运筹帷幄CET-6阅读理解试题
运筹帷幄CET-6阅读理解试题CET-6中阅读理解部分的四篇短文，多为1000词左右的说明文和议论文，内容涉及社会、政治、经济、文化、教育、科技等。从内容上看与四级相比没什么变化，但其篇幅长度和语言形式要比四级难的多。从近两年的阅读短文来看，更趋向于现实性新闻语篇。考试的重点也从具体的细节理解转向主旨和内涵意义的理解，主要以篇和段的主旨理解和推断为主。这在一定程度上给应试者带来了阅读和理解上的困难。本文拟从语篇和认知心理规律等方面探讨阅读的技巧，从而揭示阅读理解的破题原则和对策。
一、 阅读的语篇类型及其结构
从文体学的角度看，语篇在结构上均为正式程度较高的主题说明和论说性短文。篇和段在宏观结构上遵循主题 → 例证、解释、说明、推论 → 总结的篇章组织形式。从篇的结构看，首段多为全篇的主题段，说明全篇讨论的主题及其范围，后续段多为与主题相关的分主题段。而从段的角度看，开头句或结尾句为主题句，阐明一段的主题及其相关说明或论说的范围，中间部分为例证、解释或说明，最后一句为总结句。相对于中文而言, 英语语篇更倾向于采用直接的、直线型结构, 注重时间、空间顺序和严谨的逻辑关系, 围绕段首、段中或段尾的主题句, 进行叙述、例证或逻辑推理分析。下面以2004年6月CET-6试题第二篇阅读理解为例加以说明。
Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, Never was so dull a boy. Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.
Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach. As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeatss level of arrogance and self-absorption) are likely to lead to conflicts with teachers.
When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross, had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.
本篇短文的第一段为点题段，而第一句又为点题句，说明该短文的论题为Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience.，其中主题为gifted students，述题为the lack of fit between gifted students and their schools; often have little good to say about their school experience。第二段和第三段为论述说明段，说明天才学生和学校教育格格不入背后的原因和由此而产生的主题结果。
每段的第一句均为主题句，说明该段的主题和相关内容。中间部分为研究（study）及名人例证（Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats），以证明其分段主题。
因此，考生必须在语篇的学习过程中，不断地总结其宏观的篇章结构，掌握篇和段的主题层次。在阅读过程中，大致地标出篇和段的层次结构，从而构建整体上的语义连贯形式和框架。
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