2017考研英語閲讀解題技巧

2017考研英語閲讀題應該怎樣備考呢?有什麼答題技巧呢?下面yjbys網小編為大家提供考研英語閲讀的解題技巧，希望對大家有所幫助!

　答案都在文中

總結英語閲讀理解的考題題型不難發現，大部分考察的都是細節，即對文中某一段、某一句話、甚至某一個單詞和短語的理解，同時也考主旨，即對整篇文章主旨大意的理解。不管是哪種考察方式，都講究一個“準”字，也就是説，所謂的理解，都是建立在忠實於原文的基礎之上的，既不會很淺顯，也不會過分延伸。要想理解的精準，就必須要回到原文，答案都在文章中。正確的答案雖然不是照搬原文，但也一般是原文的另一種表達方式，不會有很大的偏差或延伸。因此，做閲讀理解過程中，一定不要“腦洞大開”，天馬行空地想當然，任性地做出主觀臆斷，老老實實回到文章中去找答案才是正解。

　帶着問題讀文章

由於考場上時間有限，而閲讀又是一項需要深耕細作的精細活兒，要想正確快速地理解文章，有時需要一些技巧。建議考研的小夥伴，做閲讀理解之前先把問題快速瀏覽一遍，這樣能對文章要講的內容大致有了一個瞭解，同時又知道了問題是在問什麼，然後帶着這些問題去讀文章，在閲讀到考點所在的部位時，就能快速敏感地做出應答。不僅答題速度能提升，準確率也有保證。

巧用定位法

有時我們需要藉助一些方法來快速精準地在原文中找到考察點。一般來説，一篇文章中，考點的分佈是有規律可循的。比如説，考點和題目對應的順序一般是一致的，比如第一題的考點出現在了第二段，那麼第二題的考點出現的第一段的可能性就不太大，往往是在第二段之後。當然，主旨考察題例外，它需要你讀完文章有一個整體的把 握。又比如，如果題目中出現了一些比較顯眼的名詞或數字，尋找這些名詞或數字，你也能很快在文中找到相對應的考點。再比如，文章的開頭、結尾、段落轉折處、舉例説明處，都是比較容易出考點的地方，閲讀時可以特別留意一下。

　拓展閲讀：2017考研英語閲讀材料:Those who can

IMAGINE a job where excellence does nothing to improve your pay or chances of promotion, and failure carries little risk of being sacked. Your pay is low for your qualifications―but at least the holidays are long, and the pension is gold-plated.

Teaching ought to be a profession for hard-working altruists who want to improve children's life prospects. But all too often school systems seem designed to attract mediocre timeservers. Many Mexican teachers have inherited their jobs; Brazilian ones earn less than other public servants, and retire much earlier. Each school-day a quarter of Indian teachers play truant. In New York it is so hard to sack teachers that even those accused of theft or assault may be parked away from pupils, doing “administrative tasks” on full pay, sometimes for years.

You can find outstanding individuals in the worst school systems. But, as lazy and incompetent teachers get away with slacking, the committed ones often lose motivation. In America and Britain surveys find plummeting morale. Jaded British teachers on online forums remind each other that it is just a few months till the long summer break―and just a few years till retirement. No wonder so many children struggle to learn: no school can be better than those who work in it.

Yet it is possible to persuade the hardworking and ambitious to teach. Finland pays teachers modestly but manages them well; ten graduates apply for each training place. South Korea recruits teachers from the top 5% of school-leavers and promises them fat pay cheques. In both countries teachers are revered―and results are among the world's best.

Even where the profession is in disrepute, high-flyers can be lured into the classroom. Teach for America, which sends star graduates from elite universities for two-year stints in rough schools, is being copied around the globe. Private employers snap up its alumni―but many stay in teaching. Teach First, Britain's version, has helped raise standards in London and is one of the country's most prestigious graduate employers. Such schemes are small, but show that when teaching is recast as tough and rewarding, the right sort clamour to join.

Spreading the revolution to the entire profession will mean dumping the perks cherished by slackers and setting terms that appeal to the hardworking. That may well mean higher pay―but also less generous pensions and holidays. Why not encourage teachers to use the long vacation for catch-up classes for pupils who have fallen behind? Stiffer entry requirements would raise the job's status and attract better applicants. Pay rises should reward excellence, not long service. Underperformers should be shown the door.

Standing in the way, almost everywhere, are the union s. Their willingness to back shirkers over strivers should not be underestimated: in Washington, DC, when the schools boss (a Teach for America alumna) offered teachers much higher pay in return for less job security, their union balked.

But against the union s is a growing coalition: the leaders in public administration and private enterprise who have been through Teach for America and its ilk. They know what it takes to succeed in difficult schools, and what it would take for success to become the norm. They know that what good teachers want most of all is good colleagues. As they become more numerous and influential, they need to argue for a new deal for teachers. The good ones deserve it―and pupils do, too.

　參考譯文:

想象一下，一個工作卓越人士無須做什麼事情即可提高你的工資或晉升的機會，出現故障被解僱的風險很小。你的工資低於你的資歷，但至少假期長，養老金是“鍍金”般有保障的。

教學應該是一個為想要改善兒童的生活前景勤勞的利他主義者的`專業。但很多時候學校系統似乎旨在吸引平庸的趨炎附勢之人。許多墨西哥教師繼承了他們的工作;巴西那些教師收入低於其他公務人員，並提前退休了。每所學校一天四分之一的印度教師罷工。在紐約很難解僱教師，即使是那些被指控偷竊或侵犯遠離學生的教師，有時多年全薪做“管理任務”。

您可以在最惡劣的學校系統找到先進個人。但是，由於懶惰和無能的教師逃脱鬆弛，負責的教師往往失去動力。在美國和英國的調查發現士氣一落千丈。在網上論壇疲倦不堪的的英國老師提醒對方，堅持到漫長的暑假僅僅只有短短數月，並且直到退休只有短短几年。難怪這麼多孩子努力學習：沒有學校可以比那些孩子在這工作得更好。

然而，有可能説服勤奮和雄心勃勃的教導者。芬蘭支付教師的薪酬不多，但他們善於管理; 10名畢業生申請每次實習的地方。韓國從高中畢業生中排名前5%裏抽取學生進行教師招聘，並承諾他們充沛的工資。在這兩個國家的教師受到崇敬――其結果是世界上最好的。

即使在專業是聲名狼藉，成功人士可以被引誘成為教師。為美國而教，使得精英大學的星級畢業生兩年都就職於水平較差的學校，這種情況在全球各地都在效仿出現。人僱主搶購校友，但很多都停留在教學。教育首先，英國方面，有助於提高在倫敦標準，倫敦是全國最負盛名的畢業生的僱主之一。這些計劃雖小，但是顯示當教育被改寫為堅韌和獎勵，學校將會進行正確排序。

傳播革命理念給整個行業將意味着被逃避工作之人和頭腦清醒者所珍視並吸引勤勞者珍惜的額外津貼。這可能意味着更高的薪水――也不太豐厚的退休金和節假日。為什麼不鼓勵教師利用長假對已經落後的學生進行補課教育?更嚴厲的入學要求會提高工作的地位和吸引更好的申請人。加薪應獎勵優秀者，而非長期的工作服務。表現不佳應該被掃地出門。

路上，幾乎無處不在是工會組織。他們卸責於奮鬥者之上的意願不容小覷：在華盛頓，當學校的老闆(一個做教師，校友)提供教師高得多的薪酬以換取較少的工作保障，他們的工會猶豫不決。

但對工會是一個不斷增長的聯盟：在公共管理和民營企業的領導者經歷過為美國和其同類而教授。他們知道如何才能在困難的學校成功，怎樣做才能成功成為常態。他們知道，好教師最希望的還是不錯的同事。當他們變得越來越多，具有影響力，他們需要爭取教師的新協議。好人應該得到它，學生們也同樣如此。