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1、閱讀技巧及應(yīng)試策略 第一節(jié) 常用閱讀技巧及運(yùn)用范例 閱讀理解是一個(gè)復(fù)雜的感知和理解語(yǔ)言的過(guò)程，但這并不意味著其無(wú)章可循。心理學(xué)、心理語(yǔ)言學(xué)、認(rèn)知科學(xué)等學(xué)科的研究結(jié)果表明，理解的過(guò)程實(shí)際上就是我們將新信息與大腦中已有的認(rèn)知結(jié)構(gòu)相互匹配、相互作用的過(guò)程(被稱為“解碼”)。閱讀者將新信息與已知信息建立聯(lián)系，進(jìn)行判斷、猜測(cè)、思考，最終達(dá)到理解的目的。閱讀者對(duì)相關(guān)的知識(shí)和經(jīng)驗(yàn)掌握得越多，理解起來(lái)就會(huì)變得越輕松。因此，閱讀的過(guò)程實(shí)際上是一個(gè)形式上由細(xì)節(jié)到把握總體思想，內(nèi)容上由總體思想指導(dǎo)理解細(xì)節(jié)的雙向并行的處理過(guò)程，兩者缺一不可。與之相對(duì)應(yīng)的閱讀常用技巧與步驟即可分為瀏覽試題、略讀(skim

2、ming)、掃讀(scanning)以及回查等幾種，下面分別加以介紹。 一、瀏覽試題以明確目標(biāo) 在進(jìn)行閱讀之前，首先瀏覽短文后面的試題。在看完Section A選擇題的題干和四個(gè)選項(xiàng)以及Section B簡(jiǎn)答題的題干后，分析掌握每個(gè)試題考查的內(nèi)容和題型(推理題、細(xì)節(jié)題、主旨題等)，以便帶著問(wèn)題有目標(biāo)地閱讀短文，根據(jù)相應(yīng)的解題技巧從中尋找正確答案，例如下面這道真題： 85．What is the main idea of the passage? A. Public speaking in international forums. B. Public s

3、peaking in daily life context. C. The many uses of public speaking. D. The rules of public speaking. 通過(guò)瀏覽此題，可以明顯看出此題屬于主旨題，需要考生重點(diǎn)關(guān)注短文的前幾段中對(duì)主題的描述與說(shuō)明，從而把握作者通篇所表達(dá)的觀點(diǎn)和所持的態(tài)度。 The art of public speaking began in ancient Greece over 2,000 years ago. Now, twitter, instant messaging,

4、e—mail, blogs and chat forums offer rival approaches to communication--but none can replace the role of a great speech. The spoken word can handle various vital functions: persuading or inspiring, informing, paying tribute, entertaining, or simply introducing someone or something or accepting s

5、omething. Over the past year, the human voice has helped guide US over the ups and downs of what was certainly a stormy time. Persuasion is used in dealing with or reconciling different points of view. When the leaders met in Copenhagen in December 2009, persuasive words from activists enc

6、ouraged them to commit themselves to firmer action. Inspirational speeches confront the emotions. They focus on topics and matters that are close to people’s hearts．During wars, generals used inspiring speeches to prepare the troops for battle. A speech that conveys knowledge and enhances

7、 understanding can inform us. The information must be clear, accurate, and expressed in a meaningful and interesting way. When the H1 N1 pandemic (流行病) was announced, the idea of “swine flu” (豬流感) scared many people. Informative speeches from World Health Organization officials helped people to keep

8、 their panic under control so they could take sensible precautions. Sad events are never easy to deal with but a speech that pays tribute to the loss of a loved one and gives praise for their contribution can be comforting. Madonna’s speech about Michael Jackson, after his death, highlighted th

9、e fact that he will continue to live on through his music. It’s not only in world forums where public speaking plays an important role. It can also be surprisingly helpful in the course of our own lives. If you're taking part in a debate you need to persuade the listeners of the soundness

10、of your argument. In sports, athletes know the importance of a pep talk (鼓舞士氣的講話) before a match to inspire teammates. You yourself may be asked to do a presentation at college or work to inform the others about an area of vital importance. On a more personal level, a friend may be upset and n

11、eed comforting. Or you might be asked to introduce a speaker at a family event or to speak at a wedding, where your language will be needed to move people or make them laugh. Great speaking ability is not something we’re born with. Even Barack Obama works hard to perfect every speech. For a brillia

12、nt speech, there are rules that you can put to good use．To learn those roles you have to practice and learn from some outstanding speeches in the past. 解題點(diǎn)撥： 在第一、二段提出本文主旨后，作者就逐一介紹public speaking的重要作用：Persuasion is used in dealing with or reconciling different points of view；Inspirational speeche

13、s confront the emotions；A speech that conveys knowledge and enhances understanding can inform us；Sad events are never easy to deal with but a speech…；It can also be surprisingly helpful in the course of our own lives．由此可知，C能夠概括全文主旨，故為正確答案。 二、通過(guò)略讀（skimming）全文以掌握主旨 略讀(skimming)又稱“跳讀”(reading a

14、nd skipping)或“瀏覽”(glancing)，是一種專門的、非常實(shí)用的快速閱讀方法，其主要特征是有選擇性地閱讀，其目的有二：一是以盡可能快的速度獲取文章主旨大意或中心思想；二是辨識(shí)文體，掌握結(jié)構(gòu)(如果是記敘文，就要了解故事發(fā)生的時(shí)間、地點(diǎn)、背景和人物活動(dòng)等主要線索；如果是論述文，就要弄清文章的中心論點(diǎn)及論述內(nèi)容)。換句話說(shuō)，略讀要求讀者有選擇性地進(jìn)行閱讀，跳過(guò)某些細(xì)節(jié)，以抓住文章的大意，從而加快閱讀速度。其具體做法如下： (1)利用印刷細(xì)節(jié)，如文章的標(biāo)題、副標(biāo)題、小標(biāo)題、斜體詞、黑體詞、標(biāo)點(diǎn)符號(hào)等，對(duì)文章進(jìn)行預(yù)測(cè)，從而了解作者的思路、行文模式，以便把握住主旨、有關(guān)的細(xì)節(jié)及其

15、相互間的關(guān)系。 (2)重點(diǎn)關(guān)注文章開頭，力求抓住文章大意、文章背景、作者的寫作風(fēng)格、口吻或語(yǔ)氣等。 (3)閱讀段落的主題句和結(jié)論句。抓住主題句，略去細(xì)節(jié)不讀，以求提高速度=段落過(guò)長(zhǎng)時(shí)可適當(dāng)閱讀其中某一到兩行，以強(qiáng)化理解。 (4)注意轉(zhuǎn)折詞和序列詞等起銜接作用的標(biāo)志詞。 下面以一篇英語(yǔ)閱讀短文為例來(lái)說(shuō)明略讀的妙用： 以下文章只需閱讀畫線的部分即可，其余細(xì)節(jié)可略去不讀。 There are superstitions attached to numbers; even those ancient Greeks believed that

16、 all numbers and their multiples had some mystical significance． Those numbers between 1 and 13 were in particular to have a powerful influence over the affairs of men. For example, it is commonly said that luck, good or bad, comes in three: if an accident happens, two more of the same kind ma

17、y be expect soon afterwards. The arrival of a letter will be followed by two others within a certain period. Another belief involving the number three has it that it is unlucky to light three cigarettes from the one match. If this happens, the bad luck that goes with the deed falls upon the pe

18、rson whose cigarette was the last to be lit. The ill-omen linked to the lighting of three things from one match or candle goes back to at least the 17th century and probably earlier. It was believed that three candles alight at the same time would be sure to bring bad luck; one, two, or four, were p

19、ermissible, but never just three. Seven was another significant number, usually regarded as a bringer of good luck. The ancient astrologers believed that the universe was governed by seven plants; students of Shakespeare will recall that the life of man was divided into seven ages. Seven horse

20、shoes nailed to a horse will protect it from all evil. Nine is usually thought of as a lucky number because it is the product of three times three. It was much used by the Anglo-Saxons in their charms for healing. Another belief was that great changes occurred every 7th and 9th of a man’

21、s life. Consequently, the age of 63 (the product of nine and seven) was thought to be a very perilous time for him. If he survived his 63rd year he might hope to live to a ripe old age. Thirteen, as we well know, is regarded with great awe and fear. The common belief is that this derives

22、 from the fact that there were 13 people at Christ’s Last Supper. This being the eve of his betrayal, it is not difficult to understand the significance given to the number by the early Christians. In modern times 13 is an especially unlucky number of a dinner party, for example. Hotels will a

23、void numbering a floor the 13th; the progression is from 12 to 14, and no room is given the number 13. Many home owners will use 121/2 instead of 13 as their house number. Yet oddly enough, to be born on the 13th of the month is not regarded with any fear at all, which just shows how irrationa

24、l we are in our superstitious beliefs. 解題點(diǎn)撥： 通過(guò)略讀各段的主題句可知，本文主要講訴數(shù)字與迷信。全文為“總-分-總”結(jié)構(gòu)，第一段指出中心議題“數(shù)字被賦予了迷信的含義”，下文各段舉例說(shuō)明一些數(shù)字的迷信含義，最后一段表明作者的態(tài)度。文章后的題目為： 1. According to the passage, which of the following groups of numbers will certainly bring good luck to people? A. 3 and 7 B. 3 a

25、nd 9 C. 7 and 9 D. 3 and 13 解析：選C。通過(guò)略讀第五、六段的開頭句Seven was another significant number, usually regarded as a bringer of good luck.和Nine is usually thought of as a lucky number...便可得出正確答案為C。 2. The ill luck associated with 13 is supposed to have its origin in . A. legend

26、 B. religion C. popular belief D. certain customs 解析：選B。通過(guò)略讀第八段的Thirteen, as we well know, is regarded with great awe and fear.和第九段的The common belief is that this derives from the fact that there were 13 people at Christ’s Last Supper.便可得知B為正確答案。 3. What is the author’s att

27、itude towards people’s superstitious beliefs? A. He is mildly critical. B. He is strongly critical. C. He is in favor of them. D. His attitude is not clear. 解析：選A。略讀全文最后一段Yet oddly enough, to be born on the 13th of the month is not regarded with any fear at al

28、l, which just shows how irrational we are in our superstitious beliefs. 即可知，作者的態(tài)度為A。 三、 通過(guò)掃讀（scanning）定位以獲取特定、關(guān)鍵信息 掃讀（scanning）又稱“尋讀”或“查讀”，同略讀一樣是一種快速閱讀技巧。它是一種從大量的資料中迅速查找某一個(gè)具體事實(shí)或某一個(gè)特定信息，如人物、事件、地點(diǎn)、數(shù)字等，而對(duì)其他不相關(guān)內(nèi)容略去不讀的快速閱讀方法。運(yùn)用這種方法，讀者就能在最短的時(shí)間內(nèi)略過(guò)盡可能多的閱讀材料，找到所需要的信息。這種方法一般可應(yīng)用于事實(shí)3細(xì)節(jié)題的查找中。 作為一種快速尋找信息的閱讀技

29、巧，掃讀既要求速度，又要求準(zhǔn)確。具體地說(shuō)，掃讀帶有明確的目的性，有針對(duì)性地選擇問(wèn)題的答案。因此，可以把整段的文字直接映入大腦中，不必逐字逐句過(guò)目。視線在閱讀材料上掠過(guò)時(shí)，一旦發(fā)現(xiàn)相關(guān)的內(nèi)容，就要稍作停留，將它記住或摘錄下來(lái)，從而既保證掃讀的速度，又做到準(zhǔn)確無(wú)誤。掃讀與略讀不同。略讀時(shí)，讀者事先對(duì)材料一無(wú)所知；而掃讀則是讀者在略讀之后，根據(jù)已知的文章大意與結(jié)構(gòu)，按照題目要求確定所需特定、關(guān)鍵信息的位置，從而找到正確答案。例如，英語(yǔ)專業(yè)四級(jí)考試中曾出現(xiàn)過(guò)這樣一道題： According to the passage, “...spring cleaning is a difficult noti

30、on for modern families to grasp” means that spring cleaning . A. is no longer an easy practice to understand B. is no longer part of modern family life C. requires more family members to be involved D. calls for more complicated skills and knowledge 原文如下： I know when I know wh

31、en the snow melts and the first robins (知更鳥) come to call, when the laughter of children returns to the parks and playgrounds, something wonderful is about to happen. Spring cleaning. I’ll admit spring cleaning is a difficult notion for modern families to grasp. Today’s busy families har

32、dly have time to load the dishwasher, much less clean the doormat. Asking the family to spend the weekend collecting winter dog piles from the melting snow in the backyard is like announcing there will be no more Wi-Fi. It interrupts the natural order. “Honey, what say we spend the weekend bea

33、ting the rugs, sorting through the boxes in the basement and painting our bedroom a nice lemony yellow?” I say. “Can we at least wait until the NBA matches are over?” my husband answers. But I tell my family, spring cleaning can’t wait. The temperature has risen just enough to melt snow

34、but not enough for Little League practice to start. Some flowers are peeking out of the thawing ground, but there is no lawn to seed, nor garden to tend. Newly wakened from our winter’s hibernation(冬眠), yet still needing extra blankets at night, we open our windows to the first fresh air floating on

35、 the breeze and all of the natural world demanding “Awake and be clean!” Biologists offer a theory about this primal impulse to clean out every drawer and closet in the house at spring’s first light, which has to do with melatonin, the sleepytime hormone (激素) our bodies produce when it’s dar

36、k. When spring’s light comes, the melatonin diminishes, and suddenly we are awakened to the dusty, virus-filled house we’ve been hibernating in for four months. I tell my family about the science and psychology of a good healthy cleaning at spring’s arrival. I speak to them about life’s greate

37、st rewards waiting in the removal of soap scum from the bathtub, which hasn’t been properly cleaned since the first snowfall. “I’ll do it,” says the eldest child, a 21-year-old college student who lives at home. “You will? Wow!” I exclaim. Maybe after all these years, he’s finally

38、 grasped the concept. Maybe he’s expressing his rightful position as eldest child and role model. Or maybe he’s going to Florida for a break in a couple of weeks and he’s being nice to me who is the financial-aid officer. No matter. Seeing my adult son willingly cleaning that dirty bathtub gives

39、me hope for the future of his 12-year-old brother who, instead of working, is found to be sleeping in the seat of the window he is supposed to be cleaning. “Awake and be clean!” I say. 解題點(diǎn)撥： 在通讀全文的基礎(chǔ)上，考生通過(guò)掃讀可知，本文主要談?wù)摤F(xiàn)代家庭對(duì)待春季大掃除的態(tài)度以及作者自己家一次大掃除的過(guò)程。掃讀后可將題干中的 “...spring cleaning is a difficult

40、 notion for modern families to grasp”定位到文章第三段第一句，然后再細(xì)讀后面的句子Today’s busy families hardly have time to load the dishwasher, much less clean the doormat. Asking the family to spend the weekend collecting winter dog piles from the melting snow in the backyard is like announcing there will be no more Wi-

41、Fi. 可以看出，這里是說(shuō)人們不理解為什么要進(jìn)行春季大掃除，故A為正確答案。 四、 回查難點(diǎn)以確保無(wú)誤 “回查”是指考生在時(shí)間允許的情況下，對(duì)于把握不大或較難的試題（如概括歸納題、作者意圖題等），將所給出的選項(xiàng)與原文中對(duì)應(yīng)的部分進(jìn)行仔細(xì)比較、反復(fù)推敲，從而得出結(jié)論?？忌M量避免主觀臆斷，要在文中有關(guān)段落找到支撐的論據(jù)，以確保答案準(zhǔn)確無(wú)誤。 五、 克服不良閱讀習(xí)慣 除了上文提到的閱讀技巧外，絕大多數(shù)考生在閱讀速度方面還必須努力克服以下不良閱讀習(xí)慣，從而達(dá)到加快閱讀速度、提高理解效率的最終目的。 1. “指讀”。用手指或筆尖指著文章逐詞閱讀以期“集中注意力”。一旦遇到生詞便停頓

42、下來(lái)，便無(wú)法在通篇理解的基礎(chǔ)上繼續(xù)進(jìn)行閱讀理解。 2. “唇讀”。出聲地閱讀，或即使不出聲嘴唇也在動(dòng)，大腦中仍在“讀”，無(wú)形中降低大腦的思考速度。 3. “回讀”。在閱讀中遇到生詞或不熟悉的短語(yǔ)時(shí)，返回句首甚至段首重讀。 4. “譯讀”。在閱讀過(guò)程中，進(jìn)行逐詞逐句的翻譯，通過(guò)譯成母語(yǔ)來(lái)輔助理解。 六、 樣題示例 下面以最新考綱樣題中的兩篇閱讀樣題為例，進(jìn)一步說(shuō)明上述閱讀方法。 先來(lái)看下最新考綱樣題中的第二篇閱讀文章： Section A: Passage Two I was a second-year medical student at the univers

43、ity, and was on my second day of rounds at a nearby hospital. My university’s philosophy was to get students seeing patients early in their education. Nice idea, but it overlooked one detail: second-year students know next to nothing about medicine. Assigned to my team that day was an attendin

44、g–a senior faculty member who was there mostly to make patients feel they weren’t in the hands of amateurs. Many attendings were researchers who didn’t have much recent hospital experience. Mine was actually an arthritis specialist. Also along was a resident (the real boss, with a staggering mastery

45、 of medicine, at least to a rookie like myself). In addition, there were two interns (住院實(shí)習(xí)醫(yī)生). These guys were just as green as I was, but in a scarier way: they had recently graduated from the medical school, so they were technically MDs. I began the day at 6:30am. An intern and I did a quick

46、 check of our eight patients; later, we were to present our findings to the resident and then to the attending. I had three patients and the intern had the other five–piece of cake. But when I arrived in the room of 71-year-old Mr. Adams, he was sitting up in bed, sweating heavily and panting

47、(喘氣). He’d just had a hip operation and looked terrible. I listened to his lungs with my stethoscope, but they sounded clear. Next I checked the log of his vital signs and saw that his respiration and heart rate had been climbing, but his temperature was steady. It didn’t seem like heart failure, no

48、r did it appear to be pneumonia. So I asked Mr. Adams what he thought was going on. “It’s really hot in here, Doc,” he replied. So I attributed his condition to the stuffy room and told him the rest of the team would return in a few hours. He smiled and feebly waved goodbye. At 8:4

49、0 am., during our team meeting, “Code Blue Room 307!” blared from the loudspeaker. I froze. That was Mr. Adams’s room. When we arrived, he was motionless. The autopsy (尸體解剖) later found Mr. Adams had suffered a massive pulmonary embolism (肺部栓塞). A blood clot had formed in his

50、 leg, worked its way to his lungs, and cut his breathing capacity in half. His symptoms had been textbook: heavy perspiration and shortness of breath despite clear lungs. The only thing was: I hadn’t read that chapter in the textbook yet. And I was too scared, insecure, and proud to ask a real docto

51、r for help. This mistake has haunted me for nearly 30 years, but what’s particularly frustrating is that the same medical education system persists. Who knows how many people have died or suffered harm at the hands of students as naive as I, and how many more will? 第一步：略讀全文，掌握主旨大意。 本文作者主要對(duì)

52、現(xiàn)行的醫(yī)療體制表示了擔(dān)憂，提出了批評(píng)。第一段簡(jiǎn)要介紹了“我”到醫(yī)院實(shí)習(xí)的基本情況。第二段介紹了醫(yī)院醫(yī)療小組醫(yī)生的真實(shí)實(shí)力，暗示了作者對(duì)這種狀況的擔(dān)憂。第三段介紹了自己當(dāng)值的基本情況。第四至十段講述了自己經(jīng)歷的一個(gè)真實(shí)病例。第十一段介紹了病人死亡的情況，并分析了自己的過(guò)失。最后一段總結(jié)全文，對(duì)現(xiàn)行的醫(yī)療教育體制表示擔(dān)憂，并提出批評(píng)。 第二步：通過(guò)掃讀、回查等方法，仔細(xì)比較、辨別選項(xiàng)，尋找正確答案。 44. We learn that the author’s team members had . A. much practical experience

53、 B. adequate knowledge C. long been working there D. Some professional deficiency 解析：選D。根據(jù)題干關(guān)鍵詞team members 定位至第二段。該段第二句Many attendings were researchers who didn’t have much recent hospital experience.指出主治醫(yī)生實(shí)踐經(jīng)驗(yàn)方面的缺陷。該段最后一句又提到These guys were just as green as I was, but in a scarier

54、way: they had recently graduated from the medical school, so they were technically MDs. 說(shuō)明名義上已經(jīng)取得醫(yī)生頭銜的住院實(shí)習(xí)醫(yī)生，實(shí)際上名不符實(shí)，也存在知識(shí)上的缺陷，可見，D是對(duì)原文意思的正確理解，故為答案。 45. “His symptoms had been textbook” means that his symptoms were . A. part of the textbook B. no longer in the textbook C

55、. Recently included in the textbook D. explained in the textbook 解析：選D。由題干定位至第十一段。該段第三句中的冒號(hào)后面指出heavy perspiration and shortness of breath despite clear lungs, 即大量出汗、呼吸困難但肺部清晰，這是教科書對(duì)這種癥狀的記載，本段第二句則說(shuō)明了這種癥狀的成因，而第四句提到I hadn’t read that chapter in the textbook yet, 即 “我”還沒有讀到教科書的這個(gè)章節(jié)。綜合看來(lái)，這種癥狀背

56、后的成因在教科書中有所解釋，作者之所以不知道，是因?yàn)樗€沒有讀到此處，故D為正確答案。 46. At the end of the passage, the author expresses about the medical education system. A. optimism B. hesitation C. concern D. support 解析：選C。根據(jù)題干定位至最后一段。該段首句后半部分說(shuō)what’s particularly is that the same medical educa

57、tion system persists, 即尤其令人失望的是同樣的醫(yī)療教育體制還在延續(xù)，可見，作者并不贊同現(xiàn)行的醫(yī)學(xué)教育體制，故可排除A和D。而作者在該句中用了frustrating 一詞， 又在最后一句提出疑問(wèn)Who knows how many people have died or suffered harm at the hands of students as naive as I, and how many more will? 即誰(shuí)知道又有多少人在像我這樣一個(gè)沒經(jīng)驗(yàn)的學(xué)生手上喪命或受到傷害，將來(lái)還會(huì)有多少人遭此噩運(yùn)？可見，作者對(duì)這種體制的態(tài)度非常關(guān)注， 甚至是擔(dān)憂，而非懷疑，因

58、此C比B更準(zhǔn)確，故為答案。 Section B Passage Two 52. Why was the author doing rounds in a hospital? 答案：It was part of his medical training. 解析：根據(jù)題干中的doing rounds in a hospital 定位至第一段。該段第二句說(shuō)My university’s philosophy was to get students seeing patients early in their education. 即我們大學(xué)的邏輯是在學(xué)生受教育期間盡早地見到病人?？梢?，

59、作者參與醫(yī)院當(dāng)值是大學(xué)的統(tǒng)一安排，因此，這應(yīng)該是作者大學(xué)醫(yī)科訓(xùn)練的一部分，故答案為It was part of his medical training。 再來(lái)看下最新考綱樣題中的第四篇閱讀文章： Section A Passage Four Attachment Parenting is not Indulgent Parenting. Attachment parents do not “spoil” their children. Spoiling is done when a child is given everything that they want rega

60、rdless of what they need and regardless of what is practical. Indulgent parents give toys for tantrums(發(fā)脾氣)，ice cream for breakfast Attachment parents don't give their children everything that they want, they give their children everything that they need. Attachment parents believe that love and com

61、fort are free and necessary. Not sweets or toys. Attachment Parenting is not “afraid of tears” parenting. Our kids cry. The difference is that we understand that tantrums and tears come from emotions and not manipulation. And our children understand this too. They cry and have tantrums sometim

62、es, of course. But they do this because their emotions are so overwhelming that they need to get it out They do not expect to be "rewarded" for their strong negative emotions; they simply expect that we will listen. We pick up our babies when they cry, and we respond to the tears of our older childr

63、en because we believe firmly that comfort is free, love is free, and that when a child has need for comfort and love, it is our job to provide those things. We are not afraid of tears. We don't avoid them. We hold our children through them and teach them that when they are hurt or frustrated we are

64、here to comfort them and help them work through their emotions. Attachment Parents is not Clingy Parenting. I do not cling to my children. In fact, I'm pretty free-range. As soon as they can move they usually move away from me and let me set up a chase as they crawl, run, skip and hop on their

65、 merry way to explore the world. Sure, I carry them and hug them and chase them and kiss them and rock than and sleep with them. But this is not me following them everywhere and pulling them back to me. This is me being a home base. The “attachment” comes from their being allowed to attach to us, no

66、t from us attaching to than like parental leeches. Attachment Parenting is not Selfish Parenting. It is also not selfless parenting. We are not doing it for us, and we are not doing it to torment ourselves. Attachment parenting is not Helicopter Parenting. I don't hover. I supervise. I follow, I teach, I demonstrate, I explain. I don't slap curious hands away. I show how to do things safely. I let my child do the things that my child wishes to do, first with help and then with superv