韩素英翻译比赛原文

韩素英翻译比赛原文
韩素英翻译比赛原文

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英译汉原文

Hidden Within Technology’s Empire, a Republic of Letters

When I was a boy “discovering literature”, I used to think how wonderful it would be if every other person on the street were familiar with Proust and Joyce or T.

E. Lawrence or Pasternak and Kafka. Later I learned how refractory to high culture the democratic masses were. Lincoln as a young frontiersman read Plutarch, Shakespeare and the Bible. But then he was Lincoln.

Later when I was traveling in the Midwest by car, bus and train, I regularly visited small-town libraries and found that readers in Keokuk, Iowa, or Benton Harbor, Mich., were checking out Proust and Joyce and even Svevo and Andrei Biely. D. H. Lawrence was also a favorite. And sometimes I remembered that God was willing to spare Sodom for the sake of 10 of the righteous. Not that Keokuk was anything like wicked Sodom, or that Proust?s Charlus would have been tempted to settle in Benton Harbor, Mich. I seem to have had a persistent democratic desire to find evidences of high culture in the most unlikely places.

For many decades now I have been a fiction writer, and from the first I was aware that mine was a questionable occupation. In the 1930?s an elderly neighbor in Chicago told me that he wrote fiction for the pulps. “The people on the block wonder why I don?t go to a job, and I?m seen puttering around, trimming the bushes or painting a fence instead of working in a factory. But I?m a writer. I sell to Argosy and Doc Savage,” he said with a certain gloom. “They wouldn?t call that a trade.” Probably he noticed that I was a bookish boy, likely to sympathize with him, and perhaps he was trying to warn me to avoid being unlike others. But it was too late for that.

From the first, too, I had been warned that the novel was at the point of death, that like the walled city or the crossbow, it was a thing of the past. And no one likes to be at odds with history. Oswald Spengler, one of the most widely read authors of the early 30?s, taught that our tired old civilization was ve ry nearly finished. His advice to the young was to avoid literature and the arts and to embrace mechanization and become engineers.

In refusing to be obsolete, you challenged and defied the evolutionist historians. I had great respect for Spengler in my youth, but even then I couldn?t accept his conclusions, and (with respect and admiration) I mentally told him to get lost.

Sixty years later, in a recent issue of The Wall Street Journal, I come upon the old Spenglerian argument in a contemporary form. Terry Teachout, unlike Spengler, does not dump paralyzing mountains of historical theory upon us, but there are signs that he has weighed, sifted and pondered the evidence.

He speaks of our “atomized culture,” and his is a responsible, up-to-date and care fully considered opinion. He speaks of “art forms as technologies.” He tells us that movies will soon be “downloadable”—that is, transferable from one computer to the memory of another device—and predicts that films will soon be marketed like books. He predicts that the near-magical powers of technology are bringing us to the threshold of a new age and concludes, “Once this happens, my guess is that the independent movie will replace the novel as the principal vehicle for serious storytelling in the 21st ce ntury.”

In support of this argument, Mr. Teachout cites the ominous drop in the volume of book sales and the great increase in movie attendance: “For Americans under the age of 30, film has replaced the novel as the dominant mode of artistic expression.”To this Mr. Teachout adds that popular novelists like Tom Clancy and Stephen King “top out at around a million copies per book,” and notes, “The final episode of NBC?s …Cheers,? by contrast, was seen by 42 million people.”

On majoritarian grounds, the m ovies win. “The power of novels to shape the national conversation has declined,” says Mr. Teachout. But I am not at all certain that in their day “Moby-Dick” or “The Scarlet Letter” had any considerable influence on “the national conversation.” In the mid-19th century it was “Uncle Tom?s Cabin” that impressed the great public. “Moby-Dick” was a small-public novel.

The literary masterpieces of the 20th century were for the most part the work of novelists who had no large public in mind. The novels of Proust and Joyce were written in a cultural twilight and were not intended to be read under the blaze and dazzle of popularity.

Mr. Teachout?s article in The Journal follows the path generally taken by observers whose aim is to discover a trend. “According t o one recent study 55 percent

of Americans spend less than 30 minutes reading anything at all…. It may even be that movies have superseded novels not because Americans have grown dumber but because the novel is an obsolete artistic technology.”

“We are not accustomed to thinking of art forms as technologies,” he says, “but that is what they are, which means they have been rendered moribund by new technical developments.”

Together with this emphasis on technics that attracts the scientific-minded young, there are other preferences discernible: It is better to do as a majority of your contemporaries are doing, better to be one of millions viewing a film than one of mere thousands reading a book. Moreover, the reader reads in solitude, whereas the viewer belongs to a great majority; he has powers of numerosity as well as the powers of mechanization. Add to this the importance of avoiding technological obsolescence and the attraction of feeling that technics will decide questions for us more dependably than the thinking of an individual, no matter how distinctive he may be.

John Cheever told me long ago that it was his readers who kept him going, people from every part of the country who had written to him. When he was at work, he was aware of these readers and correspondents in the woods beyond the lawn. “If I couldn?t picture them, I?d be sunk,” he said. And the novelist Wright Morris, urging me to get an electric typewriter, said that he seldom turned his machine off. “When

I?m not writing, I listen to the electricity,” he said. “It keeps me company. We have conversations.”

I wonder how Mr. Teachout might square such idiosyncrasies with his “art forms as technologies.” Perhaps he would argue that these two writers had somehow isolated themselves from “bro ad-based cultural influence.” Mr. Teachout has at least one laudable purpose: He thinks that he sees a way to bring together the Great Public of the movies with the Small Public of the highbrows. He is, however, interested in millions: millions of dollars, millions of readers, millions of viewers.

The one thing “everybody” does is go to the movies, Mr. Teachout says. How right he is.

Back in the 20?s children between the ages of 8 and 12 lined up on Saturdays to buy their nickel tickets to see the crisis of last Saturday resolved. The heroine was untied in a matter of seconds just before the locomotive would have crushed her. Then

came a new episode; and after that the newsreel and “Our Gang.” Finally there was a western with Tom Mix, or a Janet Gaynor picture about a young bride and her husband blissful in the attic, or Gloria Swanson and Theda Bara or Wallace Beery or Adolphe Menjou or Marie Dressler. And of course there was Charlie Chaplin in “The Gold Rush,” and from “The Gold Rush” it was only one st ep to the stories of Jack London.

There was no rivalry then between the viewer and the reader. Nobody supervised our reading. We were on our own. We civilized ourselves. We found or made a mental and imaginative life. Because we could read, we learned also to write. It did not confuse me to see “Treasure Island” in the movies and then read the book. There was no competition for our attention.

One of the more attractive oddities of the United States is that our minorities are so numerous, so huge. A minority of millions is not at all unusual. But there are in fact millions of literate Americans in a state of separation from others of their kind. They are, if you like, the readers of Cheever, a crowd of them too large to be hidden in the woods. Departments of literature across the country have not succeeded in alienating them from books, works old and new. My friend Keith Botsford and I felt strongly that if the woods were filled with readers gone astray, among those readers there were probably writers as well.

To learn in detail of their existence you have only to publish a magazine like The Republic of Letters. Given encouragement, unknown writers, formerly without hope, materialize. One early reader wrote that our paper, “with its contents so fresh, person-to-person,” was “real, non-synthetic, undistracting.” Noting that there were no ads, she asked, “Is it possible, can it last?” and called it “an antidote to the shrinking of the human being in every one of us.” And toward the end of her letter our

corr espondent added, “It behooves the elder generation to come up with reminders of who we used to be and need to be.”

This is what Keith Botsford and I had hoped that our “tabloid for literates” would be. And for two years it has been just that. We are a pair of utopian codgers who feel we have a duty to literature. I hope we are not like those humane do-gooders who, when the horse was vanishing, still donated troughs in City Hall Square for thirsty nags.

We have no way of guessing how many independent, self-initiated connoisseurs and lovers of literature have survived in remote corners of the country. The little evidence we have suggests that they are glad to find us, they are grateful. They want more than they are getting. Ingenious technology has failed to give them what they so badly need.

蜗居在巷陌的寻常幸福

隐逸的生活似乎在传统意识中一直被认为是幸福的至高境界。但这种孤傲遁世同时也是孤独的,纯粹的隐者实属少数,而少数者的满足不能用来解读普世的幸福模样。

有道是小隐隐于野,大隐隐于市。真正的幸福并不隐逸,可以在街市而不是丛林中去寻找。

晨光,透过古色古香的雕花窗棂,给庭院里精致的盆景慢慢地化上一抹金黄的淡妆。那煎鸡蛋的“刺啦”声袅袅升起,空气中开始充斥着稚嫩的童音、汽车启动的节奏、夫妻间甜蜜的道别,还有邻居们简单朴素的问好。巷陌中的这一切,忙碌却不混乱,活泼却不嘈杂,平淡却不厌烦。

巷尾的绿地虽然没有山野的苍翠欲滴,但是空气中弥漫着荒野中所没有的生机。微黄的路灯下,每一张长椅都写着不同的心情,甜蜜与快乐、悲伤与喜悦,交织在一起,在静谧中缓缓发酵。谁也不会知道在下一个转角中会是怎样的惊喜,会是一家风格独特食客不断的小吃店?是一家放着爵士乐的酒吧?还是一家摆着高脚木凳、连空气都闲散的小小咖啡馆?坐在户外撑着遮阳伞的木椅上,和新认识的朋友一边喝茶,一边谈着自己小小的生活,或许也是一种惬意。

一切,被时间打磨,被时间沉淀,终于形成了一种习惯,一种默契,一种文化。

和来家中做客的邻居朋友用同一种腔调巧妙地笑谑着身边的琐事,大家眯起的眼睛都默契地闪着同一种狡黠;和家人一起围在饭桌前,衔满食物的嘴还发着含糊的声音,有些聒噪,但没人厌烦。

小巷虽然狭窄,却拉不住快乐蔓延的速度……

随着城市里那些密集而冰冷的高楼大厦拔地而起,在拥堵的车流中,在污浊的空气里,人们的幸福正在一点点地破碎,飘零。大家住得越来越宽敞,越来越私密。自我,也被划进一个单独的空间里,小心地不去触碰别人的心灵,也不容许他人轻易介入。可是,一个人安静下来时会觉得,曾经厌烦的那些嘈杂回想起来很温情很怀念。

比起高楼耸立的曼哈顿,人们更加喜欢佛罗伦萨红色穹顶下被阳光淹没的古老巷道;比起在夜晚光辉璀璨的陆家嘴,人们会更喜欢充满孩子们打闹嬉笑的万航渡路。就算已苍然老去,支撑起梦境的应该是老房子暗灰的安详,吴侬软语的叫卖声,那一方氤氲过温馨和回忆的小弄堂。

如果用一双细腻的眼眸去观照,其实每一片青苔和爬山虎占据的墙角,都是墨绿色的诗篇,不会飘逸,不会豪放,只是那种平淡的幸福,简简单单。

幸福是什么模样,或许并不难回答。幸福就是一本摊开的诗篇,关于在城市的天空下,那些寻常巷陌的诗。

夜幕笼罩,那散落一地的万家灯火中,有多少寻常的幸福正蜗居在巷陌……

《歧路亡羊》阅读答案及注释翻译

歧路亡羊 杨子之邻人亡羊,既率其党,又请杨子之竖追之,杨子曰: “嘻,亡一羊何追者之众?”邻人曰: “多歧路。”既反,问: “获羊乎?”曰: “亡之矣。”曰: “xx亡之?”曰: “歧路之中又有歧焉,吾不知所之,所以反也。”杨子戚然变容,不言者移时,不笑者竟日。门人怪之,请曰: “羊,贱畜,又非夫子之有,而损言笑者何哉?”杨子不答,门人不获所命。 (《列子·说符》) 1.解释下面加点的“之”字。(2分) (1)xx之邻人亡羊之: (2)又请xx之竖追之之: 2.补出省略成分。(2分) 既反,()问: “获羊乎?”()曰: “亡之矣。” 3.翻译下列句子。(3分) 歧路之中又有歧焉,吾不知所之,所以反也。

4.本文告诉了我们一个什么道理?(3分) 参考 答案: guwen.整理 四、 1.的羊 2.xx邻人 3.岔路之中又有岔路,我不知道它逃到哪里去了,所以就回来了。 4.示例: 不作分析,一味盲从,定会一无所获。 歧路亡羊注释 1..xx: 对xx的尊称。xx,战国时哲学家。 2.反: (通假字)通“返”,返回。 3.亡: 丢失。 4.既……又……: 表示两种情况同时存在。既: 不久 5.率:

率领,带领。 6.党: 旧时指亲族,现指: 朋友,有交情的人。 7.竖: 僮仆(xx) 8.歧: 岔路,小道。 9.xx: (疑问代词)怎么。这里指为什么。 10.(吾不知所)之: 到……去。 11.所以: 表示原因的虚词。 12.反: 通“返”,返回,回来,返还。 13.xx: 忧伤的样子。然: ……的样子。 14.移时: 多时,一段时间。

15.竟日: 终日,整天。 16.既: 已经。 17.损: 减少。 18.众: 众多。 19.xx: 哪里。 20.xx: 语气词。 21.怪: 对感到奇怪。 22.既反: 已经回去。 23.命: 教导,告知。 24.获: 找到,得到翻译杨朱邻居的羊跑了,于是率领与他(邻居)有交情的人,还请杨朱的小僮一起追赶。

学而不思则罔;思而不学则殆:《论语六则》翻译赏析

学而不思则罔;思而不学则殆:《论语六则》翻译赏析 论语六则子曰:"学而时习之,不亦说乎?有朋自远方来,不亦乐乎?人不知而不愠,不亦君子乎?"①子曰:"温故而知新,可以为师矣。"②子曰:"学而不思则罔;思而不学则殆。"③子贡问曰:"孔文子何以谓之‘文’也?"子曰:"敏而好学,不耻下问,是以谓之‘文’也。"④子曰:"默而识之,学而不厌,诲人不倦,何有于我哉!" ⑤子曰:"三人行,必有我师焉;择其善者而从之,其不善者而改之。"⑥ [作者简介] 孔子(前551—前479),名丘,字仲尼。鲁国陬邑(今山东曲阜东南)人。春秋末期思想家、政治家、教育家,儒家学派的创始人。先世为宋国贵族。少年时家境衰落。成年后做过"委吏"(司会计)和"乘田"(管畜牧)等。五十岁时由鲁国中都宰升任司寇,摄行相事。后罢官,曾周游列国,终不再仕。晚年致力于教育,整理《诗》《书》等古代文献,并把鲁国史官所记《春秋》加以删修,成为我国第一部编年体历史着作。孔子曾大力宣传"仁"的学说。在世界观上,对殷周以来的鬼神宗教迷信活动采取存疑态度,认为"未知生,焉知死",提出"敬鬼神而远之"的见解。在认识论和教育思想方面,注重"学"与"思"的结合,提出了"学而不思则罔,思而不学则殆"和"温故而知新"等观点。首创私人讲学之风,主张"有教无类",因材施教。相传有弟子三千,贤人七十二。但鄙视"学稼""学圃",看不起劳动人民。在政治上主张"君君、臣臣、父父、子子"都应名实相副;在维护贵族统治的基础上提倡德治和教化。自汉以后,孔子学说成为两千余

年封建文化的正统,影响极大。现存《论语》一书,是研究孔子学说的主要资料。子贡(前520—?),姓端木,名赐。春秋末期卫国人。孔子学生。善于辞令。《论语》是孔子弟子及其再传弟子关于孔子言行的记录,共二十篇。内容有孔子谈话,答弟子问及弟子间的相互讨论。它是研究孔子思想的主要依据。东汉列为"七经"之一,(七经:《诗》《书》《礼》《易》《春秋》《论语》《孝经》)。南宋时,朱熹把它和《大学》《中庸》《孟子》合为"四书",成为儒家的重要经典。注本有三国魏何晏《论语集解》,南北朝梁皇侃《论语义疏》,宋邢《论语正义》,朱熹《论语集注》,清刘宝楠《论语正义》等。 [注释、说明] ①出自《学而》:学习需要不断复习才能掌握。学了知识,按时复习,这是愉快的事。这里既有学习方法,也有学习态度。朋,这里指志同道合的人。有志同道合的人从远方来,在一起探讨问题,是一种乐趣。人家不了解,我却不怨恨,是君子的风格。这是讲个人修养问题。子:先生,指孔子。时习:按一定的时间实习(或温习)。君子:这里指道德上有修养的人。说:通"悦",高兴,愉快。愠:恼恨,怨恨。有朋自远方来,不亦乐乎:有志同道合的朋友从远方来,不也很快乐吗?②出自《为政》:复习旧的知识,能够从中有新的体会或发现。这样,就可以做老师了。罔:迷惑,迷惑而无所得。殆:疑惑,精神疲倦而无所得。温故而知新,可以为师矣:复习了旧知识,又领悟了新知识,(这样的人)就可以做老师了。③出自《为政》:只读书而不肯动脑筋思考,就会感到迷惑;只是一味空想而不肯读书,就会有疑惑。这里阐述了学习和思考的辩证关系,也是讲学习方法的。

初中语文古文赏析韩愈《讳辨》原文、译文与赏析

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(1)重点词语 说:愉快,高兴。现在写作“悦”。愠:怨恨,心里不满。 君子:文中指道德修养高的人。 知:这里有理解、领会的意思。 故:旧,这里指学过的知识。 矣:相当于“了”。 罔:迷惑不解。通“惘”。 殆:疑惑。 好:喜爱。 乐:愉快,快乐。 三人行:几个人在一起走。 从:采纳,听从。 有:通“又”,用在整数与零数之间。立:成就,意即有所成就。 惑:疑惑。 天命:上天的意旨。 从心所欲:随自己心意,想怎样就怎样。 (2)通假字 说:通“悦”,愉快,高兴。 罔:通“惘”,迷惑。 有:通“又”,用在整数与零数之间。 (3)古今异义

朋:古义,同一师门的师兄弟;今义,朋友。 可以:古义,可以凭借;今义,表示许可或能够。 三:古义,虚词,不是确数;今义,表示确数。 (4)词类活用 温故而知新(形容词用作名词,分别指旧知识和新知识) 学而时习之(名词作状语,时常) 3.作者名片 4.背景追溯 三、合作学习——探究与交流 1.学生朗读课文 (1)齐读;散读;个人读。 (2)点拨朗读文言文的技巧。 (3)结合语言环境读准字音。 (4)注意朗读节奏,语速语调。 2.讨论、质疑、析疑 根据课文注释,理解课文,互相提问,互相解答。把讨论后仍不能解答的疑难问题,提交全班同学讨论。学生质疑、析疑结束后,老师提出一些值得探究的字、词、句,供学生探究。 (1)指出下列句中加点字的含义。 学而时习之,不亦说乎?(同“悦”,愉快,高兴) 人不知而不愠(怨恨,心里不满) 学而不思则罔,思而不学则殆(罔,迷惑不解;殆,疑惑) 知之者不如好之者(喜爱)

2015年韩素音翻译大赛翻译原文

The Posteverything Generation I never expected to gain any new insight into the nature of my generation, or the changing landscape of American colleges, in Lit Theory. Lit Theory is supposed to be the class where you sit at the back of the room with every other jaded sophomore wearing skinny jeans, thick-framed glasses, an ironic tee-shirt and over-sized retro headphones, just waiting for lecture to be over so you can light up a Turkish Gold and walk to lunch while listening to Wilco. That’s pretty much the way I spent the course, too: through structuralism, formalism, gender theory, and post-colonialism, I was far too busy shuffling through my Ipod to see what the patriarchal world order of capitalist oppression had to do with Ethan Frome. But when we began to study postmodernism, something struck a chord with me and made me sit up and look anew at the seemingly blasé college-aged literati of which I was so self-consciously one. According to my textbook, the problem with defining postmodernism is that it’s i mpossible. The difficulty is that it is so...post. It defines itself so negatively against what came before it –naturalism, romanticism and the wild revolution of modernism –that it’s sometimes hard to see what it actually is. It denies that anything can be explained neatly or even at all. It is parodic, detached, strange, and sometimes menacing to traditionalists who do not understand it. Although it arose in the post-war west (the term was coined in 1949), the generation that has witnessed its ascendance has yet to come up with an explanation of what postmodern attitudes mean for the future of culture or society. The subject intrigued me because, in a class otherwise consumed by dead-letter theories, postmodernism remained an open book, tempting to the young and curious. But it also intrigued me because the question of what postmodernism –what a movement so post-everything, so reticent to define itself – is spoke to a larger question about the political and

文言文翻译

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论语六则原文及翻译

论语六则原文及翻译 本文是关于诗词名句的,仅供参考,如果觉得很不错,欢迎点评和分享。 论语六则原文及翻译 1、子曰:“学而时习之,不亦说乎?有朋自远方来,不亦乐乎?人不知而不愠,不亦君子乎?” 【翻译】孔子说:“学了并时常温习它,不也高兴吗?有同门师兄弟从远方来,不也快乐吗?人家不了解(我),(我)却不怨恨,不也是道德上有修养的人吗?” 2、子曰:“温故而知新,可以为师矣。” 【翻译】孔子说:“温习旧的知识便能有新的理解和体会,可以凭(这个)做老师了”。 3、子曰:“学而不思则罔,思而不学则殆。” 【翻译】孔子说:“只学习却不思考,就会感到迷惑不解,只思考但不学习就会陷入困境。” 4、子曰:知之者不如好之者,好之者不如乐之者。 【翻译】孔子说:“对于学习,知道怎么学习的人,不如爱好学习的人;爱好学习的人,又不如以学习为乐趣的人。”比喻学习知识或本领,知道它的人不如爱好它的人接受得快,爱好它的人不如以此为乐的人接受得快。 5、子曰:“三人行,必有我师焉;择其善者而从之,其不善者

而改之。” 【翻译】孔子说:“几个人在一起走,一定有我的老师在其中;选取他们好的东西加以学习、采纳,他们(身上)不好的东西(自己身上如果有,就)加以改正。” 6、子曰:“吾十有五而志于学,三十而立,四十而不惑,五十而知天命,六十而耳顺,七十而从心所欲,不逾矩。” 【翻译】孔子说:“我十五岁就有志于做学问;三十岁能自立于世;四十岁能通达事理;五十岁的时候我懂得自然的规律和命运;六十岁时对各种言论能辨别是非真假,也能听之泰然;七十岁能随心所欲,却不逾越法度规矩。” 感谢阅读,希望能帮助您!

韩愈《早春呈水部张十八员外》原文及译文

韩愈《早春呈水部张十八员外》 早春呈水部张十八员外① 韩愈【唐】 其一: 天街②小雨润如酥③,草色遥看近却无。 最是一年春好处④,绝胜烟柳满皇都⑤。 其二: 莫道官忙身老大,即无年少逐春心。 凭君先到江头看,柳色如今深未深。 字词翻译 ①呈:恭敬地送给。张十八员外:指张籍(766—830)唐代诗人。在同族兄弟中排行第十八,曾任水部员外郎(工部官名,主管水利建设)。”早春呈水部张十八员外“,就是说这首诗的主题是早春,是题赠给张籍的(给张籍赏读、鉴赏,就像西方人写好诗后献给某某某) ②天街:京城街道。 ③酥:乳汁,这里形容春雨的滋润。 ④最是:正是。 ⑤绝胜:绝,绝对;胜,胜过。(一说为:最美的景色,编者注) 《早春呈水部张十八员外》全文翻译 其一: 京城大道上空丝雨纷纷,它像奶油般细密而滋润,远望草色依稀

连成一片,近看时却显得稀疏零星。这是一年中最美的季节,远胜过绿杨满城的暮春(一说为:早春皇都长安烟柳满城的景色是绝美的,从诗意上看编者同意此说,详见附文)。 其二: 不要说官事冗杂,年纪老大,已经失去了少年时追赶春天的心情。请你忙里偷闲地先到江边游春散心,看看如今的柳色是否已经很深。 《早春呈水部张十八员外》赏析范文 早春呈水部张十八员外二首(其一) 韩愈 天街小雨润如酥,草色遥看近却无。 最是一年春好处,绝胜烟柳满皇都。 这首小诗是写给水部员外郎张籍的。张籍在兄弟辈中排行十八,故称“张十八”。诗的风格清新自然,简直是口语化的。看似平淡,实则是绝不平淡的。韩愈自己说:“艰穷怪变得,往往造平淡”(《送无本师归范阳》)。原来他的“平淡”是来之不易的。 全篇中绝妙佳句便是那“草色遥看近却无”了。试想:早春二月,在北方,当树梢上、屋檐下都还挂着冰凌儿的时候,春在何处?连影儿也不见。但若是下过一番小雨后,第二天,你瞧吧,春来了。雨脚儿轻轻地走过大地,留下了春的印迹,那就是最初的春草芽儿冒出来了,远远望去,朦朦胧胧,仿佛有一片极淡极淡的青青之色,这是早春的草色。看着它,人们心里顿时充满欣欣然的生意。可是当你带着无限喜悦之情走近去看个仔细,地上是稀稀朗朗的极为纤细的芽,却

第24届韩素英翻译大赛译文

重思建筑暂时性 我们往往认为建筑是永恒的,是对纪念碑地位的渴求。那种建筑有它的地位, 不同种类的建筑也同样如此。 对于21世纪的头十年大部分时间来说, 建筑是关于大楼的声明。建筑无论是一个有争议的纪念,还是一个豪华得不可思议的公寓大楼,其存在的原因就是创造一个永久的印象。建筑一直是永恒的代名词,但事实上它应该是这样的吗? 在过去的几年里,相反的观点可能是真的。建筑正处于完全的至低点,主要依据稀少而遥不可及。能引起新闻的建筑是快速而飞逝的的: 弹出式商店,食品车,市场,表演空间。虽然许多风格的表现形式已经失去了吸引力(如,一个玩具反斗城弹出店),目前有一个不可否认的机会:这是对不断变迁文明的恰当反应。 和许多流行趋势一样----共同消费(又名,“共享”),社区花园,易货贸易-“临时”是如此的复古以至于变得激进了。 在11月,我有幸和利物浦大学的一名研究便携式临时移动建筑的大师-----Robert Brandenburg 见面,他主持了Moonie . Moonie是南加利福尼亚建筑大学的一个专门小组. 作者的一个搁架上放满了关于建筑这个话题的书籍,包括“灵活:架构,响应变化”、“便携式架构:设计和技术”和“房屋的议案:“创世纪”Brandenburg痴迷于此。 也许所有的建筑不应追求永恒的构思,是建筑的一个巨大的转变。没有负担,建筑师,设计师,建筑商和开发商可以更快地利用当今的技术。建筑可以重复使用,回收和可持续。以这种方式转变,它能更好地解决看似不可解决的问题,还成功地创造一种地方感。 在他的报告中,Brandenburg提供了便携式的临时建筑如何应用于人类活动的各个方面的例子,包括卫生保健(从弗洛伦斯·南丁格尔的重新设计的医院,到在甘乃迪政府期间,作为移动医疗诊所的气流拖车),住房(从蒙古包帐篷建筑师坂茂的震后纸屋),文化和商业(布景和伟大的展览建筑,塞纳河边古老的Burinists,移动食品,提供一切的从故事记录到美味的cryème brutes的艺术和音乐场馆。) Brandenburg做了一个令人信服的论证,实验所固有的这种结构挑战先入为主的观念,即建筑物可以而且应该是什么。策略性,他解释说,“适应不可预测的要求,提供更多的不足,并鼓励创新。”他强调,它的时间为最终用户,设计师,建筑师和建筑公司,制造商重新考虑他们对待临时,便携和移动结构的态度。 这对于建筑是真正的发展和城市规划。城市建构应该在像丹尼尔伯翰或罗伯特,摩西的大师规划者的桌子上的一起发生,但真的不是像发生在今天的那种方式。没有一个单一的计划可以预见因为日益多样化的人口或通过短期的,实验的努力可以实现的弹性,反应能力和灵活性的演变和多样化的需求。这并不是说长期规划没有它的作用。这两项工作同时并进地开展得很好。麦克林登,主要的街道计划协会创始人,认为注射自发性纳入城市发展,并认为这些作为短期的行动临时措施(他所称的“战术城市主义”)影响长期的变化。 虽然已经有了巨大的媒体重视快速和廉价的项目如旧金山和纽约的“路面排水沟的咖啡馆,”莱登看到的东西比饲料板块风格大。“很多事情不仅仅是乐趣和凉爽,”他说。“这不仅仅是一个自下而上的努力。这不是自己动手的城市主义。这是一个被雇用的所有不同的尺度的,连续的想法,技术和战术。” “我们看到许多这些事情出现的原因有三个,”莱登继续。“一,经济。人们更富有创造性,做事。二,互联网。四或五年前,我们无法通过YouTube或脸谱网分享策略和技巧,。有些事可能会在随即发生,现在我们可以听到它了。这是在促进这个想法的生长,约克郡和旧金山的双向沿海的竞争说明谁是凉的,更好的东西。三,人口变化。城市社区的温和化和改变。

《论语六则》

《论语》六则 1、给下列字注音: 论()语说()愠() 罔()殆()好() 2.文学常识填空。 《论语》是记录孔子的一部书。是时期鲁国人,我国古代伟大的、、家,《论语》是经典著作之一。 “四书”是指。“五经”是指。3.解释词语。 ⑴学而时习之,不亦说乎说: ⑵人不知而不愠,不亦君子乎愠: ⑶温故而知新,可以为师矣新: ⑷学而不思则罔,思而不学则殆罔:殆: ⑸知之者不如好之者,好之者不如乐之者。好:乐: ⑹择其善者而从之从: ⑺七十而从心所欲,不逾矩逾: 4.默写填空。 孔子强调学习和温习相结合的句子是:,。学与思的辩证关系的句子是:,。 阐述读书求学问的三重境界的句子是:,。孔子强调虚心向别人学习的句子是:,。怎样向他人虚心求教:,。 5.翻译句子。 有朋自远方来,不亦乐乎? 人不知而不愠,不亦君子乎?

温故而知新,可以为师矣。 三人行,必有我师焉 学而不思则罔,思而不学则殆。 6.《论语》六则主要记录孔子关于教育思想的谈话。他在学习态度和方法上有哪些主张?用课文中的话来回答一下。 7. 课文中有些话已凝固为成语,你知道有哪些? 8.请联系自己的学习情况,谈谈你对《论语六则》的体会。 师旷论学 晋平公问于师旷曰:“吾年七十,欲学,恐已暮矣!”师旷曰:“何不炳烛 1 乎?” 平公曰:“安有为人臣而戏其君乎?” 师旷曰:“盲臣 2 安敢戏其君乎?臣闻之:少而好学,如日出之阳 3 ;壮而好学,如日中之光;老而好学,如炳烛之明。炳烛之明,孰与 4 昧行 5 乎?” 平公曰:“善哉!” [注释] 1 炳烛:把蜡烛点燃。 2 盲臣:瞎眼的臣子,师旷是个瞎子所以这么说。 3 阳:这里指阳光。 4 孰与:一种固定格式,用来比较,相当于“比……怎么样”。 5 昧行:在黑暗中行走。 延伸训练: 1.解释文中加点词的意思。 恐已暮.矣()安敢戏.其君乎() 臣闻.之()善.哉() 2.下列句子中“之”字用法不同的一项是()。 A.臣闻之 B.如日出之光 C.默而识之 D.学而时习之 3.翻译文中画线的文言句子。

古诗晚春·草树知春不久归翻译赏析

古诗晚春·草树知春不久归翻译赏析 《晚春·草树知春不久归》作者是唐朝文学家韩愈。其全文古诗如下: 草树知春不久归,百般红紫斗芳菲。 杨花榆荚无才思,惟解漫天作雪飞。 【前言】 《晚春》是一首写晚春景物的诗。这时,百花盛开,万紫千红,它们像是知道春天不久就要归去,所以特别珍惜这美好的时光,各逞姿色,争芳斗艳,尽情舒展生命的机能。而那些全无才思的杨花榆荚,在春风中纷纷飘落,只晓得如雪花那样,毫无目的地漫天飞舞。 【注释】 晚春:春季的最后一段时间。 不久归:这里指春天很快就要过去了。 杨花:指柳絮 榆荚:亦称榆钱。榆未生叶时,先在枝间生荚,荚小,形如钱,荚花呈白色,随风飘落。 才思:文艺创作的思路;文思。 解(iě):知道。 此乃《游城南十六首》之一,作于元和十一年。此时人已年近半百。 【翻译】

花草树木知道春天即将归去,都想留住春天的脚步,纷纷争奇斗艳。就连那没有美丽颜色的杨花和榆钱也不甘寂寞,随风起舞,好像漫天飞雪。 【赏析】 《晚春》是一首描绘暮春景色的七言绝句。乍看来,只是写百卉千花争奇斗艳的常景,但进一步品味便不难发现,诗写得工巧奇特,别开生面。诗人不写百花稀落、暮春凋零,却写草木留春而呈万紫千红的动人情景:花草树木探得春将归去的消息,便各自施展出浑身解数,吐艳争芳,色彩缤纷,繁花似锦,就连那本来乏色少香的杨花、榆荚也不甘示弱,而化作雪花随风飞舞,加入了留春的行列。诗人体物入微,发前人未得之秘,反一般诗人晚春迟暮之感,摹花草灿烂之情状,展晚春满目之风采。寥寥几笔,便给人以满眼风光、耳目一新的印象。 说这首诗平中翻新,颇富奇趣,还在于诗中拟人化手法的奇妙运用,糅人与花于一体。“草木”本属无情物,竟然能“知”能“解”还能“斗”,而且还有“才思”高下有无之分。想象之奇,实为诗中所罕见。末二句尤其耐人咀嚼,读者大可根据自己的生活体验进行毫无羁绊的大胆想象,使人思之无穷,味之不尽。 再细加揣摩,此诗熔景与理于一炉。可以透过景物描写领悟出其中的人生哲理:诗人通过“草木”有“知”、惜春争艳的场景描写,反映的其实是自己对春天大好风光的珍惜之情。面对晚春景象,诗人一反常见的惜春伤感之情,变被动感受为主观参与,情绪乐观向上,

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