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高考英语阅读理解题中的概括归纳题如同推理判断题一样，都属于深层次阅读理解题，难点不是一般的大，容易失分。正因为如此，这两种题型答好了，就拉开了得分档次，就能提高阅读理解题的得分率，胜人一筹。
概括归纳题核心是抓主旨、标题、段落大意，设问围绕main idea、best title等，解题靠找主题句、抓关键词、排干扰项等。本篇文章就讲一讲高考阅读理解概括归纳题的特点、设问方式、解题技巧以及2025年高考英语一卷中概括归纳例题，期待2026年高考考出好成绩，金榜题名。
一、核心特点（Core Characteristics）
1. 能力导向：重点考查归纳概括能力，要求提炼文章/段落核心，不局限于细节，需整体把握。
2. 主题关联：答案常与主题句强相关，主题句多在首段/尾段，少数在中间；反复出现的关键词是主旨线索。
3. 干扰项典型：常见陷阱有以偏概全（仅某段/细节）、断章取义（截取局部信息）、范围过大（超出文本）、无中生有（原文未提）。
4. 题型细分：分三类——全文主旨题（概括整体）、段落大意题（归纳单段核心）、标题选择题（需概括+简洁+贴合主题）。
5. 标志词明显：主题句常含therefore、in short、conclude等总结词；标题题正确选项多为名词短语/动名词短语，简洁有概括力。
二、设问方式(Question Patterns)
1. 全文主旨：What is the main idea of the passage? / The passage is mainly about ___.
2. 最佳标题：What is the best title for the passage? / Which of the following can be the title of
the text?.
3. 段落大意：What does Paragraph 2 mainly talk about? / The main idea of Paragraph 3 is ___.
4. 主旨推断：What conclusion can we draw from the passage? / The author wants to tell us that ___.
三、解题技巧(Solving Skills)
1. 抓主题句与高频词。一看位置：多在段首、段尾；段中多为转折/过渡后出现；总-分结构看首段，总-分-总看首尾。二看标志词：总结词（in brief, all in all, in conclusion）、转折词（but, however, yet）后常为核心观点。三看高频词：反复出现的名词/短语多为主题词，锁定核心话题。
2. 结构速读法。一是细读首段定方向，每段首句抓核心，尾段找总结；30秒概览全文结构，不纠结细节。二是不同文体抓重点：记叙文抓核心事件与人物；说明文抓说明对象、特征；议论文抓论点和结论。
3. 选项比对法。一是排除含具体细节、绝对词（only, never, all）的选项。二是核对选项范围：既不缩小（以偏概全）也不扩大（超出文本）。三是反向验证：正确选项应能覆盖各段核心，而非仅某段细节。
4.干扰项排除法。一是排除只讲单一细节的选项（以偏概全）。二是排除范围过宽、脱离文本核心的选项。三是排除与原文观点矛盾或无中生有的选项。
5. 解题步骤。第一步：先读题干，明确是主旨/标题/段落大意题。第二步：略读全文，圈主题句、高频词、总结/转折标志。第三步：提炼核心，初步预判答案。第四步：比对选项，排除干扰，锁定最佳答案。
四、2025年高考英语全国一卷阅读理解的概括归纳题原题片段、题目及详细解析：
（一）阅读理解B篇
1.原题片段
In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who'd created these people, could have known their subjects so well... I realized the problem was with the question itself. They could have written pages on the need for computers, but writing, in and of itself, simply didn’t strike them as important... When I gave a free topic, they turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart... I walked into class believing writing as a tool of communication mattered most. However, my students demonstrated something more important to me.
2. 概括归纳题（27题）
What does the author’s experience show?
A. Teaching is learning.
B. Still waters run deep.
C. Knowledge is power.
D. Practice makes perfect.
3. 试题解析
答案：A。解析：文章核心是写作教师的教学经历，起初教师有自己对写作的认知，而学生在自由命题下呈现的高质量作品，让教师领悟到写作连接人心的核心价值。这一过程体现教师在教导学生的同时自身也获得认知成长，契合“教学相长”，故A项符合主旨；B项指深藏不露，C项指知识就是力量，D项指熟能生巧，均与文意不符。
（二）阅读理解C篇
1. 原题片段
We are seeing declines in pedestrian mobility, especially among young children. Instead of walking to school or to the park, parents pack them into the car instead... In the 1960s and 1970s, there were protests against the overuse of cars. Canadian journalist Jane Jacobs called on the mayor to make New York “a decent place to live” and fought against highway construction. Yet the majority of western cities were completely redesigned around the needs of the motor car. Australia, for example, has one of the highest rates of car ownership in the world... Do we recognise what it costs us to rush through life in cars?
2. 概括归纳题（31题）
What can be a suitable title for the text?
A. Why the Rush?
B. What’s Next?
C. Where to Stay?
D. Who to Blame?
3. 试题解析
答案：A。解析：全文围绕汽车主导的城市规划展开，批判其导致行人步行减少等问题，且多次暗指汽车文化催生的“匆忙通行”现象，末段用设问引发对该现象代价的思考。A项以设问形式紧扣“匆忙通行”的核心议题，契合主旨；B项指未来走向，C项指停留之处，D项指追责对象，均未贴合文章对汽车主导出行模式的批判核心。
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