【正文】 生在捕捉細節(jié)信息的基礎上，進一步根據(jù)上下文的邏輯關系，進行分析，推理，概括和歸納，從而選出正確答案。ll already know that they are, or have a plan to get that way.”可知教會了孩子文中提到的策略，孩子就可以知道他們自己是否特別，或者已經在變得特別的路上。t need parents, or a mencement (畢業(yè)典禮)speaker, to tell them that they39。 （4）考查主旨大意。由此可推測變得特別的策略表明我們需要對自己誠實，也需要別人對我們誠實。re doing, but just what it is that you39。 （3）考查推理判斷。由此可推斷，得高分的學生擅長自己所作的。根據(jù)第二段中的“suffer from a “dual burden: they39。故選D。根據(jù)第一段中的“But lost in the uproar （喧囂）was something we really should be taking to heart: our young people actually have no idea whether they39。想要變得特別，我們需要對自己誠實和他人對我們的誠實。s Admit That We Are Not That Special or Not? Teach Kids To Figure It Out The Truth: Kids Overestimate their Talents【答案】 （1）D（2）B（3）A（4）C 【解析】【分析】本文是一篇議論文，是特殊或者不是？我們要教會孩子理解它。t know how well they perform due to their strict selfjudgement（3）The strategies of being special suggest that how to cultivate clear logic and proper grammar to be very petent in their highscoring fields39。t know how to assess their abilities realistically（2）We can infer from the passage that those highscoring students . requirement is set up for young people to get better always tend to consider ourselves to be privileged don39。re special. They39。 If we adopt these strategies — and most importantly, teach them to our children — they won39。re doing, but just what it is that you39。 There are a couple of ways out of this double bind. First, we can learn to make honest parisons with others. Train yourself to recognize excellence, even when you yourself don39。s a paradox here, the authors note: The skills that lead to petence in a particular domain are often the very same skills necessary to evaluate petence in that field? In other words, to get better at judging how well we39。 their talents. Although their test scores put them in the 12th percentile (百分位數(shù)) they guessed they were in the 62nd. What these individuals lacked (in addition 9 clear logic, proper grammar and a sense of humor) was meta cognitive skill the capacity to monitor how well they39。s study, subjects scoring at the bottom on tests of logic, grammar and humor extremely overestimated39。re not good at what they do, and their very clumsiness prevents them from recognizing how bad they are.s often exactly when we39。s not just privileged highschool students: we all tend to view ourselves as above average.s egopuncturing (傷自尊的) words. But lost in the uproar (喧囂)was something we really should be taking to heart: our young people actually have no idea whether they39。re anything special, because you39。ve probably heard about the you39。（英語）高考英語閱讀理解(教育文化)解題技巧(超強)及練習題(含答案)一、高中英語閱讀理解教育文化類1．閱讀理解 By now you39。re not special speech, when English teacher David McCullough told graduating seniors at Wellesley High School: Do not get the idea you39。re not. Mothers and fathers present at the ceremony 一 and a whole lot of other parents across the Internet — took issue with McCullough39。re particularly talented or acplished or not. In our eagerness to elevate their selfesteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it39。 Such inflated selfjudgments have been found in study after study and it39。re least petent at a given task that we rate our performance most generously, in a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self evaluations, while highscoring students judged themselves much more strictly. Poor students, the authors note, lack insight into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are inpetent, he writes with coauthor Justin Kruger, suffer from a “dual burden: they39。 In Dunning and Kruger39。39。re performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There39。re doing at an activity, we have to get better at the activity itself.t possess it, and pare what you can do against what truly excellent individuals are able to acplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you39。re doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up.t need parents, or a mencement (畢業(yè)典禮)speaker, to tell them that they39。ll already know that they are, or have a plan to get that way.（1）The author thinks the real problem is that t know whether our young people are talented or not people don39。t view themselves as petent because they know their limits39。. need internal honesty with ourselves and external honesty from others best way to get better is to carefully study past success and failure parison with others, one will know where and when he fails parents nor a mencement speaker can tell whether one is special（4）Which can be the best title of this passage? On Making Ourselves More Special39。作者認為真正的問題是年輕人不知道如何現(xiàn)實地評估自己的能力。 （1）考查細節(jié)理解。re particularly talented or acplished or not. In our eagerness to elevate their selfesteem, we forgot to teach them how to realistically assess their own abilities”,可知作者認為人們應該在喧囂之后記?。含F(xiàn)在的年輕人不知道他們究竟有沒有天賦，其根本原因是他們不知道如何實際地評估自己的能力。 （2）考查推理判斷。re not good at what they do, and their very clumsiness prevents them from recognizing how bad they are.”得低分的學生遭受著雙重負擔，即他們不擅長自己所做的，并且他們的笨拙讓他們無法意識到自己有多差。故選B。根據(jù)倒數(shù)第二段中的“First, we can learn to make honest parisons with others. 和Find a critic who will tell you not only how poorly you39。re doing wrong.”可知我們要學會誠實地將自己和他人進行比較，也需要一個人將我們做的不好的，以及做錯了什么如實相告。故選A。根據(jù)最后一段“If w