2025年1月浙江省英語(yǔ)選考試卷凸顯基礎(chǔ)性、綜合性、應(yīng)用性、創(chuàng)新性的考查要求，依據(jù)《中國(guó)高考評(píng)價(jià)體系》和《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版2020年修訂）》（以下簡(jiǎn)稱《高中課標(biāo)》），遵照“價(jià)值引領(lǐng)、素養(yǎng)導(dǎo)向、能力為重、知識(shí)為基”的命題原則，聚焦思維品質(zhì)與創(chuàng)新精神，語(yǔ)篇主題廣泛、時(shí)代性強(qiáng)，立足英語(yǔ)學(xué)科核心素養(yǎng)，倡導(dǎo)五育并舉，以落實(shí)立德樹(shù)人根本任務(wù)和弘揚(yáng)中華優(yōu)秀文化。本文以2025年浙江1月英語(yǔ)試題閱讀D篇為例，分析測(cè)試要點(diǎn)，并結(jié)合筆者命制的一則區(qū)級(jí)模擬變式題，梳理閱讀D篇的復(fù)習(xí)備考策略。

一、2025年浙江1月英語(yǔ)閱讀D篇測(cè)評(píng)要點(diǎn)

1．語(yǔ)篇體現(xiàn)學(xué)術(shù)性閱讀要求

閱讀D篇既需要考生高效解碼長(zhǎng)難句和復(fù)雜語(yǔ)法結(jié)構(gòu)，又要求考生運(yùn)用高階思維能力歸納專業(yè)知識(shí)體系，凸顯學(xué)術(shù)性閱讀特色。以2025年1月浙江卷閱讀D篇為例，筆者梳理語(yǔ)篇結(jié)構(gòu)如圖1。

Asnew technologies take on increasingly humanlike qualities，there'sbeenapushto makethem genderless. “Peoplearestereotyping（形成刻板印象）their gendered objects in very traditional ways，”says Ashley Martin，a Stanford associate professor of organizational behavior. Removing gender from the picture altogether seems likea simple way to fix this.Yet as Martin has found inherwork，genderisone of the fundamental ways people form connectionswith objects，particularly those designed with human characteristics.

Inherstudy，Martin asked participantsto rate their attachmenttomale，female，andgenderlessversionsofa digital voice assistant and a self-driving car known as “Miuu.” It was found that gender increased users' feelings of attachmentto these devices and their interest in purchasing them. For example，participants said they would be less likely to buy a genderless voice assistant than versionswith male or female voices.

While gendering a product may be good marketing，it mayalso strengthen outdated or harmful ideas aboutpower and identity. The stereotypes commonly associated with men，such as competitiveness and dominance，are more valued than those associated with women.These qualities，in turn，are mapped onto products that have been assigned a gender.

Martin's study also found that creating a genderless objectwasdifficult.For instance，ifanobject’snamewas meant to sound genderless，like Miuu，participants would still assigna gender to it—theywould assume Miuu wasa “he”or“she.”

Martin sees a silver lining，however：She believes that anthropomorphism（擬人化）“provides an opportunity to change stereotypes.”When women are put into positions of leadership like running companies，it reduces negative stereotypesaboutwomen.Similarly，anthropomorphized products could be created to take on stereotype-inconsistent roles—a male robot that assists with nursing or a female robot that helps do calculations， for instance.

32.What is the purpose of making new technologies genderless？

A. To reduce stereotypes.

B. To meet public demand.

C. To cut production costs.

D. To encourage competition.

33.What were the participants probably asked to do in the study？

A. Design a product. B. Respond to a survey.

C.Work as assistants. D. Take a language test.

34.Why is it difficult to create genderless objects？

A．They cannot be mass-produced.

B.Naming them is a challenging task. C.People assume they are unreliable.

D.Gender is rooted in people's mind.

35.What does the last paragraph mainly talk about？

A. The quality of genderless products.

B. The upside of gendering a product.

C.The meaning of anthropomorphism.

D.The stereotypes of men and women.

從以上思維導(dǎo)圖可知，語(yǔ)篇探討了在新技術(shù)中去除性別特征的現(xiàn)象及其對(duì)用戶與產(chǎn)品關(guān)系的影響，揭示了性別化產(chǎn)品可能帶來(lái)的刻板印象問(wèn)題。語(yǔ)篇整合學(xué)科知識(shí)、文化意義和科學(xué)思維，既遵循“現(xiàn)象介紹——實(shí)驗(yàn)研究——局限挑戰(zhàn)——積極潛能”的邏輯思路，又指向人類本能與產(chǎn)品發(fā)展趨勢(shì)的辯證思考。

2.設(shè)問(wèn)凸顯主旨驅(qū)動(dòng)

閱讀命題通過(guò)設(shè)置高階思維類題目，啟發(fā)考生運(yùn)用批判性和邏輯性思維深入挖掘語(yǔ)篇的主題意義，設(shè)問(wèn)往往凸顯語(yǔ)篇主旨，契合文本脈絡(luò)。第一題What isthe purpose of making new technologies genderless？ 考查考生對(duì)第一段中新技術(shù)呈現(xiàn)無(wú)性別趨勢(shì)意圖的理解。第二題 What were the participants probably asked to do inthestudy？要求考生基于第二段信息對(duì)實(shí)驗(yàn)研究方式進(jìn)行推理。第三題Whyisit difficult to create genderlessobjects？旨在考查考生對(duì)創(chuàng)造無(wú)性別產(chǎn)品的難點(diǎn)的把握。考生需基于第三段中人們會(huì)本能地為無(wú)性別的物體賦予性別（“participants would still assign a gender toit”）這一關(guān)鍵信息進(jìn)行概括。第四題Whatdoesthelastparagraphmainlytalkabout？需要考生對(duì)“性別化產(chǎn)品也有其積極的一面”這一關(guān)鍵信息進(jìn)行總結(jié)。四個(gè)設(shè)問(wèn)遵循文本行文線索，既是對(duì)考生梳理文本提煉有效信息等關(guān)鍵能力的考查，也幫助考生快速把握語(yǔ)篇邏輯結(jié)構(gòu)，體現(xiàn)閱讀設(shè)問(wèn)的主旨驅(qū)動(dòng)原則

3.選材聚焦現(xiàn)象效應(yīng)類語(yǔ)篇

近年來(lái)高考真題、大型?？嫉腄篇閱讀選材聚焦社會(huì)科學(xué)和自然科學(xué)研究中的各類現(xiàn)象或效應(yīng)，引導(dǎo)考生進(jìn)行獨(dú)立思考和判斷，關(guān)注社會(huì)現(xiàn)象和規(guī)律，提升辯證思考能力。近三年來(lái)部分真題D篇內(nèi)容如表1所示。

基于對(duì)語(yǔ)篇內(nèi)容和核心議題的分析可知，近年來(lái)D篇閱讀命題越來(lái)越關(guān)注對(duì)學(xué)生思維過(guò)程和思維品質(zhì)的考查?？忌柽\(yùn)用已有知識(shí)進(jìn)行審慎思考、分析推理、實(shí)證驗(yàn)證，以深度剖析現(xiàn)象效應(yīng)背后的原理及影響，這契合選拔人才和教考銜接的測(cè)試目標(biāo)。其中，“社會(huì)心理現(xiàn)象”類話題聚焦社會(huì)現(xiàn)象、心理機(jī)制以及它們對(duì)個(gè)人和群體行為的影響，是近年來(lái)的選材熱點(diǎn)。以2024年1月浙江卷D篇為例，語(yǔ)篇通過(guò)斯坦福棉花糖實(shí)驗(yàn)引入了關(guān)于延遲滿足與成功之間關(guān)系的

討論，并將其擴(kuò)展到成年人在信息時(shí)代的誘惑與自我控制問(wèn)題。筆者嘗梳理思維導(dǎo)圖如圖2。

語(yǔ)篇從經(jīng)典兒童實(shí)驗(yàn)、現(xiàn)代成年人問(wèn)題、機(jī)制分析和解決建議四個(gè)角度展開(kāi)，不僅清晰地展示了文章的邏輯框架，還引導(dǎo)考生深入思考如何在現(xiàn)代社會(huì)中培養(yǎng)延遲滿足的能力，從而實(shí)現(xiàn)更有效的自我管理。第一題 What did the children need to do to get a secondtreatinMischel'stest？考查考生對(duì)第一段中實(shí)驗(yàn)背景和目的的理解。第二題According to paragraph3，thereisamismatchbetween 需要考生提煉“成年人面臨著來(lái)自技術(shù)和豐富食物供應(yīng)的持續(xù)誘惑，難以抵抗即時(shí)滿足的誘惑”這一關(guān)鍵信息。第三題Whatdoes theauthor suggest readersdo？圍繞第四段中作者對(duì)抵制信息誘惑的建議進(jìn)行設(shè)問(wèn)。第四題Whichofthefollowingisthebesttitleforthetext？要求考生基于對(duì)全文結(jié)構(gòu)和主題意義的把握選擇正確選項(xiàng)。

二、閱讀D篇復(fù)習(xí)備考策略

1．運(yùn)用思維導(dǎo)圖，梳理文本結(jié)構(gòu)

思維導(dǎo)圖通過(guò)將核心框架可視化，可清晰呈現(xiàn)文本結(jié)構(gòu)，直觀展示邏輯關(guān)系（因果/對(duì)比/例證），整合碎片信息為結(jié)構(gòu)化網(wǎng)絡(luò)，強(qiáng)化全局認(rèn)知，尤其適用于高考D篇的跨段落推理?？忌捎藐P(guān)鍵詞提煉主干，符號(hào)標(biāo)注功能句（如論點(diǎn)△、論據(jù)○），并自主補(bǔ)充關(guān)聯(lián)箭頭，從而將抽象邏輯轉(zhuǎn)化為具象圖譜，同步提升理解深度與記憶效率，實(shí)現(xiàn)從“線性閱讀”到“立體解構(gòu)”的思維躍遷。

2．真題二次開(kāi)發(fā)，歸類主題表達(dá)

《高中課標(biāo)》明確了新時(shí)期英語(yǔ)教學(xué)應(yīng)重視以學(xué)科大概念為核心，使課程內(nèi)容結(jié)構(gòu)化，以主題為引領(lǐng)，使課程內(nèi)容情境化，促進(jìn)學(xué)科核心素養(yǎng)的落實(shí)。

將真題和優(yōu)質(zhì)模擬題基于主題特征歸類詞塊表達(dá)，有助于考生形成結(jié)構(gòu)化知識(shí)，融合語(yǔ)言知識(shí)和思維體系。以“社會(huì)心理類”真題為例，筆者嘗試歸納主題表達(dá)如表2所示。

3．遷移設(shè)問(wèn)視角，深化教材解讀

“以考促教，以考促學(xué)”是命題測(cè)試的重要目

☆conducted byWalter Mischel in the 1960s Introduction ☆Participants：Children aged four to six （Para.1） ☆Findings：Those who could wait long enough to obtain a second treat would be more succesful later in life. The Adult Version ☆The“sugary treats” are the devices that connect us to the global delivery system for various types of （Para.2） information. ☆Our brains evolved to value high-calorie foods in acalorie-poor world，but we reshape the world to reduce Analysis the cost and effort in obtaining calories. （Para.3） ☆The mismatch makes resisting unhealthy foods difficult. Suggestion ☆Our brains develop a mechanism to prize new information，but constant information overload requires us to （Para.4） be thoughtful about our information consumption to manage time eectively.

標(biāo)。近年來(lái)D篇閱讀設(shè)問(wèn)更加注重對(duì)文本的深度解讀，設(shè)問(wèn)方式如Whydoes theauthormention...？Whatweretheparticipantsprobablyaskedto do inthestudy？Whatdoestheauthor suggestreadersdo？分別從不同維度考查考生分析寫作手法、推理實(shí)驗(yàn)過(guò)程和實(shí)踐運(yùn)用結(jié)論等高階思維能力。在平時(shí)備考中，可嘗試運(yùn)用設(shè)問(wèn)視角，深化對(duì)教材文本的理解。

以外研版必修2Unit2DevelopingIdeas為例，語(yǔ)篇介紹托爾金為子女創(chuàng)作的《圣誕老人來(lái)信》，內(nèi)容融合奇幻故事與成長(zhǎng)教育，通過(guò)北極熊等角色展現(xiàn)圣誕老人的北極生活。寫作方式采用虛實(shí)交織的敘事策略：手寫信件增強(qiáng)真實(shí)感，插畫與幽默情節(jié)塑造童趣氛圍，結(jié)尾引入社會(huì)關(guān)懷體現(xiàn)教育深度?；谖谋久}絡(luò)與深度剖析，可嘗試主動(dòng)設(shè)問(wèn)以實(shí)現(xiàn)對(duì)語(yǔ)篇主旨的深度理解。筆者設(shè)問(wèn)如下：

（1）What isthe first paragraph mainly about concerning Tolkien'sbook？

A． Its popularity. B. Its background.

C. Its writing style. D. Its main content.

（2）Which of the following are most probably the wordssaid by Polar Bear？

A. Let’s hurry up in wrapping the presents up.

B.Iam so sorry for the accident in your house.

C.You will not get this gift if you disobey the rule.

D. There exist doubts about the magic of Christmas.

（3）Howdid the content of theletterschangeas the children age？

A.More fantastical. B.More theoretical.

C.More reality-based. D.More nature-related.

（4）What is the theme of“Letters from Father Christmas”？

A．Illustrating his journey around the world.

B.Presenting challenges of his life in the North.

C. Preserving the childlike wonder of Christmas.

D. Commercializing Christmas in the parents’ market.

以上四個(gè)題目高度契合高考命題理念，體現(xiàn)主旨驅(qū)動(dòng)原則，干擾項(xiàng)聚焦高階思維考查，標(biāo)答體現(xiàn)對(duì)文本信息的提煉轉(zhuǎn)述。第一個(gè)問(wèn)題通過(guò)段落主旨考查，直擊“寫作背景”這一關(guān)鍵信息，與原文首段“延續(xù)圣誕魔法”的創(chuàng)作動(dòng)機(jī)形成呼應(yīng)。第二題要求通過(guò)PolarBear的冒險(xiǎn)情節(jié)進(jìn)行角色語(yǔ)言推理，體現(xiàn)高階思維發(fā)展下的文本遷移能力。第三個(gè)問(wèn)題選項(xiàng)對(duì)應(yīng)原文中“貧困人群”的社會(huì)關(guān)懷轉(zhuǎn)向，考查對(duì)文本發(fā)展邏輯的深層理解。第四個(gè)問(wèn)題C選項(xiàng)精準(zhǔn)捕捉“childlikewonder”這一核心主題詞，與文章“magic”“spiritofgiving”等高頻詞形成語(yǔ)義網(wǎng)絡(luò)。所有選項(xiàng)均采用同義轉(zhuǎn)述策略（如“reality-based”對(duì)應(yīng)“poor and starving”），干擾項(xiàng)設(shè)計(jì)貼合高考常見(jiàn)陷阱（如D選項(xiàng)“商業(yè)化”與原文“分享精神”形成對(duì)立）。整體命題既涵蓋事實(shí)細(xì)節(jié)提取，又要求主題提煉與批判性解讀，符合高考英語(yǔ)閱讀題整合基礎(chǔ)性與綜合性的考查導(dǎo)向。

四、模擬變式題（即學(xué)即用）

模擬變式題是一篇說(shuō)明文，主題是探討“旁觀者效應(yīng)”（bystandereffect）及其在工作場(chǎng)所中的表現(xiàn)，并提出了減少這一效應(yīng)的策略。語(yǔ)篇圍繞社會(huì)現(xiàn)象展開(kāi)，設(shè)問(wèn)點(diǎn)圍繞現(xiàn)象介紹、決定因素、團(tuán)隊(duì)措施及個(gè)人做法四個(gè)方面切入，凸顯文本脈絡(luò)，指向高階思維的考查，值得仔細(xì)研讀，題目與解析如下。

When someone is having a heart attack in a crowded mall，many people witness the incident，but no one shouts for help because they assume someone else is already calling 911.Thisis called the bystander（旁觀 者） effect—no one will get help if numerous people witness an emergency because they assume otherswill get help.It also happens in workplaces.Employees only take action in unsafe situations around 39 percent of the time， evenifthey'refamiliarwiththeteam memberin the circumstance.

However，researchers find that several factors can reduce the bystander effect.High-risk situations，suchas increasingly dangerous violence，urge people to seek help more quickly because the danger is growing. Empathy （共情）also plays a key role：individuals with empathy canunderstand the victim'sexperience，while those with emotional empathy feel thepain or fear ofothers， motivatingthemtoact.

The same research shows viewers also need specific social factors.The presence of close friends or a small group ofwitnessesencouragesfasteraction，asdoes clear communication. In contrast，unfamiliar environments， where employees don't know emergency proceduresor

resources，can contribute to inaction.

Toreduce the bystander effect，the workplaces can build harmonious interpersonal relationship.Starting with team-buildingactivitiessuchas anoffice-widegame over a free lunch will help people to build teamwork and offer helpwhen necessary.Meanwhile，multi-level structures should be adjusted because they may prevent some team membersfromreportingharmfulbehaviors. Open communication with teammembersatall levels contributes to a safe place to report negativity in the workplace.

Under such friendly circumstances，coworkers are more able to call someone by name when they need help for themselves or another person. Identifying the person will make them more likely to call for assistance quickly.For those who are asked orwilling to help，quarterly，bi-annual or annual training sessions about emergency response tips ensure preparation and effective emergency response.

1.Why does the author mention“heart attack” in paragraph 1？

A. To provide an emergency tip.

B. To highlight a common disease.

C．To emphasize a workplace virtue.

D．To introduce a social phenomenon.

2.Which of the following may increase the bystander effect？

A.Familiarity with the victims.

B.Increasingly violent situations.

C. Limited knowledge of the scene.

D.High sensitivity to victims'emotions.

3．How can workplace practices contribute to reducing the bystander effect？

A.By establishing multi-level structures. B. By organizing group-building programs. C．By restricting reports of harmful behaviors. D．By encouraging open communication among leaders. 4. What does the author suggest employers do in the workplace？

A．Seek staff responses.

B. Conduct regular training.

C.Offer financial assistance.

D.Reward high productivity.

答案解析：

1．D．推理判斷題。從第一段可知，作者通過(guò)描述一個(gè)心臟病發(fā)作的場(chǎng)景來(lái)說(shuō)明旁觀者效應(yīng)（bystandereffect）——即在緊急情況下，由于人們認(rèn)為其他人會(huì)提供幫助，結(jié)果導(dǎo)致沒(méi)有人采取行動(dòng)。這個(gè)例子用來(lái)引入并解釋“旁觀者效應(yīng)”這一社會(huì)現(xiàn)象，而不是為了提供緊急提示、強(qiáng)調(diào)一種常見(jiàn)病或強(qiáng)調(diào)工作場(chǎng)所的美德。2．C．推理判斷題。根據(jù)第二、三段研究發(fā)現(xiàn)可知，日益危險(xiǎn)的暴力、對(duì)受害者的熟悉、對(duì)受害者的共情，都會(huì)減少旁觀者效應(yīng)，而不了解情況會(huì)加劇，因此選C。3．B.細(xì)節(jié)理解題。根據(jù)第四段可知，通過(guò)組織團(tuán)隊(duì)建設(shè)活動(dòng)，如辦公室范圍內(nèi)的游戲和免費(fèi)午餐，可以幫助人們建立聯(lián)系，并在必要時(shí)提供幫助。這些活動(dòng)增強(qiáng)了團(tuán)隊(duì)凝聚力，有助于減少旁觀者效應(yīng)。4．B.細(xì)節(jié)理解題。文本最后一段提到，對(duì)于那些被請(qǐng)求或愿意提供幫助的人，定期的關(guān)于緊急響應(yīng)技巧的培訓(xùn)會(huì)議可以確保準(zhǔn)備和有效的緊急響應(yīng)。這表明作者建議雇主進(jìn)行定期培訓(xùn)，以減少工作場(chǎng)所的旁觀者效應(yīng)。

結(jié)語(yǔ)

2025年1月浙江卷D篇屬于“社會(huì)心理類”主題的說(shuō)明文，具有閱讀D篇的典型特征，兼具人文視野與科學(xué)嚴(yán)謹(jǐn)，此類文章往往遵循“現(xiàn)象介紹一實(shí)驗(yàn)設(shè)計(jì)過(guò)程——原理分析—影響展望”的結(jié)構(gòu)，引導(dǎo)考生培養(yǎng)主動(dòng)發(fā)現(xiàn)問(wèn)題和解決問(wèn)題的能力，啟發(fā)考生運(yùn)用辯證思維深人思考語(yǔ)篇的主旨要義和思想內(nèi)涵?？忌蛇\(yùn)用思維導(dǎo)圖梳理脈絡(luò)、遷移設(shè)問(wèn)視角助力深度理解、二次開(kāi)發(fā)積累語(yǔ)料庫(kù)，實(shí)現(xiàn)對(duì)D 篇閱讀的突破。

【作者簡(jiǎn)介：聶婷，中學(xué)一級(jí)教師，曾獲第16屆全國(guó)高中英語(yǔ)教師基本功大賽說(shuō)課一等獎(jiǎng)、深圳市級(jí)命題及基本功大賽一等獎(jiǎng)，《高考英語(yǔ)?？济}技術(shù)探究》書(shū)籍副主編。唐邦順，深圳市光明區(qū)教科院高中英語(yǔ)教研員，近六年廣東省高三一模二模英語(yǔ)試題命題老師，2025年在廣東經(jīng)濟(jì)出版社出版《高考英語(yǔ)?？济}技術(shù)探究》】

責(zé)任編輯 吳昊雷