问题 阅读理解与欣赏

阅读下文,完成文后各题。

周湛字文渊,邓州穰人。进士甲科,为开州推官,改通判戎州。俗不知医,病者以祈禳巫祝为事,湛取古方书刻石教之,禁为巫者,自是人始用医药。累迁知虔州。初,江、湖民略良人,鬻岭外为奴婢。湛至,设方略搜捕,又听其自陈,得男女二千六百人,给饮食还其家。徙京西路,邓州美阳堰岁役工数十万,溉州县职田,而利不及民,湛奏罢之。为江南西路转运使,州县簿领案牍,淆混无纪次,且多亡失,民诉讼无所质,至久不能决。湛为立号,以月日比次之,诏下其法诸路。湛治烦剧,能得其要,所至喜条上利害,前后至数十百事。为夔州路转运使。云安盐井岁赋民薪茅,至破产债不已,湛为蠲盐课而省输薪茅。为江、淮制置发运使。大江历舒州长风沙,其地最险,谓之石牌湾,湛役三十万工,凿河十里以避之,人以为利。除度支副使。旧制,发运司保任军将至三司,不得考覆而皆迁之。至是,以名上者三十五人,湛尽覆其滥者。知襄州,襄人不善陶瓦,率为竹屋,岁久侵据官道,檐庑相逼,火数为害。湛至,度其所侵,悉毁彻之,自是无火患。然豪姓不便,提点刑狱李穆奏湛扰人,徙知相州。右司谏吴及疏曰:“湛裁损居民第,为官也;百姓侵官而主司禁之,其职然也。况闻湛明著律令,约民以信,乃奉法行事,百姓自知罪不敢诉。郡从事高直温,夏竦子婿也。竦邸店最广,故加谮于穆,且谓湛伐木若干株。昔之民居侵越官道,木在道侧,既正其侵地,则木在中衢,固宜翦去。又湛种楸桐千余本,课户贮水,以严火禁。又于民居得众汲旧井四,废而复兴,人得其利。道傍之井,反在民居之下,其侵越岂不白乎?望诏执政大臣辨正湛、穆是非,明垂奖黜。湛守大郡,于湛不为重轻,但国家举错有所未安,奉职者将何以劝邪?”未几卒。

(选自《宋史•列传第五十九》,有删改)

小题1:对下列句子中加点的词的解释,不正确的一项是

A.江、湖民略良人略;抢劫。

B.襄人不善陶瓦,率为竹屋率:率领。

C.檐庑相逼,火数为害数:多次。

D.课户贮水,以严火禁课:督促。小题2:以下各组句子中,全都表明周湛施政利民的一组是

①湛取古方书刻石教之,禁为巫者         ②湛治烦剧,能得其要

③湛尽覆其滥者                    ④湛役三十万工,凿河十里以避之

⑤湛明著律令,约民以信             ⑥湛种楸桐千余本,课户贮水

A.①③⑤

B.②④⑥

C.①④⑥

D.②③⑤小题3:下列对原文有关内容的分析和概括,不正确的一项是

A.周湛任戎州通判时,由于当地百姓不懂医疗,病人仅靠请巫师为其驱鬼禳灾,因而耽误治疗。周湛取古药方医书刻在石上教化百姓,并禁止巫祝骗人害命,在他的推动倡导下,戎州习俗得以改变。

B.周湛任江南西路转运使时,发现所属州县案牍的记载保存混乱无序,加上被告多已死亡或逃走,百姓诉讼无人对质,致使案子久拖不决。周湛将文簿各立名目,按年月依次编号,极大提高了办事效率。朝廷下诏各地仿照实行。

C.周湛每到一地,即兴利除弊,造福百姓。如在任夔州路转运使时减免了百姓的盐税定额从而省去征收柴草,减轻了百姓的负担;任江、淮制置发运使时,用劳役凿河十里来避开水势险要的石牌湾,使沿河百姓受益。

D.周湛出任襄州知州时,对侵占官道、易引发火灾的竹屋进行拆除,杜绝了火患;又种植楸桐,并找到旧时废井重新利用,百姓得益。但周湛的革新措施,损害了豪强的利益,以致周湛被诬告而调任相州知州。

答案

小题1:B

小题2:C

小题3:B

小题1:B(率:一律,一概。)     

小题2:C(②说周湛明于治乱,善抓关要;③说周湛坚持原则,革除弊端)

小题3:B(“亡失”意为“丢失”,而非“死亡或逃走”)

文言文参考译文

周湛字文渊,邓州穰人。考取进士甲科,任开州推官,改任戎州通判。当地习俗不懂医疗,病人仅靠祈禳巫祝,周湛取古药方医书刻在石上教他们,禁止巫祝,从此人们才开始用医药。多次升职为虔州知州。起初,江、湖一带有人抢劫良家子女,卖到岭外做奴婢。周湛到任后,想办法搜捕,又听取被卖者的自述,得到男女二千六百人,供给饮食让他们回家。调任京西路,邓州美阳堰每年要征友劳役几十万人,灌溉州县职田,百姓却享受不到好处。周湛奏请停办此项工役。任江南西路转运使,州县文簿混乱无序,且多丢失,百姓诉讼无所凭据,很久无法裁决。周湛将文簿各立名目,按月日排序,朝廷下令在各路推广这种做法。周湛处理繁杂政务,能抓住要害,所到之处喜欢列条上书陈述政事利弊,前后数十百事。任夔州路转运使。云安盐井每年征收百姓柴草,以致百姓破产后仍还不完债,周湛减免了盐税定额从而省去征收柴草。任江、淮制置发运使。大江经过舒州长风沙,地势最险,称为石牌湾,周湛用劳役三十万人,凿河十里来避开它,人们认为有益。任度支副使。按原来规定,发运司奏荐军将到三司,不能审察他们却都要升迁。至这时,奏荐三十五人,周湛全部审察其中滥竽充数的人。出任襄州知州,襄人不善于制造砖瓦,都建造竹屋,年久侵占官道,檐庑相近,多次发生火灾。周湛到任后,丈量所侵占的官道,把竹屋全部拆毁,从此再没有火患。但豪强感到不便,提点刑狱李穆上奏说周湛扰民,调任相州知州。右司谏昊及上疏说:“周湛裁撤居民房屋,为的是官府;百姓侵占官道而主管官员禁止,这是职责所在。况且听说周湛申明法令,以诚信约束百姓,是奉法行事,百姓自知有罪不敢上诉。州从事高直温,是夏竦的女婿。夏竦的宅院客店占地最广,所以向李穆进谗言,还说周湛砍树多少棵。过去民居侵占官道,树在道旁,既然恢复了被侵占的路面,则树在道中,当然应该除去。周湛又种楸桐一千多株,督促居民贮水,以严防火灾。又在民居找到过去公用水井四口,把废井重新利用,人们得益。道旁的井,结果却到了民居之下,侵占官道的情形还不明显吗?希望诏令执政大臣分辨周湛、李穆的是非,奖惩分明。周湛任大州太守,对他无足轻重,只是国家的措施还有不稳妥的地方,履行职责的人靠什么来得到鼓励呢?”不久周湛去世。

多项选择题
单项选择题

Proper arrangement of classroom space is important to encouraging interaction. Most of us have noticed how important physical setting is to efficiency and comfort in our work. College classroom space should be designed to encourage the activity of critical thinking. We may be approaching the twenty-first century, but step into almost any college classroom and you step back in time at least a hundred years. Desks are normally in straight rows, so students can clearly see the teacher but not all their classmates. The assumption behind such an arrangement is obvious. Everything of importance comes from the teacher.
With a little imagination and effort, unless desks are fixed to the floor, the teacher can correct this situation and create space that encourages interchange among students. In small or standard-size classes, chairs, desks, and tables can be arranged in a variety of ways. The primary goal should be for everyone to be able to see everyone else. Larger classes, particularly those held in lecture halls, unfortunately, allow much less flexibility.
Arrangement of the classroom should also make it easy to divide students into small groups for discussion or problem-solving exercises. Small classes with movable desks and tables present no problem. Even in large lecture halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides more opportunities for students to interact with each other, think out loud, and see how other students’ thinking processes operate all essential elements in developing new modes of critical thinking. In courses that regularly use a small group format, students might be asked to stay in the same small groups throughout the course. A colleague of mine, John, allows students to move around during the first two weeks, until they find a group they are comfortable with. John then asks them to stay in the same seat, with the same group, from that time on. This not only creates a comfortable setting for interaction but helps him learn students’ names and faces.

The greatest advantage in allowing each student to find his own group might be that ______.

A. the teacher saves the trouble in doing that
B. learning is made comfortable in this way
C. the teacher can easily remember students’ names and faces
D. brighter students can help slower ones