2025年6月·第3套 英语六级阅读理解（四选一） 第 1 篇 · 46–50 题答案与解析

题干 What do we learn about successful changes in organizations? 是对客观信息的直接询问，没有 infer/imply 等推断信号，也没有 main idea/title 等主旨信号，属于典型细节题。

What do we learn about successful changes in organizations? 是 What 引导的特殊疑问句，主干 we learn，about 介词短语限定 learn 的内容，successful changes 是真正的题眼，in organizations 是发生场域。结构平铺直叙，无陷阱。

• A)与原文相反

  They can be immediately implemented with great ease. 称变革「轻易立刻落地」，但 Most organizations aspire to deploy significant change programs, only to find them nearly impossible to implement 明说大多数变革极难落地，两者完全相反。

• B)偷换概念

  They are usually led by organization leaders of vision. 把成功变革的关键归到「有远见的领导」上，但定位句 successful change requires more than a vision 恰恰说仅有 vision 不够，关键在 workforce；把强调点偷换了。

• C)✓ 正确
  • it requires a workforce that not only doesn't resist change, but embraces it↔They call for enthusiastic support from the workforce.
  • a workforce↔the workforce

  They call for enthusiastic support from the workforce. 的「require + 全员热情支持」与定位句 requires a workforce that ... embraces it 精准对位，且对位完整、无外加成分。

• D)强加因果

  They often result from simulation learning experiences. 说成功变革「源于」模拟学习，但全文逻辑是 simulation 服务于 change，并非 change 的来源；定位句也未涉及 simulation。

题干 What should learning leaders do to arouse learners' passion for change? 在问主体的具体动作，答案对应原文里一句明确的「该做什么」，属细节题。

What should learning leaders do to arouse learners' passion for change? 主干 What should learning leaders do，to arouse learners' passion for change 是目的状语，for change 进一步修饰 passion。结构清晰，无陷阱。

• A)✓ 正确
  • expose the workforce to what could be↔Allow them to see what could possibly be achieved.
  • the workforce↔them

  预判落在主句动作 expose…to what could be 上，A 用 allow them to see what could possibly be achieved 与之一一对应。

• B)答非所问

  Help them break free from their old paradigms. 取自定位句后面的 which 从句中的并列动作 enable them to break free from their deep-rooted paradigms，那是 expose 之后的结果，而非 learning leaders 直接「应做」的动作。

• C)答非所问

  Encourage them to rethink their thought models. 取自 which 从句中的 rethink their mental models，依然属于 expose 之后的结果，不是题干所问的直接动作。

• D)答非所问

  Stimulate them to embrace fresh opportunities. 改写自 embrace the opportunity to learn，仍是 which 结果从句尾部的并列结果之一，不是题干问的 learning leaders 的直接动作。

What does the passage say about lectures, training programs and workshops? 是 say about + 主体的标准细节题问法，无推断信号。

What does the passage say about lectures, training programs and workshops? 主干 What does the passage say，about 引出讨论对象，对象是三项并列名词。无从句、无否定，无陷阱。

• A)✓ 正确
  • they are seldom effective at getting to the behavioral aspects↔They are generally incapable of changing workers' behaviors on the job.
  • the behavioral aspects that lie at the heart of a significant change initiative↔workers' behaviors on the job

  预判「改不了行为」直接对应 generally incapable of changing workers' behaviors，两端的否定强度通过 seldom↔generally not 桥接成立。

• B)无中生有

  They are interventions different from simulations in creating stimuli for change. 把三者说成「在制造变革刺激上不同于 simulation 的干预」，原文只把它们与 simulation 在「能不能触及行为」上作对照，未把它们也定性为 intervention，更未谈它们「创造刺激」。

• C)与原文相反

  They aim at transforming the behaviors of the workers in an organization. 称它们「以改变行为为目标」，与原文「在行为层面 seldom effective」的判定方向相反——原文恰是说它们做不到这件事。

• D)张冠李戴

  They help managers achieve the full effect of employee development efforts. 让三者「帮助管理者获得员工发展投入的全部成效」，但原文 managers rarely see the full effect of their employee development efforts 是说在常规工作里 managers 几乎看不到全部成效，且这一判断是关于「常规工作条件」整体，不是三者帮助下的状况。

What makes simulation one of the most fruitful forms of learning? 用「What makes X Y?」结构直问 simulation 之所以 fruitful 的原因，原文给出明确归因。

What makes simulation one of the most fruitful forms of learning? make 引导 sb./sth. + 宾补结构，simulation 是宾语，one of the most fruitful forms of learning 是宾补；fruitful 与原文 productive 同义。无陷阱。

• A)偷换概念

  Its capability of saving time by accelerating the immersive learning experience. 把 accelerates time 拎出来当主因，但原文里它只是 simulation 优点的描述之一，不是 is what makes 强调结构所归的原因。

• B)偷换概念

  Its potential for learners to examine their skills, knowledge and learning process. 取自 skills, processes and knowledge all can be highlighted，但原文是 processes（业务流程/作业过程），选项改成了 learning process（学习过程），主体偷换；且原文是 simulation 来 highlight，不是 learners 来 examine。

• C)以偏概全

  Its capability of providing all participants with a practical learning experience. 用 practical learning experience 模糊概括 simulation，未含 risk-free、reflect、experiment 等核心元素；原文 is what makes 主语处也并未用 practical 来归因。

• D)✓ 正确
  • The ability to explore, experiment and repeatedly apply new knowledge↔Its potential for learners to explore, experiment and practice without any risk.
  • in unlimited, risk-free models↔without any risk
  • The ability↔Its potential

  D 保留了原文的三动词并列与 risk-free 条件，是唯一同时满足两项核心的选项。

What should participants do in a simulation to reap the greatest benefits possible? 是问明确做法的标准细节题。

What should participants do in a simulation to reap the greatest benefits possible? 主干 What should participants do，in a simulation 是地点状语，to reap the greatest benefits possible 是目的不定式，possible 后置修饰 benefits。无陷阱。

• A)与原文相反

  Take the experience as a mere game. 让参与者「把体验当作单纯的游戏」，但 If they don't, they will view the experience as a game, which can be difficult to apply on the job 明确把「视为游戏」当作负面后果。

• B)✓ 正确
  • participants should immediately apply the learning from the experience↔Apply promptly what they learn to their jobs.
  • to forge a smooth link between learning and doing↔to their jobs

  B 在副词（promptly ↔ immediately）、核心动作（apply what they learn ↔ apply the learning）与落点（to their jobs ↔ between learning and doing）三处与定位句完全对位。

• C)答非所问

  Develop a deep level of understanding. 取自 enable individuals and groups to develop a deep level of understanding，那是 simulation 的功效（果），不是参与者「应当做什么以最大化收益」（因）。

• D)无中生有

  Strive to connect closely with their leaders. 让参与者「努力与领导紧密联系」，但全文从未要求 participants 去与 leaders 建立紧密联系，原文 forge a link 的对象是 learning 与 doing，不是 participants 与 leaders。