[GRE阅读难题的通用解题技巧] 新gre阅读怎么练

GRE阅读考试各篇文章中包含的信息量都很大，要想获得阅读高分，提高阅读水平，除了具备一定的英语基础之外，还需要掌握一些解题技巧，下面小编就和大家分享GRE阅读应对难题的通用解题技巧，希望能够帮助到大家，来欣赏一下吧。

GRE阅读应对难题的通用解题技巧

GRE阅读提高技巧1：保持好奇心

在GRE阅读平时的练习中，想必大家都会经常读到一些晦涩难懂的概念，这个时候，不同的态度就会对之后的学习产生一些影响。比较积极的思考方式是“真有意思啊，我又了解到某些东西”。虽然事实上你可能一辈子也不会再读到这些文章，去了美国你也只会读关于你专业的学术文章，但GRE为你提供了一个平台，让你去涉猎更多的领域。当你读到美国宪法修正案、美国黑人奴隶斗争史、女性作家时试着让自己置身于这样一个年代，你会发现自己更投入。而在这一过程中，你的知识面也得到了开拓，有时候还会学到一些新的词汇和其他内容，无形之中便提升了自己的英语阅读水平和知识积累。

GRE阅读提高技巧2：记录新概念/事件/人物

GRE阅读的pre-knowledge到底有没有用?对于这点，很多老师和学生的看法都不太相同，考虑到GRE阅读有两个难点：句子晦涩难懂和做题时间非常有限，一遍必须读懂，

如果你事先对某一概念了解了，那么pre-knowledge绝对可以帮你化险为夷。但是不要把自己的观点过多的带入到文章，这样会影响你的理解。而当你在阅读的时候读到了自己不熟悉的概念，可以Notebook或者Word等随时记下感兴趣或者不知道想要查阅的东西，或是直接上GOOGLE搜索一下相关概念，对于以后的阅读积累也是很有帮助的。

GRE阅读提高技巧3：主动去阅读

这是一个再强调也不过分的习惯。做GRE阅读练习时，积极的心态十分必要，也就是主动去读，消极被动的阅读态度和习惯会让你读完一篇文章根本不知道讲了什么，无形中便降低了学习效率。而主动读文章最好的方法就是PEAR法。这个不是梨的意思，而是四点首字母的集合：

1. Pause，读完每个段落停下来;

2. Evaluate，总结大意，思考此段落的作用;

3. Anticipate，预期下一段会讲什么;

4. Reassess，读完下一段再对第二步的evaluate进行评估。

读下一段接着继续PEAR直到全文读完，Reassess全文并清晰了解全文的行文方式和逻辑构思。

GRE阅读提高技巧4：Passage Map

读完文章用10-15秒在脑子里画一下这个文章的Map，行文方式，每一段讲了什么，作者态度。这是最重要的10到15秒，很多考生忽视了这10到15秒直接跳去做题，这样你不但对整篇文章做不到心中有数，更会造成读了后面忘了前面。

你在每一次读完一篇GRE文章，都需要在脑子里形成一个Passage Map，这是非常重要的。

GRE阅读：Design-Engineering

Many objects in daily use have clearly been influenced by science, buttheir form and function, their dimensions and appearance, were determined bytechnol.ists, artisans, designers, inventors, and engineers—usingnon-scientific modes of thought. Many features and qualities of the objects thata technol.ist thinks about cannot be reduced to unambiguous verbaldescriptions; they are dealt with in the mind by a visual, nonverbal process. Inthe development of Western technol.y, it has been non-verbal thinking, by andlarge, that has fixed the outlines and filled in the details of our materialsurroundings. Pyramids, cathedrals, and rock exist not because of geometry orthermodynamics, but because they were first a picture in the minds of those whobuilt them.

The creative shaping process of a technol.ist’s mind can be seen in nearlyevery artifact that exists. For example, in designing a diesel engine, atechnol.ist might impress individual ways of nonverbal thinking on the machineby continually using an intuitive sense of rightness and fitness. What would bethe shape of the combustion chamber? Where should the valves be placed? Shouldit have a long or short piston? Such questions have a range of answers that aresupplied by experience, by physical requirements, by limitations of availablespace, and not least by a sense of form. Some decisions, such as wall thicknessand pin diameter, may depend on scientific calculations, but the nonscientificcomponent of design remains primary.

Design courses, then, should be an essential element in engineeringcurricula. 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 ofc.nitive processes and inferior to verbal or mathematical thought. But it isparadoxical that when the staff of the Historic American Engineering Recordwished to have drawings made of machines and isometric views of industrialprocesses for its historical record of American engineering, the only collegestudents with the requisite abilities were not engineering students, but ratherstudents attending architectural schools.

If courses in design, which in a strongly analytical engineering curriculumprovide the background required for practical problem-solving, are not provided,we can expect to encounter silly but costly errors occurring in advancedengineering systems. For example, early models of high-speed railroad carsloaded with sophisticated controls were unable to operate in a snowstorm becausea fan sucked snow into the electrical system. Absurd random failures that plagueautomatic control systems are not merely trivial aberrations; they are areflection of the chaos that results when design is assumed to be primarily aproblem 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 engineeringdesign

(C) proposing a new role for nonscientific thinking in the development oftechnol.y

(D) contrasting the goals of engineers with those of technol.ists

(E) criticizing engineering schools for emphasizing science in engineeringcurricula

19.2. It can be inferred that the author thinks engineering curriculaare

(A) strengthened when they include courses in design

(B) weakened by the substitution of physical science courses for coursesdesigned to develop mathematical skills

(C) strong because nonverbal thinking is still emphasized by most of thecourses

(D) strong despite the errors that graduates of such curricula have made inthe 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 oflines 1-28 of the passage?

(A) When a machine like a rotary engine malfunctions, it is thetechnol.ist who is best equipped to repair it.

(B) Each component of an automobile—for example, the engine or the fueltank—has a shape that has been scientifically determined to be best suited tothat component’s function.

(C) A telephone is a complex instrument designed by technol.ists usingonly nonverbal thought.

(D) The designer of a new refrigerator should consider the designs of otherrefrigerators before deciding on its final form.

(E) The distinctive features of a suspension bridge reflect its designer’sconceptualization as well as the physical requirements of its site.

19.4.Which of the following statements would best serve as an introductionto the passage?

(A) The assumption that the knowledge incorporated in technol.icaldevelopments must be derived from science ignores the many non-scientificdecisions made by technol.ists.

(B) Analytical thought is no longer a vital component in the success oftechnol.ical development.

(C) As knowledge of technol.y has increased, the tendency has been to losesight of the important role played by scientific thought in making decisionsabout form, arrangement, and texture.

(D) A movement in engineering colleges toward a technician’s degreereflects a demand for graduates who have the nonverbal reasoning ability thatwas once common among engineers.

(E) A technol.ist thinking about a machine, reasoning through thesuccessive steps in a dynamic process, can actually turn the machine overmentally.

19.5 The author calls the predicament faced by the Historic AmericanEngineering 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 designcourses for their students

(C) college students were qualified to make the drawings while practicingengineers were not

(D) the drawings needed were so complicated that even students inarchitectural schools had difficulty making them

(E) engineering students were not trained to make the type of drawingsneeded to record the development of their own discipline

19.6. According to the passage, random failures in automatic controlsystems are “not merely trivial aberrations” (lines 53) because

(A) automatic control systems are designed by engineers who have littlepractical experience in the field

(B) the failures are characteristic of systems designed by engineersrelying 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 theanalysis of mechanical difficulties

(E) designers of automatic control systems need more help from scientistswho have a better understanding of the analytical problems to be solved beforesuch systems can work efficiently

19.7. The author uses the example of the early models of high-speedrailroad cars primarily to

(A) weaken the argument that modern engineering systems have major defectsbecause of an absence of design courses in engineering curricula

(B) support the thesis that the number of errors in modern engineeringsystems is likely to increase

(C) illustrate the idea that courses in design are the most effective meansfor reducing the cost of designing engineering systems

(D) support the contention that a lack of attention to the nonscientificaspects of design results in poor conceptualization by engineers

(E) weaken the proposition that mathematics is a necessary part of thestudy of design

GRE考试阅读练习：舞蹈物理动作

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 massmoving through space under the influence of well-known forces and obeyingphysical laws —neither can they afford to ignore the physics of movement. Forexample, no matter how much a dancer wishes to leap off the floor and then start turning, the law of conservation of angular momentum absolutely preventssuch a movement.

Some movements involving primarily vertical or horizontal motions of thebody as a whole, in which rotations can be ignored, can be studied using simpleequations of linear motion in three dimensions . However, rotational motionsrequire more complex approaches that involve analyses of the way the body’s m ass is distributed, the axes of rotation involved in different types of m t, andthe 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 anunderstanding 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 doingwhich 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 complexapproach 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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