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三、信息还原(每小题2分,满分10分)
阅读下面短文,从方框中选出能填入空白处的最佳选项。选项中有两项多余。
(2025·黑龙江中考改编)Why Do Fish Travel in Schools(群)?
Have you ever seen fish swimming together in a school? It's quite an amazing sight! They move together, turning and changing directions at the same time. It makes you wonder: 31 In fact, the answer is no. Each fish finds its own direction(方向). Researchers George Lauder from Harvard University and Yangfan Zhang have studied this for a long time. Now, they have found that fish can save a lot of energy by schooling.
In the experiment, the two researchers(研究员) put giant danio, a kind of fish that likes to swim in schools, in a tank(水箱). 32 Other times, they put just one fish in. As we all know, by measuring(测量) how much O₂ people use when exercising, we can know how much energy people use. The method also goes for fish. 33
The results were interesting and clear. Schooling fish used less O₂ than those swimming alone. And they took less time to become energetic again. 34 The researchers repeated(重复) this experiment five times to make sure the results were right. By schooling, fish can save energy for other important things, says Frank Fish from West Chester University. 35 For adults(成年鱼), they can use the saved energy to have babies or to stay away from animals that want to eat them.
So, next time you see fish swimming in schools, you'll know it's not just a beautiful sight—it's also a smart living skill for them.
31.
阅读下面短文,从方框中选出能填入空白处的最佳选项。选项中有两项多余。
(2025·黑龙江中考改编)Why Do Fish Travel in Schools(群)?
Have you ever seen fish swimming together in a school? It's quite an amazing sight! They move together, turning and changing directions at the same time. It makes you wonder: 31 In fact, the answer is no. Each fish finds its own direction(方向). Researchers George Lauder from Harvard University and Yangfan Zhang have studied this for a long time. Now, they have found that fish can save a lot of energy by schooling.
In the experiment, the two researchers(研究员) put giant danio, a kind of fish that likes to swim in schools, in a tank(水箱). 32 Other times, they put just one fish in. As we all know, by measuring(测量) how much O₂ people use when exercising, we can know how much energy people use. The method also goes for fish. 33
The results were interesting and clear. Schooling fish used less O₂ than those swimming alone. And they took less time to become energetic again. 34 The researchers repeated(重复) this experiment five times to make sure the results were right. By schooling, fish can save energy for other important things, says Frank Fish from West Chester University. 35 For adults(成年鱼), they can use the saved energy to have babies or to stay away from animals that want to eat them.
So, next time you see fish swimming in schools, you'll know it's not just a beautiful sight—it's also a smart living skill for them.
31.
B
32. E
33. G
34. D
35. F
答案
三、信息还原
【文章大意】本文是一篇说明文，主要介绍鱼为何会成群游动。
31~35 BEGDF
【文章大意】本文是一篇说明文，主要介绍鱼为何会成群游动。
31~35 BEGDF
解析
【分析】
做这类信息还原题，首先要通读全文明确主题：本文是说明文，解释鱼类成群游动的原因，通过对照实验验证群游可以帮助鱼类节省能量。接下来逐个匹配空处的上下文逻辑：
1. 第31空后文直接给出了否定回答"In fact, the answer is no"，说明空处必须是一般疑问句，结合后文"每条鱼自己找方向"的表述，对应提出"有没有人指挥它们移动"的疑问，逻辑完全匹配。
2. 第32空后文出现了"Other times, they put just one fish in"，刚好和选项里的"Sometimes..."形成固定的并列搭配，对应实验的两种不同操作场景。
3. 第33空前文提到"通过测量耗氧量判断能量消耗的方法也适用于鱼类"，顺承逻辑自然引出研究人员用专业设备测量鱼类游动耗氧量的操作。
4. 第34空前文给出实验结论：群游的鱼耗氧更少、恢复活力耗时更短，空处用换说法的方式对该结论做同义转述，衔接顺畅。
5. 第35空后文介绍成年鱼如何利用节省下来的能量，空处先举例说明幼鱼对剩余能量的用途，和后文形成不同年龄段的对应举例，逻辑连贯。
【解析】
31. 根据后文否定回答"In fact, the answer is no"，可知空处为一般疑问句，B选项"Is there someone telling them how to move?"提出是否有主体指挥鱼群移动的疑问，和后文"每条鱼自行判断方向"的表述呼应，选B。
32. 后文"Other times, they put just one fish in"和E选项"Sometimes, the researchers put eight fish in a tank at a time"构成"sometimes...other times..."的固定并列结构，对应实验的两种分组操作，选E。
33. 前文说明测量耗氧量判断能量消耗的方法适用于鱼类，G选项"So researchers used a special machine to measure how much O₂ fish used when swimming"顺承引出研究人员的具体实验操作，逻辑连贯，选G。
34. 前文提到群游的鱼耗氧更低、恢复活力耗时更短，D选项"In other words, they were full of energy in a shorter time"是对前文实验结论的同义转述，衔接自然，选D。
35. 后文介绍成年鱼利用节省能量的方式，F选项"For example, young fish can put the saved energy into growth"先说明幼鱼对剩余能量的用途，和后文成年鱼的情况对应，构成不同年龄段的举例说明，选F。
【答案】
31~35 B E G D F
【知识点】
说明文阅读，语篇逻辑衔接，信息还原
【点评】
本题是中考典型的信息还原题型，整体逻辑线索清晰，通过问答呼应、固定搭配、同义转述、前后举例对应的线索就可以快速选出答案，能够有效考察学生梳理语篇上下文逻辑的能力，不需要完全读懂全文也可以通过逻辑标记解题。
【难度系数】
0.7
做这类信息还原题，首先要通读全文明确主题：本文是说明文，解释鱼类成群游动的原因，通过对照实验验证群游可以帮助鱼类节省能量。接下来逐个匹配空处的上下文逻辑：
1. 第31空后文直接给出了否定回答"In fact, the answer is no"，说明空处必须是一般疑问句，结合后文"每条鱼自己找方向"的表述，对应提出"有没有人指挥它们移动"的疑问，逻辑完全匹配。
2. 第32空后文出现了"Other times, they put just one fish in"，刚好和选项里的"Sometimes..."形成固定的并列搭配，对应实验的两种不同操作场景。
3. 第33空前文提到"通过测量耗氧量判断能量消耗的方法也适用于鱼类"，顺承逻辑自然引出研究人员用专业设备测量鱼类游动耗氧量的操作。
4. 第34空前文给出实验结论：群游的鱼耗氧更少、恢复活力耗时更短，空处用换说法的方式对该结论做同义转述，衔接顺畅。
5. 第35空后文介绍成年鱼如何利用节省下来的能量，空处先举例说明幼鱼对剩余能量的用途，和后文形成不同年龄段的对应举例，逻辑连贯。
【解析】
31. 根据后文否定回答"In fact, the answer is no"，可知空处为一般疑问句，B选项"Is there someone telling them how to move?"提出是否有主体指挥鱼群移动的疑问，和后文"每条鱼自行判断方向"的表述呼应，选B。
32. 后文"Other times, they put just one fish in"和E选项"Sometimes, the researchers put eight fish in a tank at a time"构成"sometimes...other times..."的固定并列结构，对应实验的两种分组操作，选E。
33. 前文说明测量耗氧量判断能量消耗的方法适用于鱼类，G选项"So researchers used a special machine to measure how much O₂ fish used when swimming"顺承引出研究人员的具体实验操作，逻辑连贯，选G。
34. 前文提到群游的鱼耗氧更低、恢复活力耗时更短，D选项"In other words, they were full of energy in a shorter time"是对前文实验结论的同义转述，衔接自然，选D。
35. 后文介绍成年鱼利用节省能量的方式，F选项"For example, young fish can put the saved energy into growth"先说明幼鱼对剩余能量的用途，和后文成年鱼的情况对应，构成不同年龄段的举例说明，选F。
【答案】
31~35 B E G D F
【知识点】
说明文阅读，语篇逻辑衔接，信息还原
【点评】
本题是中考典型的信息还原题型，整体逻辑线索清晰，通过问答呼应、固定搭配、同义转述、前后举例对应的线索就可以快速选出答案，能够有效考察学生梳理语篇上下文逻辑的能力，不需要完全读懂全文也可以通过逻辑标记解题。
【难度系数】
0.7
