考研英語：精解真題中的閱讀細(xì)節(jié)

距離考研還有將近四十天時(shí)間，對(duì)于英語備考來說，還是要研究真題，對(duì)于做過的題目現(xiàn)在正是梳理的好時(shí)候，這一過程是個(gè)承前啟后的關(guān)鍵步驟。對(duì)于英語閱讀來說，當(dāng)中出現(xiàn)概率最高的細(xì)節(jié)題還是需要大家花心思去理解的。

　　Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education -- not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find。

　　“Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance。” Ravitch’s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits。

　　But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society。”

　　“Intellect is resented as a form of power or privilege,” writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book。

　　Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: “We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing。” Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized -- going to school and learning to read -- so he can preserve his innate goodness。

　　Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines。

　　School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise。”

　　56.What do American parents expect their children to acquire in school?

　　[A] The habit of thinking independently。

　　[B] Profound knowledge of the world。

　　[C] Practical abilities for future career。

　　[D] The confidence in intellectual pursuits。

　　57.We can learn from the text that Americans have a history of ________。

　　[A] undervaluing intellect

　　[B] favoring intellectualism

　　[C] supporting school reform

　　[D] suppressing native intelligence

　　58.The views of Ravitch and Emerson on schooling are ________。

　　[A] identical

　　[B] similar

　　[C] complementary

　　[D] opposite

　　59.Emerson, according to the text, is probably ________。

　　[A] a pioneer of education reform

　　[B] an opponent of intellectualism

　　[C] a scholar in favor of intellect

　　[D] an advocate of regular schooling

　　56題根據(jù)題干中American parents定位到第一段第二行：Even our schools are where we send our children to get a practical education -- not to pursue knowledge for the sake of knowledge. C.practical abilities for future career。正是對(duì)于上一句話的同義替換。

　　57題根據(jù)American have a history定位到第四段第三行，說的是從我們的歷史開始，我們對(duì)于民主和大眾主義的渴求促使我們拒絕一切有精英主義色彩的事物。而選項(xiàng)中都沒有和反對(duì)精英主義直接相關(guān)的選項(xiàng)，需要看下一句是對(duì)精英主義的表現(xiàn)：實(shí)用的知識(shí)、常識(shí)、天生的智慧會(huì)被認(rèn)為比書上的一切東西要高貴。在這里需要區(qū)分的是intellect和native intelligence，前者指的是后天書本上獲得知識(shí)，后者指的是先天的智力。

　　58需要尋找Ravitch和Emerson所在的句子。Ravitch觀點(diǎn)在第二段第二行“schools could be a counterbalance。”聯(lián)系上一句得知他主張學(xué)校應(yīng)該重視知識(shí)而不是隨社會(huì)的大流。Emerson的觀點(diǎn)在第五段第二行“schooling and rigorous book learning put unnatural restraints an children。”兩人觀點(diǎn)一個(gè)希望學(xué)校多重視知識(shí)；另一個(gè)不應(yīng)該多教知識(shí)。因此選的是相反的觀點(diǎn)。

　　59根據(jù)Emerson定位到第五段第二行，與58題題目考察知識(shí)點(diǎn)重復(fù)，其實(shí)也可以說是一道態(tài)度題，他認(rèn)為不應(yīng)該多教知識(shí)，因此對(duì)應(yīng)B，而CD是原意的反面。

　　做好考研英語閱讀細(xì)節(jié)題，重要的是審題要細(xì)致認(rèn)真，這需要同學(xué)們平時(shí)練習(xí)時(shí)多總結(jié)積累。最后沖刺階段，大家可以把之前做過的細(xì)節(jié)題進(jìn)行梳理，看看自己錯(cuò)在哪里，把失分點(diǎn)進(jìn)行歸類，讓自己不再犯類似錯(cuò)誤。