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用层次分析法 解主旨大意题

作者:文/北京市宣武区62中宗华
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  阅读理解题在高考中占着主导地位,而其中的主旨大意题则是重中之重。《普通高级中学英语课程标准(实验稿)》明确要求学生“能理解文章主旨和作者意图”。那么学生如何才能正确理解文章主旨和作者意图呢?笔者在此谈谈自己的看法。

  一、主旨大意题常见形式

  主旨大意题旨在考查考生归纳总结能力和对文章整体的理解把握能力,这类题目常就文章的主要内容、主题或标题设问。题型可细分为主题型主旨大意题、目的型主旨大意题和标题型主旨大意题。常见的题干形式有:

  1.主题型主旨大意题的题干表现形式:

  (1)The passage is mainly about…

  (2)What is the main idea discussed in the first paragraph?

  (3)Which of the following statements best summarizes the main idea of the passage?

  (4)Which of the following is the topic sentence of the text?

  2.目的型主旨大意题的题干表现形式:

  (1)What is the probable purpose of writing this passage?

  (2)The passage is meant to…

  (3)The author’s purpose is to show …

  3.标题型主旨大意题的题干表现形式:

  (1)Which of the following is the best title for this passage?

  (2)The best topic of the passage should be__________.

  (3)Which of the following titles best summarizes the main idea of the passage?

  二、什么是层次分析法

  阅读的目的是获取信息和理解文章的含义,为此,读者要获取意义并不依赖于某些词句的一般意义,而要分析词句在上下文中的意义。因此,只有通篇阅读,正确理解文章层次,才能把握文章脉络,找到主题句,从而判断出文章的主旨大意。对于层次关系分明的文章,通过分析文章逻辑结构与主题句的对应关系来找到主题句,这种方法称为层次分析法。具体做法:先将文段中的句子标上号码,然后采用树状分枝结构,画出文章/文段结构图,最上面一层为主题句,然后自上而下从概括到具体,从主旨大意至具体细节逐层展开。

  以下面一篇文章为例,对比说明运用层次分析法寻找文章的主旨大意和运用普通的阅读技巧寻找主旨大意的区别。

  People used to tell the time of day by shadows. They used sundials to do so. In some sundials it was the length of a shadow which told the time of day. In some sundials it was the position of the shadow. Some sundials are still in use.

  The main idea of the passage is__________.

  A. Sundials look nice in gardens.

  B. By using sundials, people used to tell the time of day by the length of shadows.

  C. In the past sundials were used to tell time.

  D. Sundials, which tell the time of the day by the length or position of shadows, were once used to tell time.

  按照一般的作法,阅读者会认为首句为主题句,因此选C为正确答案,或者以偏概全而选择B,而实际的答案为D。

  下面我们再用层次分析法重新对这一文段进行分析,

  (1)People used to tell the time of day by shadows.(2)They used sundials to do so.(3)In some sundials it was the length of a shadow which told the time of day.(4)In some sundials it was the position of the shadow. (5) Some sundials are still in use.

  首句(1)讲人们用影子来判断时间,然后(2)(5)句前后呼应地说明了人们使用日冕来判断时间,(3)(4)句则阐述了两种日冕。

  通过文章层次可知A选项为无关信息可排除;B选项是典型的以偏概全;C选项概括范围过宽。只有D选项将(3)(4)句与(1)句结合起来完整地阐述了文章主题。

  由此可知,运用层次分析法对文章的逻辑结构进行分析,可以更准确地判断出文章的层次,从而找出主题句。

  三、如何进行层次分析

  怎样快速地进行层次分析呢?笔者认为以下技巧比较有效:

  1.利用表达层次关系的信号词

  阅读文章中往往会有一些承上启下的连接词,表明上下文、前后句的联系。利用这些词有助于进行层次分析,如first,second,third,finally,to begin with,and,more,even more,moreover,more than that,besides,furthermore,also,likewise,again,next,then,in addition to,some,others,still others,above all,another,equally,lastly。这些词或词组表示并列关系,他们所属的句子必然属于同一层,而且往往是处于主题句下面的第二层。

  2.利用重复的词或词组

  重复的词或词组往往表示一些并列的分论点或论据,以示强调。如:(1)Futurologists predict that life will probably be very different in 2050. (2) TV channels will have disappeared. (3) Robots will have replaced people in factories. (4) Medical technology will have conquered many diseases. 以上这些重复的will有排比的意味,表示它们都处于同一层,很好地支持了主题句(1)。

  3.利用主题句中由数词或形容词修饰的复数名词

  在一些文段中,往往会在第一句中出现一些由数词或形容词修饰的复数名词。在下文中,会对这个复数名词进一步阐述。如:

  (1)It is found that a child plays games for very important reasons. (2)He can find himself being a useful partner to someone of whom he is ordinarily afraid. (3)He becomes a leader when it comes to his turn.

  读到句(1)的reasons 时阅读者就会预测到下面几句会谈到各种原因,通过阅读证实了阅读者的预测,进一步说明了句(1)为主题句。

  层次分析法比较适用于议论文及说明文,对于其他体裁的文章有其局限性,应酌情处理。但层次分析方法可以变成读者的一种阅读策略,在阅读过程中自觉运用,会使读者对文章的逻辑结构有清晰的认识,从而提高阅读理解能力,加快阅读速度,更加准确地判断出文章的主旨大意。同时,通过层次分析熟悉掌握英文文章的逻辑结构,可以培养学生的英文写作能力,全面提高英语能力。

  

  

  

  


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