朱葛

把握、理解文章作者或文中某個人物的觀點看法、情感態(tài)度是閱讀理解題的一大重要考點。解答這類題要求我們讀懂、讀透文本的字里行間，對關(guān)鍵信息乃至整個文本有正確的理解。

●明確題目考查對象： 作者人物兩不同，看清要求明思路

觀點態(tài)度題不外乎考查對某現(xiàn)象的觀點看法或?qū)δ呈挛锏那楦袘B(tài)度，按照觀點持有人或情感表達者的不同，可以將這種題分為兩類。

一類考查文章作者對某現(xiàn)象持有的觀點看法或?qū)δ呈挛锪髀兜那楦袘B(tài)度。比如：

【2011年高考英語浙江卷D篇第57題】 By “we were all beside ourselves”， the writer means that they all .

A. felt confused B. went wild with joy

C. looked on D. forgot their fights

【2012年高考英語浙江卷A篇第45題】 Which best describes the writers tone in the passage？

A. Approving. B. Concerned.

C. Enthusiastic. D. Doubtful.

另一類考查文中人物對某現(xiàn)象持有的觀點看法或?qū)δ呈挛锪髀兜那楦袘B(tài)度。比如：

【2013年高考英語福建卷D篇第68題】 The underlined part in the passage suggests that Mrs. Bennet .

A. had mixed feelings of admiration and surprise about Bingley

B. felt kind of worried and surprise about Bingley

C. was extremely anxious to meet Bingley

D. had a great curiosity about Bingley

【2013年高考英語上海卷A篇第67題】 In the last paragraph， Margaret expressed her wish that .

A. her problem with music had been diagnosed earlier

B. she were seventeen years old rather than seventy

C. her problem could be easily explained

D. she were able to meet other amusics

所以，答題前必須讀懂題目要求，弄明白題目考查的觀點、態(tài)度是文章作者的還是文中人物的。只有看清要求，解題時才能思路清晰，有的放矢。

●把握作者觀點態(tài)度： 整體理解是關(guān)鍵，反復(fù)驗證把好關(guān)

文章不是無情物，字字句句露真情。對自己的觀點看法、情感態(tài)度，作者有時會直白袒露，有時會隱晦表達。因此，要準(zhǔn)確把握它們，不僅要關(guān)注那些明確表達觀點、表明態(tài)度的語句和段落，更要從文章整體上去體會作者所傳遞的信息。

為了印證觀點看法、強調(diào)情感態(tài)度，作者還會引用大量論據(jù)。在解題過程中，應(yīng)把自己的判斷與這些論據(jù)反復(fù)比對，使之充分得到驗證，才能不偏不倚地抓準(zhǔn)作者的心思。

比如2013年高考英語遼寧卷C篇。

Here is an astonishing and significant fact： Mental work alone cant make us tired. It sounds absurd. But a few years ago， scientists tried to find out how long the human brain could labor without reaching a stage of fatigue（疲勞）. To the amazement of these scientists， they discovered that blood passing through the brain， when it is active， shows no fatigue at all！ If we took a drop of blood from a day laborer， we would find it full of fatigue toxins（毒素） and fatigue products. But if we took blood from the brain of an Albert Einstein， it would show no fatigue toxins at the end of the day.

So far as the brain is concerned， it can work as well and swiftly at the end of eight or even twelve hours of effort as at the beginning. The brain is totally tireless. So what makes us tired？

Some scientists declare that most of our fatigue comes from our mental and emotional（情感的） attitudes. One of Englands most outstanding scientists， J.A. Hadfield， says， “The greater part of the fatigue from which we suffer is of mental origin. In fact， fatigue of purely physical origin is rare.” Dr. Brill， a famous American scientist， goes even further. He declares， “One hundred percent of the fatigue of a sitting worker in good health is due to emotional problems.”

What kinds of emotions make sitting workers tired？ Joy？ Satisfaction？ No！ A feeling of being bored， anger， anxiety， tenseness， worry， a feeling of not being appreciated—those are the emotions that tire sitting workers. Hard work by itself seldom causes fatigue. We get tired because our emotions produce nervousness in the body.

66. Whats the authors attitude towards the scientists ideas？

A. He agrees with them. B. He doubts them.

C. He argues against them. D. He hesitates to accept them.

這是一篇關(guān)于“人為什么會疲勞”的說明文，第66題問作者是否贊同文中科學(xué)家提出的觀點。

科學(xué)家的觀點非常明確，文章開頭就介紹了： Here is an astonishing and significant fact： Mental work alone cant make us tired（僅僅腦力勞動不足以使人疲勞）。至于作者是否贊同這個觀點，需要我們通讀全文來判斷。

讀到文章的最后，通過We get tired because our emotions produce nervousness in the body一句，我們可以看出，作者與科學(xué)家的觀點是一致的。

文中有其他可以印證這一點的語句嗎？當(dāng)然有：比如第1段的Scientists tried to find out how long the human brain could labor... they discovered that blood passing through the brain， when it is active， shows no fatigue at all；第4段的What kinds of emotions make sitting workers tired？ Joy？ Satisfaction？ No！ A feeling of being bored， anger， anxiety， tenseness， worry， a feeling of not being appreciated等。由此我們可以肯定，作者同意科學(xué)家的觀點，所以選A。

●把握人物觀點態(tài)度： 字字句句細品讀，明察秋毫?xí)哉媲?/p>

對文中人物觀點看法、情感態(tài)度的考查，大多出現(xiàn)在記敘文中。記敘文中的人物形象都是鮮活無比的，這種鮮活源于各種生動的描寫：外貌描寫呈現(xiàn)人物的外在形象，語言、動作、神態(tài)、心理活動的描寫刻畫人物的性格和思想。只要細細品讀描寫人物的各種語句，深入揣摩人物的內(nèi)心，就能明察秋毫，把握住人物的觀點和態(tài)度。

比如2013年高考英語浙江卷D篇（節(jié)選）。

In 1974， after filling out fifty applications， going through four interviews， and winning one offer， I took what I could get—a teaching job at what I considered a distant wild area： western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.

...

... By the time my boss， who was also my taskmaster， known to be the strictest， most demanding， most quick to fire inexperienced teachers， came into the classroom to observe me， the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises， hitting each other while the girls filed their nails or read magazines. I just pretended it all wasnt happening， and went on lecturing and tried to ask some inspiring questions. My boss， sitting in the back of the room， seemed to be growing bigger and bigger. After twenty minutes he left， silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying， but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office， took a deep breath， and opened the door.

He was sitting in his chair， and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher； I had been lying to myself， pretending that everything was fine.

When he spoke， he said simply， without accusation， “You had nothing to say to them.”

“You had nothing to say to them，” he repeated. “No wonder theyre bored. Why not get to the meat of the literature and stop talking about symbolism. Talk with them， not at them. And more important， why do you ignore their bad behavior？” We talked. He named my problems and offered solutions. We role-played. He was the bad student， and I was the forceful， yet， warm， teacher.

As the year progressed， we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short， he made a teacher of me by teaching me the reality of Emersons words： “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year， the school is my home now.

60. The taskmasters attitude towards the writer after his observation of her class can be described as .

A. cruel but encouraging B. fierce but forgiving

C. sincere and supportive D. angry and aggressive

第60題要求對taskmaster在聽“我”上課之后的態(tài)度作出判斷。文章中對taskmaster這個人物的刻畫分為兩部分。

第一部分從文章開頭到My boss sat in the back of the room之前，講的是聽課前“我”對他的印象。從... my boss， who was also my taskmaster， known to be the strictest， most demanding， most quick to fire inexperienced teachers可見，“我”覺得他是嚴厲的，不少同學(xué)把這個印象作為判斷taskmaster態(tài)度的出發(fā)點而錯選了A。

第二部分從My boss sat in the back of the room開始到文末，講的是“我”上課時的情況以及taskmaster在聽課后與“我”的交流情況，第60題考查的正是對這部分內(nèi)容的理解。

閱讀文章可以發(fā)現(xiàn)，taskmaster沒有聽完課就離開了教室，許多同學(xué)因此認為他對“我”的教學(xué)不滿意，甚至是氣惱的，不然不會中途離開，從而錯選 D項。

然而，當(dāng)我們繼續(xù)細細品讀文章，會發(fā)現(xiàn)“我”下課后去了taskmaster的辦公室，他有另外一系列表現(xiàn)：首先從他連說兩遍You had nothing to say to them可見，taskmaster 是有耐心的；再仔細分析taskmaster對“我”的教學(xué)作出的評價，他沒有運用祈使句進行說教，而是通過問句Why not get to the meat of ...提出建議；然后還通過角色扮演來幫助“我”解決教課時存在的問題。可見，taskmaster對“我”的態(tài)度是真誠的，他對“我”的成長給予了極大的幫助。由此，我們可以判斷C選項sincere and supportive才是正確的。

古語云：“言為心聲，文如其人?！辈徽摽疾榈氖亲髡哌€是人物的觀點看法、情感態(tài)度，如果我們能夠細細品讀作品的語句，默默揣摩字里行間體現(xiàn)的思想感情，就能將其正確把握。