一 : 《普通高中课程标准实验教科书·美术》

一、教材的主要特点

──—认真实施新高中美术课程标准，加以具体化，使课程标准提出的课程理念、课程价值观、课程模式得到创造性的体现，既遵循又有探索，因此，开拓性、探索性是本教材的首要特点。

──—紧密围绕提高学生美术兴趣与能力，教学内容的选择少而精，每个模块之间既协调又有相对的独立性，在统一的体系下各有特点。

──—以生动和趣味导入，浅显易懂与深入精到结合，力争深入浅出。以实践为主，在实践过程中处理好理论、活动及实践的关系。

──—纵向上，与九年义务教育课程标准一脉相承，既衔接又有区别，体现一体化和阶段化的结合。横向上，与历史、文学、音乐、社会相联系，讲求学科之间的联系，具有一定的综合性。

二、教材体系结构和体例结构

（一）目标与结构特点

按《普通高中美术课程标准（实验）》要求，人教版高中美术教材分为欣赏、绘画、雕塑、工艺、设计、书法、篆刻、电脑绘画/电脑设计、摄影/摄像九个模块编写，共9册。作为一套完整的教材，在课程与教材的性质上应是统一的，即定性为文化修养课程，体例统一、教学理念统一。

1．以学生为本。内容选择以学生生活及需要为出发点，方式方法也力求符合高中学生的心理和生理的特点。

2．教学互动。改变以往单纯讲授、满堂灌的模式，提倡给学生以表达的空间。充分考虑学生的主动性，尤其在作业设计中，强调学生动脑、动手。

3．以提高审美能力、鉴别能力为重要目标。无论是欣赏还是表现、设计、手工，都作为审美活动，培养“眼力”，提高“品位”。

4．强调实践能力的培养。即使在欣赏模块，也有资料查询、信息处理、考察参观、讨论表达、艺术实践等环节与活动。但在内容选择与教学系统设计上，充分发挥不同模块的功能作用。如欣赏系列，重在欣赏评述，理论学习与体验为主；绘画、雕塑系列和工艺、设计系列，以实际训练和创作为主，强调动手和表现；而电脑绘画/电脑设计、摄影/摄像和书法、篆刻等系列，在具体训练与表现为主的前提下，理论与欣赏兼而有之。

（二）体系特点

本套教材在体系上，尽可能与九年义务教育体系相衔接。因此，在体系建构上，学习了《全日制义务教育美术课程标准（实验稿）》和《普通高中美术课程标准（实验）》体系的价值取向，与教学活动和美术学科范畴结合。这一体系在于淡化专业体系，有利于学生文化素养的培养。当然，由于是美术课程，还要以美术的范畴来构建。其实质是非美术专业的美术教育体系。在内容选择上，突出作为一种修养必备的知识、技能的学习与训练。知识的学习和技能的训练，其目的并非掌握专业或学科的技能，只是作为理解美术文化的一种载体。如山水画的临摹与表现，其目的不是掌握山水画技法，而是为了通过训练，对山水画乃至中国画产生感性认识，加深对中国画的理解。即使是实用倾向很强的书法，要想通过36课时掌握书法篆刻艺术，并达到一定艺术水平，也是不可能的。书写训练的目的，也在于提高对书法艺术的认识，进行艺术体验。

（三）体例呈现方式特点

本套教材努力贯彻基础教育课程改革精神，立足改革，使教材真正体现新的课程理念、新的教材功能与面貌。九个模块教材体例有所差异。鉴赏优秀作品以介绍为主，也力求突出学生的活动、学生的表达。教学内容也有拓展。工艺、设计与绘画、雕塑教材以富有趣味的内容与清晰的示范，设置了一个个生动的教学环境，吸引学生参与实践、表现。书法、篆刻、电脑绘画/电脑设计、摄影/摄像教材，欣赏和表现结合、图文并茂、脑手并用，使教材呈现出观赏性与实用性统一的面貌。真正达到体例服从目标、服从教学需要的目的。

三、各册教材结构和特点

（一）《美术鉴赏》

1．教材结构。

（1）中国美术鉴赏框架结构。中国美术鉴赏共18课，包括美术门类中的工艺美术、建筑、雕塑、绘画与民间美术。课程内容尽量兼顾美术发展的纵向演变与横向参照。选择各门类、古今比较有代表性的作者与作品，使学生在学习过程中能够举一反三地认识该门类的特点。

第一课主要是让学生概略地了解美术是什么，包括哪些主要的门类，懂得进行美术鉴赏应具备哪些知识，从而培养学生对美术的兴趣、爱好，受到审美教育。教学中可从进行美术作品的著录做起。

工艺美术课程所涉及的玉器、彩陶、瓷器、青铜器，在中国古代都达到很高的艺术成就，是中华先民对人类文化作出的重要贡献。

古代建筑课程涉及宫殿建筑与园林建筑两方面内容。具体介绍的北京故宫、天坛、苏州园林均被联合国教科文组织评为世界文化遗产。

中国古代雕塑主要有宗教雕塑、陵墓雕塑和建筑雕塑、肖像雕塑以及各种民俗性雕塑等。在近代，传统雕塑艺术的传承发生中断，现当代雕塑是在接受西方雕塑的影响之下发展起来的。

中国画课程内容包括两个部分：分古代墓室壁画与宗教壁画及传统中国画的人物画（包括肖像画）、山水、花鸟三个主要画种。涉及古代作品和现代作品。教学中要尽量结合这几课内容，使学生对中国画有一个较为全面的了解。

油画作为外来画种，很快在中国得到认同并发展为与中国画齐肩的重要画种，在现实生活中发挥了积极的作用。在教学中要让学生了解这不单是一个外来画种的引入问题，而是两种文化背景、两种艺术观念、两种造型观和表现语言的相互碰撞、交融，相互吸收借鉴。要启发学生对世界文化有兼容并包、取长舍短的胸怀。

木刻与漫画在抗日战争和民主革命运动中曾发挥过有力的宣传、鼓动作用，是现代美术史中光辉的一页。在教学中，可通过这些内容启发学生体会文艺家对国家民族命运前途应有的使命感。

中国民间美术品类丰富，源远流长，具有独立的文化价值和艺术价值。在教学中，可组织学生调查当地民间美术活动情况，民间美术的产生与发展与当地历史、文化环境、民俗生活的内在关系。理解作品中包含的朴素健康的审美情趣和艺术创造精神，懂得珍惜、保护民间美术遗产。

（2）外国美术鉴赏框架结构。外国美术鉴赏共9课，包括美术门类中的工艺美术、建筑、雕塑、绘画。

史前美术部分，着重介绍现已发现的人类最早的洞穴岩画和人物小雕像，同时涉及有关艺术起源的几种主要理论，以引发学生对艺术起源问题的进一步思考。古埃及美术部分，着重介绍古埃及在建筑、雕塑、绘画、工艺美术等方面的突出成就，以加深对古代埃及文明以至整个世界文明的理解。相关链接部分，是外国美术鉴赏部分特别设计的一个内容。它是作为这一课课程内容的补充与适当延伸，可以作为学生自学或课外独立自主学习的内容。

古希腊美术部分，着重鉴赏古希腊美术中最突出、最具影响力的人像雕刻和建筑艺术中的经典作品，包括作为西方古典建筑重要基础的、古希腊人创造的三种模式。古罗马美术部分，着重鉴赏对后世影响最大的古罗马的多种建筑类型，同时鉴赏古罗马雕塑艺术最富有特色的肖像雕塑的代表作。

鉴赏佛教、基督教、伊斯兰教最有代表性的建筑，达到初步了解并感受宗教建筑的历史文化价值，正确对待宗教艺术，同时也是进一步学习欣赏建筑艺术的方法，尤其是了解建筑艺术是如何体现一定的思想观念的。

欧洲文艺复兴时期的美术家，特别是被称为“巨人”的意大利文艺复兴美术的“三杰”──—达·芬奇、米开朗琪罗和拉斐尔，每人单列一节，重点分析他们的经典作品，从中体会经典美术作品的艺术魅力，学习欣赏西方古典美术中的经典作品的方法。

巴洛克艺术、17世纪荷兰绘画、法国古典主义美术、新古典主义美术和浪漫主义美术等五个部分，涉及绘画、雕塑、建筑和园林艺术等领域。它们都是欧洲文艺复兴以后即17世纪至19世纪上半期，欧洲美术中具有世界影响的主要艺术流派和主要艺术成就。对于了解这一时期欧洲美术的演变和发展，特别是了解和初步掌握这些外国美术史上具有重要影响的艺术流派和艺术风格的主要特点，具有重要的意义。对于进一步学习美术欣赏的方法，也具有重要的作用。

欣赏对我国美术曾经产生重要影响的欧洲现实主义美术的一些经典作品。分成“现实主义的旗手──—库尔贝”“表现农村和农民生活的画家们”“以罗丹为代表的现实主义雕塑”三部分。通过这些内容的学习，使学生了解并感受19世纪欧洲现实主义美术的主要特点及其主要代表人物和代表作品，初步掌握欣赏现实主义美术作品的方法。

印象派与后印象派，它们对后世的美术产生了重要的影响，它们是使西方美术从传统走向现代的具有关键性的流派。为了更好地帮助学生理解这一点，同时也针对国内有些美术史论书籍中对印象派和后印象派的不确切解释，特地将本课分为：“印象派名称的由来”“印象派绘画追求什么”“反印象派的后印象派”三部分。通过本课学习，不仅使学生了解并感受印象派和后印象派绘画的主要特点，而且初步了解西方传统绘画与现代绘画的主要区别。

现代绘画、现代雕塑和工业设计三部分，是外国现代美术最有代表性的三个领域。与外国传统美术相比，它们发生了许多新的变化，呈现出纷繁复杂的艺术现象，如何正确地认识这些现象，并能对这些现象作出实事求是的、科学的分析，既不肯定一切，也不否定一切，从而树立正确的情感、态度、价值观，是本课学习所要达到的主要教学目标。

外国现代建筑艺术欣赏一课的内容分成：“形式服从功能”“重视建筑的空间以及与环境的有机结合”“建筑形象和建筑风格的多样化”三部分。每个部分选择一些典型实例加以分析与评价，以便使学生能够了解并认识外国现代建筑的主要特点和发展趋向，并能初步掌握欣赏现代建筑的基本方法，能对现代建筑作出自己的分析和评价。

2．教材特点。

作为普通高中阶段美术科目的学习模块之一，美术鉴赏课程要重在帮助学生学会欣赏、鉴别与评价中外美术作品的过程中，逐步提高其艺术鉴赏力，养成健康的审美情趣，形成热爱中华民族文化、尊重世界多元文化的情感和立场。

（1）通过教学，帮助学生了解美术的范围、性质，美术各门类的特点和中外美术发展的大体脉络。

（2）帮助学生掌握美术鉴赏的基本方法，通过对具体作品的典型分析，以点带面，触类旁通，尽量做到每课教学能使学生了解相关的美术观点、美术规律。重在理解、贯通，养成独立分析能力，而不在于记住个别结论。

（3）学生利用当地文化资源、美术现象，结合从课堂上学到的知识，进行调查研究，收集资料（包括作著录、绘示意图、做统计、调查报告等），作出自己的分析判断，加强理论与实践的联系。

（二）《绘画》

1．教材结构。

绘画共7课，18课时。绘画本来是美术学科中的一个基础性的，门类相当繁多且应用十分广泛的模块，为了适应高中学生的选修实际情况，必须依据《课程标准》的基本精神和要求，进行慎重的精选与合理的编排。

第一课《认识绘画艺术》：前一节讲绘画的含义及特征和绘画的种类这两方面，先了解绘画的范围和它的普遍特征；后一节从内容、形式和深层意蕴三方面分析绘画的内在要素。这一课的目的在于使学生对绘画的内涵与外延有一个全面的认识，形成一个正确的概念。

第二课《中国画的艺术境界和艺术语言》：力图结合作品分析，对中国画的艺术特征、中国画的基本理论和主要概念原理进行分析和解释，以使学生能够比较全面地了解和认识中国画的优秀传统和艺术成就，培养他们热爱民族绘画艺术的思想感情。

第三课《尝试体验中国画的笔墨情趣──学画中国画》：是中国画的实习作业课，本课教材安排的学习活动较多，共需完成4幅作业，建议从中选择完成2幅作业。

第四课《西方绘画的表现图式与艺术特征》：比较全面而概括地介绍了西方绘画的艺术特征和艺术语言。为了加深学生的感受和体验，可以和中国绘画作品对比着进行欣赏与研究。

第五课《简捷地捕捉物象的方法──—线描写生》：（1）对中西方绘画（主要是素描）中的线描造型作了介绍和分析；（2）对线描写生的实践活动作了提示和安排，学生可从静物、景物和人物写生中选择两项进行练习。本课最后编排的“拓展内容──—自由想象”，是为开发学生的创造思维和艺术个性而作的尝试，可以作为选修教材使用。

第六课《色彩的表现与材料的选择──—色彩画初试》：（1）对绘画色彩作了分类；（2）介绍各种绘画材料的表现特性；（3）初步涉猎绘画色彩的现代发展趋势；（4）介绍装饰画的特点和两种制作方法步骤，学生可从彩绘或剪贴中选择一种进行实习作业。

第七课《版画艺术的独特美感──—黑白或套色版画》：（1）对版画艺术作了十分全面的介绍；（2）针对学生的版画制作实践，重点介绍黑白和套色木版画的制作技法和过程，并要求选择一种实习作业。

2．教材特点。

（1）既重视美术作品的欣赏教学，也注重绘画表现的实践练习；既注重绘画基础知识的学习与造型艺术观念的培养和形成，也强调基本绘画技能技法和创造过程的体验、尝试与实际应用。

绘画模块课程的学习，主要包括两种学习活动：一种是绘画作品的欣赏和观摩研究活动；一种是绘画表现的实践活动。绘画模块课程中的作品欣赏和表现实践这两种学习活动是相辅相成和互有助益的，在欣赏过程中形成的认识和观念、情感与态度、知识与修养，可以为绘画表现活动提供更明确的目标和更高的起点；另一方面，学生在绘画表现活动中所产生的感受和体验，所获得的直接经验，所学到的知识和技能，又反过来可以提高作品欣赏的能力，加深对作品的体会和理解。所以二者不能偏废，但是在学习时间的分配上没有必要平均对待，知识性专题欣赏可以占用较少的课时，而绘画表现实践活动必然要占用大多数的课时，才能取得较为理想的学习效果。

（2）力求体现课程的时代性、基础性和选择性。普通高中的绘画课程需要学生学习哪些基础知识和基本技能？在目前现有的教学条件下，必须要“广见约取”，也就是要精博兼顾。因此，教材在知识性的教学内容上适度地放宽了选材范围，有较大的知识容量，以保证足够的选择学习余地；同时为了体现时代性，对现代新兴画种（电脑绘画因另有选修教材除外）和新材料、新技法也在一定程度上有所涉及。

（3）重视和加强民族传统绘画教学的同时，也尊重世界多元美术文化。以中国绘画为代表的东方绘画和以欧洲绘画为代表的西方绘画是两种完全不同的绘画艺术体系，在教学中不能随意地混淆或替代。为此，本册教材有意识地编排了相应的内容，如在第一课介绍了绘画的共性特征之后，第二课和第三课集中介绍中国画的艺术与技法特征；而第四课则集中探讨西方绘画的不同时代特征，以使学生能够面对和理解当代世界美术发展更加趋向多元的趋势。

（4）注意学习方法和过程，提示参考性的活动环节要求。为了适应当前美术教学改革的要求，充分发挥学生在绘画课程学习中的主体作用，本教材都安排了数量不等的学习活动内容的具体提示，包括学习过程的环节行为要求、研究探讨和思考的重要问题、实践操作的要点以及学习评价的主要内容等等。这些以学生学习的角度编排的活动提示，虽然仍具有建议和参考的性质，但大体可以体现各课的学习过程，因此也增加了教材的可操作性。

（三）《雕塑》

1．教材结构

《雕塑》共4课，18课时。

雕塑艺术作为一门知识、一种能力、一项素养，有助于学生的素质以及艺术表现能力的拓展和提高。基于专业特点和基本素质并重的原则，兼顾九年义务教育阶段美术课程的学习基础，本书为学生学习雕塑艺术提供了清晰而系统的教程。通过对雕塑基础知识、基本实践的技能掌握，开阔视野，增加学识。

第一课《开启雕塑的大门》，图文并茂，概述雕塑的基本概念、基本形式与类别，以及雕塑的要素、表现语言和风格类型。这一课的目的在于使学生对雕塑有一个全面的认识，形成一个正确的概念。

第二课《凸凹起伏的浮雕》，结合作品赏析，对浮雕的艺术特征、表现手法进行分析和解释。考虑到取材的因素，本课展示的是石膏和泥材的制作方法，并可以将作业仿制成青铜、石材或其他材料的效果，以扩展学生的表现能力。

第三课《塑绘结合的彩塑》，彩塑因其取材和制作方便，很适宜学生学习，而且通过灿烂多姿的中国彩塑赏析，在了解彩塑的基础上，还可以加深学生对民族艺术的热爱。

第四课《各种材料的雕塑》，重在认识多种材料，体会不同材质的美感与魅力，了解雕塑材质的多样性与艺术表现的丰富性。作业安排适宜学生操作，取材方便。

2．教材特点

（1）既重视美术作品的欣赏教学，也注重雕塑表现的实践练习；既注重雕塑基础知识的学习与造型艺术观念的培养和形成，也强调基本绘画雕塑技能技法和创作过程的体验、尝试与实际应用。雕塑模块课程的学习，主要包括两种学习活动：一种是雕塑作品的欣赏和观摩研究活动；另一种是雕塑表现的实践活动。雕塑模块课程中的作品欣赏和表现实践这两种学习活动是相辅相成和互有助益的，在欣赏过程中形成的认识和观念、情感与态度、知识与修养，可以为雕塑表现活动提供更明确的目标和更高的起点；另一方面，学生在雕塑表现活动中所产生的感受和体验，所获得的直接经验，所学到的知识和技能，又反过来可以提高作品欣赏的能力，加深对作品的体会和理解。

（2）力求体现课程的时代性、基础性和选择性。雕塑的种类繁多，制作复杂，为了适应高中学生的选修实际情况，必须依据课程标准的基本精神和要求，在作业安排上，进行慎重的精选与合理的编排。在目前现有的教学条件下，必须“广见约取”，也就是要精博兼顾。因此，教材在保持知识性教学内容的基础上，选择材料、制作可行性强的内容作为教材内容，以保持足够的选择学习余地；同时为了体现时代性，对新材料、新技法也在一定程度上有所涉及。

（3）重视和加强民族传统绘画教学的同时，也尊重世界多元美术文化。中国雕塑灿烂多姿，是民族文化的奇葩，为此本册教材有意识地编排了相应的内容，以加强学生对民族传统文化的了解和热爱，同时能够面对和理解当代世界多元美术文化。

（4）注意学习方法和过程，提示参考性的活动环节要求。为了适应当前美术教学改革的要求，充分发挥学生在雕塑课程学习中的主体作用，本教材安排了数量不等的学习活动内容的具体提示，包括学习过程的环节行为要求、研究探讨和思考的重要问题、实践操作的要点以及学习评价的主要内容等。这些从学生学习的角度编排的活动提示，虽然仍具有建议和参考的性质，但大体可以体现各课的学习过程，因此也增加了教材的可操作性。

（四）《设计》

1．教材结构

《设计》共分为8课，18课时。设计课主要是为了发展学生的创造思维，结合实现生活中的具体需要，根据明确的目的和要求，预先进行设想和计划。每一课题都要考虑功能、工艺，按形式美的规律去完成，在学习和进行设计作业中，培养学生的想象力和务实精神，同时提高审美水平。

以设计获取智慧─—设计艺术概述，简述设计艺术设计的范畴、构成要素及其在人类历史发展中的作用。以公交车站牌的设计为例，说明设计的构思与表现的过程和特点。美丽而内秀的小精灵─—标志的艺术设计，简介标志的历史发展与分类，通过名师奖标志的设计过程，说明标志的设计过程。

商品无声的推销员─—包装设计，包括包装设计艺术概论、包装的构思与表现，通过典型的设计作品分析与欣赏，加深了解，注重与生活和实用功能的结合。

创意的王国─—海报设计，阐述海报的创意构思与海报、广告的种类及海报的视觉语言，并根据北京2008年奥运会主题，示范设计过程。

美的阅读─—书籍设计，包括书籍设计概述，结合众多实际图例，说明书籍设计的构思与表现过程。

破蛹成蝶─—服装设计，包括服装设计概述，服装设计的构思与表现，通过制作简易的文具袋来体会服装设计的制作过程，简便易行。

科技与艺术的交响─—工业设计，分析什么是工业设计、工业设计的由来，以及工业设计的创意与设计过程。

营造美好宜人的空间─—环境艺术设计，阐述环境中的围合实体与空间，以及环境的构成要素，学习环境艺术设计的方法。

2．教材特点

《设计》模块的学习内容，主要是结合高中学生学习和生活中一些必要的设计学习活动展开的，所涉及的都是一些最基本的设计观念和制作技法，有利于培养学生形成分析、判断、创新和实践的能力，使大脑和双手协调发展，有利于开发学生的潜能。它不是简单的复制加工，而是有创意的设计制作。

教科书中的作业设计，以贴近高中学生的生活实际为基础，利用比较简单的工具和设备可以进行作业，选取便于寻找和购买的材料；通过教师示范，学生动手实践，能够比较好地掌握和熟练，达到举一反三的效果。在完成创意构思的过程中，强调再动手实践。（五）《工艺》

1．教材结构

《工艺》共分为10课。所选内容具有一定的示范性和例题性，作为教学的基本依据和参考，可以从中选择适合本地区学校条件的、能够便于操作和实现的课题，采取相应的变通和拓展，充分考虑教学实效。教学内容和方式，作业的布置与要求，都要充分考虑可行性和开放性，本着求真务实的原则，为学生提供能够发挥创造性的自由空间。

工艺的内涵，主要讲解广义的工艺概念和作为高中美术课程“工艺”的特定概念。简要阐述工艺在历史发展中的作用和在现代生活中的意义，特别强调对学生审美能力和实践能力的培养，在今后不同的工作中养成讲求程序、注重方法、善于思考、勇于实践的素质。

笔插的设计与制作，要求学生建立新的设计和工艺观念，进行设计时尽量避开原有笔筒的固定形式结构，强调从所涉及物品的用途出发，独立思考，通过预先的设计，准确地完成工艺制作。

书籍维护的设计制作，对已有书籍维护、修整，制作封套和精修封面，可以使书籍使用更加方便和耐久，同时便于存放，形式美观。这些方法都比较简单，关键在于教会学生每一步骤都要严格、干净，这样才会获得理想的效果。

鸟巢的设计与制作，结合爱鸟活动，先给学生欣赏多种样式和不同材料制作的鸟巢，引起他们的兴趣，启发思路，促使学生产生设计和制作的想法，进行尝试。

石膏造型工艺制作，本课首先让学生了解石膏的性质，掌握操作方法，然后进行自由形体的造型设计制作，把造型能力的培养和工艺技术的掌握结合起来。

靠垫的设计与制作，根据不同的环境、家具和个人爱好，设计印制不同的图案装饰靠垫。要求学生把印成的图案布料进行缝制，以手工为最好，培养细心和毅力。

扎染的设计与制作，工艺制作简便，能够出现丰富多样的表现效果，掌握这种方法并进行实践，不仅可完成作业，还会得到很大的乐趣。其作品用于日常生活实用和装饰都很有特点。

蜡绘的设计与制作，可以表现很丰富的艺术效果，而且具有独特的风格特点。这种工艺方法比较容易掌握，课中示范图例按照程序进行。学生们可以把自己的图案或装饰绘画作业用蜡绘表现出来，也可以设计新的画面加以表现。

纤维艺术的工艺制作，取各种纤维材料，用编法、缠绕、缝缀等多种方法，创造平面或立体的纯装饰艺术品，具有独特的艺术效果。在这一课中进一步扩大纤维艺术的材料领域，利用废报纸、包装袋、旧磁带等多种材料，为教学提供了方便，使学生能有更多的选择，开拓表现思路，会出现许多有创意的纤维艺术作业。

陶瓷造型工艺制作，规范几种主要的成型技法，示范图例详尽，强调成型制作的步骤和要领。在本课中提供了用这几种成型方法制作的陶艺作业，启发学生们打开思路，用掌握的主要成型方法去进行创作设计。

2．教材特点

《工艺》模块的学习内容，主要是选取高中学生学习和生活中一些必要的手工艺学习活动展开的，所涉及的都是一些最基本的工艺观念和技法，有利于培养学生形成分析、判断和实践的能力，使大脑和双手协调发展，有利于开发学生的潜能。本教科书所说的“工艺”，是指创造人工制品的手工技艺活动，不同于单纯的“技术”，但又有所联系，其本质的区别在于不是简单的复制加工，而是有创意的手工艺制作。

本书中所讲的“工艺”是和设计分不开的，是实现设计构思的重要手段，也是进一步完善设计意图的必要过程。这是一门非专业性质的手工艺实践课程。是一项具有较强技巧性和艺术性的创造活动。

教科书中的课题选定，以贴近高中学生的生活实际为基础；利用比较简单的工具和设备可以进行作业，选取便于寻找和购买的材料；通过教师示范，学生动手实践，能够比较好地掌握和熟练，达到举一反三的效果。要求学生通过创意、选材、制作的过程，把握所要创造物品的功能效用，灵活运用“因材施艺”的原则，学会掌握工具和充分利用工具，按照美的规律去创造。这是一门重视创意、技术为体现设计构思的“工艺”课程。

美术课程《工艺》模块的内容，不同于劳动技术课。工艺课程教学要求学生通过所设定的课题作业，不断理解所制作物品的功能效用、材料技术和形式美感之间的关系，在完成创意构思的过程中，强调再动手实践的全过程、讲述方法和程序，按照最有效的方法、合理的程序进行作业，必然会比较好地体现设计意图。

（六）《书法》

1．教材结构

在课程设置与分配上，本教材采取知识介绍与技能训练并重的方式，教材分为3个单元共18课时。

第一单元内容是书法文化与书体源流知识，分为5课时。通过对篆书、隶书、楷书、行书、草书五种书体的发展演变过程、基本风格特点及相关知识的介绍，并配以大量作品附图，使学生对中国书法的发展历史、基本原理及在中国传统文化中的价值获得一个比较全面和准确的了解，对各个历史时期的书法基本特点、著名书法家及其代表作品形成具体的认识，并熟悉书法专用的概念、术语及表述方式。

第二单元内容是技法分析与训练，分为11课时，内容为技能训练。从初学书法的一般规律和各种书体的技巧积极考虑，本教材选择了隶书、楷书和行书三种书体及相应的经典范本（隶书《曹全碑》、楷书《九成宫醴泉铭》、行书《集王羲之书圣教序》），由学生根据自己的兴趣选择一种练习。技能训练的步骤从点画入手到字形结体，再到整体临摹，最后到创作训练，基本体现了由简易过渡到复杂、通过模仿掌握创作方法的学习规律。

第三单元内容是综合知识与考察实践，共2课时。

综合知识，主要介绍与书法练习和鉴赏有密切关系的“字体知识”“作品种类与形式” 及“文房四宝”等知识，目的在于丰富学生的知识修养，提高艺术鉴赏能力及综合素质水平。

考察实践，主要通过“展览交流”“参观考察”“调整研究”等方式，组织学生参与书法实践，使学生的知识技能与现实生活结合起来并有所应用。

2．教材特点

本教材以中国书法艺术的发展史、书法的基本原理及主要书体的技法原则为基本内容，力求利用知识传授和技能训练相结合的教学手段，使学生对中国的书法艺术形成概括、准确的认识和比较详细的了解，对于常见、常用的隶书、楷书和行书三种书体的书写技法具有基本的理解及实践经验。通过学习，学生可以简要地掌握中国书法艺术的发展概况、主要书体的基本特征及历史上著名书法家的风格特点与代表作品；能够运用书法专用概念、术语结合书法作品进行描述、评论或者表达自己的感受；可以独立完成隶书、楷书或者行书的简单作品创作。同时，教材还结合每课的具体内容，适当地介绍与书法艺术密切相关的文史知识、历史文物知识及文房四宝知识，从而丰富学生的知识结构，达到培养学生了解和热爱中国传统文化艺术的兴趣，具备欣赏和简单分析古今书法作品的基本能力的目的，为今后能够继续深入从事书法学习与书法实践打下基础。

（七）《篆刻》

1．教材结构

在课程设置上，本教材采取知识介绍与技能训练兼顾的原则，共分为3个单元，18课时。

第一单元内容是对中国印章与篆刻艺术的发展演变及审美原则的介绍，包括印章艺术的基本原理、种类、各历史时期实用印章的风格特征、印章与篆书的关系、篆刻艺术的形成以及主要流派风格等。分为6课时。

第二单元内容是篆书与篆刻的技法训练，包括小篆书体的书写技巧及临摹练习，篆法布局的方法规律等。通过学习，使学生可以基本掌握篆刻的创作原则与具体方法。

第三单元内容为观摩考察，共1课时。建议采取通过多样性的方式组织学生参观调查，了解篆刻艺术在现实生活中的应用、收藏及鉴赏情况，丰富学生的知识修养，提高他们对传统文化艺术的兴趣和欣赏水平。

2．教材特点

本教材以中国篆刻艺术的发展演变历史、篆刻的基本理念与审美原则及初步的篆刻技巧为基本内容，力求通过知识传授与技能训练相结合的教学方式，使学生对中国历代印章传统、篆刻艺术具有基本的了解，熟悉并掌握篆刻的创作基本原则和方法。经过本课程的学习，可以使学生了解古代印章的主要种类、风格，实用印章与篆刻艺术的承接转换；掌握印章的正确使用方法；能够运用篆刻概念和术语对作品进行概括的评论或表达自己的感受。同时教材还结合篆刻艺术的需要，对篆书书体的基本知识与书写技巧给予必要的介绍分析，并安排了适当的书写练习，以使学生能够具备更丰富的艺术知识，为以后继续从事书法篆刻的学习和实践打下基础。

（八）《电脑绘画·电脑设计》

1．教材结构

本教材共12课，18课时。

第一课，本课教学时可以与传统绘画作品和技法进行对比。可以比较效果和技法，也可以将电脑处理与写生画结合起来输入电脑以增加趣味性。建议教师鼓励学生主动寻找、选择一些照片或者画稿进行自由修改和处理，理解数字图像的特点。

第二课，在本课教学中，对设计要素的理解比较重要。由于课时较短，建议教师引导学生积极主动地从自己的生活中抓取、搜集一些好的设计作品，自己去分析其中的形式趣味。也可以分小组安排一些集体活动，如评比或者参观（当地的商场、广告牌等），以提高学习的主动性和参与性。必要时可适当增加课时量。

第三课，对立体建模的理解，可以用手工课、雕塑课等教学内容予以补充，对材质和灯光的理解，可以用活动来安排学生收集不同材质的物品，布置出某种光线效果（如砂纸、木纹、玻璃；强光、逆光、反射光）。两者还可以结合进行。

第四课，游戏对高中生来说是很感兴趣的，教师可以让他们开展游戏美感与优劣的评比，更多地发挥学生的参与作用。同时注意介绍健康的民族文化、道德伦理到电脑游戏文化中来。

第五课，动画的原理与电脑动画的特点是本课的重点。可以鼓励学生自制翻动的书之类的小动画。民族风格动画片是本课延伸的内容，以引发学生对动画艺术趣味和文化传统关系的思考。

第六课，本课内容涉及的专业术语和知识比较多，难点为脚本与原画。可以通过讲故事和现场表演的方法让学生学习视觉表达的特性。

第七课，本课重点是Flash操作。如果条件许可，不妨增加学生课余上机活动时间，从简单的配音效做起，结合作品欣赏，提高学生创作的能力与动画意识。

第八课，本课重点在于了解DV，难点在于电脑非线性编辑操作。如果条件不具备（设备不足、电脑配置不够等），可以考虑将后者内容缩减或只做介绍。尽量安排学生们接触DV摄像机，掌握基本的拍摄技能。

第九课，本课难点是学习如何制作多媒体。增加课外练习时间可以弥补课时少的问题，如果条件不具备，本课可以只介绍多媒体的概念，欣赏一些作品。也可以缩减合并到第八课内容中。

第十课，本课适宜发挥学生主动参与的作用和能力。教师可以补充设计一些作业或者活动，如“最美的网站评比”等，提高学生的审美能力。设计班级或个人的网页也是促进主动性的方法，另外，教师可以教学生一些方法，学会在网络上下载网页结构，寻找和利用丰富的网上动画图片或者教学课程等资源。自学成分比较大。

第十一、十二课，综合本学期教学成果，展示学生的作品，可以很好地提高学生的学习能力和热情。建议教师如有可能，一定给学生一个展示的机会，让学生感到有成就感和参与感。团体的褒奖与激励也能有很好的效果。建议媒体比赛设置真正的奖品或者证书。

2．教材特点

（1）电脑艺术是高中课程中一个新的教学领域，具有鲜明的时代特征。它的课程教学和知识内容紧扣当代科技和社会发展的脉搏，与高中学生所表现出的对电脑和信息技术浓厚的兴趣相吻合，有利于开展以学生为主的互动式和创造式教学。

（2）电脑艺术是科学与艺术相结合的产物，充分体现了新世纪人类与世界互动（人机）的新关系，有利于高中生创造力、想象力、逻辑能力的培养。

（3）本课程在内容编排上注意处理如何正确理解人脑与电脑、民族与世界、传统与现代、科技与人文等一系列重要的问题，可以帮助高中生学习正确、健康地使用电脑和网络，有助于提高道德水平。

（4）本课程基本以四大模块来进行设计，即基础知识与概念、欣赏、时间、创造与拓展。教师在具体使用时，可以根据本地区、本校、学生的实际能力、经济条件、设备情况等予以灵活调整。如软硬件条件不足的学校可以扩大欣赏成分，减少实践课时；或者在机器条件较好时，多分配时间给实践课时，在实践过程中贯穿概念与知识传授等。

（5）本教材为教师教学计划实施的主动性留下较多空间，在纵向与横向两方面有较大的延伸空间。比如可以将绘画、设计课与本课结合，也可以与初中时的美术、美劳等课程相结合。在一定程度上也为高中生进入大学阶段的学习提供一种科学有益的准备。

二 : 普通高中课程标准实验教科书英语(人教版)

普通高中课程标准实验教科书—英语（人教版）

第八讲 阅读理解

【命题趋向】

2009年高考阅读试题的命题方式和去年应基本保持一致。（www.61k.com）命题特点如下：

1．体裁与题材 高考阅读题会涉及各种体裁，材料新颖，题材广泛。

各省市高考阅读理解题的体裁一般有应用文、记叙文、说明文和议论文，侧重说明文和应用文。题材更趋现代化、生活化，时代性，涉及生活、传说、人物、社会、文化、史地、科技、政治、环保和经济等各个领域。

2．阅读速度 预计高考对阅读速度的要求将有所提高，估计在每分钟65个词以上。近几年

高考英语阅读量（阅读速度要求每分钟60单词）都在2100个词以上，并逐年增加。提高阅读速度是高考命题的一大趋势。

3．生词量和语篇构成 高考在生词量和语篇构成难度上不会有很大的变化，但估计生词量和

理解难度会适当增加。近几年高考阅读难度逐步加大的一个明显标志就是短文语篇构成有相当大难度的长难句时常出现。作者在阐述问题时都使用了多种语篇手段和修辞方法，其篇章和句子结构几乎囊括了英语语法中的所有语法现象，行文的跳跃程度较大，陈述次序富于变化，隐含信息较多。

4．题型结构和命题角度 设问方式仍然集中在：主旨大意题，分析推理题，细节理解题，词

义猜测题等。题目的设置主要针对文章的细节，也注重对考生推理判断能力的考查。

5．主客观题目比例 主观题增加，客观题减少。

【考点透视】

高考阅读理解题是对考生阅读能力的考查，它是全卷篇幅最大、内容最多、分值最高、区分度最明显的一种题型。

1．题材特点：近几年高考阅读理解的题材趋于多样化，涉及到日常生活、历史、人物、社

会、文化、科技、政治、环保和经济等话题。阅读理解的材料贴近时代，贴近生活，选自各类报刊、活页宣传材料等。

2．题型特点：综观近几年高考阅读理解题，题型设计上要求试题类型比较广。

首先，考生要养成良好的阅读习惯，学会快速阅读，在对文章的大意有了初步的了解之后，再从人物、事件、时间、年代、地点、数量、种类等方面搜索文章的关键信息。对于不太重要的句子可以一带而过，不必在个别词上花太多的时间。

其次，考生还要培养良好的应试心理。抓住文章的脉络，把握文章的线索，以句意为整体，灵活运用所学知识，根据短文语境，认真推敲，克服厌倦、畏惧和急躁心理。

【例题解析】

例1Once the 2008 Olympic Games finishes, the drums and trumpets(喇叭) of the competitions would also stop. But would the city remain as lively as it would be after this world event? Investment sustainability and high demand are two highly invaluable economic concepts(概念) that can be looked at in order to ensure post-Olympics flourish, or perhaps, an even better future for Beijingers.

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

Naturally, an economic downturn occurs in an Olympic host city once the major event finishes. Renmin University Professor Jin Yuanpu noted that a global event like this would put Beijing into a position of large importance in the international stage. But after this event, who would use the heavily-funded equipment and public and private investments left in the city? Various economists argued that a meltdown (彻底垮台) is highly unlikely. Jonathan Anderson, UBS Asia economist, suggested that the negative effects of the end of Beijing Olympics 2008 on the entire country aren’t important compared to previous host cities. China is such a huge economy that the conclusion of the Olympics games is the same as an ant-bite on a dragon.

But what about post-Olympics Beijing? Retired Headmaster of Peking University, Li Yining, noted that a long-term civil demand growth and an popular desire by companies to adopt careful financial management decisions can lead to continued investment growth. Even though demand in some departments of the economy would drop in the short-run, creativity, practicality and innovation(创新) would be the key factors that would continually enhance the city's image and flourish long after the Olympics in the city has endeD．

So what's next for Beijing after the Olympics? Well, it's business as usual...

1．Which one of the followings is the author’s idea?

A．Beijing’s economy will have a downturn after the 2008 Olympic Games.

B．The 2008 Olympic Games have no effects on Beijing’s economy.

C．Beijing’s economy will go on as usual.

D．Beijing’s economy will go worse after the 2008 Olympic Games.

2．What’s the Jin Yuanpu idea about Beijing’s economy after the 2008 Olympic Games according

to the passage?

A．to have a downturn

B．to develop as usual

C．to develop more rapidly

D．all of the above

3．Why did Jonathan Anderson believe that the negative effects of the end of Beijing Olympics

2008 on the entire country aren’t important?

A．The negative effects are small.

B．The Chinese government has many measures to take.

C．The Chinese economy has developed at a certain level so that the negative effects can’t

affect it too much.

D．Jonathan Anderson liked China very much so he didn’t want China to go worse.

4．Choose a best title for this passage.

A．Beijing After the Olympics

B．The negative effects of the end of Beijing Olympics

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

C．Can Beijing get through the difficult period after the 2008 Olympic Games

D．Beijing’s economy after the 2008 Olympic Games

【参考答案】

1.答案：C 。（www.61k.com］解析：文章最后点明了作者同意的观点，北京的经济会照样发展，不会受到很

大的冲击。

考点：作者意图和态度

2.答案：A。解析：文章第二段前半部分提到他担心大的对奥运会的投入，在会后没有其他 的用途，会造成很大的损失，可以推测出他的观点。

考点：推理判断

3.答案：C。解析：文章第二段最后说到他认为中国是一个经济大国，奥运会的负面影响就像 蚂蚁咬到龙身上，不会有什么感觉。

考点：细节理解

4.答案：D。解析：文章主要讲了专家对奥运会后北京及全国经济发展的看法。

考点：主旨要义

例2 Besides entertainment and beautiful lanterns, another important part of the Lantern Festival ,or Yuanxiao Festival is eating small dumpling balls made of glutinous rice flour. We call these balls Yuanxiao or Tangyuan. Obviously, they get the name from the festival itself. It is said that the custom of eating Yuanxiao originated during the Eastern Jin Dynasty in the fourth century, then became popular during the Tang and Song periods.

The fillings inside the dumplings or Yuansiao are either sweet or salty. Sweet fillings are made of sugar, Walnuts, sesame（芝麻）, osmanthus flowers(桂花), rose petals, sweetened tangerine（橘子）peel, bean paste, or jujube paste（枣子酱）. A single ingredient or any combination can be used as the filling . The salty variety is filled with minced meat（肉末儿）, vegetables or a mixture.

The way to make Yuanxiao also varies between northern and southern China. The usual method followed in southern provinces is to shape the dough of rice flour into balls, make a hole, insert the filling, then close the hole and smooth out the dumpling by rolling it between your hands. In North China, sweet or nutmeat stuffing is the usual ingredient. The fillings are pressed into hardened cores, dipped lightly in water and rolled in a flat basket containing dry glutinous rice flour. A layer of the flour sticks to the filling, which is then again dipped in water and rolled a second time in the rice flour. And so it goes, like rolling a snowball, until the dumpling is the desired size.

The custom of eating Yuanxiao dumplings remains. This tradition encourages both old and new stores to promote their Yuanxiao products. They all try their best to improve the taste and quality of the dumplings to attract more customers.

1.Which of the following is NOT true?

A．The custom of eating Yuanxiao dates back to the fourth century.

B．Sugar, rose petals and minced meat are all fillings of Yuanxiao.

C．Sweet Yuanxiao are usually made in southern China.

D．People in northern China usually make Yuanxiao by rolling like a snowball.

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

2.Which country does the Lantern Festival come from?

A．China B．South Korea C．Jin Dynasty D．Tang and Song periods.

3.Choose the right order of making Tangyuan in southern provinces.

① make a hole and insert the filling

② roll the dough between your hands

③ shape the dough of rice flour into balls

④ close the hole

⑤ prepare some rice flour

A．⑤③②①④ B．③⑤①②④ C．③①④②⑤ D．⑤③①④②

4.What is the best title of this passage?

A．The Lantern Festival

B．The ingredients of Yuanxiao

C．The difference between Yuanxiao and Tangyuan.

D．China’s traditional food—Yuanxiao.

5.Why do we eat Yuanxiao today?

A．Because it’s a tradition.

B．Because it’s a tasty food.

C．Because we love our country.

D．Because this food can make money.

【参考答案】

1.答案：C。［www.61k.com］解析：文中没有提到只有南方人吃甜元宵。要特别注意题干中的NOT一词。 考点：综合细节题。

2.答案：A。解析：第一段中说明它起源于金代，盛行于唐宋，说明是中国的。

考点：简单推测题。

3.答案：D。解析：prepare some rice flour文中未提，但应该在前。

考点：细节顺序题。

4.答案：D。解析：文中说了元宵的起源、制作材料和方法以及流行情况，只有D能概括全 文。考点：主旨大意。

5.答案：A。解析：文中显示我们吃元宵主要是因为它是传统。

考点：推理判断题。

例3 My parents were in a huge argument, and I was really upset about it. I didn’t know who I should talk with about how I was feeling. So I asked Mom to allow me to stay the night at my best friend’s house. Though I knew I wouldn’t tell her about my parents’ situation, I was looking forward to getting out of the house. I was in the middle of packing up my things when suddenly the power went out in the neighborhood. Mom came to tell me that I should stay with my grandpa until the power came back on.

I was really disappointed because I felt that we did not have much to talk about. But I knew he would be frightened alone in the dark. I went to his room and told him that I’d stay with him until the power was restored. He was quite happy and said, ―Great opportunity.‖

―What is?‖ I asked.

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

―To talk, you and I,‖ he said. ―To hold a private little meeting about what we’re going to do with your mom and dad, and what we’re going to do with ourselves now that we’re in the situation we are in.‖

―But we can’t do anything about it, Grandpa,‖ I said, surprised that here was someone with whom I could share my feelings and someone who was in the same ―boat‖ as I was.

And that’s how the most unbelievable friendship between my grandfather and me started. Sitting there in the dark, we talked about our feeling and fears of life---from how fast things change, to how they sometimes don’t change fast enough. That night, because the power went out, I found a new friend, with whom I could safely talked about all my fears and pains, whatever they may be. Suddenly, the lights all came back on. ―Well,‖ he said, “I guess that means you’ll want to go now. I really like our talk. I hope the power will go out every few nights!”

56．I wished to get out of the house because ________.

A．I was angry about my parents’ quarrel

B．I found nobody to share my feelings with

C．I wanted to escape from the dark house

D．I planned to tell my friend about my trouble

57．Grandpa was happy to see me because___________.

A．he could discuss the problem with me

B．he had not seem me for a long time

C．he was afraid of darkness

D．he felt quite lonely

58．What can be inferred from the passage?

A．The grandchild was eager to leave.

B．They would have more chats.

C．The lights would go our again.

D．It would no longer be dark.

答案与解析

56．答案：B解析；根据第一段第二句可知。(www.61k.com]

考点：事实判断题。

57．答案：A解析；由第四段第一句“To talk, you and I”可知。此处是对上文He was quite happy

and said, “Great opportunity.”的解释。

考点：判断推理题。

58．答案：B解析：文章结尾Grandpa所说的话表明了态度。

考点：细节推理题。

例4 Tilly Smith, an 11-year-old British girl, who was called “Angel of the Beach”, saved 100 tourists from a Thai beach hit by a tsunami on DeC．26, 2004 and had been named “Child of the Year 2005” by readers of a French children’s newspaper.

Tilly Smith is a schoolgirl at Danes Hill School in Oxshott, Surrey, EnglanD．Back from Thailand she told her geography class how the sea slowly rose and started to foam(起泡沫), bubble, and form whirlpools(漩涡) before the big waves came.

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

“What Tilly Smith described as happening was exactly the same as I’d shown on a video of a tsunami that hit the Hawaiian Islands in 1946,” said Andrew F. Kearney, Tilly’s geography teacher. “She saw the consequences of not acting when something strange happens.” Kearney said topics for sixth-grade pupils include earthquakes and volcanoes.

“We covered tsunamis because they can be caused by earthquakes, volcanoes, or landslides,” he added. “I’ve taught this particular course for at least 11 years.”

Kearney uses audiovisual(视听教学的) teaching aids such as interactive whiteboards to exploit geographic information online (his class often visits nationalgeographic.com). Tilly’s class had looked up U.S. websites about tsunami’s early warning systems.

“The teacher has a computer on the desk and can project different web pages onto the whiteboard,” Kearney said. “It’s helped make great strides in teaching geography, it really brings it into the classroom.”

On December 26,2004, Tilly Smith, ten, saw “bubbles on the water and foam sizzling(发出嘶嘶声) just like in a frying pan” while walking on Phuket Island beach with her family. Her mind kept going back to the geography lesson Mr. Kearney gave just two weeks before she flew out to Thailand on vacation. She recognized these as the warning signs of a tsunami.

She told her parents and alerted the staff of the Marriott Hotel, where they were staying. The beach was evacuated(撤离) just minutes before the killer tsunami struck. It was one of the few on Phuket Island where no one was killed or seriously hut.

1. The purpose of the passage is to tell us ______.

A．how geography is taught in British schools

B．how Tilly Smith used her knowledge to save tourists from tsunami

C．why Tilly Smith was named “Child of the Year 2005”

D．the relationship between classroom knowledge and its practical use

2．Which of the following words can best describe geography teaching in Britain?

A．Practical. B．Exciting. C．Audiovisual. D．Interactive.

3．The underlined word “it” in paragraph 6 refers to ______.

A．web page B．computer C．whiteboard D．geography

4．What can we learn from the last two paragraphs?

A．Tilly Smith’s parents and the hotel staff had no knowledge of tsunamis.

B．No other beaches on Phuket Island were evacuated before the tsunami struck.

C．The warning signs of the tsunami were the same as Tilly Smith had learned.

D．Tilly Smith and her family had not left the hotel room before the tsunami struck.

解读：本文报道英国小学生Tilly Smith利用课堂上所学到的地理知识在2004年印度洋海啸中拯救了100名游客，因而获得“2005年度最佳儿童”的称号。[www.61k.com]我们可以从文章中了解到英国小学在地理教学方面的先进理念。

【参考答案】

1. 答案：B解析：通读全文可知，文章重点介绍了Tilly Smith如何利用课堂上所学知识拯救

游客的。

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

考点：主旨大意题。（www.61k.com)

2．答案：A解析：根据文章所介绍的英国小学的地理教学模式以及Tilly Smith所做的一切

可以得出结论：英国的地理教学很实用。

考点：推理判断题。

3.答案： D解析：根据前文“The teacher has a computer on the desk and can project different web

pages onto the whiteboard”可知，该句的意思应该是：它（计算机）把地理真实地带入了课堂。

考点：细节理解题。

4．答案：C解析：从文章倒数第二段的介绍可以得到答案，Tilly Smith正是运用了地理课堂

上学到的知识在海啸中救人。文章倒数第二段中“Her mind kept going back to the geography lesson?”也验证了这一点。B项与原文信息不符；A、D两项缺乏信息支持。 考点：推理判断题。

通过以上例题解析，我们大体可以分这么几步来完成阅读理解（解题方法和技巧）：

(1)【主旨要义】：一段独立的文字材料必须有主旨大意，如说明文说明了什么；议论文沦证了什么；记叙文记叙了一件什么事情以及事情的来龙去脉；应用文要起到什么作用等，也就是作者希望读者读完材料后能了解到或者学到什么。这类问题一般设题常用title，main idea，main purpose，... want you to know，...make it clear that，...mainly tell about，make you believe等信息词。这类题要求读者阅读完文章后领会文章大意并对所有信息进行归纳，综合和概括后才能正确完成。所以，考生在备考中应加强对阅读篇章整体理解的训练，培养敏捷的思维能力和对篇章整体把握的意识。

(2)【意图态度】：每年的高考试题中都有考查学生是否领会和理解作者意图和态度的试题。这种材料有其特定的写作目的，是传递信息还是阐述道理用以教育他人。这种目的往往不是文章直接告诉读者，而是隐含在某段、某句或者是通过对整篇文章的理解才能真正领会。这种命题常用infer，suggest，conclude等词，需要注意的是如果文章中已经明确指出那就肯定不是正确的选项了。因此，考生在平时的训练中要注重对信息收集、判断、总结和概括能力的培养，

(3)【细节理解】：要论证一个观点，说明一项事宜或陈述一件事情都必须有充分的事实依据，即：事实细节。其实，每段短文中会有大量的信息，有些与设题有关，有些则无关。对于这些细节信息的准确理解和掌握关系到全文主旨和作者意图的把握。有些细节信息是直接的，有些是隐含在文章中的，需要经过归纳、概括、总结和推理才能提取出与设题密切相关的细节信息，从而作出正确判断。

(4)【推理判断】：阅读的目的主要是掌握有关或相关的信息，在阅读过程中我们需要根据文字所提供的事实或线索进行一番逻辑推理才能掌握作者虽末提及但确实存在或很可能发生的事情。这种命题往往含有probably等可能性的词，这也是阅读理解设题的一个方面。

(5)【猜测词义】：客观地说，在阅渎过程中遇到生词是很正常的事情。正确理解阅读材料中单词和短语的意思是理解全文的基础，在阅读过程中根据上下文和文章的背景猜测词义也是一种阅读能力。有时候从字典查出来的中文解释与句中的具体意思也不相同，这是因为考生没有真正了解这个英文单词的真实涵义。猜测词义是阅读理解中常常遇到的题目，所以培养猜测词义的能力在阅读过程中是非常重要的。

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

(6)【文章结构】：命题人常用询问段落大意或用询问指代关系或用询问事件情节或思维发展的先后顺序的试题来考察学生对文章基本结构的掌握情况。(www.61k.com)不同的文体有不同的结构，正确把握文章的基本结构对主题句和主题段落的判断很有帮助。英语的文章讲究使用主题段和主题句。主题段通常在文章的开头，简要概括文章的中心思想，主题句根据段落的写作手法的不同可能在段落的开头，也可能出现在段落的中间或末尾。段与段之间常用词语连接，承上启下，使文章行文连贯，逻辑严密。为突出主题作者可能采用不同的写作手法来组织文章，通过举例、比较、类比等手法来透彻阐明主题观点。 总之，做阅读理解，考生应该从整体上或者说从宏观上把握一篇文章的脉络，一定要明确每一段的大意，理解文章的中心思想和作者的行文思路，这是做阅读理解获取高分的基础和前提条件。

【专题训练与高考预测】

1. 2008(I)

A

It is often necessary to release a fish, that is, set it free after catching, because it is too small, or you just don’t want to take it home to eat. In some cases, releasing fish is a good measure that will help keep fish variety and build their population size. The Department of Game and Inland Fisheries (DGIF) encourages fishermen who practice catch-and-release fishing to use a few simple skills when doing so. The advice provided below will help make sure that the fish you release will survive (存活) to bite again another day.

—When catching a fish, play it quickly and keep the fish in the water as much as possible. Don’t’ use a net in landing the fish and release it quickly to prevent it from dying.

—Hold the fish gently. Do not put your fingers in its eyes. Don’t wipe the scales (鱼鳞) off the fish because it might cause it to develop a disease and reduce its chance of survival.

—Remove your hook (鱼钩) quickly. If the hook is too deep or hooked in the stomach, cut the line and leave the hook in. The hook left inside will cause no serious problem to the fish.

—Take good care of the fish by moving it gently in water. Release the fish when it begins to struggle and is able to swim.

—Do not hold fish in a bucket or some other containers and later decide to release it. If you are going to release a fish, do so right away.

With a little care and by following the suggestions given above, you can give the released fish a better chance of survival.

64．People sometimes set a fish free after catching it because they _________

A．don’t want it to die B．hope it will grow quickly

C．don’t want to have it as food D．want to practice their fishing skills

65．Which of the following will probably make a fish ill?

A．Taking the hook off it. B．Removing its scales.

C．Touching its eves D．Holding it in your hand.

66．A proper way to release a fish is to _________.

A .move it in water till it can swim B．take the hook out of its stomach

C．keep it in a bucket for some time D．let it struggle a little in your hand

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

67．What is the purpose of the test?

A．To show how to enjoy fishing. B．To persuade people to fish less often.

C．To encourage people to set fish free. D．To give advice on how to release fish.

2．(2008山东)

B

Federal regulators Wednesday approved a plan to create a nationwide emergency alert(警报) system using text messages delivered to cell phones.

Text messages have exploded in popularity in recent years, particularly among young people. The wireless industry’s trade association, CTIA, estimates(估计) more than 48 billion text messages are sent each month.

The plan comes from the Warning Alert and Response Network Act, a 2006 federal law that requires improvement to the nation’s emergency alert system. The act tasked the Federal Communications Commission (FCC) with coming up with new ways to alert the public about emergencies.

―The ability to deliver accurate and timely warnings and alerts through cell phones and other mobile services is an important next step in our efforts to help ensure that the American public has the information they need to take action to protect themselves and their families before, and during, disasters and other emergencies,‖ FCC Chairman Kevin Martin said following approval of the plan.

Participation in the alert system by carriers—telecommunications companies—is voluntary, but it has received solid support from the wireless industry.

The program would be optional for cell phone users. They also may not be charged for receiving alerts.

There would be three different types of messages, according to the rules.

The first would be a national alert from the president, likely involving a terrorist attack or natural disaster. The second would involve ―approaching threats,‖ which could include natural disasters like hurricanes or storms or even university shootings. The third would be reserved for child abduction(绑架) emergencies, or so-called Amber Alerts.

The service could be in place by 2010.

66．Which of the following would be the best title for the text?

A．Cell Phone Alerts Protecting Students

B．Cell Phone Alerts by Wireless Industry

C．Cell Phone Alerts of Natural Disasters

D．Cell Phone Alerts Coming Soon

3．(2008福建)

C

For years we have been told that encouraging a child’s self-respect is important to his or her success in life. But child experts are now learning that too much praise can lead to the opposite effect. Praise-sholic kids who expect it at every turn may become teens who seek to same kind of approval from friends when asked if they want to go in the backseat of the car.

The implication(含义) of saying ―You are the prettiest girl in class,‖ or talking about the 9

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

goals she succeed but not her overall effort, is that you love her only when she looks the best, scores she highest, achieves the most. And this carries over to the classroom.

Social psychologist Carrol Dweck, PhD, tested the effects of overpraise on 400 fifth graders while she was at Columbia University. She found that kids praised for ―trying hard‖ did better on tests and were more likely to take on difficult assignments than those praised for being ―smart‖.

―Praising attributes(品质) or abilities makes a false promise that success will come to you because you have that quality, and it devalues effort, so children are afraid to take on challenges, ‖ says Dweck, now at Stanford University, ―They figure they’s better quit while they’re ahead.‖

62．The author quoted(引用) Dr. Dweck’s words in the last paragraph in order to make the article

_____.

A．better-known B．better-organized

C．more percussive D．more interesting

63．We can infer from the passage that _____.

A．praise for efforts should be more encouraged

B．praise for results works better than praise for efforts

C．praising a child’s achievements benefits his or her success in life

D．praising a child’s abilities encourage him or her to take on challenges

4． D

Tiny tot’s big adventure: Super Baby, a multimedia children’s play co-produced by Beijing Children’s Art Theater and Yeowoobi Animation Company of South Korea, is running at Beijing’s Cultural Palace of Nationalities.

Adapted from a popular South Korean cartoon book by Korean writer Cho Soo Min , the play tells the story of the voy named Siqing, who sets out in search of adventure with his friend Weiwei, a dinosaur, and a panda to rescue his kidnapped grandfather.

In director Hang Cheng’s eyes, it is a story of hope, dreams and courage.

He says it is a Chinese interpretation of Alice’s Adventure in Wonderland, and Cheng hopes it could inspire the young audience members to love one another, treasure friendship and pursue their dreams.

Time: 7:30pm, until August 26

Place: 49 fuxingmen Neidajie Street, Xicheng District

Tel: 400 – 810 – 1887 , 5905 – 9082

Lords of the rings: The Chinese Acrobatics Group, established in 1950, will put on a performance that includes traditional acrobatics, circus, magic, old Beijing folk plays and more.

The show blends music, dance, local opera and martial arts with acrobatics.

Time: 7:30pm, daily

Place: Tiandi Theater, Dongsi Shitiao, 100 meters north of Poly Theater, Chaoyand District Tel: 6416 – 9893

Fooling around: dashan is taking to the stage with the otherwise all-Chinese cast of Chaoji Bendan, or Super Idiot. The play is an adaptation of the famous French comedy, Le diner de Cons (The dinner Game).

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普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

Dashan, or Mark Rowswell, is a Canadian who became a household name and popular TV host who speaks superb Chinese. He plays the role of Pierre Brochant, a successful Parisian publisher, who attends a weekly ―idiots’ dinner‖. Each guest must bring along an ―idiot‖ for the amusement of the other invitees. At the end of the dinner, the evening’s ―champion idiot‖ is selecteD． Time: 7:30pm, September 29~30

Place: Poly Theater, 14 Dongzhimen Nandajie, Dongcheng District

Tel: 6416 – 9990

Classic comeback: Chinese drama classic The Top Restaurant (Tianxia diyilou) will be staged by Beijing People’s Art theater. Written by He Jiping, the drama has been one of the most popular Chinese theatrical works performed by the renowned Beijing People’s Art Theater. It has been staged more than 400 times since the premiere.

Time: 7:30pm, September 5~14

Place: Capital Theater, 22 Wangfujing Dajie

Tel: 6524 – 9847

Order now , you can get a 20% discount. More information, please click here. A．Red Theater B．Tiandi Theater

C．Poly Theater D．Capital Theater

2.The advertisements are about―

A．exhibitions B．meetings

C．stage performances D．western cultures

3.Which of the following is NOT true according to the passage?

A．Super Baby, a children’s play, is performing at Beijing’s Cultural Palace of Nationalities.

B．The Chinese Acrobatics Group can perform old Beijing folk plays.

C．Dashan is a popular TV host who speaks superb Chinese.

D．The Top Restaurant will be performed by He Jinping

4．A．a textbooks B．a magazine C．a newspaper D．a website

5． E

Everyone becomes a little more forgetful as they get older, but men's minds decline more than women's, according to the results of a worldwide survey.

Certain differences seem to be inherent in male and female brains: Men are better at maintaining and dealing with mental images (useful in mathematical reasoning and spatial skills), while women tend to excel (擅长) at recalling information from their brain's files (helpful with language skills and remembering the locations of objects).

Many studies have looked for a connection between sex and the amount of mental decline (衰退) people experience as they age, but the results have been mixed.

Some studies found more age-related decline in men than in women, while others saw the 11

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

opposite or even no relationship at all between sex and mental decline. Those results could be improper because the studies involved older people, and women live longer than men: The men tested are the survivors, "so they're the ones that may not have shown such cognitive decline," said study team leader Elizabeth of the University of Warwick in England.

People surveyed completed four tasks that tested sex-related cognitive skills: matching an object to its rotated form, matching lines shown from the same angle, typing as many words in a particular category (范畴) as possible in the given time, e.g. "object usually colored gray", and recalling the location of objects in a line drawing. The first two were tasks at which men usually excel; the latter are typically dominated by women.

Within each age group studied, men and women performed better in their separate categories on average. And though performance declined with age for both genders, women showed obviously less decline than men overall.

1. The underlined word in the second paragraph means_________.

A．natural B．great C．obvious D．absolute

2．According to the passage, which of the following can Not be typed into the same category?

A．cloud B．sheep C．trees D．goose

3．Which of the following statements is true according the article?

A．Men do better than women when it comes to learning English.

B．Women stand out at remembering people’s names.

C．Men excel at typing as many words in a particular category as possible in the given time.

D．Women excel at dealing mathematic problems.

4．One important factor that affects the correctness of the results is that _________.

A．the old men tested may not have shown such cognitive decline

B．people surveyed are all old

C．people taking part in this test came from all over the world

D．women live longer than men

5．The author aims to tell us that __________.

A．women’s minds perform better than men’s

B．men’s minds decline more with age

C．everyone becomes a little more forgetful as they get older

D．a survey on human’s mind decline was done recently

6． F

The largest earthquake ( magnitude里氏 9.5) of the 20th century happened on May 22, 1960 off the coast of South Central Chile.

It generated(生成) one of the most destructive Pacific-wide tsunamis(海啸). Near the generating area, both the earthquake and the tsunami were very much destructive, particularly in the coastal area from Concepcion to the south end of Isla Chiloe. The largest tsunami damage occurred at Isla Chiloe---the coastal area closest to the epicenter(震中). Huge tsunami waves measuring as high as 25 meters arrived within 10 to 15 minutes after the earthquake, killing at least two hundred people, 12

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

sinking all the boats, and flooding half a kilometer inland.

There was large damage and loss of life at Concepcion, Chile's top industrial city. Near the city of Valdivia, the earthquake and following aftershocks generated landslides which killed 18 people. At the port city of Valparaiso, a city of 200,000, many buildings collapsed. A total of 130,000 houses were destroyed --- one in every three in the earthquake zone and nearly 2,000,000 people were left homeless.

Total damage losses, including to agriculture and to industry, were estimated(估计) to be over a half billion dollars . The total number of death related with both the tsunami and the earthquake was never found accurately for the region. Estimates of deaths reached between 490 to 5,7002 with no distinction(差别) as to how many deaths were caused by the earthquake and how many were caused by the tsunami. However, it is believed that most of the deaths in Chile were caused by the tsunami.

1. Where did the largest tsunami damage occurred?

A．Concepcion B．Isla Chiloe C．Valdivia D．Valparaiso

2．What can we learn about the tsunami waves generated by the earthquake?

A．The tsunami waves as high as 25 meters arrived immediately after the earthquake.

B．The tsunami waves killed 200 people and sank all boats.

C．The tsunami waves were very destructive.

D．The tsunami waves flooded half of the inland.

3．What is generally thought the main cause of deaths in Chile?

A．landslides B．the tsunami

C．aftershocks D．the magnitude 9.5 earthquake

4．What is the total number of deaths in the earthquake?

A．2,000,000 B．between 490 to 5,7002

C．200,000 D．it was hard to know.

5．What does the underlined word ―collapsed‖ probably mean ?

A．was destroyed B．caught fire

C．was flooded D．sank

7． G

A thief who dropped a winning lottery ticket(彩票)at the scene of his crime has been given a lesson in honesty. His victim, who picked up the ticket, then claimed the ￡25000 prize, managed to trace him, and handed over the cash. The robbery happened when maths professor Vinicio Sabbatucci,58, was changing a tyre on an Italian motorway. Another motorist, who stopped to "to help", stole a suitcase from his car and drove off. The professor found the dropped ticket and put itin his pocket before driving home to Ascoli in eastern Italy.

Next day, he saw the lottery results on TV and, taking out the ticket, realized it was a winner. He claimed the 60 million lire(里拉) prize. Then he began a battle with his conscience. Finally, he decided he could not keep the money despite having been robbed. He advertised in newspapers and on radio, saying: "I'm trying to find the man who robbed me. I have 60 million for him--- a lottery 13

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

win. Please meet me. Anonymity(匿名) guaranteed."

Professor Sabbatucci received hundreds of calls from people hoping to trick him into handing them the cash. But there was one voice he recognized--- and he arranged to meet the man in a park. The robber, a 35-year-old unemployed father of two, gave back the suitcase and burst into tears. He could not believe what was happening. "Why didn't you keep the money?" he asked. The professor replied:" I couldn't because it's not mine." Then he walked off, spurning the thief's offer of a reward.

1．The sentence " Then he began a battle with his conscience." In paragraph 2 implies all of the

following EXCEPT that_______.

A．he knew what he should do as soon as he saw the lottery results

B．he hesitated about keeping the money for some time

C．he thought for a moment of avenging himself on the robber

D．he came to realize that honesty is more important than money

2．Hundreds of people phoned Professor Sabbatucci because they ______.

A．wanted to make fun of him

B．hoped to get the money

C．knew who the robber was

D．lost the lottery ticket

3.The word "spurning" in the last sentence can be replaced by ______.

A．accepting B．claiming C．rejecting D．canceling

4．If the story appears in a newspaper, the best title might be_____.

A．A Thief's Lucky Day B．A Popular Maths Professor

C．A Magic Lottery D．A Reward of Honesty

8． H

Grown-ups know that people and objects are solid. At the movies, we know that if we reach out to touch Tom Cruise, all we will feel is air. But does a baby have this understanding?

To see whether babies know objects are solid. T. Bower designed a method for projecting an optical illusion(视觉影像)of a hanging ball. His plan was to first give babies a real ball, one they could be expected to show surprised in their faces and movements, All the 16 to 24-week-old babies tested were surprised when they reached for the illusion and found that the ball was not there.

Grown-ups also have a sense of object permanence. We know that if we put a box in a room and lock the door, the box will still be there when we come back. But does a baby realize that a ball that rolls under a chair does not disappear and go to never-never land?

Experiments done by Bower suggest that babies develop a sense of object permanence when they are about 18 weeks old. In his experiments, Bower used a toy train that went behind a screen. When 16-week-old and 22-week-old babies watched the toy train disappear behind the left side of the screen, they looked to the right, expecting it to re-appear. If the experiment took the train off the table and lifted the screen, all the babies seemed surprised not to see the train. This seems to show 14

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

that all the babies had a sense of object permanence. But the second part of the experiment showed that this was not really the case. The re-searcher substituted(替换) a ball for the train when it went behind the screen. The 22-week-old babies seemed surprised and looked back to the left side for the train. But the 16-week-old babies did not seem to notice the switch(更换).Thus,the 16-week-old babies seemed to have a sense of ―something permanence,‖ while the 22-week-old babies had a sense of object permanence related to a particular object.

1.The passage is mainly about .

A．babies’sense of sight B．effects of experiments on babies

C．babies’understanding of objects D．different tests on babies’feelings

.

A．still exists B．keeps its shape

C．still stays solid D．is beyond reach

3.What did Bower use in his experiments?

A．A chair B．A screen C．A film D．A box

4.Which of the following statements is true?

A．The babies didn’t have a sense of direction.

B．The older babies preferred toy trains to balls.

C．The younger babies liked looking for missing objects

D．The babies couldn’t tell a ball from its optical illu-sion.

【专题训练与高考预测】参考答案及解析：

1.【参考答案】

64．答案：C。［www.61k.com]解析：从文章第一段的语句It is often necessary to release a fish, that is, set it free

after catching, because it is too small, or you just don’t want to take it home to eat.可知钓到的鱼太小，不想带回家吃。

考点：细节理解。

65．答案：B。解析：从文中第二条建议Don’t wipe the scales (鱼鳞) off the fish because it might

cause it to develop a disease and reduce its chance of survival.可知刮掉鱼鳞会让鱼生病，减少成活的机会。

考点：细节理解。

66．答案：A。解析：从第四条建议Release the fish when it begins to struggle and is able to swim.

可知答案，其余三种情况都是错误的做法。

考点：细节判断。

67．答案：D。解析：从文章第一段最后一句The advice provided below will help make sure that

the fish you release will survive (存活) to bite again another day.（中心句）及文章最后一段的总结句With a little care and by following the suggestions given above, you can give the 15

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

released fish a better chance of survival.可知写这篇文章的目的是就如何放养钓到的小鱼，使他们的成活率更高提出了一些建议。[www.61k.com)

考点：推测作者的写作意图。

2．【参考答案】

本文是一篇新闻类文章。美国联邦政府打算利用手机短信免费为公众进行信息警报，这非常是快捷、有效的方式，并即将成为可能。

66．答案：D 。解析：文章第一段即是主旨所在。选项A缩小了文章内容表达的范围；选项

B不是本文所要表达的中心内容，明显不正确；选项C太片面，根据文章倒数第二段中a terrorist attack or natural disaster一句可以排除。

考点：主旨大意。

3.【参考答案】

62．答案：C。解析：从第四段引用Dr. Dweck’s 的话，让人看到这种表扬会导致孩子们退

缩，害怕挑战，从而使文章更具震撼力。

考点：推理判断。

63．答案：A。解析：从第三段She found that kids praised for ―trying hard‖ did better on tests and

were more likely to take on difficult assignments than those praised for being ―smart‖.可知。 考点：推理判断。

4.【参考答案】

1．答案：B。解析：从第二则广告可知答案。

考点：细节理解。

2．答案：C。解析：这四则广告是关于舞台演出的。

考点：主旨大意。

3．答案：D。解析：从四则广告直接找答案。

考点：细节理解。

4．答案：D。解析：从最后一句话可知答案。

考点：细节理解。

5.【参考答案】

1．答案：A。解析：男女大脑的思维在某些方面的差异是天生固有的。

考点：词意猜测。

2．答案：C。解析：根据文章第五段可推断出选项中这类物体是以白色为限定范畴的。

考点：推理判断。

3．答案：B。解析：男性在推理和空间思维方面占优势，女性在提取大脑中储存的记忆信息

方面占优势。

考点：推理判断。

4．答案：A。解析：根据文章第四段可知。文章只是说调查涉及到老年人，但并不都是老年

人，故排除B。选项D不是造成调查结果不准确的原因。

考点：细节理解。

5．答案：B。解析：根据文章第一段可知。

考点：主旨理解。

6.【参考答案】

16

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

1．答案：B。[www.61k.com）解析：从文章第二段第三行―the largest tsunami damage occurred at Isla Chiloe---the

coastal area closest to the epicenter(震中).‖可以得到答案。

考点：细节理解。

2．答案：C。解析：考察文章第二段的最后几句。A选项不是arrived immediately而是10-15 分钟以后到来。B选项为至少200人，D选项不是half of the inland而是half a kilometer，故以上3个选项均有误。

考点：细节理解。

3．答案：B。解析：最后一段的最后一句―However, it is believed that most of the deaths in Chile were caused by the tsunami.‖说明本题答案。

考点：主旨理解。

4．答案：D解析：2,000,000为无家可归人的数目；200,000为the city of Valparaiso的人口数。 490 to 5,7002为地震和海啸共同导致的死亡数。考点：细节理解。

5．答案：A。 由本段的下一句A total of 130,000 houses were destroyed可以推测出答案。 考点：推理判断。

7.【参考答案】：Ｃ 解析：从文章中可以看出该文章属于说明文体裁。就题材看属于文化类

方面的文章。主要介绍的是Roller skating是如何形成的。

考点：主旨大义题。

2．答案：Ｄ 解析：从文中的Joseph Merlin was a man of ideas and dreams一句，可以看出Ｄ

为本题的正确答案。

考点：细节题。

3．答案：Ａ 解析：从文章的第二自然段的最后一句可以看出Merlin想到“滑进”房间的

真正目的是get a lot of attention (from the guests)，故Ａ为本题的正确答案。

考点：细节题。

4．答案：Ｃ 解析：这段叙述的是“Merlin成功地拉着小提琴滑进屋子”，可不巧的是他又

遇到了意想不到的麻烦——撞碎挂在墙上的镜子。

考点：归纳总结题。

8.【参考答案】：本文是一篇科普短文，大意是通过实验研究儿童是否知道物体是固体，具

有物体持久性的感觉，研究表明，16周到24周的婴儿都知道物体是有形的固体，然而第一项研究表明只有18周以上的婴儿才对某个特定的物体的认识具有持久性。

1．解析 本题考查主旨大意的把握能力。本文通过科学家的研究和对研究结果的解释，旨

在说明婴儿对物体的理解。答案：C

2．解析 本题考查词义理解能力。通过对第二项研究情况的阅读和第三段的解释得知“object

permanence‖意思是“物体依然存在”。答案：A

3．解析 本题考查细节理解能力。第二段和第四段中所述的Bower的两个实验中都用到了

screen. 答案：B

4．解析 本题考查证误判断能力。第二段中所述实验情况表明：婴儿伸手去摸屏幕上的影像，

说明他们事先不能区分一个真正的球和影像的区别。答案：D

17

普通高中课程标准实验教科书英语 普通高中课程标准实验教科书英语(人教版)

18

三 : 教育部《普通高中语文课程标准》推荐书目（高中部分）

教育部《普通高中语文课程标准》推荐书目（高中部分）

论语通译

孟子选注

庄子选译

三国演义

红楼梦（www.61k.com]

西厢记

呐喊

鲁迅杂文精选

子夜

家

茶馆

边城

雷雨

女神

朱自清散文精选

围城

谈美书简

平凡的世界

历史的天空

二十世纪中国短篇小说精选

二十世纪中国戏剧精选

哈姆莱特

堂吉诃德

歌德谈话录

巴黎圣母院

欧也妮.葛朗台

匹克威克外传

复活

普希金诗选

泰戈尔诗选

莫泊桑短篇小说精选

契诃夫短篇小说精选

欧.亨利短篇小说精选

二十世纪外国短篇小说精选

高中生必背古诗文40篇

四 : 普通高中课程标准实验教科书：英语5：普通高中课程标准实验教科书：英语

普通高中课程标准实验教科书英语_普通高中课程标准实验教科书：英语5 -图书信息

(www.61k.com］出版社: 重庆大学出版社; 第2版 (2011年5月1日)

平装: 144页

读者对象: 7-10岁

正文语种: 简体中文, 英语

开本: 16

ISBN: 9787562460961

条形码: 9787562460961

尺寸: 29.4 x 20.4 x 0.8 cm

重量: 340 g

普通高中课程标准实验教科书英语_普通高中课程标准实验教科书：英语5 -内容简单介绍

《普通高中课程标准实验教科书(必修):英语5(2年级)》内容简单介绍：高中英语课程是初中英语学习的延伸，同时也是新的学习生活的开始，这就需要你不断改进学习方式以适应新一阶段的英语学习。要将被动学习变为主动探求，将知识的机械记忆变为积极的应用，努力使自己的学习潜能得到最大限度的发挥。在这一阶段，你应注重在发展基本语言运用能力的同时，着重提高用英语获取信息、处理信息、分析和解决问题的能力；逐步提高用英语进行思维和表达的能力，以及跨文化交际的意识和基本的跨文化交际能力；逐步形成健全的情感、态度、价值观；把握有效的学习策略，提高自主学习的能力，形成具有个性的学习方法和风格，为自己将来进1步学习和发展创造必要的条件。

普通高中课程标准实验教科书英语_普通高中课程标准实验教科书：英语5 -目录

Olympic

History

Olympic

Figures

Challenging

YourseIf I

Beijing

Olympics

3．Living Planet

4．Historical Figures

Challen9ing

Yourself rl

WildAntarctica

5．Magic Intemet

6．Intemet Shopping

ChallengIing

YourselfⅢ

Web Life

Appendices

五 : 普通高中课程标准实验教科书英语

普通高中课程标准实验教科书 英语１ 必修

unit 4 Earthquake (reading)
课程所 范瑀

Outline ：大纲
1 Analysis of teaching materials Analysis of Students

2

3
4 5

Teaching Ideas(theories)
Teaching Objectives Teaching Contents Teaching Approaches Teaching Procedures

6
7

1.Analysis of Teaching Materials
The central topic of this unit is "earthquake",so the passage gives a detailed account of TanShan earthquake in China in 1976 with narrative sequence, which included saving myself and saving others.

2.Analysis of Senior High School Students
The students'ability analysis:
Senior high school students are able to communicate with others in English to some extent and express their opinions. However,their scopes of knowledge are relatively narrow.

The students' psychology analysis: Senior high school students have a strong appetite
for knowledge and desire to show off

3.Teaching Idea (theory)

Whole Language Theory

Schema Theory

whole language theory

views language intergal organization from socially interactional perspective

views language a vehicle for internal "interaction," for thinking from psycholinguistically perspective.

foundations of theory

humanistic theroy

constructivist theroy

humanistic theory
? From their viewpoints, teaching should be authentic, personalized, self-directed, collaborative. Obviously, their ideal teaching is student-oriented. ? Such characteristic aims to focus students' attention and promote their mastery of knowledge

constructivist theory
Constructivist school holds that knowledge is socially constructed, rather than received or discovered. Thus, constructivist learners "create meaning," "learn by doing," and work collaboratively in mixed groups on common projects.

Schema theory
structure schema content schema

It refers to the mastery of students towards the It refers to the mastery contents of passage, of students towards the included topic and main language of passage, idea. included words and phrases.

language schema

it refers to the mastery of students towards the logic structures and rhetoric devices.

4.Teaching Objectives
Knowledge Objectives:
1.get a general ideal of TanShan earthquake 2.know the cause of earthquake

Ability Objectives: train the students' ability of speaking,listening,writing by cooperating with classmates

Emotion Obiectives:
know the damage that earthquake, at the same time, cultivate students' teamwork spirit.

5.Teaching Contents
1.important points(重点）: Words and expressions (1. imagine, guess, suppose 2. shake, tremble 3. rise, raise 4. burst into / burst out 5.destroy, ruin, damage 6. hurt, wound,injure 7. shock, astonish, surprise ) sentences (1.seem + (to be ) + adj./n. 2.seem + to do seem + to do 3.It seems/seemed (to sb.) + that-clause)
2.difficulty points(难点）: 1.analysis of the structure of combined sentences; 2.some important language points(non-attributive clauses，non-finite verb)

6.Teaching Approachs
1.Whole Lan

guage Teaching Approach

2.Task -based Approach

3.Communicative Approach

Roles of teachers and students
different roles

teachers' roles facilitator ?active participant ?supporter ?scaffold
? ?

students' roles collaborator ?evaluator ?selfdirected learners ?selector

7.Teaching Procedure

1

2 skimming skanning careful reading (3+5+10min)

3 retelling by students in groups (10min)

4 asking by teachers; summary of language points (6+8min)

lead in(3min)

The Application of Schema Theory in English Reading ( step 1,2,4)

What helps from various circles of society were given? What damages towards TanShan city by the earthquake?
What people in TanShan reacted towards the earthquake? What happened in TanShan?

ending
climax development
beginning

Activities Used in Whole Language Instruction 6.summary of 1.individual language points by small group teachers and reading and students answering 5.retelling by students activities 2.making sentences in new words 3.writing conference

4.writing summary

谢谢观赏

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