考研英語：閱讀七大“干擾項”特點(diǎn)

　　【摘要】錯誤選項，也叫干擾項，也戲稱陷阱，是出題者(中國出題專家)的拿手好戲。對錯選項的分析從某種角度來說比正確選項更有意義。因為在實際做題時，我們做的 大部分工作是排除三個錯誤選項。有時問題集中在兩個選項上，我們明明知道答案就在這兩個選項中，可是很難判斷究竟哪個是錯的。

　　總的來說，干擾項從語言和內(nèi)容兩方面欺騙大家。雖然花樣很多，但總是有些規(guī)律可循的。出題者在編錯誤選項時，就像一個大騙子，試想騙子的伎倆有哪些呢？首先是把假的說成真的，所謂以假亂真，其次是真真假假，虛虛實實，所謂掉包，再次是夸大其詞，或以偏概全，一會兒把蘋果說成靈丹妙藥，一會兒又說靈丹妙藥根本不存在。

　　對干擾項的對策有以下7種：
　　1、合理項：文章中沒提到，利用生活常識編造出來的選項同。對策：做題不可憑空想象，一切都要從文中找依據(jù)。在相當(dāng)多的情況下“項不是解”。
　　2、斷章取義：使用文章中出現(xiàn)的詞語或類似的結(jié)構(gòu)仿造。對策：原詞越多，對的可能性越小。
　　3、小動作：錯誤選項和原文句子幾乎一樣，但在細(xì)微之處做了手腳，改動了幾個小詞，使得意思和原文不相符。對策：仔細(xì)，仔細(xì)，再仔細(xì)！不僅要看大意，更要看細(xì)節(jié)。
　　4、以偏概全：就是用文章中的細(xì)節(jié)片面的、次要的觀點(diǎn)回答問題。對策：時刻要有一種博大的胸襟。
　　5、張冠李戴(把一個事物的特征說成是另一個事物的特征，把他人的觀點(diǎn)說成是作者的觀點(diǎn))、正反倒置(把作者觀點(diǎn)的反面說成是作者的觀點(diǎn))、因果倒置(把因說成果，把果說成因)。對策：頭腦清楚。
　　6、過度引申：考研測試推理能力是很正常的，但有相當(dāng)多的選項，過度推理，超出文章的范圍。對策：掌握好分寸。
　　7、字面意思：被測試的單詞或短語，實際(深層)含義和表面上個別詞匯的意思不同。出題者經(jīng)常用表面意思作為干擾項。對策：字面意思不是解。

　　例：
　　Aimlessness has hardly been typical of the postwar Japan whose productivity and social harmony are the envy of the United States and Europe. But increasingly the Japanese are seeing a decline of the traditional work-moral values. Ten years ago young people were hardworking and saw their jobs as their primary reason for being, but now Japan has largely fulfilled its economic needs, and young people don’t know where they should go next.

　　The coming of age of the postwar baby boom and an entry of women into the male-dominated job market have limited the opportunities of teen-agers who are already questioning the heavy personal sacrifices involved in climbing Japan’s rigid social ladder to good schools and jobs. In a recent survey, it was found that only 24.5 percent of Japanese students were fully satisfied with

　　school life, compared with their jobs than did their counterparts in the 10 other countries surveyed. While often praised by foreigners for its emphasis on the basics, Japanese education tends to stress test taking and mechanical learning over creativity and self-expression. “Those things that do not show up in the test scores — personality, ability, courage or humanity — are completely ignored,” says Toshiki Kaifu, chairman of the ruling Liberal Democratic Party’s education committee. “Frustration against this kind of thing leads kids to drop out and run wild.” Last year Japan experienced 2,125 incidents of school violence, including 929 assaults on teachers. Amid the outcry, many conservative leaders are seeking a return to the prewar emphasis on moral education. Last year Mitsuo Setoyams, who was then education minister, raised eyebrows when he argued that liberal reforms introduced by the American occupation authorities after World War Ⅱ had weakened the “Japanese morality of respect for parents.”

　　But that may have more to do with Japanese life-styles. “In Japan,” says educator Yoko Muro, “it’s never a question of whether you enjoy your job and your life, but only how much you can endure.” With economic growth has come centralization; fully 76 percent of Japan’s 119 million citizens live in cities where community and the extended family have been abandoned in favor of isolated, two generation households. Urban Japanese have long endured lengthy commutes (travels to and from work) and crowded living conditions, but as the old group and family values weaken, the discomfort is beginning to tell. In the past decade, the Japanese divorce rate, while still well below that of the United States, has increased by more than 50 percent, and suicides have increased by nearly one-quarter. (可讀性：34.9 難度：12級)
　　1、In the Westerner’s eyes, the postwar Japan was
　　[A] under aimless development. a positive example.
　　[C] a rival to the West.
　　[D] on the decline.

　　2、According to the author, what may chiefly be responsible for the moral decline of Japanese society?
　　[A] Women’s participation in social activities is limited.
　　More workers are dissatisfied with their jobs.
　　[C] Excessive emphasis has been placed on the basics.
　　[D] The life-style has been influenced by Western values.

　　3、Which of the following is true according to the author?
　　[A] Japanese education is praised for helping the young climb the social ladder.
　　Japanese education is characterized by mechanical learning as well as creativity.
　　[C] More stress should be placed on the cultivation of creativity.
　　[D] Dropping out leads to frustration against test taking.

　　解析：
　　1、 <1>①“缺乏目標(biāo)從來就不是戰(zhàn)后日本的典型特征，日本國的生產(chǎn)率和社會的和諧令歐美人羨慕”，可見戰(zhàn)后日本是一個正面榜樣，故正確。
　　[A]小動作：把 <1>①關(guān)鍵詞保留下來，但hardly去掉了，結(jié)果意思大相徑庭，原文的否定變成了肯定；
　　[C]字面意思：envy(羨慕，嫉妒)的字面意思；
　　[D]斷章取義：使用②中“decline”編造。

　　2、題干關(guān)鍵詞為chiefly 和be responsible for。 <3>末句：日本教育大臣說過，二戰(zhàn)后占領(lǐng)日本的美國當(dāng)局進(jìn)行自由化改革削弱了日本人尊敬父母的道德觀。 <4>①：但是，這(道德)也計與日本人的生活方式關(guān)系更大。將兩句聯(lián)在一起看，作者認(rèn)為日本社會道德下降的主要原因是：
　　[D]“生活方式受了西方價值觀的影響”，故[D]正確。
　　[A]正反倒置。<2>①提到女性進(jìn)入男性占主導(dǎo)地位的人才市場，和[A]正好相反，而且[A]也是符合生活常識的合理項。
　　以偏概全。借用了 <2 >末句的完整意思，但是該句不是觀點(diǎn)，而是一次調(diào)查結(jié)果，是具體的事實，并非全部。[C]以偏概全。 <3 >①：由于重視基礎(chǔ)知識，所以忽視了其他方面的教育。 <4 >①：但是，這(道德下降)也許與日本人的生活方式關(guān)系更大。所以[C]是次要原因。

　　3、 <3 >①：“盡管由于強(qiáng)調(diào)基礎(chǔ)教育而受到外國人的贊賞，但是日本教育往往強(qiáng)調(diào)應(yīng)試和機(jī)械性學(xué)習(xí)而忽視創(chuàng)造性及自我表現(xiàn)”，作者暗示日本教育更應(yīng)該強(qiáng)調(diào)創(chuàng)造能力的培養(yǎng)，所以[C]正確。
　　[A]斷章取義。將 <2 >①中“climbing social ladder”和 <3 >①中“often praised by foreigners for”拼在一起唬人。小動作。將 <3 >①中over改成as well as。失之毫厘，謬以千里。
　　[D]因果倒置。 <3 >③：考試失敗導(dǎo)致學(xué)生輟學(xué)。
　　[D]顛倒了因果關(guān)系。

　?。▽嵙?xí)編輯：劉明忠）