问题 阅读理解与欣赏

阅读下面的文章,回答后面的题目。

细节忠实和诗意追求

李泽厚

①传统画中的美学趣味从北宋前期经后期过渡到南宋,由“无我之境”逐渐向“有我之境”推移。

②北宋前期的宫廷画院,因为极度闲暇和条件优越,把追求细节的逼真写实,发展到了顶峰。所谓“孔雀升高必先举左”以及论月季四时朝暮、花蕊叶不同等故事,说明这种对细节真实的追求成了宫廷画院的重要审美标准。

③与细节真实并行更值得重视的另一审美趣味,是对诗意的极力提倡。与上述的孔雀升高等故事同时也同样著名的,是画院用诗句如“踏花归去马蹄香”等做题目,要求画师既含蓄又准确地表达诗意。画面的诗意追求开始成了中国山水画的自觉的重要标准。

④这种审美趣味在北宋后期即已形成,南宋时达到最高水平和最佳状态。创造了与北宋前期山水画很不相同的艺术意境。

⑤从马远、夏珪等南宋许多名家的山水小品如深堂琴趣、寒江独钓等来看,这一特色极为明显。它们大都是在工致精细的,极有选择的有限场景、对象、题材和布局中,传达出某种特定的浓郁的诗情画意。细节真实和诗意追求正是它们的美学特色,与北宋前期那种整体而多义、丰满而不细致的情况迥异。它们在对有限对象的细节忠实描绘里,表达出某种较为确定的情调诗意。比起北宋的意境,南宋山水画题材、对象、场景、画面更小了,一角山岩、半截树枝都成了重要内容,占据了很大画面,但刻画却更精巧细致,抒情性更浓厚、鲜明。像被称为“马一角”的马远的山水小幅里,空间感非常突出,画面大部分是空白或远水平野,只一角有一点点画,令人看来辽阔无垠而心旷神怡。南宋山水画把人们审美感受中的想象、情感、理解诸因素引向更为确定的方向,导向更为明确的意念或主题,这就是宋元山水画发展历程中的第二种艺术意境。

⑥这是不是“有我之境”呢?是,又不是。相对于第一种意境,可以说是:艺术家的主观情感、观念有了更多的直接表露。但相对于下一阶段来说,它又不是:因为无论在对对象的忠实描写上,或抒发主观情感上,它仍然保持了比较客观的态度。诗意的追求和情感的抒发,尽管比北宋山水远为自觉和突出,但基本上仍属于对自然景色的真实再现。所以,它处在“无我之境”到“有我之境”的过渡中,是厚重的院体画而非意气的文人画。它基本仍应属“无我之境”。                                        

(选自《美的历程》,有改动)

小题1:根据文意,请简要概括中国画诗意追求从“无我之境”到“有我之境”的发展的三个阶段。(6分)

小题2:请简要概括第⑤节的论证思路。(6分)

小题3:“无我之境”与“有我之境”各有什么特点?(6分)

答案

小题1:(6分)①北宋前期的宫廷画院开始自觉极力提倡,诗意入画渐趋重要。②北宋后期诗意追求成为主流。③南宋时诗意追求达到最高水平和最佳状态。(每点2分)

小题2:(6分)首先举马远和夏珪的例子提出观点“诗意追求特色明显”。接着具体分析这种特色并与北宋山水画对比剖析,进一步阐明这种特色。然后得出南宋山水画已发展到第二种艺术意境的结论。(每点2分,只答“提出问题一分析问题一解决问题”或“总一分一总”不得分)

小题3:(6分)①“无我之境”:用客观的态度,追求细节逼真写实,真实再现自然景色。②“有我之境”:有直接表露的主观情感,有确定的审美感受(或“有诗意地追求”),有明确的意念或主题。(每点3分)

小题1:

题目分析:此题考查对文章内容的归纳概括。第①段提供信息三个阶段的时期是北宋前期、北宋后期、南宋时期;第②③两段具体分析了这三个阶段的内容。北宋前期的宫廷画院,因为极度闲暇和条件优越,把追求细节的逼真写实,说明这种对细节真实的追求成了宫廷画院的重要审美标准。画面的诗意追求开始成了中国山水画的自觉的重要标准。这种审美趣味在北宋后期即已形成,南宋时达到最高水平和最佳状态。

小题2:

题目分析:本题考查文章思路。首先通读段落,了解段落大意,然后给段落划分层次,分析每一层次所写内容,最后按照提出什么问题,分析什么问题,解决什么问题来作答。

小题3:

题目分析:本题考查对两个概念的对比分析,要分别指出“无我之境”和“有我之境”的特点。“无我之境”的特点在②③段,“有我之境”的特点在⑤⑥段。

选择题
单项选择题

In bringing up children, every parent watches eagerly the child’s acquisition of each new skill—the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can setup dangerous feelings of failure and states of worry in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural enthusiasm for life and his desire to find out new things for himself.

Parents vary greatly in their degree of strictness towards their children. Some may be especially strict in money matters. Others are strict over times of coming home at night or punctuality tot meals. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child’s own happiness.

As regards the development of moral standards in the growing child, consistency is very important in parental teaching. To forbid a thing one day and excuse it the next is no foundation for morality. Also, parents should realize that "example is better than precept". If they are not sincere and do not practise what they preach, their children may grow confused, and emotionally insecure when they grow old enough to think for themselves, and realize they have been to some extent fooled.

A sudden awareness of a marked difference between their parents’ principles and their morals can be a dangerous disappointment.

Eagerly watching the child’s acquisition of new skills ().

A.should be avoided

B.is universal among parents

C.sets up dangerous states of worry in the child

D.will make him lose interest in learning new things