生产具备相应技能的劳动者。它是年轻人学习仔细阅读、独立思考、敢于质疑所听内容的地方。)”可知，作者这句话是反驳大学只为培养可直接上岗毕业生的观点。 3．推理判断题。根据第四段“Learning to listen, to disagree without hatred, and to see the world through another’s eyes — these are not “useful skills” in the narrow sense, but they are what makes a society work.(学会倾听、理性表达分歧、换位思考 —— 这些并非狭义上的“实用技能”，却是维系社会运转的要素。)”可知，作者认为狭义的实用技能不能作为评判教育的唯一标准，这个标准太过狭隘。 4．词句猜测题。根据第五段“When courses are cut because they do not lead directly to jobs, when students are urged to choose majors only by salary, when the value of an education is measured only by the first paycheck — we are not making education more practical. We are making it poorer.(当课程因为不能直接带来工作被砍掉，当学生被劝只按薪资选专业，当教育价值只用第一份薪水衡量时，我们不是在让教育更务实，而是在让教育变得贫瘠。)”可知，it指代education，教育因被简化成求职准备而变得贫瘠。 4.（2027·湖北武汉市调研考试）Want to lose fat? There’s one method scientifically proven to work: eating a little less food than your body needs to fuel itself each day. Do that, and your body starts using its energy reserves — its stored fat — to make up the deficit. It sounds straightforward. You dutifully keep track of the calories in every meal to make sure your daily intake stays less than your fixed limit, but the number on your weight scale never changes at all. It’s frustrating and disheartening. But there’s good news: you’re not to blame. Recent scientific findings suggest it’s almost impossible to count calories with any degree of accuracy, which explains why trying to lose weight by calorie counting is so hard. It’s not bad maths that trips most of us up, though. Generally, unless you diligently log every ingredient before you eat, humans just aren’t very good at recalling exactly what was on their plate, let alone the handful of snacks they ate without thinking. Given all that, it’s no surprise that studies suggest the average person underestimates their daily consumption by around 30 per cent (roughly 600-750 calories), or about 10 digestive biscuits. The very idea of working out calorie amounts is problematic. And that’s before we even consider the effect your individual biology can have. For instance, a 2023 study tested the outcomes of giving people a high-fibre diet, designed to feed their gut microbes (肠道菌群). With growing microbial communities in their guts, the scientists found that the participants in the study lost a little bit of weight — without eating less or feeling hungry — because they were absorbing fewer calories from their food. “That means, depending on what you eat and how many microbes are thriving (旺盛繁殖) in your gut, some calories are used by you, while others feed the microbes.” says Professor Rosa Brown, a co-author of the study. If all this is starting to make you think that calorie monitoring might be off the menu, you’d be right. 1．What does the underlined word “deficit” in paragraph 1 mean? A．Database. B．Shortfall. C．Nutrition. D．Weight. 2．What makes it hard for dieters to count calories? A．Inaccuracy of intake records. B．Lack of tracking approaches. C．Absence of scientific evidence. D．Complexity of calculation procedures. 3．What can we learn from the 2023 study? A．Calorie absorption may vary. B．Eating less means losing weight. C．Fibre reduces people’s hunger. D．Food calories determine body weight. 4．Which of the following can be the best title for the text? A．Forget the Strict Diet B．Simplify Your Calorie Log C．Skip the Dietary Math D．Adjust Your Diet Structure 【答案】1．B 2．A 3．A 4．C 【解析】本文主要介绍了通过计算卡路里来减肥的方法之所以困难重重，是因为人类难以准确记录饮食摄入，且个体生物学差异（如肠道菌群）会影响卡路里的吸收，因此卡路里监测可能并不可行。 1．词句猜测题。根据第一段“eating a little less food than your body needs to fuel itself each day. Do that, and your body starts using its energy reserves — its stored fat — to make up the … (每天摄入比身体所需略少的食物。这样做，你的身体就会开始使用其能量储备——储存的脂肪——来弥补……。)”可知，前文提到了(每天摄入比身体所需略少的食物，还提到了你的身体就会开始使用其能量储备，可推理出划线词的含义为“不足”，与B项“Shortfall(不足，短缺)”意思相近。 2．细节理解题。根据第三段“Recent scientific findings suggest it’s almost impossible to count calories with any degree of accuracy, which explains why trying to lose weight by calorie counting is so hard. It’s not bad maths that trips most of us up, though. Generally, unless you diligently log every ingredient before you eat, humans just aren’t very good at recalling exactly what was on their plate, let alone the handful of snacks they ate without thinking. (近期的科学研究表明，想要精准计算卡路里几乎是不可能的，这也解释了为什么靠计算卡路里减肥如此困难。不过，困扰大多数人的并不是计算失误。一般来说，除非你在进食前认真记录每一样食材，否则人们很难准确回忆起自己盘中究竟吃了什么，更不用说那些不知不觉吃下的少量零食。)”以及“studies suggest the average person underestimates their daily consumption by around 30 per cent (研究表明普通人每天低估约30%的摄入量)”可知，让节食者难以计算卡路里的原因是摄入记录的不准确。 3．细节理解题。根据第四段“With growing microbial communities in their guts, the scientists found that the participants in the study lost a little bit of weight — without eating less or feeling hungry — because they were absorbing fewer calories from their food. (随着肠道微生物群落的生长，研究人员发现参与者在没有少吃、也没有感到饥饿的情况下减了一点重，因为他们从食物中吸收的卡路里变少了。)”以及第五段“depending on what you eat and how many microbes are thriving in your gut, some calories are used by you, while others feed the microbes. (取决于你吃什么以及肠道中有多少微生物在旺盛繁殖，有些卡路里被你吸收，有些则喂养了微生物。)”可知，卡路里的吸收因人而异（受肠道菌群影响）。 4．主旨大意题。根据第二段“It sounds straightforward. You dutifully keep track of the calories in every meal to make sure your daily intake stays less than your fixed limit, but the number on your weight scale never changes at all. It’s frustrating and disheartening. But there’s good news: you’re not to blame. (这听起来简单明了。你认真记录每一餐的卡路里，确保每日摄入量低于设定的上限，可是体重秤上的数字却丝毫不变。这让人倍感沮丧、灰心丧气。不过有个好消息：这并不是你的问题。)”以及最后一段“If all this is starting to make you think that calorie monitoring might be off the menu, you’d be right. (如果这一切让你觉得卡路里监测可能行不通，你是对的。)”可知，本文说的是通过卡路里赤字减肥法却不见效的挫败感，原因是人类回忆饮食不准确，并通过研究证明卡路里吸收受生物学因素影响，末段劝读者别再纠结于卡路里的数字计算，C项“Skip the Dietary Math (跳过饮食数学计算)”最契合主旨。 5.（2027·江苏省淮阴中学阶段性测试）A “memory breakdown” is often said to be the major cognitive problem of our time. In a recent piece in The Chronicle Review, Daniel Mercer argued that “students can’t remember even simple facts without checking their phones”, and many schools have quietly lowered expectations for memorizing dates, formulas and vocabulary. Yet complaints about weak memory are hardly new. In the late 19th century, British educator Henry Latham blamed that cheap printed books would destroy students’ power to remember, because they no longer needed to keep long passages in their heads. Over the decades, similar denunciations have returned each time a new tool has entered classrooms. Mercer suggests that rather than a simple loss of ability, we may be seeing a shift in how people choose to use their memory. Many students now treat their phones as an “external brain”, much as earlier generations treated the family bookshelf. At the same time, the use of digital calendars, search engines and cloud storage continue to rise. This points to a change not in whether people can remember, but in what they believe is worth remembering. “Students can still memorize,” Mercer wrote. “They’re just deciding to memorize different things.” This leads to a deeper question: What kind of memory do we truly need, and why? Psychologists often distinguish between recall — producing information with no help — and recognition, which is using clues to find what we once knew. In classic “change blindness” experiments, people fail to notice that a stranger they are speaking to has been secretly replaced by another person, because their attention is on the task, not the face. It shows that relying on external cues (提示) and context is not always a weakness; it may reflect a different way of managing limited mental resources. Could today’s young people be developing useful memory strategies that we have not yet learned to value? What about their skill at searching huge databases in seconds, or at linking ideas across videos, chats and online documents? These new habits of remembering challenge us to reconsider — with the history of past “memory breakdown” in mind — how we might understand and support human memory in more flexible, forward-looking ways. 1．What does the underlined word “denunciations” in paragraph 2 mean? A．Origins. B．Reminders. C．Criticisms. D．Indicators. 2．What does the growing use of digital tools suggest according to Mercer? A．People no longer need to train their memory. B．People are changing the way they use their memory. C．Schools are forcing students to rely on external devices. D．Modern technology is destroying traditional learning tools. 3．Why does the author mention the “change blindness” experiments? A．To display that people are easily fooled by visual tricks. B．To prove that using outside cues can be a reasonable strategy. C．To demonstrate that face recognition is more important than tasks. D．To illustrate that most memories are formed without our awareness. 5．What will probably be discussed next? A．Challenges facing the young generation. B．More valuable lessons taught by history. C．Ways to support memory in the digital age. D．Effects of relying on external memory tools. 【答案】1．C 2．B 3．B 4．C 【解析】文章围绕“记忆衰退”这一话题展开讨论，指出对记忆力下降的抱怨由来已久，并引用Daniel Mercer的观点，认为人们并非丧失记忆能力，而是在选择记住什么方面发生了转变，最后呼吁以更灵活、前瞻性的方式理解和支持人类记忆。 1．词句猜测题。根据上文“In the late 19th century, British educator Henry Latham blamed that cheap printed books would destroy students' power to remember, because they no longer needed to keep long passages in their heads. (19世纪末，英国教育家亨利·拉瑟姆指责廉价印刷书籍会摧毁学生的记忆力，因为他们不再需要将长篇段落记在脑海中。)”可知，此处blamed表示批评、指责，下文“similar denunciations have returned each time a new tool has entered classrooms（每当有新工具进入课堂时，类似的denunciations就会再次出现)”中similar说明denunciations与上文blamed含义相近。所以“denunciations”意思为“批评”与Criticisms同义。 2．细节理解题。根据第三段“Mercer suggests that rather than a simple loss of ability, we may be seeing a shift in how people choose to use their memory. (Mercer认为，与其说是简单的能力丧失，不如说我们正在目睹人们选择使用记忆的方式发生了转变。)”以及“Students can still memorize. They're just deciding to memorize different things. (学生仍然能够记忆。他们只是决定记住不同的东西。)”可知，Mercer认为数字工具的日益使用表明人们正在改变使用记忆的方式，而非丧失记忆能力。 3．推理判断题。根据第四段“In classic “change blindness” experiments, people fail to notice that a stranger they are speaking to has been secretly replaced by another person, because their attention is on the task, not the face. It shows that relying on external cues (提示) and context is not always a weakness; it may reflect a different way of managing limited mental resources. (在经典的 “变化盲视” 实验中，人们无法察觉正在交谈的陌生人已经被悄悄换成了另一个人，因为他们的注意力集中在任务上，而非对方的面孔。这表明依赖外部提示和语境并不总是一种弱点；它可能反映了一种管理有限心理资源的不同方式。)”可知，作者提及“变化盲视”实验是为了证明使用外部线索可以是一种合理的策略，而非弱点。 4．推理判断题。根据最后一段“These new habits of remembering challenge us to reconsider — with the history of past “memory breakdown” in mind — how we might understand and support human memory in more flexible, forward-looking ways. (这些新的记忆习惯促使我们重新思考——考虑到过去“记忆衰退”的历史——我们如何以更灵活、更具前瞻性的方式理解和支持人类记忆。)”可知，文章结尾提出了以灵活、前瞻性方式理解和支持记忆的方向，接下来最可能讨论的是在数字时代支持记忆的具体方式。 4 / 6 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $