专题 15 阅读理解议论文（学生卷）--十年（2015-2024）高考真题英语分项汇编（全国通用）

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专题 15 阅读理解议论文

2024 年

Passage 1

【2024 新课标Ⅰ卷】Is comprehension the same whether a person reads a text onscreen or on paper? And are

listening to and viewing content as effective as reading the written word when covering the same material? The

answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration,

an entertainment mindset (心态) and a tendency to multitask while consuming digital content.

When reading texts of several hundred words or more, learning is generally more successful when it’s on

paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly

shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading

passage — to ones that require mental abstraction — such as drawing inferences from a text.

The differences between print and digital reading results are partly related to paper’s physical properties. With

paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their

memory of what they’ve read to how far into the book it was or where it was on the page.

But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing

hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media,

which are often not so serious, and devote less mental effort than when they are reading print.

Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these

technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have

demonstrated that when adults read news stories, they remember more of the content than if they listen to or view

identical pieces.

Digital texts, audio and video all have educational roles, especially when providing resources not available in

print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t

assume all media are the same, even when they contain identical words.

28. What does the underlined phrase “shine through” in paragraph 2 mean?

Seem unlikely to last. B. Seem hard to explain.

C. Become ready to use. D. Become easy to notice.

29. What does the shallowing hypothesis assume?

A. Readers treat digital texts lightly. B. Digital texts are simpler to understand.

C. People select digital texts randomly. D. Digital texts are suitable for social media.

30. Why are audio and video increasingly used by university teachers?

A. They can hold students' attention. B. They are more convenient to prepare.

C. They help develop advanced skills. D. They are more informative than text.

31. What does the author imply in the last paragraph?

A. Students should apply multiple learning techniques.

B. Teachers should produce their own teaching material.

C. Print texts cannot be entirely replaced in education.

D. Education outside the classroom cannot be ignored.

Passage 2

【2024 全国甲卷】“I didn’t like the ending,” I said to my favorite college professor. It was my junior year

of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill

on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me

to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I

wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they

didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and

Maggie Tulliver, but the ending they got did make the most sense for them.

This was an aha moment for me, and I never thought about endings the same way again. From then on, if I

wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t

guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction.

Choosing what to read became easier.

But writing the end—that’s hard. It’s hard for writers because endings carry so much weight with readers. You

have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits

what’s right for the characters.

That’s why this issue ( 期) of Writer’s Digest aims to help you figure out how to write the best ending for

whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try

to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see

what key points they include and how you can adapt them for your work.

This issue won’t tell you what your ending should be—that’s up to you and the story you’re telling—bu it

might provide what you need to get there.

12. Why did the author go to Prof. Gracie?

A. To discuss a novel. B. To submit a book report.

C. To argue for a writer. D. To ask for a reading list.

13. What did the author realize after seeing Gracie?

A. Writing is a matter of personal preferences.

B. Readers are often carried away by character.

C. Each type of literature has its unique end.

D. A story which begins well will end well.

14. What is expected of a good ending?

It satisfies readers’ taste. B. It fits with the story development.

C. It is usually positive. D. It is open for imagination.

15. Why does the author mention Peter Mountford and Elizabeth Sims?

A. To give examples of great novelists. B. To stress the theme of this issue.

C. To encourage writing for the magazine. D. To recommend their new books.

Passage 3

【2024 北京卷】The notion that we live in someone else’s video game is irresistible to many. Searching the

term “simulation hypothesis” (模拟假说) returns numerous results that debate whether the universe is a computer

simulation —— a concept that some scientists actually take seriously. Unfortunately, this is not a scientific

question. We will probably never know whether it’s true. We can, instead, use this idea to advance scientific

knowledge.

The 18th-century philosopher Kant argued that the universe ultimately consists of things-in-themselves that

are unknowable. While he held the notion that objective reality exists, he said our mind plays a necessary role in

structuring and shaping our perceptions. Modern sciences have revealed that our perceptual experience of the world

is the result of many stages of processing by sensory systems and cognitive (认知的) functions in the brain. No one

knows exactly what happens within this black box. If empirical (实证的) experience fails to reveal reality,

reasoning won’t reveal reality either since it relies on concepts and words that are contingent on our social, cultural

and psychological histories. Again, a black box.

So, if we accept that the universe is unknowable, we also accept we will never know if we live in a computer

simulation. And then, we can shift our inquiry from “Is the universe a computer simulation?” to “Can we model the

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专题15阅读理解议论文2024年Passage1【2024新课标Ⅰ卷】Iscomprehensionthesamewhetherapersonreadsatextonscreenoronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthesamematerial?Theanswerstobothquestionsareoften“no”.Thereasonsrelatetoavarietyoffactors,includingreducedconcentration,a...

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