从设问看认知活动层次义高考英语一轮复习

从设问看认知活动层次试卷中的阅读理解题是考察学生阅读并理解语篇的能力。为了检测学生的理解能力和对语篇的理解程度，后面以选择题的方式进行评价，所设计的问题代表着不同的理解程度，对学生有着不同的知识和认知要求，需要不同认知活动的参与。下面我以2021年浙江卷中阅读理解语篇为例进行剖析。一、细节理解21.WhydidNielsenwanttobeanactor?22.WhatdoweknowaboutNielseninthesecondhalfofhiscareer?24.Whatistheproblemwiththeauthor’schildren?25.HowdidDavidBondadvocatehisidea?29.Whatcanwelearnaboutthestudyfromparagraph2?细节理解题考察的是对文章中具体信息理解，通常是表层信息的提取，正确选项和文中具体信息往往是近义的表达方式。所以对学生的知识和认知的要求处在较低的层级，在知识上，词汇的意思是事实性知识。在认知上，学生只需回忆起相关词汇的意思。也就是说学生只要知道词汇的意思，基本上就能解答这类问题。比如24题，选项

D.Theystayinfrontofscreensfortoolong.和材料中的信息句

However,whatmychildrenwanttodoafterschoolispickupascreen—anyscreen—andstareatitforhours.

之间就是近义的表达方式。二、推理判断23.WhatdoesNielsen’scareerstorytellus?推理判断题考察的对文章中一些隐含的意义，比如作者的态度，价值观，想要传递的信息。学生不仅要理解好相关的信息句，还要基于理解合理的推断其背后的隐含义，这种推断是建立在学生知道，理解相关信息的基础之上。比如23题，正确选项D.Wherethere’sawillthere’saway.和材料中的信息句Eventhoughheoftenfelthewouldbediscoveredtobeanotalent,hemovedforward,...

Heneverstoppedworking,neverretired...Heshowedusthatevenasingledesire,nevergivenupon,canmakeforaremarkablelife.只有准确解释以上信息句，并合理推测才得出“有志者，事竟成”的选项。三、词义猜测26.Whichofthefollowingcanreplacetheunderlinedword“charts”inparagraph2?词义猜测题考察在具体语境中目标词的含义，所涉及的认知活动和推理判断类似，准确理解相关语境的基础上作出推测。比如：26题，正确选项A，record的得出，在于对信息句

Theresultwas

ProjectWildThing,afilmwhich

charts

thebirthoftheWildNetwork，

agroupoforganisationswiththemongoalofgettingchildrenoutintonature.的准确理解。四、主旨大意27.Whatcanbeasuitabletitleforthetext?28.Thenewstudyfocusedonwhetherdogscan______.30.Whatisthelastparagraphmainlyabout?主旨大意题涉及到的认知活动是更高层次的分析，是建立在知道，理解，应用的基础之上。例如，27题要通过分析全文，抓住文章中提到的问题：孩子暴露在屏幕上的时间太长。解决方案：电影导演通过拍摄纪录片，倡导孩子们走向户外，拥抱自然。这个篇章结构就是典型的说明文中的“问题解决”型的文章。也就是通过分析文本的篇章结构，来得出语篇的标题。28题也是通过对语篇结构的分析，语篇是属于研究类的语篇，研究结论就是语篇的中心思想。30题问的是段落大意，学生要分析段落内部句间关系得出大意。段落内部的句间关系有因果关系，对比关系等等，这些都属于分析的范畴。综上，可以看出，在阅读理解的语篇的设问中，我们看到学生要参与的认知活动主要有回忆，理解，应用，分析。这里的应用主要指的是学生阅读理解方法技巧的应用，比如skimming,scanning的应用。而更高层级的评价和创新则在阅读理解试题中难以体现。评价是要在前四个认知层次的基础上对语篇内容发表自己的看法，见解，甚至是批判，这种开放性的认知活动在试卷讲评中难以体现，但在平时的针对阅读的课堂教学中却是可以开展，只是这种认知活动的开展可能只能针对少部分有较高认知水平的学生进行。大多数的学生到不了这个层次。创新在试卷讲评中更多的体现在续写上，我们的学生要在充分理解语篇的前面部分的情节，矛盾冲突，语言特点等之后，才能创造性地给故事以结局，和对主题意义进行揭示。根据认知的六个不同的层次，结合学情，我们可以设计有层次感的教学目标，比如面对基础薄弱的班级我们设计认知层次要求低一点的教学目标：第一层次的教学目标以记忆为主，第二层次的教学目标以理解为主，第三层级的教学目标以应用为主。我们根据这些目标设计相应的教学活动即可。比如记忆类的活动，让学生在纸上回忆出与主题相关的一些事实性的知识；理解类的活动，让学生用自己的话来解释对主题的理解；应用类的活动，让学生把理解的内容运用到新的情境之中，解答新情境中的问题。面对基础较好的班级我们设计认知层次要求高一点的教学目标：第一层次的目标可以是记忆和理解；第二层级的教学目标可以是应用和分析；第三层次的教学目标可以是评价和创新。然后我们再根据目标设计相应的教学活动。附阅读语篇ALeslieNielsen’schildhoodwasadifficultone,buthehadoneparticularshiningstarinhislife—hisuncle,whowasawellknownactor.TheadmirationandrespecthisuncleearnedinspiredNielsentomakeacareer(职业)

inacting.

Eventhoughheoftenfelthewouldbediscoveredtobeanotalent,hemovedforward,gainingascholarshiptotheNeighborhoodPlayhouseandmakinghisfirsttelevisionappearanceafewyearslaterin1948.However,beingafulltime,successfulactorwouldstillbeanuphillbattleforanothereightyearsuntilhelandedanumberoffilmrolesthatfinallygothimnoticed.Buteventhen,whathehadwasn’tquitewhathewanted.Nielsenalwaysfeltheshouldbedoingedybuthisgoodlooksanddistinguishedvoicekepthimbusyindramaticroles.Itwasn’tuntil1980—32yearsintohiscareer—thathelandedtheroleitwouldseemhewasmadeforin

Airplane!

Thatmovieledhimintothesecondhalfofhiscareerwherehisedicpresencealonecouldmakeamovieafinancialsuccessevenwhenmoviereviewerswouldnotrateithighly.DidNielsenthenfeelcontentinhiscareer?Yesandno.Hewasthrilledtobedoingtheedythathealwaysfeltheshoulddo,butevenduringhislastfewyears,healwayshadasenseofcuriosity,wonderingwhatnewroleorchallengemightbejustaroundthecorner.

Heneverstoppedworking,neverretired.LeslieNielsen’sdevotiontoactingiswonderfullyinspiring.Hebuiltahugelysuccessfulcareerwithlittlemorethanplainoldhardworkanddetermination.

Heshowedusthatevenasingledesire,nevergivenupon,canmakeforaremarkablelife.21.WhydidNielsenwanttobeanactor?A.Heenjoyedwatchingmovies.

B.Hewaseagertoearnmoney.C.Hewantedtobelikehisuncle.

D.Hefelthewasgoodatacting.22.WhatdoweknowaboutNielseninthesecondhalfofhiscareer?A.Hedirectedsomehighqualitymovies.

B.Heavoidedtakingonnewchallenges.C.Hefocusedonplayingdramaticroles.

D.Hebecameasuccessfuledyactor.23.WhatdoesNielsen’scareerstorytellus?A.Artislong,lifeisshort.

B.Hewholaughslastlaughslongest.C.It’snevertoolatetolearn.

D.Wherethere’sawillthere’saway.BWeliveinatownwiththreebeaches.Therearetwoparkslessthan10minutes’walkfromhomewhereneighbourhoodchildrengathertoplay.

However,whatmychildrenwanttodoafterschoolispickupascreen—anyscreen—andstareatitforhours.

Theyarenotalone.Today’schildrenspendanaverageoffourandahalfhoursadaylookingatscreens,splitbetweenwatchingtelevisionandusingtheInternet.Inthepastfewyears,anincreasingnumberofpeopleandorganisationshavebeguningupwithplanstocounterthistrend.Acoupleofyearsago,filmmakerDavidBondrealisedthathischildren,thenagedfiveandthree,wereattachedtoscreenstothepointwherehewasabletosay“chocolate”intohisthreeyearoldson’searwithoutgettingaresponse.Herealisedthatsomethingneededtochange,and,beingaLondonmediatype,appointedhimself"marketingdirectorforNature".Hedocumentedhisjourneyashesetabouttreatingnatureasabrandtobemarketedtoyoungpeople.

Theresultwas

ProjectWildThing,afilmwhich

charts

thebirthoftheWildNetwork，agroupoforganisationswiththemongoalofgettingchildrenoutintonature.“Justfivemoreminutesoutdoorscanmakeadifference,”DavidBondsays.“Thereisalotofreallyinterestingevidencewhichseemstobesuggestingthatifchildrenareinspireduptotheageofseven,thenbeingoutdoorswillbeahabitforlife.”Hisownchildrenhavegotintothehabitofplayingoutsidenow:“Wejustsendthemoutintothegardenandtellthemnottoebackinforawhile.”Summerisuponus.Thereisanamazingworldoutthere,anditneedsourchildrenasmuchastheyneedit.Letusgetthemoutandletthemplay.24.Whatistheproblemwiththeauthor’schildren?A.Theyoftenannoytheneighbours.

B.Theyaretiredofdoingtheirhomework.C.Theyhavenofriendstoplaywith.

D.Theystayinfrontofscreensfortoolong.25.HowdidDavidBondadvocatehisidea?A.Bymakingadocumentaryfilm.

B.Byorganizingoutdooractivities.C.ByadvertisinginLondonmedia.

D.Bycreatinganetworkoffriends.26.Whichofthefollowingcanreplacetheunderlinedword“charts”inparagraph2?A.records

B.predicts

C.delays

D.confirms27.Whatcanbeasuitabletitleforthetext?A.LetChildrenHaveFun

B.YoungChildrenNeedMoreFreeTimeC.MarketNaturetoChildren

D.DavidBond:ARoleModelforChildrenCIfyouevergettheimpressionthatyourdogcan“tell”whetheryoulookcontentorannoyed,youmaybeontosomething.

Dogsmayindeedbeabletodistinguishbetweenhappyandangryhumanfaces,accordingtoanewstudy.Researcherstrainedagroupof11dogstodistinguishbetweenimages(图像)

ofthesamepersonmakingeitherahappyoranangryface.Duringthetrainingstage,eachdogwasshownonlytheupperhalforthelowerhalfoftheperson’sface.Theresearchersthentestedthedogs’abilitytodistinguishbetweenhumanfacialexpressionsbyshowingthemtheotherhalfoftheperson’sfaceorimagestotallydifferentfromtheonesusedintraining.Theresearchersfoundthatthedogswereabletopicktheangryorhappyfacebytouchingapictureofitwiththeirnosesmoreoftenthanonewouldexpectbyrandomchance.Thestudyshowedtheanimalshadfiguredouthowtoapplywhattheylearnedabouthumanfacesduringtrainingtonewfacesinthetestingstage.“Wecanruleoutthatthedogssimplydistinguishbetweenthepicturesbasedonasimplecue,suchasthesightofteeth,”saidstudyauthorCorsinMuller.“Instead,ourresultssuggestthatthesuccessfuldogsrealizedthatasmilingmouthmeansthesamethingassmilingeyes,andthesameruleappliestoanangrymouthhavingthesamemeaningasangryeyes.”“Withourstudy,wethinkwecannowconfidentlyconcludethatatleastsomedogscandistinguishhumanfacialexpressions,”Mullertold

LiveScience.Atthispoint,itisnotc