GRE閱讀難題的通用解題技巧
GRE閱讀考試各篇文章中包含的信息量都很大，要想獲得閱讀高分，提高閱讀水平，除了具備一定的英語基礎(chǔ)之外，還需要掌握一些解題技巧，下面小編就和大家分享GRE閱讀應(yīng)對(duì)難題的通用解題技巧，希望能夠幫助到大家，來欣賞一下吧。
GRE閱讀應(yīng)對(duì)難題的通用解題技巧
GRE閱讀提高技巧1：保持好奇心
在GRE閱讀平時(shí)的練習(xí)中，想必大家都會(huì)經(jīng)常讀到一些晦澀難懂的概念，這個(gè)時(shí)候，不同的態(tài)度就會(huì)對(duì)之后的學(xué)習(xí)產(chǎn)生一些影響。比較積極的思考方式是“真有意思啊，我又了解到某些東西”。雖然事實(shí)上你可能一輩子也不會(huì)再讀到這些文章，去了美國你也只會(huì)讀關(guān)于你專業(yè)的學(xué)術(shù)文章，但GRE為你提供了一個(gè)平臺(tái)，讓你去涉獵更多的領(lǐng)域。當(dāng)你讀到美國憲法修正案、美國黑人奴隸斗爭(zhēng)史、女性作家時(shí)試著讓自己置身于這樣一個(gè)年代，你會(huì)發(fā)現(xiàn)自己更投入。而在這一過程中，你的知識(shí)面也得到了開拓，有時(shí)候還會(huì)學(xué)到一些新的詞匯和其他內(nèi)容，無形之中便提升了自己的英語閱讀水平和知識(shí)積累。
GRE閱讀提高技巧2：記錄新概念/事件/人物
GRE閱讀的pre-knowledge到底有沒有用?對(duì)于這點(diǎn)，很多老師和學(xué)生的看法都不太相同，考慮到GRE閱讀有兩個(gè)難點(diǎn)：句子晦澀難懂和做題時(shí)間非常有限，一遍必須讀懂，
如果你事先對(duì)某一概念了解了，那么pre-knowledge絕對(duì)可以幫你化險(xiǎn)為夷。但是不要把自己的觀點(diǎn)過多的帶入到文章，這樣會(huì)影響你的理解。而當(dāng)你在閱讀的時(shí)候讀到了自己不熟悉的概念，可以Notebook或者Word等隨時(shí)記下感興趣或者不知道想要查閱的東西，或是直接上GOOGLE搜索一下相關(guān)概念，對(duì)于以后的閱讀積累也是很有幫助的。
GRE閱讀提高技巧3：主動(dòng)去閱讀
這是一個(gè)再強(qiáng)調(diào)也不過分的習(xí)慣。做GRE閱讀練習(xí)時(shí)，積極的心態(tài)十分必要，也就是主動(dòng)去讀，消極被動(dòng)的閱讀態(tài)度和習(xí)慣會(huì)讓你讀完一篇文章根本不知道講了什么，無形中便降低了學(xué)習(xí)效率。而主動(dòng)讀文章最好的方法就是PEAR法。這個(gè)不是梨的意思，而是四點(diǎn)首字母的集合：
1. Pause，讀完每個(gè)段落停下來;
2. Evaluate，總結(jié)大意，思考此段落的作用;
3. Anticipate，預(yù)期下一段會(huì)講什么;
4. Reassess，讀完下一段再對(duì)第二步的evaluate進(jìn)行評(píng)估。
讀下一段接著繼續(xù)PEAR直到全文讀完，Reassess全文并清晰了解全文的行文方式和邏輯構(gòu)思。
GRE閱讀提高技巧4：Passage Map
讀完文章用10-15秒在腦子里畫一下這個(gè)文章的Map，行文方式，每一段講了什么，作者態(tài)度。這是最重要的10到15秒，很多考生忽視了這10到15秒直接跳去做題，這樣你不但對(duì)整篇文章做不到心中有數(shù)，更會(huì)造成讀了后面忘了前面。
你在每一次讀完一篇GRE文章，都需要在腦子里形成一個(gè)Passage Map，這是非常重要的。
GRE閱讀：Design-Engineering
Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technol.ists, artisans, designers, inventors, and engineers—using non-scientific modes of thought. Many features and qualities of the objects that a technol.ist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technol.y, it has been non-verbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rock exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.
The creative shaping process of a technol.ist’s mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technol.ist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should the valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.
Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail “hard thinking,” nonverbal thought is sometimes seen as a primitive stage in the development of c.nitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.
If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.
19.1. In the passage, the author is primarily concerned with
(A) identifying the kinds of thinking that are used by technol.ists
(B) stressing the importance of nonverbal thinking in engineering design
(C) proposing a new role for nonscientific thinking in the development of technol.y
(D) contrasting the goals of engineers with those of technol.ists
(E) criticizing engineering schools for emphasizing science in engineering curricula
19.2. It can be inferred that the author thinks engineering curricula are
(A) strengthened when they include courses in design
(B) weakened by the substitution of physical science courses for courses designed to develop mathematical skills
(C) strong because nonverbal thinking is still emphasized by most of the courses
(D) strong despite the errors that graduates of such curricula have made in the development of automatic control systems
(E) strong despite the absence of nonscientific modes of thinking
19.3.Which of the following statements best illustrates the main point of lines 1-28 of the passage?
(A) When a machine like a rotary engine malfunctions, it is the technol.ist who is best equipped to repair it.
(B) Each component of an automobile—for example, the engine or the fuel tank—has a shape that has been scientifically determined to be best suited to that component’s function.
(C) A telephone is a complex instrument designed by technol.ists using only nonverbal thought.
(D) The designer of a new refrigerator should consider the designs of other refrigerators before deciding on its final form.
(E) The distinctive features of a suspension bridge reflect its designer’s conceptualization as well as the physical requirements of its site.
19.4.Which of the following statements would best serve as an introduction to the passage?
(A) The assumption that the knowledge incorporated in technol.ical developments must be derived from science ignores the many non-scientific decisions made by technol.ists.
(B) Analytical thought is no longer a vital component in the success of technol.ical development.
(C) As knowledge of technol.y has increased, the tendency has been to lose sight of the important role played by scientific thought in making decisions about form, arrangement, and texture.
(D) A movement in engineering colleges toward a technician’s degree reflects a demand for graduates who have the nonverbal reasoning ability that was once common among engineers.
(E) A technol.ist thinking about a machine, reasoning through the successive steps in a dynamic process, can actually turn the machine over mentally.
19.5 The author calls the predicament faced by the Historic American Engineering Record “paradoxical” (lines 36-37) most probably because
(A) the publication needed drawings that its own staff could not make
(B) architectural schools offered but did not require engineering design courses for their students
(C) college students were qualified to make the drawings while practicing engineers were not
(D) the drawings needed were so complicated that even students in architectural schools had difficulty making them
(E) engineering students were not trained to make the type of drawings needed to record the development of their own discipline
19.6. According to the passage, random failures in automatic control systems are “not merely trivial aberrations” (lines 53) because
(A) automatic control systems are designed by engineers who have little practical experience in the field
(B) the failures are characteristic of systems designed by engineers relying too heavily on concepts in mathematics
(C) the failures occur too often to be taken lightly
(D) designers of automatic control systems have too little training in the analysis of mechanical difficulties
(E) designers of automatic control systems need more help from scientists who have a better understanding of the analytical problems to be solved before such systems can work efficiently
19.7. The author uses the example of the early models of high-speed railroad cars primarily to
(A) weaken the argument that modern engineering systems have major defects because of an absence of design courses in engineering curricula
(B) support the thesis that the number of errors in modern engineering systems is likely to increase
(C) illustrate the idea that courses in design are the most effective means for reducing the cost of designing engineering systems
(D) support the contention that a lack of attention to the nonscientific aspects of design results in poor conceptualization by engineers
(E) weaken the proposition that mathematics is a necessary part of the study of design
GRE考試閱讀練習(xí)：舞蹈物理動(dòng)作
Analyzing the physics of dance can add fundamentally to a dancer’s s kill. Although dancers seldom see themselves totally in physical term s —as body mass moving through space under the influence of well-known forces and obeying physical laws —neither can they afford to ignore the physics of movement. For example, no matter how much a dancer wishes to leap off the floor and then s tart turning, the law of conservation of angular momentum absolutely prevents such a movement.
Some movements involving primarily vertical or horizontal motions of the body as a whole, in which rotations can be ignored, can be studied using simple equations of linear motion in three dimensions . However, rotational motions require more complex approaches that involve analyses of the way the body’s m as s is distributed, the axes of rotation involved in different types of m t, and the sources of the forces that produce the rotational movement.
26.1 The primary purpose of the pas s age is to
(A) initiate a debate over two approaches to analyzing a field of study
(B) describe how one field of knowledge can be applied to another field
(C) point out the contradictions between two distinct theories
(D) define and elaborate on an accepted scientific principle
(E) discuss the application of a new theory within a new setting
26.2. The author mentions all of the following as contributing to an understanding of the physics of dance EXCEPT:
(A) the law of conservation of angular momentum
(B) analyses of the way in which the body’s m as s is distributed
(C) equations of linear motion in three dimensions
(D) analyses of the sources that produce rotational motions
(E) the technical term s form ovements such as leaps and turns
26.3.The author implies that dancers can become more s killed by doing which of the following?
(A) Ignoring rotational movements
(B) Understanding the forces that perm it various movements
(C) Solving simple linear equations
(D) Learning the technical term s utilized by chore.raphers
(E) Circumventing the law of conservation of angular momentum
26.4.Analysis of which of the following would require the kind of complex approach described in the last sentence?
(A) A long leap across space
(B) As hort jump upward with a return to the s am e place
(C) As us tained and controlled turn in place
(D) Short, rapid steps forward and then backward without turning
(E) Quick s ides teps in a diagonal line
答案：BEBC
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GRE閱讀難題的通用解題技巧
