賴朝暉

細(xì)心是有效避免干擾、準(zhǔn)確解答閱讀理解細(xì)節(jié)辨析題的不二法門。首先，必須養(yǎng)成拿到文章先通讀的習(xí)慣；其次，答題時必須細(xì)致分析，切忌臆斷。

觀察近幾年高考英語浙江卷可以發(fā)現(xiàn)，對細(xì)節(jié)的把握和理解是閱讀理解題的考查重點，題量占閱讀理解題總量的四成左右。

直接提問、判斷是非

細(xì)節(jié)題的兩種設(shè)問方式

細(xì)節(jié)辨析題的設(shè)問方式主要有兩種。

一是考查對文本中某個具體的事實或細(xì)節(jié)的把握，比如提問某人做了什么事、某事發(fā)生的地點、某個現(xiàn)象產(chǎn)生的誘因，等等。

二是考查是非判斷，通常會問四個選項中哪個選項是正確的或是符合文意的。

不論以何種方式設(shè)問，細(xì)節(jié)題都旨在考查同學(xué)們辨析文中具體事實和線索的能力。

偷梁換柱、答非所問、無中生有

干擾項的三大特征

為了混淆視線，命題者編制的干擾項一般具備以下幾個特征：

（1） 偷梁換柱。選項內(nèi)容看似與文本表述一致，具有極強的迷惑性，但實際上個別用詞不同，這些不同的用詞會導(dǎo)致選項含義與原文相去甚遠(yuǎn)。

（2） 答非所問。選項內(nèi)容確實來自文本，但與提問無關(guān)，這種選項干擾性也很強。

（3） 無中生有。選項內(nèi)容看似合理，卻是命題者編造的，與文章沒有關(guān)系。

通讀全文，找信息源

細(xì)致分析，切忌臆斷

答題牢記“細(xì)心”二字

細(xì)節(jié)辨析題與主旨概括題不同，后者涉及概括、理解能力的高低，而前者只關(guān)乎細(xì)心與否，只要能從文中準(zhǔn)確地找出與問題有關(guān)的信息源，將其與選項仔細(xì)對比，是不難看出干擾項錯在何處的。

首先，必須養(yǎng)成拿到文章先通讀的習(xí)慣。

解答細(xì)節(jié)辨析題，跳讀查找解題的信息源是最常用的方法，事先通讀全文能使跳讀查找更快更準(zhǔn)確。

其次，必須細(xì)致分析對比，切忌臆斷。

細(xì)節(jié)辨析題考查的內(nèi)容比較細(xì)碎，又有很多干擾因素，不少同學(xué)缺乏耐心，不細(xì)加分析，只憑主觀印象答題，非常容易出錯。要提高答題正確率，務(wù)必仔細(xì)辨別選項和信息源的相符程度。

實例分析

下面以2013年高考英語北京卷C篇為例，來看如何做到細(xì)致辨別。

People who multitask all the time may be the worst at doing two things at once， a new research suggests. The findings， based on performances and self-evaluation by about 275 college students， indicate that many people multitask not out of a desire to increase productivity， but because they are easily distracted（分心） and cant focus on one activity. And “those people turn out to be the worst at handling different things，” said David Sanbonmatsu， a psychologist at the University of Utah.

Sanbonmatsu and his colleagues gave the students a set of tests and asked them to report how often they multitasked， how good they thought they were at it， and how sensation-seeking （尋求刺激） or imperative（沖動） they were. They then evaluated the participants multitasking ability with a tricky mental task that required the students to do simple mathematical calculations while remembering a set of letters.

Not surprisingly， the scientists said， most people thought they were better than average at multitasking， and those who thought they were better at it were more likely to report using a cellphone while driving or viewing multiple kinds of media at once. But those who frequently deal with many things at the same time were found to perform the worst at the actual multitasking test. They also were more likely to admit to sensation-seeking and impulsive behavior， which connects with how easily people get bored and distracted.

“People multitask not because its going to lead to greater productivity， but because theyre distractible， and they get sucked into things that are not as important.” Sanbonmatsu said.

Adam Gazzaley， a researcher at the University of California， San Francisco， who was not a member of the research group， said one limitation of the study was that it couldnt find out whether people who start out less focused tend toward multitasking or whether peoples recognizing and understanding abilities change as a result of multitasking.

The findings do suggest， however， why the sensation-seeker who multitask the most may enjoy risky distracted driving. “People who are multitasking are generally less sensitive to risky situations.” said Paul Atchley， another researcher not in the group. “This may partly explain why people go in for these situations even though theyre dangerous.”

67. The research led by Sanbonmatsu indicates that people who multitask

.

A. seek high productivity constantly

B. prefer handling different things when getting bored

C. are more focused when doing many things at a time

D. have the poorest results in doing various things at the same time

68. When Sanbonmatsu and his colleagues conducted their research， they

.

A. assessed the multitasking ability of the students

B. evaluated the academic achievements of the students

C. analyzed the effects of the participants tricky mental tasks

D. measured the changes of the students understanding ability

69. According to Sanbonmatsu， people multitask because of their .

A. limited power in calculation

B. interests in doing things differently

C. inability to concentrate on one task

D. impulsive desire to try new things

這是一篇關(guān)于“一心多用”的學(xué)術(shù)研究類文章。全文共6段，通讀后可知，第1段綜述關(guān)于“一心多用”的研究情況，給出研究結(jié)論；第2段介紹研究過程；第3、4段分析研究結(jié)論；第5、6段指出研究存在的缺陷。

再來看第67～69題。這三道題分別考查了對研究結(jié)論、研究過程的理解以及所研究現(xiàn)象的成因分析。在了解文章各部分內(nèi)容的基礎(chǔ)上，尋找解答這三道題的信息源就變得容易多了。只要將信息源與選項細(xì)心比對，不難作出正確選擇。

第67題問研究的結(jié)論是什么，可以快速鎖定綜述研究情況、給出結(jié)論的第1段，從中找到相關(guān)的信息源：People who multitask all the time may be the worst at doing two things at once和those people turn out to be the worst at handling different things，可見，多項任務(wù)同時進(jìn)行反而會辦不好事，所以選D。

A選項是“偷梁換柱”式的命題，第1段雖然提到了productivity（效率），但人們一心多用不是為了提高效率（not out of a desire to increase productivity），所以seek high productivity不正確。而B、C選項都不是文本中的信息，屬于“無中生有”的選項。

第68題考查研究過程，文中與之相關(guān)的信息源是They then evaluated the participants multitasking ability with a tricky mental task ... 一句，意為“他們用 a tricky mental task評估參與者同時進(jìn)行多項任務(wù)的能力”，正確選項為A，選項中用assess（評估）來替代文章中的evaluate。

B選項有evaluate一詞，但評估的內(nèi)容academic achievements是無中生有的，文中根本未提及。D選項同樣屬于無中生有。

C選項干擾性就更強了。文中說的是利用這種任務(wù)（the participants tricky mental tasks）來評估人們“一心多用”的能力，而不是分析這種任務(wù)產(chǎn)生的效果（analyzed the effects），選項偷換了概念，需要同學(xué)們認(rèn)真對比，加以區(qū)別。

第69題考查人們一心多用的原因，解題的信息源來自第4段Sanbonmatsu說的話：People multitask not because its going to lead to greater productivity， but because theyre distractible， and they get sucked into things that are not as important。只要找對這個信息源，就能發(fā)現(xiàn)A、B和D選項的內(nèi)容在這句話中都沒有提及，都是無中生有的，可以很快排除。distractible意為“注意力不能集中的”，與C選項中的inability to concentrate on表意一致，所以選C。