中國高考評價體系包含“一核”“四層”“四 翼”。其中,“四層”指考查內容，即核心價值、學科 素養(yǎng)、關鍵能力、必備知識,是素質教育目標在高考中的提煉，回答了“考什么”的問題。關鍵能力是學生在面對與學科相關的生活實踐或學習探索問題情境時，有效地認識問題、分析問題、解決問題所必須具備的能力。高考英語科的關鍵能力包 括聽力理解、閱讀理解、書面表達和口語表達等?！?023英語新高考I卷”突出了對上述關鍵能力的考查。本文僅以其中的閱讀題為例，分析閱讀理解 關鍵能力的體現(xiàn)。教育部考試中心助理研究員陳康等人將英語科的閱讀理解能力歸納為七項，分別為：以下結合試題，分享闡述新高考I卷對這七項閱讀能力的考查。新高考I卷對詞匯的要求，除了常規(guī)的“理解常規(guī)核心詞”之外，我認為它還在以下兩個方面有所要求： 縱觀整個閱讀理解部分的4個語篇，我們可以發(fā)現(xiàn)很多的派生詞，這里以C篇為例，有教師統(tǒng)計如下：全文共299詞，文本中出現(xiàn)課標詞的合成詞、派生詞或轉換詞共13個，課標未收錄詞1個，declutter。這里：選擇性必修階段掌握的詞匯（用**標識），共12個。（該表格引自：公眾號“愛瘋英語”06-14這天羅厚健老師文章）由此可看到：命題人并未將派生詞作為生詞。對派生詞的理解，是學生必須要具備的識詞能力。這一要求，常被化妝為“詞匯猜測題”出現(xiàn)。2023新高考I卷中也體現(xiàn)這一要求。例如：C篇的29題就是需要學生猜測declutter這一超綱詞。事實上，盡管該詞是超綱詞，但是依據(jù)下文以及給定答案選項，我們不難猜出其正確含義。下面是declutter的上下文以及給定的備選項。Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty years.29. What does the underlined word “declutter” in paragraph 3 mean?A. Clear-up. B. Add-on. C. Check-in. D. Take-over.這一關鍵能力要求考生應能從語科中提取諸如數(shù)字、時間、地點、人物、事件及活動的起因、過程、方式、結果等細節(jié)信息，并能夠理解概念性信息。這些信息有的可以直接從文中獲取，有的需要進行簡單歸納。對具體信息的考查，通常以“細節(jié)理解”題出現(xiàn)，但正如上文所言，這種理解，有時我們可以直接提取，有時需要歸納概括。In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.【30】What is presented in the final chapter of part one?A.Theoretical models. B. Statistical methods. C.Practical examples. D. Historical analyses每篇文章甚至每個段落都有主旨要義?？忌鷳茏R別或總結概括文章或段落的主旨要義。This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down.【32】 What is paragraph 2 of the text mainly about? A. The methods of estimation. B. The underlying logic of the effect. C.The causes of people’s errors. D. The design of Galton’s experiment.這一關鍵能力要求考生除了理解語篇直接表述的觀點、態(tài)度，還要能分析理解隱含的觀點、態(tài)度。 例如C篇的第31題，相關文段如下：The second part of this book takes a closer look at some ideas that will help you cultivate (培養(yǎng)) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (獨處) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that words for your particular circumstances.【31】What does the author suggest readers do with the practices offered in part two?A. Use them as needed. B. Recommend them to friends.C. Evaluate their effects. D. Identify the ideas behind them.In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together.” Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain，the potential implications for group discussion and decision-making are enormous.35. What is the author’s attitude toward Navajas’ studies? A. Unclear. B. Dismissive. C. Doubtful. D. Approving.閱讀語篇常常通過多種方式表達寫作目的?？忌坏斫庾髡咧苯颖磉_的目的，也要分析理解作者未直接表達的目的。如閱讀理解B篇的26題。Over the years, John has taken on many big jobs. He developed a greenhouse-like facility that treated sewage (污水) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China.26. What is the author’s purpose in mentioning Fuzhou?A. To review John’s research plans. B. To show an application of John’s idea.C. To compare John’s different jobs. D. To erase doubts about John’s invention.這一關鍵能力要求考生根據(jù)文章所提供的信息進行推理,如推斷作者未明確說明的事件或活動的原因、過程、結果，推斷人物或事物的特性，推斷人物的情緒或語氣等。 新高考I卷中閱讀理解部分中很多題都需要推斷。例如D篇34題：In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together.” Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain，the potential implications for group discussion and decision-making are enormous.34. What did the follow-up study focus on?A. The size of the groups. B. The dominant members.C. The discussion process. D. The individual estimates.這一關鍵能力是指考生能運用語篇知識，辨別不同文章體裁，理解文章內部邏輯關系和作者為使行文連貫使用的各種銜接手段。本次高考中沒有涉及該方面的問題。閱讀理解是學習和使用英語的一項基本能力。培養(yǎng)閱讀理解關鍵能力，教學需要做到以下幾個方面： 即：以探究主題意義為主要任務，在完成這一主要任務的同時，解決“識別詞匯”與“了解語法”的問題。我常覺得這樣的“詞匯與語法的教學”就是：逢山開路，遇水架橋。 （未完待續(xù)）
參考文獻：
陳康，吳泓霖,李新煜，等.基于高考評價體系的英語科考試內容改革實施路徑[J].中國考試,2019(12):33-37.
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