论文阅读理解，本文是阅读类论文范文资料跟阅读理解类论文写作技巧范文.
阅读下列短文,从每题所给的四个选项（A、B、C和D）中,选出最佳选项.
(一)
For a thousand years and more, the people of Europe had fought about many things, but they had been united in believing one thing: that there existed a single “Holy, Catholic and Apostolic Church” of which the Bishop of Rome, under the title of the Pope, was the visible and recognizable head in succession to St. Peter. But in 1517 a German monk, Martin Luther, challenged certain Catholic teachings and renounced his obedience to the papacy. Others had followed him, including Henry VIII.
Thus Europe was divided in every which way, the southern and eastern two-thirds still Catholic, the northern and western one-third what was coming to be called Protestant, though English-ruled Ireland solidly Catholic and the Spanish-ruled Netherlands, particularly the northern part approximating to modern Holland, grew increasingly Protestant; while in virtually every country, whether officially Catholic or Protestant, those of the contrary faith fiercely attempted to convert their neighbors and equally fiercely resisted their neighbor’s attempts to convert them. For this there was no simple, friendly solution to be reached on the principle of live-and-let-live. Each party believed that it had hold of the truth, the only truth that mattered, the one that led to eternal salvation, and its adversaries clung to falsehood which must necessarily head to eternal damnation: not only for themselves but for all who should permit them to survive and infect others with their errors. Toleration, even reasonable discussion, was impossible. God and the devil could not mix. Just as Elizabeth was to ardent Catholics that Jezebel, so to earnest Protestants the Pope was “that wolfish bloodsucker,” and their Catholic fellow-creatures mad dogs, toads and other such vermin to be cleansed off the face of the earth.
These feelings, dangerous enough in themselves, were made more so by questions of geography and money. The Catholic countries bordering on the Mediterranean were by far the richest. From the beginning of the Middle Ages the Republic of Venice had controlled the trade routes to the East, bringing the wares carried out of Persia, China and the Indies by camel to her depots in Syria and reloading them in her high, gorgeously painted vessels for transshipment to Italy and beyond. Since the end of the fifteen century, first Portugal by sailing round Africa to India, then Spain by the discovery of America, had likewise been in a position to bring for sale to Europe all the rare and wonderful things for which Europe longed—silks and precious woods, sugar and spices, gold and silver, works of exquisite art and strange animals from peacock to tigers. In 1494, two years after Columbus’s first voyage to America, Pope Alexander VI had divided the unexplored world beyond the seas between Spain and Portugal as reward for their enterprise and to keep them from fighting. The other countries had respected this division so long as they remained Catholic.
1.The best title for this passage is ______.
A. The History of Europe in 16th Century.
B. The Religious History of Europe in 16th Century.
C. The History of European Separation in 16th Century.
D. The Causes of European Separation in 16th Century
2.What does we learn from the passage?
A. The Pope had the supreme power in religion before reform.
B. The Pope had the greatest power in every thing outside religion.
C. The Pope was the real king in Europe then.
D. The Pope was the real ruler in Europe then.
3.What did the sentence “The other countries had respected this division so long as they remained Catholic” imply?
A. It implied this division could not be respected long.
B. It implied this division would not face a challenge.
C. It implied this division would be respected forever.
D. It implied the power of the Pope would never decline.
4.Which of the following is not mentioned as a cause to deepen the dangerous feelings?
A. Money.
B. Geology.
C. Religion.
D. Geography.
(二)
The Young Generation
Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They he a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very marked indeed.
The old always assume that they know best for the simple reason that they he been around a bit longer. They don’t like to feel that their values are being questioned or threatened. And this is precisely what the young are doing. They are question the assumptions of their elders and disturbing their complacency. Office hours, for instance, are nothing more than enforced slery. Wouldn’t people work best if they were given complete freedom and responsibility? And what about clothing? Who said that all the men in the world should wear drab grey suits and convict haircuts? If we ruin our minds to more serious matters, who said that human differences can best be solved through conventional politics or by violent means, who said that human difference can best be solved through conventional politics or by violent means? Why he the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their personal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions? Can anything be right with the rat-race? Hen’t the old lost touch with all that is important in life?
These are not questions the older generation can shrug off lightly. Their record over the past forty years or so hasn’t been exactly spotless. Traditionally, the young he turned to their elders for guidance. Today, the situation might be reversed. The old—if they are prepared to admit it—could learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not ‘sinful’. Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young he grown up under the shadow of the bomb: the constant threat of complete annihilation. This is their glorious heritage. Can we be surprised that they should so often question the sanity of the generation that bequeathed it?
1.Which of the following features in the young is NOT mentioned?
A. Better educated.
B. More money and freedom.
C. Independence.
D. Hard work.
2.What so the young reject most?
A. Values.
B. The assumption of the elders.
C. Conformity.
C. Conventional ideas.
3.Why do the young stress on the present?
A. They he grown up under the shadow of the bomb.
B. They dislike the past.
C. They think the present world is the best.
D. They are afraid of destruction.
4.What can the old learn from the young generation?
A. Enjoyment is not sinful.
B. People should he more leisure time.
C. Men might enjoy life.
D. One should enjoy one’s work.
参与解析
(一)
写作方法与文章大意
这是一篇论述“宗教改革后的欧洲形势”的文章.（16世纪欧洲的情况）.作者从三方面论及其分裂的原由,欧洲在宗教改革后的信仰分裂,造成新旧教势不两立的局面,地理位置和金钱两个因素加剧了分裂的局面.
答案详解
1.D. 16世纪欧洲分裂的因素.上面文章大意中作者是从三方面论及其分裂.见难句译注1和第三段第一句：“这些情感,本身就危险,再加上地理和金钱两个问题,情况就更加不妙了.”
A. 欧洲史.B. 欧洲宗教史.这两项涉及面更广. C. 宗教改革对16世纪欧洲的影响.和标题有些接近.但第三段却是和宗教无关的两个因素.
2.C. 在改革前,罗马教皇是欧洲真正的帝王.这在第一段中有明确的叙述“一千多年来,欧洲人们虽然在许多事情彼此斗争过,可是在信仰上团结一致,都信只有一个神圣的天主教和罗马教皇的教会.那里的罗马大主教,称为教皇,是继承圣·彼德之后有形的公认领袖.可是,1517年德国僧侣,马丁?路德向某些天主教教义提出挑衅,拒绝服从罗马教皇,其他追随他,其中包括亨利八世（英王）”.
A. 在改革前,罗马教皇在宗教上具有至高无上的权利.似乎很有道理.实际上,教皇虽是宗教领袖,管的事情远远超出宗教范畴.这在最后一段倒数第二句话可见一般.结合第三题谈. B. 教皇在宗教之外的许多事情有着最高的权利.是明显不对的.
D. 教皇是那时欧洲的真正统治者.Then 一词可以指改革前后.
3.A. 这种分割不可能长期得到尊重.最后一段的最后两句话“1494年,哥伦布首次远航美洲后的两年,教皇亚历山大六世就把这块大洋彼岸未曾勘探的世界分给西班牙和葡萄牙作为对他们业绩的褒奖（赏赐）和制止他们彼此开仗.其它国家只要他们依然信仰天主教,他们就会尊重这个瓜分.”as long as 是一个条件.一旦这个条件不存在,那就不会再尊重.另一方面也说明教皇不仅管宗教,见第2题A注释,因此并不正确.
B. 不会面临挑战. C. 永远得到尊重. D. 教皇权力永不衰退.
4.B. 地质学.其他三项：
A. 钱. C. 宗教. D. 地理位置.都提到.
(二)
写作方法与文章大意
这是一篇论及“代沟”的文章.主要采用对比手法,一开始就提出了一个老问题：“老人们经常说年轻人不是从前那样了.这一评语代代相传,永远是对的,而今天比以前任何时候更正确.”下面几段就论述他们之不同点以及对比老少两代人的态度.
答案详解
1.D. 艰苦工作.这在第一段中第四句“青年一代受了更好教育,有大量的钱话,有更多的自由.他们成长的很快,不那么依赖于父母,他们独立思考得更多,不盲目接受老一代的理想…….”
A. 受更好的教育.B. 更多的钱和自由.C. 独立性.这三项均提及到.
2.C. 顺从.第二段集中讲到这一点.“因为老人们经常认为自己懂得多,理由就是他们经历得多.他们不喜欢自己的价值观受到怀疑或威胁.而这正是青年在做的.他们对老人们的设想提出疑问,打乱他们的自鸣得意.他们甚至敢于怀疑老一代创造了世界上可能最佳的社会.他们最反对的莫过于顺从.例如：他们说办公时间就是强制奴役,如果人们完全自由,绝对负责,他们的工作不会更好吗？而穿衣呢？谁说世界上所有的男人都该穿单调的灰色西装和剪成像罪犯似的短发？…….”这些词语都表示他们最反对的东西是遵从,“一致性”.所以
A. 价值.B. 长者的设想.D. 传统习俗观念.都是具体的某一点.
3.A. 他们在炸弹的阴影下成长.第三段倒数第四句起“由于年轻人是在炸弹战争的阴影下成长壮大：在不断受到全面歼灭的威胁之下,所以也只能期望他们重视目前.这是他们的光荣遗产.他们经常询问赠给他们遗产的这代人的头脑是否清醒.对此我们能表示惊讶吗？”遗产指的是第二段的种种问题所体现出来的东西,如：“谁说人类之差异能通过常规政策或暴力手段予以很好的解决？为什么老一代人常用暴力来解决他们的问题？为什么他们（老一代）个人生活那么不愉快.老有负罪感？为什么老纠缠于要积聚越来越多的物质财富？…….”
B. 他们不喜欢过去.C. 他们认为现世界是最好的.D. 他们害怕破坏.
4.A. 享受不是犯罪.这在第三段中间“老年人——如果他们准备承认的话——可以从他们的孩子们那里学到一两件事.他们能学的最大的课堂之一是享受不是犯罪.”“享受”是人可适用于生活各个方面的原则.从工作中获得乐处,享受闲暇时间,肯定不是错误.抛弃约束限制,生活在现在而不是生活在过去肯定也不是错.
B. 人们应有更多的闲暇.C. 人可以享受生活.D. 一个人应当享受工作.
总结：这是一篇关于对不知道怎么写阅读理解论文范文课题研究的大学硕士、阅读本科毕业论文阅读论文开题报告范文和文献综述及职称论文的作为参考文献资料.
参考文献：
1、 如何提高学生的英语阅读理解能力 所谓阅读能力主要是指精读能力和泛读能力,学生通过阅读可以获得大量的语言信息和知识 语言学家克拉申曾说过 "从阅读中得到课理解的输入课促进构成既是口语又是书面语语言行为基础的一般语言能力 " 在教学实践中我.
2、 高职院校学生英语阅读理解难度预测能力培养 【摘要】本文论述培养高职院校学生英语阅读理解预测能力的重要性,认为在英语阅读理解中需要充分利用篇章的标题、体例、结构以及读者自身的知识储备……内容对篇章进行预测,提出提高课外阅读的量、多读国内国际形势.
3、 突破高考英语阅读理解高分瓶颈策略 摘要高考英语阅读理解题常设置无中生有、偷梁换柱、瞒天过海、指鹿为马、反客为主……陷阱,考生需要认清这些陷阱,摒除干扰,找到正确选项,从而快速提高阅读理解题的解题能力,突破高分瓶颈 关键词阅读理解；设题.
4、 阅读理解 阅读下列短文,从每题所给的四个选项（A、B、C 和D）中,选出最佳选项 （一）Men Are Carrying on a SexfightThis is supposed to be an enlig.
5、 如何有效克服高中生在英语学习中阅读理解的障碍 【摘要】阅读理解在高中英语学习中的重要性一直受到教师和学生的高度重视,2014年新课标考试大纲要求考生能读懂文章并能从中获取相关信息解决问题 近几年的高考试卷一直稳中有变,但阅读理解的分值一直很高 很.
6、 文言文阅读理解 阅读下面的文字,完成15 题 徐旷,字文远,以字行 南齐司空孝嗣五世孙 父彻,梁秘书郎,尚元帝女安昌公主 江陵陷,俘以西,客偃师,贫不能自给 兄文林鬻书于肆,文远日阅之,因博通五经,明左氏春秋 时耆儒.