题文
Several years ago, a student working on a research project in my laboratory approached me with concern.“I’m doing something wrong,”she exclaimed. I had seen her research results and knew she was making good progress, so I was surprised to hear that she was having a problem. Over the next several days we went through her experiment; yet I could not find a problem. Finally, I asked her,“Why do you think you’re doing something wrong?” “Because I’m not getting what you said I should get,”she replied with some confusion.Her response shocked me. I had not told her what she“should get”, but we had discussed some published hypotheses(假说) several weeks earlier. On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses. But she was interpreting her results as a mistake. With almost four years of a college science major behind her, this student still had the common misunderstanding that science is a boring exercise in proving something we already know to be true.
But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures; for example, DNA is a double helix; earthquakes occur at plate boundaries, etc. Unfortunately, the process by which these discoveries were made and how they fit into scientific progress are often ignored in the classroom. These details help show the nature of scientific discoveries and the tails help show the nature of scientific discoveries and the skepticism(质疑) that goes with new discoveries before they are accepted.
Understanding science is more than memorizing that DNA is a double helix. It is to have the ability to take in new information on diet, exercise, or disease and apply it to our own lives. Understanding the process of science and scientific problem-solving can help us make better decisions every day.
小题1:The student thought her research project had gone wrong because .A．she was not making progressB．her teacher told her soC．she couldn’t get enough dataD．she had some unexpected findings小题2:How did the writer feel when he found out the reason for the student’s confusion?A．Confused.B．Surprised.C．Excited.D．Pleased.小题3:What is to blame for the student’s misunderstanding about science?A．Her own carelessness.B．Her teacher’s lack of experience.C．The method of science education.D．The publication of some wrong hypotheses.小题4:What is the last paragraph mainly about?A．The meaning of understanding science.B．How to use known facts.C．The best way to make scientific discoveries.D．How to use scientific knowledge in daily life. 题型：未知难度：其他题型
答案
小题1:D
小题2:B
小题3:C
小题4:A
解析
这篇文章主要是想告诉我们要理解科学，而不是牢记，这对我们的生活有着非常大的意义。
小题1:细节题。根据文章可知，On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses.这个学生认为他的科研项目出现问题了，是因为她的实验获得一些意外的结果。故选D
小题2:细节题。根据文章Her response shocked me.可知，当作者知道了学生的理由时候，感到很惊讶。故选B
小题3:细节题。根据文章But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures;可知，科学教育的方式导致了学生对科学的误解。故选C
小题4:细节题。文章最后一段主要讲的是对科学过程的理解对我们的生活有很大的帮助。故选A
点评：议论文是高考必考题型，此类题型比较好解答，在答题过程中注意结合题目在文章中找到答案的位置，注意理解作者所要表达感情色彩和中心思想。 同时，如果第一遍不能理解，结合题目来进行理解全文，也不失为一个好的方法。
考点
据考高分专家说，试题“Several years ago, a.....”主要考查你对 [日常生活类阅读 ]考点的理解。日常生活类阅读
日常生活类阅读的概念：
日常生活这一话题主要涉及人们衣食住行等方面的活动。这一话题的选材主要针对人们日常的工作，生活以及学习情况。做这一类题时，最主要的是要把握好人物的活动内容，时间和地点。
日常生活类阅读题答题技巧：
【题型说明】
该类文章内容涉及到人们的言谈举止、生活习惯、饮食起居、服饰仪表、恋爱婚姻、消遣娱乐、节日起源、家庭生活等。文章篇幅短小，追根溯源，探索各项风俗的历史渊源，内容有趣。命题也以送分题为主，如事实细节题、语义转换题、词义猜测题和简单推理判断题等。虽然这类文章读起来感觉轻松，试题做起来比较顺手，但绝不能掉以轻心。因为稍不留神，就会丢分。
【备考提醒】
为了保证较高准确率，建议同学们做好以下几点：
1、保持正常的考试心态。笔者在教学中发现，越是容易的试题，同学们越是容易失分。为什么呢？因为在这种情况下，同学们极易产生麻痹思想，认为题目好做，就不引起高度重视，于是思维不发散、不周密。而命题人就是利用同学们的这一弱点，设计陷阱题。所以，无论试题难易与否，我们都要保持正常的考试心态。试题容易，不欣喜；试题难，不悲观。
2、根据前面讲到的方法，认认真真、细细心心做好事实细节题。
3、做好语义转换题。这类题是根据英语中一词多义和某些词语在文中能表达一定的修辞意义的原则而设计的。要求同学们解释某生词的含义，确定多义词或短语在文中的意思，确认文中的某个代词所指代的对象，或者对英语中特有的表达、格言、谚语进行解释。这种题要求同学们一定要根据上下文猜测词义或理解句子，切不可望文生义。
4、做好简单推理判断题。简单推理判断题要以表面文字为前提，以具体事实为依据进行推理，做出判断。这种推理方式比较直接，只要弄清事实，即可结合常识推断出合理的结论。
