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

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

(2023·浙江1月高考·閱讀B篇)Livewithroommates？Havefriendsandfamilyaroundyou？Chancesarethatifyou'relookingtoliveamoresustainablelifestyle,noteveryonearoundyouwillbereadytojump_on_that_bandwagon.IexperiencedthiswhenIstartedswitchingtoazerowastelifestylefiveyearsago,asIwaslivingwithmyparents,andIcontinuetoexperiencethiswithmyhusband,asheisnotcompletelyzerowastelikeme.I'velearnedafewthingsalongthewaythough,whichIhopeyou'llfindencouragingifyou'redoingyourbesttofigureouthowyoucanmakethechangeinanot-always-supportivehousehold.Zerowastewasaradicallifestylemovementafewyearsback.IremembershowingmyparentsavideoofBeaJohnson,sharinghowcoolIthoughtitwouldbetobuygrocerieswithjars,andhavesolittletrash！Afewdayslater,Icamebackwithmyfirstjarsofzerowastegroceries,andmydadcommentedonhowsillyitwasformetocarryjarseverywhere.Itcameoffasabitdiscouraging.Yetasthemonthsofreducingwastecontinued,IdidwhatIcouldthatwaswithinmyownreach.Ihadmyownbedroom,soIworkedonremovingthingsIdidn'tneed.SinceIhadmyowntoiletries(洗漱用品),Iwasabletostartpersonalisingmyroutinetobemoresustainable.Ialsoofferedtocookeverysooften,soIportionedoutabitofthecupboardformyownzerowastegroceries.Perhapsyourhouseholdwon'tentirelymaketheswitch,butyoumayhavesomecontroloveryourownpersonalspacestomakethechangesyoudesire.Asyoumakeyourlifestylechanges,youmayfindyourselfwantingtospeakupforyourselfifotherscommentonwhatyou'redoing,whichcanturnitselfintoawholehouseholddebate.Ifyouhaveindividualswhoarenotonboard,yourwordsprobablywon'tdomuchandcanoftenleaveyoufeelingmorediscouraged.Sohereismyadvice：Leadbyaction.27．Whatisthetextmainlyabout?A．Howtogetonwellwithotherfamilymembers.B．Howtohaveone'sownpersonalspaceathome.C．Howtoliveazerowastelifestyleinahousehold.D．Howtocontrolthebudgetwhenbuyinggroceries.[解題示范]第一步：讀文章，理清結(jié)構(gòu)第二步：細(xì)揣摩，概括文意段落大意概括文意第1－2段在家庭生活中實(shí)行“零浪費(fèi)”的生活方式可能遭到反對(duì)本文是一篇記敘文，講述了作者踐行“零浪費(fèi)”的生活方式，不被家人理解，但她堅(jiān)持自己的生活方式，從而闡釋了在群體生活中得不到理解和支持時(shí)，“用行動(dòng)說(shuō)話”是最好的辦法第3－4段作者自身如何通過(guò)行動(dòng)在家庭中改變生活方式第5段當(dāng)你改變生活方式時(shí)，你可能遭遇的情況第6段作者給讀者的建議第三步：析選項(xiàng)，斟酌判斷A如何與其他家庭成員和睦相處。文章講述了作者“零浪費(fèi)”的生活方式遭到家人的不理解，但沒(méi)有談及和家庭成員和睦相處的問(wèn)題。無(wú)中生有,生搬硬套B如何在家里擁有自己的私人空間。這種說(shuō)法過(guò)于寬泛。過(guò)于籠統(tǒng)，不知所云C如何在家庭中過(guò)上“零浪費(fèi)”的生活方式。文章講述了作者踐行“零浪費(fèi)”的生活方式，不被家人理解，但她堅(jiān)持自己的生活方式。涵蓋性強(qiáng)，覆蓋全文(選項(xiàng)為正確答案)D如何在購(gòu)買雜貨時(shí)控制預(yù)算。文中提到了購(gòu)買雜貨，并沒(méi)有提及控制預(yù)算。以偏概全，主次不分續(xù)表題型(三)段落大意題——首尾兼顧1．常見(jiàn)設(shè)問(wèn)方式·WhatdoestheauthortellusinParagraph...?·Whatisthefirstparagraphmainlyabout?·WhichofthefollowingcanbestsummarizeParagraph1?2．兩方法破解段落大意題方法(1)：概括段落大意要準(zhǔn)確概括某段的大意，務(wù)必要知道該段的邏輯結(jié)構(gòu)?？偡质?總分/總分總)段落首句為主題句，段落其他各句是例子或論證分總式段落開(kāi)頭是舉例子或?qū)訉油七M(jìn)的論述，段尾才是段落主題句分總分式段落開(kāi)頭列舉具體事例，通過(guò)事例得出結(jié)論，這個(gè)結(jié)論就是段落主題句，后面的內(nèi)容繼續(xù)或拓展該結(jié)論對(duì)比式事物的共同點(diǎn)或不同點(diǎn)就是該段大意方法(2)：揣摩段落大意有時(shí)，作者可能不直接給出主題句，而是通過(guò)各種方法暗示給讀者，這就需要讀者充分發(fā)揮想象力與判斷力，揣摩段落大意。[例3]

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

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

解析：細(xì)節(jié)理解題。根據(jù)第五段中的“Theideaisthatif,throughplayandmovement...andthat'strulypositive.”可知，體驗(yàn)式學(xué)習(xí)通過(guò)將學(xué)習(xí)與游戲相結(jié)合讓孩子積極參與。3．WhatdoesJacobexpectoftheresearchfinding?A．Promotingharmoniousteacher-studentrelationships.B．Urgingschoolstopayattentiontophysicalexercise.C．Enablingresearcherstocarryoutfurtherstudies.D．Encouragingeducatorstoapplyittoteaching.答案：D

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

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