问题 阅读理解与欣赏

阅读下面的文字,完成问题。

人间鲁迅

林贤治

  一个可以由此得生,也可以由此得死的时代是大时代。大时代总要产生巨人。

鲁迅是巨人。他不是帝王。不是 * * ,他无须挥舞权杖。作为旧世界妁逆子贰臣。唯以他的人格和思想召引了大群年轻的奴隶。他把对于民族和人类的热爱理解得那么深沉,乃至他的目光,几乎只让人望见直逼现实的愤怒火焰。数千年的僵尸政治。“东方文明”,专制、强暴、虚伪、保守和蒙昧,都是他攻击的目标,他教奴隶们如何反抗,如何“钻网”,如何进行韧性的战斗。他虽然注意实力的保存,却不惮牺牲自己,必要时照例地单身鏖战。在一生中,他呐喊过也彷徨过,甚至在横站着作战的晚年仍然背负着难耐的寂寞,但是从来耻于屈服和停顿。中国的思想文化界,没有一个人像他一样赢来众多的“私敌”,没有一个像他一样招致密集的刀箭,因此,也就没有一个人像他一样获得更为辉煌的战绩。他所凭借的仅仅是一支“金不换”,便在看不见的但却是无比险恶的战场里,建树了超人一等的殊勋。

  在他身后,自然要出现大大小小的纪念物,石雕、铜像以及传记,可悲哀的是:当再度被赋予形体的时候,这个始终屹立于人间的猛士,却不止一次地经过有意无意的铺垫与厚饰,成了奥林匹斯山①上的宙斯②。

  平凡的伟大才是真正的伟大。鲁迅是“人之子”,人所具有的他都具有。正因为他耳闻了愚妄 的欢呼和悲惨的呼号,目睹了淋漓的鲜血和升腾的地火,深味了人间的一切苦辛,在他的著作中,古老而艰深的象形文字,才会变得那么平易,那么新鲜,那么富于生命的活力。

  这样一个毕生以文字从事搏战的人,他的形象,其实早经文学本身表达无遗了。世间纪念物,丝毫也不能为他增添或减损什么,无非是后人的一种感念而已,如果它所激发的不是对真理的渴求, 不是奔赴生活的勇气和变革现实的热情,而是宗教式的膜拜,那么毋宁说:我们什么都不需要!

  历史人物之所以伟大,正在于我们可以因他而深刻地意识到自身的存在;在存在的方式的选择中间,我们根本不愿拒绝他的灵魂的 参与。鲁迅就是这样一个人。他没有把黄金世界轻易预约给人类,却以燃烧般的生命,成为千千万万追求者的精神的火花。

  真正的巨人活在时间的深度里。应当相信,历史终会把最有分量的东西保留下来。

  注:①奥林匹斯山:希腊东部的一座高山。古代希腊人视之为神山,希腊神话中的诸神都住在 山顶。②宙斯:希腊神话中的主神,威力无边,是诸神和人类的主宰。

1.指出下面语句在文中的具体含意。

(1)召引了大群年轻的奴隶:____________________________________________。

(2)铺垫与厚饰:_________________________________________________。 

2.为什么说“鲁迅是巨人”?请简要回答。(不超过20个字。)

________________________________________________。

3.从文中找出与下面词语相照应的语句。(不超过60个字。)

(1)宗教式的膜拜:

________________________________________________。

(2)最有分量的东西:

________________________________________________。

4.下列对文章的赏析,不正确的两项是(  )

A.文章开头第一句话的意思是:一个可以使人为它而生也使人为它而死的时代,是一个有志之士大有作为、创造辉煌业绩的时代。

B.作者认为:鲁迅的伟大早经他的作品表达无遗了,而后人为鲁迅所造的石雕、铜像等纪念物没有什么实际意义,不能为他增添什么或减损什么。

C.鲁迅没有把一个充满光明、幸福的美好世界描绘给人们,却以炽烈的革命战斗精神感召着无数革命志士,他的思想成为鼓舞人们战斗的光辉旗帜。

D.本文多处采用对比手法,如将鲁迅与帝王、 * * 对比,将鲁迅与奥林匹斯山上的宙斯对比,将平凡与伟大对比,从而表现了他的伟大的人格与伟大的思想。

E.题目“人间鲁迅”表达了作者在文中的观点:世代为人所敬仰的思想家、革命家和文学家鲁迅,是人而不是神。

答案

1.(1)号召并引导众多的被压迫被奴役的青年人起来反抗旧世界(或:反动统治、黑暗统治。)

(2)过分地抬高与美化。

2.①伟大的人格,

②战斗精神,

③超人的殊勋

3.(1)“不止一次地经过有意无意的铺垫与厚饰,成了奥林匹斯山上的宙斯。”

(2)“对真理的渴求”“奔赴生活的勇气和变革现实的热情”

4.BD

多项选择题
单项选择题

On a weekday night this January, thousands of flag-waving youths packed Olaya Street, Riyadh’s main shopping strip, to cheer a memorable Saudi victory in the GCC Cup football final. One car, rock music blaring from its stereo, squealed to a stop, blocking an intersection. The passengers leapt out, clambered on to the roof and danced wildly in front of the honking crowd. Having paralyzed the traffic across half the city, they sped off before the police could catch them.

Such public occasion was once unthinkable in the rigid conformist kingdom, but now young people there and in other Gulf states are increasingly willing to challenge authority. That does not make them rebels: respect for elders, for religious duty and for maintaining family bonds remain pre-eminent values, and premarital sex is generally out of the question. Yet demography is beginning to put pressure on ultra-conservative norms.

After all, 60% of the Gulf’s native population is under the age of 25. With many more of its citizens in school than in the workforce, the region faces at least a generation of rocketing demand for employment. In every single GCC country the native workforce will double by 2020. In Saudi Arabia it will grow from 3.3m now to over 8m. The task of managing this surge would be daunting enough for any society, but is particularly forbidding in this region, for several reasons.

The first is that the Gulf suffers from a lopsided labor structure. This goes back to the 1970s, when ballooning oil incomes allowed governments to import millions of foreign workers and to dispense cozy jobs to the locals. The result is a two-tier workforce, with outsiders working mostly in the private sector and natives monopolizing the state bureaucracy. Private firms are as productive as any. But within the government, claims one study, workers are worth only a quarter of what they get paid.

Similarly, in the education sector, 30 years spent keeping pace with soaring student numbers has taken a heavy toll on standards. The Saudi school system, for instance, today has to cope with 5m students, eight times more than in 1970. And many Gulf countries adapted their curricula from Egyptian models that are now thoroughly discredited. They continue to favor rote learning of "facts" intended to instill patriotism or religious values.

Even worse, the system as a whole discourages intellectual curiosity. It channels students into acquiring prestige degrees rather than gaining marketable skills. Of the 120, 000 graduates that Saudi universities produced between 1995 and 1999, only 10,000 had studied technical subjects such as architecture or engineering. They accounted for only 2% of the total number of Saudis entering the job market.

The basic problem of people pressure facing the Saudi authority lies in()

A. expanding workforce

B. exploding population

C. practical intelligence

D. intellectual curiosity