读懂读透字里行间正确把握态度观点

朱葛

把握、理解文章作者或文中某个人物的观点看法、情感态度是阅读理解题的一大重要考点。解答这类题要求我们读懂、读透文本的字里行间，对关键信息乃至整个文本有正确的理解。

●明确题目考查对象： 作者人物两不同，看清要求明思路

观点态度题不外乎考查对某现象的观点看法或对某事物的情感态度，按照观点持有人或情感表达者的不同，可以将这种题分为两类。

一类考查文章作者对某现象持有的观点看法或对某事物流露的情感态度。比如：

【2011年高考英语浙江卷D篇第57题】 By “we were all beside ourselves”， the writer means that they all .

A. felt confused B. went wild with joy

C. looked on D. forgot their fights

【2012年高考英语浙江卷A篇第45题】 Which best describes the writers tone in the passage？

A. Approving. B. Concerned.

C. Enthusiastic. D. Doubtful.

另一类考查文中人物对某现象持有的观点看法或对某事物流露的情感态度。比如：

【2013年高考英语福建卷D篇第68题】 The underlined part in the passage suggests that Mrs. Bennet .

A. had mixed feelings of admiration and surprise about Bingley

B. felt kind of worried and surprise about Bingley

C. was extremely anxious to meet Bingley

D. had a great curiosity about Bingley

【2013年高考英语上海卷A篇第67题】 In the last paragraph， Margaret expressed her wish that .

A. her problem with music had been diagnosed earlier

B. she were seventeen years old rather than seventy

C. her problem could be easily explained

D. she were able to meet other amusics

所以，答题前必须读懂题目要求，弄明白题目考查的观点、态度是文章作者的还是文中人物的。只有看清要求，解题时才能思路清晰，有的放矢。

●把握作者观点态度： 整体理解是关键，反复验证把好关

文章不是无情物，字字句句露真情。对自己的观点看法、情感态度，作者有时会直白袒露，有时会隐晦表达。因此，要准确把握它们，不仅要关注那些明确表达观点、表明态度的语句和段落，更要从文章整体上去体会作者所传递的信息。

为了印证观点看法、强调情感态度，作者还会引用大量论据。在解题过程中，应把自己的判断与这些论据反复比对，使之充分得到验证，才能不偏不倚地抓准作者的心思。

比如2013年高考英语辽宁卷C篇。

Here is an astonishing and significant fact： Mental work alone cant make us tired. It sounds absurd. But a few years ago， scientists tried to find out how long the human brain could labor without reaching a stage of fatigue（疲劳）. To the amazement of these scientists， they discovered that blood passing through the brain， when it is active， shows no fatigue at all！ If we took a drop of blood from a day laborer， we would find it full of fatigue toxins（毒素） and fatigue products. But if we took blood from the brain of an Albert Einstein， it would show no fatigue toxins at the end of the day.

So far as the brain is concerned， it can work as well and swiftly at the end of eight or even twelve hours of effort as at the beginning. The brain is totally tireless. So what makes us tired？

Some scientists declare that most of our fatigue comes from our mental and emotional（情感的） attitudes. One of Englands most outstanding scientists， J.A. Hadfield， says， “The greater part of the fatigue from which we suffer is of mental origin. In fact， fatigue of purely physical origin is rare.” Dr. Brill， a famous American scientist， goes even further. He declares， “One hundred percent of the fatigue of a sitting worker in good health is due to emotional problems.”

What kinds of emotions make sitting workers tired？ Joy？ Satisfaction？ No！ A feeling of being bored， anger， anxiety， tenseness， worry， a feeling of not being appreciated—those are the emotions that tire sitting workers. Hard work by itself seldom causes fatigue. We get tired because our emotions produce nervousness in the body.

66. Whats the authors attitude towards the scientists ideas？

A. He agrees with them. B. He doubts them.

C. He argues against them. D. He hesitates to accept them.

这是一篇关于“人为什么会疲劳”的说明文，第66题问作者是否赞同文中科学家提出的观点。

科学家的观点非常明确，文章开头就介绍了： Here is an astonishing and significant fact： Mental work alone cant make us tired（仅仅脑力劳动不足以使人疲劳）。至于作者是否赞同这个观点，需要我们通读全文来判断。

读到文章的最后，通过We get tired because our emotions produce nervousness in the body一句，我们可以看出，作者与科学家的观点是一致的。

文中有其他可以印证这一点的语句吗？当然有：比如第1段的Scientists tried to find out how long the human brain could labor... they discovered that blood passing through the brain， when it is active， shows no fatigue at all；第4段的What kinds of emotions make sitting workers tired？ Joy？ Satisfaction？ No！ A feeling of being bored， anger， anxiety， tenseness， worry， a feeling of not being appreciated等。由此我们可以肯定，作者同意科学家的观点，所以选A。

●把握人物观点态度： 字字句句细品读，明察秋毫晓真情

对文中人物观点看法、情感态度的考查，大多出现在记叙文中。记叙文中的人物形象都是鲜活无比的，这种鲜活源于各种生动的描写：外貌描写呈现人物的外在形象，语言、动作、神态、心理活动的描写刻画人物的性格和思想。只要细细品读描写人物的各种语句，深入揣摩人物的内心，就能明察秋毫，把握住人物的观点和态度。

比如2013年高考英语浙江卷D篇（节选）。

In 1974， after filling out fifty applications， going through four interviews， and winning one offer， I took what I could get—a teaching job at what I considered a distant wild area： western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.

...

... By the time my boss， who was also my taskmaster， known to be the strictest， most demanding， most quick to fire inexperienced teachers， came into the classroom to observe me， the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises， hitting each other while the girls filed their nails or read magazines. I just pretended it all wasnt happening， and went on lecturing and tried to ask some inspiring questions. My boss， sitting in the back of the room， seemed to be growing bigger and bigger. After twenty minutes he left， silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying， but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office， took a deep breath， and opened the door.

He was sitting in his chair， and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher； I had been lying to myself， pretending that everything was fine.

When he spoke， he said simply， without accusation， “You had nothing to say to them.”

“You had nothing to say to them，” he repeated. “No wonder theyre bored. Why not get to the meat of the literature and stop talking about symbolism. Talk with them， not at them. And more important， why do you ignore their bad behavior？” We talked. He named my problems and offered solutions. We role-played. He was the bad student， and I was the forceful， yet， warm， teacher.

As the year progressed， we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short， he made a teacher of me by teaching me the reality of Emersons words： “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year， the school is my home now.

60. The taskmasters attitude towards the writer after his observation of her class can be described as .

A. cruel but encouraging B. fierce but forgiving

C. sincere and supportive D. angry and aggressive

第60题要求对taskmaster在听“我”上课之后的态度作出判断。文章中对taskmaster这个人物的刻画分为两部分。

第一部分从文章开头到My boss sat in the back of the room之前，讲的是听课前“我”对他的印象。从... my boss， who was also my taskmaster， known to be the strictest， most demanding， most quick to fire inexperienced teachers可见，“我”觉得他是严厉的，不少同学把这个印象作为判断taskmaster态度的出发点而错选了A。

第二部分从My boss sat in the back of the room开始到文末，讲的是“我”上课时的情况以及taskmaster在听课后与“我”的交流情况，第60题考查的正是对这部分内容的理解。

阅读文章可以发现，taskmaster没有听完课就离开了教室，许多同学因此认为他对“我”的教学不满意，甚至是气恼的，不然不会中途离开，从而错选 D项。

然而，当我们继续细细品读文章，会发现“我”下课后去了taskmaster的办公室，他有另外一系列表现：首先从他连说两遍You had nothing to say to them可见，taskmaster 是有耐心的；再仔细分析taskmaster对“我”的教学作出的评价，他没有运用祈使句进行说教，而是通过问句Why not get to the meat of ...提出建议；然后还通过角色扮演来帮助“我”解决教课时存在的问题。可见，taskmaster对“我”的态度是真诚的，他对“我”的成长给予了极大的帮助。由此，我们可以判断C选项sincere and supportive才是正确的。

古语云：“言为心声，文如其人。”不论考查的是作者还是人物的观点看法、情感态度，如果我们能够细细品读作品的语句，默默揣摩字里行间体现的思想感情，就能将其正确把握。