阅读的深层—分析与评价——2012高考英语阅读文随想


来源：高中英语教学交流网
发布时间：2014-05-29 08:34:00
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内容提要：学会剖析作者的写作意图、写作风格，才能有效地领悟文章的深层意义。明确作者对事物评价的态度，对事物阐述的依据以及对事物欣赏的视角，才能更好地解读阅读理解题。
在进行阅读时，有些人很少从文章的整体上对所阅读的文章进行细腻地分析。有时只是走马观花式地就文章内容进行肤浅的理解，很少从文章的深层含义上去领悟、去剖析，只知“其然”，而不知“其所以然”。其实高考英语的许多阅读文章常常是通过不同题材的形式给人以思想上的启迪，让学生在阅读中体味到潜移默化的教育。但许多学生在阅读时常常浮于文章的表层结构上，不能顺着文章作者的思路去领悟其是怎样运用文中的话语对某事物或现象进行评论、阐释或概括其观点的。如果只从文章中的只言片语去解析，势必会造成片面的理解。而阅读的关键则应该是深入到文章的内涵中去，剖析作者是利用何种手段来阐述文章深刻含义的。那么在阅读中如何才能达到从表层到深层这样的境界呢?现结合2012年一些高考阅读题，对此加以简单的评析，望能对学生在阅读上有所启发。
一、评价的取向——层层揭示
在一些文章中作者常常运用一些评价性的词语或话语来对某事物或现象进行评述。通过这些评价性词语的使用，可以通晓作者对某事物的态度、立场和观点。因此在阅读文章时，学生必须透过文中字里行间中富有表达情感的词汇或话语来推测作者欲表达的内涵。如阅读下面的短文，看作者是如何表达的。
Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disaster or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drives, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. Foe example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusations only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before the fire it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution: Listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterwards, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.
Finally, students need to consider what they are bearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really mean? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if doesn’t, careful thought helps both sides figure out a mutual solution.
……（2012 浙江卷阅读理解题C）
该文主要论述了如何在校园冲突和暴力事件中让学生能正确、冷静处理冲突，从而减少校园暴力行为。在文章的第一段作者首先分析了校园常见的引起冲突和暴力事件所产生的原因。学校教育所缺乏的并非仅仅是学业成绩，而是学生的思想教育和与他人交往的技巧。许多看是微不足道的小事，如果不从根源上重视也许会酿成相互的冲突，甚至是暴力事件。何以解忧，作者从四个方面对此作了深刻的论述。首先用a relatively minor insult. 的事件阐述了应如何注重小事所产生的后果。紧接着作者论述了一旦发生冲突应采取何种方式使之转化。一为stay calm ；二为choose words that will calm the other person down，作者通过不同的比较认为Rude words, name-calling, and accusations only add fuel to the emotional fire. 语言粗鲁会使人火上浇油；而soft words spoken at a normal sound level can put out the fire before the fire it explodes out of control. 温柔的话语则会平息火爆的情绪，由此可见不同的言语方式常常是导致冲突的主要因素。选择恰当的语言表达方式则会化冲突为平和。
在阐述了注意语言的表达形式后，作者又从另外的角度来论述解决冲突的策略—倾听。倾听能使双方明白彼此的感受，倾听可使人化解心中的结怨，倾听又能使双方变换自己的角色，倾听也能使人澄清自己所处的位置，唯有倾听才能使人明确这是解决矛盾的有效途径。在该段落中作者用几个不同的动词阐述了倾听的真谛。understand，describe，clarify，change几个动词把倾听的内容与实质阐述得如此的到位，给人以情真意切之感。
在第5小节中作者对学生的谆谆教诲通过两个典型的句子便可见端倪。1） Students need to consider what they are bearing. It means understanding what the real issue is and what both sides are trying to accomplish. 学生应明白可能会引起冲突的真正的问题是什么，双方应如何对待此问题。2） Students need to ask themselves questions such as these. 作者通过系列疑问的形式，阐明了该何去何从。随着问题的明朗，双方的冲突也会随之化解，最终握手言和。
纵观全文，作者依据学生之间引起冲突甚至发展到暴力的事由进行了深刻的剖析。并对如何解决此类情况进行了层层地分析。从全文的结构看，作者运用First of all，Once，After，Finally等几个词汇将解决问题的途径一一澄清，给人以较强的说服力。本文采用从词到句，然后到篇章结构的形式对文章一层层地加以评论、剖解，让人读后去思索、分析，以明辨是非。
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