《以诗为教——论先秦儒家的诗教途径》阅读答案及解析

论述类文本阅读（本题共3小题，9分）

“诗教” 一词，最早出现于《礼记·经解》之中：“孔子曰：入其国，其教可知也。其为人也，温柔敦厚，诗教也。”“温柔敦厚”作为孔子诗教的目标，是指用“以诗化民”的方式，来培育平和、理性、通达的人格，并由个体上升至国家、民族、天下，意在构建一种雅正中和的社会范式。

孔子把诗教作为一种人文教化的途径，对《诗》之义理加以阐发，奠定了儒家诗教观念的原初意蕴。孔子不但在教育主张上提倡诗教，而且身体力行地从事诗教传播活动。《论语·泰伯》云：“子曰：兴于诗，立于礼，成于乐。”诗教在礼乐教化之先，是通向礼乐教化、成为仁人君子的基础和起点。孔子之贡献在于，使记录了敬神祭祖、讽诵王德的王官之诗同时成为开启后世思想观念的学术之诗。儒家学人在以诗为教的论诗、释诗的传播活动中融入了儒家的道德理想，诗教遂成为一种学术和思想观念。

以情感为立足点的诗教不同于仅化教条的政治说教。情感教化如春风化雨，润物无声，最能深入人心。王一川说：“从‘诗教’的提出和目的，还应当看到中国古代对文化软实力的认识。有关社会和睦、忠信、孝悌等伦理训诫，不宜直接以强制方式或生硬方式去实施，而需要借助以诗歌为代表的艺术的魅力感染方式来委婉地传达，也就是在‘温柔敦厚’中达到伦理劝诫的效果。”春秋时期的孔子已经有了初步的“文化软实力”的认识。

孔子评价《关雎》时说“乐而不淫，哀而不伤”，从中可以看出诗教所秉持的情感，认为“哀”与“乐”都是正常合理的情感，但不是个人欲望的无度宣泄，而是合理情志的理性表达，更是一种自我价值的启发。“诗”不仅是一种语言艺术，更是营造诗意人生与趣味生活、培养高尚人格与高雅情调的资源和途径。如《论语·先进》中，孔子对于曾皙所描绘的“暮春者，春服既成，冠者五六人，童子六七人，浴乎沂，风乎舞雩，咏而归”的人生理想尤其赞赏。相比出将入相的人生价值追求，孔子的教化观念更强调的是把生命价值落实到对宇宙人生的真实生活场域的体验和感受之中。

正因如此，先秦儒家文化从诗教出发，并由儒家后学们于社会、文化、政治领域对此不断阐释与生发，民族和家国的文化走向才不至于失范和堕落。

先秦儒家以诗为教、以诗怡情、以诗修身的诗教观念可以为学诗者在人格修养和审美趣味方面起到导航作用。诗教的教化方式符合人类终极关怀的情感需求和美善合一的审美观照，时至今日，儒家诗教的传播和推广需要更加理性地对待文化传播中的“变”与“常”之关系，同时更应明确当今诗教文化发展在继承与革新上所应当遵循的原则，正如《文心雕龙·通变》

中赞语所言：“文律运周，日新其业。变则其久，通则不乏，趋时必果，乘机无怯。望今制奇，参古定法。”这种融通古今的对待文学发展的观点，仍可为今日的诗教传播导航指引。（摘编自杜婕欣《以诗为教——论先秦儒家的诗教途径》）

1．下列关于原文内容的理解和分析，不正确的一项是（）

A．“诗教”由孔子提出，主张用“以诗化民”的方式达到“温柔敦厚”的目标。

B．孔子特别重视诗教，把它放在礼乐教化之先，认为成为仁人君子应该由此做起。

C．诗教以情感为立足点的教化说明“文化软实力”的概念在孔子时代已经确立了。

D．诗教并不压制情感，但强调情感宣泄要有度，注重自我价值的启发和怡情修身。

2．下列对原文论证的相关分析，不正确的一项是（）

A．文章首段阐明先秦诗教的理念，确定了全文的总纲，为下文的论述奠定了基础。

B．文章三、四两段分别从诗教的方式和诗教的作用两个角度对诗教进行了阐述。

C．作者引用曾晳的话语，是为了强调诗意人生的营造，否定出将入相的人生追求。

D．文章阐述儒家的诗教途径，目的是为学诗者和今日的诗教传播提供方向和借鉴。

3．根据原文内容，下列说法正确的一项是（）

A．诗教先通过《诗》培育个体的人格，再扩大范围，从而构建起理想的社会范式。

B．王官之诗成为学术之诗，儒家道德理想才传播开来，诗教遂成为一种思想观念。

C．我们民族的文化从没有失范和堕落，是因为从孔子时代就开始的诗教起了作用。

D．如果我们能够遵循诗教在继承与革新上的原则，当今的诗教文化就能兴盛光大。

阅读答案：

1.C“文化教实力”的概念在孔子时代经确立了”错。

2.C目的是“否定出将相的人生追求”错怕员人阳苦

3.A (B“儒家的道德理想才传播开来”的条件有误。文中题的“王官之诗成为学术之诗”，是儒家道徳理想融入诗教中的条件儒家的道德理想的传播还有其他路径。C文中说“文化走向没有失范和堕落”，是说大的方向没有偏差，不是说从没有失范和堕落的情况发生。D.逻辑推导错误。

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