专题 02 阅读理解之议论文主旨类
一．（2022·江苏·东海县教育局教研室高一期中）
For decades, the homework standard has been a "10-minute" rule, which
suggests a daily maximum of 10 minutes of homework per grade level.
But some schools have begun to give their youngest students a break. A Massachusetts
elementary school has announced a no-homework pilot（试点的）program for the coming
school year, extending the school day by two hours to provide more in-class instruction.
"We really want kids to go home at 4 o'clock, tired," Kelly Elementary School Principal
Jackie Glasheen said. "We want them to enjoy their families. We want them to go to soccer
practice or football practice."
New solutions to homework differ by community. These local debates aren't easily
understood by the fact that even education experts disagree about what's best for kids.
The most all-round research on homework so far comes from an analysis（分析）by Duke
University professor Harris Cooper, who found evidence（证据）of a positive relationship
between homework and student achievement, meaning students who did homework
performed better in school. Cooper's analysis focused on how homework influences test
scores. The relationship was stronger for older students-in 7th through 12th grade-than for
those in younger grades, for whom there was a weak relationship between homework and
performance.
Although there is the weak relationship between homework and performance for
young children, Cooper argues that a small amount of homework is useful for all students.
Second-graders should not be doing two hours of homework each night, he said, but they
also shouldn't be doing no homework.
However, Cathy Vatterott, an education professor at the University Missouri-St. Louis,
thinks there is not enough evidence that homework is helpful for students in elementary
school, "Relationship is not a cause," she said "Does homework cause achievement, or do
high achievers do more homework?" Vatterott thinks there should be more stress on
improving the quality of homework tasks, and she supports efforts to ban homework for
younger kids.
1．What will Kelly Elementary School have in the new term?
A．No homework. B．Some football practice.
C．"10-minute" homework. D．More physical education classes.
2．Who can perform better according to Cooper's analysis?
A．Younger students in all grades with no homework.
B．Younger students in lower grades with no homework.
C．Older students in lower grades with more homework.
D．Older students in higher grades with more homework.3．What's the writer's attitude towards "10-minute" homework?
A．Positive. B．Negative. C．Unknown. D．Doubtful.
4．What is the best title for the text?
A．Is homework good for students? B．How much homework is proper?
C．Does high-quality homework work? D．Do students really hate homework?
二．（2022·江苏宿迁·高一期中）
Learning to say “yes, and”
When I first heard about the improvisation (即兴交流) class, I was hesitating. As a
quiet and shy girl, I feared improvising in front of strangers. However, I knew I wanted to
work as a science communicator after finishing my Ph.D．, so it seemed like a perfect
chance to learn how to speak and communicate with others effectively. I signed up,
knowing the experience would give me help.
During our first class, we learned an important concept of improvisation: “yes, and.” It
means that, as improvisers, we’d better accept what fellow performers say. If someone says
that rhinos (犀牛) are librarians, for example, then rhinos are librarians. We do not question
the logic; we say “yes” and then continue with the scene as if nothing is wrong.
The first few scenes were hard, but as weeks turned into months, I became more
comfortable and even started to enjoy our classes. I became better at listening, relating to
my conversation partners, and communicating clearly in the moment. Once when I was
giving a presentation about my science, an audience member surprised me with a question
that didn’t grow out of the information I’d presented. Instead of getting confused and
nervous, I took the “yes, and” approach—accepting the question and letting my mind focus
on why it was asked. That helped me find an appropriate answer. I got pretty excited about
it.
The benefits of improvisation go beyond communication. Before attending the class, I
would get stuck when my experiments produced unexpected data, thinking that I had made
a mistake. But now, instead of getting discouraged, I will stay open to the possibility that
the results are real, keep exploring the data and end up identifying a new type of cell—one
that isn’t behaving as expected.
I think all scientists can benefit from this lesson. If the data say rhinos are librarians,
then it’s worth finding out whether rhinos are, in fact, librarians. As scientists, our job isn’t
to challenge data that support, a preconceived story, but to say “yes, and.”
5．Why did the author attend the improvisation class?
A．To get a different experience.
B．To finish her Ph.D．at university.
C．To give up her job as a science communicator.
D．To improve her speaking and communicating ability.6．What was the author’s change after attending the improvisation class?
A．She formed her own idea quickly.
B．She came up with lots of creative responses.
C．She paid more attention to the logic of answers.
D．She became a good listener before giving an opinion.
7．The author mentions applying the “yes, and” approach to her scientific experiments to
________.
A．explain the process of using the method
B．prove the benefits of the improvisation class
C．share her own research experiences with readers
D．attract fellow scientists to attend the improvisation class
8．What can be inferred about scientists from the last paragraph?
A．They should attend the improvisation class.
B．They should question all preconceived ideas.
C．They should carry on research by admitting earlier data.
D．They should try to improve their academic knowledge.
答案
一．（2022·江苏·东海县教育局教研室高一期中）
二．1．A 2．D 3．C 4．A
【分析】本文是议论文。文章主要围绕学生们是否应该有家庭作业，家庭作业对学
生们好不好这些问题进行讨论。
1．细节理解题。根据第二段“A Massachusetts elementary school has announced a no-
homework pilot（试点的）program for the coming school year,”（麻省的一个小学已经
宣布了一个在即将到来的这个学年没有作业的试点项目。）可知，Kelly Elementary
School在新学期将没有作业。故选A。
2．推理判断题。根据第四段“…meaning students who did homework performed better
in school. Cooper's analysis focused on how homework influences test scores. The
relationship was stronger for older students-in 7th through 12th grade-than for those in
younger grades…”（意思是做家庭作业的学生们的学校表现要更好。Cooper的分析集中
在家庭作业是如何影响考试成绩的。这个关系对于 7到12年级的大点的学生要比那些
年龄小点的强。）可知，年龄大点的高年级学生作业多的学校表现会更好。故选D。
3．推理判断题。文章只是在第一段“For decades, the homework standard has been a
"10-minute" rule, which suggests a daily maximum of 10 minutes of homework per grade
level.”（几十年来，家庭作业的标准一直都是“10分钟”原则，意思是每个年级每天最
多写 10 分钟的家庭作业。）和第二段“But some schools have begun to give their
youngest students a break.”（但是有一些学校已经开始让小年龄的学生们打破这个规则
了。）阐述了一下“10分钟”原则，但是作者并没有对它表示任何的看法。故选C。
4．主旨大意题。本文由“10分钟”原则引入学生们的家庭作业问题，接下来告诉读者
有一些小学要实施没有家庭作业的试点项目，然后阐述了专家的意见：高年级的学生们
家庭作业多的在考试中表现会更好。所以，总结来说，这篇文章就是围绕家庭作业对学
生们好不好来讨论的。故选A。
二．（2022·江苏宿迁·高一期中）
5．D 6．D 7．B 8．C【分析】这是一篇夹叙夹议文。文章主要介绍了作者通过上即兴交流课，学会了
“yes, and”方法，让自己更善于倾听，并给自己的科学研究带来了好处。
5．细节理解题。根据第一段关键句“As a quiet and shy girl, I feared improvising in
front of strangers. However, I knew I wanted to work as a science communicator after
finishing my Ph.D., so it seemed like a perfect chance to learn how to speak and
communicate with others effectively. I signed up, knowing the experience would give me
help.”（作为一个安静害羞的女孩，我害怕在陌生人面前即兴交流。然而，我知道我想
在完成博士学位后成为一名科学交流者，因此，这似乎是一个学习如何有效地与他人交
谈和沟通的绝佳机会。我报名了，因为我知道这段经历会给我帮助）可知，因为作者打
算的完成博士学位后成为一名科学交流者，需要提高与他人交谈和沟通的能力，但她一
个安静害羞的女孩，她参加即兴交流课是想要提高自己的交谈和沟通的能力，由此可知，
作者参加即兴交流课是为了提高她的交谈和沟通能力。故选D项。
6．细节理解题。根据第三段关键句“The first few scenes were hard, but as weeks turned
into months, I became more comfortable and even started to enjoy our classes. I became
better at listening, relating to my conversation partners, and communicating clearly in the
moment.”（最初的几个场景很难，但随着上了几个月课后，我变得更舒服了，甚至开始
享受我们的课程。我变得更善于倾听，更善于与我的谈话伙伴交流，也更善于在这一刻
清晰地沟通）可知，在上了几周课后，作者变得更善于倾听，更善于与谈话伙伴交流，
也更善于清晰地沟通，由此可知，作者参加即兴交流课后的变化是：在发表意见之前，
她成了一个很好的倾听者。故选D项。
7．推理判断题。根据倒数第二段关键句“Before attending the class, I would get stuck
when my experiments produced unexpected data, thinking that I had made a mistake. But
now, instead of getting discouraged, I will stay open to the possibility that the results are
real, keep exploring the data and end up identifying a new type of cell—one that isn’t
behaving as expected.”（在上课之前，当我的实验产生意想不到的数据时，我会被卡住，
觉得自己犯了一个错误。但是现在，我不会灰心，而是会对结果是真实的可能性保持开
放态度，继续探索数据，最终发现一种新类型的细胞——一种不符合预期的细胞）和最
后一段关键句“I think all scientists can benefit from this lesson.”（我认为所有的科学家
都能从这个课中受益）可知，运用了“yes, and”方法，让作者在进行科学实验的过程中
受益，她会对意想不到的结果持开放态度，继续研究，最终有了意想不到的科学发现，
她认为所有的科学家都能从这个课中受益，由此可知，作者提到在她的科学实验中运用
“yes, and”的方法是为了证明即兴交流课的好处。故选B项。
8．推理判断题。根据最后一段关键句“If the data say rhinos are librarians, then it’s
worth finding out whether rhinos are, in fact, librarians. As scientists, our job isn’t to
challenge data that support, a preconceived story, but to say “yes, and.””（如果数据显示
犀牛是图书管理员，那么就有必要了解犀牛是否是图书管理员。作为科学家，我们的工
作不是去挑战支持一个事先形成的描述的数据，而是说“yes, and”）可知，作者认为面
对之前的科学数据，我们的工作并不是去挑战它，而是要接受它，并继续研究，探索真
伪，由此可知，从最后一段可以推断出科学家应该通过接受早期数据进行研究。故选 C
项。
