之前我們分享過，考研英語閱讀個別題型的做題方法。從題型入手，知道命題人要考什么、怎么考，我們就可以有的放矢地去總結做題方法，做到在閱讀和解題時抓住重點，準確理解，選擇正確或較佳答案。但是如何抓住重點呢，也就是閱讀到底該怎么讀呢?2021年考研英語閱讀做題方法和步驟是什么？下面是小編準備的相關內(nèi)容歡迎閱讀！

要回答這個問題，首先要明白閱讀的本質(zhì)是什么?!閱讀的本質(zhì)是邏輯，也就是能夠讀懂作者的邏輯思路。邏輯又可以簡單從正反和主次這兩個方面來思考。從行文來看，一個句子內(nèi)部、句與句之間、段與段之間都存在邏輯關系。不管是句內(nèi)、句間還是段間的關系，無論是因果、遞進還是轉(zhuǎn)折、讓步，我們都可以簡化為兩種邏輯關系—一同向或反向。一般而言，可以把因果、遞進、并列關系歸為同向，把讓步、轉(zhuǎn)折關系歸為反向關系。判斷同向還反向以后，我們再通過特定的邏輯詞，去找主要信息和次要信息，從而搞清楚作者的思路。思路一旦清晰，解題自然不在話下。比如下面這個句子：

But the Nobel Foundation'slim it of three recipients per prize，

each of whom must still be living， has long been outgrown by the collaborative nature of modern research——as will be demonstrated by the inevitable row over who is ignored when it comes to acknowledging the discovery of the Higgs boson.(TEXT 3， 2014)

這個句子的主干是the Nobel Foundation’slim it has been

outgrown by the collaborative nature of modern research， 中間的each of whom是一個從句修飾前面的three recipients， 破折號后面有一個as will be demonstrated by同樣是從句， 但是我們會發(fā)現(xiàn)它實際上是個例子， 用來例證前面的collaborative nature。讀懂了這個例子，我們就會發(fā)現(xiàn)這個句子的主要信息就是前面的主干。然后碰巧這個地方就出了一道例證題：

33.The discovery of the Higgs boson is atypical case which involves

[A] controversies over the recipients’status.

[B] the joint effort of modern researchers.

[C] legitimate concerns over the new prizes.

[D] the demonstration of research findings.

讀懂了前面那個句子內(nèi)部的邏輯，我們就可以知道這道題正確答案應該是B，joint effort對應collaborative nature， modern researchers對應modern research.

其實不管是句內(nèi)邏輯還是句間邏輯，文中往往都會有一些邏輯標志詞，我們需要做的就是特別留意，整體把握，比如下面一段文字：

More apparent reasonableness followed.There will now be a seven-day wait for the jobseeker’s allowance.“Those first few days should be spent looking for work， not looking to sign on.”he claimed.“We’redoing these things because we know they help people say off benefits and help those on benefits get into work faster”Help?Really?On first hearing， this was the socially concerned chancellor， trying to change lives for the better， complete with“reforms to an obviously indulgent system that demands too little effort from the newly unemployed to find work， and subsides laziness.What motivated him， we were to understand， was his zeal for“fundamental fairness”-protecting the taxpayer，controlling spending and ensuring that only the most deserving claimants received their benefits.(TEXT 1， 2014)

段首直接出現(xiàn)more apparent reasonableness followed， 我們可以知道這是承上啟下，后面肯定開始展開，到底還有哪些reasonableness。第二句順而介紹新政規(guī)定：失業(yè)后需要等待七天方可申請救濟。第三四句直接引用奧斯本(本文介紹英國財相奧斯本的“先期工作搜索方案”并批判)口中這一規(guī)定的“合理性”。然后五六兩個獨詞問句引發(fā)正面質(zhì)疑：(奧斯本反復強調(diào)新政意在“幫助”) help?really?之后用“on first hearing”開頭， 重復奧斯本的說辭， 說明表象， 實則暗示事實并非如此。較后一句通過“we were to understand”揭示真相，明確作者觀點：正在動機在于保護納稅人、控制救濟金支出。

這一段通過可以從help?really?這里斷開， 分為兩個部分：前面在介紹新政規(guī)定(2句)和奧斯本新政目的和合理性的說辭(3、4兩句);后面質(zhì)疑、反擊，揭示奧斯本真正動因。通過前面提到的邏輯標志詞，我們可以看出“奧斯本口中的新政目的”和“作者所揭示的真正動因”的對比，理解作者反駁態(tài)度。

一個段落內(nèi)部，通過句間邏輯分析，我們可以知曉段落主旨和作者態(tài)度。實際上段落之間，也是如此，這個時候我們只需要重點關注每段的段首和段尾，尤其是段首。比如我們把

2014年TEXT 2每一段首句擰出來， 就會發(fā)現(xiàn)， 邏輯特別清晰：

1.All around the world， lawyers generate more hostility than the

members of any other profession---with the possible exception of journalism.

2.During the decade before the economic crisis， spending on

legal services in America grew twice as fast as inflation.

3.There are many reasons for this.

4.Reforming the system would help both lawyers and their customers.

5.The other reason why costs are so high is the restrictive guild-like ownership structure of the business.

6.In fact， allowing non-lawyers to own shares in law firms would reduce costs and improve services to customers， by encouraging law firms to use technology and to employ professional managers to

focus on improving irms'efficiency.

第一段提出問題，第二段具體闡釋問題，第三段指出原因之一，第四段給出相應解決辦法，第五段指出原因之二，第六段提出相應解決辦法。這是一篇“問題分析解決型”文章，按照“提出問題―—一分析并解決問題”的脈絡展開論述。通過抓每一段的中心，進而明確段間邏輯關系，就可以很好把握文章結構和脈絡，較終掌握文章中心思想。

其實不管是什么考試的閱讀，如果能準確理解句內(nèi)、句間和段間的邏輯關系，那么就可以很清楚的把握作者的邏輯脈絡，解題自然是小菜一碟。但是能否抓住邏輯，需要大家盡可能夯實基礎，減少詞匯和長難句對準確理解的影響，結合正確的閱讀邏輯理解方法訓練，理解文章，做對題目，拿到，考研成功，自然都是水到渠成的事!

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