高考完形填空題采用四選一的方式，在一篇250詞左右的短文中留出15處空白，要求考生在具體語境中理解語篇主旨，理清文本結(jié)構(gòu)和行文邏輯，甄別情感態(tài)度，辨析詞匯，運(yùn)用固定搭配，選出最佳選項(xiàng)，使補(bǔ)全后的文本連貫、通順、完整。

完形填空語篇體現(xiàn)連貫緊密、前后銜接的特征，文本含有詞義相同、相近、相關(guān)、相反的詞語形成的語義場(chǎng)（張正菲，2021）。詞匯的重復(fù)、同義詞、反義詞、上下義詞等形成詞匯復(fù)現(xiàn)，同一個(gè)語義場(chǎng)的項(xiàng)目出現(xiàn)組合構(gòu)成搭配。通過詞匯釋義和詞匯搭配，語篇詞間、句間、段間構(gòu)建出解釋、遞進(jìn)、補(bǔ)充等邏輯關(guān)聯(lián)，這些關(guān)鍵信息出現(xiàn)處就是設(shè)空點(diǎn)。完形填空往往基于學(xué)生聯(lián)想、詞匯搭配、語言情境、情感傾向等因素設(shè)置干擾項(xiàng)。

本文以兩篇省級(jí)高考?？纪晷翁羁疹}的命題過程為例，呈現(xiàn)干擾項(xiàng)設(shè)置的常見問題和設(shè)置干擾項(xiàng)的命題策略，以幫助考生知己知彼，從命題人視角學(xué)習(xí)完形填空題型突破技法。

一、干擾項(xiàng)設(shè)置的常見問題

2023年廣東省二模完形填空為記敘文，故事情節(jié)是：在今年少年棒球聯(lián)盟比賽中，Kaiden Shelton不小心砸中了對(duì)手Isaiah Jarvis，雖然Isaiah Jarvis沒事，但Kaiden Shelton嚇壞了，Isaiah Jarvis擁抱了他，并給他安慰，這一幕感動(dòng)了許多人，兩人也收獲了珍貴的友誼。修改前版本如下所示：

Every August， teams with players about 10 years old play baseball across the US， with the aim to become Little League 21 . In this years game， Isaiah Jarvis， a Little League batter （擊球手）， 22 the pitcher （投球手）， Kaiden Shelton， who threw a baseball that hit him in the head. The 23  scene brought tears to the eyes of the crowd in the stadium．

On August 7th， Kaiden Shelton， from Texas， 24 Isaiah Jarvis， from Oklahoma， at the plate. With two strikes against Isaiah， Kaiden 25 lost control of his pitch. The ball hit Isaiah in his helmet， sending him to the ground. The field staff immediately 26 him and found him to be OK. He decided to remain in the 27 . Yet Kaiden， the pitcher， appeared to be 28 ．

Isaiah called a timeout upon seeing his 29 battling emotions. He calmly walked toward Kaiden and gave him a big hug， trying to 30 him. “Hey， youre doing just great.” Kaiden later shared with NBC News. “These 31 words from him really helped me.”

A video of the moment was posted online and attracted more than 6.5 million views. Danny Graves， a sports announcer， said Isaiahs 32 was the best thing he had ever seen in Little League baseball．

The Texas team won the game 9-4 to 33 to the Little League World Series. And Isaiah was also 34 to the game to celebrate its 75th anniversary. The pair told NBC News they think their newfound 35 will last beyond any tournament．

21. A. candidates B. volunteers

C. champions D. reporters

22. A. replaced B. hugged

C. challenged D. identified

23. A. embarrassing B. confusing

C. amusing D. touching

24. A. faced B. greeted

C. assisted D. needed

25. A. intentionally B. suddenly

C. gradually D. nearly

26. A. attended to B. appealed to

C. occurred to D. objected to

27. A. video B. celebration

C. game D. tournament

28. A. disappointed B. worried

C. surprised D. panicked

29. A. partner B. opponent

C. coach D. enemy

30. A. encourage B. rescue

C. comfort D. instruct

31. A. powerful B. typical

C. familiar D. contradictory

32. A. strength B. sportsmanship

C. generosity D. politeness

33. A. apply B. return

C. connect D. head

34. A. questioned B. admitted

C. invited D. selected

35. A. friendship B. popularity

C. relation D. freedom

在干擾項(xiàng)設(shè)置中，完形填空題型注重備選項(xiàng)間的可比性，即選項(xiàng)處于同一語域情境中，以考查學(xué)生的高階思維。每小題的干擾項(xiàng)應(yīng)保證詞法和句法上的正確性，但在文意上，干擾項(xiàng)不符合語境。如文本中加粗部分顯示，干擾項(xiàng)設(shè)置主要有四大問題。

1.標(biāo)答不唯一

由于命題人具有上帝視角，在命制選項(xiàng)過程中，容易疏忽標(biāo)答的唯一性。部分干擾項(xiàng)可能從語言風(fēng)格、詞性意義等方面，都能作為另一個(gè)標(biāo)答填補(bǔ)文本空白。如第24題：

On August 7th， Kaiden Shelton， from Texas， 24 Isaiah Jarvis， from Oklahoma， at the plate.

A. faced B. greeted C. assisted D. needed

B選項(xiàng)greeted，表示兩隊(duì)球員在比賽初始相互問好，在意義上完全成立?？紤]到faced 和needed均表示抽象概念，筆者結(jié)合下文，將greeted改為saved作為干擾項(xiàng)，在動(dòng)作內(nèi)涵上與assisted都表示相對(duì)具體的概念，形成兩兩對(duì)稱的結(jié)構(gòu)。

第28題：

Yet Kaiden， the pitcher， appeared to be 28 ．

A. disappointed B. worried

C. surprised D. panicked

如果考生選擇B選項(xiàng)worried，Keiden不小心誤傷到對(duì)方球員，內(nèi)心擔(dān)憂，也符合文意，影響了panicked作為標(biāo)答的唯一性，因此筆者將其修改為annoyed，考查學(xué)生基于語境甄別情感詞的能力。

再如第29題中的enemy，與opponent構(gòu)成同義詞，這是完形填空中的大忌?？紤]到partner與opponent都指參賽選手，coach為場(chǎng)外人員，筆者將enemy調(diào)整為fan，指現(xiàn)場(chǎng)觀眾，形成兩兩對(duì)應(yīng)的關(guān)系。還有第30題的encourage，相對(duì)于標(biāo)答comfort而言，干擾性太強(qiáng)。筆者將其調(diào)整為protect，描述球場(chǎng)上的行為動(dòng)作，考查學(xué)生對(duì)于文本信息的準(zhǔn)確處理能力。

2.干擾項(xiàng)不符合語境

在命制完形填空時(shí)，四個(gè)選項(xiàng)不僅詞性相同，且指代同一類事物或情感，體現(xiàn)出同質(zhì)性。如果干擾項(xiàng)可明顯排除，則屬于無效干擾。比如第5題：

With two strikes against Isaiah， Kaiden 25 lost control of his pitch. The ball hit Isaiah in his helmet， sending him to the ground.

A. intentionally B. suddenly

C. gradually D. nearly

intentionally指的是“有意地；故意地”。本文主題語境內(nèi)容為體育賽事，倡導(dǎo)友愛比賽的體育精神，而A選項(xiàng)明顯脫離價(jià)值取向和育人內(nèi)涵，完全不符合語境，考生只要稍有嘗試即可排除?？紤]到標(biāo)答suddenly與gradually側(cè)重于描述動(dòng)作的緩急，筆者將選項(xiàng)調(diào)整為possibly，與nearly均聚焦動(dòng)作的發(fā)生幾率，構(gòu)成兩兩對(duì)應(yīng)的結(jié)構(gòu)。

3.干擾項(xiàng)語法不成立

受制于詞匯間距、語篇主旨、銜接關(guān)聯(lián)、詞性形式等因素，命題人在設(shè)空時(shí)可能出現(xiàn)干擾項(xiàng)在語法上不成立的情況，如第26題：

The field staff immediately 26 him and found him to be OK．

A. attended to B. appealed to

C. occurred to D. objected to

occur to通常指某個(gè)想法或者概念出現(xiàn)在某人的頭腦中，如果此處要強(qiáng)調(diào)場(chǎng)地人員出現(xiàn)，也應(yīng)該加上the image/ name of...體現(xiàn)語法的準(zhǔn)確性。鑒于object to， appeal to表示情感傾向，筆者將C選項(xiàng)調(diào)整為referred to，與attended to都指代具體動(dòng)作，構(gòu)成兩兩對(duì)應(yīng)的結(jié)構(gòu)。

4.干擾項(xiàng)內(nèi)涵不同質(zhì)

選項(xiàng)之間本身涵蓋上下義的問題，導(dǎo)致選項(xiàng)不在同一個(gè)語義場(chǎng)，如第35題：

The pair told NBC News they think their newfound 35 will last beyond any tournament．

A. friendship B. popularity

C. relation D. freedom

C選項(xiàng)relation，是標(biāo)答friendship的上義概念，偏離語域，導(dǎo)致四個(gè)選項(xiàng)不具有同質(zhì)性?？紤]到friendship與popularity均屬于人與他人的關(guān)系，筆者將C選項(xiàng)調(diào)整為wealth，與freedom都強(qiáng)調(diào)個(gè)人所具有的屬性，構(gòu)成兩兩對(duì)應(yīng)的結(jié)構(gòu)。

完形填空試題的命制因素之一是考點(diǎn)層次，它是指受試者在答題時(shí)，需要考慮多廣的上下文信息及多少長(zhǎng)時(shí)記憶中的信息，包括單詞、詞組、句子、語篇等（陳曉扣， 2001）。近年來的高考完形試題“突出語篇”的命題思路，需要考生把握全文，綜合分析以得出答案。

二、干擾項(xiàng)設(shè)置的命題策略

基于前文范例，命題者在設(shè)置完形填空干擾項(xiàng)時(shí)，應(yīng)立足于語篇分析、綜合語義場(chǎng)、語境內(nèi)容和銜接關(guān)聯(lián)等因素。完形填空的考點(diǎn)是立足語篇分析，通過情感線、情節(jié)線和主題線的梳理來完成的。干擾項(xiàng)的設(shè)置也應(yīng)基于標(biāo)答，遵循語域的同質(zhì)性和形式的統(tǒng)一性。筆者以2023年廣東省一模完形填空為例，梳理設(shè)置干擾項(xiàng)的命題策略。

完形填空語篇為記敘文，情節(jié)內(nèi)容為11歲女孩從身邊實(shí)際檢測(cè)水質(zhì)問題入手，開發(fā)程序檢測(cè)鉛含量，贏得少年科學(xué)獎(jiǎng)的故事；情感線遵循女孩受到啟發(fā)——努力投入——感激幫助的邏輯次序；主題意義為鼓勵(lì)學(xué)生關(guān)注生活實(shí)際問題和科學(xué)探究的精神和方法，具體文本見文末附錄。

1.基于語境的聯(lián)想性

語境的聯(lián)想性指學(xué)生根據(jù)短文中的某一信息，聯(lián)想到了與之有關(guān)卻不符合語境的內(nèi)容（胡潔元，2008）如第21題：

Last month， she 21 the top prize at the Discovery Education 3M Young Scientist Challenge for her invention．

21. A. earned B. designed

C. offered D. made

考生在讀取prize一詞后，可能聯(lián)想到design，offer，made等搭配。根據(jù)語篇下文內(nèi)容可知，主人公是通過自己的發(fā)明創(chuàng)造，贏得了獎(jiǎng)項(xiàng)。BCD選項(xiàng)具有干擾性，是基于與空格后的名詞具有密切關(guān)聯(lián)。

2.基于詞匯的釋義性

高考完形填空真題越來越注重對(duì)學(xué)生綜合語用能力考查，原詞復(fù)現(xiàn)的考查極少出現(xiàn)。但銜接意義上的復(fù)現(xiàn)，包括同義詞、上下義詞、反義詞等，是考查學(xué)生思維品質(zhì)和綜合語用能力的關(guān)鍵載體，筆者將其定義為詞匯的釋義性。如第24題：

The test strips may show inaccurate results， which werent very 24 .” She recalls．

24. A. simple B. reliable

C. predictable D. creative

考生基于前文，可知reliable為inaccurate的同義詞，作為標(biāo)答呈現(xiàn)。但是部分考生可能利用發(fā)散性思維，基于invention推斷出creative； 結(jié)合前文父母親嘗試測(cè)試水質(zhì)的背景推測(cè)出simple；結(jié)合前文water emergency的事實(shí)推斷出結(jié)果可能predictable。閱讀命題的干擾項(xiàng)往往借助于文本原詞體現(xiàn)干擾度，完形填空的干擾項(xiàng)要具有干擾性，也可以結(jié)合前后文詞匯的釋義來達(dá)成。

3.基于語篇的復(fù)雜性

語篇具有語義連貫性是基于信息的串聯(lián)。而信息可能是多維度多層面的。命題人可以基于語篇信息的復(fù)雜程度來設(shè)計(jì)干擾項(xiàng)。如第26題：

Gitanjali 26 to build a small blue housing using the 3-D printer at her school with computer chips and a battery inside．

26. A. managed B. promised

C. pretended D. happened

干擾項(xiàng)BCD都是主人公搭建探測(cè)儀器的可能動(dòng)作。本段重點(diǎn)介紹主人公的努力過程，標(biāo)答managed強(qiáng)調(diào)探究初見成效的過程信息，而pretended和promised都側(cè)重于事情并未達(dá)成的信息；happened強(qiáng)調(diào)研究過程達(dá)成的偶然性，與前文信息中 “continued efforts”相悖。

4.基于句間的情感傾向

近年來完形填空主要以記敘文形式體現(xiàn)，凸顯雙線螺旋式展開的特征，包括明線—故事情節(jié)線和暗線—故事情感線。命題人也可以依據(jù)句間的情感傾向，命制干擾項(xiàng)，如第31題：

Gitanjali also 31 her parents with constant support and encouragement to try “crazy ideas”．

31. A. stresses B. credits

C. impresses D. provides

依據(jù)前一句信息，老師指導(dǎo)和幫助主人公完成科學(xué)探究?？忌柰茢嗲楦袘B(tài)度，厘清also表示的并列關(guān)系，從而推測(cè)出標(biāo)答為credit，意為對(duì)父母的稱贊。而干擾項(xiàng)中provide，impress均強(qiáng)調(diào)主人公對(duì)自己行為的態(tài)度和闡釋；stress則側(cè)重于對(duì)父母造成的情感壓力。再如34題：

According to Shafer， who 34 Gitanjali， “she shows a lot of motivation to solve practical issues through science”．

34. A. keeps up with B. gets along with

C. takes care of D. speaks highly of

根據(jù)后一句“她體現(xiàn)出了非常大的意愿去通過科學(xué)解決實(shí)際問題”可知，此處老師對(duì)主人公的評(píng)價(jià)是積極贊揚(yáng)?？忌璋盐者@一情感態(tài)度進(jìn)行甄別。而干擾項(xiàng)中g(shù)et along with側(cè)重于關(guān)系的融洽；keep up with強(qiáng)調(diào)情感上的共同進(jìn)步愿景；take care of體現(xiàn)照顧關(guān)愛之情。

三、結(jié)語

完形填空作為經(jīng)典題型，具有測(cè)試的科學(xué)性和有效性，指向?qū)W生的綜合語用能力和思維品質(zhì)。干擾項(xiàng)的命制基于詞匯銜接、情境聯(lián)想、信息關(guān)聯(lián)、句間情感等因素。考生在學(xué)習(xí)備考過程中，需圍繞語篇主題情境，培養(yǎng)構(gòu)建詞匯釋義網(wǎng)絡(luò)、梳理知識(shí)結(jié)構(gòu)圖、甄別情感態(tài)度的能力，夯實(shí)語言基礎(chǔ)，增強(qiáng)思辨能力，提升綜合語用素養(yǎng)。

附錄 2023年廣東省一模完形填空試題

In many ways， Gitanjali Rao is an ordinary 11-year-old， lively and chatty， yet her scientific spirit makes a huge difference. Last month， she 21 the top prize at the Discovery Education 3M Young Scientist Challenge for her invention．

What 22 Gitanjalis work was that her city faced a water emergency with too much lead in its water. “The idea didnt 23 to me until I saw my parents try to do water tests. The test strips may show inaccurate results， which werent very 24 .” She recalls. She then searched for suitable materials with continued efforts and 25 found that carbon nanotube （納米管） sensors can be used to sense chemicals. Gitanjali 26 to build a small blue housing using the 3-D printer at her school with computer chips and a battery inside. A free app， which Gitanjali designed under 27 from her computer science teacher， gives instant 28 and sends the data to a linked phone through an attached device．

The process of designing her project wasnt always 29 ， though. Kathleen Shafer， a scientist paired with Gitanjali as her teacher in summer， 30 along the way. In the award ceremony， Gitanjali also 31 her parents with constant support and 32 to try “crazy ideas”. Gitanjali received $25，000 to further develop her program along with the great 33 of winning the contest. According to Shafer， who 34 Gitanjali， “she shows a lot of motivation to solve 35 issues through science”.

21. A. earned B. designed

C. offered D. made

22. A. exposed B. improved

C. defined D. inspired

23. A. stick B. belong

C. occur D. apply

24. A. simple B. reliable

C. predictable D. creative

25. A. initially B. immediately

C. temporarily D. eventually

26. A. managed B. promised

C. pretended D. happened

27. A. observation B. command

C. instruction D. control

28. A. access B. results

C. decisions D. approval

29. A. optional B. complete

C. continuous D. smooth

30. A. changed B. risked

C. helped D. followed

31. A. stresses B. credits

C. impresses D. provides

32. A. encouragement B. request

C. struggle D. pressure

33. A. fortune B. intention

C. honor D. potential

34. A. keeps up with B. gets along with

C. takes care of D. speaks highly of

35. A. commercial B. practical

C. academic D. systematic

【作者簡(jiǎn)介：廣東省羅永華名教師工作室助手，曾獲全國(guó)高中英語教師教學(xué)基本功大賽說課一等獎(jiǎng)；曾擔(dān)任省教研院赴粵東西北（河源）教學(xué)幫扶活動(dòng)英語授課教師、近三年廣東省一模等省市區(qū)級(jí)試題命題團(tuán)隊(duì)成員。參與國(guó)家級(jí)課題1項(xiàng)、省級(jí)課題1項(xiàng)，參編專著3本】

責(zé)任編輯 吳昊雷