黃聚寶

閱讀理解是高考英語(yǔ)測(cè)試的重點(diǎn)，不僅要考查考生對(duì)語(yǔ)言和信息進(jìn)行表層理解的能力，更重要的是要考查考生對(duì)文本進(jìn)行深層次理解的能力，這樣才能使閱讀理解試題具有較高的效度。如何對(duì)閱讀理解試題進(jìn)行深層次能力考評(píng)，使試題既保證難度與區(qū)分度，又能較好地反映出考生的閱讀能力，同時(shí)對(duì)中學(xué)英語(yǔ)閱讀教學(xué)又起到一定的正面反撥作用，本研究希冀找到問(wèn)題的答案。

1 高考英語(yǔ)閱讀理解深層次能力考評(píng)的理?yè)?jù)

1.1 與新課標(biāo)要求相吻合

高考英語(yǔ)對(duì)考生進(jìn)行深層次閱讀理解能力的考查與教育部2003年頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》（以下簡(jiǎn)稱新課標(biāo)）的要求相吻合。高中英語(yǔ)閱讀課不僅要幫助學(xué)生對(duì)語(yǔ)言（詞匯和結(jié)構(gòu)）和信息進(jìn)行表層的理解，而且要幫助學(xué)生對(duì)文本進(jìn)行深層次的理解，關(guān)注作者觀點(diǎn)、情感和態(tài)度、寫作意圖，把握文本的脈絡(luò)層次和結(jié)構(gòu)特點(diǎn)，了解文本的遣詞造句和謀篇布局等方面的技巧，進(jìn)行鑒賞語(yǔ)言文化。新課標(biāo)對(duì)閱讀技能八級(jí)（相當(dāng)于高考水平）的目標(biāo)描述為：能理解閱讀材料中不同的觀點(diǎn)和態(tài)度；能識(shí)別不同文體的特征；能通過(guò)分析句子結(jié)構(gòu)理解難句和長(zhǎng)句；能在教師的幫助下欣賞淺顯的文學(xué)作品；能根據(jù)學(xué)習(xí)任務(wù)的需要從電子讀物或網(wǎng)絡(luò)中獲取信息并進(jìn)行加工處理；除教材外，課外閱讀量應(yīng)累計(jì)達(dá)到30萬(wàn)詞以上。

1.2 與學(xué)生發(fā)展要求相吻合

閱讀能力是掌握一門語(yǔ)言的重要能力，也是學(xué)生繼續(xù)學(xué)習(xí)的基本能力。同時(shí)在閱讀中，可以培養(yǎng)學(xué)生的思維能力。蘇霍姆林斯基曾經(jīng)說(shuō)過(guò)：“誰(shuí)不善于閱讀，他就不善于思維?！庇纱丝梢娝季S和閱讀之間有著密切的關(guān)系。通過(guò)對(duì)閱讀理解深層次能力的考查，不僅可以讓學(xué)生認(rèn)識(shí)到閱讀的重要性，同時(shí)也鍛煉了學(xué)生的思維能力。

2 高考英語(yǔ)閱讀理解深層次能力考評(píng)現(xiàn)狀分析

表1 2006—2012年高考英語(yǔ)（全國(guó)卷I）閱讀理解試題考查能力分類一覽表

表2 2009—2012年高考英語(yǔ)（福建卷）閱讀理解試題考查能力分類與難度統(tǒng)計(jì)一覽表

筆者研究了近年高考英語(yǔ)全國(guó)卷I和福建卷閱讀理解試題，按《普通高等學(xué)校招生全國(guó)統(tǒng)一考試大綱》（教育部考試中心，2012）（以下簡(jiǎn)稱《考試大綱》對(duì)英語(yǔ)科的能力要求分類，確定②③為考查較低層次的閱讀理解能力，①④⑤⑥界定為考查較高層次的閱讀理解能力。

按照這樣的分類，表1和表2列出了全國(guó)卷I和福建卷閱讀理解試題的能力考查分類。

根據(jù)表1和表2，同時(shí)通過(guò)對(duì)試題的分析，目前高考英語(yǔ)閱讀理解深層次能力考評(píng)尚存在如下問(wèn)題：

第一，閱讀理解深層次能力考查的題量還顯不夠。如果按照《考試大綱》列出的閱讀理解題的6個(gè)考核指標(biāo)平均分配試題，題量應(yīng)達(dá)到66.7%。但是全國(guó)卷和福建卷均沒(méi)有達(dá)到。

第二，閱讀理解深層次能力考查的范圍還不夠廣。分析全國(guó)卷和福建卷的閱讀理解試題，發(fā)現(xiàn)理解具體信息、猜詞、推理判斷和主旨要義之類題目居多，而對(duì)文章的基本結(jié)構(gòu)及作者的意圖、觀點(diǎn)和態(tài)度的試題偏少，甚至沒(méi)有。更缺乏對(duì)評(píng)判性思維能力（如詮釋性問(wèn)題、評(píng)判性問(wèn)題）和創(chuàng)新思維能力（如聯(lián)想性問(wèn)題、生成性問(wèn)題、隱喻性問(wèn)題、通感性問(wèn)題等）的考查。

第三，閱讀理解深層次能力考查的深度還顯不夠。高考作為選拔性考試，試題要有一定難度，特別是作為考查閱讀理解深層次能力的試題更要有一定難度。根據(jù)福建卷2009—2011年3年的試題難度值，2011年的深層次能力考查試題達(dá)到較難試題的要求，2009年屬中等難度題，2010年試題偏易，甚至還低于低層次閱讀理解試題的難度。

3 高考英語(yǔ)閱讀理解深層次能力考評(píng)的思考

測(cè)試深層次閱讀理解能力，關(guān)鍵在閱讀材料的選擇，除所選語(yǔ)料題材和體裁應(yīng)該多樣化外，最好能包含充足的信息，視角新，有趣味，能激起思考和見解，能展示出一定的篇章結(jié)構(gòu)層次，便于從不同角度提問(wèn)，設(shè)計(jì)題目。在材料選擇合適的前提下，深層次閱讀理解能力在考查前述能力外，還應(yīng)突出考查邏輯思維能力、評(píng)判性思維能力和創(chuàng)新思維能力等。

3.1 邏輯思維能力的考查

邏輯思維能力是指正確、合理思考的能力。即對(duì)事物進(jìn)行觀察、比較、分析、綜合、抽象、概括、判斷、推理的能力，采用科學(xué)的邏輯方法，準(zhǔn)確而有條理地表達(dá)自己思維過(guò)程的能力?？疾檫壿嬎季S能力可通過(guò)設(shè)置分類比較性問(wèn)題、分析綜合性問(wèn)題、演繹歸納性問(wèn)題和抽象概括性問(wèn)題來(lái)考查。

【實(shí)例分析1】

When I was a kid，toy dinosaur sets usually came with a little toy saber-toothed tiger（劍齒虎），formally known as Smilodon.It wasn’t because the toymakers were Creationists who thought every animal that ever lived was on the Earth at one time，but rather because the saber-tooth had the same appeal as the dinosaurs did：it was exotic-looking，really causing fear and safely extinct，although，unlike the dinosaurs，it did prowl（悄悄行經(jīng)）the Earth when our human ancestors were around，finally going extinct only about 10，000 yearsago.

Actually，the saber-tooth wasn’t a tiger at all，which is why paleontologists（古生物學(xué)家）call them saber-toothed cats instead（or some variation）.Now Australian researchers have made a new discovery about the frightening-looking beasts，being reported today in Proceedings of the National Academy of Sciences.What interests me，though，isn’t the discovery itself so much as the way they’re trying to sell it to the media.The headline on the press release reads：“Scientistssay sabercat bit likea pussycat（貓咪）.”

If you’re like me，you probably assume this means they’re saying the cats weren’t all that dangerous after all.If so，we’re both wrong.You don’t have to read very far into to the release before you realize that all they’re talking about is the bite.According to a computer-based analytical technique borrowed from engineering，called finite element analysis，the saber-tooth’s bite was only a third as powerful as a modern lion’s.“It bit”，one of the scientists says in the pressrelease，“l(fā)ikea moggy.”

Leaving aside the fact that Inever heard the term“moggy”before this minute，the release goes on to admit that the saber-tooth cat could still rip（撕破）you into small pieces in seconds.It would just bite you less hard than a lion while doing so（probably more like a pit bull-what arelief?。?

It actually is interesting science，if you’re following what they call the“150-year-old debate”about how hard a saber-tooth could bite.And it shows how a technique invented to study the structural strength of manufactured itemscan beborrowed by biologists.

1.According to the passage，the saber-toothed tiger wasknown as______.（分類比較）

A.Dinosaur B.Smilodon

C.pussycat D.moggy

2.It can be inferred that the saber-toothed tiger_______.（分析綜合）

A.lived together with Dinosaur

B.liked to play with toy

C.looked striking and frightening

D.existed on the Earth before human beings

3.What have Australian researchers discovered？（演繹歸納）

A.The saber-toothed wasn’t a tiger at all

B.Sabercatsbit likea pussycat

C.Sabercats weren’t very dangerous

D.The Sabercat wasaspowerful asalion

4.The best title for the passage would be_______.（抽象概括）

A.Toymakerswere Creationists

B.Both dinosaurs and the saber-tooth had the same appeal

C.Saber-Toothed Tiger Was Really Dangerous

D.Biologists can employ the technique from Architecture

此例題的第1小題是分類比較性問(wèn)題。分類即按事物的性質(zhì)劃分類別，把無(wú)規(guī)律的事物分為有規(guī)律的，按照不同的特點(diǎn)分類事物，使事物更有規(guī)律；比較即根據(jù)一定標(biāo)準(zhǔn)，在兩種或兩種以上有某種聯(lián)系的事物間，辨別高下、異同。根據(jù)第一段的第三行formally known as Smilodon及文中出現(xiàn)的Dinosaur，pussycat，moggy對(duì)比分類可知答案為B。

此例題的第2小題是分析綜合性問(wèn)題。分析是把整體分解為各個(gè)部分、方面、要素，以便逐個(gè)加以研究的思維方法；綜合是把整體分解為各個(gè)因素、屬性、方面的基礎(chǔ)上，再組合成一個(gè)整體的思維方法。根據(jù)第一段的第七行it wasexotic-looking，really causingfear…分析可知答案為C。

此例題的第3小題是演繹歸納性問(wèn)題。演繹是由一般性的原理推論出個(gè)別性結(jié)論的方法；歸納是從個(gè)別事物中概括出一般結(jié)論的的思維方法。根據(jù)第二段的最后一句Scientists say sabercat bit like apussycat可知答案為B。

此例題的第4小題是抽象概括性問(wèn)題。概括性是思維最顯著的特性。概括是思維活動(dòng)的速度、靈活遷移程度、廣度和深度、創(chuàng)造程序等智力品質(zhì)的基礎(chǔ)。概括性越高，知識(shí)性越強(qiáng)，遷移越靈活，一個(gè)人的智力和思維能力、創(chuàng)造能力就越發(fā)達(dá)。根據(jù)第四段的第一句…the saber-tooth cat could still rip you intosmall piecesin seconds可知答案為C。

3.2 批判性思維能力的考查

批判性思維指的是那種能抓住要領(lǐng)，善于質(zhì)疑辨析，基于嚴(yán)格推斷，富于機(jī)智靈氣，清晰敏捷的日常思維。批判并不等同于通常人們認(rèn)為的“挑刺和否定”，而是一種獨(dú)立的思考、分析和判斷。核心批判性思維技能包括：解釋（interpretation）、分析（analysis）、評(píng)估（evaluation）、推論（inference）、說(shuō)明（explanation）和自我校準(zhǔn)（self-regulation）等。可通過(guò)設(shè)置推理性問(wèn)題、詮釋性問(wèn)題、評(píng)判性等問(wèn)題來(lái)考查考生批判性思維能力。

【實(shí)例分析2】

The stress levels of our students have reached a deadly point，and I’m not just talking about those in high school.These days the pressure starts much earlier.From first grade on，many kids are burdened with too many hours of homework.It’s not uncommon for a third grader to have two to three hours a night，replacing play time，story time，family time— even sleep.

Reinstate（恢 復(fù)）all those physical education，art and music classes that were cut to make room for more academics（學(xué)術(shù)）.

As if that weren’t enough，the need to succeed on relentless（冷酷無(wú)情的）standardized tests weighs heavily on little kids.You’d think that seeing anxious elementary school children throw up on their test booklets would make an impression on the schools.But as one teacher told me，she feels helpless to stop the testing，so she’s just learned to keep a wastebasket handy.

Parents are far from blameless either.It’s time to admit that we have allowed the schools to sacrifice our kids’childhoodswhile we stood by and helped.

But we can improve the situation if only we have the courage to do so.First，we’ve got to show some common sense.We all know how badly we react to nonstop stress—why would we expect our children to be any different？ Next，we’ve got to admit that what we’ve been doing isn’t working.All of this pressure isn’t resulting in better performance，higher test scores or a greater international competitive edge.Indeed，many schools have found success in cutting back on homework without sacrificing test scores—and often improvingthem.

Research shows that exercise is key to proper brain development all the way through high school，and it’s well documented that it reduces stress.Art and music classes also provide relief.

And why not teach kids productive ways to manage stress（meditation，exercise，good nutrition and more）— not just as one unit in health class，but as an ongoing part of their education from an early age？If we show them how to take care of themselves，they might not get to the point where they develop all those stomach achesor turn to drugsand alcohol.

Now that would bea valuablelesson.

1.This passage was probably written in the tone of________.（評(píng)判性問(wèn)題）

A.the teacher B.the student

C.theparent D.the reporter

2.It can beinferred that________.（推理性問(wèn)題）

A.teachershave theright to stop tests

B.parentsexpect too much of their children

C.students study better under heavier pressure

D.schools make greater achievements with more homework

3.One more effective way for students to deal with the stressis______.（詮釋性問(wèn)題）

A.tohaveart and music classes

B.to develop proper brain

C.to turn to drugs and alcohol

D.tolearn to care for themselves

4.What would be the best title for this passage？（概括性問(wèn)題）

A.Importance to Take Exercise

B.Importance to Get Higher Score

C.Stress Starts before High School

D.Stress Beginsat High School

此例題的第1小題是評(píng)判性問(wèn)題。對(duì)于人物或事理加以評(píng)估判斷的問(wèn)題。從文章第四段講話的口吻可以明顯判斷作者是站在“父母”的角度來(lái)寫這篇文章，可知答案為C。

此例題的第2小題是推理性問(wèn)題。由文章的字面信息推出未知信息或隱含信息的能力。從文章第五段的第四行why would we expect our children to be any different等可推出答案為B。

此例題的第3小題是詮釋性問(wèn)題。從一個(gè)側(cè)面就事物的某一個(gè)特點(diǎn)做些解釋，對(duì)事物或事理的某些性質(zhì)和特點(diǎn)進(jìn)行適當(dāng)解說(shuō)。從文章最后兩段，可以推知另外一種更有效的消除壓力的辦法是to learn to carefor themselves，故答案為D。

此例題的第4小題是概括性問(wèn)題。從文章第一段第三句These days the pressure starts much earlier可以概括出答案為C。

3.3 創(chuàng)新思維能力的考查

創(chuàng)新思維能力，是在思考和解決問(wèn)題過(guò)程中，能夠站在不同的角度觀察和認(rèn)識(shí)世界，從而提出具有創(chuàng)造性和經(jīng)得起實(shí)踐檢驗(yàn)的新觀點(diǎn)、新思路和新方法。創(chuàng)新思維是創(chuàng)新或創(chuàng)造的思想基礎(chǔ)，是培養(yǎng)人的創(chuàng)新能力的核心?？赏ㄟ^(guò)設(shè)置聯(lián)想性問(wèn)題、生成性問(wèn)題、隱喻性問(wèn)題、通感性等問(wèn)題來(lái)考查考生創(chuàng)新思維能力。

【實(shí)例分析3】

He held the blazing（點(diǎn)燃）matches to a piece of wood.After a while，he became aware that he could smell his hands burning.Then he began to feel the pain.He opened his hands，and the blazing matches fell on to the snow.The flame went out in a puff of gray smoke.

The man looked up.The dog was still watching him.The man got an idea.He would kill the dog and bury his hands inside its warm body.When the feeling came back to his fingers，he could build another fire.Hecalled tothedog.Thedogheard danger in theman’s voice.It backed away.

The man called again.This time the dog came closer.The man reached for his knife.But he had forgotten that he could not bend his fingers.He could not kill thedog，becausehe could not hold hisknife.

The fear of death came over the man.He jumped up and began to run.The running began to make him feel better.Maybe running would make his feet warm.If he ran far enough，he would reach his friends at Henderson Creek.They would takecareof him.

It felt strange to run and not feel his feet when they hit the ground.He fell several times.He decided to rest a while.As he lay in the snow，he noticed that he was not shaking.He could not feel his nose or fingers or feet.Yet，he was feeling quite warm and comfortable.He realized hewasgoingto die.

Well，he decided，he might as well take it like a man.There were worse ways to die.The man closed his eyes and floated into the most comfortable sleep he had ever known.

The dog sat facing him，waiting.Finally，the dog moved closer to the man and caught the smell of death.The animal threw back its head.It let out a long，soft cry to the cold stars in the black sky.

And then it tuned and ran toward Henderson Creek… whereit knew therewasfood and afire。

1.Put thefollowing statementsin thecorrect order.（綜合性問(wèn)題）

①The thought to kill the dogoccurred tothe man.

②The man failed to build a fire.

③The dog headed for Henderson Creek.

④ The man’slifecametoan end.

⑤The man tried to warm by running on his frozen feet.

A.②①⑤④③ B.①②⑤③④

C.①②③④⑤ D.②①⑤③④

2.Why did the dog back away from the man？（通感性問(wèn)題）

A.It never trusted human.

B.It smelt food somewhere.

C.It sensed murderousatmosphere.

D.It caught sight of the knife.

3.What does the underlined word“it”mean in the 6th paragraph？（隱喻性問(wèn)題）

A.The dog. B.The weather.

C.Thedeath. D.Thecry.

4.It can be concluded from the passage that________.（生成性問(wèn)題）

A.man can conquer nature

B.theman tried hard tosurvive

C.thedog obeyed human beings

D.the man met death without dignity

此例題的第1小題是綜合性問(wèn)題。把整篇文章分解成各要點(diǎn)，再把要點(diǎn)串聯(lián)整合起來(lái)，成為文章的故事概要（另一整體），答案為A。

此例題的第2小題是通感性問(wèn)題。通感來(lái)自人的各種感知的相互連通，即身體某一感官受到刺激，產(chǎn)生反應(yīng)，同時(shí)也引起其他感官的反映。通感，既是一種思維方式，又是一種有效的修辭手段。它可以把抽象的內(nèi)容具體體現(xiàn)出來(lái)，化虛為實(shí)，即以具體的形象來(lái)抒發(fā)感情，闡述道理。如：sharp cry（尖叫），sweet voice（甜嗓子），icy look（冷漠的神色），warmcolors（暖色）等。根據(jù)文章第二段最后兩句The dog heard danger in the man’s voice.It backed away.其中heard danger為通感寫法（“聽”到人聲中的“危險(xiǎn)”，即意識(shí)到危險(xiǎn)），故答案為C.

此例題的第3小題是隱喻性問(wèn)題。隱喻就是把未知的東西變換成已知的術(shù)語(yǔ)進(jìn)行傳播的方式。在日常會(huì)話活動(dòng)中，隱喻性話語(yǔ)成為人們表達(dá)言外之意的重要手段。本篇里的it指代上句的going to die，答案為C。

此例題的第4小題是生成性問(wèn)題。生成性思維是一種認(rèn)為事物及其本質(zhì)是在其發(fā)展過(guò)程中生成的思維模式。從文中the man想盡辦法生存下來(lái)，選擇“舒服”地“睡”下去，故答案為B。

4 結(jié)語(yǔ)

高考英語(yǔ)閱讀理解深層次能力考查的試題命制要盡量體現(xiàn)思維性、開放性和拓展性，問(wèn)題設(shè)計(jì)盡量體現(xiàn)“體驗(yàn)閱讀”和“思維創(chuàng)新”理念，題目設(shè)置要與學(xué)生產(chǎn)生共情，引導(dǎo)學(xué)生走近作者，走進(jìn)文章。如試題設(shè)問(wèn)還可設(shè)置What does the story mean to you in your experience?Do you have the similar experience in your life?等靈活性、開放性的問(wèn)題，以體現(xiàn)新課標(biāo)的理念，并對(duì)中學(xué)英語(yǔ)閱讀教學(xué)起到一定的正面反撥作用。

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