浅析高中英语阅读中干扰项的设题特点

——以2024高考新课标I卷真题为例

智业天成研究员 丁继华

【摘要】设置阅读试题的根本目的是考查学生理解、分析能力。阅读中的干扰项占整个阅读选项的四分之三，故干扰项的设置意义重大。干扰项是检测学生阅读效果的一种方式和途径，也是引导学生阅读、提升学生阅读效率的重要方法。研究高中英语阅读中干扰项的错误类型，有利于指导试卷命题人如何在平时的工作中，编写出接近高考真题的模拟试题，提高命题人的综合素质与能力。

【关键词】阅读理解；干扰项；设题特点

一、 正反混淆

由于试题的信息量大，考生可能在单位时间内来不及细读原文，从而漏掉原文的部分信息，活对原文的语义把握不全、不准。命题专家利用这一点，使用与原文意思正好相反的选项作为干扰项。该类型的干扰项基本上不会用到原文的词汇，需要考生真正理解原文意思才能排除，干扰项较强。

例1：In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the number and variety of species in an area, a new Stanford study has found that this type of record is not perfect.

(2024年新课标I卷D篇)（以下所有例题中黑体为正确选项）

32. What do we know about the records of species collected now?

A. They are becoming outdated.    

B. They are mostly in electronic form.

C. They are limited in number.    

D. They are used for public exhibition.

对照例1原文中的黑体部分和A项就可以发现：命题者在干扰项中使用的“outdated”并没有在原文中出现，但是与原文所表达的意思相反。

二、 半真半假

例2：Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods, and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features.

What can we do with the imperfect datasets of biodiversity?

“Quite a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places—and even species—that are not well-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.”

35. What is Daru’s suggestion for biodiversity apps?

A. Review data from certain areas.      

B. Hire experts to check the records.

C. Confirm the identity of the users.    

D. Give guidance to citizen scientists.

为了提高试题的难度，增加区分度，命题专家常常使用与原文内容具有相似意思的选项。这种选项表面上看上去极像正确选项，但命题者在此基础上做了适当的发挥（改变其谓语或者宾语），使该选项在语义上发生了天翻地覆的变化，造成强干扰。这种设题方式迷惑性极强，考生只有在真正理解原文并且认真甄别选项含义的基础上才能将其排除。本例题中A项部分“data from certain areas”对应原文的黑体部分“to places—and even species—that are not well-sampled.”，但是其谓语Review却与原文的“recording”相悖。C项“confirm the identity”与原文黑体字“confirm the identification of”意思相近，然而其宾语却从原文的image变成了users，这导致考生稍不留神就容易选错的情况。

三、 扩缩范围

例3：Leigh Tindale’s dog Charlie had a serious heart condition. After Charlie had a heart attack, Tindale says, she was prepared to put him to sleep, but Farber’s treatments eased her dog’s suffering so much that she was able to keep him alive for an additional five months. And Priscilla Dewing reports that her horse, Nappy, “moves more easily and rides more comfortably” after a chiropractic adjustment.

26. What does paragraph 3 mainly talk about?

A. Steps of a chiropractic treatment.    

B. The complexity of veterinarians’ work.

C. Examples of rare animal diseases.     

D. The effectiveness of holistic medicine.

该干扰手段指的是在选项中扩大或者缩小部分内容，使其表述与原文不符。一种情况是，命题人会利用上义词和下义词的关系进行个别单词或者短语的改编。另一种情况是，出题人用部分代替整体或者用整体代替部分，进行扩大或者缩小范围。这种情况多出现于段落大意题、标题判断题或者主旨大意题。本例中的C选项提及的animal就是扩大了范围，由原文的“dog”下义词扩大成其上义词“animal”。原文中提及的“a heart attack”被扩大成选项中的“diseases”。

至于缩小范围的例子，通常出现在标题判断题或者主旨大意题。但是，由于2024年新课标I卷并未涉及，故在此不进行举例说明。

四、 因果倒置

例4：“We were particularly interested in exploring the aspects of sampling that tend to bias(使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of of lowering plant instead of the grass right next to it,” said Daru.

34. What has led to the biases according to the study?

A. Mistakes in data analysis.      

B. Poor quality of uploaded pictures.

C. Improper way of sampling.    

D. Unreliable data collection devices.

因果倒置的干扰项设置通常出现在提问原因或者结果的题目当中，命题人会把原因和结果混淆，让考生摸不着头脑。这里的A项就是典型的因果倒置，此题问的是导致数据偏差的原因，而A项的内容却是数据偏差可能导致的结果。

五、 原词复现

阅读理解中有一些选项一看就有一种熟悉感，因为它们曾经在文章中出现过。其实这是设题者有意为之的，他们从原文同一段落的不同地方或者不同段落截取2个左右的单词，然后将它们拼凑在一起，组合成一种新的意思。尤其是当文章信息量大的时候，考生不一定有时间找出干扰选项在原文的出处，如果仅凭读一遍之后的印象来选择而不是真正理解原文内容的话，极易选错。甚至有时，干扰项并不是从不同段落截取，而是直接从原文某一句话中截取的一模一样的内容，但答非所问，并不是问题的答案。

例5：Leigh Tindale’s dog Charlie had a serious heart condition. After Charlie had a heart attack, Tindale says, she was prepared to put him to sleep, but Farber’s treatments eased her dog’s suffering so much that she was able to keep him alive for an additional five months. And Priscilla Dewing reports that her horse, Nappy, “moves more easily and rides more comfortably” after a chiropractic adjustment.

26. What does paragraph 3 mainly talk about?

A. Steps of a chiropractic treatment.      

B. The complexity of veterinarians’ work.

C. Examples of rare animal diseases.       

D. The effectiveness of holistic medicine.

此题的干扰项A项对应原文的黑体字可以看出：设题者选取了该段第二句话的“treatments”和最后一句的“chiropractic”拼凑在一起，极易误导考生以为这就是第三段的段落大意。

例6：“With the rise of technology it is easy for people to make observations of different species with the aid of a mobile application,” said Barnabas Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens(标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know:Are they usable?”

33. What does Daru’s study focus on?

A. Threatened species.        

B. Physical specimens.

C. Observational data.        

D. Mobile applications..

该题的干扰项B项和D项都在原文中的不同处分别提及，并非生拉硬凑，但错在答非所问，并非研究的重心所在。

六、 无中生有

通常这种干扰项描述的内容在原文中找不到对应的信息或依据，完全是命题者根据生活中的常识或者某些考生的思维误区巧妙地凭空捏造出来的。有时，命题者会就文章中提及的某人、某物、某事或者提问所涉及的内容进行貌似合理的想象和发挥，增加干扰项和难度。

例7：Audio(音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies—say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.

30. Why are audio and video increasingly used by university teachers?

A. They can hold students’ attention.  

B. They are more convenient to prepare.

C. They help develop advanced skills.    

D. They are more informative than text.

对照设题所在的段落可知，干扰项B项和C项是基于题干的看似合理的内容延伸，属于无中生有。

例8：Farber is certain that the holistic approach will grow more popular with time, and if the past is any indication, he may be right: Since 1982, membership in the American Holistic Veterinary Medical Association has grown from 30 to over 700. “Sometimes it surprises me that it works so well,” he says. “I will do anything to help an animal. That’s my job.”

27. Why does the author mention the American Holistic Veterinary Medical Association?

A. To prove Farber’s point.      B. To emphasize its importance.

C. To praise veterinarians.      D. To advocate animal protection.

对照原文黑体字部分可知，27题的B项基于提问涉及的内容进行适度地发挥，增加了抽象名词importance,，但实际上原文并未提及美国兽医协会的重要性。

结语

综合以上干扰项的命题特点可以看出：命题者为了最大程度地迷惑考生，往往会使用与原文相同或者相似的单词或者短语来设置陷阱。干扰项甚至和正确选项的特点相似，也是原文的高度概括，只是信息半真半假，以达到以假乱真的效果。故作为高考模拟试卷的命题者更要重视干扰项的干扰性，以达到让考生在真正理解原文的意思后才能排除干扰项的目的。

【参考文献】

1. 古光英. “高考英语阅读理解干扰项的设题特点[A]”. https://www.docin.com/p-808933791.html.

2. 2024年新课标I卷真题。