2024年高考英语新课标卷I卷阅读理解C篇深度解析与考后提升 导学案（原卷版+解析版）

2024年高考英语新课标卷真题深度解析与考后提升之 阅读理解C篇（2024年新课标I卷）
阅读理解C篇关键词: 议论文;人与社会;纸质阅读;数字阅读;音视频学习方式;网络学习;新媒体教育
Is comprehension the same whether a person reads a text on screen or on paper And are listening to and viewing content as effective as reading the written word when covering the same material The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content.
When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.
The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.
But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.
Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
28. What does the underlined phrase “shine through” in paragraph 2 mean
A. Seem unlikely to last. B. Seem hard to explain.
C. Become ready to use. D. Become easy to notice.
29. What does the shallowing hypothesis assume
A. Readers treat digital texts lightly. B. Digital texts are simpler to understand.
C. People select digital texts randomly. D. Digital texts are suitable for social media.
30. Why are audio and video increasingly used by university teachers
A. They can hold students' attention. B. They are more convenient to prepare.
C. They help develop advanced skills. D. They are more informative than text.
31. What does the author imply in the last paragraph
A. Students should apply multiple learning techniques.
B. Teachers should produce their own teaching material.
C. Print texts cannot be entirely replaced in education.
D. Education outside the classroom cannot be ignored.
考查关键能力 促进思维品质发展
2024年高考英语全国卷继续加强内容和形式创新，优化试题设问角度和方式，增强试题的开放性和灵活性，引导学生进行独立思考和判断，培养逻辑思维能力、批判思维能力和创新思维能力。新课标Ⅰ卷阅读C篇介绍了纸质阅读在学习效果方面相较于数字阅读的优势，暗示了纸质文本在教育领域中的不可替代性。新课标Ⅰ卷阅读D篇选取的语篇探究生物样本数据的可用性，指出实证研究发现的问题并提出提高数据质量的措施，试题循着“了解现状—聚焦问题—分析原因—提出建议”的逻辑进行设计，考查学生对每个环节关键内容的准确理解，引导学生培养科学探究精神，提升发现问题、分析问题、解决问题的能力。新课标Ⅱ卷阅读D篇选取的语篇探讨分析了当前AI的发展趋势和即将到来的AI革命，呼吁人们共同面对，技术公司和世界领袖应与AI专家们达成共识、携手共进，试题考查学生是否能够推断理解词组意义、提炼概括关键信息、解读分析段落大意、总结归纳作者意图，涵盖了分析、概括、推断等多种思维能力。【中国考试·教育部教育考试院】
题源网站：
本文来自美利坚大学语言学荣休教授Naomi S. Baron（内奥米·S. 巴伦）的一篇名为Why we remember more by reading–especially print–than from audio or video 的文章
无论一个人是在屏幕上还是在纸上阅读文本，理解力都一样吗 当涉及相同的材料时，听和看内容是否与阅读书面单词一样有效 这两个问题的答案通常都是“否”。原因与多种因素有关,包括注意力不集中、娱乐的心态以及在消费数字内容时多任务处理的倾向。
当阅读几百字或更多的文本时，在纸上学习通常比在屏幕上学习更成功。大量研究证实了这一发现。当实验者从提出简单的任务(如识别阅读文章中的大意)转向需要心理抽象的任务(例如从文本中进行推理)时，印刷品阅读的好处尤其明显。
打印和数字阅读结果之间的差异在一定程度上与纸张的物理特性有关。在纸上，有一个字面意义上的
手，以及不同页面的视觉地理。人们经常将他们对所读内容的记忆与书的深度或页面上的位置联系起来。但同样重要的是心理方面。阅读研究人员提出了一种名为“肤浅假说”的理论。根据这一理论，人们以一种适合社交媒体的心态来处理数字文本，而社交媒体通常并不那么严肃，而且与阅读印刷品相比，他们投入的心力更少。
音频和视频比文本更有吸引力,因此大学教师越来越多地转向这些技术一-比如，分配一个在线演讲，而不是同一个人的文章。然而，心理学家已经证明，当成年人阅读新闻故事时，他们会比听或看相同的文章记住更多的内容。
数字文本、音频和视频都具有教育作用，尤其是在提供印刷品中没有的资源时。然而，为了最大限度地提高需要集中注意力和反思的学习效果，教育工作者不应该假设所有媒都是的即伟它伿包含想同的单词。
一、考纲词汇词形转换
1. comprehend n理解→____________n 理解（力）
2. concentrate adj注意力集中→____________ n 专心，专注
3. entertain adj娱乐→____________ n 消遣，娱乐
4. reflect n. 反射→____________ n 反思，深思
5. information n. 信息→____________ adj 提供有用信息的
二、考纲词汇识词知意
第一组：高频单词
1. comprehension n ____________
2. view v____________
3. content n ____________
4. cover v ____________
5. factor n ____________
6. concentration n ____________
7. entertainment n ____________
8. consume v____________
9. confirm v____________
10. print n ____________
11. pose v____________
12. identify v____________
13. mental adj____________
14. physical adj____________
15. visual adj____________
16. geography n____________
17. distinct adj____________
18. aspect n ____________
19. propose v ____________
20. shallow v ____________
21. approach v____________
22. serious adj ____________
23. engaging adj ____________
24. say v ____________
25. assign v ____________
26. demonstrate v ____________
27. identical adj ____________
28. piece n ____________
29. role n ____________
30. available adj____________
31. maximize v ____________
32. reflection n ____________
33. assume v ____________
34. randomly adv ____________
35. apply v ____________
36. multiple adj ____________
37. technique n ____________
38. produce v ____________作
第二组：高频单词
39. onscreen adv ____________
40. multitask v ____________
41. experimenter n ____________
42. abstraction n ____________
43. property n____________
44. literal adj ____________
45. informative adj ____________
46. imply v ____________
三、高频短语积少成多
1. relate to ____________
2. a variety of ____________
3. a tendency to do sth ____________
4. shine through ____________
5. draw inferences from____________
6. be related to ____________
7. physical properties ____________
8. along with ____________
9. link … to ... ____________
10. be suited to ____________
11. mental effort ____________
12. in print ____________
13. mental focus ____________
14. call for ____________
15. treat sth lightly ____________
16. hold sb’s attention ____________
17. develop advanced skills ____________
四、核心考点单句填空
1. Is comprehension __________ same whether a person reads a text on screen __________ on paper
2. And are listening to and viewing content __________ effective as reading the written word when __________(cover) the same material The answers __________ both questions are often “no”.
3. The reasons relate __________ a variety of __________(factor), including __________(reduce) concentration, an entertainment mindset (心态) and a __________(tend) to multitask while consuming digital content.
4. When reading texts of several hundred words or more, learning is generally __________(successful) when it’s on paper than onscreen. A large amount of research __________(confirm) this finding.
5. The benefits of print reading __________(particular) shine through when experimenters move from posing simple tasks — like __________(identify) the main idea in a reading passage — to ones that require mental abstraction — such as drawing __________(inference) from a text.
6. The differences between print and digital reading results are partly related to paper’s __________(physics) properties.
7. With paper, there __________(be) a literal laying on of hands, along with the visual geography of distinct pages.
8. People often link their memory of __________ they’ve read to how far into the book it was or where it was on the page.
9. But __________(equally) important is the mental aspect. Reading researchers have proposed a theory __________(call) “shallowing hypothesis (假说)”.
10. According to this theory, people approach digital texts with a mindset __________(suit) to social media, __________ are often not so serious, and devote__________(little) mental effort than when they are reading print.
11. Audio (音频) and video can feel more engaging than text, and so university teachers __________(increasing) turn to these technologies — say, assigning an online talk instead of an article by the same person.
12. However, psychologists have demonstrated that when adults read news stories, they remember more of the content __________ if they listen to or view identical pieces.
13. Digital texts, audio and video all have __________(education) roles, especially when __________(provide) resources not available in print.
14. However, for maximizing learning where mental focus and __________(reflect) are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
五、长难句分析
1. The benefits of print reading particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text.
【翻译】当实验人员从提出简单的任务，如找到阅读文章的主旨，转向需要抽象思维的任务，如从文本中推断出结论时，纸质阅读的好处尤为明显。
【分析】本句中when 引导时间状语从句，从句谓语为move，like identifying the main idea in a reading passage 和such as drawing inferences from a text 分别补充说明simple tasks和ones that require mental abstraction。
2. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
【翻译】根据这一理论，人们对待数字文本的态度与对待社交媒体的态度相当，社交媒体通常不那么严肃，相比纸质阅读，人们投入的脑力要少。
【分析】suited to social media 作后置定语修饰mindset，which 引导的非限制性定语从句，修饰先行词social media，and 连接主句并列的谓语approach 和devote。
【2023年新课标I卷阅读理解C篇】
The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it’s right for you.
To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people’s digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.
Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value.
In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.
The second part of this book takes a closer look at some ideas that will help you cultivate (培养) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (独处) and the
necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that words for your particular circumstances.
8. What is the book aimed at
A. Teaching critical thinking skills. B. Advocating a simple digital lifestyle.
C. Solving philosophical problems. D. Promoting the use of a digital device.
9. What does the underlined word “declutter” in paragraph 3 mean
A. Clear-up. B. Add-on. C. Check-in. D. Take-over.
10. What is presented in the final chapter of part one
A. Theoretical models. B. Statistical methods.
C. Practical examples. D. Historical analyses.
11. What does the author suggest readers do with the practices offered in part two
A. Use them as needed. B. Recommend them to friends.
C. Evaluate their effects. D. Identify the ideas behind them.
【2022年新课标I卷阅读理解C篇】
Over the last seven years, most states have banned texting by drivers, and public service campaigns have tried a wide range of methods to persuade people to put down their phones when they are behind the wheel.
Yet the problem, by just about any measure, appears to be getting worse. Americans are still texting while driving, as well as using social networks and taking photos. Road accidents, which had fallen for years, are now rising sharply.
That is partly because people are driving more, but Mark Rosekind, the chief of the National Highway Traffic Safety Administration, said distracted（分心）driving was "only increasing, unfortunately."
"Big change requires big ideas." he said in a speech last month, referring broadly to the need to improve road safety. So to try to change a distinctly modern behavior, lawmakers and public health experts are reaching back to an old approach: They want to treat distracted driving like drunk driving.
An idea from lawmakers in New York is to give police officers a new device called the Textalyzer. It would work like this: An officer arriving at the scene of a crash could ask for the phones of the drivers and use the Textalyzer to check in the operating system for recent activity. The technology could determine whether a driver had just texted, emailed or done anything else that is not allowed under New York's hands-free driving laws.
"We need something on the books that can change people's behavior,” said Félix W. Ortiz, who pushed for the state's 2001 ban on hand-held devices by drivers. If the Textalyzer bill becomes law, he said, "people are going to be more afraid to put their hands on the cell phone."
28. Which of the following best describes the ban on drivers' texting in the US
A. Ineffective. B. Unnecessary.
C. Inconsistent. D. Unfair.
29. What can the Textalyzer help a police officer find out
A. Where a driver came from.
B. Whether a driver used their phone.
C. How fast a driver was going.
D. When a driver arrived at the scene.
30. What does the underlined word "something" in the last paragraph refer to
A. Advice. B. Data. C. Tests. D. Laws.
31. What is a suitable title for the text
A. To Drive or Not to Drive Think Before You Start
B. Texting and Driving Watch Out for the Textalyzer
C. New York Banning Hand-Held Devices by Drivers.
D. The Next Generation Cell Phone: The Textalyzer.
【2021年新课标I卷阅读理解C篇】
When the explorers first set foot upon the continent of North America, the skies and lands were alive with an astonishing variety of wildlife. Native Americans had taken care of these precious natural resources wisely. Unfortunately, it took the explorers and the settlers who followed only a few decades to decimate a large part of these resources. Millions of waterfowl (水禽) were killed at the hands of market hunters and a handful of overly ambitious sportsmen. Millions of acres of wetlands were dried to feed and house the ever-increasing populations, greatly reducing waterfowl habitat (栖息地).
In 1934, with the passage of the Migratory Bird Hunting Stamp Act (Act), an increasingly concerned nation took firm action to stop the destruction of migratory (迁徙的) waterfowl and the wetlands so vital to their survival.Under this Act, all waterfowl hunters 16 years of age and over must annually purchase and carry a Federal Duck Stamp. The very first Federal Duck Stamp was designed by J.N. “Ding” Darling a political cartoonist from Des Moines, lowa, who at that time was appointed by President Franklin Roosevelt as Director of the Bureau of Biological Survey. Hunters willingly pay the stamp price to ensure the survival of our natural resources.
About 98 cents of every duck stamp dollar goes directly into the Migratory Bird Conservation Fund to purchase wetlands and wildlife habitat for inclusion into the National Wildlife Refuge System — a fact that ensures this land will be protected and available for all generations to come. Since 1934, better than half a billion dollars has gone into that Fund to purchase more than 5 million acres of habitat. Little wonder the Federal Duck Stamp Program has been called one of the most successful conservation programs ever initiated.
28. What was a cause of the waterfowl population decline in North America
A. Loss of wetlands.
B. Popularity of water sports.
C. Pollution of rivers.
D. Arrival of other wild animals.
29. What does the underlined word “decimate” mean in the first paragraph
A. Acquire. B. Export. C. Destroy. D. Distribute.
30. What is a direct result of the Act passed in 1934
A. The stamp price has gone down.
B. The migratory birds have flown away.
C. The hunters have stopped hunting.
D. The government has collected money.
31. Which of the following is a suitable title for the text
A. The Federal Duck Stamp Story
B. The National Wildlife Refuge System
C. The Benefits of Saving Waterfowl
D. The History of Migratory Bird Hunting
阅读理解议论文满分策略
议论文是英语中的重要文体，在阅读理解中占有一定的比例。议论文就是说理性的文章，一般由论点、论据和论证过程组成。议论文都要提出论题、观点、提供充分的证据，使用一定的逻辑方法证明观点或得出结论。
议论文涉及的论题具有生活化的特征，与社会生活密切相关。从命题上看，议论文阅读理解以考查细节理解和推理判断为主，偶尔考查文章的主旨大意和作者的情感态度。考生在平时的阅读训练中要阅读一定数量的议论文，以了解和掌握议论文的结构和行文特征。
【考情分析】
议论文涉及的论题具有生活化的特征，与社会生活密切相关。从命题上看，议论文阅读理解以考查细节理解和推理判断为主，但不排除对观点态度的考查。考生在平时的阅读训练中要阅读一定数量的议论文，以了解和掌握议论文的结构和行文特征。
1. 语言与结构特点
议论文应该观点明确、论据充分、语言精练、论证合理、有严密的逻辑性。议论文通常采用三段论式的结构，即“提出问题（引论）—分析问题（本论）—解决问题（结论）”。由此可见，要理解议论文有两个关键点，一是要弄清文章的论点是什么、采用了哪些论据、如何论证；二是要理清其基本结构——三段论式结构。
2. 答题误区
议论文阅读理解题易错点往往在于事实与观点的区分以及观点本身。解题时，一要弄清哪些是所引述的事实，哪些是作者的观点以及引述中不同人物的观点；二要弄清作者真正的观点是什么，既要考虑全文，又要重视结论部分，谨防将文章中引述的某人的观点和作者的观点混为一谈。
阅读理解议论文解题秘笈
一、抓住论点找主旨。
阅读议论文最重要的是抓住文章的论点，找到文章的论点也就把握了文章的主旨。一般来说，作者会在开头段落交代文章的论点，因此，细读文章首段尤为重要。
议论文多采用“倒三角形”结构，因此“首段”和“段首”就是做题最大的要领，据此可以做好写作
意图题、主旨大意题和标题推断题。
二、理清文章结构。
议论文一般采用“总分总”的结构，作者先给出论点，然后从不同方面（正面，反面）进行论证，最后给出总结或者自己的观点。文章中会出现较为明显的转折，递进，并列或者归纳总结等的逻辑关系词。考生在阅读时，要理清文章结构，找到论点的基础上进而理解作者给出的论据，突破细节理解题和推理判断题。
体会语言特点。
能否正确把握作者的观点和态度是体现阅读能力的重要方面。一般来说，对作者的总的态度和倾向，必须在通读全文，掌握了论点和论据后，方能做出判断。在判断作者观点态度时，我们应注意，有时候作者的观点和态度并不是明确地表达出来的，需要我们认真体察。做推理判断时，一定要遵循逻辑规律，以事实为依据进行合理的推理。
四、注意干扰项特点。
①包含项原则
在答案选项分析中，假如对A选项的理解概括了对其他三项 (或其中某一项)的理解，那么我们就说选项A与其他三项是包含或概括关系，包含项A往往就是正确答案。如在＂花＂与＂玫瑰＂两选项中，正确答案肯定是＂花＂，花包含了玫瑰。
②正反项原则
所谓正反项，是指两选项陈述的命题完全相矛盾。两个相互矛盾的陈述不能都是假的，其中必有一真。所以，假如四选项中A、B互为正反项，那我们通常先排除C、D项，正确答案一般在A、B项当中。
③委婉项原则
所谓委婉，这里是指说话不能说死，要留有余地。阅读理解选项中语气平和、委婉的往往是正确答案。这些选项一般含有不十分肯定或试探性语气的表达，如：probably, possibly, may, usually, might, most of, more or less, relatively, be likely to, not necessary, although, yet, in addition, tend to等等，而含有绝对语气的表达往往不是正确答案，如：must, always, never, all, every, any, merely, only, completely, none, hardly, already等等。
④同形项原则
命题者往往先将正确答案设置在一个大命题范围，然后通过语言形式的细微变化来考查考生的理解能力与分析能力。同形项原则告诉我们：词汇与句法结构相似的选项中有正确答案的存在。
⑤常识项原则
议论文中，那些符合一般常识、意义深刻富有哲理、符合一般规律、属于普遍现象的往往是正确答案。
⑥因果项原则
阅读理解的逻辑推理基本都是通过因果链进行的，前因后果，一步步循序渐进。然而，在推理题的选项中，有的选项会推理不到位(止于前因)，或者推理过头(止于后果)，这就是所谓的干扰项。因果项原则启示我们：假如四个选项中有两项互为同一事物推理过程中的因果关系，那么正确答案就是两个因果项中的其中之一。如果因项可产生几个结果，那么答案就是因；如果果项可以对应几个原因，那么答案就是果。
变式一：数码阅读+纸质阅读
01（2024·江西宜春·模拟预测）
For a new meta-analysis, scientists at the University of Valencia in Spain collected 26 studies with close to 470,000 participants. Each study explored the effect of leisure-time digital reading on comprehension. They found that digital reading improves comprehension skills, but the beneficial effect is between six and seven times smaller than print reading, and it’s the smallest for children.
Why does digital reading appear to be far less beneficial The author s cited numerous opinions from the literature. First, the language quality of digital text tends to be much lower. When chatting, we often use informal language with simplified vocabulary, and we ignore grammar rules. Content is also typically far shorter, not requiring the focus to fully understand and enjoy longer works with complicated narratives (叙述) and numerous characters.
According to Naomi S. Baron, a professor of world languages and cultures at American University, a book’s physical properties might also uniquely boost information retention. “With paper, there is a real touch of hands, along with the visual geography of different pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page,” she wrote. “The physical properties of a book or magazine—the smell, the look, the feel—can also make reading more pleasurable,” she added in an email interview with Big Think.
Lastly, when reading content on digital sources, distractions (分心) from social media, YouTube, and video games are often just a click away, preventing full comprehension of texts. Because the youth tend to have poorer impulse (冲动) control, they can be more likely than adults to be drawn away when engaging in digital reading. They also are less likely to have mastered vocabulary and grammar rules, meaning they will be exposed to more fundamental writing on social media and in chats with friends.
It’s for these reasons that the authors recommend that parents and teachers limit kids’ time with digital content, or at least emphasize printed works or using basic e-readers with ink screens.
1. What’s the common focus of the collected studies
A. The feedback from the participants.
B. Activity arrangement during leisure time.
C. Reading differences between adults and kids.
D. The impact of digital reading on understanding.
2. What can be known about the language of digital text
A. It is full of rich opinions.
B. It lacks grammar rules.
C. It is difficult to understand.
D. It involves complicated vocabulary.
3. What does the underlined word “retention” in paragraph 3 mean
A. Memory. B. Comparison. C. Imagination. D. Dependence.
4. What’s the authors’ suggestion on children’s digital reading
A. Parent-child reading. B. Restricting the time.
C. Employing basic e-readers. D. Watching for the contents.
02（23-24高三上·重庆渝北·阶段练习）
Digital reading appears to be destroying habits of “deep reading”. Astonishing numbers of people with years of schooling are actually illiterate and ignorant. This month’s Ljubljana Manifesto (宣言) explains: “The digital field may promote more reading than ever in history, but it also offers many temptations to read in a superficial(肤浅的)and scattered manner— or even not to read at all. This increasingly endangers higher-level reading.”
That’s frightening, because “higher-level reading” has been essential to civilization. It enabled the enlightenment and an international increase in empathy. Without it, we would suffer a lot. As the Ljubljana Manifesto notes, “one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic reading scores for American 13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.
Experts in the Ljubljana Manifesto record the demeritsof digital reading: “Recent studies of various kinds indicate a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading.” When you read a book on paper, you can be entirely inside the experience, absorb hundreds of pages of details thoroughly and begin to capture the world’s complexity. But online, says Maryanne Wolf of UCLA, we are “skimming, scanning, scrolling(滚屏)”. The medium is the message: doing deep reading on your phone is as hard as playing tennis with your phone. Recently, a bright 11-year-old told me I was wasting time on books: he absorbed more information faster from Wikipedia. He had a point. But digital readers also absorb more misinformation and seldom absorb fine perspectives.
In short, as professors from Northwestern University foresaw in 2005, we are returning to the days when only an elite (精英) “reading class” consumes long texts, which is a worrying problem.
5. What can we learn about digital reading from paragraph 1
A. Digital reading has solved the problem of illiteracy.
B. Digital reading has lessened the practice of deep reading.
C. Digital reading has made deep reading accessible to wider readers.
D. Digital reading has aroused a greater appreciation for deep reading.
6. What is the purpose of the figures used in paragraph 2
A. To display the popularity of digital reading.
B. To highlight the advantages of deep reading.
C. To present the unfavorable situation of literacy.
D. To stress the illiterate’s lower-level reading skills.
7. What does the underlined word “demerits” in paragraph 3 mean
A. Effects. B. functions C. Features. D. Drawbacks.
8. What might be talked about in the following paragraph
A. Advantages of digital reading. B. Benefits of higher-level reading.
C. Ways to encourage digital reading. D. Measures to practice deep reading.
03（23-24高三下·四川绵阳·期中）
Digital reading (数字阅读) appears to be destroying habits of “deep reading”. Astonishing numbers of people with years of schooling are in fact illiterate (文盲). This month’s Ljubljana Manifesto (宣言) explains: “The digital field may promote more reading than ever in history, but it also offers many attractions to read in a casual and scattered (零散的) manner— or even not to read at all. This increasingly endangers higher-level reading.”
That’s frightening, because “higher-level reading” has been necessary to civilization. It made the understanding and an international increase in empathy (共鸣). Without it, we would suffer a lot. As the Ljubljana Manifesto notes, “as much as one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic (后疫情时期) reading scores for American13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy (读写能力) in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.
Experts in the Ljubljana Manifesto record the demerits of digital reading: “Recent studies of various kinds indicate a decline of thoughtful reading, slow reading and long-form reading.” When you read a book on paper, you can be entirely inside the experience, absorb hundreds of pages of details thoroughly and begin to catch the world’s complexity. Online, says Maryanne Wolf of UCLA, we are “skimming, scanning and scrolling”. The medium is the message: doing deep reading on your phone is as hard as playing tennis with your phone. Recently, a bright 11-year-old boy told me I was wasting time on books: he absorbed more information faster from websites. He had a point. But digital readers also absorb more misinformation and seldom absorb fine opinions.
In short, as professors from Northwestern University predicted in 2005, we are returning to the days when only an elite (精英) “reading class” reads long texts, which is worrying.
9. What can we learn about digital reading from paragraph 1
A. Digital reading has weakened the practice of deep reading.
B. Digital reading has solved the problem of illiteracy.
C. Digital reading has made deep reading accessible to wider readers.
D. Digital reading has caused a greater appreciation for deep reading.
10. What’s the second paragraph mainly about
A. Digital reading’s great popularity. B. The importance of deep reading.
C. American students’ reading skills. D. The lowering of the level of literacy.
11. What does the underlined word “demerits” in paragraph 3 mean
A. Functions. B. Depths. C. Shortcomings. D. Features.
12. What might be talked about in the following paragraph
A. Advantages of digital reading. B. Measures to practice deep reading.
C. Ways to encourage digital reading. D. Benefits of lower-level reading.
04（2024·河北张家口·三模）
Many studies have shown that when people read on-screen, they don’t understand what they’ve read as well as when they read in print. For example, researchers in Spain and Israel took a close look at 54 studies comparing digital and print reading. Their 2018 study involved more than 171,000 prehension, they found, was better overall when people read print rather than digital texts.
Maryanne Wolf, who works at the University of California, Los Angeles explained that reading is not natural. We learn to talk by listening to those around us. It’s pretty automatic. But learning to read takes real work because the brain has no special network of cells just for reading.
To understand text, the brain borrows networks that evolved (进化) to do other things. For example, the part that evolved to recognize faces is called into action to recognize letters. This is similar to how you might adapt a tool for some new use. For example, a coat hanger is great for putting your clothes in the closet (衣柜). But if a blueberry rolls under the refrigerator, you might straighten out the coat hanger and use it to reach under the refrigerator and pull out the fruit. As a result, the brain might slip into skim (浏览) mode when you’re reading on a screen. It may switch to deep-reading mode when you turn to print.
Your reading doesn’t just depend on the device, however. It also depends on what you assume about the text. Baron, who is a scientist studying language and reading,calls this mindset. She says one way mindset works is in anticipating how easy or hard we expect the reading to be. If we think it will be easy, we might not put in much effort. Much of what we read on-screen tends to be text messages and social media posts. They’re usually easy to understand. So, when people read on-screen, they read faster. When reading fast, we may not absorb all the ideas as well.
So if you really need to learn something, you’re probably better off with print.
13. What is Maryanne Wolf’s point of view
A. Reading is unnatural for the brain.
B. Digital texts are easier to understand.
C. Old tools should be adapted for new use.
D. There are two different modes of reading.
14. How was Maryanne Wolf’s point of view explained
A. By referring to the results of previous studies.
B. By sorting data collected through experiments.
C. By analyzing examples of people’s reading experiences.
D. By comparing reading to doing things with borrowed tools.
15. What will Baron probably agree
A. An effective reader absorbs all the ideas.
B. Digital reading devices can be put into better use.
C. Reading strategies should be applied to improve reading speed.
D. We have different mindsets in screen reading and print reading.
16. Which of the following is a suitable title for the text
A. What’s behind how you read, device or psychology
B. Are social media posts fueling up a fast reading craze
C. Will you learn better from reading on-screen or on paper
D. Which employs more parts of your brain, reading or listening
05（2024·湖南·一模）
Digital reading appears to be destroying habits of “deep reading”. Astonishing numbers of people with years of schooling are in effect illiterate. This month’s Ljubljana Manifesto (宣言) explains: “The digital field may promote more reading than ever in history, but it also offers many temptations to read in a superficial and scattered (零散的) manner — or even not to read at all. This increasingly endangers higher-level reading.”
That’s frightening, because “higher-level reading” has been essential to civilization. It enabled the enlightenment and an international increase in empathy. Without it, we would suffer a lot. As the Ljubljana Manifesto notes, “as much as one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic reading scores for American 13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.
Experts in the Ljubljana Manifesto record the demerits of digital reading: “Recent studies of various kinds indicate a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading.” When you read a book on paper, you can be entirely inside the experience, absorb hundreds of pages of details thoroughly and begin to capture the world’s complexity. Online, says Maryanne Wolf of UCLA, we are “skimming, scanning, scrolling”. The medium is the message: doing deep reading on your phone is as hard as playing tennis with your phone. Recently, a bright 11-year-old told me I was wasting time on books: he absorbed more information faster from Wikipedia. He had a point. But digital readers also absorb more misinformation and seldom absorb fine perspectives.
In short, as professors from Northwestern University foresaw in 2005, we are returning to the days when only an elite (精英) “reading class” consumes long texts, which is worrying.
17. What can we learn about digital reading from paragraph 1
A. Digital reading has solved the problem of illiteracy.
B. Digital reading has lessened the practice of deep reading.
C. Digital reading has made deep reading accessible to wider readers.
D. Digital reading has aroused a greater appreciation for deep reading.
18. What is the purpose of the figures used in paragraph 2
A. To display the popularity of digital reading.
B. To highlight the advantages of deep reading.
C. To present the unfavorable situation of literacy.
D. To stress the illiterate’s lower-level reading skills.
19. What does the underlined word “demerits” in paragraph 3 mean
A. Effects. B. Depths. C. Features. D. Drawbacks.
20. What might be talked about in the following paragraph
A. Advantages of digital reading. B. Benefits of higher-level reading.
C. Ways to encourage digital reading. D. Measures to practice deep reading.
06（23-24高三下·浙江丽水·二模）
In this digital age, information is increasingly digitized through the wide use of technology. Newspapers, magazines and even textbooks are becoming or expected to be digital soon. However, despite the sharp increase of such technology in daily life, print media is far from becoming unnecessary. I don’t think that reading in print is a dying mode.
Firstly, print offers a super reading experience. The feeling of holding a book in our hands, feeling its weight and turning over its pages, helps us to be immersed in and engaged fully with the material. The act of turning over pages also helps to direct ourselves in the concepts and structure of the text. In contrast, reading through a number of pages on a device is unsatisfying, and we can lose track of how much we have read. In addition, the artificial glow of digital screens tires one’s eyes out, and can even affect one’s sleep.
Moreover, physical copies express greater aesthetic (审美的) beauty than digital ones. The designs that beautify book covers and spines make the ideas complete and add beauty to our homes as well. The wrinkles that have accumulated over time leave us with an emotional attachment to the books themselves. Furthermore, the presentation of content in print also allows for greater appreciation of imagery (意象). In contrast to the restrictions of digital screens, the tangible (可触摸的) nature of print allows for clear imagery that is clear and impactful in its presence.
Advocates of digital print support the convenience of the medium. Indeed, e-readers provide a convenient solution to storage and transportation. However, this carries its own weaknesses as well. For one, the use of digital media requires the investment in a smart device. For another, taking notes on the printed text is easier.
In conclusion, despite the conveniences afforded by digital media, physical print still remains a popular mode of reading today. The “less is more” nature of print media remains its strongest selling point today.
21. Which of the following is true according to paragraph 2
A. Too much digital reading will not influence our health.
B. Turning over pages helps to completely understand the texts.
C. Reading in print offers readers full engagement with materials.
D. Readers can exactly know how much they have read by digital reading.
22. Where does the greater aesthetic beauty of physical copies lie
A. A clear imagery. B. Abundant ideas.
C. Emotional dependence. D. Convenience of transportation.
23. What’s the main purpose of the text
A. To popularize two types of reading modes.
B. To persuade people to enjoy digital reading.
C. To inform people of a new trend in reading.
D. To argue why reading in print will not disappear.
24. The author states the opinion by _________.
A. using examples B. making a comparison
C. asking and answering questions D. analyzing causes and effects
变式二：在线教育+阅读体验
01（23-24高三上·江西南昌·阶段练习）
“I’m not a reader.” It’s a common reply that Julia Torres, a teacher-librarian in Denver Public Schools, has heard throughout her 16-year career. She’s seen students tear up books, throw them away or check them out only to immediately return them all because they didn’t have confidence in their ability to read.
As a librarian, Torres feels strongly that libraries should be spaces of liberation, places where students can develop a love of reading at any stage. Reading is a skill that everyone can grow to love, but too many negative experiences during a child’s literacy (读写能力) education can result in boredom, lack of interest or even anger. When a student has a poor experience like being shamed for their reading choices, they can begin to associate reading with painful feelings of insecurity, shame and stress.
To prevent reading disorder (阅读障碍) practices, as Torres notes, librarians first can build an inclusive library where classified collections can make it easier for students to navigate and also help identify gaps in the collections. Reevaluating librarians’ role and priorities is necessary, which allows students to take control of the library and have a say in what’s purchased for the collection, directly arousing students’ reading interest. Instead of hosting traditional book fairs where students have to pay for books, it is better to open up a True Book Fair, where students are invited to choose books intentionally to their interests without any costs. Librarians are recommended to read what students are reading. Saying graphic novels count as real reading is only lip-service (空口的应酬话) if you’re not reading those graphic novels yourself. Another two important approaches to preventing reading disorder are to take a look at the library policies and redefine what counts as reading. It is necessary to get rid of fines, check-out limits, security gates, and punishment policies. Plus, students are encouraged to listen to audiobooks or read picture books. Find a way to teach important skills like comprehension or critical thinking with the texts that excite and interest students.
1. What does the underlined sentence imply
A. Books are not to the taste of students.
B. Some students are not interested in reading.
C. Students don’t borrow books from the library.
D. Students haven’t tried to read for entertainment.
2. What is directly linked with arousing students’ reading interests
A. Voicing their own choices. B. Getting rid of library rules.
C. Librarians’ recommendation. D. Reducing charges caused by reading.
3. What is paragraph 3 about
A. How negative reading experiences affect students.
B. Why to reduce reading disorder as student librarians.
C. How to lessen reading disorder as student librarians.
D. What leads to students’ difficulty in reading.
4. What does the text mainly talk about
A. Offering suggestions to the librarians.
B. Doing a research on reading disorder.
C. Analyzing why reading disorder forms.
D. Arousing attention in reading disorder prevention.
02（23-24高三上·贵州·阶段练习）
Today, many people spend a lot of time reading online. Whether reading news or e-books, people are spending more time eyeballing (盯住) screens. While online reading opens up a great deal of knowledge to people, there are some disadvantages too, such as eyestrain, headaches, as well as difficulty in focusing on the text. Now a new reading system, Bionic Reading, developed by Swiss typographic designer Renato Casutt, can help people overcome these issues, and most importantly, it aims to help people read faster online and develop a more in-depth understanding of written content.
The reading system improve the reading process by guiding the eyes through text with artificial fixation points. To make it short: some parts of the words are displayed in bold (粗体). As a result, the reader only focuses on the highlighted letters and lets the brain center complete the rest. Your brain can “read” faster than your eyes, so by essentially reducing the number of letters your eye needs to look at, you can read faster while still preserving the full context.
Cassult discovered the system by accident. He was working on designing a book in a foreign language and realized he could read it if he sectioned it off. He worked for six years to develop Bionic Reading and is still working to adjust it.
A preliminary (初步的) study was conducted by the Swiss Institute InnoSuisee, but more research is needed before it can be definitively shown that the system improves reading. Some people with ADHD (多动症) prove that Bionic Reading helped them focus and comprehend what they are reading. Other people don’t seem to notice a big difference compared to regular text. There’s also no evidence to suggest Bionic Reading is any better than regular text. The best way to know if the Bionic Reader helps you read better online is to try it yourself.
5. What is the main purpose of Bionic Reading
A. To point out people’s reading problems.
B. To teach people necessary reading skills.
C. To reduce readers’ screen time and eye stress.
D. To improve people’s reading speed and comprehension.
6. What does the underlined phrase “artificial fixation points” in paragraph 2 refer to
A. Words displayed in capital letters. B. Useful expressions.
C. Difficult sentences in the text. D. Bold letters.
7. What do some people with ADHD think of the system according to the text
A. It is complex. B. It can be beneficial.
C. It needs to be improved. D. It has little effect on them.
8. What is the text mainly about
A. A reading project for ADHD. B. A research on language learning.
C. A system to help with online reading. D. A tool for treating reading disability
03（23-24高三下·天津西青·阶段练习）
Today, many people spend a lot of time reading online, whether reading news, social media, or e-books. While online reading opens up a lot of knowledge to people there are some disadvantages, too. These include tiredness of eyes, headaches, as well as difficulty in even finishing reading the text. Now anew pioneering (开创性的) reading plugin (插件) has been intended to help people overcome these problems and read faster online.
The reading plugin called Bionic Reading, which was developed by Swiss designer Renato Casutt, was created with the belief that your brain can read faster than your eyes. The plugin makes the first few letters of each word in bold (粗体) which actually allows your eyes to jump over parts of the text and your brain to fill in what is missing. Incredibly, reading like this feels like finally unlocking 100 percent of people’s brain.
Casutt came up with the plugin by accident. He was reading a book in a foreign language and realized he could read it faster and well master it if he separated it into parts. He has worked for six years to develop Bionic Reading and is still working to perfect it. Maybe people who want to strengthen their reading ability show interest in it, but more research is needed before it can be finally shown that the system improves reading ability. But people with dyslexia (诵读障碍) have proved that Bionic Reading did help them focus on what they are reading.
Casutt’s goal is to combine the plugin with all reading apps and online services. “In a digital world controlled by shallow forms of reading, Bionic Reading aims to encourage a more in-depth reading and understanding of written content,” he said. Bionic Reading is available in several apps like Fiery Feeds, Lie, and Next App. The best way to Know if it helps you read better online is to try it yourself and find out what it is all about.
9. How does Bionic Reading work
A. Users can read faster with less thinking.
B. Users keep their brains much less active.
C. Users keep an eye on part of the whole text
D. Users guess the meanings of some key words.
10. Bionic Reading was designed based on the idea that.
A. your eyes can read faster than your brain
B. your brain can read faster than your eyes
C. reading can unlock people’s brain
D. the first few letters of each word can be made in bold
11. What benefit does Bionic Reading bring to people with dyslexia
A. Selecting suitable reading contents.
B. Keeping up with reading contents.
C. Limiting reading time.
D. Reducing stress from reading.
12. What can we learn about Bionic Reading
A. It has not been put into use so far.
B. It has already been fully developed.
C. It leaves users a further reading and thinking.
D. It helps users skip the new words in reading.
13. Which is the most suitable title for the text
A. New Pioneering Plugin Improves Online Reading
B. Online Reading Is Sure To Perfect People’s Brain
C. Spending Time On Online Reading Is Worthwhile
D. New Pioneering Plugin Still Needs To Be Improved
05（23-24高三下·辽宁沈阳·期中）
In the coming era of budget cuts to education, remote learning could become a common thing.
The appeal to those in charge of education budgets to trade teachers for technology is so strong that they tend to ignore the disadvantages of remote learning. School facilities are expensive to build and maintain, and teachers are expensive to employ. It’s true that online classes do not require buildings and each class can host hundreds of people, which can result in greater savings, but moving away from a traditional classroom in which a living, breathing human being teaches and interacts with students daily would be a disaster.
Physically attending school has hidden benefits: interacting with peers and communicating with teachers are important skills to cultivate（培养）in young people. Moreover, schools are more than simple places of traditional learning. They are also places that provide meals, places where students receive mental help and other support.
Those policy-makers are often fascinated by the latest technology in education and its potential to transform education overnight. But online education does not allow a teacher to keep a struggling student after class and offer help. Educational videos may deliver academic content, but they are unable to make eye contact or assess a student’s level of engagement. Distance education will never match the personal teaching in a traditional classroom. In their first 18 years of life. American children spend only 9% of their time in school. Yet teachers are expected to prepare them to be responsible citizens, cultivate their social skills, encourage successful time management, and improve their capacity to compete in a competitive job market. Given these expectations, schools should not become permanently “remote”.
The power of the classroom is rooted in the qualities of the people gathered in the same place, at the same time, including their nature, empathy, devotion and so on. Technology, no matter how advanced, should simply be a tool of a good teacher.
19. What is one possible benefit of students attending school physically
A. Transforming traditional teaching.
B. Eating nutritionally-well-balanced-meals.
C. Growing into living and breathing human beings.
D. Developing relationships with peers and teachers.
20. What does the author think of the latest technology in education
A. It may reduce face-to-face interaction.
B. It may make many teachers jobless.
C. It may add to student’s financial burden.
D. It may revolutionize classroom teaching.
21. What does the underline word mean in paragraph 4.
A. complexity B. inequality C. responsibility D. capability
22. Why couldn’t technology replace a good teacher
A. It lacks humanity. B. It can‘t meet personal needs.
C. It is still not advanced. D. It can’t track students’ growth.
06（23-24高三上·江苏淮安·期中）
Of the endless troubles that come with being driven from one’s home country, losing educational certificates may seem small. But it isn’t. Refugees who settle in other countries often find themselves unable to continue on their previous career path due to a new set of employer standards or skills requirements. To solve this problem, the U.S. State Department is posing a solution: online learning.
The State Department will announce a partnership with an online education platform called Coursera. The platform will allow refugees worldwide to take thousands of online courses for free. “Coursera for Refugees” will be available for any non-profit group that supports refugees in any country, as well as individual refugees. They can apply for fully funded access to Coursera’s course catalog, which means they can take all of the platform’s classes and obtain professional certificates for free. The platform currently offers professor-led lectures on a broad range of topics, from data science to fashion design.
As the world migrant crisis worsens, employment is becoming a global concern. The new program aims to aid refugees by offering “important kills that will help them in the global economy,” Evan Ryan, U. S. assistant secretary of state for educational and cultural affairs, said on a press call last week. “What we don’t want to do is not act,” added Coursera chief operations officer Lila Ibrahim.
The idea isn’t without problems. For one, starting a new career path isn’t as simple as watching a few videos and obtaining an online certificate; even those looking to continue previous careers can’t simply rely on an online lecture to get them up-to-date on standards, policies, and practices. For another, most of the classes on Coursera are in English, and though there are plans to add translations, language barriers can be a big problem. Then there are the questions over the value of massive open online courses (MOOCs) themselves — both for refugees and for average learners.
But it’s still early days and there are signs of hope. In 2015, a joint study found 72% of people taking the MOOCs saw career benefits afterwards.
28. Why is the US State Department launching an online learning program for refugees
A. To enable them to settle down in host countries.
B. To help them to meet new employment standards.
C. To offer them a platform to pursue advanced degree.
D. To allow them to learn as many job skills as possible.
29. What do we know about “Coursera for Refugees”
A. It supplies refugees with many job opportunities.
B. It offers free online data services for all refugees.
C. It allows refugees to obtain degrees in various fields.
D. It gives refugees a wide range of courses free of charge.
30. What does the global migrant crisis bring about
A. Increased instability. B. More deaths of refugees.
C. Difficulty in getting a job. D. Worsening economic crisis.
31. What does the author say causes refugees’ difficulty in taking online courses
A. Cultural environment. B. Lack of language skills.
C. Changed academic requirements. D. Difference in teaching platforms.
07（22-23高三上·江苏·期中）
Online education has grown fast over the past ten years. The explosion of technology has made teaching outside the traditional classroom possible for teachers and has provided learners with easy access to course materials. Its attractiveness, benefits, and challenges are addressed.
In April,2005,I was approached by a student who was interested in our doctoral program. However, the first question out of her mouth was, “Do you offer any online courses ”Later that day, as I was reading the conference program guide trying for interesting presentations, I noticed many workshops on web-based learning and online education. I later attended two of those workshops and met several professors from different universities who had either taught online courses for quite some time or who were discovering the best practice for teaching online. The experiences helped me realize at least to some extent the degree of growth in online education.
My responsibilities for the term included gaining more understanding of online education. Consequently, I made several attempts to enrich my knowledge of distance learning and online teaching. I consulted with my colleagues who were teaching online courses. This helped me recognize the importance of getting materials prepared even before the start of a term. I also learned that online courses may consume more time than regular classroom teaching. And I attended several workshops regarding online education and established a network with those who were involved in online programs at other universities. I will consider these people as my consultants as I begin to design my own online course. Also, I conducted a brief survey with 15 students and two faculty members who had taken or taught an online course before to understand their experience. Eventually I completed a literature review which gave me the foundation and the background of understanding the need for online education.
32. What benefits the development of online education
A. Teachers’ good teaching ability. B. Lack of traditional classrooms.
C. Learners’ access to course materials. D. The rapid advance of economy.
33. Why did the author take a student for example
A. To explain the growing trend of offline education.
B. To predict the future of the teaching career.
C. To show students’ love for the doctoral program.
D. To persuade learners of traditional education.
34. What caused the author to know more about online education
A. The requirement of research. B. The professional responsibilities.
C. The appetite for knowledge. D. The colleagues’ encouragement.
35. What is the author’s attitude to online education
A. Carefree. B. Doubtful. C. Supportive. D. Unwilling.2024年高考英语新课标卷真题深度解析与考后提升之 阅读理解C篇（2024年新课标I卷）
阅读理解C篇关键词: 议论文;人与社会;纸质阅读;数字阅读;音视频学习方式;网络学习;新媒体教育
Is comprehension the same whether a person reads a text on screen or on paper And are listening to and viewing content as effective as reading the written word when covering the same material The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content.
When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.
The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.
But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.
Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
28. What does the underlined phrase “shine through” in paragraph 2 mean
A. Seem unlikely to last. B. Seem hard to explain.
C. Become ready to use. D. Become easy to notice.
29. What does the shallowing hypothesis assume
A. Readers treat digital texts lightly. B. Digital texts are simpler to understand.
C. People select digital texts randomly. D. Digital texts are suitable for social media.
30. Why are audio and video increasingly used by university teachers
A. They can hold students' attention. B. They are more convenient to prepare.
C. They help develop advanced skills. D. They are more informative than text.
31. What does the author imply in the last paragraph
A. Students should apply multiple learning techniques.
B. Teachers should produce their own teaching material.
C. Print texts cannot be entirely replaced in education.
D. Education outside the classroom cannot be ignored.
【答案】28. D 29. A 30. A 31. C
【导语】本文是议论文。主要讨论了纸质阅读与数字阅读、音频和视频学习方式的差异和效果。
28. D 词义猜测题根据第二段前两句When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. 可知，在阅读几百字的文本时，纸质阅读比屏幕阅读的学习效果更好。根据画线词所在句可知，当实验人员把任务从易（比如找到阅读文章的主旨）到难
（需要抽象思维，比如从文本中推断出结论）推进时，纸质阅读的优势尤为明显，也就是变得容易被人注意到（become easy to notice），故选D。
29. A 推理判断题第四段最后一句According to this theory, people ... than when they are reading print. 是对shallowing hypothesis（浅层阅读假说）的解释说明。人们对待数字文本的态度与对待社交媒体的态度相当，社交媒体通常不那么严肃，相比纸质阅读，人们投入的脑力要少，也就是读者对数字文本持不严肃、轻松的态度。treat sth lightly 意为“轻松地对待某事”，故选A。
30. A 事实细节题根据第五段第一句Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies ... 可知，大学教师越来越多地使用音频和视频，是因为它们比文本更有吸引力，也就是能够保持学生的注意力，hold students’ attention是engaging 的同义替换，故选A。
31. C 推理判断题根据最后一段最后一句However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words. 可知，教育工作者不应该认为所有媒介的效果是一样的。此外，本文主要介绍了纸质阅读在学习效果方面相较于数字阅读的优势，暗示了纸质文本在教育领域中的不可替代性，故选C。
考查关键能力 促进思维品质发展
2024年高考英语全国卷继续加强内容和形式创新，优化试题设问角度和方式，增强试题的开放性和灵活性，引导学生进行独立思考和判断，培养逻辑思维能力、批判思维能力和创新思维能力。新课标Ⅰ卷阅读C篇介绍了纸质阅读在学习效果方面相较于数字阅读的优势，暗示了纸质文本在教育领域中的不可替代性。新课标Ⅰ卷阅读D篇选取的语篇探究生物样本数据的可用性，指出实证研究发现的问题并提出提高数据质量的措施，试题循着“了解现状—聚焦问题—分析原因—提出建议”的逻辑进行设计，考查学生对每个环节关键内容的准确理解，引导学生培养科学探究精神，提升发
现问题、分析问题、解决问题的能力。新课标Ⅱ卷阅读D篇选取的语篇探讨分析了当前AI的发展趋势和即将到来的AI革命，呼吁人们共同面对，技术公司和世界领袖应与AI专家们达成共识、携手共进，试题考查学生是否能够推断理解词组意义、提炼概括关键信息、解读分析段落大意、总结归纳作者意图，涵盖了分析、概括、推断等多种思维能力。【中国考试·教育部教育考试院】
题源网站：
本文来自美利坚大学语言学荣休教授Naomi S. Baron（内奥米·S. 巴伦）的一篇名为Why we remember more by reading–especially print–than from audio or video 的文章
无论一个人是在屏幕上还是在纸上阅读文本，理解力都一样吗 当涉及相同的材料时，听和看内容是否与阅读书面单词一样有效 这两个问题的答案通常都是“否”。原因与多种因素有关,包括注意力不集中、娱乐的心态以及在消费数字内容时多任务处理的倾向。
当阅读几百字或更多的文本时，在纸上学习通常比在屏幕上学习更成功。大量研究证实了这一发现。当实验者从提出简单的任务(如识别阅读文章中的大意)转向需要心理抽象的任务(例如从文本中进行推理)时，印刷品阅读的好处尤其明显。
打印和数字阅读结果之间的差异在一定程度上与纸张的物理特性有关。在纸上，有一个字面意义上的手，以及不同页面的视觉地理。人们经常将他们对所读内容的记忆与书的深度或页面上的位置联系起来。但同样重要的是心理方面。阅读研究人员提出了一种名为“肤浅假说”的理论。根据这一理论，人们以一种适合社交媒体的心态来处理数字文本，而社交媒体通常并不那么严肃，而且与阅读印刷品相比，他们投入的心力更少。
音频和视频比文本更有吸引力,因此大学教师越来越多地转向这些技术一-比如，分配一个在线演讲，而不是同一个人的文章。然而，心理学家已经证明，当成年人阅读新闻故事时，他们会比听或看相同的文章记住更多的内容。
数字文本、音频和视频都具有教育作用，尤其是在提供印刷品中没有的资源时。然而，为了最大限度地提高需要集中注意力和反思的学习效果，教育工作者不应该假设所有媒都是的即伟它伿包含想同的单词。
一、考纲词汇词形转换
1. comprehend n理解→comprehension n 理解（力）
2. concentrate adj注意力集中→concentration n 专心，专注
3. entertain adj娱乐→entertainment n 消遣，娱乐
4. reflect n. 反射→reflection n 反思，深思
5. information n. 信息→informative adj 提供有用信息的
二、考纲词汇识词知意
第一组：高频单词
1. comprehension n 理解（力）；
2. view v [名词动化] 看；
3. content n 内容；
4. cover v [熟词生义]涉及，处理；
5. factor n 因素；
6. concentration n 专心，专注；
7. entertainment n 消遣，娱乐；
8. consume v 消费，消耗；
9. confirm v 证实；
10. print n [熟词生义] 印刷品，出版物；
11. pose v[熟词生义] 提出；
12. identify v 识别，找到；
13. mental adj 思考的，思想的，精神的；
14. physical adj物理（学）的；
15. visual adj 视觉的；
16. geography n [熟词生义] 布局；
17. distinct adj 不同的；
18. aspect n 方面；
19. propose v 提出；
20. shallow v 变浅；
21. approach v 处理，对待；
22. serious adj 严肃的，需认真思考的；
23. engaging adj 有吸引力的，有趣的；
24. say v [熟词生义] 比方说；
25. assign v 布置；
26. demonstrate v 证明；
27. identical adj 完全相同的；
28. piece n [熟词生义] 文章，报道；
29. role n [熟词生义] 作用；
30. available adj可获得的；
31. maximize v 使增加到最大限度，使最大化；
32. reflection n 反思，深思；
33. assume v 认为，假定，假设；
34. randomly adv 随机地；
35. apply v 运用；
36. multiple adj 多种的
37. technique n 技巧；
38. produce v 制作
第二组：高频单词
39. onscreen adv 在屏幕上；
40. multitask v 同时执行多项任务；
41. experimenter n 实验员；
42. abstraction n 抽象；
43. property n [熟词生义] 性质，特性；
44. literal adj 确确实实的，真实的；
45. informative adj 提供有用信息的；
46. imply v 暗指；
三、高频短语积少成多
1. relate to 涉及，与……相关；
2. a variety of 各种各样的；
3. a tendency to do sth 做某事的倾向；
4. shine through 表现明显；
5. draw inferences from从……中推断出结论；
6. be related to 与……有关；
7. physical properties 物理特性；
8. along with 与……一起；
9. link … to ... 将……同……联系起来；
10. be suited to 适合……；
11. mental effort 脑力，心力；
12. in print 已刊印，已出版；
13. mental focus 精神集中；
14. call for 需要；
15. treat sth lightly 对待某事持轻松的态度；
16. hold sb’s attention 保持某人的注意力；
17. develop advanced skills 培养高级技能
四、核心考点单句填空
1. Is comprehension __________ same whether a person reads a text on screen __________ on paper
2. And are listening to and viewing content __________ effective as reading the written word when __________(cover) the same material The answers __________ both questions are often “no”.
3. The reasons relate __________ a variety of __________(factor), including __________(reduce) concentration, an entertainment mindset (心态) and a __________(tend) to multitask while consuming digital content.
4. When reading texts of several hundred words or more, learning is generally __________(successful) when it’s on paper than onscreen. A large amount of research __________(confirm) this finding.
5. The benefits of print reading __________(particular) shine through when experimenters move from posing simple tasks — like __________(identify) the main idea in a reading passage — to ones that require mental abstraction — such as drawing __________(inference) from a text.
6. The differences between print and digital reading results are partly related to paper’s __________(physics) properties.
7. With paper, there __________(be) a literal laying on of hands, along with the visual geography of distinct pages.
8. People often link their memory of __________ they’ve read to how far into the book it was or where it was on the page.
9. But __________(equally) important is the mental aspect. Reading researchers have proposed a theory __________(call) “shallowing hypothesis (假说)”.
10. According to this theory, people approach digital texts with a mindset __________(suit) to social media, __________ are often not so serious, and devote__________(little) mental effort than when they are reading print.
11. Audio (音频) and video can feel more engaging than text, and so university teachers __________(increasing) turn to these technologies — say, assigning an online talk instead of an article by the same person.
12. However, psychologists have demonstrated that when adults read news stories, they remember more of the content __________ if they listen to or view identical pieces.
13. Digital texts, audio and video all have __________(education) roles, especially when __________(provide) resources not available in print.
14. However, for maximizing learning where mental focus and __________(reflect) are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
【参考答案】
1. the, or 2. as, covering, to 3. to, factors, reduced, tendency 4. more successful, confirms 5. particularly, identifying, inferences 6. physical 7. is 8. what 9. equally, called 10. suited, which, less 11. increasingly 12. than
13. educational, providing 14. reflection
五、长难句分析
1. The benefits of print reading particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing
inferences from a text.
【翻译】当实验人员从提出简单的任务，如找到阅读文章的主旨，转向需要抽象思维的任务，如从文本中推断出结论时，纸质阅读的好处尤为明显。
【分析】本句中when 引导时间状语从句，从句谓语为move，like identifying the main idea in a reading passage 和such as drawing inferences from a text 分别补充说明simple tasks和ones that require mental abstraction。
2. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
【翻译】根据这一理论，人们对待数字文本的态度与对待社交媒体的态度相当，社交媒体通常不那么严肃，相比纸质阅读，人们投入的脑力要少。
【分析】suited to social media 作后置定语修饰mindset，which 引导的非限制性定语从句，修饰先行词social media，and 连接主句并列的谓语approach 和devote。
【2023年新课标I卷阅读理解C篇】
The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it’s right for you.
To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people’s digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.
Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value.
In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.
The second part of this book takes a closer look at some ideas that will help you cultivate (培养) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (独处) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that words for your particular circumstances.
8. What is the book aimed at
A. Teaching critical thinking skills. B. Advocating a simple digital lifestyle.
C. Solving philosophical problems. D. Promoting the use of a digital device.
9. What does the underlined word “declutter” in paragraph 3 mean
A. Clear-up. B. Add-on. C. Check-in. D. Take-over.
10. What is presented in the final chapter of part one
A. Theoretical models. B. Statistical methods.
C. Practical examples. D. Historical analyses.
11. What does the author suggest readers do with the practices offered in part two
A. Use them as needed. B. Recommend them to friends.
C. Evaluate their effects. D. Identify the ideas behind them.
【答案】8. B9. A10. C11. A
【解析】
【导语】本文是一篇说明文。文章主要介绍了数字极简主义生活方式的优点，倡导简单的数字生活方式。
8.细节理解题。根据文章第一段“The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it’s right for you. (这本书的目标是为数字极简主义辩护，包括详细探索它的要求和为什么有效，然后如果你认为它适合你，教你如何采用这种哲学)”可知，这本书的目的是倡导简单的数字生活方式。故选B。
9.词句猜测题。根据画线词下文“This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value. (这个过程要求你在30天内远离可选的在线活动。在30天结束的时候，你再加上一些你认为会给你所看重的东西带来巨大好处的精心挑选的在线活动)”可推知，画线词“declutter”的意思是“清理”，对在线活动进行清理和挑选。故选A。
10.推理判断题。通过文章第四段“In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. (在第一部分的最后一章中，我将指导您进行自己的数字清理。在这样做的过程中，我将借鉴我在2018年进行的一项实验，在该实验中，1600多人同意进行数字清理)”可推知，第一部分的最后一章介绍了实验与数字清理的实际例子。故选C。
11.推理判断题。通过文章最后一段“You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that words for your particular circumstances. (你可以将这些实践视为一个工具箱，旨在帮助你建立一种适合自己特定情况的极简主义生活方式)”可推知，作者建议读者根据需要与实际情况使用第二部分中提及的实践。故选A。
【2022年新课标I卷阅读理解C篇】
Over the last seven years, most states have banned texting by drivers, and public service campaigns have tried a wide range of methods to persuade people to put down their phones when they are behind the wheel.
Yet the problem, by just about any measure, appears to be getting worse. Americans are still texting while driving, as well as using social networks and taking photos. Road accidents, which had fallen for years, are now rising sharply.
That is partly because people are driving more, but Mark Rosekind, the chief of the National Highway Traffic Safety Administration, said distracted（分心）driving was "only increasing, unfortunately."
"Big change requires big ideas." he said in a speech last month, referring broadly to the need to improve road safety. So to try to change a distinctly modern behavior, lawmakers and public health experts are reaching back to an old approach: They want to treat distracted driving like drunk driving.
An idea from lawmakers in New York is to give police officers a new device called the Textalyzer. It would work like this: An officer arriving at the scene of a crash could ask for the phones of the drivers and use the Textalyzer to check in the operating system for recent activity. The technology could determine whether a driver had just texted, emailed or done anything else that is not allowed under New York's hands-free driving laws.
"We need something on the books that can change people's behavior,” said Félix W. Ortiz, who pushed for the state's 2001 ban on hand-held devices by drivers. If the Textalyzer bill becomes law, he said, "people are going to be more afraid to put their hands on the cell phone."
28. Which of the following best describes the ban on drivers' texting in the US
A. Ineffective. B. Unnecessary.
C. Inconsistent. D. Unfair.
29. What can the Textalyzer help a police officer find out
A. Where a driver came from. B. Whether a driver used their phone.
C. How fast a driver was going. D. When a driver arrived at the scene.
30. What does the underlined word "something" in the last paragraph refer to
A. Advice. B. Data. C. Tests. D. Laws.
31. What is a suitable title for the text
A. To Drive or Not to Drive Think Before You Start
B. Texting and Driving Watch Out for the Textalyzer
C. New York Banning Hand-Held Devices by Drivers.
D. The Next Generation Cell Phone: The Textalyzer.
【答案】28. A 29. B 30. D 31. B
【导语】本文一篇说明文。为解决司机在开车时使用手机造成“分神”，引发交通事故的问题，纽约的一名立法者提出使用Textalyzer（短信监控器）的技术来监控司机在开车的时候是否使用了手机。
28. A。推理判断题。根据第一段中“Over the last seven years, most states have banned texting by drivers, and public service campaigns have tried a wide range of methods to persuade people to put down their phones when they are behind the wheel.”（在过去的七年里，大多数州都禁止司机发短信，公共服务活动也尝试了各种各样的方法来说服人们在开车时放下手机。）以及第二段中“Yet the problem, by just about any measure, appears to be getting worse.”（然而，无论以何种标准衡量，这个问题似乎都在恶化。）可知，大多数州使用了各种各样的方法说服司机们在开车的时候放下手机，可是情况却越来越糟糕。所以各种方法是无效的。A选项ineffective意为“无效的”，与此相符。故选A。
29. B。细节理解题。根据倒数第二段中“The technology could determine whether a driver had just texted, emailed or done anything else that is not allowed under New York's hands-free driving laws.”（这项技术可以确定司机是否发了短信、发了邮件，或者做了纽约免提驾驶法不允许的其他事情。）可知，Textalyzer能够确定的是司机是否使用了手机发短信、邮件以及其他驾驶法不允许的行为。B 选项意为“是否司机使用了手机。”与此相符，故选B。
30. D。词义猜测题。根据句中的“We need something on the books that can change people's behavior.”（我们需要一些能改变人们行为的东西，）可知，something是能够改变人们的行为的事情。根据下文的“If the Textalyzer bill becomes law, he said, "people are going to be more afraid to put their hands on the cell phone.”（他说，如果Textalyzer法案成为法律，“人们会更害怕拿起手机。）可知，人们的行为会改变的条件是当Textalyzer法案成为法律。收到法律的约束和惩罚，司机们才不会在开车的时候使用手机。故something指代的是法律。故选D。
31. B。主旨大意题。纵观全文，第一段和第二段阐述的是“虽然大多数州已经尝试了各种各样的方法来说服人们在开车时放下手机。可是问题却越来越严重”。第三段中“That is partly because people are driving more.”（部分原因是开车的人越来越多）可知，解释了该行为产生的部分原因。第四段至第五段讲述的是为了解决该问题是纽约立法者提出了一个新的想法即利用Textalyzer技术，来监控司机在开车的时候是否使用了手机。最后一段讲述的是：相关人士呼吁该项技术能够成为真正的法案由此才能真正的改变人们的行为。故B选项Texting and Driving Watch Out for the Textalyzer（发短信还是在开车？防范短信监控器。）适合文章的标题。故选B。
【2021年新课标I卷阅读理解C篇】
When the explorers first set foot upon the continent of North America, the skies and lands were alive with an astonishing variety of wildlife. Native Americans had taken care of these precious natural resources wisely. Unfortunately, it took the explorers and the settlers who followed only a few decades to decimate a large part of these resources. Millions of waterfowl (水禽) were killed at the hands of market hunters and a handful of overly ambitious sportsmen. Millions of acres of wetlands were dried to feed and house the ever-increasing populations, greatly reducing waterfowl habitat (栖息地).
In 1934, with the passage of the Migratory Bird Hunting Stamp Act (Act), an increasingly concerned nation took firm action to stop the destruction of migratory (迁徙的) waterfowl and the wetlands so vital to their survival.Under this Act, all waterfowl hunters 16 years of age and over must annually purchase and carry a Federal Duck Stamp. The very first Federal Duck Stamp was designed by J.N. “Ding” Darling a political cartoonist from Des Moines, lowa, who at that time was appointed by President Franklin Roosevelt as Director of the Bureau of Biological Survey. Hunters willingly pay the stamp price to ensure the survival of our natural resources.
About 98 cents of every duck stamp dollar goes directly into the Migratory Bird Conservation Fund to purchase wetlands and wildlife habitat for inclusion into the National Wildlife Refuge System — a fact that ensures this land will be protected and available for all generations to come. Since 1934, better than half a billion dollars has gone into that Fund to purchase more than 5 million acres of habitat. Little wonder the Federal Duck Stamp Program has been called one of the most successful conservation programs ever initiated.
28. What was a cause of the waterfowl population decline in North America
A. Loss of wetlands. B. Popularity of water sports.
C. Pollution of rivers. D. Arrival of other wild animals.
29. What does the underlined word “decimate” mean in the first paragraph
A. Acquire. B. Export. C. Destroy. D. Distribute.
30. What is a direct result of the Act passed in 1934
A. The stamp price has gone down.
B. The migratory birds have flown away.
C. The hunters have stopped hunting.
D. The government has collected money.
31. Which of the following is a suitable title for the text
A. The Federal Duck Stamp Story
B. The National Wildlife Refuge System
C. The Benefits of Saving Waterfowl
D. The History of Migratory Bird Hunting
【答案】28-31 ACDA
【导语】本文是一篇说明文。主要介绍了由于栖息地减少，美国水禽骤减，因此联邦发行鸭票，狩猎者只有购买鸭票才能狩猎，而鸭票的部分收入进入用于购买水禽栖息地的基金，从而保护水禽。
28.细节理解题。根据第一段“Millions of waterfowl were killed at the hands of market hunters and a handful of overly ambitious sportsmen. Millions of acres of wetlands were dried to feed and house the ever-increasing populations, greatly reducing waterfowl habitat.(数百万只水禽被市场猎人和一些野心勃勃的运动员杀死。数百万英亩的湿地被抽干，以养活和安置不断增加的人口，大大减少了水禽的栖息地)”可知，数百万英亩的湿地被抽干用作农地或者修建住房，导致水禽的栖息地减少，水禽数量下降。故选A。
29. 词句猜测题。根据第一段“Native Americans had taken care of these precious natural resources wisely. Unfortunately, it took the explorers and the settlers who followed only a few decades to decimate a large part of these resources.(美洲原住民明智地保护了这些宝贵的自然资源。不幸的是，仅仅几十年的探险家和定居者就decimate这些资源的大部分)”可知，前后句形成转折，前一句陈述美洲原住民保护这些宝贵的自然资源，所以后句表示探险家和定居者破坏了这些自然资源，推测划线单词表示“破坏”，与destroy同义。故选C。
30.推理判断题。根据最后一段“Since 1934, better than half a billion dollars has gone into that Fund to purchase more than 5 million acres of habitat.(自1934年以来，已有超过5亿美元投入该基金，用于购买500多万英亩的栖息地)”可知，自1934年通过法案，政府获得超过5亿美元，已经筹集了很多资金，以购买水禽栖息地。故选D。
31.主旨大意题。根据第二段“Under this Act, all waterfowl hunters 16 years of age and over must annually purchase and carry a Federal Duck Stamp. (根据该法案，所有16岁及以上的水禽猎人必须每年购买并携带联邦鸭章)”以及第三段“Little wonder the Federal Duck Stamp Program has been called one of the most successful conservation programs ever initiated.(难怪联邦鸭票计划被称为有史以来最成功的保护计划之一)”可知，本文主要讲述了联邦鸭票的故事，所以“联邦鸭票的故事”可以作为文章标题。故选A。
阅读理解议论文满分策略
议论文是英语中的重要文体，在阅读理解中占有一定的比例。议论文就是说理性的文章，一般由论点、论据和论证过程组成。议论文都要提出论题、观点、提供充分的证据，使用一定的逻辑方法证明观点或得
出结论。
议论文涉及的论题具有生活化的特征，与社会生活密切相关。从命题上看，议论文阅读理解以考查细节理解和推理判断为主，偶尔考查文章的主旨大意和作者的情感态度。考生在平时的阅读训练中要阅读一定数量的议论文，以了解和掌握议论文的结构和行文特征。
【考情分析】
议论文涉及的论题具有生活化的特征，与社会生活密切相关。从命题上看，议论文阅读理解以考查细节理解和推理判断为主，但不排除对观点态度的考查。考生在平时的阅读训练中要阅读一定数量的议论文，以了解和掌握议论文的结构和行文特征。
1. 语言与结构特点
议论文应该观点明确、论据充分、语言精练、论证合理、有严密的逻辑性。议论文通常采用三段论式的结构，即“提出问题（引论）—分析问题（本论）—解决问题（结论）”。由此可见，要理解议论文有两个关键点，一是要弄清文章的论点是什么、采用了哪些论据、如何论证；二是要理清其基本结构——三段论式结构。
2. 答题误区
议论文阅读理解题易错点往往在于事实与观点的区分以及观点本身。解题时，一要弄清哪些是所引述的事实，哪些是作者的观点以及引述中不同人物的观点；二要弄清作者真正的观点是什么，既要考虑全文，又要重视结论部分，谨防将文章中引述的某人的观点和作者的观点混为一谈。
阅读理解议论文解题秘笈
一、抓住论点找主旨。
阅读议论文最重要的是抓住文章的论点，找到文章的论点也就把握了文章的主旨。一般来说，作者会在开头段落交代文章的论点，因此，细读文章首段尤为重要。
议论文多采用“倒三角形”结构，因此“首段”和“段首”就是做题最大的要领，据此可以做好写作意图题、主旨大意题和标题推断题。
二、理清文章结构。
议论文一般采用“总分总”的结构，作者先给出论点，然后从不同方面（正面，反面）进行论证，最后给出总结或者自己的观点。文章中会出现较为明显的转折，递进，并列或者归纳总结等的逻辑关系词。考生在阅读时，要理清文章结构，找到论点的基础上进而理解作者给出的论据，突破细节理解题和推理判断题。
体会语言特点。
能否正确把握作者的观点和态度是体现阅读能力的重要方面。一般来说，对作者的总的态度和倾向，必须在通读全文，掌握了论点和论据后，方能做出判断。在判断作者观点态度时，我们应注意，有时候作者的观点和态度并不是明确地表达出来的，需要我们认真体察。做推理判断时，一定要遵循逻辑规律，以事实为依据进行合理的推理。
四、注意干扰项特点。
①包含项原则
在答案选项分析中，假如对A选项的理解概括了对其他三项 (或其中某一项)的理解，那么我们就说选项A与其他三项是包含或概括关系，包含项A往往就是正确答案。如在＂花＂与＂玫瑰＂两选项中，正确
答案肯定是＂花＂，花包含了玫瑰。
②正反项原则
所谓正反项，是指两选项陈述的命题完全相矛盾。两个相互矛盾的陈述不能都是假的，其中必有一真。所以，假如四选项中A、B互为正反项，那我们通常先排除C、D项，正确答案一般在A、B项当中。
③委婉项原则
所谓委婉，这里是指说话不能说死，要留有余地。阅读理解选项中语气平和、委婉的往往是正确答案。这些选项一般含有不十分肯定或试探性语气的表达，如：probably, possibly, may, usually, might, most of, more or less, relatively, be likely to, not necessary, although, yet, in addition, tend to等等，而含有绝对语气的表达往往不是正确答案，如：must, always, never, all, every, any, merely, only, completely, none, hardly, already等等。
④同形项原则
命题者往往先将正确答案设置在一个大命题范围，然后通过语言形式的细微变化来考查考生的理解能力与分析能力。同形项原则告诉我们：词汇与句法结构相似的选项中有正确答案的存在。
⑤常识项原则
议论文中，那些符合一般常识、意义深刻富有哲理、符合一般规律、属于普遍现象的往往是正确答案。
⑥因果项原则
阅读理解的逻辑推理基本都是通过因果链进行的，前因后果，一步步循序渐进。然而，在推理题的选项中，有的选项会推理不到位(止于前因)，或者推理过头(止于后果)，这就是所谓的干扰项。因果项原则启示我们：假如四个选项中有两项互为同一事物推理过程中的因果关系，那么正确答案就是两个因果项中的其中之一。如果因项可产生几个结果，那么答案就是因；如果果项可以对应几个原因，那么答案就是果。
变式一：数码阅读+纸质阅读
01（2024·江西宜春·模拟预测）
For a new meta-analysis, scientists at the University of Valencia in Spain collected 26 studies with close to 470,000 participants. Each study explored the effect of leisure-time digital reading on comprehension. They found that digital reading improves comprehension skills, but the beneficial effect is between six and seven times smaller than print reading, and it’s the smallest for children.
Why does digital reading appear to be far less beneficial The author s cited numerous opinions from the literature. First, the language quality of digital text tends to be much lower. When chatting, we often use informal language with simplified vocabulary, and we ignore grammar rules. Content is also typically far shorter, not requiring the focus to fully understand and enjoy longer works with complicated narratives (叙述) and numerous characters.
According to Naomi S. Baron, a professor of world languages and cultures at American University, a book’s physical properties might also uniquely boost information retention. “With paper, there is a real touch of hands, along with the visual geography of different pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page,” she wrote. “The physical properties of a book or magazine—the
smell, the look, the feel—can also make reading more pleasurable,” she added in an email interview with Big Think.
Lastly, when reading content on digital sources, distractions (分心) from social media, YouTube, and video games are often just a click away, preventing full comprehension of texts. Because the youth tend to have poorer impulse (冲动) control, they can be more likely than adults to be drawn away when engaging in digital reading. They also are less likely to have mastered vocabulary and grammar rules, meaning they will be exposed to more fundamental writing on social media and in chats with friends.
It’s for these reasons that the authors recommend that parents and teachers limit kids’ time with digital content, or at least emphasize printed works or using basic e-readers with ink screens.
1. What’s the common focus of the collected studies
A. The feedback from the participants.
B. Activity arrangement during leisure time.
C. Reading differences between adults and kids.
D. The impact of digital reading on understanding.
2. What can be known about the language of digital text
A. It is full of rich opinions.
B. It lacks grammar rules.
C. It is difficult to understand.
D. It involves complicated vocabulary.
3. What does the underlined word “retention” in paragraph 3 mean
A. Memory. B. Comparison. C. Imagination. D. Dependence.
4. What’s the authors’ suggestion on children’s digital reading
A. Parent-child reading. B. Restricting the time.
C. Employing basic e-readers. D. Watching for the contents.
【答案】1. D 2. B 3. A 4. B
【导语】本文是说明文。科学家们通过对以往研究的分析发现数字阅读对理解能力的提高远远低于纸质阅读。
1. 细节理解题。根据第一段中“Each study explored the effect of leisure-time digital reading on comprehension. (每项研究都探讨了闲暇时间数字阅读对理解的影响。)”可知，收集的每项研究都探讨了数字阅读对理解能力的影响。故选D项。
2. 细节理解题。根据第二段中“First, the language quality of digital text tends to be much lower. When chatting, we often use informal language with simplified vocabulary, and we ignore grammar rules. (首先，数字文本的语言质量往往要低得多。聊天时，我们经常使用带有简化词汇的非正式语言，而忽略了语法规则。)”可知，数字文本的语言往往忽略了语法规则。故选B项。
3. 词义猜测题。第三段画线词下文“People often link their memory of what they’ve read to how far into the book it was or where it was on the page, she wrote.”(人们经常将他们对所读内容的记忆与书中的内容或书页上的位置联系起来，她写道。)”是本词所在句“According to Naomi S. Baron, a professor of world languages and cultures at American University, a book’s physical properties might also uniquely boost information
retention. (根据美利坚大学世界语言和文化教授Naomi S. Baron的说法，一本书的物理特性也可能独特地促进信息……。)”的进一步解释。由此可推知，画线词与memory是同义词。故选A项。
4. 细节理解题。根据最后一段中“It’s for these reasons that the authors recommend that parents and teachers limit kids’ time with digital content, or at least emphasize printed works or using basic e-readers with ink screens. (正是出于这些原因，作者建议父母和老师限制孩子使用数字内容的时间，或者至少强调印刷作品或使用带有墨水屏幕的基本电子阅读器。)”可知，他们建议限制孩子们数字阅读的时间。故选B项。
02（23-24高三上·重庆渝北·阶段练习）
Digital reading appears to be destroying habits of “deep reading”. Astonishing numbers of people with years of schooling are actually illiterate and ignorant. This month’s Ljubljana Manifesto (宣言) explains: “The digital field may promote more reading than ever in history, but it also offers many temptations to read in a superficial(肤浅的)and scattered manner— or even not to read at all. This increasingly endangers higher-level reading.”
That’s frightening, because “higher-level reading” has been essential to civilization. It enabled the enlightenment and an international increase in empathy. Without it, we would suffer a lot. As the Ljubljana Manifesto notes, “one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic reading scores for American 13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.
Experts in the Ljubljana Manifesto record the demeritsof digital reading: “Recent studies of various kinds indicate a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading.” When you read a book on paper, you can be entirely inside the experience, absorb hundreds of pages of details thoroughly and begin to capture the world’s complexity. But online, says Maryanne Wolf of UCLA, we are “skimming, scanning, scrolling(滚屏)”. The medium is the message: doing deep reading on your phone is as hard as playing tennis with your phone. Recently, a bright 11-year-old told me I was wasting time on books: he absorbed more information faster from Wikipedia. He had a point. But digital readers also absorb more misinformation and seldom absorb fine perspectives.
In short, as professors from Northwestern University foresaw in 2005, we are returning to the days when only an elite (精英) “reading class” consumes long texts, which is a worrying problem.
5. What can we learn about digital reading from paragraph 1
A. Digital reading has solved the problem of illiteracy.
B. Digital reading has lessened the practice of deep reading.
C. Digital reading has made deep reading accessible to wider readers.
D. Digital reading has aroused a greater appreciation for deep reading.
6. What is the purpose of the figures used in paragraph 2
A. To display the popularity of digital reading.
B. To highlight the advantages of deep reading.
C. To present the unfavorable situation of literacy.
D. To stress the illiterate’s lower-level reading skills.
7. What does the underlined word “demerits” in paragraph 3 mean
A. Effects. B. functions C. Features. D. Drawbacks.
8. What might be talked about in the following paragraph
A. Advantages of digital reading. B. Benefits of higher-level reading.
C. Ways to encourage digital reading. D. Measures to practice deep reading.
【答案】5. B 6. C 7. D 8. D
【导语】这是一篇说明文。主要介绍了数字阅读对深度阅读习惯的破坏性影响，以及深度阅读在文明和人类发展中的重要性。
5. 细节理解题。根据第一段中“Digital reading appears to be destroying habits of “deep reading”.”（数字阅读似乎正在破坏“深度阅读”的习惯。）以及“The digital field may promote more reading than ever in history, but it also offers many temptations to read in a superficial(肤浅的)and scattered manner— or even not to read at all. This increasingly endangers higher-level reading.”（数字领域可能比历史上任何时候都促进了更多的阅读，但它也提供了许多诱惑，以肤浅和分散的方式阅读——甚至根本不阅读。这越来越危及更高水平的阅读。）可知，从第一段中我们可以了解到数字阅读减少了深度阅读的练习。故选B项。
6. 推理判断题。根据第二段中“As the Ljubljana Manifesto notes, “one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic reading scores for American 13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.”（正如《卢布尔雅那宣言》所指出的，“三分之一的欧洲人甚至在较低水平的阅读技能上挣扎。”超过五分之一的美国成年人“属于文盲/功能性文盲”。另外，大流行后美国13岁儿童的阅读分数是几十年来最低的。总部位于华盛顿的全球发展中心(Center for Global Development)最近估计，在过去的半个世纪里，南亚和撒哈拉以南非洲地区接受过5年教育的儿童的识字率下降了10%。）可推知，第2段中使用的数字的目的是为了呈现读写能力的不利状况。故选C项。
7. 词义猜测题。根据第三段中“Recent studies of various kinds indicate a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading.”（最近各种各样的研究表明，批判性阅读、有意识阅读、慢读、非战略性阅读和长篇阅读的数量正在下降。）由此可知，此处为《卢布尔雅那宣言》的专家们记录了数字阅读的缺点。故可猜测划线单词demerits为“缺点”的意思，结合选项D项Drawbacks“缺点”意思一致。故选D项。
8. 推理判断题。根据最后一段“In short, as professors from Northwestern University foresaw in 2005, we are returning to the days when only an elite (精英) “reading class” consumes long texts, which is a worrying problem.”（简而言之，正如西北大学(Northwestern University)的教授们在2005年所预见的那样，我们正在回到只有精英“阅读阶层”才会阅读长文本的时代，这是一个令人担忧的问题。）可知，文章最后表达了作者对现状的担忧，害怕我们会回到只有精英“阅读阶层”才会阅读长文本的时代。由此可推知，作者接下来可能就如何练习深度阅读给出具体的建议。故选D项。
03（23-24高三下·四川绵阳·期中）
Digital reading (数字阅读) appears to be destroying habits of “deep reading”. Astonishing numbers of people with years of schooling are in fact illiterate (文盲). This month’s Ljubljana Manifesto (宣言) explains: “The digital
field may promote more reading than ever in history, but it also offers many attractions to read in a casual and scattered (零散的) manner— or even not to read at all. This increasingly endangers higher-level reading.”
That’s frightening, because “higher-level reading” has been necessary to civilization. It made the understanding and an international increase in empathy (共鸣). Without it, we would suffer a lot. As the Ljubljana Manifesto notes, “as much as one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic (后疫情时期) reading scores for American13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy (读写能力) in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.
Experts in the Ljubljana Manifesto record the demerits of digital reading: “Recent studies of various kinds indicate a decline of thoughtful reading, slow reading and long-form reading.” When you read a book on paper, you can be entirely inside the experience, absorb hundreds of pages of details thoroughly and begin to catch the world’s complexity. Online, says Maryanne Wolf of UCLA, we are “skimming, scanning and scrolling”. The medium is the message: doing deep reading on your phone is as hard as playing tennis with your phone. Recently, a bright 11-year-old boy told me I was wasting time on books: he absorbed more information faster from websites. He had a point. But digital readers also absorb more misinformation and seldom absorb fine opinions.
In short, as professors from Northwestern University predicted in 2005, we are returning to the days when only an elite (精英) “reading class” reads long texts, which is worrying.
9. What can we learn about digital reading from paragraph 1
A. Digital reading has weakened the practice of deep reading.
B. Digital reading has solved the problem of illiteracy.
C. Digital reading has made deep reading accessible to wider readers.
D. Digital reading has caused a greater appreciation for deep reading.
10. What’s the second paragraph mainly about
A. Digital reading’s great popularity. B. The importance of deep reading.
C. American students’ reading skills. D. The lowering of the level of literacy.
11. What does the underlined word “demerits” in paragraph 3 mean
A. Functions. B. Depths. C. Shortcomings. D. Features.
12. What might be talked about in the following paragraph
A. Advantages of digital reading. B. Measures to practice deep reading.
C. Ways to encourage digital reading. D. Benefits of lower-level reading.
【答案】9. A 10. D 11. C 12. B
【导语】本文是一篇说明文。文章主要说明了数字阅读对深度阅读习惯的破坏性影响，以及深度阅读在文明和人类发展中的重要性。
9. 细节理解题。根据第一段中“Digital reading appears to be destroying habits of “deep reading”. (数字阅读似乎正在破坏“深度阅读”的习惯)”和“The digital field may promote more reading than ever in history, but it also offers many temptations to read in a superficial and scattered (零散的) manner — or even not to read at all. This increasingly endangers higher-level reading.(数字领域可能比历史上任何时候都促进了更多的阅读，
但它也提供了许多诱惑，以肤浅和分散的方式阅读——甚至根本不阅读。这越来越危及更高水平的阅读)”可知，数字阅读削弱了深度阅读的实践。故选A。
10. 主旨大意题。根据第二段“That’s frightening, because “higher-level reading” has been necessary to civilization. It made the understanding and an international increase in empathy (共鸣). Without it, we would suffer a lot. As the Ljubljana Manifesto notes, “as much as one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic (后疫情时期) reading scores for American13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy (读写能力) in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.(这很可怕，因为“更高层次的阅读”对文明来说是必要的。它使理解和同情的国际增长。没有它，我们会遭受很多痛苦。正如《卢布尔雅那宣言》所指出的，“多达三分之一的欧洲人甚至在较低水平的阅读技能上挣扎。”超过五分之一的美国成年人“属于文盲/功能性文盲”。另外，大流行后美国13岁儿童的阅读分数是几十年来最低的。总部位于华盛顿的全球发展中心最近估计，在过去的半个世纪里，南亚和撒哈拉以南非洲地区接受过5年教育的儿童的识字率下降了10%)”可知，第二段的主要内容是文化水平的降低。故选D。
11. 词句猜测题。根据划线词所在句“Experts in the Ljubljana Manifesto record the demerits of digital reading: “Recent studies of various kinds indicate a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading.”(《卢布尔雅那宣言》的专家们记录了数字阅读的demerits：“最近各种各样的研究表明，批判性阅读、有意识阅读、慢读、非战略性阅读和长篇阅读的数量正在下降。”)”中“a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading(批判性阅读、有意识阅读、慢速阅读、非策略阅读和长篇阅读的减少)”可知，这些都是数字阅读盛行带来的问题和弊端，所以划线词demerits意为“缺点，弊端 ”。故选C。
12. 推理判断题。根据最后一段“In short, as professors from Northwestern University predicted in 2005, we are returning to the days when only an elite (精英) “reading class” reads long texts, which is worrying.(简而言之，正如西北大学的教授们在2005年所预见的那样，我们正在回到只有精英“阅读阶层”才会阅读长文本的时代，这令人担忧)”可知，文章最后表达了作者对现状的担忧，害怕我们会回到只有精英“阅读阶层”才会阅读长文本的时代。由此推知，作者接下来可能会就如何练习深度阅读给出具体的建议。故选B。
04（2024·河北张家口·三模）
Many studies have shown that when people read on-screen, they don’t understand what they’ve read as well as when they read in print. For example, researchers in Spain and Israel took a close look at 54 studies comparing digital and print reading. Their 2018 study involved more than 171,000 prehension, they found, was better overall when people read print rather than digital texts.
Maryanne Wolf, who works at the University of California, Los Angeles explained that reading is not natural. We learn to talk by listening to those around us. It’s pretty automatic. But learning to read takes real work because the brain has no special network of cells just for reading.
To understand text, the brain borrows networks that evolved (进化) to do other things. For example, the part that evolved to recognize faces is called into action to recognize letters. This is similar to how you might adapt a tool for some new use. For example, a coat hanger is great for putting your clothes in the closet (衣柜). But if a
blueberry rolls under the refrigerator, you might straighten out the coat hanger and use it to reach under the refrigerator and pull out the fruit. As a result, the brain might slip into skim (浏览) mode when you’re reading on a screen. It may switch to deep-reading mode when you turn to print.
Your reading doesn’t just depend on the device, however. It also depends on what you assume about the text. Baron, who is a scientist studying language and reading,calls this mindset. She says one way mindset works is in anticipating how easy or hard we expect the reading to be. If we think it will be easy, we might not put in much effort. Much of what we read on-screen tends to be text messages and social media posts. They’re usually easy to understand. So, when people read on-screen, they read faster. When reading fast, we may not absorb all the ideas as well.
So if you really need to learn something, you’re probably better off with print.
13. What is Maryanne Wolf’s point of view
A. Reading is unnatural for the brain.
B. Digital texts are easier to understand.
C. Old tools should be adapted for new use.
D. There are two different modes of reading.
14. How was Maryanne Wolf’s point of view explained
A. By referring to the results of previous studies.
B. By sorting data collected through experiments.
C. By analyzing examples of people’s reading experiences.
D. By comparing reading to doing things with borrowed tools.
15. What will Baron probably agree
A. An effective reader absorbs all the ideas.
B. Digital reading devices can be put into better use.
C. Reading strategies should be applied to improve reading speed.
D. We have different mindsets in screen reading and print reading.
16. Which of the following is a suitable title for the text
A. What’s behind how you read, device or psychology
B. Are social media posts fueling up a fast reading craze
C. Will you learn better from reading on-screen or on paper
D. Which employs more parts of your brain, reading or listening
【答案】13. A 14. D 15. D 16. C
【导语】这是一篇说明文。文章主要介绍了屏幕阅读的效果不如纸质阅读。
13. 细节理解题。根据文章第二段中“Maryanne Wolf, who works at the University of California,Los Angeles explained that reading is not natural.(在加州大学洛杉矶分校工作的玛丽安·沃尔夫解释说，阅读不是自然的。)”可知，玛丽安·沃尔夫的观点是阅读对大脑来说是不自然的。故选A项。
14. 细节理解题。根据文章第二段“To understand text, the brain borrows networks that evolved(进化)to do other things. For example, the part that evolved to recognize faces is called into action to recognize letters. This is similar to how you might adapt a tool for some new use. (为了理解文本，大脑借用了进化来做其他事
情的网络。例如，进化到可以识别面孔的部分被用来识别字母。这类似于您如何调整一个工具以用于某些新用途。)”可知，在解释Maryanne Wolf的观点时，将读和说进行了比较，并且把阅读比作用一种工具做另外一件事。故选D项。
15. 推理判断题。根据文章第四段中“Baron, who is a scientist studying language and reading, calls this mindset. She says one way mindset works is in anticipating how easy or hard we expect the reading to be. If we think it will be easy, we might not put in much effort. Much of what we read on-screen tends to be text messages and social media posts. They’re usually easy to understand. So, when people read on-screen, they read faster.(巴伦是一名研究语言和阅读的科学家，他把这称为“思维倾向”。她说，“思维倾向”起作用的一种方式是预测我们预期阅读的难易程度。如果我们认为它很容易，我们可能不会付出太多努力。我们在屏幕上读到的大部分内容往往是短信和社交媒体帖子。它们通常很容易理解。所以，当人们在屏幕上阅读时，他们读得更快。)”可知，Baron认为我们对预期的，不同难易程度的阅读持有不同的“思维倾向”。屏幕上读到的大部分内容往往是短信和社交媒体帖子，它们通常很容易理解，所以我们的“思维倾向”是它很容易，我们可能不会付出太多努力。这与纸质阅读材料上的内容不同，对于纸质阅读材料我们会有不同的“思维倾向”。由此推知，Baron可能会赞同“我们在屏幕阅读和印刷阅读上有不同的思维倾向”这一说法。故选D项。
16. 主旨大意题。通读全文，结合文章第一段中“Comprehension, they found,was better overall when people read print rather than digital texts.(他们发现，总的来说，人们阅读印刷文本比阅读电子文本的理解能力更好。)”和最后一段中“So if you really need to learn something, you’re probably better off with print.(所以，如果你真的需要学习一些东西，你可能更适合印刷品。)”可知，本文说明了阅读纸质印刷文本比阅读电子文本更好，正好回答了C项“在屏幕上阅读和在纸上阅读哪个学得更好 ”这一问题，所以C项是文章最佳标题。故选C项。
05（2024·湖南·一模）
Digital reading appears to be destroying habits of “deep reading”. Astonishing numbers of people with years of schooling are in effect illiterate. This month’s Ljubljana Manifesto (宣言) explains: “The digital field may promote more reading than ever in history, but it also offers many temptations to read in a superficial and scattered (零散的) manner — or even not to read at all. This increasingly endangers higher-level reading.”
That’s frightening, because “higher-level reading” has been essential to civilization. It enabled the enlightenment and an international increase in empathy. Without it, we would suffer a lot. As the Ljubljana Manifesto notes, “as much as one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic reading scores for American 13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century.
Experts in the Ljubljana Manifesto record the demerits of digital reading: “Recent studies of various kinds indicate a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading.” When you read a book on paper, you can be entirely inside the experience, absorb hundreds of pages of details thoroughly and begin to capture the world’s complexity. Online, says Maryanne Wolf of UCLA, we are “skimming, scanning, scrolling”. The medium is the message: doing deep reading on your phone is as hard as playing tennis with your phone. Recently, a bright 11-year-old told me I was wasting time on books: he absorbed more
information faster from Wikipedia. He had a point. But digital readers also absorb more misinformation and seldom absorb fine perspectives.
In short, as professors from Northwestern University foresaw in 2005, we are returning to the days when only an elite (精英) “reading class” consumes long texts, which is worrying.
17. What can we learn about digital reading from paragraph 1
A. Digital reading has solved the problem of illiteracy.
B. Digital reading has lessened the practice of deep reading.
C. Digital reading has made deep reading accessible to wider readers.
D. Digital reading has aroused a greater appreciation for deep reading.
18. What is the purpose of the figures used in paragraph 2
A. To display the popularity of digital reading.
B. To highlight the advantages of deep reading.
C. To present the unfavorable situation of literacy.
D. To stress the illiterate’s lower-level reading skills.
19. What does the underlined word “demerits” in paragraph 3 mean
A. Effects. B. Depths. C. Features. D. Drawbacks.
20. What might be talked about in the following paragraph
A. Advantages of digital reading. B. Benefits of higher-level reading.
C. Ways to encourage digital reading. D. Measures to practice deep reading.
【答案】17. B 18. C 19. D 20. D
【导语】本文是一篇说明文。文章主要说明了数字阅读对深度阅读习惯的破坏性影响，以及深度阅读在文明和人类发展中的重要性。
17. 细节理解题。根据第一段中“Digital reading appears to be destroying habits of “deep reading”. (数字阅读似乎正在破坏“深度阅读”的习惯。)”和“The digital field may promote more reading than ever in history, but it also offers many temptations to read in a superficial and scattered (零散的) manner — or even not to read at all. This increasingly endangers higher-level reading.(数字领域可能比历史上任何时候都促进了更多的阅读，但它也提供了许多诱惑，以肤浅和分散的方式阅读——甚至根本不阅读。这越来越危及更高水平的阅读。)”可知，数字阅读削弱了深度阅读的实践。故选B项。
18. 推理判断题。根据第二段中“As the Ljubljana Manifesto notes, “as much as one-third of Europeans struggle even with lower-level reading skills.” More than one-fifth of adults in the US “fall into the illiterate/functionally illiterate category”. Separately, post-pandemic reading scores for American 13-year-olds are the lowest in decades. And the Washington-based Center for Global Development recently estimated that literacy in South Asia and sub-Saharan Africa among those with five years of schooling has decreased by 10% this past half century. (正如《卢布尔雅那宣言》所指出的，“多达三分之一的欧洲人甚至在较低水平的阅读技能上挣扎。”超过五分之一的美国成年人“属于文盲/功能性文盲”。另外，大流行后美国13岁儿童的阅读分数是几十年来最低的。总部位于华盛顿的全球发展中心(Center for Global Development)最近估计，在过去的半个世纪里，南亚和撒哈拉以南非洲地区接受过5年教育的儿童的识字率下降了10%。)”可知，这些数字展示了目前读写能力的状况不容乐观。故选C项。
19. 词句猜测题。根据划线词所在句“Experts in the Ljubljana Manifesto record the demerits of digital reading: “Recent studies of various kinds indicate a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading.” (《卢布尔雅那宣言》的专家们记录了数字阅读的demerits：“最近各种各样的研究表明，批判性阅读、有意识阅读、慢读、非战略性阅读和长篇阅读的数量正在下降。”)”中“a decline of critical and conscious reading, slow reading, non-strategic reading and long-form reading”可知，这些都是数字阅读盛行带来的问题和弊端，所以划线词demerits与drawbacks同义，意为“缺点，弊端 ”。故选D项。
20. 推理判断题。根据最后一段“In short, as professors from Northwestern University foresaw in 2005, we are returning to the days when only an elite (精英) “reading class” consumes long texts, which is worrying. (简而言之，正如西北大学的教授们在2005年所预见的那样，我们正在回到只有精英“阅读阶层”才会阅读长文本的时代，这令人担忧。)”可知，文章最后表达了作者对现状的担忧，害怕我们会回到只有精英“阅读阶层”才会阅读长文本的时代。由此推知，作者接下来可能会就如何练习深度阅读给出具体的建议。故选D项。
06（23-24高三下·浙江丽水·二模）
In this digital age, information is increasingly digitized through the wide use of technology. Newspapers, magazines and even textbooks are becoming or expected to be digital soon. However, despite the sharp increase of such technology in daily life, print media is far from becoming unnecessary. I don’t think that reading in print is a dying mode.
Firstly, print offers a super reading experience. The feeling of holding a book in our hands, feeling its weight and turning over its pages, helps us to be immersed in and engaged fully with the material. The act of turning over pages also helps to direct ourselves in the concepts and structure of the text. In contrast, reading through a number of pages on a device is unsatisfying, and we can lose track of how much we have read. In addition, the artificial glow of digital screens tires one’s eyes out, and can even affect one’s sleep.
Moreover, physical copies express greater aesthetic (审美的) beauty than digital ones. The designs that beautify book covers and spines make the ideas complete and add beauty to our homes as well. The wrinkles that have accumulated over time leave us with an emotional attachment to the books themselves. Furthermore, the presentation of content in print also allows for greater appreciation of imagery (意象). In contrast to the restrictions of digital screens, the tangible (可触摸的) nature of print allows for clear imagery that is clear and impactful in its presence.
Advocates of digital print support the convenience of the medium. Indeed, e-readers provide a convenient solution to storage and transportation. However, this carries its own weaknesses as well. For one, the use of digital media requires the investment in a smart device. For another, taking notes on the printed text is easier.
In conclusion, despite the conveniences afforded by digital media, physical print still remains a popular mode of reading today. The “less is more” nature of print media remains its strongest selling point today.
21. Which of the following is true according to paragraph 2
A. Too much digital reading will not influence our health.
B. Turning over pages helps to completely understand the texts.
C. Reading in print offers readers full engagement with materials.
D. Readers can exactly know how much they have read by digital reading.
22. Where does the greater aesthetic beauty of physical copies lie
A. A clear imagery. B. Abundant ideas.
C. Emotional dependence. D. Convenience of transportation.
23. What’s the main purpose of the text
A. To popularize two types of reading modes.
B. To persuade people to enjoy digital reading.
C. To inform people of a new trend in reading.
D. To argue why reading in print will not disappear.
24. The author states the opinion by _________.
A. using examples B. making a comparison
C. asking and answering questions D. analyzing causes and effects
【答案】21. C 22. A 23. D 24. B
【导语】这是一篇议论文。文章主要论述了在这个数字时代，纸质阅读并不会消亡，并介绍了与电子阅读相比，纸质阅读的优势。
21. 细节理解题。根据第二段关键句“The feeling of holding a book in our hands, feeling its weight and turning over its pages, helps us to be immersed in and engaged fully with the material.”（手捧一本书的感觉，感受它的重量和翻阅它的书页，帮助我们完全沉浸在材料中并与之充分接触。）可知，阅读印刷品可以帮助我们完全沉浸在材料中并与之充分接触，由此可知，“阅读印刷品可以让读者充分接触材料。”这一选项是正确的。故选C项。
22. 细节理解题。根据第三段关键句“Furthermore, the presentation of content in print also allows for greater appreciation of imagery (意象). In contrast to the restrictions of digital screens, the tangible (可触摸的) nature of print allows for clear imagery that is clear and impactful in its presence.”（此外，印刷品内容的呈现还可以更好地欣赏图像。与数字屏幕的限制形成对比的是，印刷品的有形本质允许清晰的图像，在其中出现时清晰而有影响力。）可知，实物复制品更大的审美意义在于允许清晰的图像存在，可以让读者更好地欣赏图像，由此可知，实物复制品更大的审美意义在于清晰的图像。故选A项。
23. 推理判断题。根据第一段关键句“However, despite the sharp increase of such technology in daily life, print media is far from becoming unnecessary. I don’t think that reading in print is a dying mode.”（然而，尽管这类技术在日常生活中急剧增加，但印刷媒体远没有变得没有必要。我不认为阅读印刷品是一种消亡的模式。）、第二段关键句“Firstly, print offers a super reading experience.”（首先，印刷品提供了一种超级阅读体验。）和第三段关键句“Moreover, physical copies express greater aesthetic (审美的) beauty than digital ones.”（此外，实物复制品比数字复制品表现出更大的审美意义。）可知，文章主要告诉人们为什么印刷品阅读不会消失，并列举了印刷品阅读不会消失的原因，例如提供了一种超级阅读体验和表现出更大的审美意义，由此可知，文章的主要目的是讨论为什么印刷品阅读不会消失。故选D项。
24. 推理判断题。根据第二段关键句“The act of turning over pages also helps to direct ourselves in the concepts and structure of the text. In contrast, reading through a number of pages on a device is unsatisfying, and we can lose track of how much we have read.”（翻页的行为也有助于引导我们了解文本的概念和结构。相比之下，在一台设备上阅读大量页面并不令人满意，我们可能会忘记自己读了多少。）和第三段关键句“In contrast to the restrictions of digital screens, the tangible (可触摸的) nature of print allows for clear imagery
that is clear and impactful in its presence.”（与数字屏幕的限制形成对比的是，印刷品的有形本质允许清晰的图像，在其中出现时清晰而有影响力。）可知，作者通过将纸质阅读和在电子设备上阅读进行了对比，进而说明纸质阅读的好处，由此可知，作者通过比较阐述了自己的观点。故选B项。
变式二：在线教育+阅读体验
01（23-24高三上·江西南昌·阶段练习）
“I’m not a reader.” It’s a common reply that Julia Torres, a teacher-librarian in Denver Public Schools, has heard throughout her 16-year career. She’s seen students tear up books, throw them away or check them out only to immediately return them all because they didn’t have confidence in their ability to read.
As a librarian, Torres feels strongly that libraries should be spaces of liberation, places where students can develop a love of reading at any stage. Reading is a skill that everyone can grow to love, but too many negative experiences during a child’s literacy (读写能力) education can result in boredom, lack of interest or even anger. When a student has a poor experience like being shamed for their reading choices, they can begin to associate reading with painful feelings of insecurity, shame and stress.
To prevent reading disorder (阅读障碍) practices, as Torres notes, librarians first can build an inclusive library where classified collections can make it easier for students to navigate and also help identify gaps in the collections