第四講　主旨大意題-不被“浮云”遮眼

第四講主旨大意題——不被“浮云”遮眼主旨大意題是閱讀理解中考生失分最多的題目，因為該類試題不僅考查考生略讀文章、領會大意的能力，也對考生的歸納、概括能力提出了較高的要求。此題型在文章中沒有明顯的解題依據，需要考生從文章中抽取、提煉一些關鍵詞、主題句進行加工概括，才能歸納出文章的主旨。所以，遇到主旨大意題時切勿草率作答，一定要讀完、讀通文章后再做判定，建議考生把此類題目放到最后來做。此類題型可分為三大類，即標題歸納題、文章大意題和段落大意題。其選項具有以下特點：1．正確選項特征涵蓋性強，覆蓋全文或全段確定的范圍恰當，既不太大，也不太小精確性強，不會改變語言表意的程度及色彩2．干擾選項特征過于籠統(tǒng)，不知所云所給選項內容概括的范圍過大，超出全文或全段所述內容以偏概全，主次不分所給選項只闡述了文章的一部分內容，或以文章中的細節(jié)信息或個別詞作為選項的設置內容，或以次要的事實或細節(jié)充當全文的主要觀點移花接木，偷換概念所給選項被命題者有意識地把本屬于A的內容放在B上，若不留神，極易選錯答案無中生有，生搬硬套所給選項的關鍵詞語雖然在文章中提到了，但經過仔細閱讀分析之后，發(fā)現(xiàn)選項的內容與文章的內容毫無聯(lián)系續(xù)表題型(一)標題歸納題——高度概括1．常見設問方式·Whichofthefollowingisthebesttitleofthepassage?·Whatwould/couldbethebesttitleforthepassage?·Whichofthefollowingisasuitabletitleforthetext?2．最佳標題的3大特點概括性準確而又簡短針對性標題外延正好與文章內容相符醒目性能引發(fā)讀者的閱讀興趣3．活用4大方法解題關鍵詞法多次出現(xiàn)的詞語或觀點是體現(xiàn)主旨的關鍵詞主題句法依主題句定中心詞穿珠串聯(lián)法從文章細節(jié)中找共同點，如同穿珠般，串聯(lián)細節(jié)共同點，確定標題逆向思維法考慮四個選項的可能內容，對照原文，最相似者為最佳標題[例1]

(2023·新高考Ⅱ卷·閱讀B篇)Turningsoil,pullingweeds,andharvestingcabbagesoundliketoughworkformiddleandhighschoolkids.Andatfirstitis,saysAbbyJaramillo,whowithanotherteacherstartedUrbanSprouts,aschoolgardenprogramatfourlow-incomeschools.Theprogramaimstohelpstudentsdevelopscienceskills,environmentalawareness,andhealthylifestyles.Jaramillo'sstudentsliveinneighborhoodswherefreshfoodandgreenspacearenoteasytofindandfastfoodrestaurantsoutnumbergrocerystores.“Thekidsliterallycometoschoolwithbagsofsnacksandlargebottlesofsoftdrinks，”shesays.“Theycometousthinkingvegetablesareawful,dirtisawful,insectsareawful.”Thoughsomeareinitiallyscaredoftheinsectsandturnedoffbythedirt,mostareeagertotrysomethingnew.UrbanSprouts'classes,attwomiddleschoolsandtwohighschools,includehands-onexperimentssuchassoiltesting,flower-and-seeddissection,tastingsoffreshordriedproduce，andworkinthegarden.Severaltimesayear,studentscookthevegetablestheygrow,andtheyoccasionallymakesaladsfortheirentireschools.Programevaluationsshowthatkidseatmorevegetablesasaresultoftheclasses.“Wehavestudentswhosaytheywenthomeandtalkedtotheirparentsandnowthey'reeatingdifferently，”Jaramillosays.Sheaddsthattheprogram'sbenefitsgobeyondnutrition.Somestudentsgetsointerestedingardeningthattheybringhomeseedstostarttheirownvegetablegardens.Besides,workinginthegardenseemstohaveacalmingeffectonJaramillo'sspecialeducationstudents,manyofwhomhaveemotionalcontrolissues.“Theygetoutside，”shesays，“andtheyfeelsuccessful.”27．Whatcanbeasuitabletitleforthetext?A．RescuingSchoolGardensB．ExperiencingCountryLifeC．GrowingVegetableLoversD．ChangingLocalLandscape[解題示范]第一步：讀文章，理清結構第二步：細揣摩，概括文意本文是一篇記敘文。文章首先介紹了Jaramillo和另外一位老師發(fā)起的學校園藝項目UrbanSprouts及其創(chuàng)辦目的，然后介紹了一些學生從最初不喜歡蔬菜種植，到開始喜歡園藝，并在各方面有了積極的影響。本篇文章都是圍繞UrbanSprouts這一主題展開的。文章中雖然沒有明確的主題句，但是可以從文中找到關鍵詞：UrbanSprouts以及前后的故事發(fā)展，通過以上分析可以概括文章的主要內容。第三步：析選項，斟酌判斷A拯救學?；▓@AbbyJaramillo和另一位老師在四所低收入學校啟動了學校園藝項目，而不是拯救花園。無中生有，生搬硬套B體驗鄉(xiāng)村生活該項目旨在幫助學生培養(yǎng)科學技能、環(huán)保意識和健康的生活方式，而不是體驗鄉(xiāng)村生活。移花接木，偷換概念C蔬菜種植愛好者本文主要講述了AbbyJaramillo和另一位老師發(fā)起UrbanSprouts項目，帶領學生種植蔬菜的故事，學生們開始對園藝感興趣。涵蓋性強，覆蓋全文(選項為正確答案)D不斷變化的本地景觀“l(fā)ocallandscape”范圍過大。過于籠統(tǒng)，不知所云續(xù)表題型(二)文章大意題——主題句定位1．常見設問方式·What'sthemainidea/pointofthepassage?·Whatisthetextmainlyabout?·Whichofthefollowingbeststatesthemainideaofthepassage?·Whichofthefollowingstatementsbestexpressesthemainidea/themeofthepassage?2．掌握尋找主題句的4個小竅門，快速確定文章大意找出每段的主題句。各段的主題句常在該段的首句或尾句，各段主題句的整體歸納便是文章的中心思想。有的文章無明顯的主題句，主題句隱含在段意之中，這就需要進一步加工概括，理清全文的結構安排，理解文章的“重心”和支撐性細節(jié)。用瀏覽法(skimming)，即快速閱讀文首、文尾，或每段的首句和尾句等搜索主題線索和主題信息的方法可以快速找到主題句。以下是找主題句的四個小竅門：3．解題技巧[例2]

(2023·浙江1月高考·閱讀B篇)Livewithroommates？Havefriendsandfamilyaroundyou？Chancesarethatifyou'relookingtoliveamoresustainablelifestyle,noteveryonearoundyouwillbereadytojump_on_that_bandwagon.IexperiencedthiswhenIstartedswitchingtoazerowastelifestylefiveyearsago,asIwaslivingwithmyparents,andIcontinuetoexperiencethiswithmyhusband,asheisnotcompletelyzerowastelikeme.I'velearnedafewthingsalongthewaythough,whichIhopeyou'llfindencouragingifyou'redoingyourbesttofigureouthowyoucanmakethechangeinanot-always-supportivehousehold.Zerowastewasaradicallifestylemovementafewyearsback.IremembershowingmyparentsavideoofBeaJohnson,sharinghowcoolIthoughtitwouldbetobuygrocerieswithjars,andhavesolittletrash！Afewdayslater,Icamebackwithmyfirstjarsofzerowastegroceries,andmydadcommentedonhowsillyitwasformetocarryjarseverywhere.Itcameoffasabitdiscouraging.Yetasthemonthsofreducingwastecontinued,IdidwhatIcouldthatwaswithinmyownreach.Ihadmyownbedroom,soIworkedonremovingthingsIdidn'tneed.SinceIhadmyowntoiletries(洗漱用品),Iwasabletostartpersonalisingmyroutinetobemoresustainable.Ialsoofferedtocookeverysooften,soIportionedoutabitofthecupboardformyownzerowastegroceries.Perhapsyourhouseholdwon'tentirelymaketheswitch,butyoumayhavesomecontroloveryourownpersonalspacestomakethechangesyoudesire.Asyoumakeyourlifestylechanges,youmayfindyourselfwantingtospeakupforyourselfifotherscommentonwhatyou'redoing,whichcanturnitselfintoawholehouseholddebate.Ifyouhaveindividualswhoarenotonboard,yourwordsprobablywon'tdomuchandcanoftenleaveyoufeelingmorediscouraged.Sohereismyadvice：Leadbyaction.27．Whatisthetextmainlyabout?A．Howtogetonwellwithotherfamilymembers.B．Howtohaveone'sownpersonalspaceathome.C．Howtoliveazerowastelifestyleinahousehold.D．Howtocontrolthebudgetwhenbuyinggroceries.[解題示范]第一步：讀文章，理清結構第二步：細揣摩，概括文意段落大意概括文意第1－2段在家庭生活中實行“零浪費”的生活方式可能遭到反對本文是一篇記敘文，講述了作者踐行“零浪費”的生活方式，不被家人理解，但她堅持自己的生活方式，從而闡釋了在群體生活中得不到理解和支持時，“用行動說話”是最好的辦法第3－4段作者自身如何通過行動在家庭中改變生活方式第5段當你改變生活方式時，你可能遭遇的情況第6段作者給讀者的建議第三步：析選項，斟酌判斷A如何與其他家庭成員和睦相處。文章講述了作者“零浪費”的生活方式遭到家人的不理解，但沒有談及和家庭成員和睦相處的問題。無中生有,生搬硬套B如何在家里擁有自己的私人空間。這種說法過于寬泛。過于籠統(tǒng)，不知所云C如何在家庭中過上“零浪費”的生活方式。文章講述了作者踐行“零浪費”的生活方式，不被家人理解，但她堅持自己的生活方式。涵蓋性強，覆蓋全文(選項為正確答案)D如何在購買雜貨時控制預算。文中提到了購買雜貨，并沒有提及控制預算。以偏概全，主次不分續(xù)表題型(三)段落大意題——首尾兼顧1．常見設問方式·WhatdoestheauthortellusinParagraph...?·Whatisthefirstparagraphmainlyabout?·WhichofthefollowingcanbestsummarizeParagraph1?2．兩方法破解段落大意題方法(1)：概括段落大意要準確概括某段的大意，務必要知道該段的邏輯結構?？偡质?總分/總分總)段落首句為主題句，段落其他各句是例子或論證分總式段落開頭是舉例子或層層推進的論述，段尾才是段落主題句分總分式段落開頭列舉具體事例，通過事例得出結論，這個結論就是段落主題句，后面的內容繼續(xù)或拓展該結論對比式事物的共同點或不同點就是該段大意方法(2)：揣摩段落大意有時，作者可能不直接給出主題句，而是通過各種方法暗示給讀者，這就需要讀者充分發(fā)揮想象力與判斷力，揣摩段落大意。[例3]

(2023·新高考Ⅰ卷·閱讀D篇節(jié)選)Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren'talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon'tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople'sestimatesbeindependent.Ifforwhateverreasons,people'serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.32．Whatisparagraph2ofthetextmainlyabout?A．Themethodsofestimation.B．Theunderlyinglogicoftheeffect.C．Thecausesofpeople'serrors.D．ThedesignofGalton'sexperiment.[解題示范]第一步：細揣摩，概括段意作者在此段中沒有給出主題句，需要我們揣摩其段意。此段主要解釋了為什么大量獨立估算的平均值在某些情況下可以相當準確，這是由于人們估算的誤差并不總是相同的，當這些誤差足夠多，并被平均開來時，它們會互相抵消，從而得出更準確的估算值，這就是群體智慧效應的基本邏輯。第二步：析選項，斟酌判斷A估算的方法。本段沒有提到估算的方法。無中生有，生搬硬套B效果的潛在邏輯。對本段內容的精練總結和概括。涵蓋性強，覆蓋全段(選項為正確答案)C人們犯錯的原因。本段說明如果由于某種原因，人們的錯誤變得相關或依賴，估算的準確性就會下降。不是犯錯的原因。移花接木，偷換概念D高爾頓實驗的設計。本段沒有提到該實驗的設計。無中生有，生搬硬套A(2023·天門三模)Readingisacomplexandcrucialskillthatimpactstheyouth'sabilitytoperformasstudents.Therefore,it'simportanttodevelopreadingskillsduringchildhood.Ateamofresearchersfocusedontheeffectofwhole-bodylearningininstruction,knownasembodiedlearning.Theresearchincluded149children,aged5to6,whohadjuststartedschool.Theyweredividedintothreegroups:onethatstoodupandusedtheirwholebodiestoshapelettersounds;aseatedgroupthatshapedlettersoundswiththeirhandsandarms;andacontrolgroupthatreceivedtraditional,seatedinstructionduringwhichtheywrotelettersbyhand.“Ourresearchshowedthatchildrenwhousedtheirwholebodiestoshapethesoundsoflettersbecametwiceasproficient(熟練的)atlettersoundsthataremoredifficulttolearnasthosewhoreceivedtraditionalinstruction，”saysPhDstudentLinnDamsgaardofUCPH'sDepartmentofNutrition,ExerciseandSports.Withregardtodifficultlettersounds,sheadds,“TherearemanydifficultlettersoundsinDanish.Thesesoundsareparticularlyimportantbecauseoncechildrenbecomeproficientatthem,theywillbebetterreaders.”AssociateprofessorJacobWienecke,wholedthestudy,explains,“Theprimarygoalistolearnmoreaboutwhichmethodscanbeusedtogivebeginnerreadersagoodstart.Theideaisthatif,throughplayandmovement,wecanlearnwheretheirstrengthstrulylie,we'llcreateaformoflearningthatcombinesreadingwithplay,andthat'strulypositive.”Previously,theresearchersshowedthatthechildrenfeltmoremotivatedbyteachingmethodswhichincludedphysicalmovement.JacobWieneckehopesthiswillprovideanopportunitytoinspireteachersandschoolmanagerstoprioritizemovementacrosssubjects.Thestudyalsoinvestigatedwhetheradirecteffectofembodiedlearningcouldbefoundonchildren'sreadingofindividualwords.Thiswasnotpossible,whichmightbeduetothefactthatthechildrenwereatsuchanearlystageoftheirliteracydevelopmentthattheycouldnotyetusetheirknowledgeoflettersoundstoreadwords.語篇解讀：本文是一篇說明文。文章主要介紹了全身學習，又稱為體驗式學習，有助于培養(yǎng)孩子閱讀技能。1．Whatweretheparticipantsrequiredtodointhestudy?A．TopickoutdifficultlettersoundsinDanish.B．Tolearnnewlettersthroughrepeatedwriting.C．Tolearnlettersoundsusingdifferentapproaches.D．Tomemorizesomelettersoundsassoonaspossible.答案：C

解析：細節(jié)理解題。根據第二段中的“Theyweredividedintothreegroups:onethatstoodup...seatedinstructionduringwhichtheywrotelettersbyhand.”可知，參與者在研究中被要求用不同的方法學習字母的讀音。2．Howcanembodiedlearninggetchildrenactivelyinvolved?A．Bycombininglearningwithgames.B．Byofferingthemchancestocooperate.C．Byinspiringthemtoovercomedifficulties.D．Byexplaininginstructionstothempatiently.答案：A

解析：細節(jié)理解題。根據第五段中的“Theideaisthatif,throughplayandmovement...andthat'strulypositive.”可知，體驗式學習通過將學習與游戲相結合讓孩子積極參與。3．WhatdoesJacobexpectoftheresearchfinding?A．Promotingharmoniousteacher-studentrelationships.B．Urgingschoolstopayattentiontophysicalexercise.C．Enablingresearcherstocarryoutfurtherstudies.D．Encouragingeducatorstoapplyittoteaching.答案：D

解析：細節(jié)理解題。根據倒數第二段中的“JacobWieneckehopesthiswillprovideanopportunitytoinspireteachersandschoolmanagerstoprioritizemovementacrosssubjects.”可知，Jacob期望研究發(fā)現(xiàn)可以鼓勵教育工作者將其應用于教學。4．Whatcouldbethebesttitleforthetext?A．Whole-bodylearning—agoodstarttochildren'sreadingB．Embodiedlearning—aboosterforchildren'sreadingspeedC．Children'sreadingskillsmatteralotintheirliteracydevelopmentD．Children'sliteracydevelopmentdependsontheflexibilityoftheirbodies答案：A

解析：標題歸納題。通讀全文，尤其第一段可知，文章主要介紹了全身學習有助于培養(yǎng)孩子閱讀技能。故A項“全身學習——兒童閱讀的良好開端”符合文意。[易錯診斷]本題易誤選B項。文章主要說明了全身學習有助于培養(yǎng)孩子閱讀技能，但沒有提及閱讀速度，B項錯誤屬于無中生有，生搬硬套。B(2023·安陽二模)Musicisgoodforthehealth.Anddrummingmaybebestofall.Aswellasbeingphysicallydemanding,itrequirespeopletosynchronisetheirlimbsandtoreacttooutsidestimuli,suchaswhattherestofthebandisupto.Itisparticularlyhelpfulforchildrenwhohaveemotionalandbehaviouraldifficulties.ResearchersattheClemBurkeDrummingProject—anorganisationnamedafterBlondie'sdrummer,whowasoneofitsfounders—haveshownthatteachingsuchchildrentodrumhelpsthemtocontroltheirreactionsmoregenerally,tofocusmoreeffectivelyontaskstheyaregiven,andtocommunicatebetterwithotherpeople.Theproject'slatestwork,publishedintheProceedingsoftheNationalAcademyofSciencesbyateamledbyMarie-StephanieCahartofKing'sCollege,London,goesastepfurther.Itlooksattheneurological(神經系統(tǒng)的)changeswhichaccompanytheseshifts.MsCahartandhercolleaguesrecruited36autistic(自閉的)teenagersandsplitthemintotwogroups.Onelothaddrumlessonstwiceaweekforeightweeks.Theothersdidnot.Atthebeginningandendoftheprojecteveryonewasaskedtostaystillfor45minutesinafunctionalmagnetic-resonanceimaging(fmri)machine,toseehowtheactivityoftheirbrainshadchanged.Theirbehaviour,asreportedbytheirguardians,wasalsorecorded.Asexpected,mostofthedrumminggroupshowedpositivebehaviouralchanges.Andthesewereindeedreflectedintheirbrains.Thefmriscansshowedthatseveralclustersofconnectivitybetweenpartsofthosebrainshadstrengthenedduringtheexperiment.Inparticular,tworegionsinvolvedinattentioncontrol,therightdorsolateralprefrontalcortex(背外側前額葉皮層)andtherightinferiorfrontalgyrus(額下回),formedstronglinks,respectively,withplacesassociatedwithreflectionandwithareasinvolvedininterpretingfacialexpressions.Thesechange