英语四六级快速阅读解题技巧

　　在英语四六级中，阅读题型中的段落信息匹配题，也就是我们通俗来讲的快速阅读这一部分。快速阅读是给你一篇文章，段落前标好了ABCD等代表段落号，出题人给你10个句子，从中选出它在哪个段落里，段落选择范围可以重复。看到大篇幅的文章，有没有感觉晕晕乎乎的呢？其实，如果掌握了有效的解题方法和技巧，就可以节约很多时间，高效准确地拿到高分。下面为大家整理了英语四六级快速阅读的解题技巧。
　　快速阅读难在哪里?
　　文章非常长，而给的时间短(文章大概有1200个单词，时间为15分钟);题型灵活度强，覆盖范围广，定位比较困难。
　　快速阅读的做题步骤
　　No.1
　　看大标题
　　所谓看大标题，就是要先了解这篇文章大概是讲哪一方面的内容，是科技类的？社会现象类的？还是教育类的？在四六级的快速阅读中，这几类的文章经常出现，大家在平时可以多积累一下这方面的常识哦，考试的时候能更容易理解文章大意。
　　No.2
　　选定位词
　　首先阅读文章后面的题目，并在题目中重点选择、划出定位词。在阅读时，应选那些不易替换、文中原样重现的词语，如：
　　〇数字、时间
　　〇大写专有名词：人名、地名、机构名……
　　〇特定概念：合成词、专业概念、独特说法、偏具体的名词
　　No.3
　　读文解题
　　带着题目中选择出来的定位词，扫读整篇文章，时刻注意定位词的出现！为什么是扫读呢？快速阅读的文章篇幅很长，如果要仔细地每段话都阅读的话，时间是不够的！
　　〇段首、段末
　　〇数字、专有名词丰富的区域
　　〇段中转折、强调处
　　〇识别同义改写
　　No.4
　　读文解题
　　带着题目中选择出来的定位词，扫读整篇文章，时刻注意定位词的出现！为什么是扫读呢？快速阅读的文章篇幅很长，如果要仔细地每段话都阅读的话，时间是不够的！
　　〇段首、段末
　　〇数字、专有名词丰富的区域
　　〇段中转折、强调处
　　〇识别同义改写
　　下面我们通过阅读和练习四级真题中的一篇文章，来进一步理解快速阅读的解题方式（快速阅读篇幅实在长，坚持住啊！！！）
　　Rich Children and Poor Ones Are Raised Very Differently
　　[A]The lives of children from rich and poor American families look more different than ever before.
　　[B]Well-off families are ruled by calendars .with children enrolled in ballet,soccer and after-school
　　programs,according to a new Pew Research Center survey.There are usually two parents,whospend a lot of time reading to children and worrying about theiranxiety levels and hectic schedules.
　　[C] In poor families,meanwhile,children tend to spend their time at homeor with extended family.They are more likely to grow up in neighborhoods that their parents say aren't great for raisingchildren,and their parents worry about them getting shot.beaten up or in trouble with the law.
　　[D] The class differences in child rearing are growing-a symptom of widening inequality with far-
　　reaching consequences.Different upbringings set children ondifferent paths and can deepensocioeconomic divisions,especially because education is strongly linked to earnings.Children grow
　　up learning the skills to succeed in their socioeconomic stratum(阶层),but not necessarily others.
　　[E]"Early childhood experiences can be very consequential for children's long-term social,emotionaland cognitive development,"said Sean Reardon,professor of poverty and inequality in educationat Stanford University."“And because those influence educational success and later earnings,earlychildhood experiences cast a lifelong shadow."The cycle continues:Poorer parents have lesstime and fewer resources to invest in their children.which can leave children less prepared forschool and work,which leads to lower earnings.

　　[F]American parents want similar things for their children,the Pew report and past research havefound:for them to be healthy and happy,honest and ethical,caring and compassionate.There isno best parenting style or philosophy,researchers say,and across income groups,92% of parentssay they are doing a good job at raising their children.Yet they are doing it quite differently.Middle-class and higher-income parents see their children as projects in need of carefulcultivation,says Annette Lareau,whose groundbreaking research on the topic was published inher book Unequal Childhoods:Class,Race and Family Life.They try to develop their skillsthrough close supervision and organized activities,and teach children to question authority figuresand navigate elite institutions.
　　[G]Working-class parents,meanwhile,believe their children will naturally thrive,and give them fargreater independence and time for free play.They are taught to be compliant and respectful toadults.There are benefits to both approaches.Working-class children are happier,moreindependent,complain less and are closer to family members,Ms.Lareau found.Higher-incomechildren are more likely to declare boredom and expect their parents to solve their problems.Yetlater on,the more affluent children end up in college and on the way to the middle class,whileworking-class children tend to struggle.Children from higher-income families are likely to havethe skills to navigate bureaucracies and succeed in schools and workplaces,Ms.Lareau said.
　　[H]“Do all parents want the most success for their children?Absolutely,”she said."Do somestrategies give children more advantages than others in institutions?Probably they do.Will parentsbe damaging children if they have one fewer organized activity?No,I really doubt it.”
　　[I]Social scientists say the differences arise in part because low-income parents have less money tospend on music class or preschool,and less flexible schedules to take children to museums orattend school events.Extracurricular activities reflect the differences in child rearing in the Pewsurvey,which was of a nationally representative sample of 1,807 parents.Of families earningmore than$75,000 a year,84% say their children have participated in organized sports over thepast year,64% have done volunteer work and 62% have taken lessons in music.dance or art.UIfamilies earning less than$30,000,59% of children have done sports,37% have volunteered and 41%have taken arts classes.
　　[J] Especially in affluent families,children start young.Nearly half of high-earning.college-graduate
　　parents enrolled their children in arts classes before they were 5,compared with one-fifth of low-
　　income,less-educated parents.Nonetheless,20% of well-off parents say their children’s schedules are too hectic,compared with 8% of poorer parents.
　　[K]Another example is reading aloud,which studies have shown gives children bigger vocabularies
　　and better reading comprehension in school.71% of parents with a college degree saythey do it every day,compared with 33% of those with a high school diploma or less.White parents are more likely than others to read to their children daily,as aremarried parents.Most affluentparents enroll their children in preschool or day care,while low-income parents are more likelytodepend on family members.Discipline techniques vary by education level:8%of those with apostgraduate degree say they often beat their children,compared with 22% of those with a highschool degree or less.
　　[L]The survey also probed attitudes and anxieties.Interestingly,parents' attitudes toward educationdo not seem to reflect their own educational background as much as a belief in the importance ofeducation for upward mobility.Most American parents say they are not concerned about,theirchildren's grades as long as they workhard.But 50% of poor parents say it is extremely important,to them that their children earn a college degree,compared with 39% of wealthier parents.
　　[M]Less-educated parents,and poorer and black and Latino parents are more likely to believe thatthere is no such thing as too much involvement in a child's education.Parents who are white
　　wealthy or college-educated say too much involvement can be bad.Parental anxieties reflect their
　　circumstances.High-earning parents are much more likely to say they live in a good neighborhood
　　for raising children.While bullying is parents' greatest concern over all,nearly half of low-income
　　parents worry their child will get shot,compared with one-fifth of high-income parents.They are
　　more worried about their children being depressed or anxious.
　　[N]In the Pew survey,middle-class families earning between$30,000 and$75,000 a year fell right
　　between working-class and high-earning parents on issues like the quality of their neighborhood forraising children,participation in extracurricular activities and involvement in their children's education.
　　[O]Children were not always raised so differently.The achievement gap between children from high-andlow-income families is 30-40%larger among children born in 2001 than those born 25 years earlier,according to Mr.Reardon's research.People used to live near people of different income levels;neighborhoods are now more segregated by income.More than a quarter of children live in single-parent households-a historic high,according to Pew-and these children are three times as likely tolive in poverty as those who live with married parents.Meanwhile,growing income inequality hascoincided with the increasing importance of a college degree for earning a middle-class wage.