夜雨聆风关于阅读理解B篇的命题，以下是我科组会发言时用过的PPT截图：
适合年级：高三
单元/主题：人与自我——生活与学习——认识自我，丰富自我，完善自我；人与社会——文学、艺术与体育——小说、戏剧、诗歌、传记、文学简史、经典演讲、文学名著等
试题正文：
Oliver’s brain is always overflowing with curiosity and imagination, which makes it difficult for him to focus at school or to feel like he fits in. First met in Lynda Mullaly Hunt’s 2016 novel, Fish in a Tree, the boy has a starring role in her picture book for readers aged six and up, Wish in a Tree. This is a book celebrating creative thinking and other things that set us apart.
Hunt did not have to search far to find her inspiration for Fish in a Tree and its companion. “This is my own story,” she said. “As a sixth grader with ADD(注意障碍), I vividly remember hearing other kids writing something on their papers and thinking, ‘I cannot do that. I must be really stupid.’”
“My teacher literally saved me that year by speaking to me about how I was doing, and asking me to help first graders with math.” Hunt recalled. Those experiences inspired Hunt’s interest in becoming a teacher, and she taught third and sixth grade for 10 years before turning to writing.
“As a child I longed to wave a magic wand(魔法棒) and be able to focus and get rid of the mind movies that made my life depressing,” she said. “But that turned out to be a gift. I love kids, and as a teacher with ADD I was able to help them in useful ways.” Her sensitivity and empathy running deep in her fiction, Hunt often hears that her books make readers cry. “I almost never cry writing novels,” she said. “But when I wrote the line in which Oliver makes the wish, ‘Please … please make me more like the rest of them,’ it made me tear up. I was right back there with that same childhood longing. It is so important that we continue to deliver the message that you are who you are, and you have to honor that.”
4. Who is Oliver?
A. A sixth grader.
B. A bestselling author.
C. A creative reader.
D. A fictional character.
5. What inspired Hunt to write Fish in a Tree?
A. A student’s creative thinking.
B. Her childhood struggles with ADD.
C. A famous psychologist’s advice.
D. Her difficulty in learning the subjects.
6. How did Hunt’s teacher influence her life?
A. By criticizing her lack of focus in class.
B. By recommending her books to children.
C. By empowering her through talks and tasks.
D. By telling her what ADD meant to a teacher.
7. Why does Hunt consider her ADD a “gift” now?
A. It made her a respected writer.
B. It cured her childhood depression.
C. It allowed her to focus on writing.
D. It helped her connect with students.
答案：4. D5. B6. C7. D
解析（语篇解读+答题依据）：
本文是一篇人物故事类记叙文，改编自儿童文学作家Lynda Mullaly Hunt的访谈。文章以她创造的虚构角色Oliver为引子，讲述了作者本人童年患有注意障碍（ADD）的经历：她在学校难以专注、感到自卑，幸而一位老师通过谈话和赋予她帮助一年级学生的任务，拯救了她的自信心。这段经历促使她成为教师，并最终走上写作之路。她将ADD视为“礼物/天分”，因为正是这一经历让她能够与学生共情，写出打动人心的作品。全文传递了“接纳自我、尊重差异”的积极价值观，叙事逻辑清晰，情感真挚。
4. D 细节理解题。由第一段“First met in Lynda Mullaly Hunt’s 2016 novel, Fish in a Tree”以及“the boy has a starring role in her picture book Wish in a Tree”可知，Oliver是Hunt小说中的人物，并非真实存在的六年级学生或作者粉丝，故选D。A项“一名六年级学生”是作者提及童年回忆时的本人身份，不是Oliver；B、C项文中未提及。
5. B 细节理解题。第二段Hunt直接说明“This is my own story”，并回忆自己作为六年级ADD患者“听到其他孩子写字，觉得自己很笨”，可见创作灵感来源于她童年与 ADD 的斗争，故选 B。A项“学生的创造性思维”文中未提及；C项“心理学家建议”无依据；D项“学科学习困难”虽有干扰，但原文强调的是ADD带来的整体挫败感，且D不如B直接对应作者自述。
6. C 推理判断题。第三段提到老师“speaking to me about how I was doing, and asking me to help first graders with math”，这些谈话和任务赋予了Hunt信心，改变了她的人生轨迹，故选C（“通过谈话和任务为她赋能”）。A项“批评”与原文“saved me”矛盾；B项“推荐书籍”未提及；D项“解释ADD对教师的意义”文中并未出现，偏离重点。
7. D 因果推断题。第四段Hunt明确说“But that turned out to be a gift. I love kids, and as a teacher with ADD I was able to help them in useful ways.”可见她将ADD 视为礼物/天分，是因为它能帮助她与学生建立连接、理解学生，故选D。A项“使她成为畅销书作者”文中未提及；B项“治愈童年抑郁”曲解原文（她只是说 mind movies 曾让生活压抑，并未说ADD使她抑郁）；C项“让她专注写作”与ADD导致注意力难以集中的特点矛盾。
多维细目表：
题号 | 考点题型 | 对应关键叙事节点 | 预设难度 |
4 | 细节理解题 | 第一段：引入虚构角色Oliver | 0.85 |
5 | 细节理解题 | 第二段：作者自述童年ADD经历与创作灵感 | 0.7 |
6 | 推理判断题 | 第三段：老师通过谈话与任务对作者人生的积极影响 | 0.75 |
7 | 因果推断题 | 第四段：作者将ADD视为“礼物/天分”的原因——帮助与孩子们建立共情 | 0.65 |
本题模仿2025年新高考1卷阅读理解B篇：
In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modem-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well.
But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis(论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change.
As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre(体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.
I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin, to teach us what it means to be human.
4. Who are the people mentioned at the beginning of paragraph 1?
A. Ninth graders.
B. Students’ parents.
C. Modern writers.
D. Fictional characters.
5. Why did the students perform poorly in writing their first essay?
A. They were not given enough time.
B. They had a very limited vocabulary.
C. They misunderstood the question.
D. They had little interest in the topic.
6. What does the underlined word “staggering” in paragraph 3 mean?
A. Mixed.
B. Amazing.
C. Similar.
D. Disturbing.
7. What does the author’s experience show?
A. Teaching is learning.
B. Still waters run deep.
C. Knowledge is power.
D. Practice makes perfect.
二、创新点分析（如：素材选取/改编技巧/考查角度/考点选择/如何在模仿高考真题时“得其形、承其神”等）
一、素材选取
维度 | 创新点 |
人物故事 | 选取儿童文学作家Lynda Mullaly Hunt的真实经历，兼具人物故事与科普纪实特征，符合高考B篇“叙事性非虚构文本”的主流选材。 |
社会议题 | 聚焦ADD（注意障碍）这一特殊学习需求群体，但不刻意渲染弱势，而是传递“差异即天赋”的积极价值观，呼应“立德树人”。 |
主题深度 | 融合认识自我、同理心、师生情谊等多个主题内容（人与自我/生活与学习），避免说教，情感真挚。 |
与真题对比 | 2023年生态修复人物故事、2024年兽医整合医学、2025年教师的教学故事，均为“个体经历→社会价值”的叙事范式。本题文章同样遵循这一路径（引入话题→个人经历→他人影响→弱势转为优势），且话题更新（原文发表日期为2025年10月），更具人文关怀，具有很强的时代性。 |
二、改编技巧
技巧 | 具体操作 |
段落重构 | 原文约7290词，提供了多维度的信息内容，包括对Fish in a Tree一书的介绍、对作者Hunt的生平介绍、访谈内容和社会评价等，压缩至321词，保持4段结构，每段对应一个叙事节点：引入角色→创作动机→关键他人→感悟升华。 |
语言精炼 | 例如：将“Attesting to the fact that her sensitivity and empathy run deep in her fiction”简化为“Her sensitivity and empathy running deep in her fiction”，保持原意且更简洁，不影响阅读理解。 |
注释控制 | 对ADD、magic wand两处非课标词加注，文中的empathy一词在2020版课标中属于非课标词，但在2025年版课标中已列入课标词，所以不加中文注释。 |
引用保留 | 保留作者原话（“Please … please make me more like the rest of them”），增强真实感和情感冲击力，体现“叙事性非虚构”的纪实特点。 |
三、考点选择与考查角度
角度 | 创新体现 |
角色认知 | 第4题细节理解，考查对虚构/现实边界的判断，需要区分“作者经历”与“文学形象”，高于一般进行事实检索的细节题，对应叙事节点：第一段（角色身份），完美模仿2025年新高考1卷阅读理解B篇。 本题：4. Who is Oliver? A. A sixth grader. B. A bestselling author. C. A creative reader. D. A fictional character. 真题：4. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. |
动机溯源 | 第5题因果推断，引导学生寻找创作背后的情感动力，需要定位信息，结合原文进行转述、推断和概括，而非简单定位原文词句。而从与真题的对比来看，本题考查创作动机，真题考查的也是作为教师的主人公改变教学方式的原因，都是考查因果关系、行为动机，可谓如出一辙。 本题：5. What inspired Hunt to write Fish in a Tree? A. A student’s creative thinking. B. Her childhood struggles with ADD. C. A famous psychologist’s advice. D. Her difficulty in learning the subjects. 真题：5. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. |
影响机制 | 第6题因果推断，要求考生能理解老师对Hunt进行“谈话+布置其辅导低年级同学的任务”这一复合行为如何产生赋能成长的效果，考查因果推理能力。而对照真题第6题，虽然是一道推断词义的题目，表面看与本题不是一样的考点，但该题考查的staggering一词是对老师转变教学思路后的效果，从底层逻辑来说，两道题都是考查行为产生的影响和效果，本题将“词义推断”换为“人物影响（推理）”，同样体现梯度。 本题：6. How did Hunt’s teacher influence her life? A. By criticizing her lack of focus in class. B. By recommending her books to children. C. By empowering her through talks and tasks. D. By telling her what ADD meant to a teacher. 真题：6. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. |
价值内化 | 第7题价值提炼+主题关联，体现Hunt将个人缺陷转化为职业优势，考查对成长型思维的理解，与真题考查方向类似，属于价值内化、主题升华。 本题：7. Why does Hunt consider her ADD a “gift” now? A. It made her a respected writer. B. It cured her childhood depression. C. It allowed her to focus on writing. D. It helped her connect with students. 真题：7. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. |
四道题与2025年新高考1卷阅读理解B篇的真题一样，分别对应“角色引入→动机与行为→行为与结果→价值与意义”的叙事逻辑，考点分别对应这四个叙事节点，这样的考点设置符合新高考1卷阅读理解B篇的特征：1. 题型不重复；2. 梯度从易到难（事实→推断→提炼）；3. 四道题按文章自然顺序排列，成为文章的“骨架”；4. 无生僻考点。
四、如何在模仿高考真题时“得其形、承其神”
层面 | 模仿要点（形） | 本题体现 | 创新升华（神） |
选材 | 记叙文/叙事性非虚构，300-330词，4-7段 | 321词，4段，人物故事 | 从“成功人士”转向“有缺陷但成长”的普通人，更贴近学生心理 |
语言 | 地道准确，控制非课标词，适当注释 | 2处注释，其他均未超出课标范围 | 用作者原话增强感染力，而非纯客观叙述 |
价值观 | 隐含积极导向（环保、创新、同理心等） | 接纳自我、尊重差异 | 将缺陷重构为“礼物/天分”，体现成长型思维，符合新课标“完善自我”要求 |
命题梯度 | 细节→推断/猜词→主旨/意义 | 细节（角色）→细节（动机）→推断（影响）→因果（价值） | 最后两题形成“外因（老师）→内化（礼物/天分）”的逻辑闭环 |
题目与叙事结合 | 每道题对应一个关键叙事节点 | 4题分别对应4段核心内容 | 题目顺序即是故事发展顺序，读完题即把握全文脉络 |
五、结语
基于以上分析，本篇阅读理解的主要价值在于：
1. 素材创新：首次将ADD（注意障碍）话题引入高考B篇模拟题，具社会关怀意义，传递正向自我认同的理念。
2. 改编精细：在词数限制下保留关键引语和情感高潮，注释与删减取舍合理，篇章结构完整，逻辑连贯，语言难度适合高三学生。
3. 考查深度：不满足于事实检索，引导学生理解“影响如何发生”“缺陷如何转化为优势”，体现学科核心素养中对思维品质的考查。
4. 模仿中突破：严格遵循高考B篇的“形”（词数、段落、题型梯度等）进行模仿命题，同时以更细腻的人物心理和成长逻辑承接立德树人之“神”，在真实的人物故事中，挖掘普通人的不普通之处，用题目引领学生完成一次对自我、他人与成长的深度理解。
