问答题

阅读下面一篇短文,完成下列各题。
“言”缘何不能“尽意”?
①我国自古以来就有“言”“意”之争。“言不尽意”说,早在战国时代就已经提出来了。《周易.系辞上》说:“书不尽言,言不尽意。”《庄子.天道》上说:“得之于手而应之于心,口不能言。”按照古人的看法,语言是不能完全表达思想的,即所谓:“只可意会,不可言传。”这种看法不无道理。但“言”与“意”之间的关系并非就这么简单。
②就语言作为一种表情达意的手段来说,尽管像马克思所说的那样“语言是思想的直接现实”,但的确有许多丰富的形象、情感、感受是无法用语言精确地表达的。面对这种情况,现在人们常说“非语言所能形容”、“难以言状”等等,表明了语言的缺陷和无奈。当然,有时这类说法本身也是一种形容方法,只不过是一种最简单省事的方法罢了。
③“言”为什么不能达“意”呢?这就要从“意”和“言”两方面寻找原因。所谓“意”就是人的“意思”、“思想”。思想在获得语言表现之前,往往处于一种无组织的混沌状态。[1]正像语言学家索绪尔所说的那样:“思想本身好像一团星云,其中没有必然划定的界限。”[2]这也就是人们常说的“想清楚再说”的意思,否则,只能是语无伦次,前言不搭后语。[3]再有一种情况是人类确有一些丰富微妙的情感生活和心理感受,是无法用语言对等地加以表现的。[4]在这种情况下,人们则寻求一种近似的、模糊的表现方法,如采用比喻、象征等手法。例如形容人的心情,则用“问君能有几多愁?恰似一江春水向东流”、“若问闲情都几许?一川烟树满城风絮,梅子黄时雨”。黑格尔说:“语言实质上只表达普遍的东西;但人们所想的却是特殊的东西,个别的东西。……”
④从“言”的方面来说,也有两种情况:一种是辞不达意,主要是由于驾驭语言的能力不够娴熟,语言表达水平低。另一种是语言本身的缺陷。语言本质上是同思想直接联系的,而作为人的思想的产物,一旦用语言表达时,便形成一系列概念,它所反映的往往是事物、现象的一般特征。对于那些复杂的、细微的、朦胧多义的情感和心理感受等,就很难甚至不能用确定的一般概念去限定、规范或解释。
⑤就“言”和“意”的关系来说,“言”所以不能尽“意”,原因还在于“言有尽而意无穷。”“有尽”的言所表达和包含的不仅是说话人本身的意,还可延伸到听话人所理解的意。所谓“听话听声,锣鼓听音。”一种“意”一旦用语言固定下来,这种“言”所包含的便已不仅仅是说话人的“意”,听话人还会能动地从中引申出许多连说话人自己都可能不曾想过的意思。如白居易《赋得古原草送别》中的名句:“野火烧不尽,春风吹又生。”诗人作诗时可能只是描写了一种常见的自然现象,不见得就想过其中有多么深刻的寓意。这两句诗所蕴含的精深的象征意义,是后人引发出来的。
⑥“言不尽意”,还有属人为的、主动的一种情况。这时的“言不尽意”,非但不是缺陷,反而是一种人们刻意追求的技巧。有时,人们会故意不把意思说尽,而采用隐含的方式表达思维内容,从而大大增加了语言的容量和曲折有致的魅力。
⑦艺术表现更是强调“不着一字,尽得风流”、“含不尽之意,见于言外”、“言约而旨远”。艺术符号作为一种情感的信息载体,它的蕴藏是远远大于语言符号所直接提供的东西。作者的思想往往并不直接明白地告诉读者,而是深深地隐藏在景物描写、人物命运、故事情节之中,读者只能思而得之。这正是“言不尽意”的艺术魅力之所在。
“不着一字,尽得风流”一句,是______朝______在其著作《诗品》中的一句著名评论。
A.唐、韩愈
B.唐、司空图
C.宋、欧阳修
D.宋、苏轼

A.系辞上》说:“书不尽言,言不尽意。”《庄子.天道》上说:“得之于手而应之于心,口不能言。”按照古人的看法,语言是不能完全表达思想的,即所谓:“只可意会,不可言传。”这种看法不无道理。但“言”与“意”之间的关系并非就这么简单。
B.唐、韩愈
B.唐、司空图
C.宋、欧阳修
D.宋、苏轼
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问答题

Parents can easily come down with an acute case of schizophrenia from reading the contradictory reports about the state of the public schools. One sat of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit. One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators—reading scores, minimum competency test results, the Scholastic Aptitude Test scores—are up, some by substantial margins. Students are required to take more academic courses—more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes.
But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements, without either improving the quality of instruction or, even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children's progress is measured; they charge that raising the test scores by drilling pupils to come up with the right answers does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform. will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation's pool of educated people.
The way to cut through the confusion is to understand the different yardsticks used by different observers.
Compared with what schools used to be like 'in the good old days', with lots of drill and uniform. requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled jobs—by those yardsticks the schools have measurably improved in recent years.
But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modern world, today's schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse.
The assertion of the experts who think schools axe doing better is based on the______.
A.qualification of the teachers
B.test scores
C.reading ability of the children
D.basic skills of the children

A.
B.
C.
D.
E.
The
F.
A.qualification
G.test
H.reading
I.basic
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