问题 阅读理解与欣赏

阅读下面文章,完成问题。

“衣食足”应“知书趣”

李景阳

   ①偶读丰子恺《读书》一文,才晓得古代的人文风景与今日大异。他逛西湖,发感慨说:“西湖上发表着的文字非常之多,皇帝的御笔,名人士大夫的联额,或勒石,或刻木,冠冕堂皇地、金碧辉煌地,装点在到处的寺院台榭中。”这“书香”景色,其实我也亲见。曾游江浙一带古镇,周庄、乌镇,都算是乡间商业中心,但水城之上,石桥林立,桥头总要刻几句雅诗,居户的门楣,商铺的门脸儿,也好像缺了这东西就难见人面似的。

  ②看今日,文化手段先进多了,何需木石上的凿子功夫,什么信息都可“实时”。单说电视,在家看,出了家门在手机上看,一抬头,公共场所到处挂着这玩意儿,不看也得看。不过请原谅我说句泼冷水的话:科技上去了,趣味下来了!或客气一点说:科技上去了,趣味没跟上。就说公交车上的电视罢,原先还有些杂耍,渐渐成了商家的别动队,一水儿的广告,随时提醒你往钱眼里钻,生怕你忘了做物质的奴隶,论文化氛围,我们的确有点“不古”了。

  ③这倒不能怨传播工具,好像都是先进科技惹的祸。荧屏上玩点“诗意”,实在并不费劲。关键还是“国民心态”。你搞高雅文化,只怕没人买账。不能说满大街没一个“雅士”,但看眼前的社会,实在浑然是一派“天下熙熙,皆为利来;天下攘攘,皆为利往”的忙忙碌碌景象。孟子所言的“饱食、暖衣、逸居而无教”者,实在到处打头碰脸。须声明,我的批评不含“弱势群体”,他们奔的是一碗饭,别苛求人家。但吃饱肚子的,还是得有点“超然物外”的想头。当然话又说回来,你想“超然”,也未必能实现。以我的经历说,屡次去报亭寻摸“沉思”味道的散文、杂文、随笔类杂志,摊主均告“无”,理由是“上货,也卖不出几本”。甚至去邮局订,也听得抱怨:“一个区才一两份,不好送”。于是恍然大悟,这“阳春白雪”的东西越发成了稀有动物,爱好者别在大街上傻转,顶好拔脚到它们龟缩的大森林里去寻踪。

  ④刚才那句孟子的话,其实还剩一半:“……而无教,则近于禽兽”。我未敢说完全,怕有骂人之嫌,虽则是借古人的嘴。终于还是将话补齐,但我想恩格斯可为我打圆场。他前面的话记不清了,“使人最终脱离动物界”,这话记得清楚。照我的领会,人要是光吃光睡,的确就界定在“动物”圈内出不来了,“高级动物”的雅号都配不上。多一个“玩”字,就“高级”了?未必。动物,也会玩的,只是不进歌厅而已

  ⑤我在此只是思考一个问题:衣食不愁了,精神怎么上台阶?管子有言:“仓廪实则知礼节,衣食足则知荣辱”。闹饥荒的时候,“人肉以相食”的事都不新鲜,当然谈不上礼节。但经济条件好了,单晓得了礼节,晓得剔牙以餐巾遮口或见面说“哈喽”“拜拜”之类,还是不够。因此笔者想“发展”一下管子,曰:“衣食足”应“知书趣”。但我用“应”而不敢用“则”,因为现状告诉我:衣食足未必知书趣。这是个好大的悖论,我也始料未及。因此,姑且用“应”字来一回“鼓与呼”罢!

  ⑥最后需做注解的是,“书趣”,与为“黄金屋”或为“颜如玉”的读书不是一回事。我说的书趣,是境界。目下我们缺的,正是境界。(《人民日报》2010年3月15日,有删改)

1.选文开头说:“偶读丰子恺《读书》一文,才晓得古代的人文风景与今日大异。”结合选文内容谈谈“异”在何处。

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2.选文按照议论文“提出同题——分析问题——解决问题”的思路安排结构。开头先提出“古代的人文风景与今日大异”的问题并举例论证,然后围绕“国民心态”分析了出现这种现象的原因,一是_________________,二是_________________,最后提出了解决问题的办法,即文章的中心论点“________________________________________

”。

3.结合全文内容,谈谈你对第④段中画线句子的理解。

人要是光吃光睡,的确就界定在“动物”圈内出不来了,连“高级动物”的雅号都配不上。多一个“玩”字,就“高级”了?未必。动物,也会玩的.只是不进歌厅而已。

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答案

1.古代到处是“书香”景色,乡间商业中心也不例外,文化氛围浓厚。今日虽然科技发达了,但多数是为商家服务的;国民更重视对物质的追求,忽视了精神境界的提高,没有形成良好的文化氛围。(意思对即可)

2.一是搞高雅文化也没人买账;二是想“超然”也未必能实现。中心论点:“衣食足”应“知书趣”。

3.如果仅仅是吃喝玩乐,那么人与动物就没有本质的区别:真正意义上的人还应该“知书趣”,有更高层次的精神追求。(意思对即可)

选择题
阅读理解

阅读理解。

     Education is not an end, but a means to an end. In other words, we do not educate children only for the

purpose of educating them. Our purpose is to fit them for life.

     In some modern countries it has for some time been fashionable to think that by free education for all-one

can solve all the problems of society and build a perfect nation. But we can already see that free education for

all is not enough; we find in such countries a far larger number of people with university degree; they refuse

to do what they think “low” work; and, in fact, work with hands is thought to be dirty and shameful in such

countries. But we have only to think a moment to understand that the work of a completely uneducated farmer

is far more important than that of a professor; we can live without education, but we die if we have no food.

If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our

towns.

     In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in

such a way that, firstly, each of us can do whatever work suited to his brains and ability and, secondly, that

we can realize that all jobs are necessary to society, and that is very bad to be ashamed of one's work. Only

such a type of education can be considered valuable to society.

1. The writer of the passage thinks that _____.

A. education can settle most of the world's problems

B. free education for all probably leads to a perfect world

C. free education won't help to solve problems

D. all the social problems can't be solved by education

2. The writer wants to prove that _____.

A. our society needs all kinds of jobs

B. our society needs free education for all

C. a farmer is more important than a professor

D. work with hands is the most important

3. The purpose of education is _____.

A. to choose officials for the country

B. to prepare children mainly for their future work

C. to let everyone receive education fit for him

D. to build a perfect world

4. The passage tells us about _______ of the education.

A. the means

B. the system

C. the value

D. the type