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题型03主旨大意题主旨大意题解题思维1.主题句必须能简洁明了地概括全文的主要内容，具有高度的综合性和概括性，文章或段落的其他句子都是对主题句的进一步的解释、说明、论证或拓展。2.一般说来说明文和议论都有主题句，而且多位于文章的开头，有时也位于文章的中间或末尾。3.不能直接在文章中直接找到主题句，抓每一段的主旨句，一般在段首。理清楚段与段之间逻辑关系然后自己归纳总结。命题特点主旨大意题在高考中出现次数稳定，通常1-2题，但题目具有一定难度。这类试题主要考查通过快速浏览文章，获得主旨大意，并对文章的标题、主题、段落大意等进行归纳、概括的能力。考查方向主旨大意题题干关键词besttitle,mainidea/theme/subject,mainlyabout等。题目类型包括标题归纳题、段落大意题、文章大意题。命题规律1.段首、段尾处常考2.转折词处常考3.因果关系处常考4.问题处常考模板1标题归纳题标题模板1.简洁：短小精悍，多为短语,动名词短语或祈使句。2.概括：概括全文、涵盖性强、体现主旨；3.针对：标题外延与文章内容相符，范围一致，不会以偏概全；4.醒目：新颖奇特，激发读者的阅读兴趣；答题规律1.正面思维肯定法：在理解文章主旨的基础上，串联细节共同点，断定标题。；2.逆向思维否定法：抛开原文，设想各个选项为“标题”用它们写出来的“文章”会是什么内容，然后和原文章对照，依次排除不符选项；3.研读备选项差异：研读四个选项里面的中心词、修饰词的变化、概括性等。干扰项特点断章取义(仅为文中一细节)、以偏概全、物种生有、范围过大。模板2段落大意题结构法和关键词法1.总分：主题句在段首；2.分总：主题句在段尾；3.总分总：主题句段首尾前后呼应；4.分总分：开头抛砖引玉，主题在段总；5.关键词：抓住段落中出现频率较高的关键词，然后对其概括和归纳，确定段落大意。答题规律主题句的判断段首段尾1.主题句多为段首第一句(观点或对象)；或第一句抛砖引玉引出第二句。2.主题句也常为段尾句(结论或总结)。段中前面的话是为引出主题而摆出问题或现象。无主题句没有主题句，需根据段落内容自己概括。重点提炼各个段落首句，兼顾尾句。模板3文章大意题四种方法巧利用1.文体法：新闻报道主旨在第一句；说明文主旨在第一段或第二段；议论文主旨在首段或尾段；记叙文主旨一般在尾段或首尾呼应。2.主题句法：读文章标题；略读各段首尾句；读首段和尾端；读逻辑关联词后的句子内容。3.高频词法：寻找文中出现频率较高的关键词。4.概括法：中心主旨隐含在句子中，需要考生根据已知的细节归纳出文中的大意。主题句特点1.段落中出现表示转折的词语(如however,but,infact,actually等)时，该句很可能是主题句。2.首段出现疑问句时，对该问句的回答很可能就是文章主旨。3.作者有意识地重复的观点，通常是主旨；反复出现的词语，一般为体现文章主旨的关键词。4.表示总结或结论的句子常包含therefore,thus,inshort,conclude,conclusion等词，通常是主旨。命题点01标题归纳题【典例01】（2023·浙江嘉兴·统考一模）Itwasaquietmorninginthelibrary,andwelibrarianswereenjoyingaratherloudchat.Suddenly,apatron(常客)marcheduptous,gaveusanannoyed“Shush!”andwentbacktoherseat.Howstrangeforagroupoflibrarianstobeshushedbyapatron!Shouldn’titbetheotherwayaround?Well,it’scomplicated.Ifyou’relikeme,amiddle-agedwoman,youprobablyrememberlibrariesasplacesofsilentreading.Thesedays,however,librariesaremorelikeactivecommunitycenters.Inthepast,mostlibrariesdidn’tfocusmuchonprogramsforkidswhoseagemadeitimpossibleforthemtobequietondemand.Butgrowingknowledgeabouttheimportanceofkidsandteenslearningthroughhands-onexperienceshassincecausedaseachangeinhowlibrariesconnectwithyoungreaders.Nowlibrariesbeginofferinginteractiveprogramsforkids,includingcrafts,boardgames,andstorytimes.Thesetypesofprogramscertainlyaren’tdesignedtobesilent.Alongwithmoreprogramsforever-youngerchildren,technologytodayhasplayedapartinthetransformationoflibrariesintoplaceswherebothkidsandadultscanusecomputers,makesomethingona3Dprinterandmore.Inaddition,manylibrariesnowofferprogramsforadults,whocanparticipateininbookdiscussion,learncalligraphy,andeventakecollegeclasses.Ofcourse,librariesstillneedpeacefulphones.Thesedays,manylibrarieshaveglassed-offstudyroomsorquietareas.Theyarealsolessnoisyintheearlyafternoons,aftermorningchildren’sprogramsandbeforetheafter-schoolkidcrowdarrive.It’scleartomenowthatonthedaymycolleaguesandIwereshushedbyapatron,weshouldhavebeenusingour“libraryvoices”aswetalked.Still,it’sunlikelythatlibrarieswilleverreturntothedayswhentheywereplacesofsilence.There’sjusttoomuchfunandlearninghappening.46．Whatwouldbethebesttitleforthetext?A．LibrariesShouldbeLoudB．ReadingCanbeFuninLibrariesC．LibrariesMakeLearningHappenD．LibraryProgramsTargetChildren【典例02】（2023·广东深圳·高三校考阶段练习）Today,poetryandscienceareoftenconsideredtobemutuallyexclusivecareerpaths.Butthatwasn’talwaysthecase.ThemathematicianAdaLovelaceandthephysicistJamesClerkMahwahwerebothaccomplishedpoets.ThepoetJohnKeatswasalicensedsurgeon.Combiningthetwopracticesfelloutoffavorinthe1800s.Buttranslatingresearchintolyrics,haiku,andotherpoeticformsisresurging(再现)amongscientistsastheylookforalternativewaystoinspireotherswiththeirfindings.“Poetryisagreattoolforquestioningtheworld,”saysSamIllingworth,apoetandageoscientistwhoworksattheUniversityofWesternAustralia.Throughworkshopsandanewscience-poetryjournal,calledConsilience,Illingworthishelpingscientiststotranslatetheirlatestresultsintopoemsthatcanattractappreciationfromthoseoutsideoftheirimmediatescientificfield.StephanyMazon,ascientistfromtheUniversityofHelsinkiinFinland,joinedoneofIllingworth’sworkshops.Intheworkshop,shewasgroupedwithotherscientistsandtaskedwithwritingahaiku,a17-syllable-longpoem,whichspotlightedwater,afluidthatfeaturedinallofthegroupmembers’researchprojects.“Itwasalotoffun,andsurprisinglyeasytowritethepoem,”Mazonsays.Sheplanstocontinuewriting.“Wedoadisservice(伤害)toourselvestothinkthatscientistscan’tbeartisticandthatartcan’tbeuseatocommunicatescientificideas,”Mazonsays.ThatviewpointisechoedbyIllingworth,whothinkssciencecommunicationinitiativesaretoooftendominatedbypubliclectureswiththeirhands-offPowerPointslides.“Actually,whensciencecommunicationinvolveswritingandsharingpoems,itinvitesatwo-waydialoguebetweenexpertsandnonexperts,”hesays.Scientist-poetManjulaSilva,aneducatoratImperialCollegeLondon,agrees.Poetryprovidesawaytotranslatecomplexscientificconceptsintoalanguagethateveryonecanunderstand,Silvasays.Scientistsandpoetsarebothtryingtounderstandtheworldandcommunicatethatunderstandingwithothers.Thedistinctionbetweenscientistsandpoetsislessthanpeoplemightthink.We’realljustpeoplewithhopefullyreallyinterestingthingstosayandtoshare.39．Whichofthefollowingisthebesttitlefor