考研英語(yǔ)閱讀綜合輔導(dǎo)之歷史學(xué)類03

　　閱讀綜合輔導(dǎo) 　　[歷史學(xué)] 　　題目序號(hào) 　　題型歸類 　　第1題 　　中心主旨題型 　　第2題 　　審題定位題型 　　第3題 　　審題定位題型 　　第4題 　　標(biāo)點(diǎn)符號(hào)題型 　　第5題 　　寫作手法題型 　　Traditionally, the study of history has had fixed boundaries andfocal points periods, countries, dramatic events, and great leaders. It also hashad clear and firm notions of scholarly procedure: how one inquires into ahistorical problem, how one presents and documents ones findings,what constitutes admissible and adequate proof. 　　Anyone who has followed recent historical literature can testify tothe revolution that is taking place in historical studies. The currentlyfashionable subjects come directly from the sociology catalog: childhood, work,leisure. The new subjects are accompanied by new methods. Where history oncewas primarily narrative, it is now entirely analytic. The old questions Whathappened? and How did it happen? have given way to the question Why did it happen? Prominentamong the methods used to answer the question Why ispsychoanalysis, and its use has given rise to psychohistory. 　　Psychohistory does not merely use psychological explanations inhistorical contexts. Historians have always used such explanations when theywere appropriate and when there was sufficient evidence for them. But thispragmatic use of psychology is not what psychohistorians intend. They arecommitted, not just to psychology in general, but to Freudian psychoanalysis.This commitment precludes a commitment to history as historians have alwaysunderstood it. Psychohistory derives its facts not fromhistory, the detailed records of events and their consequences, but frompsychoanalysis of the individuals who made history, and deduces its theoriesnot from this or that instance in their lives, but from a view of human naturethat transcends history. It denies the basic criterion of historical evidence:that evidence be publicly accessible to, and therefore assessable by, allhistorians. And it violates the basic tenet of historical method: thathistorians be alert to the negative instances that would refute their theses.Psychohistorians, convinced of the absolute rightness of their own theories, arealso convinced that theirs is the deepest explanationof any event, that other explanations fall short of the truth. 　　Psychohistory is not content to violate the discipline of history; italso violates the past itself. It denies to the past an integrity and will ofits own, in which people acted out of a variety of motives and in which eventshad a multiplicity of causes and effects. It imposes upon the past the samedeterminism that it imposes upon the present, thus robbing people and events oftheir individuality and of their complexity. Instead of respecting theparticularity of the past, it assimilates all events, past and present, into asingle deterministic schema that is presumed to be true at all times and in allcircumstances. 　　1.Which of the following best states the main point of the text? 　　[A] The approach of psychohistorians to historical study is currently in vogueeven though it lacks the rigor and verifiability of traditional historicalmethod. 　　[B] Traditional historians can benefit from studying the techniques andfindings of psychohistorians. 　　[C] Areas of sociological study such as childhood and work are of littleinterest to traditional historians. 　　[D] The psychological assessment of an individuals behavior andattitudes is more informative than the details of his or her daily life. 　　2.The author mentions which of the following as a characteristic of thepractice of psychohistorians? 　　[A] The lives of historical figures are presented in episodic rather thannarrative form. 　　[B] Archives used by psychohistorians to gather material are not accessible toother scholars. 　　[C] Past and current events are all placed within the same deterministicdiagram. 　　[D] Events in the adult life of a historical figure are seen to be moreconsequential than are those in the childhood of the figure. 　　3.The author of the text suggests that psychohistorians view history primarilyas 　　[A] a report of events, causes, and effects that is generally accepted byhistorians but which is, for the most part, unverifiable. 　　[B] an episodic account that lacks cohesion because records of the role ofchildhood, work, and leisure in the lives of historical figures are rare. 　　[C] an uncharted sea of seemingly unexplainable events that have meaning onlywhen examined as discrete units. 　　[D] a record the way in which a closed set of immutable psychological lawsseems to have shaped events. 　　4.The author of the text puts the word deepest in quotation marks most probably in order to 　　[A] signal her reservations about the accuracy of psychohistorians claims fortheir work. 　　[B] draw attention to a contradiction in the psychohistorians method. 　　[C] emphasize the major difference between the traditional historians method andthat of psychohistorians. 　　[D] disassociate her opinion of the psychohistorians claims fromher opinion of their method. 　　5.In presenting her analysis, the author does all of the following EXCEPT. 　　[A] Make general statements without reference to specific examples. 　　[B] Describe some of the criteria employed by traditional historians. 　　[C] Question the adequacy of the psychohistorians interpretation ofevents. 　　[D] Point out inconsistencies in the psychohistorians applicationof their methods. 　　[答案與考點(diǎn)解析] 　　1.【答案】A 　　【考點(diǎn)解析】這是一道中心主旨題。從第二段開始出現(xiàn)全文的主要談?wù)搩?nèi)容，第二段的最后一句出現(xiàn)了全文所談?wù)摰闹行膒sychohistory，在第二段中談到了psychohistory的流行性，在第二段和第三段中作者談到了psychohistory缺乏歷史科學(xué)研究的嚴(yán)密性和可考證性。由此分析可見本題的正確選項(xiàng)應(yīng)該是包含psychohistory和history概念的選項(xiàng)A?？忌诮忸}時(shí)要善于首先捕捉全文的中心主旨句，并通過(guò)閱讀和理解去把握原文所表達(dá)的思想。 　　2.【答案】C 　　【考點(diǎn)解析】這是一道審題定位題。通過(guò)題干中的psychohistorians可將本題的答案信息確定在第三、四段，但是題干并沒有明確指出本題準(zhǔn)確的信息來(lái)源。但是題干中的practice（實(shí)踐）一詞暗示考生本題的答案信息可能在尾段，因?yàn)槿藗円话汴U述問(wèn)題的規(guī)律是：從理論談到實(shí)踐。如果不出萬(wàn)一本文的尾段應(yīng)該談到psychohistorians的實(shí)踐問(wèn)題。通過(guò)閱讀尾段，尤其是尾段尾句，我們可得出本題的正確選項(xiàng)應(yīng)該是C。這道題的難點(diǎn)在于審題定位。審題定位不是一個(gè)簡(jiǎn)單的問(wèn)題，需要考生對(duì)文章的敘述結(jié)構(gòu)和人類的表達(dá)習(xí)慣有所認(rèn)識(shí)。 　　3.【答案】D 　　【考點(diǎn)解析】這是一道審題定位題。通過(guò)題干中的psychohistorians view history primarily as可判斷本題是要考生找出psychohistorians如何看待（viewas）歷史（history），即要考生找出psychohistorians對(duì)歷史的看法和態(tài)度。根據(jù)行文和表達(dá)規(guī)律，這道題的答案信息應(yīng)該在第三段，準(zhǔn)確地說(shuō)在第三段的第五句話，因?yàn)檫@句話包含history一詞。通過(guò)閱讀和理解第三段的第四、五、六句話，我們可以推導(dǎo)出本題的正確選項(xiàng)應(yīng)該是突出psychological含義的選項(xiàng)D?？忌诮忸}時(shí)一定要注意英語(yǔ)行文和表達(dá)的規(guī)則。 　　4.【答案】A 　　【考點(diǎn)解析】這是一道標(biāo)點(diǎn)符號(hào)題。本題題干已將本題的答案信息確定在第三段的倒數(shù)第二行。此處引號(hào)所表達(dá)的含義是所謂最深刻的，即實(shí)際上是不深刻的。故本題的正確選項(xiàng)應(yīng)該是含有reservations（有保留）一詞的選項(xiàng)A。考生在破解閱讀理解題型時(shí)一定要注意標(biāo)點(diǎn)符號(hào)的應(yīng)用，以及它們所產(chǎn)生的相應(yīng)的含義。 　　5.【答案】D 　　【考點(diǎn)解析】本題是一道寫作手法題型。這是一道比較難的題，旨在考察考生的語(yǔ)言基本功，尤其是寫作手法和文章結(jié)構(gòu)方面的知識(shí)。本題A、B、C中所涉及的內(nèi)容可分別在第三段第六、七、八句、第一段第一、二句以及第三段的尾句找到。本文并沒有談到psychohistorians在應(yīng)用自己方法方面的前后矛盾不一致性，故本題的正確選項(xiàng)應(yīng)該是選項(xiàng)D?？忌诮忸}時(shí)應(yīng)注意原文中常用的寫作手法。 　　[參考譯文] 　　傳統(tǒng)上，歷史研究具有固定的界限和焦點(diǎn)時(shí)期、國(guó)家、引人注目的事件，和偉大的領(lǐng)袖。在學(xué)術(shù)過(guò)程上的觀念也非常清晰和堅(jiān)定：研究者是如何探究歷史問(wèn)題的，他們是如何展示他們的發(fā)現(xiàn)并歸納成文檔的，有什么令人信服的足夠的證據(jù)。 　　凡是注意最近的歷史文獻(xiàn)的人都能證明在歷史研究上正在發(fā)生一場(chǎng)革命。目前最流行的題材直接來(lái)源于社會(huì)學(xué)領(lǐng)域：兒童時(shí)代，工作，休閑。伴隨著新的題材的是新的研究方法。過(guò)去的歷史主要是敘述性的，現(xiàn)在則完全變成分析性的了。過(guò)去的問(wèn)題是發(fā)生了什么？和怎么發(fā)生的？，現(xiàn)在它們則讓位給了為什么會(huì)發(fā)生？。在用來(lái)回答為什么這一問(wèn)題的方法中，最突出的是心理分析，而對(duì)這種方法的使用則導(dǎo)致了心理歷史學(xué)的興起。 　　心理歷史學(xué)并不僅僅在歷史環(huán)境下使用心理解釋。過(guò)去，歷史學(xué)家也總是在適當(dāng)并有足夠證據(jù)支持的時(shí)候使用這樣的解釋。但這種對(duì)心理學(xué)的實(shí)用主義的應(yīng)用并不是心理歷史學(xué)家所希望的。他們通常不只局限于心理學(xué)，而是要使用弗洛伊德的心理分析。這樣，就同過(guò)去歷史學(xué)家所理解的歷史大相徑庭了。心理歷史學(xué)不是從歷史，從事件的詳細(xì)記錄和它們的前因后果中來(lái)獲取事實(shí)，而是對(duì)造成歷史的個(gè)人進(jìn)行心理分析，從中獲取事實(shí)；不是從這些創(chuàng)造歷史的人物一生的這個(gè)或那個(gè)實(shí)例中演繹出理論，而是從超越歷史的人類本性的角度來(lái)推導(dǎo)理論。它否定關(guān)于歷史證據(jù)的基本標(biāo)準(zhǔn)，即：這些證據(jù)應(yīng)該是公眾能夠了解的，因此，也就是所有歷史學(xué)家都能夠了解的。它還違反了歷史學(xué)方法的基本原則：歷史學(xué)家要警惕能夠駁倒他們的論題的反面事例。心理歷史學(xué)家，則相信他們的理論絕對(duì)正確，而且確信他們的理論是對(duì)任何事件的最深刻的解釋，而其它的解釋都遠(yuǎn)離真實(shí)。 　　心理歷史學(xué)家并不滿足于破壞歷史學(xué)的規(guī)范（在正確研究和書寫過(guò)去的意義上）；它還要破壞過(guò)去本身。它否定過(guò)去是一個(gè)整體并有自身的發(fā)展規(guī)律，人們?cè)谶@個(gè)整體中出于各種不同的動(dòng)機(jī)行事，事件的發(fā)生是由多種原因和影響共同造成的。它把決定當(dāng)前情況的決定論強(qiáng)加給過(guò)去，這就剝奪了人和事件的獨(dú)特性和復(fù)雜性。它不是尊重過(guò)去的特殊性，而是把過(guò)去和現(xiàn)在的所有事件都吸收到一個(gè)單一的決定論模式中，假設(shè)這個(gè)模式在任意時(shí)間和任意環(huán)境中都是正確的。

　　閱讀綜合輔導(dǎo) 　　[歷史學(xué)] 　　題目序號(hào) 　　題型歸類 　　第1題 　　中心主旨題型 　　第2題 　　審題定位題型 　　第3題 　　審題定位題型 　　第4題 　　標(biāo)點(diǎn)符號(hào)題型 　　第5題 　　寫作手法題型 　　Traditionally, the study of history has had fixed boundaries andfocal points periods, countries, dramatic events, and great leaders. It also hashad clear and firm notions of scholarly procedure: how one inquires into ahistorical problem, how one presents and documents ones findings,what constitutes admissible and adequate proof. 　　Anyone who has followed recent historical literature can testify tothe revolution that is taking place in historical studies. The currentlyfashionable subjects come directly from the sociology catalog: childhood, work,leisure. The new subjects are accompanied by new methods. Where history oncewas primarily narrative, it is now entirely analytic. The old questions Whathappened? and How did it happen? have given way to the question Why did it happen? Prominentamong the methods used to answer the question Why ispsychoanalysis, and its use has given rise to psychohistory. 　　Psychohistory does not merely use psychological explanations inhistorical contexts. Historians have always used such explanations when theywere appropriate and when there was sufficient evidence for them. But thispragmatic use of psychology is not what psychohistorians intend. They arecommitted, not just to psychology in general, but to Freudian psychoanalysis.This commitment precludes a commitment to history as historians have alwaysunderstood it. Psychohistory derives its facts not fromhistory, the detailed records of events and their consequences, but frompsychoanalysis of the individuals who made history, and deduces its theoriesnot from this or that instance in their lives, but from a view of human naturethat transcends history. It denies the basic criterion of historical evidence:that evidence be publicly accessible to, and therefore assessable by, allhistorians. And it violates the basic tenet of historical method: thathistorians be alert to the negative instances that would refute their theses.Psychohistorians, convinced of the absolute rightness of their own theories, arealso convinced that theirs is the deepest explanationof any event, that other explanations fall short of the truth. 　　Psychohistory is not content to violate the discipline of history; italso violates the past itself. It denies to the past an integrity and will ofits own, in which people acted out of a variety of motives and in which eventshad a multiplicity of causes and effects. It imposes upon the past the samedeterminism that it imposes upon the present, thus robbing people and events oftheir individuality and of their complexity. Instead of respecting theparticularity of the past, it assimilates all events, past and present, into asingle deterministic schema that is presumed to be true at all times and in allcircumstances. 　　1.Which of the following best states the main point of the text? 　　[A] The approach of psychohistorians to historical study is currently in vogueeven though it lacks the rigor and verifiability of traditional historicalmethod. 　　[B] Traditional historians can benefit from studying the techniques andfindings of psychohistorians. 　　[C] Areas of sociological study such as childhood and work are of littleinterest to traditional historians. 　　[D] The psychological assessment of an individuals behavior andattitudes is more informative than the details of his or her daily life. 　　2.The author mentions which of the following as a characteristic of thepractice of psychohistorians? 　　[A] The lives of historical figures are presented in episodic rather thannarrative form. 　　[B] Archives used by psychohistorians to gather material are not accessible toother scholars. 　　[C] Past and current events are all placed within the same deterministicdiagram. 　　[D] Events in the adult life of a historical figure are seen to be moreconsequential than are those in the childhood of the figure. 　　3.The author of the text suggests that psychohistorians view history primarilyas 　　[A] a report of events, causes, and effects that is generally accepted byhistorians but which is, for the most part, unverifiable. 　　[B] an episodic account that lacks cohesion because records of the role ofchildhood, work, and leisure in the lives of historical figures are rare. 　　[C] an uncharted sea of seemingly unexplainable events that have meaning onlywhen examined as discrete units. 　　[D] a record the way in which a closed set of immutable psychological lawsseems to have shaped events. 　　4.The author of the text puts the word deepest in quotation marks most probably in order to 　　[A] signal her reservations about the accuracy of psychohistorians claims fortheir work. 　　[B] draw attention to a contradiction in the psychohistorians method. 　　[C] emphasize the major difference between the traditional historians method andthat of psychohistorians. 　　[D] disassociate her opinion of the psychohistorians claims fromher opinion of their method. 　　5.In presenting her analysis, the author does all of the following EXCEPT. 　　[A] Make general statements without reference to specific examples. 　　[B] Describe some of the criteria employed by traditional historians. 　　[C] Question the adequacy of the psychohistorians interpretation ofevents. 　　[D] Point out inconsistencies in the psychohistorians applicationof their methods. 　　[答案與考點(diǎn)解析] 　　1.【答案】A 　　【考點(diǎn)解析】這是一道中心主旨題。從第二段開始出現(xiàn)全文的主要談?wù)搩?nèi)容，第二段的最后一句出現(xiàn)了全文所談?wù)摰闹行膒sychohistory，在第二段中談到了psychohistory的流行性，在第二段和第三段中作者談到了psychohistory缺乏歷史科學(xué)研究的嚴(yán)密性和可考證性。由此分析可見本題的正確選項(xiàng)應(yīng)該是包含psychohistory和history概念的選項(xiàng)A?？忌诮忸}時(shí)要善于首先捕捉全文的中心主旨句，并通過(guò)閱讀和理解去把握原文所表達(dá)的思想。 　　2.【答案】C 　　【考點(diǎn)解析】這是一道審題定位題。通過(guò)題干中的psychohistorians可將本題的答案信息確定在第三、四段，但是題干并沒有明確指出本題準(zhǔn)確的信息來(lái)源。但是題干中的practice（實(shí)踐）一詞暗示考生本題的答案信息可能在尾段，因?yàn)槿藗円话汴U述問(wèn)題的規(guī)律是：從理論談到實(shí)踐。如果不出萬(wàn)一本文的尾段應(yīng)該談到psychohistorians的實(shí)踐問(wèn)題。通過(guò)閱讀尾段，尤其是尾段尾句，我們可得出本題的正確選項(xiàng)應(yīng)該是C。這道題的難點(diǎn)在于審題定位。審題定位不是一個(gè)簡(jiǎn)單的問(wèn)題，需要考生對(duì)文章的敘述結(jié)構(gòu)和人類的表達(dá)習(xí)慣有所認(rèn)識(shí)。 　　3.【答案】D 　　【考點(diǎn)解析】這是一道審題定位題。通過(guò)題干中的psychohistorians view history primarily as可判斷本題是要考生找出psychohistorians如何看待（viewas）歷史（history），即要考生找出psychohistorians對(duì)歷史的看法和態(tài)度。根據(jù)行文和表達(dá)規(guī)律，這道題的答案信息應(yīng)該在第三段，準(zhǔn)確地說(shuō)在第三段的第五句話，因?yàn)檫@句話包含history一詞。通過(guò)閱讀和理解第三段的第四、五、六句話，我們可以推導(dǎo)出本題的正確選項(xiàng)應(yīng)該是突出psychological含義的選項(xiàng)D?？忌诮忸}時(shí)一定要注意英語(yǔ)行文和表達(dá)的規(guī)則。 　　4.【答案】A 　　【考點(diǎn)解析】這是一道標(biāo)點(diǎn)符號(hào)題。本題題干已將本題的答案信息確定在第三段的倒數(shù)第二行。此處引號(hào)所表達(dá)的含義是所謂最深刻的，即實(shí)際上是不深刻的。故本題的正確選項(xiàng)應(yīng)該是含有reservations（有保留）一詞的選項(xiàng)A?？忌谄平忾喿x理解題型時(shí)一定要注意標(biāo)點(diǎn)符號(hào)的應(yīng)用，以及它們所產(chǎn)生的相應(yīng)的含義。 　　5.【答案】D 　　【考點(diǎn)解析】本題是一道寫作手法題型。這是一道比較難的題，旨在考察考生的語(yǔ)言基本功，尤其是寫作手法和文章結(jié)構(gòu)方面的知識(shí)。本題A、B、C中所涉及的內(nèi)容可分別在第三段第六、七、八句、第一段第一、二句以及第三段的尾句找到。本文并沒有談到psychohistorians在應(yīng)用自己方法方面的前后矛盾不一致性，故本題的正確選項(xiàng)應(yīng)該是選項(xiàng)D?？忌诮忸}時(shí)應(yīng)注意原文中常用的寫作手法。 　　[參考譯文] 　　傳統(tǒng)上，歷史研究具有固定的界限和焦點(diǎn)時(shí)期、國(guó)家、引人注目的事件，和偉大的領(lǐng)袖。在學(xué)術(shù)過(guò)程上的觀念也非常清晰和堅(jiān)定：研究者是如何探究歷史問(wèn)題的，他們是如何展示他們的發(fā)現(xiàn)并歸納成文檔的，有什么令人信服的足夠的證據(jù)。 　　凡是注意最近的歷史文獻(xiàn)的人都能證明在歷史研究上正在發(fā)生一場(chǎng)革命。目前最流行的題材直接來(lái)源于社會(huì)學(xué)領(lǐng)域：兒童時(shí)代，工作，休閑。伴隨著新的題材的是新的研究方法。過(guò)去的歷史主要是敘述性的，現(xiàn)在則完全變成分析性的了。過(guò)去的問(wèn)題是發(fā)生了什么？和怎么發(fā)生的？，現(xiàn)在它們則讓位給了為什么會(huì)發(fā)生？。在用來(lái)回答為什么這一問(wèn)題的方法中，最突出的是心理分析，而對(duì)這種方法的使用則導(dǎo)致了心理歷史學(xué)的興起。 　　心理歷史學(xué)并不僅僅在歷史環(huán)境下使用心理解釋。過(guò)去，歷史學(xué)家也總是在適當(dāng)并有足夠證據(jù)支持的時(shí)候使用這樣的解釋。但這種對(duì)心理學(xué)的實(shí)用主義的應(yīng)用并不是心理歷史學(xué)家所希望的。他們通常不只局限于心理學(xué)，而是要使用弗洛伊德的心理分析。這樣，就同過(guò)去歷史學(xué)家所理解的歷史大相徑庭了。心理歷史學(xué)不是從歷史，從事件的詳細(xì)記錄和它們的前因后果中來(lái)獲取事實(shí)，而是對(duì)造成歷史的個(gè)人進(jìn)行心理分析，從中獲取事實(shí)；不是從這些創(chuàng)造歷史的人物一生的這個(gè)或那個(gè)實(shí)例中演繹出理論，而是從超越歷史的人類本性的角度來(lái)推導(dǎo)理論。它否定關(guān)于歷史證據(jù)的基本標(biāo)準(zhǔn)，即：這些證據(jù)應(yīng)該是公眾能夠了解的，因此，也就是所有歷史學(xué)家都能夠了解的。它還違反了歷史學(xué)方法的基本原則：歷史學(xué)家要警惕能夠駁倒他們的論題的反面事例。心理歷史學(xué)家，則相信他們的理論絕對(duì)正確，而且確信他們的理論是對(duì)任何事件的最深刻的解釋，而其它的解釋都遠(yuǎn)離真實(shí)。 　　心理歷史學(xué)家并不滿足于破壞歷史學(xué)的規(guī)范（在正確研究和書寫過(guò)去的意義上）；它還要破壞過(guò)去本身。它否定過(guò)去是一個(gè)整體并有自身的發(fā)展規(guī)律，人們?cè)谶@個(gè)整體中出于各種不同的動(dòng)機(jī)行事，事件的發(fā)生是由多種原因和影響共同造成的。它把決定當(dāng)前情況的決定論強(qiáng)加給過(guò)去，這就剝奪了人和事件的獨(dú)特性和復(fù)雜性。它不是尊重過(guò)去的特殊性，而是把過(guò)去和現(xiàn)在的所有事件都吸收到一個(gè)單一的決定論模式中，假設(shè)這個(gè)模式在任意時(shí)間和任意環(huán)境中都是正確的。