托福結(jié)構(gòu)化閱讀指什么 要怎么做？

　　其實，這個詞本身只是閱讀老師們在不同時空YY出來的一個說法(e.g. 牛頓與萊布尼茨)，各家機構(gòu)甚至各位老師對其都存在不一樣的解讀和詮釋。

　　首先，我們先列舉幾種常見托福閱讀的閱讀方式：

　　1.我是大神，我先通讀全文;

　　2.我很穩(wěn)健，我先讀段落;

　　3.我很帥，我直接做題。

　　對于第1種學神同學，我無F可說;第3種同學，接下來請認真學習方法;第2種同學，恭喜你已經(jīng)邁出滿分閱讀的第一步。

　　為什么要以段落為單位閱讀呢?

　　托福閱讀，看似最小的分割單位是14個題目，實則是每個段落。如直接開始做題，必然會在完成該段落對應的2-3個題目的過程中反復回到文章中閱讀，費時不討好(血虧)。

　　高效且低錯誤率的閱讀方法是，在開始看題之前先對對應該幾題的段落(e.g.第一段對應1-2題)進行快速瀏覽，也就是我們通常說到的Scan。

　　Scan：速讀;掃視，指的不是眼睛掃視的快，而是我們在通讀本段的時候有所讀而有所不讀。

　　到底讀哪些，哪些又可以略過呢?

　　我們先區(qū)別以下兩個概念

　　Principle：原則/原理

　　Fact：事實

　　在以說明文當?shù)赖耐懈ｉ喿x文章中，單個段落中多數(shù)包含以上兩種信息。

　　舉個栗子，TPO 11-2 Orientation and Navigation文章第3段：

　　Early in his research, Kramer found that caged migratory birds became very restless at about the time they would normally have begun migration in the wild. Furthermore, he noticed that as they fluttered around in the cage, they often launched themselves in the direction of their normal migratory route. He then set up experiments with caged starlings and found that their orientation was, in fact, in the proper migratory direction except when the sky was overcast, at which times there was no clear direction to their restless movements. Kramer surmised, therefore, that they were orienting according to the position of the Sun. To test this idea, he blocked their view of the Sun and used mirrors to change its apparent position. He found that under these circumstances, the birds oriented with respect to the new "Sun." They seemed to be using the Sun as a compass to determine direction. At the time, this idea seemed preposterous. How could a bird navigate by the Sun when some of us lose our way with road maps? Obviously, more testing was in order.

　　從第一句中的In his research能看出，之后內(nèi)容都是在描述實驗屬于Fact類型的信息，而在段落倒數(shù)的第四排He found之后的內(nèi)容則是該實驗的結(jié)果和進一步的猜想，屬于Principle類型的信息。

　　很明顯，F(xiàn)act類型信息內(nèi)容繁多，描述較為復雜凌亂，必然是我們Scan過程中所要略過的內(nèi)容;相反的，Principle類型信息指向明確，言簡意賅，應為我們重點關(guān)注的內(nèi)容。

　　換個說法，在一個段落中出現(xiàn)Fact類型必然是支持或者解釋Principle類型信息，后者的重要性遠遠高于前者。

　　所以你懂了么?