CET-6中閱讀理解部分的四篇短文，多為1000詞左右的說明文和議論文，內(nèi)容涉及社會(huì)、政治、經(jīng)濟(jì)、文化、教育、科技等。從內(nèi)容上看與四級(jí)相比沒什么變化，但其篇幅長度和語言形式要比四級(jí)難的多。從近兩年的閱讀短文來看，更趨向于現(xiàn)實(shí)性新聞?wù)Z篇。
考試的重點(diǎn)也從具體的細(xì)節(jié)理解轉(zhuǎn)向主旨和內(nèi)涵意義的理解，主要以篇和段的主旨理解和推斷為主。這在一定程度上給應(yīng)試者帶來了閱讀和理解上的困難。本文擬從語篇和認(rèn)知心理規(guī)律等方面探討閱讀的技巧，從而揭示閱讀理解的破題原則和對(duì)策。
一、 閱讀的語篇類型及其結(jié)構(gòu)
從文體學(xué)的角度看，語篇在結(jié)構(gòu)上均為正式程度較高的主題說明和論說性短文。篇和段在宏觀結(jié)構(gòu)上遵循主題 → 例證、解釋、說明、推論 → 總結(jié)的篇章組織形式。從篇的結(jié)構(gòu)看，首段多為全篇的主題段，說明全篇討論的主題及其范圍，后續(xù)段多為與主題相關(guān)的分主題段。而從段的角度看，開頭句或結(jié)尾句為主題句，闡明一段的主題及其相關(guān)說明或論說的范圍，中間部分為例證、解釋或說明，最后一句為總結(jié)句。相對(duì)于中文而言, 英語語篇更傾向于采用直接的、直線型結(jié)構(gòu), 注重時(shí)間、空間順序和嚴(yán)謹(jǐn)?shù)倪壿嬯P(guān)系, 圍繞段首、段中或段尾的主題句, 進(jìn)行敘述、例證或邏輯推理分析。下面以2004年6月CET-6試題第二篇閱讀理解為例加以說明。
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 (名人軼事) 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.
本篇短文的第一段為點(diǎn)題段，而第一句又為點(diǎn)題句，說明該短文的論題為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.，其中主題為gifted students，述題為the lack of fit between gifted students and their schools; often have little good to say about their school experience。第二段和第三段為論述說明段，說明天才學(xué)生和學(xué)校教育格格不入背后的原因和由此而產(chǎn)生的主題結(jié)果。
每段的第一句均為主題句，說明該段的主題和相關(guān)內(nèi)容。中間部分為研究（study）及名人例證（Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats），以證明其分段主題。
因此，考生必須在語篇的學(xué)習(xí)過程中，不斷地總結(jié)其宏觀的篇章結(jié)構(gòu)，掌握篇和段的主題層次。在閱讀過程中，大致地標(biāo)出篇和段的層次結(jié)構(gòu)，從而構(gòu)建整體上的語義連貫形式和框架。
二、 概念和命題的銜接與連貫
概念和命題是形成段與篇形式銜接和語義連貫的關(guān)鍵。現(xiàn)代語言學(xué)理論認(rèn)為，同一主題的詞匯項(xiàng)或概念往往可以形成同現(xiàn)，構(gòu)成語篇的銜接和連貫。這種語篇銜接的同現(xiàn)關(guān)系由概括詞和具體詞形成的上下義詞、同義詞、同一詞的不同形式等構(gòu)成。而儲(chǔ)存在大腦中的知識(shí)也是以概念的相互激活擴(kuò)散網(wǎng)絡(luò)表征形式儲(chǔ)存的，與篇的概念形式相吻合。
心理學(xué)家認(rèn)為保存在記憶里的是意義，而意義又是按命題儲(chǔ)存在記憶里。命題是能夠單獨(dú)對(duì)之判斷（真或假）的最小知識(shí)單位。一個(gè)命題相當(dāng)于一個(gè)意念。一個(gè)命題有兩個(gè)因素：關(guān)系項(xiàng)和主項(xiàng)的集合。主項(xiàng)是命題的題目，一般為名詞或代詞，有時(shí)也可以是動(dòng)詞或形容詞。關(guān)系項(xiàng)即邏輯中所說的謂項(xiàng)，對(duì)主項(xiàng)起限制的作用。表示關(guān)系的一般是動(dòng)詞、形容詞或副詞。每個(gè)命題的關(guān)系項(xiàng)只有一個(gè)，而主項(xiàng)則可以多于一個(gè)。當(dāng)關(guān)系項(xiàng)為動(dòng)詞時(shí)尤為如此。因此，一個(gè)概念命題可以形成相關(guān)的命題網(wǎng)絡(luò)，從而構(gòu)成語篇的語義連貫。閱讀的過程就是概念和命題網(wǎng)絡(luò)的建構(gòu)過程。
例如上述短文中，與主題gifted students 相關(guān)的概念gifted children, gifted people, individuals, prize fellows, winners, high-IQ
children, mathematicians, prodigy等構(gòu)成了同一主題網(wǎng)，把段和篇中的句子銜接起來。而述題have little good to say about their school experience則用either did badly in school or were unhappy in school; had good things to say about their precollegiate schooling; all disliked school； have done poorly in school； had little good to say about school構(gòu)成了全篇的述題語義連貫網(wǎng)絡(luò)。形成全文以概念主題gifted students為命題主項(xiàng)，述題串為謂項(xiàng)的語義連貫網(wǎng)。因此，閱讀過程中，勾勒出這些相關(guān)的概念和命題網(wǎng)絡(luò)，有利于對(duì)全篇信息的理解和把握。
三、 圖式對(duì)語篇閱讀理解的意義
圖式是對(duì)過去經(jīng)驗(yàn)的反映或?qū)^去經(jīng)驗(yàn)的積極組織，即知識(shí)在大腦中的儲(chǔ)存單位, 包括各種各樣的知識(shí)塊, 如有關(guān)鳥的知識(shí)、有關(guān)學(xué)校、城市、交通、銀行、文學(xué)、體育、籃球等概括的或具體的系統(tǒng)知識(shí)。現(xiàn)代心理學(xué)依此發(fā)展了合適圖式的激活和特定圖式細(xì)節(jié)的重建理論，前者主要揭示對(duì)圖式的熟悉程度在閱讀過程中所產(chǎn)生的影響。研究發(fā)現(xiàn)當(dāng)人們?nèi)狈σ粋€(gè)與正在展開的故事相適應(yīng)的圖式時(shí), 理解和記憶都會(huì)很困難, 因?yàn)樗麄儫o法了解所描述的事件的含義。而后者則指激活的圖式可以作為提取計(jì)劃, 而且由于圖式的中心作用, 幫助人們歸納某些重要細(xì)節(jié)。在語篇信息的處理過程中, 熟悉的圖式往往可以引導(dǎo)讀者對(duì)中心信息的理解和記憶。
以此為基礎(chǔ)，認(rèn)知心理學(xué)提出了自上而下和自下而上的閱讀理論。前者指讀者充分利用大腦中儲(chǔ)存的各類相關(guān)知識(shí)推測(cè)上下文中可能出現(xiàn)的相關(guān)信息，后者指逐詞逐句理解，逐步掌握全篇信息，適用于語言水平較低的讀者。對(duì)語篇背景知識(shí)的了解，不同程度地影響閱讀理解的效果。例如，讀者在理解上述短文第一句的同時(shí)，可以依據(jù)自己了解的相關(guān)知識(shí)，在閱讀理解的過程中，推斷與主題天才和學(xué)校教育相關(guān)的信息。
四、 語篇問題的形式及解讀
CET-6 閱讀理解題部分的考題以主旨題和細(xì)節(jié)題為主，考生可先讀題以確定題型，而后依據(jù)問題中相關(guān)的詞匯項(xiàng)找出其在短文中的位置，結(jié)合上下文理解與問題相關(guān)的信息。主旨題可在段首或首段中尋找，結(jié)合后續(xù)的論述和例證找出答案。而答案項(xiàng)中，往往有與段中原句相近的詞匯表達(dá)，讀者可以解讀與原句相近的解釋項(xiàng)來確定正確答案。再以2004年6月CET-6試題第二篇閱讀理解中的問題為例：
26. The main point the author is making about schools is that________.
A) they should satisfy the needs of students from different family backgrounds
B) they are often incapable of catering to the needs of talented students
C) they should organize their classes according to the students ability
D) they should enroll as many gifted students as possible
此題為主旨判斷題。從題中的point...about schools
考試的重點(diǎn)也從具體的細(xì)節(jié)理解轉(zhuǎn)向主旨和內(nèi)涵意義的理解，主要以篇和段的主旨理解和推斷為主。這在一定程度上給應(yīng)試者帶來了閱讀和理解上的困難。本文擬從語篇和認(rèn)知心理規(guī)律等方面探討閱讀的技巧，從而揭示閱讀理解的破題原則和對(duì)策。
一、 閱讀的語篇類型及其結(jié)構(gòu)
從文體學(xué)的角度看，語篇在結(jié)構(gòu)上均為正式程度較高的主題說明和論說性短文。篇和段在宏觀結(jié)構(gòu)上遵循主題 → 例證、解釋、說明、推論 → 總結(jié)的篇章組織形式。從篇的結(jié)構(gòu)看，首段多為全篇的主題段，說明全篇討論的主題及其范圍，后續(xù)段多為與主題相關(guān)的分主題段。而從段的角度看，開頭句或結(jié)尾句為主題句，闡明一段的主題及其相關(guān)說明或論說的范圍，中間部分為例證、解釋或說明，最后一句為總結(jié)句。相對(duì)于中文而言, 英語語篇更傾向于采用直接的、直線型結(jié)構(gòu), 注重時(shí)間、空間順序和嚴(yán)謹(jǐn)?shù)倪壿嬯P(guān)系, 圍繞段首、段中或段尾的主題句, 進(jìn)行敘述、例證或邏輯推理分析。下面以2004年6月CET-6試題第二篇閱讀理解為例加以說明。
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 (名人軼事) 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.
本篇短文的第一段為點(diǎn)題段，而第一句又為點(diǎn)題句，說明該短文的論題為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.，其中主題為gifted students，述題為the lack of fit between gifted students and their schools; often have little good to say about their school experience。第二段和第三段為論述說明段，說明天才學(xué)生和學(xué)校教育格格不入背后的原因和由此而產(chǎn)生的主題結(jié)果。
每段的第一句均為主題句，說明該段的主題和相關(guān)內(nèi)容。中間部分為研究（study）及名人例證（Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats），以證明其分段主題。
因此，考生必須在語篇的學(xué)習(xí)過程中，不斷地總結(jié)其宏觀的篇章結(jié)構(gòu)，掌握篇和段的主題層次。在閱讀過程中，大致地標(biāo)出篇和段的層次結(jié)構(gòu)，從而構(gòu)建整體上的語義連貫形式和框架。
二、 概念和命題的銜接與連貫
概念和命題是形成段與篇形式銜接和語義連貫的關(guān)鍵。現(xiàn)代語言學(xué)理論認(rèn)為，同一主題的詞匯項(xiàng)或概念往往可以形成同現(xiàn)，構(gòu)成語篇的銜接和連貫。這種語篇銜接的同現(xiàn)關(guān)系由概括詞和具體詞形成的上下義詞、同義詞、同一詞的不同形式等構(gòu)成。而儲(chǔ)存在大腦中的知識(shí)也是以概念的相互激活擴(kuò)散網(wǎng)絡(luò)表征形式儲(chǔ)存的，與篇的概念形式相吻合。
心理學(xué)家認(rèn)為保存在記憶里的是意義，而意義又是按命題儲(chǔ)存在記憶里。命題是能夠單獨(dú)對(duì)之判斷（真或假）的最小知識(shí)單位。一個(gè)命題相當(dāng)于一個(gè)意念。一個(gè)命題有兩個(gè)因素：關(guān)系項(xiàng)和主項(xiàng)的集合。主項(xiàng)是命題的題目，一般為名詞或代詞，有時(shí)也可以是動(dòng)詞或形容詞。關(guān)系項(xiàng)即邏輯中所說的謂項(xiàng)，對(duì)主項(xiàng)起限制的作用。表示關(guān)系的一般是動(dòng)詞、形容詞或副詞。每個(gè)命題的關(guān)系項(xiàng)只有一個(gè)，而主項(xiàng)則可以多于一個(gè)。當(dāng)關(guān)系項(xiàng)為動(dòng)詞時(shí)尤為如此。因此，一個(gè)概念命題可以形成相關(guān)的命題網(wǎng)絡(luò)，從而構(gòu)成語篇的語義連貫。閱讀的過程就是概念和命題網(wǎng)絡(luò)的建構(gòu)過程。
例如上述短文中，與主題gifted students 相關(guān)的概念gifted children, gifted people, individuals, prize fellows, winners, high-IQ
children, mathematicians, prodigy等構(gòu)成了同一主題網(wǎng)，把段和篇中的句子銜接起來。而述題have little good to say about their school experience則用either did badly in school or were unhappy in school; had good things to say about their precollegiate schooling; all disliked school； have done poorly in school； had little good to say about school構(gòu)成了全篇的述題語義連貫網(wǎng)絡(luò)。形成全文以概念主題gifted students為命題主項(xiàng)，述題串為謂項(xiàng)的語義連貫網(wǎng)。因此，閱讀過程中，勾勒出這些相關(guān)的概念和命題網(wǎng)絡(luò)，有利于對(duì)全篇信息的理解和把握。
三、 圖式對(duì)語篇閱讀理解的意義
圖式是對(duì)過去經(jīng)驗(yàn)的反映或?qū)^去經(jīng)驗(yàn)的積極組織，即知識(shí)在大腦中的儲(chǔ)存單位, 包括各種各樣的知識(shí)塊, 如有關(guān)鳥的知識(shí)、有關(guān)學(xué)校、城市、交通、銀行、文學(xué)、體育、籃球等概括的或具體的系統(tǒng)知識(shí)。現(xiàn)代心理學(xué)依此發(fā)展了合適圖式的激活和特定圖式細(xì)節(jié)的重建理論，前者主要揭示對(duì)圖式的熟悉程度在閱讀過程中所產(chǎn)生的影響。研究發(fā)現(xiàn)當(dāng)人們?nèi)狈σ粋€(gè)與正在展開的故事相適應(yīng)的圖式時(shí), 理解和記憶都會(huì)很困難, 因?yàn)樗麄儫o法了解所描述的事件的含義。而后者則指激活的圖式可以作為提取計(jì)劃, 而且由于圖式的中心作用, 幫助人們歸納某些重要細(xì)節(jié)。在語篇信息的處理過程中, 熟悉的圖式往往可以引導(dǎo)讀者對(duì)中心信息的理解和記憶。
以此為基礎(chǔ)，認(rèn)知心理學(xué)提出了自上而下和自下而上的閱讀理論。前者指讀者充分利用大腦中儲(chǔ)存的各類相關(guān)知識(shí)推測(cè)上下文中可能出現(xiàn)的相關(guān)信息，后者指逐詞逐句理解，逐步掌握全篇信息，適用于語言水平較低的讀者。對(duì)語篇背景知識(shí)的了解，不同程度地影響閱讀理解的效果。例如，讀者在理解上述短文第一句的同時(shí)，可以依據(jù)自己了解的相關(guān)知識(shí)，在閱讀理解的過程中，推斷與主題天才和學(xué)校教育相關(guān)的信息。
四、 語篇問題的形式及解讀
CET-6 閱讀理解題部分的考題以主旨題和細(xì)節(jié)題為主，考生可先讀題以確定題型，而后依據(jù)問題中相關(guān)的詞匯項(xiàng)找出其在短文中的位置，結(jié)合上下文理解與問題相關(guān)的信息。主旨題可在段首或首段中尋找，結(jié)合后續(xù)的論述和例證找出答案。而答案項(xiàng)中，往往有與段中原句相近的詞匯表達(dá)，讀者可以解讀與原句相近的解釋項(xiàng)來確定正確答案。再以2004年6月CET-6試題第二篇閱讀理解中的問題為例：
26. The main point the author is making about schools is that________.
A) they should satisfy the needs of students from different family backgrounds
B) they are often incapable of catering to the needs of talented students
C) they should organize their classes according to the students ability
D) they should enroll as many gifted students as possible
此題為主旨判斷題。從題中的point...about schools