專題08 閱讀理解議論文- 高考英語二輪熱點(diǎn)題型歸納與變式演練（北京專用）-試卷下載-教習(xí)網(wǎng)

2024 年北京高考英語閱讀理解試題題材廣泛，涵蓋人與自我、人與社會和人與自然等多個主題語境，貼近時代、貼近社會、貼近生活、貼近學(xué)生。試題依托語篇，全面考查學(xué)生的閱讀理解能力，突出高階思維的考查，引導(dǎo)中學(xué)教學(xué)回歸課標(biāo)、回歸課堂。閱讀理解的選材注重價值引領(lǐng)，體現(xiàn)學(xué)科的育人功能。例如，有的文章講述了作者在一次考試失敗后，不斷突破自我、鍥而不舍追逐夢想的歷程；有的文章指出人類應(yīng)停止“宇宙是不是模擬”的爭論，依托新的科技成果，創(chuàng)造性地探索未知世界；還有的文章從科學(xué)的視角探討道德規(guī)范的根源。這些文章不僅有助于考生獲取有效信息，正確認(rèn)識世界和中國發(fā)展大勢，還能培養(yǎng)考生的國際意識和文化素養(yǎng)。
閱讀理解題型多樣，包括細(xì)節(jié)理解題、推理判斷題、主旨大意題等。試題考查考生對語篇內(nèi)容、語篇結(jié)構(gòu)的理解和把握，以及對語篇內(nèi)容的分析、闡釋和評價。
議論文的內(nèi)容涵蓋文化、歷史、文學(xué)、科學(xué)和教育等各個方面。在這類體裁的文章中把握好論點(diǎn)、論據(jù)和論證很重要。此類體裁的文章中有關(guān)主旨大意和推理判斷的題目會較多，這也是得分比較難的題型。在閱讀這類文章的時候，我們要認(rèn)真把握作者的態(tài)度，領(lǐng)悟弦外之音，從而更好地依據(jù)文章的事實(shí)做出合理的推斷。
題型01 主旨大意題
【題型詮釋】
主旨大意題主要考查學(xué)生把握全文主題和理解中心思想的能力。根據(jù)多年的備考及高考實(shí)踐，這類題目考查的范圍是：基本論點(diǎn)、文章標(biāo)題、主題或段落大意等。它要求考生在理解全文的基礎(chǔ)上能較好地運(yùn)用概括、判斷、歸納、推理等邏輯思維方法，對文章進(jìn)行高度概括或總結(jié)，屬于高層次題。
干擾項(xiàng)：可能是文中某個具體事實(shí)或細(xì)節(jié)、可能是從文中某些(不完全的)事實(shí)或細(xì)節(jié)片面推出的錯誤結(jié)論、可能是非文章事實(shí)的主觀臆斷。而正確答案需要根據(jù)文章全面理解而歸納概括出來；不能太籠統(tǒng)、言過其實(shí)或以偏概全。
【典例】
（2023·北京朝陽·二模）Superhuman artificial intelligence is already amng us. Well, srt f. When it cmes t playing games like chess and G, r slving difficult scientific challenges like predicting prtein structures, cmputers are well ahead f us. But we have ne superpwer they aren’t clse t mastering: mind reading.
Humans have a mysterius ability t reasn the gals, desires and beliefs f thers, a crucial skill that means we can anticipate ther peple’s actins and the cnsequences f ur wn. Reading minds cmes s easily t us, thugh, that we ften dn’t think t spell ut what we want. If AIs are t becme truly useful in everyday life—t cperate effectively with us r t understand that a child might run int the rad after a buncing ball—we have t give them this gift that evlutin has given us t read ther peple’s minds.
Psychlgists refer t the ability t infer anther’s mental state as thery f mind. In humans, this capacity starts t develp at a very yung age. Hw t reprduce the capability in machines is far frm clear, thugh. One f the main challenges is cntext. Fr instance, if smene asks whether yu are ging fr a run and yu reply “it’s raining”, they can quickly cnclude that the answer is n. But this requires huge amunts f backgrund knwledge abut running, weather and human preferences.
Mrever, whether humans r AI, the thery f mind is suppsed t emerge naturally frm ne’s wn learning prcess. Building prir knwledge int AI makes it reliant n ur imperfect understanding f thery f mind. In additin, AI may be capable f develping appraches we culd never imagine. There can be many frms f thery f mind that we dn’t knw abut simply because we live in a human bdy that has certain types f senses and a certain ability t think.
Yet we might still want AI t have a mre human-like frm f thery f mind. Humans can clearly explain their gals and desires t each ther using cmmn language and ideas. While letting AI frm the thery f mind in their learning prcess is likely t lead t develping mre pwerful AI, plainly building in shared ways t represent knwledge may be crucial fr humans t trust and cmmunicate with AI.
It is imprtant t remember, thugh, that the pursuit f machines with thery f mind is abut mre than just building mre useful rbts. It is als a stepping stne n the path twards a deeper gal fr AI and rbtics research: building truly self-aware machines. Whether we will ever get there remains t be seen. But alng the way thinking abut ther peple and ther agents, we are n the path t learning t think abut urselves.
35．Which wuld be the best title fr the passage?
A．AI with Its Own Thery f Mind Is Expected
B．AI with Thery f Mind Will Reshape Our Future
C．AI’s Thery f Mind Is a Blessing r Suffering t Humans
D．Thery f Mind Bridges the Gap Between Humans and AI
題型02 詞義猜測題
【題型詮釋】
閱讀理解的測試中經(jīng)常有猜測詞、短語、習(xí)語、句子意義的題目，近幾年高考閱讀中詞義猜測題的考查方法呈多樣化，其中根據(jù)上下文語境推測詞義將會越來越多。有時短文中出現(xiàn)一個需猜測其意義的詞或短語，后文接著會出現(xiàn)其定義、解釋或例子，這就是判斷該詞或短語意義的主要依據(jù)。
我們還可以根據(jù)轉(zhuǎn)折或?qū)Ρ汝P(guān)系進(jìn)行判斷：根據(jù)上下句的連接詞，如but，hwever，therwise等就可以看到前后句在意義上的差別，從而依據(jù)某一句的含義來確定另一句的含義。另外，分號(；)也可以表示轉(zhuǎn)折、對比或不相干的意義。還可以根據(jù)因果關(guān)系進(jìn)行判斷。
【典例】
（23-24高二上·北京石景山·期末）There exist cruel wars, fighting and sadness in the wrld tday, s it’s nt nly necessary, but als essential t have a gd sense f humr just t help us tide thrugh difficult times in ur lives. Putting a smile n smene’s face when yu knw they are feeling depressed, as the saying ges, makes me feel gd and warms my heart.
Hw wuld yu feel if yu culd nt jke arund with yur wife, husband, child, c-wrker, neighbr, clse friend, r even just smene that yu are standing in line with at yur crner stre? I am always saying things that make thers smile r laugh, even if I dn’t knw the persn I’m jking arund with. My Grandma always fund humr in everything she did, even if it was the hardest jb anyne culd imagine. This nt nly relieves stress in any situatin, but als is cmmn curtesy (禮貌) t speak t thers that are arund yu.
I knw f a few peple that dn’t have a funny bne in their bdies, as they say. Everyne arund them culd be rlling n the flr after hearing a great jke and they wuld sit there withut the slightest smile n their face. They dn’t get the jke that makes thers laugh. I am busting a gut while they just sit there, lking at me as if I were frm uter space. Hw can peple nt get a really funny jke?
Laughing is essential t keeping yur stress levels under cntrl. Withut humr we wuld find urselves with a lt f psychlgical prblems, r n a lt f medicatins t keep us frm ging crazy. There is t much sadness in this present wrld. It drives peple crazy. We all need t find a way t bypass the sadness and bring a little light int ur lives. S, I believe ur best medicine is t get tgether and tell sme jkes and have sme fun laughing tgether.
7．The phrase “busting a gut” underlined in Paragraph 3 can be replaced by .
A．speaking ludlyB．laughing hard
C．a(chǎn)cting strangelyD．explaining carefully
題型03 推理判斷題
【題型詮釋】
推斷題要求學(xué)生在理解文章表面信息的基礎(chǔ)上，通過語篇邏輯關(guān)系，研究細(xì)節(jié)的暗示，推敲作者態(tài)度，理解文章的寓意等。推理的結(jié)論一定是原文有這層意思，但沒有明確表達(dá)的。推理要根據(jù)文章的字面意思，通過語篇、段落和句子之間的邏輯關(guān)系，各個信息所暗示和隱含的意義，作者的隱含意等對文章進(jìn)行推理判斷。考生要由文字的表層信息挖掘出文章的深層含義，要能透過現(xiàn)象看本質(zhì)。
推斷題是議論文中出現(xiàn)頻率最高、難度最大的題目。推斷題常?？疾閷懽髂康摹⒆髡咭鈭D、結(jié)論推斷或者文章出處推斷等。常見的題目如下：
①Frm the example in paragraph..., we can infer that ____________.
②Whats the purpse f the text?
③Whats the attitude f the authr twards
【典例】
（23-24高二下·北京豐臺·期末）All ver the wrld, frmal educatin supplies the ecnmy with wrkers wh will increase prductivity t fuel the ecnmic machine. But this machine nw threatens ur very survival. If the entire wrld reaches the levels f cnsumptin seen in high-incme cuntries tday, we’ll need multiple planet Earths t supply the resurces. The absurd (荒謬的) idea f infinite grwth within a finite territry is at the heart f ur ecnmic system.
T keep this machine running, frmal educatin generates ever mre efficient “human capital”. Increasing prductivity metrics (指標(biāo)) rather than the individuality f students drives ur civilizatin’s apprach t schling ur yung peple. Whereas the Sustainable Develpment Gals call fr turning educatin int a frce fr sustainability, the ppsite is ften true: The ways Western scieties have cme t think abut educatin undermine ur ability t deal with the envirnmental crisis. T get thrugh this crisis, we need t cultivate ur imaginatin, nt undermine it.
Grwing up, nne f my schling fstered my ability t imagine a wrld different frm what I saw arund me. Besides, I realize the suppressin (抑制) f children’s imaginatin desn’t take place nly in underresurced cmmunities, but in “elite” institutins that tut “critical thinking”. Schls want t see their graduates succeed, and success is t ften abut maintaining current structures — nt abut reimagining their fundatins.
Essentially, ur educatin systems shape children in the image f artificial intelligence. The perfect “wrker”, AI, cntinually imprves its wn prductivity but desn’t challenge the larger structures within which it perates. It is ne f the great paradxes f ur time that we invest s much int building supercmputers while marginalizing the imaginative ptential f millins f human brains. What’s mre, we even put ur hpe in slving the envirnmental crisis n AI. But AI, like ur ther technlgies, can nly treat the symptms f the envirnmental crisis, nt the causes
Thrughut histry, achievers f great change have relied n their imaginatins t address fundamental flaws in sciety. In my cuntry f birth, cmmunists kept their dreams f demcracy alive fr decades by imagining different futures. In Suth Africa, Nelsn Mandela’s fllwers had t be radical (激進(jìn)的) in their imaginatin t create a visin f a fairer sciety. Imagining demcracy when living under a ttalitarian regime (極權(quán)主義政權(quán)) isn’t that different frm imagining degrwth when living in a wrld f infinite grwth.
The kind f intelligence that Nelsn Mandela and such pssessed was nt artificial. The ability t reimagine the future and disrupt the current situatin remains a distinctly human quality. Unlike AI, children are naturally imaginative and questin the premises f sciety. In my research, I have bserved that yunger children are ften the mst radical in imagining different futures.
As lng as ur imaginatin is curtailed, ideas like degrwth sund utpian (烏托邦的) t many, Cultivating imaginatin means learning frm histry’s disrupters wh made the impssible pssible. Instead f dismissing “childish” ideas abut the wrld’s future, it means seeing inspiratin in children’s imaginatins. In an educatin system that celebrates imaginatin, arts and creativity are as imprtant as math and science. Idealism cexists with pragmatism. The envirnmental crisis is nt a crisis f technlgy r science, it is a crisis f imaginatin. If we let children be ur guides, we might be able t imagine ur way t survival.
1．The authr hpes educatin can play its rle in ________.
A．develping human resurces
B．prmting sustainable develpment
C．increasing prductivity
D．maximizing ecnmic grwth
2．Frm the passage, we can learn that _________.
A．imaginatin isn’t well develped in schls
B．AI helps explit the ptential f human brains
C．graduates’ success changes the scial structures
D．AI can address the rt cause f ecnmic crisis
3．Nelsn Mandela is mentined as _________.
A．a(chǎn) success in building a fair sciety
B．a(chǎn) leader wh had a great influence
C．a(chǎn) pineer pssessing the quality f AI
D．a(chǎn)n inspiratin t slve scial prblems
4．Accrding t the passage, the authr may agree that _________.
A．children’s imaginatin ensures human’s survival
B．the envirnmental crisis results frm technlgy
C．imaginatin can help slve envirnmental crisis
D．the “childish” ideas will ruin the wrld’s future
題型04 細(xì)節(jié)理解題
【題型詮釋】
細(xì)節(jié)理解題主要考查考生對文章中某些細(xì)節(jié)或重要事實(shí)的理解能力。它一般包括直接理解題和語意理解題兩種。直接理解題的答案與原文直接掛鉤，從閱讀材料中可以找到。這種題難度低，只要考生讀懂文章，就能得分，屬于低層次題。它們往往以what, which, wh, when, where, hw來提問，有時還會加上一個前提，如：Accrding t the passage/the first/last para-graph...。
【典例】
（2023·北京西城·一模）Technlgy seems t discurage slw, immersive reading. Reading n a screen, particularly a phne screen, tires yur eyes and makes it harder fr yu t keep yur place. S nline writing tends t be mre skimmable and list-like than print. The cgnitive neurscientist Mary Walt argued recently that this “new nrm” f skim reading is prducing “an invisible, game-changing transfrmatin” in hw readers prcess wrds. The neurnal circuit that sustains the brain’s capacity t read nw favrs the rapid absrptin f infrmatin, rather than skills develped by deeper reading, like critical analysis.
We shuldn’t verplay this danger. All readers skim. Skimming is the skill we acquire as children as we learn t read mre skillfully. Frm abut the age f nine, ur eyes start t bunce arund the page, reading nly abut a quarter f the wrds prperly, and filling in the gaps by inference. Nr is there anything new in these fears abut declining attentin spans. S far, the anxieties have prved t be false alarms. “Quite a few critics have been wrried abut attentin span lately and see very shrt stries as signs f cultural decline,” the American authr Selvin Brwn wrte. “N ne ever said that pems were evidence f shrt attentin spans.”
And yet the Internet has certainly changed the way we read. Fr a start, it means that there is mre t read, because mre peple than ever are writing. If yu time travelled just a few decades int the past, yu wuld wnder at hw little writing was happening utside a classrm. And digital writing is meant fr rapid release and respnse. An nline article starts frming a cmment string underneath as sn as it is published. This mde f writing and reading can be interactive and fun. But ften it treats ther peple’s wrds as smething t be quickly harvested as fdder t say smething else. Everyne talks ver the tp f everyne else, desperate t be heard.
Perhaps we shuld slw dwn. Reading is cnstantly prmted as a scial gd and surce f persnal achievement. But this advcacy ften emphasizes “enthusiastic”, “passinate” r “eager” reading, nne f which adjectives suggest slw, quiet absrptin.
T a slw reader, a piece f writing can nly be fully understd by immersing neself in the wrds and their slw cmprehensin f a line f thught. The slw reader is like a swimmer wh stps cunting the number f pl laps he has dne and just enjys hw his bdy feels and mves in water.
The human need fr this kind f deep reading is t tenaciusfr any new technlgy t destry. We ften assume that technlgical change can’t be stpped and happens in ne directin, s that lder media like “dead-tree” bks are kicked ut by newer, mre virtual frms. In practice, lder technlgies can cexist with new nes. The Kindle has nt killed ff the printed bk any mre than the car killed ff the bicycle. We still want t enjy slwly-frmed ideas and carefully-chsen wrds. Even in a fast-mving age, there is time fr slw reading.
41．The authr wuld prbably agree that.
A．a(chǎn)dvcacy f passinate reading helps prmte slw reading
B．digital writing leads t t much speaking and nt enugh reflectin
C．the public shuld be aware f the impact skimming has n neurnal circuits
D．the number f Internet readers is declining due t the advances f technlgy
【高考真題】
【2024北京卷】
The ntin that we live in smene else’s vide game is irresistible t many. Searching the term “simulatin hypthesis” (模擬假說) returns numerus results that debate whether the universe is a cmputer simulatin —— a cncept that sme scientists actually take seriusly. Unfrtunately, this is nt a scientific questin. We will prbably never knw whether it’s true. We can, instead, use this idea t advance scientific knwledge.
The 18th-century philspher Kant argued that the universe ultimately cnsists f things-in-themselves that are unknwable. While he held the ntin that bjective reality exists, he said ur mind plays a necessary rle in structuring and shaping ur perceptins. Mdern sciences have revealed that ur perceptual experience f the wrld is the result f many stages f prcessing by sensry systems and cgnitive (認(rèn)知的) functins in the brain. N ne knws exactly what happens within this black bx. If empirical (實(shí)證的) experience fails t reveal reality, reasning wn’t reveal reality either since it relies n cncepts and wrds that are cntingent n ur scial, cultural and psychlgical histries. Again, a black bx.
S, if we accept that the universe is unknwable, we als accept we will never knw if we live in a cmputer simulatin. And then, we can shift ur inquiry frm “Is the universe a cmputer simulatin?” t “Can we mdel the universe as a cmputer simulatin? ” Mdelling reality is what we d. T facilitate ur cmprehensin f the wrld, we build mdels based n cnceptual metaphrs (隱喻) that are familiar t us. In Newtn’s era, we imagined the universe as a clck. In Einstein’s, we uncvered the standard mdel f particle (粒子) physics.
Nw that we are in the infrmatin age, we have new cncepts such as the cmputer, infrmatin prcessing, virtual reality, and simulatin. Unsurprisingly, these new cncepts inspire us t build new mdels f the universe. Mdels are nt the reality, hwever. There is n pint in arguing if the universe is a clck, a set f particles r an utput f cmputatin. All these mdels are tls t deal with the unknwn and t make discveries. And the mre tls we have, the mre effective and insightful we can becme.
It can be imagined that cmparable t the prcess f building previus scientific mdels, develping the “cmputer simulatin” metaphr-based mdel will als be a hugely rewarding exercise.
28. What des the authr intend t d by challenging a hypthesis?
A. Make an assumptin.B. Illustrate an argument.
C. Give a suggestin.D. Justify a cmparisn.
29. What des the phrase “cntingent n” underlined in Paragraph 2 prbably mean?
A. Accepted by.B. Determined by.C. Awakened by.D. Discvered by.
30. As fr Kant’s argument, the authr is _________.
A. appreciativeB. dubtfulC. uncncernedD. disapprving
31. It is implied in this passage that we shuld _________.
A. cmpare the current mdels with the previus nes
B. cntinue explring the classical mdels in histry
C. stp arguing whether the universe is a simulatin
D. turn simulatins f the universe int realities up.
【2022年北京卷】
Quantum ( 量子 ) cmputers have been n my mind a lt lately. A friend has been sending me articles n hw quantum cmputers might help slve sme f the biggest challenges we face as humans. I’ve als had exchanges with tw quantum-cmputing experts. One is cmputer scientist Chris Jhnsn wh I see as smene wh helps keep the field hnest. The ther is physicist Philip Taylr.
Fr decades, quantum cmputing has been little mre than a labratry curisity. Nw, big tech cmpanies have invested in quantum cmputing, as have many smaller nes. Accrding t Business Weekly, quantum machines culd help us “cure cancer, and even take steps t turn climate change in the ppsite directin.” This is the srt f hype ( 炒作 ) that annys Jhnsn. He wrries that researchers are making prmises they can’t keep. “What’s new,” Jhnsn wrte, “is that millins f dllars are nw ptentially available t quantum cmputing researchers.”
As quantum cmputing attracts mre attentin and funding, researchers may mislead investrs, jurnalists, the public and, wrst f all, themselves abut their wrk’s ptential. If researchers can’t keep their prmises, excitement might give way t dubt, disappintment and anger, Jhnsn warns. Lts f ther technlgies have gne thrugh stages f excitement. But smething abut quantum cmputing makes it especially prne t hype, Jhnsn suggests, perhaps because “‘quantum’ stands fr smething cl yu shuldn’t be able t understand.” And that brings me back t Taylr, wh suggested that I read his bk Q fr Quantum.
After I read the bk, Taylr patiently answered my questins abut it. He als answered my questins abut PyQuantum, the firm he c-funded in 2016. Taylr shares Jhnsn’s cncerns abut hype, but he says thse cncerns d nt apply t PyQuantum.
The cmpany, he says, is clser than any ther firm “by a very large margin ( 幅度 )” t building a “useful” quantum cmputer, ne that “slves an impactful prblem that we wuld nt have been able t slve therwise.” He adds, “Peple will naturally discunt my pinins, but I have spent a lt f time quantitatively cmparing what we are ding with thers.”
Culd PyQuantum really be leading all the cmpetitin “by a wide margin”, as Taylr claims? I dn’t knw. I’m certainly nt ging t advise my friend r anyne else t invest in quantum cmputers. But I trust Taylr, just as I trust Jhnsn.
31. Regarding Jhnsn’s cncerns, the authr feels ________.
A. sympatheticB. uncncernedC. dubtfulD. excited
32. What leads t Taylr’s ptimism abut quantum cmputing?
A. His dminance in physics.B. The cmpetitin in the field.
C. His cnfidence in PyQuantum.D. The investment f tech cmpanies.
33. What des the underlined wrd “prne” in Paragraph 3 mst prbably mean?
A. Open.B. Cl.C. Useful.D. Resistant.
34. Which wuld be the best title fr the passage?
A. Is Jhnsn Mre Cmpetent Than Taylr?
B. Is Quantum Cmputing Redefining Technlgy?
C. Will Quantum Cmputers Ever Cme int Being?
D. Will Quantum Cmputing Ever Live Up t Its Hype?
【2021年北京卷】
Early fifth-century philspher St．Augustine famusly wrte that he knew what time was unless smene asked him．Albert Einstein added anther wrinkle when he therized that time varies depending n where yu measure it．Tday's state-f-the-art atmic（原子的） clcks have prven Einstein right．Even advanced physics can't decisively tell us what time is, because the answer depends n the questin yu're asking．
Frget abut time as an abslute．What if，instead f cnsidering time in terms f astrnmy,we related time t eclgy？What if we allwed envirnmental cnditins t set the temp（節(jié)奏） f human life？We're increasingly aware f the fact that we can't cntrl Earth systems with engineering alne，and realizing that we need t mderate（調(diào)節(jié)）ur actins if we hpe t live in balance．What if ur definitin f time reflected that？
Recently，I cnceptualized a new apprach t timekeeping that's cnnected t circumstances n ur planet，cnditins that might change as a result f glbal warming．We're nw building a clck at the Anchrage Museum that reflects the ttal flw f several majr Alaskan rivers，which are sensitive t lcal and glbal envirnmental changes．We've prgrammed it t match an atmic clck if the waterways cntinue t flw at their present rate．If the rivers run faster in the future n average，the clck will get ahead f standard time．If they run slwer，yu'll see the ppsite effect．
The clck registers bth shrt-term irregularities and lng-term trends in river dynamics．It's a srt f bservatry that reveals hw the rivers are behaving frm their wn tempral frame（時間框架），and allws us t witness thse changes n ur smartwatches r phnes．Anyne wh pts t g n Alaska Mean River Time will live in harmny with the planet．Anyne wh cnsiders river time in relatin t atmic time will encunter a majr imbalance and may be mtivated t cunteract it by cnsuming less fuel r supprting greener plicies．
Even if this methd f timekeeping is nvel in its particulars，early agricultural scieties als cnnected time t natural phenmena．In pre-Classical Greece，fr instance，peple“crrected”fficial calendars by shifting dates frward r backward t reflect the change f seasn．Tempral cnnectin t the envirnment was vital t their survival．Likewise，river time and ther timekeeping systems we're develping may encurage envirnmental awareness．
When St．Augustine admitted his inability t define time， he highlighted ne f time 's mst nticeable qualities：Time becmes meaningful nly in a defined cntext．Any timekeeping system is valid，and each is as praisewrthy as its purpse．
31 What is the main idea f Paragraph 1？
A. Timekeeping is increasingly related t nature．
B. Everyne can define time n their wn terms．
C. The qualities f time vary with hw yu measure it．
D. Time is a majr cncern f philsphers and scientists．
32. The authr raises three questins in Paragraph 2 mainly t________．
A. present an assumptinB. evaluate an argument
C. highlight an experimentD. intrduce an apprach
33. What can we learn frm this passage？
A. Thse wh d nt g n river time will live an imbalanced life．
B. New ways f measuring time can help t cntrl Earth systems．
C. Atmic time will get ahead f river time if the rivers run slwer．
D. Mdern technlgy may help t shape the rivers’ tempral frame．
34. What can we infer frm this passage？
A. It is crucial t imprve the definitin f time．
B. A fixed frame will make time meaningless．
C. We shuld live in harmny with nature．
D. Histry is a mirrr reflecting reality．
【2020年北京卷】
Certain frms f AI are indeed becming ubiquitus. Fr example, algrithms (算法) carry ut huge vlumes f trading n ur financial markets, self-driving cars are appearing n city streets, and ur smartphnes are translating frm ne language int anther. These systems are smetimes faster and mre perceptive than we humans are. But s far that is nly true fr the specific tasks fr which the systems have been designed. That is smething that sme AI develpers are nw eager t change.
Sme f tday’s AI pineers want t mve n frm tday’s wrld f “weak” r “narrw” AI, t create “strng” r “full” AI, r what is ften called artificial general intelligence (AGI). In sme respects, tday’s pwerful cmputing machines already make ur brains lk weak. A GI culd, its advcates say, wrk fr us arund the clck, and drawing n all available data, culd suggest slutins t many prblems. DM, a cmpany fcused n the develpment f AGI, has an ambitin t “slve intelligence”. “If we’re successful,” their missin statement reads, “we believe this will be ne f the mst imprtant and widely beneficial scientific advances ever made.”
Since the early days f AI, imaginatin has utpaced what is pssible r even prbable. In 1965, an imaginative mathematician called Irving Gd predicted the eventual creatin f an “ultra-intelligent machine…that can far surpass all the intellectual (智力的) activities f any man, hwever clever.” Gd went n t suggest that “the first ultra-intelligent machine” culd be “the last inventin that man need ever make.”
Fears abut the appearance f bad, pwerful, man-made intelligent machines have been reinfrced (強(qiáng)化) by many wrks f fictin — Mary Shelley’s Frankenstein and the Terminatr film series, fr example. But if AI des eventually prve t be ur dwnfall, it is unlikely t be at the hands f human-shaped frms like these, with recgnisably human mtivatins such as aggressin (敵對行為). Instead, I agree with Oxfrd University philspher Nick Bstrm, wh believes that the heaviest risks frm A GI d nt cme frm a decisin t turn against mankind but rather frm a dgged pursuit f set bjectives at the expense f everything else.
The prmise and danger f true A GI are great. But all f tday’s excited discussin abut these pssibilities presuppses the fact that we will be able t build these systems. And, having spken t many f the wrld’s fremst AI researchers, I believe there is gd reasn t dubt that we will see A GI any time sn, if ever.
42. What des the underlined wrd “ubiquitus” in Paragraph I prbably mean?
A. Enrmus in quantity.B. Changeable daily.
C. Stable in quality.D. Present everywhere.
43. What culd AGI d fr us, accrding t its supprters?
A. Help t tackle prblems.B. Make brains mre active.
C. Benefit ambitius peple.D. Set up pwerful databases.
44. As fr Irving Gd’s pinin n ultra-intelligent machines the authr is ____________.
A. supprtiveB. disapprving
C. fearfulD. uncertain
45. What can be inferred abut AGI frm the passage?
A. It may be nly a dream.
B. It will cme int being sn.
C. It will be cntrlled by humans.
D. It may be mre dangerus than ever.
【最新?？肌?br>【2024·北京海淀·一模】
“Assume yu are wrng.” The advice came frm Brian Nsek, a psychlgy prfessr, wh was ffering a strategy fr pursuing better science.
T understand the cntext fr Nsek’s advice, we need t take a step back t the nature f science itself. Yu see despite what many f us learned in elementary schl, there is n single scientific methd. Just as scientific theries becme elabrated and change, s d scientific methds.
But methdlgical refrm hasn’t cme withut sme fretting and frictin. Nasty things have been said by and abut methdlgical refrmers. Few peple like having the value f their life’s wrk called int questin. On the ther side, few peple are gd at vicing criticisms in kind and cnstructive ways. S, part f the challenge is figuring ut hw t bake critical self-reflectin int the culture f science itself, s it unflds as a welcme and integrated part f the prcess, and nt an embarrassing sideshw.
What Nsek recmmended was a strategy fr changing the way we ffer and respnd t critique. Assuming yu are right might be a mtivating frce, sustaining the enrmus effrt that cnducting scientific wrk requires. But it als makes it easy t interpret criticisms as persnal attacks. Beginning, instead, frm the assumptin yu are wrng, a criticism is easier t interpret as a cnstructive suggestin fr hw t be less wrng — a gal that yur critic presumably shares.
One wrry abut this apprach is that it culd be demralizing fr scientists. Striving t be less wrng might be a less effective mtivatin than the prmise f being right. Anther cncern is that a strategy that wrks well within science culd backfire when it cmes t cmmunicating science with the public. Withut an appreciatin fr hw science wrks, it’s easy t take uncertainty r disagreements as marks against science, when in fact they reflect sme f the very features f science that make it ur best apprach t reaching reliable cnclusins abut the wrld. Science is reliable because it respnds t evidence: as the quantity and quality f ur evidence imprves, ur theries can and shuld change, t.
Despite these wrries, I like Nsek’s suggestin because it builds in cgnitive humility alng with a sense that we can d better. It als builds in a sense f cmmunity — we’re all in the same bat when it cmes t falling shrt f getting things right.
Unfrtunately, this still leaves us with an untested hypthesis (假說): that assuming ne is wrng can change cmmunity nrms fr the better, and ultimately supprt better science and even, perhaps, better decisins in life. I dn’t knw if that’s true. In fact, I shuld prbably assume that it’s wrng. But with the benefit f the scientific cmmunity and ur best methdlgical tls, I hpe we can get it less wrng, tgether.
17．What can we learn frm Paragraph 3?
A．Refrmers tend t devalue researchers’ wrk.
B．Scientists are unwilling t express kind criticisms.
C．Peple hld wrng assumptins abut the culture f science.
D．The scientific cmmunity shuld practice critical self-reflectin.
18．The strategy f “assuming yu are wrng” may cntribute t ______.
A．the enrmus effrts f scientists at wrk
B．the reliability f ptential research results
C．the public’s passin fr scientific findings
D．the imprvement in the quality f evidence
19．The underlined wrd “demralizing” in Paragraph 5 means ______.
A．discuragingB．ineffectiveC．unfairD．misleading
20．The tne the authr uses in talking abut the untested hypthesis is ______.
A．dubtful but sincereB．disapprving but sft
C．a(chǎn)uthritative and directD．reflective and humrus
【2024·北京延慶·一?！?br>It is rapidly emerging as ne f the mst imprtant technlgical, and increasingly idelgical, divides f ur times: shuld pwerful generative artificial intelligence systems be pen r clsed?
Supprters say they braden access t the technlgy, stimulate innvatin and imprve reliability by encuraging utside scrutiny. Far cheaper t develp and deply, smaller pen mdels als inject cmpetitin int a field dminated by big US cmpanies such as Ggle. Micrsft and OpenAI that have invested billins develping massive, clsed and clsely cntrlled generative Al systems.
But detractrs argue pen mdels risk lifting the lid n a Pandra’s bx f trubles. Bad actrs can explit them t spread persnalised disinfrmatin, while terrrists might use them t manufacture cyber r bi weapns. “The danger f pen surce is that it enables mre crazies t d crazy things, “Geffrey Hintn, ne f the pineers f mdern AI, has warned.
The histry f OpenAI, which develped the ppular ChatGPT chatbt, is itself instructive. As its name suggests, the research cmpany was funded in 2015 with a cmmitment t develp the technlgy as penly as pssible. But it later abandned that apprach fr bth cmpetitive and safety reasns. Once OpenAI realised that its generative AI mdels were ging t be “unbelievably ptent”, it made little sense t pen surce them, Ilya Sutskever, OpenAI’s chief scientist said.
Supprters f pen mdels hit back, ridiculing the idea that pen generative AI mdels enable peple t access infrmatin they culd nt therwise find frm the internet r a rgue scientist. They als highlight the cmpetitive self-interest f the big tech cmpanies in shuting abut the dangers f pen mdels, whse intentin is t establish their wn market dminance strngly.
But there is an idelgical dimensin t this debate, t. Yann LeCun, chief scientist f Meta, has likened the arguments fr cntrlling the technlgy t medieval bscurantism (蒙昧主義): the belief that nly a self-selecting priesthd f experts is wise enugh t handle knwledge.
In the future, all ur interactins with the vast digital repsitry f human knwledge will be mediated thrugh Al systems. We shuld nt want a handful f Silicn Valley cmpanies t cntrl that access. Just as the internet flurished by resisting attempts t enclse it, s AI will thrive by remaining pen, LeCun argues.
Wendy Hall, ryal prfessr f cmputer science at Suthamptn university, says we d nt want t live in a wrld where nly the big cmpanies run generative Al. Nr d we want t allw users t d anything they like with pen mdels. “We have t find sme cmprmise,” she suggests.
We shuld certainly resist the tyranny (暴政) f the binary (二進(jìn)制) when it cmes t thinking abut AI mdels. Bth pen and clsed mdels have their benefits and flaws. As the capabilities f these mdels evlve, we will cnstantly have t tweak the weightings between cmpetitin and cntrl.
21．What des the underlined wrd “ptent” in Paragraph 4 mst prbably mean?
A．Accessible. B．Pwerful. C．Significant. D．Unnticeable.
22．What can we learn frm this passage?
A．It needs billins f dllars t develp and deply pen-surce mdels.
B．The field f generative AI systems is dminated by big cmpanies.
C．Only self-selecting experts can handle pen mdels wisely.
D．Users can d anything they like with pen mdels at this mment.
23．Regarding Wendy Hall’s suggestins, the authr is ______.
A．sympatheticB．puzzledC．uncncernedD．ppsed
24．Which f the fllwing wuld be the best title fr the passage?
A．Hw t Keep the Lid n the Pandra’s Bx f Open AI
B．Divides n Open AI: technlgy and idelgy
C．Where des the Debate n Open AI End
D．Prs and Cns f Open AI
【2023·北京東城·二?！?br>September 2022 was apparently the mnth artificial intelligence essay anxiety biled ver in academia, after a user f an AI writing service claimed t be getting straight A’s with essays “written” using artificial intelligence. Mst prfessrs expressed cncern. One wrte, “Grading smething an AI wrte is an incredibly depressing waste f my life.”
As all this nline depressin was playing ut, I asked my students, wh were mstly majrs in writing, t submit a 2,000-wrd prpsal abut a lcal issue. I asked them t rely n the AI as much as pssible. After reviewing their 22 AI essays, I can tell yu cnfidently that the technlgy just isn’t there. My students used free accessible text generatrs nline and put in a lt f effrt. But, if I had believed these were genuine student essays, the very best wuld have earned smewhere arund a C r C-minus. Many f the essays had bvius red flags fr AI generatin: utdated facts, qutes frm prir university presidents presented as current presidents, fictinal prfessrs and named student rganizatins that dn’t exist. At the same time, the students reprted that using AI required far mre time than simply writing their essays the ld-fashined way wuld have.
There has been a fair amunt written abut the suppsed impressiveness f AI-generated text. There are even several high-prfile AI-written articles, essays r even scientific papers r screenplays that shwcase this impressiveness. In many f these cases, the “authrs” have access t higher-quality language mdels than mst students are currently able t use. But, mre imprtantly, the published examples are generally the plished frm f prfessinal writers and editrs. In cntrast, many f my students’ AI-generated essays shwed the cmmn prblems f student writing—uncertainty abut the apprpriate writing style, issues with rganizatin and transitins, and incnsistent paragraphing. Obviusly, prducing a quality essay with AI requires having high writing skill and revising skill t prduce apprpriate utputs.
My experimental s tells me that a gd assignment sheet is the best defense against AI essays. If yur assignment is “Describe the reasns fr the U.S. Civil War”, yu are mre likely t get AI r dwnladed essay submissins. My assignment was a challenge because it asked students t address lcal issues f cncern. There are just nt enugh relevant examples in the data the AI text generatrs are drawing frm.
It has been just ver five years since cmputer scientists declared, “We shuld stp training radilgists(放射科醫(yī)生) nw. Deep learning is ging t d better than radilgists.” Well, we’re still training radilgists, and there’s n indicatin that deep learning is ging t replace human dctrs anytime sn. In much the same way, I strngly suspect full-n rbt writing will always and frever be “just arund the crner”.
28．What can we learn abut the students in the experiment?
A．Their writing efficiency was affected.
B．Their essays were better structured.
C．They preferred AI-written essays.
D．They vercame AI’s weaknesses.
29．What des the authr imply in Paragraph 3?
A．Online text generatrs are far frm reliable.
B．Genuine student essays deserve higher marks.
C．Students need t have better mastery f technlgy.
D．Revising applicatins decide the quality f AI essays.
30．In the authr’s pinin, what may discurage the use f AI text generatrs?
A．Standard criteriaB．Strict regulatins..
C．Clear instructins.D．Unique writing tasks.
31．What is the main purpse f the passage?
A．T assess AI’s influence n students’ writing.
B．T discuss the threat f AI t the teaching f writing.
C．T appeal fr the apprpriate applicatin f AI text generatrs.
D．T analyse the differences between genuine and Al-written essays.
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