考生們?cè)趶?fù)習(xí)GMAT考試時(shí)有時(shí)候會(huì)浪費(fèi)掉很多的時(shí)間導(dǎo)致自己的考試時(shí)間不夠用，而浪費(fèi)掉的時(shí)間本身上是不應(yīng)該的。考生們?cè)贕MAT閱讀上往往是太關(guān)注細(xì)節(jié)知識(shí)而忽略了對(duì)文章整體框架的把握，重細(xì)節(jié)而輕結(jié)構(gòu)，這樣會(huì)產(chǎn)生兩個(gè)后果：一是最文章整體把握不到位，只靠細(xì)節(jié)做題。二是浪費(fèi)大量的時(shí)間回顧全文，小編在下面給大家介紹一些GMAT考試技巧，旨在指導(dǎo)大家如何快速把握文章框架：

　　Traditionally， the first firm to commercialize a new technology has benefited from the unique opportunity to shape product definitions， forcing followers to adapt to a standard or invest in an unproven alternative. Today， however， the largest payoffs may go to companies that lead in developing integrated approaches for successful mass production and distribution.

　　Producers of the Beta format for videocassette recorders (VCRs)， for example， were first to develop the VCR commercially in 1975， but producers of the rival VHS (Video Home System) format proved to be more successful at forming strategic alliances with other producers and distributors to manufacture and market their VCR format. Seeking to maintain exclusive control over VCR distribution， Beta producers were reluctant to form such alliances and eventually lost ground to VHS in the competition for the global VCR market.

　　Despite Beta’s substantial technological head start and the fact that VHS was neither technically better nor cheaper than Beta， developers of VHS quickly turned a slight early lead in sales into a dominant position. Strategic alignments with producers of prerecorded tapes reinforced the VHS advantage. The perception among consumers that prerecorded tapes were more available in VHS format further expanded VHS’s share of the market. By the end of the 1980s， Beta was no longer in production.

　　上面這篇文章出自GMAC出版的官方指南(Official Guide 12th edition)。這篇文章，如果根據(jù)傳統(tǒng)的閱讀習(xí)慣，搞清楚每個(gè)詞的意思，并以此為基礎(chǔ)概括句子的意思，進(jìn)而通過(guò)句子的意思總結(jié)出段落的大意，最后歸納出全文的意思，那么即使做到了，也一定是耗費(fèi)了大量的時(shí)間和精力。

　　我們?cè)倏匆谎圻@篇文章。Traditionally” 與 “Today”兩個(gè)詞在文中時(shí)間上的對(duì)比加上 “however” 這個(gè)轉(zhuǎn)折詞就能抓住第一段里前后兩種觀(guān)點(diǎn)的變化，而第二段的 “for example” 非常清楚地提示了第二段出現(xiàn)例子。例子與觀(guān)點(diǎn)形成的正是學(xué)術(shù)論文中最基礎(chǔ)的論證與被論證的關(guān)系。最后再通過(guò)對(duì)第二段首句中出現(xiàn)的關(guān)鍵詞的把握也不難發(fā)現(xiàn)， “Beta”、“VHS”、“VCR” 這幾個(gè)關(guān)鍵詞貫穿了第二、三段始終。所以，最終整篇文章的結(jié)構(gòu)就是第一段為觀(guān)點(diǎn)而后兩段對(duì)觀(guān)點(diǎn)進(jìn)行了論證。以此為基礎(chǔ)，文章的核心觀(guān)點(diǎn)和具體的展開(kāi)方式就基本清晰了。

　　用簡(jiǎn)單粗暴式的排除法直接找選項(xiàng)和原文的對(duì)應(yīng)關(guān)系，而完全不顧題干所問(wèn)究竟是什么，也是很多同學(xué)做題正確率難以提高的原因。很多同學(xué)習(xí)慣了以往在中考、高考甚至是托福做題所用的找選項(xiàng)和原文的意思對(duì)應(yīng)這種做題方法，并帶到了GMAT做題過(guò)程中來(lái)。對(duì)于某些細(xì)節(jié)題，這種方法也許是適用的，但是對(duì)文章的主旨、結(jié)構(gòu)這一類(lèi)和宏觀(guān)方面有關(guān)的題型卻完全無(wú)解。哪怕是在細(xì)節(jié)題里，也存在著不同題型提問(wèn)方式上的差異，直接導(dǎo)致了做題過(guò)程中的做題方法和挑選項(xiàng)的標(biāo)準(zhǔn)有很大的不同。一起來(lái)看下面幾道例題題干：

　　例1：The author of the passage mentions which of the following as an advantage of high-technology development?

　　例2：The passage suggests which of the following about the majority of United States manufacturing industries before the high-technology development era of the 1980s?

　　例3：The author mentions the behavior of the circulatory system of sea snakes when they are removed from the ocean primarily in order to

　　如果單看這幾個(gè)問(wèn)題，大家能不能看出題干所問(wèn)內(nèi)容的區(qū)別?或者能否看出每一個(gè)問(wèn)題潛在的正確答案應(yīng)該是什么樣子?如果深入分析一下，不難發(fā)現(xiàn)例1問(wèn)的是文章提到了什么，所以正確答案一定是文章提到過(guò)的內(nèi)容，而且一定是原文原句表達(dá)過(guò)的意思，所以正確答案一定是與原文中句子相同意思，只不過(guò)換了一種表達(dá)方式的選項(xiàng)。例2問(wèn)的是文章暗示了什么，那么正確選項(xiàng)一定也會(huì)和原文有關(guān)，但意思一定不會(huì)和原文完全相同，而是原文信息的合理延伸。例3看似和例1很像，都用了“mention”這個(gè)詞，但是看到最后的“in order to”的話(huà)可以發(fā)現(xiàn)題目所問(wèn)的其實(shí)是文章之所以提到這句話(huà)是為了干什么。因此，這種題干本質(zhì)上是問(wèn)句子作用，最后回答問(wèn)題的正確選項(xiàng)一定不會(huì)是這句話(huà)本身，而是句子背后的目的。對(duì)每一個(gè)題型深入分析，才是能夠針對(duì)性高效尋找答案的基礎(chǔ)。

　　以上是小編整理的在GMAT考試中閱讀文章的框架如何去把握的技巧，我們?cè)跍?zhǔn)備GMAT閱讀的時(shí)候，不能只關(guān)注細(xì)節(jié)部分。我們鼓勵(lì)大家關(guān)注細(xì)節(jié)，但細(xì)節(jié)不是全部。要首先對(duì)文章的整體做一個(gè)把握，這樣才能更有效的把握細(xì)節(jié)，切忌不要撿了芝麻丟了西瓜，希望這些GMAT考試技巧能幫到您。