浅谈完形填空干扰项设置的常见问题和命题策略

高考完形填空题采用四选一的方式，在一篇250词左右的短文中留出15处空白，要求考生在具体语境中理解语篇主旨，理清文本结构和行文逻辑，甄别情感态度，辨析词汇，运用固定搭配，选出最佳选项，使补全后的文本连贯、通顺、完整。

完形填空语篇体现连贯紧密、前后衔接的特征，文本含有词义相同、相近、相关、相反的词语形成的语义场（张正菲，2021）。词汇的重复、同义词、反义词、上下义词等形成词汇复现，同一个语义场的项目出现组合构成搭配。通过词汇释义和词汇搭配，语篇词间、句间、段间构建出解释、递进、补充等逻辑关联，这些关键信息出现处就是设空点。完形填空往往基于学生联想、词汇搭配、语言情境、情感倾向等因素设置干扰项。

本文以两篇省级高考模考完形填空题的命题过程为例，呈现干扰项设置的常见问题和设置干扰项的命题策略，以帮助考生知己知彼，从命题人视角学习完形填空题型突破技法。

一、干扰项设置的常见问题

2023年广东省二模完形填空为记叙文，故事情节是：在今年少年棒球联盟比赛中，Kaiden Shelton不小心砸中了对手Isaiah Jarvis，虽然Isaiah Jarvis没事，但Kaiden Shelton吓坏了，Isaiah Jarvis拥抱了他，并给他安慰，这一幕感动了许多人，两人也收获了珍贵的友谊。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 （击球手）， 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

在干扰项设置中，完形填空题型注重备选项间的可比性，即选项处于同一语域情境中，以考查学生的高阶思维。每小题的干扰项应保证词法和句法上的正确性，但在文意上，干扰项不符合语境。如文本中加粗部分显示，干扰项设置主要有四大问题。

1.标答不唯一

由于命题人具有上帝视角，在命制选项过程中，容易疏忽标答的唯一性。部分干扰项可能从语言风格、词性意义等方面，都能作为另一个标答填补文本空白。如第24题：

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

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

B选项greeted，表示两队球员在比赛初始相互问好，在意义上完全成立。考虑到faced 和needed均表示抽象概念，笔者结合下文，将greeted改为saved作为干扰项，在动作内涵上与assisted都表示相对具体的概念，形成两两对称的结构。

第28题：

Yet Kaiden， the pitcher， appeared to be 28 ．

A. disappointed B. worried

C. surprised D. panicked

如果考生选择B选项worried，Keiden不小心误伤到对方球员，内心担忧，也符合文意，影响了panicked作为标答的唯一性，因此笔者将其修改为annoyed，考查学生基于语境甄别情感词的能力。

再如第29题中的enemy，与opponent构成同义词，这是完形填空中的大忌。考虑到partner与opponent都指参赛选手，coach为场外人员，笔者将enemy调整为fan，指现场观众，形成两两对应的关系。还有第30题的encourage，相对于标答comfort而言，干扰性太强。笔者将其调整为protect，描述球场上的行为动作，考查学生对于文本信息的准确处理能力。

2.干扰项不符合语境

在命制完形填空时，四个选项不仅词性相同，且指代同一类事物或情感，体现出同质性。如果干扰项可明显排除，则属于无效干扰。比如第5题：

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”。本文主题语境内容为体育赛事，倡导友爱比赛的体育精神，而A选项明显脱离价值取向和育人内涵，完全不符合语境，考生只要稍有尝试即可排除。考虑到标答suddenly与gradually侧重于描述动作的缓急，笔者将选项调整为possibly，与nearly均聚焦动作的发生几率，构成两两对应的结构。

3.干扰项语法不成立

受制于词汇间距、语篇主旨、衔接关联、词性形式等因素，命题人在设空时可能出现干扰项在语法上不成立的情况，如第26题：

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通常指某个想法或者概念出现在某人的头脑中，如果此处要强调场地人员出现，也应该加上the image/ name of...体现语法的准确性。鉴于object to， appeal to表示情感倾向，笔者将C选项调整为referred to，与attended to都指代具体动作，构成两两对应的结构。

4.干扰项内涵不同质

选项之间本身涵盖上下义的问题，导致选项不在同一个语义场，如第35题：

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

A. friendship B. popularity

C. relation D. freedom

C选项relation，是标答friendship的上义概念，偏离语域，导致四个选项不具有同质性。考虑到friendship与popularity均属于人与他人的关系，笔者将C选项调整为wealth，与freedom都强调个人所具有的属性，构成两两对应的结构。

完形填空试题的命制因素之一是考点层次，它是指受试者在答题时，需要考虑多广的上下文信息及多少长时记忆中的信息，包括单词、词组、句子、语篇等（陈晓扣， 2001）。近年来的高考完形试题“突出语篇”的命题思路，需要考生把握全文，综合分析以得出答案。

二、干扰项设置的命题策略

基于前文范例，命题者在设置完形填空干扰项时，应立足于语篇分析、综合语义场、语境内容和衔接关联等因素。完形填空的考点是立足语篇分析，通过情感线、情节线和主题线的梳理来完成的。干扰项的设置也应基于标答，遵循语域的同质性和形式的统一性。笔者以2023年广东省一模完形填空为例，梳理设置干扰项的命题策略。

完形填空语篇为记叙文，情节内容为11岁女孩从身边实际检测水质问题入手，开发程序检测铅含量，赢得少年科学奖的故事；情感线遵循女孩受到启发——努力投入——感激帮助的逻辑次序；主题意义为鼓励学生关注生活实际问题和科学探究的精神和方法，具体文本见文末附录。

1.基于语境的联想性

语境的联想性指学生根据短文中的某一信息，联想到了与之有关却不符合语境的内容（胡洁元，2008）如第21题：

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

考生在读取prize一词后，可能联想到design，offer，made等搭配。根据语篇下文内容可知，主人公是通过自己的发明创造，赢得了奖项。BCD选项具有干扰性，是基于与空格后的名词具有密切关联。

2.基于词汇的释义性

高考完形填空真题越来越注重对学生综合语用能力考查，原词复现的考查极少出现。但衔接意义上的复现，包括同义词、上下义词、反义词等，是考查学生思维品质和综合语用能力的关键载体，笔者将其定义为词汇的释义性。如第24题：

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为inaccurate的同义词，作为标答呈现。但是部分考生可能利用发散性思维，基于invention推断出creative； 结合前文父母亲尝试测试水质的背景推测出simple；结合前文water emergency的事实推断出结果可能predictable。阅读命题的干扰项往往借助于文本原词体现干扰度，完形填空的干扰项要具有干扰性，也可以结合前后文词汇的释义来达成。

3.基于语篇的复杂性

语篇具有语义连贯性是基于信息的串联。而信息可能是多维度多层面的。命题人可以基于语篇信息的复杂程度来设计干扰项。如第26题：

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

干扰项BCD都是主人公搭建探测仪器的可能动作。本段重点介绍主人公的努力过程，标答managed强调探究初见成效的过程信息，而pretended和promised都侧重于事情并未达成的信息；happened强调研究过程达成的偶然性，与前文信息中 “continued efforts”相悖。

4.基于句间的情感倾向

近年来完形填空主要以记叙文形式体现，凸显双线螺旋式展开的特征，包括明线—故事情节线和暗线—故事情感线。命题人也可以依据句间的情感倾向，命制干扰项，如第31题：

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

31. A. stresses B. credits

C. impresses D. provides

依据前一句信息，老师指导和帮助主人公完成科学探究。考生需推断情感态度，厘清also表示的并列关系，从而推测出标答为credit，意为对父母的称赞。而干扰项中provide，impress均强调主人公对自己行为的态度和阐释；stress则侧重于对父母造成的情感压力。再如34题：

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

根据后一句“她体现出了非常大的意愿去通过科学解决实际问题”可知，此处老师对主人公的评价是积极赞扬。考生需把握这一情感态度进行甄别。而干扰项中get along with侧重于关系的融洽；keep up with强调情感上的共同进步愿景；take care of体现照顾关爱之情。

三、结语

完形填空作为经典题型，具有测试的科学性和有效性，指向学生的综合语用能力和思维品质。干扰项的命制基于词汇衔接、情境联想、信息关联、句间情感等因素。考生在学习备考过程中，需围绕语篇主题情境，培养构建词汇释义网络、梳理知识结构图、甄别情感态度的能力，夯实语言基础，增强思辨能力，提升综合语用素养。

附录 2023年广东省一模完形填空试题

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 （纳米管） 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

【作者简介：广东省罗永华名教师工作室助手，曾获全国高中英语教师教学基本功大赛说课一等奖；曾担任省教研院赴粤东西北（河源）教学帮扶活动英语授课教师、近三年广东省一模等省市区级试题命题团队成员。参与国家级课题1项、省级课题1项，参编专著3本】

责任编辑 吴昊雷