GRE閱讀備考要提升記憶力
GRE閱讀中缺乏短期記憶力是個(gè)不小的問題，特別是在面對(duì)一些長(zhǎng)篇文章時(shí)，有些同學(xué)讀完后面就忘了前面，以至于不得不反復(fù)閱讀浪費(fèi)掉許多時(shí)間。下面小編就和大家分享全面了解GRE閱讀備考要提升記憶力，希望能夠幫助到大家，來欣賞一下吧。
GRE閱讀備考要提升記憶力
GRE閱讀備考要重點(diǎn)訓(xùn)練記憶力
之所以要求大家練好閱讀記憶力，主要還是為了順利解答GRE閱讀部分各類題目。GRE閱讀文章大多選自各類科學(xué)或者金融類雜志，篇幅較長(zhǎng)，內(nèi)容也比較深刻復(fù)雜，考生一遍看過往往難以留下足夠的印象，之后解題如果還要返回再仔細(xì)看，往往會(huì)花費(fèi)大量考試時(shí)間。眾所周知GRE考試時(shí)間相當(dāng)緊張，二次閱讀會(huì)浪費(fèi)大量時(shí)間。而如果考生能通過第一次閱讀就把文章內(nèi)容和結(jié)構(gòu)大致記住，解題時(shí)就能更有針對(duì)性地找到問題涉及的文章內(nèi)容，提升答題速度和正確率，而這種記憶能力，就是我們提到的閱讀記憶力。
另外，閱讀記憶力不止對(duì)閱讀有用，對(duì)于一些題目較長(zhǎng)的比如填空或者數(shù)學(xué)文字題來說也能起到很大作用。比如填空中的三空題，題目本身長(zhǎng)度往往接近一篇短閱讀，考生又需要同時(shí)兼顧三個(gè)空格中的選項(xiàng)保持整體意思的合理恰當(dāng)，如果沒有一定的記憶能力，填了這個(gè)空忘了前面或后面的一些關(guān)鍵要點(diǎn)，就很容易選錯(cuò)答案。數(shù)學(xué)中一些本身難度不高但文字表達(dá)特別復(fù)雜的WORD PROBLEM也是如此。總而言之，練好閱讀記憶力，對(duì)于整場(chǎng)GRE考試的各類題型，都能起到一定的積極作用。
GRE閱讀備考記憶力提升方法介紹
那么，考生如何才能培養(yǎng)好GRE考試需要的記憶能力呢?下面小編就為大家介紹具體步驟。
備考提升記憶力步驟1：先練限時(shí)記憶文章結(jié)構(gòu)
1. 用3.5分鐘讀完一篇文章。
2. 在文章每段結(jié)尾，一句話概括出該段主旨。
3. 讀完全文后，瀏覽每段主旨，做好歸納總結(jié)。
4. 提煉并確定文章整體主旨。
上述步驟能幫助考生熟悉全文，加快解題速度。
備考提升記憶力步驟2：查看實(shí)際記憶效果
1. 把剛才看過的文章翻頁，暫時(shí)不去看。
2. 在紙上寫下剛才的每段主旨和文章整體主旨。
檢查記憶的步驟是為了測(cè)試你實(shí)際記住了文章里的多少內(nèi)容，這也真是GRE閱讀理解考察的能力。如果你剛開始練習(xí)的時(shí)候什么都沒記住也沒關(guān)系，但這個(gè)階段請(qǐng)不要直接去看文章。只要盡可能把你還記得的東西寫下來即可。
備考提升記憶力步驟3：直接答題進(jìn)行驗(yàn)證
1. 現(xiàn)在可以把文章翻回來重新看了。
2. 如果題目涉及到具體細(xì)節(jié)，比如某段某行中有關(guān)于特定內(nèi)容的描述說明等，就馬上定位到文章當(dāng)中的相關(guān)部分找尋答案。
3. 如果不是細(xì)節(jié)題，就直接答題。
4. 能夠確定答案的情況下果斷答題并繼續(xù)做后面的題。
5. 不能確定答案的話再回到文章里找，但要求迅速完成。
6. 如果在上一步中無法解答題目，那么就做個(gè)標(biāo)記，猜個(gè)答案然后繼續(xù)做題。
GRE閱讀：提速的取舍問題
GRE閱讀取舍的標(biāo)準(zhǔn)是：
a)讓步分句(如：帶although的分句、帶it is true的分句、帶do的分句等)一律跳過(但是用括號(hào)括起來)，只看后半個(gè)分句;
b)such as后的內(nèi)容一律跳過，也用括號(hào)括起來，不過我會(huì)數(shù)數(shù)列舉的個(gè)數(shù)，如果是4個(gè)，則必出題，其他個(gè)數(shù)不用管，出題了再回頭看;
c)for example舉例只要提煉關(guān)鍵詞的首字母就可以了，也要括起來，重點(diǎn)看后面或前面的結(jié)論。
d)原因——標(biāo)志詞常為BECause、since——一律跳過，括起來，只看結(jié)果。比較容易被忽略的是result in和result from，遇到這兩個(gè)，我在下面劃?rùn)M線做標(biāo)記。
e)老觀點(diǎn)只把握關(guān)鍵詞、知道講的是什么就行，其他一律跳過。
f)冒號(hào)后一律跳過，冒號(hào)下做標(biāo)記。
g)分號(hào)后一律跳過，因?yàn)楸硎静⒘?，?nèi)容和前面大體一致，分號(hào)做標(biāo)記，出題的話再回來看。
現(xiàn)在的標(biāo)準(zhǔn)是：上面這些全看，因?yàn)樗俣壬蟻砹?，但看這些內(nèi)容時(shí)仍然是“毫無感覺”地看，可以不用擔(dān)心它們會(huì)分散注意力了。
當(dāng)這些內(nèi)容都做標(biāo)記后，文章結(jié)構(gòu)就非常清楚了，哪兒是舉例、哪兒是結(jié)論、哪兒是原因、哪兒是轉(zhuǎn)折一目了然，定位非常容易。
我的提高閱讀速度的不二法門：反復(fù)閱讀已經(jīng)讀過的文章，5遍左右吧!慢慢地就會(huì)產(chǎn)生一種直覺，知道哪里略讀哪里重讀。
GRE閱讀：法國(guó)二月革命
In February 1848 the people of Paris rose in revolt against the constitutional monarchy of Louis-Philippe. Despite the existence of excellent narrative accounts, the February Days, as this revolt is called, have been largely ignored by social historians of the past two decades. For each of the three other major insurrections in nineteenth-century Paris—July 1830, June 1848, and May 1871—there exists at least a sketch of participants’ backgrounds and an analysis, more or less rigorous, of the reasons for the occurrence of the uprisings. Only in the case of the February Revolution do we lack a useful description of participants that might characterize it in the light of what social history has taught us about the process of revolutionary mobilization. Two reasons for this relative neglect seem obvious. First, the insurrection of February has been overshadowed by that of June. The February Revolution overthrew a regime, to be sure, but met with so little resistance that it failed to generate any real sense of historical drama. Its successor, on the other hand, appeared to pit key socioeconomic groups in a life-or-death struggle and was widely seen by contemporary observers as marking a historical departure. Through their interpretations, which exert a continuing influence on our understanding of the revolutionary process, the impact of the events of June has been magnified, while, as an unintended consequence, the significance of the February insurrection has been diminished. Second, like other “successful” insurrections, the events of February failed to generate the most desirable kinds of historical records. Although the June insurrection of 1848 and the Paris Commune of 1871 would be considered watersheds of nineteenth-century French history by any standard, they also present the social historian with a signal advantage: these failed insurrections created a mass of invaluable documentation as a by-product of authorities’ efforts to search out and punish the rebels.
Quite different is the outcome of successful insurrections like those of July 1830 and February 1848. Experiences are retold, but participants typically resume their daily routines without ever recording their activities. Those who played salient roles may become the objects of highly embellished verbal accounts or in rare cases, of celebratory articles in contemporary periodicals. And it is true that the publicly acknowledged leaders of an uprising frequently write memoirs. However, such documents are likely to be highly unreliable, unrepresentative, and unsystematically preserved, especially when compared to the detailed judicial dossiers prepared for everyone arrested following a failed insurrection. As a consequence, it may prove difficult or impossible to establish for a successful revolution a comprehensive and trustworthy picture of those who participated, or to answer even the most basic questions one might pose concerning the social origins of the insurgents.
12.1. According to the passage, “a useful description of participants” (lines 11-12) exists for which of the following insurrections of nineteenth-century France?
I. The July Insurrection of 1830
II. The February Revolution of 1848
III. The June insurrection of 1848
IV. The May insurrection of 1871
(A) I and III only
(B) II and IV only
(C) I, II, and III only
(D) I, III, and IV only
(E) II, III, and IV only
12.2. It can be inferred from the passage that support for the objectives of the February Revolution was
(A) negligible
(B) misguided
(C) fanatical
(D) spontaneous
(E) widespread
12.3. Which of the following, best describes the organization of the second paragraph?
(A) The thesis of the passage is stated and supporting evidence systematically presented.
(B) Two views regarding the thesis presented in the first paragraph are compared and contrasted.
(C) Evidence refuting the thesis presented in the first paragraph is systematically presented.
(D) The thesis presented in the first paragraph is systematically supported.
(E) The thesis presented in the first paragraph is further defined and a conclusion drawn.
12.4. It can be inferred from the passage that the author considers which of the following essential for understanding a revolutionary mobilization?
(A) A comprehensive theory of revolution that can be applied to the major insurrections of the nineteenth century
(B) Awareness of the events necessary for a revolution to be successful
(C) Access to narratives and memoirs written by eyewitnesses of a given revolution
(D) The historical perspective provided by the passage of a considerable amount of time
(E) Knowledge of the socioeconomic backgrounds of a revolution’s participants
12.5. Which of the following can be inferred about the “detailed judicial dossiers” referred to in line 49?
(A) Information contained in the dossiers sheds light on the social origins of a revolution’s participants.
(B) The dossiers closely resemble the narratives written by the revolution’s leaders in their personal memoirs.
(C) The information that such dossiers contain is untrustworthy and unrepresentative of a revolution’s participants.
(D) Social historians prefer to avoid such dossiers whenever possible because they are excessively detailed.
(E) The February Revolution of 1848 produced more of these dossiers than did the June insurrection.
12.6. Which of the following is the most lcal objection to the claim made in lines 38-39?
(A) The February Revolution of 1848 is much less significant than the July insurrection of 1830.
(B) The backgrounds and motivations of participants in the July insurrection of 1830 have been identified, however cursorily.
(C) Even less is known about the July insurrection of 1830 than about the February Revolution of 1848.
(D) Historical records made during the July insurrection of 1830 are less reliable than those made during the May insurrection of 1871.
(E) The importance of the July insurrection of 1830 has been magnified at the expense of the significance of the February Revolution of 1848.
12.7. With which of the following statements regarding revolution would the author most likely agree?
(A) Revolutionary mobilization requires a great deal of planning by people representing disaffected groups.
(B) The objectives of the February Revolution were more radical than those of the June insurrection.
(C) The process of revolutionary mobilization varies greatly from one revolution to the next.
(D) Revolutions vary greatly in the usefulness of the historical records that they produce.
(E) As knowledge of the February Revolution increases, chances are good that its importance will eventually eclipse that of the June insurrection.
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