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2014年高考英语全国卷（新课标I卷） C 篇

Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content.

When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.

The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.

But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.

Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.

1. What does the underlined phrase “shine through” in paragraph 2 mean?

   A. Seem unlikely to last.   
   B. Seem hard to explain.C. Become ready to use.    D. Become easy to notice.

2. What does the shallowing hypothesis assume?

   A. Readers treat digital texts lightly.
   B. Digital texts are simpler to understandC. People select digital texts randomly.D. Digital texts are suitable for social media.

3. Why are audio and video increasingly used by university teachers?

   A. They can hold students' attention.
   B. They are more convenient to prepare.C. They help develop advanced skills.D. They are more informative than text.
4. What does the author imply in the last paragraph?
   A. Students should apply multiple learning techniques.B. Teachers should produce their own teaching material.C. Print texts cannot be entirely replaced in education.D. Education outside the classroom cannot be ignored.

逐句精讲（成分分析 + 词汇拓展）

第一段

Is comprehension the same whether a person reads a text onscreen or on paper?

核心词汇：

• comprehension /ˌkɒmprɪˈhenʃn/n. 理解（力）；词根 comprehend v. 理解；形容词形式 comprehensive 全面的
• onscreen /ˈɒnskriːn/adv. 在屏幕上
• 句子结构：一般疑问句，主干 Is comprehension the same，后接 whether 引导的让步状语从句。
• 译文：一个人在屏幕上阅读文本和在纸上阅读，理解效果是一样的吗？
• And are listening to and viewing content as effective as reading the written word when covering the same material?
• 核心词汇：
• effective /ɪˈfektɪv/adj. 有效的；反义词 ineffective；名词形式 effect 效果
• written word 书面文字
• cover /ˈkʌvə(r)/v. 涵盖；此处指 “学习、阅读（材料）”
• 句子结构：一般疑问句，主干 are listening to and viewing content as effective as reading the written word，when covering... 是省略了主语和 be 动词的时间状语从句。
• 译文：当学习相同的内容时，听音频、看视频和阅读书面文字的效果是一样的吗？
• The answers to both questions are often “no”.
• 句子结构：主谓表结构，to both questions 是后置定语修饰 answers。
• 译文：这两个问题的答案通常都是 “否”。
• The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content.
• 核心词汇：
• relate to 与…… 相关
• a variety of 各种各样的
• concentration /ˌkɒnsnˈtreɪʃn/n. 注意力；集中；词根 concentrate v. 集中（注意力）
• tendency /ˈtendənsi/n. 倾向；趋势；搭配 tendency to do sth. 做某事的倾向
• multitask /ˌmʌltiˈtɑːsk/v. 同时处理多项任务；前缀 multi- 表示 “多”
• consume /kənˈsjuːm/v. 消费；此处指 “阅读、使用（数字内容）”
• 句子结构：主谓宾结构，including... 是现在分词短语作后置定语，修饰 factors。
• 译文：原因与多种因素有关，包括注意力下降、娱乐化的心态，以及在使用数字内容时一心多用的倾向。

第二段

1. When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen.

• 句子结构：前半句 When reading... 是省略了主语和 be 动词的时间状语从句，主干是 learning is generally more successful，后接 when 引导的条件状语从句和 than 引导的比较状语。
• 译文：当阅读数百字或更长的文本时，在纸上学习的效果通常比在屏幕上更好。
• A large amount of research confirms this finding.
• 核心词汇：
• confirm /kənˈfɜːm/v. 证实；确认
• finding /ˈfaɪndɪŋ/n. 发现；研究结果
• 句子结构：主谓宾结构。
• 译文：大量研究证实了这一结论。
• The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.
• 核心词汇：
• benefit /ˈbenɪfɪt/n. 益处；好处
• shine through 显露出来；变得明显（后文题目考查的短语）
• experimenter /ɪkˈsperɪmentə(r)/n. 实验者；词根 experiment n. 实验
• pose /pəʊz/v. 提出（问题、任务）
• identify /aɪˈdentɪfaɪ/v. 识别；确定；名词形式 identification
• mental abstraction 抽象思维；抽象思考
• draw inferences 做出推断；推理
• 句子结构：主谓结构，后接 when 引导的时间状语从句；破折号内的内容是插入语，分别解释 simple tasks 和 ones that require mental abstraction；ones 指代前面的 tasks，后接 that 引导的定语从句。
• 译文：当实验者从布置简单任务（比如找出阅读文章的主旨）转向需要抽象思维的任务（比如从文本中做出推断）时，纸质阅读的优势会变得尤为明显。

第三段

The differences between print and digital reading results are partly related to paper’s physical properties.

• 核心词汇：
• partly /ˈpɑːtli/adv. 部分地
• physical properties 物理属性；物理特性
• 句子结构：主谓结构，between print and digital reading results 是后置定语修饰 differences。
• 译文：纸质阅读和数字阅读结果的差异，部分与纸张的物理特性有关。
• With paper, there is a literal laying on of hands, along with the visual geography of distinct pages.
• 核心词汇：
• literal /ˈlɪtərəl/adj. 字面意义的；此处指 “实实在在的”
• laying on of hands 亲手触摸；此处指用手翻阅纸张的动作
• visual geography 视觉位置感；此处指页面的空间布局
• distinct /dɪˈstɪŋkt/adj. 清晰的；不同的
• 句子结构：there be 句型，along with... 是伴随状语。
• 译文：阅读纸质书时，人们会实实在在地用手翻阅，同时也能清晰地感知到不同页面的视觉位置。
• People often link their memory of what they’ve read to how far into the book it was or where it was on the page.
• 核心词汇：
• link...to... 把…… 与…… 联系起来
• 句子结构：主谓宾结构，核心搭配 link...to...（把…… 和…… 联系起来）；of what they’ve read 是后置定语修饰 memory，how far...or where... 是 to 的宾语从句。
• 译文：人们常常会把阅读的记忆和内容在书中的位置、在页面上的位置联系起来。

第四段

But equally important is the mental aspect.

核心词汇：

• mental aspect 心理层面；精神层面
• 句子结构：倒装句，正常语序是 The mental aspect is equally important。
• 译文：但同样重要的是心理层面的因素。
• Reading researchers have proposed a theory called “shallowing hypothesis (假说)”.
• 核心词汇：
• propose /prəˈpəʊz/v. 提出（理论、建议）
• hypothesis /haɪˈpɒθəsɪs/n. 假说；复数形式 hypotheses
• 句子结构：主谓宾结构，called... 是过去分词短语作后置定语修饰 theory。
• 译文：阅读研究人员提出了一种名为 “浅层假说” 的理论。
• According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
• 核心词汇：
• approach /əˈprəʊtʃ/v. 对待；处理；此处指 “阅读、接触（文本）”
• devote /dɪˈvəʊt/v. 投入；搭配 devote effort to sth. 为某事投入精力
• 句子结构：主谓并列结构，主语是 people，谓语是 approach 和 devote；suited to social media 是过去分词短语作后置定语修饰 mindset；which 引导非限制性定语从句，修饰 social media；than when... 是比较状语从句。
• 译文：根据这一理论，人们会用适合社交媒体的心态来阅读数字文本 —— 这种心态通常不那么严肃 —— 因此投入的脑力比阅读纸质文本时更少。

第五段

Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person.

核心词汇：

• engaging /ɪnˈɡeɪdʒɪŋ/adj. 吸引人的；有吸引力的
• increasingly /ɪnˈkriːsɪŋli/adv. 越来越多地
• turn to 求助于；转向使用
• assign /əˈsaɪn/v. 布置（任务、作业）
• 句子结构：并列句，前半句主谓结构，后半句是 so 引导的结果状语从句；破折号后的内容是举例说明 these technologies。
• 译文：音频和视频往往比文本更具吸引力，因此大学教师越来越多地使用这些技术 —— 比如，布置同一人的线上讲座，而不是他写的文章。
• However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.
• 核心词汇：
• demonstrate /ˈdemənstreɪt/v. 证明；表明
• identical /aɪˈdentɪkl/adj. 完全相同的；一模一样的
• 句子结构：主谓宾结构，that 引导宾语从句；宾语从句中包含 when 引导的时间状语从句和 than if 引导的比较状语从句。
• 译文：然而，心理学家已经证明，成年人阅读新闻报道时，记住的内容比听或看完全相同的音频 / 视频内容更多。

第六段

Digital texts, audio and video all have educational roles, especially when providing resources not available in print.

• 句子结构：主谓结构，when providing... 是省略了主语和 be 动词的时间状语从句；not available in print 是形容词短语作后置定语修饰 resources。
• 译文：数字文本、音频和视频都有教育作用，尤其是在提供纸质资源中没有的材料时。

• However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.

• 核心词汇：
• maximize /ˈmæksɪmaɪz/v. 最大化；使…… 达到最大效果
• reflection /rɪˈflekʃn/n. 思考；反思
• call for 需要；要求
• assume /əˈsjuːm/v. 假定；认为
• 句子结构：主干是 educators shouldn’t assume all media are the same；for maximizing learning... 是目的状语，其中 where 引导定语从句修饰 learning；even when... 是让步状语从句。
• 译文：然而，在需要集中注意力和深度思考以实现学习效果最大化的场景中，教育工作者不应认为所有媒介都是一样的，即使它们包含的文字完全相同。

题目解析

28. What does the underlined phrase “shine through” in paragraph 2 mean?

A. Seem unlikely to last.B. Seem hard to explain.C. Become ready to use.D. Become easy to notice.

答案：D

• 解析：
1. 定位原文：The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.
2. 语境理解：前文提到 “纸质阅读比屏幕阅读效果更好”，本句说明当任务从简单变复杂时，纸质阅读的优势会更加明显。
3. 短语含义：shine through 字面意思是 “穿透出来”，引申为 “变得清晰可见、容易被注意到”，和 D 选项 Become easy to notice 意思一致。
4. 排除其他选项：A “似乎不会持续”、B “似乎难以解释”、C “准备好使用” 均不符合语境。

29. What does the shallowing hypothesis assume?

A. Readers treat digital texts lightly.B. Digital texts are simpler to understand.C. People select digital texts randomly.D. Digital texts are suitable for social media.

答案：A

• 解析：
1. 定位原文：According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
2. 核心信息：浅层假说认为，人们用不严肃的心态对待数字文本，投入的脑力更少，也就是 “不重视数字文本”。
3. 选项匹配：A 选项 Readers treat digital texts lightly（读者轻视数字文本）和原文核心意思一致。
4. 排除其他选项：B “数字文本更容易理解”、C “人们随机选择数字文本”、D “数字文本适合社交媒体” 均不是该假说的核心观点，原文只是说人们用适合社交媒体的心态阅读数字文本，并非说数字文本本身适合社交媒体。

30. Why are audio and video increasingly used by university teachers?

A. They can hold students' attention.B. They are more convenient to prepare.C. They help develop advanced skills.D. They are more informative than text.

答案：A

• 解析：
1. 定位原文：Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person.
2. 核心信息：句中 and so 表示因果关系，原因是音频和视频 more engaging（更吸引人），也就是能吸引学生的注意力。
3. 选项匹配：A 选项 They can hold students' attention（它们能抓住学生的注意力）和原文 more engaging 意思一致。
4. 排除其他选项：B “准备起来更方便”、C “有助于培养高级技能”、D “比文本信息更丰富” 原文均未提及。

31. What does the author imply in the last paragraph?

A. Students should apply multiple learning techniques.B. Teachers should produce their own teaching material.C. Print texts cannot be entirely replaced in education.D. Education outside the classroom cannot be ignored.

答案：C

• 解析：
1. 定位原文：However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
2. 核心信息：作者先承认数字文本、音视频有教育作用，然后转折强调，在需要专注和思考的学习场景中，不能认为所有媒介效果相同，暗示纸质文本的作用无法被完全替代。
3. 选项匹配：C 选项 Print texts cannot be entirely replaced in education（纸质文本在教育中无法被完全替代）符合作者的隐含意思。
4. 排除其他选项：A “学生应使用多种学习技巧”、B “教师应制作自己的教学材料”、D “课堂外的教育不能被忽视” 均未在最后一段提及。

本篇阅读高频单词 & 短语 默写表（可直接打印）

一、英汉默写版（遮住中文默写英文）

Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when 1 (cover) the same material? The answers to both questions are often “no”. The reasons relate to a variety of factors, including 2 (reduce) concentration, an entertainment mindset and a 3 (tend) to multitask while 4 (consume) digital content.

When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research 5 (confirm) this finding. The benefits of print reading particularly 6 (shine) through when experimenters move from posing simple tasks — like 7 (identify) the main idea in a reading passage — to ones that require mental 8 (abstract) — such as drawing 9 (infer) from a text.

The differences between print and digital reading results are 10 (part) related to paper’s physical 11 (property). With paper, there is a literal laying on of hands, along with the visual geography of 12 (distinct) pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.

But equally important is the mental aspect. Reading researchers have 13 (propose) a theory called “shallowing hypothesis”. According to this theory, people approach digital texts with a mindset 14 (suit) to social media, which are often not so serious, and devote less mental effort than when they are reading print.

Audio and video can feel more 15 (engage) than text, and so university teachers 16 (increasing) turn to these technologies — say, 17 (assign) an online talk instead of an article by the same person. However, psychologists have 18 (demonstrate) that when adults read news stories, they remember more of the content than if they listen to or view 19 (identity) pieces.

Digital texts, audio and video all have educational roles, especially when providing resources not 20 (avail) in print. However, for 21 (maximize) learning where mental focus and 22 (reflect) are called for, educators shouldn’t assume all media are the same, even when they contain identical words.

参考答案

1. 1.covering
2. 2.reduced
3. 3.tendency
4. 4.consuming
5. 5.confirms
6. 6.shine
7. 7.identifying
8. 8.abstraction
9. 9.inferences
10. 10.partly
11. 11.properties
12. 12.distinct
13. 13.proposed
14. 14.suited
15. 15.engaging
16. 16.increasingly
17. 17.assigning
18. 18.demonstrated
19. 19.identical
20. 20.available
21. 21.maximizing
22. 22.reflection