四、(2025·盐城)信息还原。
A Volunteer Teacher’s Story
新素养 价值导向 Wang Xueru, a 22 - year - old university student from Beijing, joined the “Go West” programme to teach in Yunnan. 1 For Wang, it was a year of warmth and growth.
At first, many problems in teaching worried Wang. 2 She learnt different teaching methods from online courses. Months later, she felt confident about her teaching work.
3 She organized creative activities to support the students’ all - around development. One of Wang’s projects was “Super Poetry”, mixing local culture with short poems. Student Yi Xiangkan said, “I used to be bored with Chinese, but now I find it beautiful.”
4 When a student called Zhou Jie was sick, Wang visited her in the hospital and gave her support. Wang even kept every student’s birthday in mind and prepared a birthday cake for each of them. The whole class felt like a big family.
“Volunteer teaching is not one - way,” Wang said. “5”
For more than 20 years, the “Go West” programme has sent volunteers to connect city and countryside education. Wang’s story shows that love grows when people help each other.
A. So she tried hard to solve them.
B. Wang didn’t just teach textbooks.
C. Those children have taught me a lot.
D. Wang also cared about students’ daily lives.
E. Wang had to teach them Maths and English.
F. The programme sends young volunteers to teach in western areas.
A Volunteer Teacher’s Story
新素养 价值导向 Wang Xueru, a 22 - year - old university student from Beijing, joined the “Go West” programme to teach in Yunnan. 1 For Wang, it was a year of warmth and growth.
At first, many problems in teaching worried Wang. 2 She learnt different teaching methods from online courses. Months later, she felt confident about her teaching work.
3 She organized creative activities to support the students’ all - around development. One of Wang’s projects was “Super Poetry”, mixing local culture with short poems. Student Yi Xiangkan said, “I used to be bored with Chinese, but now I find it beautiful.”
4 When a student called Zhou Jie was sick, Wang visited her in the hospital and gave her support. Wang even kept every student’s birthday in mind and prepared a birthday cake for each of them. The whole class felt like a big family.
“Volunteer teaching is not one - way,” Wang said. “5”
For more than 20 years, the “Go West” programme has sent volunteers to connect city and countryside education. Wang’s story shows that love grows when people help each other.
A. So she tried hard to solve them.
B. Wang didn’t just teach textbooks.
C. Those children have taught me a lot.
D. Wang also cared about students’ daily lives.
E. Wang had to teach them Maths and English.
F. The programme sends young volunteers to teach in western areas.
答案：1—5 FABDC
解析：
【分析】
做这类信息还原题，首先要先通读全文，明确本文是围绕支教志愿者王雪茹的故事展开的记叙文，再逐一梳理每个空前后的线索：第一步先标记所有选项的核心含义，第二步结合空前后的指代关系、逻辑关系（因果、递进、总分）匹配选项，比如提到陌生的专有名词“Go West”项目时，后续大概率是补充项目介绍；提到“很多问题”时，后续会衔接解决问题的相关表述，顺着这个思路就能逐一锁定正确答案。
【解析】
1. 空1前句刚提到王雪茹加入了“Go West”项目，空后转入描述她的支教体验，F选项“这个项目派遣年轻志愿者去西部地区支教”正好承接前文首次出现的项目名称，补充介绍项目属性，逻辑衔接自然，选F。
2. 空2前句点明“一开始教学中的很多问题让王雪茹十分困扰”，空后描述她主动上网课学习不同教学方法，A选项“所以她努力解决这些问题”中的them正好指代前文的many problems，承上启下构成因果逻辑，选A。
3. 空3后句详细介绍她组织创意活动、打造结合本土文化的诗歌项目，跳出了常规课本教学的范畴，B选项“王不只是教授课本内容”作为本段总起句，引出后文的拓展教学行为，选B。
4. 空4后句列举了她探望生病学生、记住所有学生生日并准备蛋糕的事例，都属于对学生生活层面的照料，D选项“王也关心学生的日常生活”统领本段内容，和后文事例形成总分对应，选D。
5. 空5前句王雪茹明确提出“支教不是单向的”，说明支教是双向收获的过程，C选项“那些孩子也教会了我很多”正好呼应“非单向付出”的表述，契合语境，选C。
【答案】
1—5 FABDC
【知识点】
信息还原阅读，上下文逻辑推理，语篇衔接
【点评】
本题属于正能量价值导向的记叙文类信息还原题，考点集中在语篇的指代衔接、句间逻辑、段落主旨句匹配，线索指向清晰，既考察学生的整体语篇阅读能力，也渗透了志愿服务互助成长的正向理念。
【难度系数】
0.7
做这类信息还原题，首先要先通读全文，明确本文是围绕支教志愿者王雪茹的故事展开的记叙文，再逐一梳理每个空前后的线索：第一步先标记所有选项的核心含义，第二步结合空前后的指代关系、逻辑关系（因果、递进、总分）匹配选项，比如提到陌生的专有名词“Go West”项目时，后续大概率是补充项目介绍；提到“很多问题”时，后续会衔接解决问题的相关表述，顺着这个思路就能逐一锁定正确答案。
【解析】
1. 空1前句刚提到王雪茹加入了“Go West”项目，空后转入描述她的支教体验，F选项“这个项目派遣年轻志愿者去西部地区支教”正好承接前文首次出现的项目名称，补充介绍项目属性，逻辑衔接自然，选F。
2. 空2前句点明“一开始教学中的很多问题让王雪茹十分困扰”，空后描述她主动上网课学习不同教学方法，A选项“所以她努力解决这些问题”中的them正好指代前文的many problems，承上启下构成因果逻辑，选A。
3. 空3后句详细介绍她组织创意活动、打造结合本土文化的诗歌项目，跳出了常规课本教学的范畴，B选项“王不只是教授课本内容”作为本段总起句，引出后文的拓展教学行为，选B。
4. 空4后句列举了她探望生病学生、记住所有学生生日并准备蛋糕的事例，都属于对学生生活层面的照料，D选项“王也关心学生的日常生活”统领本段内容，和后文事例形成总分对应，选D。
5. 空5前句王雪茹明确提出“支教不是单向的”，说明支教是双向收获的过程，C选项“那些孩子也教会了我很多”正好呼应“非单向付出”的表述，契合语境，选C。
【答案】
1—5 FABDC
【知识点】
信息还原阅读，上下文逻辑推理，语篇衔接
【点评】
本题属于正能量价值导向的记叙文类信息还原题，考点集中在语篇的指代衔接、句间逻辑、段落主旨句匹配，线索指向清晰，既考察学生的整体语篇阅读能力，也渗透了志愿服务互助成长的正向理念。
【难度系数】
0.7