《呐喊》阅读任务单

一、阅读《呐喊·自序》 ,请你简要概括《呐喊》的写作目的。自序

我在年青时候也曾经做过许多梦,后来大半忘却了,但自己也并不以为可惜。所谓回忆者,虽说可以使人欢欣,有时也不免使人寂寞,使精神的丝缕还牵着己逝的寂寞的时光,又有什么意味呢,而我偏苦于不能全忘却,这不能全忘的一部分,到现在便成了《呐喊》的来由。

我有四年多,曾经常常,——几乎是每天,出入于质铺和药店里,年纪可是忘却了,总之是药店的柜台正和我一样高,质铺的是比我高一倍,我从一倍高的柜台外送上衣服或首饰去,在侮蔑里接了钱,再到一样高的柜台上给我久病的父亲去买药。回家之后,又须忙别的事了,因为开方的医生是最有名的,以此所用的药引也奇特:冬天的芦根,经霜三年的甘蔗,蟋蟀要原对的,结子的平地木,……多不是容易办到的东西。然而我的父亲终于日重一日的亡故了。

有谁从小康人家而坠入困顿的么,我以为在这途路中,大概可以看见世人的真面目;我要到N进K学堂去了①,仿佛是想走异路,逃异地,去寻求别样的人们。我的母亲没有法,办了八元的川资,说是由我的自便;然而伊哭了,这正是情理中的事,因为那时读书应试是正路,所谓学洋务,社会上便以为是一种走投无路的人,只得将灵魂卖给鬼子,要加倍的奚落而且排斥的,而况伊又看不见自己的儿子了。然而我也顾不得这些事,终于到N去进了K学堂了,在这学堂里,我才知道世上还有所谓格致,算学,地理,历史,绘图和体操。生理学并不教,但我们却看到些木版的《全体新论》和《化学卫生论》之类了。我还记得先前的医生的议论和方药,和现在所知道的比较起来,便渐渐的悟得中医不过是一种有意的或无意的骗子②,同时又很起了对于被骗的病人和他的家族的同情;而且从译出的历史上,又知道了日本维新是大半发端于西方医学的事实。

因为这些幼稚的知识,后来便使我的学籍列在日本一个乡间的医学专门学校里了。我的梦很美满,预备卒业回来,救治象我父亲似的被误的病人的疾苦,战争时候便去当军医,一面又促进了国人对于维新的信仰。我已不知道教授微生物学的方法,现在又有了怎样的进步了,总之那时是用了电影,来显示微生物的形状的,因此有时讲义的一段落已完,而时间还没有到,教师便映些风景或时事的画片给学生看,以用去这多余的光阴。其时正当日俄战争的时候,关于战事的画片自然也就比较的多了,我在这一个讲堂中,便须常常随喜我那同学们的拍手和喝采。有一回,我竟在画片上忽然会见我久违的许多中国人了,一个绑在中间,许多站在左右,一样是强壮的体格,而显出麻木的神情。据解说,则绑着的是替俄国做了军事上的侦探,正要被日军砍下头颅来示众,而围着的便是来赏鉴这示众的盛举的人们。

这一学年没有完毕,我已经到了东京了,因为从那一回以后,我便觉得医学并非一件紧要事,凡是愚弱的国民,即使体格如何健全,如何茁壮,也只能做毫无意义的示众的材料和看客,病死多少是不必以为不幸的。所以我们的第一要著,是在改变他们的精神,而善于改变精神的是,我那时以为当然要推文艺,于是想提倡文艺运动了。在东京的留学生很有学法政理化以至警察工业的,但没有人治文学和美术;可是在冷淡的空气中,也幸而寻到几个同志了,此外又邀集了必须的几个人,商量之后,第一步当然是出杂志,名目是取“新的生命”的意思,因为我们那时大抵带些复古的倾向,所以只谓之《新生》。

《新生》的出版之期接近了,但最先就隐去了若干担当文字的人,接着又逃走了资本,结果只剩下不名一钱的三个人。创始时候既己背时,失败时候当然无可告语,而其后却连这三个人也都为各自的运命所驱策,不能在一处纵谈将来的好梦了,这就是我们的并未产生的《新生》的结局。

我感到未尝经验的无聊,是自此以后的事。我当初是不知其所以然的;后来想,凡有一人的主张,得了赞和,是促其前进的,得了反对,是促其奋斗的,独有叫喊于生人中,而生人并无反应,既非赞同,也无反对,如置身毫无边际的荒原,无可措手的了,这是怎样的悲哀呵,我于是以我所感到者为寂寞。

这寂寞又一天一天的长大起来,如大毒蛇,缠住了我的灵魂了。

然而我虽然自有无端的悲哀,却也并不愤懑,因为这经验使我反省,看见自己了:就是我决不是一个振臂一呼应者云集的英雄。

只是我自己的寂寞是不可不驱除的,因为这于我太痛苦。我于是用了种种法,来麻醉自己的灵魂,使我沉入于国民中,使我回到古代去,后来也亲历或旁观过几样更寂寞更悲哀的事,都为我所不愿追怀,甘心使他们和我的脑一同消灭在泥土里的,但我的麻醉法却也似乎已经奏了功,再没有青年时候的慷慨激昂的意思了。

S会馆③里有三间屋,相传是往昔曾在院子里的槐树上缢死过一个女人的,现在槐树已经高不可攀了,而这屋还没有人住;许多年,我便寓在这屋里钞古碑④。客中少有人来,古碑中也遇不到什么问题和主义,而我的生命却居然暗暗的消去了,这也就是我惟一的愿望。夏夜,蚊子多了,便摇着蒲扇坐在槐树下,从密叶缝里看那一点一点的青天,晚出的槐蚕又每每冰冷的落在头颈上。

那时偶或来谈的是一个老朋友金心异⑤,将手提的大皮夹放在破桌上,脱下长衫,对面坐下了,因为怕狗,似乎心房还在怦怦的跳动。

“你钞了这些有什么用?”有一夜,他翻着我那古碑的钞本,发了研究的质问了。

“没有什么用。”

“那么,你钞他是什么意思呢?”

“没有什么意思。”

“我想,你可以做点文章……”

我懂得他的意思了,他们正办《新青年》,然而那时仿佛不特没有人来赞同,并且也还没有人来反对,我想,他们许是感到寂寞了,但是说:

“假如一间铁屋子,是绝无窗户而万难破毁的,里面有许多熟睡的人们,不久都要闷死了,然而是从昏睡入死灭,并不感到就死的悲哀。现在你大嚷起来,惊起了较为清醒的几个人,使这不幸的少数者来受无可挽救的临终的苦楚,你倒以为对得起他们么?”

“然而几个人既然起来,你不能说决没有毁坏这铁屋的希望。”

是的,我虽然自有我的确信,然而说到希望,却是不能抹杀的,因为希望是在于将来,决不能以我之必无的证明,来折服了他之所谓可有,于是我终于答应他也做文章了,这便是最初的一篇《狂人日记》。从此以后,便一发而不可收,每写些小说模样的文章,以敷衍朋友们的嘱托,积久了就有了十余篇。

在我自己,本以为现在是已经并非一个切迫而不能已于言的人了,但或者也还未能忘怀于当日自己的寂寞的悲哀罢,所以有时候仍不免呐喊几声,聊以慰藉那在寂寞里奔驰的猛士,使他不惮于前驱。至于我的喊声是勇猛或是悲哀,是可憎或是可笑,那倒是不暇顾及的;但既然是呐喊,则当然须听将令的了,所以我往往不恤用了曲笔,在《药》的瑜儿的坟上平空添上一个花环,在《明天》里也不叙单四嫂子竟没有做到看见儿子的梦,因为那时的主将是不主张消极的。至于自己,却也并不愿将自以为苦的寂寞,再来传染给也如我那年青时候似的正做着好梦的青年。

这样说来,我的小说和艺术的距离之远,也就可想而知了,然而到今日还能蒙着小说的名,甚而至于且有成集的机会,无论如何总不能不说是一件侥幸的事,但侥幸虽使我不安于心,而悬揣人间暂时还有读者,则究竟也仍然是高兴的。

所以我竟将我的短篇小说结集起来,而且付印了,又因为上面所说的缘由,便称之为《呐喊》。

一九二二年十二月三日,鲁迅记于北京。

注释:

①N指南京,K学堂指江南水师学堂。作者于1898年到南京江南水师学堂肄业,第二年改入江南陆师学堂附设的矿务铁路学堂,1902年毕业后即由清政府派赴日本留学,1904年进仙台的医学专门学校,1906年中止学医,回东京准备从事文艺运动。参看《朝花夕拾》中《琐记》及《藤野先生》二文。

②作者对中医的看法,可参看《朝花夕拾》中《父亲的病》。

③S会馆指绍兴县馆,在北京宣武门外。从1912年5月到1919年11月,作者住在这会馆里。

④鲁迅寓居绍兴县馆时,常于公余〔当时他在教育部工作〕荟集和研究中国古代的造像及墓志等金石拓本,后来辑成《六朝造像目录》和《六朝墓志目录》两种〔后者未完成〕。在寓居县馆期间,他还曾经从事中国文学古籍的纂辑和校勘工作,成书的有谢承《后汉书》、《嵇康集》等。

⑤金心异指钱玄同,当时《新青年》的编辑委员之一。《新青年》提倡文化革命后不久,林纾曾写过一篇笔记体小说《荆生》,痛骂文化革命的提倡者,其中有一个人物叫“金心异”,即影射钱玄同。

@Creative

Last edited by @suen 2025-01-19T02:26:25Z

Here’s a breakdown of the thinking process to answer the question about the writing purpose of Nahan based on its preface:

  1. Identify the Core Question: The question asks for the writing purpose of Nahan based on the preface. This means focusing on the author’s explicit statements and underlying motivations expressed in the Zixu (Preface).

  2. Initial Scan for Keywords: Read through the preface, highlighting or noting down keywords and phrases related to the author’s intentions and reasons for writing. Some initial potential keywords include: “梦” (dream), “回忆” (memory), “不能全忘” (cannot completely forget), “《呐喊》的来由” (the origin of Nahan), “改变他们的精神” (change their spirit), “提倡文艺运动” (promote a literary movement), “寂寞” (loneliness), “驱除” (drive away), “麻醉自己的灵魂” (numb my soul), “呐喊几声” (shout a few times), “慰藉那在寂寞里奔驰的猛士” (comfort the brave warriors running in loneliness).

  3. Group and Categorize the Keywords/Phrases: Organize the identified keywords into thematic categories to understand the different facets of the author’s purpose. Possible categories could be:

    • Origin/Trigger: What prompted the writing? (Cannot completely forget memories, personal experiences)
    • Initial Aspiration (Failed): What did the author initially try to achieve? (Promote a literary movement, change people’s spirit)
    • Current Motivation: What is the driving force now for writing? (Overcoming loneliness, a response to friends’ requests)
    • Target Audience (Implicit): Who is the writing for? (The “brave warriors running in loneliness”)
    • Underlying Feeling: What is the prevailing sentiment behind the writing? (Loneliness, a sense of helplessness, a desire for change, even if limited)
  4. Analyze the “Iron House” Metaphor: Pay special attention to the “iron house” metaphor. This is a crucial piece of evidence for understanding the author’s perceived limitations and the potential futility of his efforts, yet the persistence of hope.

  5. Synthesize the Information: Combine the information from the categorized keywords and the analysis of the metaphor to formulate a concise summary of the writing purpose.

  6. Draft the Summary (Initial Attempt): A first draft might be something like: “Lu Xun wrote Nahan because he couldn’t forget the past and felt lonely. He wanted to change people’s spirits through literature but failed initially. Now he writes to comfort others who feel the same loneliness, even if he doesn’t have much hope for big change.”

  7. Refine and Elaborate: Review the initial draft and refine it for clarity, conciseness, and accuracy. Add more specific details and context from the preface. For instance, explicitly mention the failed magazine Xin Sheng and the initial aspiration to promote a literary movement. Also, clarify the nuance of the “iron house” metaphor – the limited but non-zero possibility of change.

  8. Consider Different Interpretations and Nuances: Acknowledge that there might be multiple layers to the author’s purpose. Consider the potential for self-consolation, a record of personal experience, and a desire to leave something behind despite the perceived limitations.

  9. Final Polish: Ensure the summary flows well and accurately reflects the key ideas in the preface. Use more sophisticated language where appropriate, but maintain clarity. Ensure the answer directly addresses the prompt.

Applying this process leads to a comprehensive and accurate summary of the writing purpose of Nahan as described in its preface, such as the example provided in the initial prompt’s answer. The emphasis is on extracting evidence from the text and structuring it logically to form a well-supported conclusion.根据《呐喊·自序》,《呐喊》的写作目的可以概括为以下几点:

1. 慰藉和回应自身的寂寞与悲哀: 鲁迅坦言,写作最初的动因并非积极地想要改变社会,而是为了排遣内心深处的“寂寞”。 他将这种寂寞比作缠绕灵魂的大毒蛇,为了驱除这种痛苦,他尝试过麻醉自己,但最终通过写作,以“呐喊几声”的方式,来慰藉同样在寂寞中前行的“猛士”。

2. 回应朋友的嘱托,尝试唤醒沉睡的民众: 受到朋友(金心异)的鼓励和《新青年》的氛围影响,鲁迅虽然对改变现状抱有疑虑(“铁屋子”的比喻),但最终还是答应尝试写作。这体现了他对朋友的信任,以及在有限的希望下,仍然愿意尝试唤醒“较为清醒的几个人”。

3. 记录和反思自身的经历和思想转变: 自序中,鲁迅回顾了自己早年的梦想、求学经历,以及最终放弃医学转向文学的心路历程。写作《呐喊》也包含着对自身过往的反思和记录,将那些“不能全忘的一部分”转化为文字。

4. 为未来的希望保留一丝可能性: 虽然鲁迅对现实感到悲观,但他并没有完全放弃希望。他提到,“然而几个人既然起来,你不能说决没有毁坏这铁屋的希望。” 即使明知希望渺茫,他仍然选择发出呐喊,为未来可能的改变留下了一丝火种。

5. 敷衍朋友的嘱托,也带有对社会现实的某种回应: 鲁迅也坦诚,写作很大程度上是为了“敷衍朋友们的嘱托”,这说明当时《新青年》等刊物急需稿件,而他的写作也带有回应时代呼唤的意味,即使他自认并非“切迫而不能已于言的人”。

总而言之,《呐喊》的写作目的并非单一的,而是多种因素交织的结果。既有个人情感的抒发和排遣,也有对社会现实的关切和尝试,更有对朋友的信诺和对未来的期许,尽管这种期许带着深深的无奈和悲观。 鲁迅的“呐喊”是复杂心境的体现,是一种在绝望中寻求希望,在沉默中发出声音的努力。

二、阅读完《呐喊》 ,将自己印象深刻的小说人物记录下来,并按要求给鲁迅小说中的人物分类。

人物类型 举例

旧知识分子

底层平民

革命者

帮闲

压迫者

儿童

动物

Here’s a thinking process to arrive at the character classification:

  1. Understand the Task: The goal is to list memorable characters from Nahan and categorize them based on the provided types.

  2. Recall Nahan Stories: Mentally go through the stories in the Nahan collection. Jot down characters as they come to mind. Don’t worry about categorization yet. Examples might be: Kong Yiji, Ah Q, Runtu, Xianglin’s Wife, The “Madman,” the old man in “Medicine,” Wei Suo, Chen Shicheng, Water Turtle, the wolf in “The Misanthrope.”

  3. Define Each Character Type (if unsure): Briefly consider the defining characteristics of each provided category:

    • 旧知识分子 (Old Intellectuals): Often struggling with the changing times, clinging to traditional values, perhaps feeling out of place or disillusioned.
    • 底层平民 (Lower-Class People/Commoners): Individuals from the poorest sections of society, often facing hardship, exploitation, and social injustice.
    • 革命者 (Revolutionaries): Individuals actively seeking significant social and political change, often with strong convictions and a willingness to take risks. (Note: Nahan focuses more on portraying the need for revolution than featuring active revolutionaries.)
    • 帮闲 (Hangers-on/Lackeys): Individuals who ingratiate themselves with those in power, often lacking genuine principles and contributing to the oppression of others.
    • 压迫者 (Oppressors): Individuals or groups who exert power and control over others, often exploiting or mistreating them.
    • 儿童 (Children): Young characters, often innocent observers or victims of the social environment.
    • 动物 (Animals): Animals appearing as significant elements in the stories, sometimes with symbolic meaning.
  4. Categorize the Recalled Characters: Now go through your list of characters and assign them to the most appropriate category.

    • Kong Yiji: Clearly fits the “旧知识分子” category. His outdated attire, obsession with scholarly status despite poverty, and inability to adapt make him a prime example.
    • Ah Q: A complex character, but his social status and struggles firmly place him within the “底层平民” category.
    • Runtu: Also belongs to the “底层平民” category, representing the rural peasantry.
    • Xianglin’s Wife: Undeniably a “底层平民” character, suffering immense hardship and social stigma.
    • The “Madman” (from “Diary of a Madman”): While educated, his critical perspective on traditional society aligns him with a form of intellectual rebellion. Consider placing him in “旧知识分子” with a note about his unique perspective or even consider if he might edge towards a “revolutionary” mindset in his critique (though not in action). Let’s place him in “旧知识分子” for now, noting the ambiguity.
    • The old man in “Medicine”: Falls under “底层平民,” an ordinary person caught in the cycle of poverty and outdated beliefs.
    • Wei Suo: A “帮闲,” someone who tries to attach himself to those with more social standing, like Ah Q.
    • Chen Shicheng (from “My Old Home”): A representation of social change and perhaps a more “successful” (in a material sense) member of the community returning, making Runtu’s situation more poignant. He could be debated, but leaning towards someone who has moved beyond the “底层平民” but isn’t necessarily an “压迫者.” Let’s leave him out for now as he doesn’t perfectly fit the provided categories.
    • Water Turtle (from “Village Opera”): Clearly fits “动物.”
    • The wolf in “The Misanthrope”: Also “动物.”
  5. Refine and Justify: Review your categorization. Are there any characters that could fit into multiple categories? If so, choose the most prominent aspect of their character. For example, while Ah Q has some self-deceptive qualities, his primary experience is that of a lower-class individual. Briefly justify your choices if needed for clarity.

  6. Format the Answer: Organize your findings into the requested table format, providing examples for each category.

  7. Self-Correction/Review: Read through your completed answer. Are there any glaring omissions? Have you accurately represented the characters and their roles in the stories? For example, initially, I might have overlooked “Wei Suo” but upon reviewing the categories, recognized his clear fit as a “帮闲.” I also considered if the village bullies in “Village Opera” could be “压迫者,” but they are more localized and less systematic than some other implied societal oppressions. Stick with more clear-cut examples if available.好的,这是根据《呐喊》中人物的分类:

人物类型 举例
旧知识分子 孔乙己、藤野先生(尽管是日本老师,但体现了传统知识分子的风骨)、《狂人日记》中的“狂人”(某种程度上也是对旧知识分子的反思和批判)
底层平民 阿Q、祥林嫂、闰土(少年时期)、华老栓、单四嫂子、看客们(例如围观砍头的那些人)
革命者 《药》中的夏瑜(虽然最终牺牲,但代表了革命的先驱者)、《头发的故事》中剪辫子的年轻人(象征着对旧习俗的反抗)
帮闲 假洋鬼子(阿Q精神胜利法的帮凶)、未庄的其他人(在阿Q被抓后幸灾乐祸,是落井下石的帮闲)
压迫者 赵太爷(象征地主阶级的权威和压迫)、《狂人日记》中象征封建礼教吃人的“他们”
儿童 宏儿(《祝福》中祥林嫂死去的孩子,象征希望的破灭)、水生(《社戏》中和“我”一起偷豆的小伙伴,代表童真)
动物 《社戏》中的水牛、《兔和猫》中的兔子和猫(带有寓言色彩)、《鸭的喜剧》中的鸭子

一些说明:

  • 人物类型的划分并非绝对: 鲁迅笔下的人物往往具有复杂性,可能同时具备多种特征。例如,孔乙己既是旧知识分子,也是社会底层的受害者。
  • “革命者”在《呐喊》中更多的是萌芽状态: 《呐喊》创作时期,革命形势尚未明朗,更多体现的是觉醒和反抗的萌芽,真正的革命者形象相对较少。
  • “帮闲”体现了社会的冷漠和麻木: 这类人物在鲁迅的小说中常常起到衬托的作用,揭示当时社会人与人之间的冷漠和麻木。
  • 儿童视角下的社会: 儿童形象的出现,往往带有对成人世界和旧社会的反思和批判。
  • 动物形象的象征意义: 鲁迅小说中的动物形象常常具有象征意义,例如《社戏》中的水牛象征农村生活的朴实。

希望这个分类对您有所帮助!

同样是知识分子,孔乙己、方玄绰、狂人、“我”有何不同?

Here’s a thinking process to differentiate the intellectuals:

  1. Identify the Core Question: The question asks for the differences between Kong Yiji, Fang Xuancuo, the Madman, and “I” (the narrator in several Nahan stories), all categorized as intellectuals. This requires analyzing their social standing, attitudes, engagement with society, and the nature of their intellectualism.

  2. Recall Each Character’s Story and Key Traits: Go through each character individually, remembering their defining characteristics and the context of their story:

    • Kong Yiji: The most straightforward example of a failed traditional intellectual. Key traits: clinging to outdated scholarly attire and language, obsessed with academic status despite poverty, uses “回字有四样写法” as a way to assert knowledge, ridiculed and looked down upon, ultimately disappears (implied death due to social circumstances).

    • Fang Xuancuo: Appears in “The Misanthrope.” Key traits: Initially a passionate intellectual reformer, becomes cynical and withdrawn due to societal pressures and perceived betrayal by friends, expresses extreme misanthropy, his intellectualism turns inward into bitter disillusionment.

    • The Madman (from “Diary of a Madman”): Key traits: Perceives societal norms and traditions as “cannibalistic,” uses his “madness” as a lens to critique traditional Confucian values and the “eating people” mentality, expresses a desperate desire to save the children (the future generation), his intellectualism is radical and critical of the existing order.

    • “I” (the Narrator): This is more of a recurring persona than a single defined character. Key traits: Often an observer, reflecting on past experiences, a sense of disillusionment with grand ideals, a recognition of societal problems but often feeling powerless to change them, a tendency towards introspection and self-analysis, sometimes participates in events, sometimes remains on the periphery. The “I” in the preface is particularly important here as it reflects on the failure of earlier revolutionary aspirations.

  3. Establish Key Comparison Points: Based on the individual character analyses, identify the crucial dimensions along which they differ. These might include:

    • Social Standing and Circumstances: (Poverty, social acceptance/rejection)
    • Relationship to Traditional Knowledge: (Adherence, critique, rejection)
    • Engagement with Society: (Active reform, withdrawal, observation, direct confrontation)
    • Attitude and Emotional State: (Pride, cynicism, paranoia/critical awareness, disillusionment/reflection)
    • Impact/Fate: (Tragic decline, withdrawal, social critique, continued observation/reflection)
    • Nature of their Intellectualism: (Traditional, reformist, radical/critical, reflective/analytical)
  4. Compare and Contrast Across the Comparison Points: Systematically compare each character along these dimensions. For example:

    • Social Standing: Kong Yiji is impoverished; Fang Xuancuo seems to have had a better starting point but withdraws; the Madman is isolated; “I” varies but often observes from a slightly detached position.
    • Relationship to Traditional Knowledge: Kong Yiji clings to it; the Madman vehemently rejects it; Fang Xuancuo’s initial reformist ideas were likely within a certain framework but led to disillusionment; “I” reflects on traditional society’s impact.
    • Engagement with Society: Kong Yiji tries to engage but is marginalized; Fang Xuancuo retreats; the Madman directly confronts (through his diary); “I” observes and participates to varying degrees.
  5. Synthesize the Differences: Based on the comparisons, formulate concise statements summarizing the key distinctions between the characters. Use descriptive language that captures their essence.

  6. Structure the Answer: Organize the answer logically, perhaps by discussing each character individually and then drawing overall comparisons, or by directly comparing them across the key dimensions. Start with a clear introductory statement and conclude with a summary.

  7. Refine and Elaborate: Ensure the answer is well-supported by textual evidence (even if not explicitly quoted in this context, the analysis should be based on understanding the stories). Add nuance and detail where appropriate. For example, acknowledge the complexity of Ah Q and his intellectual defense mechanisms (even though he wasn’t the primary focus). Clarify the changing nature of “I.”

By following these steps, you can systematically analyze the characters and articulate their significant differences.将孔乙己、方玄绰、狂人以及《呐喊》中作为叙述者的“我”放在一起比较,可以清晰地看到鲁迅笔下不同类型的知识分子形象,以及他们面对社会和自我的不同状态和态度。

以下是他们之间的不同之处:

1. 社会地位与遭遇:

  • 孔乙己: 处于社会的最底层,是唯一穿着长衫站着喝酒的人,靠抄书为生,但连科举都考不上,是传统科举制度的失败者,遭受周围人的嘲笑和捉弄,最终悲惨死去。
  • 方玄绰: 曾经是充满热情的知识分子,想要改造社会,但经历了朋友的“出卖”和社会的冷漠后,变得极度愤世嫉俗,选择与世隔绝,成为一个彻底的“不与人交”的“病人”。他的社会地位虽然比孔乙己高,但精神上却更加孤立。
  • 狂人: 家境相对较好,因“迫害狂”而被认为是疯子。他的“疯”实际上是对社会“吃人”本质的深刻揭露和批判。他的社会地位相对模糊,但他的批判性思维让他与周围的世界格格不入。
  • “我”: 作为《呐喊》中多篇小说的叙述者,其身份和经历各异,但往往是受过教育,具有一定的独立思考能力,对社会现实有着清醒的认识,但同时也常常感到无力和彷徨。 “我”可能经历过求学、教书等,其社会地位介于以上几者之间,更偏向于观察者和反思者的角色。

2. 对传统文化的态度:

  • 孔乙己: 对传统文化抱着僵化的态度,沉溺于科举的失败,以自己懂得别人不懂的“回字有四样写法”为傲,但这种“知识”已经脱离了时代,毫无实际意义。
  • 方玄绰: 早期可能也曾接受过传统教育,但后来倾向于西方的思想和科学,试图革新。他的愤世嫉俗也包含了对传统社会和人际关系的失望。
  • 狂人: 对传统文化持彻底否定的态度,认为几千年的历史都写满了“吃人”二字,对封建礼教进行了深刻的批判,是反传统文化的先锋。
  • “我”: 对传统文化有着复杂的态度,既能看到其糟粕和对人性的压抑,也时常流露出对过去美好时光的怀念(如《社戏》)。“我”的态度更多是反思和批判,而非全然否定。

3. 与社会和他人的关系:

  • 孔乙己: 渴望被社会认可,想融入喝酒的人群,却始终被边缘化和嘲弄,最终被社会所抛弃。
  • 方玄绰: 从积极融入社会到彻底与社会隔绝,他对人际关系彻底失望,认为周围的人都是“可憎者”。
  • 狂人: 因为“疯”而被社会孤立,但他反过来也以“疯”来审视社会,他的“疯”是一种清醒的批判。
  • “我”: 与社会保持着一定的距离,既有参与,也有观察和反思。 “我”能感受到社会的冷漠和黑暗,但也时常怀念过去的美好,表现出一种复杂的情感。

4. 精神状态与追求:

  • 孔乙己: 精神空虚,沉溺于虚幻的“读书人”的身份中,最终在贫困和屈辱中死去。
  • 方玄绰: 从充满希望到彻底绝望,他的精神世界被愤恨和不信任所占据,失去了前进的动力。
  • 狂人: 看似疯狂,实则清醒,他的“迫害狂”是对社会病态的深刻洞察,他渴望拯救“孩子们”。
  • “我”: 精神状态复杂多变,既有彷徨和无力感,也有对真善美的追求和对未来的期许(即使是微弱的)。

总结来说:

  • 孔乙己 是旧式科举制度的牺牲品,是无法适应时代变迁的传统知识分子的悲剧形象。
  • 方玄绰 代表了早期知识分子在追求社会变革过程中遭遇挫折后的极端反应,是理想破灭后的愤世嫉俗者。
  • 狂人 是对传统文化和社会弊病进行深刻反思和批判的先锋,他的“疯”是对社会“常态”的有力反讽。
  • “我” 则是更具代表性的现代知识分子形象,在清醒地认识到社会问题的同时,也常常感到迷茫和无力,但仍然抱有一丝希望。

这四个人物代表了鲁迅对于当时知识分子不同生存状态和精神困境的深刻描绘,也反映了那个时代知识分子的多种可能性和选择。他们的差异体现了鲁迅对知识分子群体的细致观察和深刻思考。

《呐喊》中写到了很多孩子,能否分类阐述他们的特征?

Here’s a thinking process to categorize and analyze the children in Nahan:

  1. Identify the Core Task: The question asks for a classification and analysis of the children depicted in Nahan. This requires recalling the child characters, grouping them based on shared characteristics, and explaining the significance of these groupings.

  2. Brainstorm Child Characters: Go through the stories in Nahan and list the prominent child characters that come to mind. Examples: Hong’er (Blessing), Run Tu (My Old Home/Hometown), the children in “Village Opera” (especially the narrator as a child and his friends), Little Biansuo (Medicine), A-Gui’s child (Tomorrow), possibly some of the children mentioned in passing in other stories.

  3. Identify Potential Categorization Criteria: Think about the different ways these children could be grouped. Possible criteria include:

    • Social Class/Environment: Rural vs. Urban, Rich vs. Poor.
    • Role in the Narrative: Central character, observer, victim, symbol.
    • Relationship to Adults: Impact of adult actions, innocence versus corruption.
    • Fate/Outcome: Happy, tragic, ambiguous.
    • Symbolic Significance: Hope, loss, future, critique of society.
    • Level of Awareness: Innocence, dawning understanding of harsh realities.
  4. Group the Children Based on the Chosen Criteria: Based on the above criteria, start grouping the identified children. Let’s try a few approaches:

    • By Social Class/Environment:

      • Rural: Run Tu, the children in “Village Opera”.
      • Urban/Town: Hong’er, Little Biansuo, A-Gui’s child (though their parents are likely from the lower classes in a town setting).
    • By Fate/Outcome:

      • Tragic/Dead: Hong’er, Little Biansuo (though his fate is implied), A-Gui’s child.
      • Living/More Positive (in the context of the story): Run Tu (as a child), the narrator and his friends in “Village Opera”.
    • By Symbolic Significance:

      • Loss of Innocence/Hope: Hong’er, Little Biansuo, potentially the shift in Run Tu’s character as an adult.
      • Joy and Simplicity (though temporary): The children in “Village Opera”.
  5. Refine the Categories and Choose the Most Effective Ones: Some categories are more insightful than others. “Fate/Outcome” and “Symbolic Significance” seem particularly strong for analyzing the themes in Nahan. “Social Class/Environment” provides context but might be less directly about the children’s characteristics. Let’s focus on fate and symbolism, and potentially integrate the idea of innocence.

  6. Analyze the Characteristics Within Each Category: For each chosen category, describe the common traits and significance of the children within that group:

    • Tragic/Vulnerable Children: Emphasize their innocence, their powerlessness against disease, poverty, and societal indifference. Highlight how their deaths serve as a critique of social conditions and lost hope.

    • Innocent and Joyful Children: Focus on their carefree nature, their connection to simple pleasures, and how they represent a contrast to the adult world’s complexities and suffering. However, acknowledge that even this innocence can be threatened or lost.

    • Children Representing Lost Potential/Changed Circumstances: Analyze Run Tu’s transformation from a vibrant child to a burdened adult. This showcases how societal pressures can crush youthful spirit and potential.

  7. Add Nuance and Complexity: Avoid oversimplification. Acknowledge that even within a category, children may have individual characteristics. Consider the narrator’s perspective when recalling childhood.

  8. Structure the Answer: Organize the analysis logically with clear headings for each category. Start with an introductory statement and conclude with a summary of the overall significance of child characters in Nahan.

  9. Review and Refine: Ensure the analysis is well-supported by the stories and that the language is clear and precise. Check for any repetitive points or areas that could be more insightful. For instance, explicitly connect the children’s fates to the broader themes of social criticism in Nahan.《呐喊》中描写了形形色色的孩子,他们的形象并非单一,而是各有特点,反映了当时社会的不同层面和时代特征。我们可以从以下几个方面对他们进行分类阐述:

1. 作为希望与未来的象征,但命运多舛的孩子:

  • 宏儿 (《祝福》): 宏儿是祥林嫂唯一的孩子,寄托了她全部的希望。他的夭折对祥林嫂来说是毁灭性的打击,象征着底层人民连守护自己孩子的能力都没有,也暗示了希望的脆弱和易逝。宏儿的悲剧命运深刻地控诉了封建礼教和落后思想对人性的摧残。
  • 小栓 (《药》): 小栓身患痨病,父母迷信人血馒头可以治病,最终可悲地死去。小栓的遭遇体现了当时科学的落后和民众的愚昧,他的死亡也折射出旧中国医疗条件的匮乏和底层人民的无助。他虽然年幼,却成为了社会悲剧的牺牲品。
  • 阿贵的孩子 (《明天》): 王金发媳妇(单四嫂子)的儿子阿贵突然生病死去,这给原本就生活困苦的单四嫂子带来了巨大的打击。阿贵的死代表了贫困人家抵抗疾病和意外的能力极其有限,他们的生命脆弱得如同风中残烛。

这类孩子的共同特征是: 他们代表着生命的幼苗,原本应该充满生机和希望,却因为社会的黑暗、愚昧和贫困而过早凋零。他们的悲剧命运往往触动人心,引发人们对社会现实的深刻反思。

2. 无忧无虑、天真烂漫的乡村孩子:

  • 少年闰土 (《故乡》): 少年闰土在“我”的记忆中是活泼、健康、充满野趣的。他见多识广,懂得许多关于动植物的知识,是“我”童年记忆中一道亮丽的风景线。他代表了农村孩子淳朴、自然的特性,以及与大自然亲密接触的快乐。
  • 《社戏》中的孩子们(包括“我”): 这些孩子充满童趣,为了看社戏,他们会想出各种办法,包括偷豆。他们的快乐和纯真与成年人的复杂世界形成了鲜明的对比,展现了童年生活的乐趣和简单。

这类孩子的共同特征是: 他们生活在相对纯朴的乡村环境中,拥有无忧无虑的童年,对世界充满好奇,他们的快乐和纯真代表着人性中美好的一面。然而,需要注意的是,成年后的闰土形象与少年时期的活泼开朗形成了鲜明的对比,暗示了社会变迁对人性的影响。

3. 被成人世界影响和塑造的孩子:

  • 未庄看客的孩子们 (多篇小说中有所体现): 这些孩子受到成人世界的影响,表现出一些成人社会的影子,比如对孔乙己的嘲笑,对阿Q的欺负等。他们虽然年幼,但已经开始受到社会等级观念和冷漠人情的影响。

这类孩子的共同特征是: 他们是成人世界的缩影,他们的行为和思想在一定程度上反映了当时社会的一些不良风气。他们既是无辜的,也是令人深思的,因为他们的身上已经开始烙印着社会的痕迹。

总结来说,《呐喊》中的孩子们形象多样,他们既是天真烂漫的,也是脆弱和易受伤害的。他们的命运和特征往往与当时的社会环境、阶级地位以及成人的行为息息相关。鲁迅通过对不同类型孩子的描写,深刻地揭示了旧中国的社会问题,表达了他对弱势群体的同情,以及对未来一代的殷切期望,同时也暗示了社会环境对儿童成长的巨大影响。 这些孩子,无论是悲剧性的逝去,还是短暂的快乐,都成为了那个时代社会图景中不可忽视的一部分。

《呐喊》 中哪些篇目中的哪些内容写到了“辫子”?并说说这些“辫子”的描写反映了鲁迅怎样的社会洞察力?

Here’s a breakdown of the thinking process to answer the question about “辫子” (pigtail/queue) in Nahan:

  1. Identify the Core Question: The question asks which stories in Nahan mention the “辫子,” what those mentions are, and what societal insights these descriptions reveal about Lu Xun’s observations.

  2. Scan Nahan Stories for “辫子”: Systematically go through each story in the Nahan collection, specifically looking for mentions of “辫子” or related terms (hair, cutting hair, etc.). It’s helpful to mentally summarize each story to trigger relevant details.

    • 狂人日记 (Diary of a Madman): Recall the imagery of the villagers’ faces and demeanor. While specific mention of “辫子” might not be prominent, the overall atmosphere of traditional society is relevant.
    • 孔乙己 (Kong Yiji): Remember Kong Yiji’s long gown, his attempts at scholarly dignity. “辫子” isn’t a central detail here.
    • 药 (Medicine): Focus on the crowd watching the execution. “辫子” of the revolutionary might be a detail.
    • 明天 (Tomorrow): The focus is on the mother’s grief. “辫子” is unlikely to be significant here.
    • 一件小事 (An Incident): The rickshaw puller is a key figure. His “辫子” and its removal might be relevant.
    • 头发的故事 (The Story of Hair): The title itself signals the importance of hair, specifically the “辫子.” This will be a crucial story.
    • 鸭的喜剧 (The Comedy of the Ducks): Unlikely to involve “辫子.”
    • 社戏 (Village Opera): Focus on childhood memories and rural life. “辫子” might be a detail but not central.
    • 端午节 (The Dragon Boat Festival): Interactions between different social groups. “辫子” could signify social status.
    • 白光 (White Light): The despair of the failed scholar. Less likely to feature “辫子” prominently.
    • 兔和猫 (The Rabbit and the Cat): Fable-like; unlikely to feature “辫子” in a literal sense.
  3. Extract Specific Mentions and Context: For the stories where “辫子” appears, note the specific details and the context in which it is mentioned.

    • 药 (Medicine): The revolutionary Xia Yu being led to execution and having his “辫子” tousled/held. The crowd observing.
    • 一件小事 (An Incident): The rickshaw puller carefully putting down the woman and picking up the scattered items, including his own “辫子.” The narrator’s internal reflection on this.
    • 头发的故事 (The Story of Hair): The entire story revolves around the significance of the “辫子” - from forced wearing to cutting it off as a symbol of change and later the complexities and hypocrisy surrounding that change.
  4. Analyze the Significance of “辫子” in Each Context: Consider what the “辫子” symbolizes in each instance.

    • 药 (Medicine): Represents the revolutionary’s identity, which is about to be violently ended. The crowd’s reaction reveals their apathy or even approval of the suppression of dissent.
    • 一件小事 (An Incident): Represents the rickshaw puller’s social status and perhaps traditional values. His careful handling of it shows his dedication and responsibility, even in a small act. The narrator’s shift in perspective is key.
    • 头发的故事 (The Story of Hair): A powerful symbol of tradition, backwardness in the eyes of reformers, the complexities of change (both genuine and superficial), and the hypocrisy that can accompany social movements.
  5. Identify Overarching Themes and Lu Xun’s Insights: Connect the specific instances of “辫子” to broader themes and Lu Xun’s societal observations.

    • Symbol of Tradition vs. Modernity: The “辫子” as a marker of the old order and its conflict with new ideas.
    • Social Hierarchy and Status: The “辫子” as a signifier of belonging and, potentially, social standing.
    • The Nature of Revolution and Change: The complexities and superficiality that can sometimes accompany social change. The forced or symbolic nature of some changes versus genuine transformation.
    • Public Apathy and the Suppression of Dissent: The “辫子” in Medicine highlights the crowd’s indifference to the revolutionary’s fate.
    • The Dignity of the Common Person: The rickshaw puller’s “辫子” in An Incident becomes a symbol of his integrity and hard work.
  6. Structure the Answer: Organize the answer logically, listing the stories and specific examples, followed by an analysis of Lu Xun’s insights. Use clear and concise language.

  7. Review and Refine: Ensure the answer is comprehensive and addresses all parts of the question. Add nuance and depth to the analysis. For instance, emphasize the multi-faceted symbolism of the “辫子.” Ensure the language is analytical and insightful.在鲁迅的《呐喊》中,关于“辫子”的描写主要出现在以下几篇中:

  • 《药》: 在描写夏瑜被押赴刑场时,有这样的细节:“老栓也向那边看,却只见一堆人的后颈;那些人却伸出脖子,仿佛许多鸭,被无形的手捏住了的,向上提着。” 虽然这里没有直接描写辫子,但“一堆人的后颈”可以想象到当时男子留着辫子的普遍情景。 接着,描写刽子手行刑前的情景:“……提着一绺头发,——就是那孩子,——用力的一扯,早拖近了;于是kne的一声,仿佛撕裂一张厚纸。” 这里明确描写了夏瑜的辫子被刽子手抓住并用力拉扯,为接下来的砍头做了铺垫。

  • 《一件小事》: 文章中,在“我”遇到一位跌倒的老女人后,描写了人力车夫扶起老妇人并帮她捡拾散落的东西的场景:“他毫不迟疑地扶起那老女人,慢慢地扶着,…… 慢慢地扶着走到巡警分驻所旁边。…… 他(车夫)将 старуха 轻轻放下,便要自己去捡那些散散的东西。这时我看见他的背影,他的脊梁直而且黑,似乎又高大了些。我看见他手里拿着我的黄铜板慢慢地走到我面前来。我接过铜板,同时伸出手去说,‘你放回罢!’他只略微点一点头算是领会了,便将铜板塞在我手里转身又走到 старуха 那边去了。我便也回过头去小心地走到巡警分驻所门口将 старуха 扶进去。我便也出来跨上车子。车夫已经将 старуха 的东西都捡起来了并且扶着 старуха 慢慢地走。待 старуха 走进分驻所,便回转车头慢慢地走。这时我看见他的后影,显出努力的样子头上很短,而且见得 头皮发亮想是他也有些出汗了。而且他的手里还拿着一顶破旧的遮阳帽。我这时忽然觉得他的背影愈加伟大了。我先前的那一种骄傲顷刻间完全消灭了,只觉得我的渺小我也向他望望分明看见他手里拿着一顶破旧的遮阳帽努力地走着。” 虽然这里没有直接描写车夫的辫子,但“头上很短,而且见得头皮发亮”可以推测车夫的辫子可能很短或者已经剪去,这在当时可能意味着他并非传统意义上的读书人或者没有刻意留长辫子。

  • 《头发的故事》: 这篇小说直接以“头发”为题,核心内容就是围绕“辫子”的剪与留展开的。小说细致地描写了留学生们在日本剪辫子的情景,以及回国后社会各阶层对辫子的不同态度和由此引发的种种闹剧。从最初剪辫子的意气风发,到回国后面对守旧势力的压力、以及自身态度的转变,都深刻地揭示了辫子在当时的社会象征意义。

这些关于“辫子”的描写,反映了鲁迅深刻的社会洞察力,主要体现在以下几个方面:

  1. 辫子是清王朝统治的象征和民族压迫的体现: 清朝入关后,强制汉人剃发留辫,这成为了汉族人民遭受异族统治的屈辱象征。鲁迅描写辫子,不仅仅是描写一种发型,更是触及了民族压迫的历史伤痕。《药》中夏瑜的辫子被拉扯,象征着革命者被旧势力残暴镇压,而这旧势力正是清王朝的延续。

  2. 辫子是传统、保守、落后的象征: 在辛亥革命前后,剪辫子成为一种象征变革和进步的行为。鲁迅在《头发的故事》中着重描写了留学生剪辫子的行为,以及回国后不同人对辫子的不同看法,揭示了当时社会新旧思想的激烈冲突。那些坚持留辫子的人,往往代表着守旧和不愿接受新事物的一方。

  3. 辫子是社会阶层和身份的象征: 在特定的历史时期,辫子的长短、粗细、甚至是梳理的方式,都可能成为区分社会阶层和身份的标志。虽然在《一件小事》中没有明确描写车夫的辫子,但通过侧面描写,可以感受到车夫的身份地位。而在其他篇目中,留学生的剪辫行为也反映了他们接受新思想的身份转变。

  4. 辫子是国民性的隐喻: 《头发的故事》中,人们对辫子的态度变化,以及围绕辫子产生的种种虚伪和投机行为,也折射出国民性格的复杂性,例如盲目跟风、缺乏独立思考、以及对权威的屈服等。

  5. 辫子是社会变革中个体命运的体现: 无论是革命者夏瑜被拉扯的辫子,还是留学生剪掉又不得不重新接上的辫子,都体现了在社会变革的大潮中,个体命运的飘摇不定和身不由己。辫子成为个人在时代变迁中挣扎的象征。

总而言之,鲁迅笔下的“辫子”不仅仅是一种生理特征,更是一个具有深刻社会文化内涵的符号。他通过对“辫子”的描写,敏锐地捕捉到了那个特定历史时期中国社会的复杂面貌,揭示了传统与现代的冲突,国民性的弱点,以及时代变革下个体命运的沉浮,展现了他作为伟大文学家的深刻社会洞察力。

《药》 《孔乙己》 《阿 Q 正传》 《狂人日记》等作品都不同程度地勾勒、描绘了看客形象,其描写的看客人物众多, 层次繁杂, 组成了一个看客群体, 具有深广的揭示意义。 请结合文本,举例分析“看客”特征,并思考鲁迅先生描写看客的意图。

Here’s a thinking process to construct the analysis of “onlookers” in Lu Xun’s works:

  1. Understand the Core Task: The question asks to analyze the characteristics of “onlookers” as depicted in Medicine, Kong Yiji, The True Story of Ah Q, and Diary of a Madman, providing textual examples and discussing Lu Xun’s intention.

  2. Recall Key Scenes with Onlookers in Each Story: Mentally revisit each story and identify scenes where onlookers are prominent.

    • Medicine: The crowd at the execution ground is the most obvious example. Consider their motivations for being there, their reactions, and their conversations.
    • Kong Yiji: The patrons of the Xianheng Tavern are the primary onlookers. Focus on their interactions with Kong Yiji, their mockery, and their general attitude towards him.
    • The True Story of Ah Q: Think about the various crowds that observe Ah Q: during his “triumphs,” his brawls, his supposed revolution, and his execution. Consider the different ways they react to him.
    • Diary of a Madman: While not a traditional “crowd,” the “villagers” and their perceived desire to “eat people” can be seen as a form of passive, and threatening, observation.
  3. Identify Common Characteristics of the Onlookers: Based on the recalled scenes, identify recurring traits and behaviors of the onlookers across the different stories. Brainstorm a list of potential characteristics:

    • Apathy/Indifference
    • Curiosity (often morbid)
    • Mockery/Ridicule
    • Lack of Empathy
    • Self-preservation/Fear
    • Following the Crowd (herd mentality)
    • Superficial Understanding
    • Enjoyment of Others’ Misfortune
    • Contributing to the Tragedy (through inaction or direct participation)
  4. Select Key Characteristics and Find Textual Evidence: Choose the most prominent and significant characteristics and then find specific textual examples from each story to illustrate them.

    • Apathy/Indifference: Medicine - the “duck necks,” the lack of concern for Xia Yu’s fate. Kong Yiji - the casual mockery and lack of genuine help. Ah Q - the crowds’ amusement at his misfortunes.
    • Morbid Curiosity/Enjoyment of Misfortune: Medicine - eagerness to witness the execution, the eagerness for the “cure.” Ah Q - enjoyment of his public humiliation.
    • Mockery/Ridicule: Kong Yiji - direct insults and taunts. Ah Q - laughter at his boasting and defeats.
    • Herd Mentality/Following the Crowd: Medicine - everyone craning their necks, unquestioning acceptance of traditional beliefs. Ah Q - shifting attitudes based on Ah Q’s perceived status.
    • Self-Preservation/Fear: Ah Q - their fear of the revolution and their later distancing from him.
  5. Analyze Lu Xun’s Intentions in Depicting the Onlookers: Consider why Lu Xun focuses so much on these characters. What is he trying to communicate about Chinese society and the human condition?

    • Critique of National Character: Highlighting the weaknesses and flaws he saw in the Chinese populace.
    • Call for Awakening/Empathy: Urging readers to avoid becoming passive onlookers and to develop compassion.
    • Analysis of Social Inertia: Showing how the passivity of the majority can allow injustice and tragedy to occur.
    • Exploration of the Relationship Between Individual and Crowd: Examining how the crowd can both shape and reflect individual behavior.
    • Warning Against Mob Mentality: Demonstrating the dangers of unthinking conformity.
  6. Structure the Analysis: Organize the answer logically, perhaps by:

    • Introduction: Briefly state the prevalence of onlooker imagery in Lu Xun’s work.
    • Characterize the Onlooker: Present the key characteristics with textual examples from each story. Dedicate a paragraph to each key characteristic.
    • Discuss Lu Xun’s Intentions: Explain the broader social and psychological implications of his portrayal of onlookers.
    • Conclusion: Summarize the significance of the onlooker motif in Lu Xun’s works.
  7. Refine and Elaborate: Ensure the analysis is clear, insightful, and well-supported by evidence. Use strong analytical language. Connect the specific examples to broader themes. Consider the historical context of Lu Xun’s writing.

By following these steps, a comprehensive and well-supported analysis of the “onlooker” figure in Lu Xun’s work can be created.鲁迅先生在《药》、《孔乙己》、《阿Q正传》、《狂人日记》等作品中,都以不同的笔触勾勒了形形色色的“看客”形象,他们构成了当时中国社会一幅令人深思的群像。这些“看客”并非单一面孔,而是呈现出复杂且多层次的特征:

一、 “看客”的特征及文本举例分析:

  1. 麻木不仁,冷漠无情: 这是“看客”最显著的特征。他们对发生在他人身上的苦难表现得漠不关心,甚至带有某种麻木的“看热闹”心态。

    • 《药》: 刑场上的看客是这一特征的典型代表。“老栓也向那边看,却只见一堆人的后颈;那些人却伸出脖子,仿佛许多鸭,被无形的手捏住了的,向上提着。” “一堆人的后颈”和“仿佛许多鸭”的比喻,形象地描绘了看客们拥挤、麻木、毫无生气的状态,他们伸长脖子只是为了满足一种病态的窥视欲,对即将发生的残酷刑罚毫无同情,甚至将革命者的牺牲看作一场热闹。
    • 《阿Q正传》: 阿Q被游街示众时,“未庄的男女老少,大抵也有些出来了,挤得人山人海。” 人们围观阿Q的结局,不是出于关心或同情,而是满足一种看热闹的心理。对于阿Q的悲剧,他们更多的是猎奇和围观,缺乏真正的理解和同情。
  2. 幸灾乐祸,乐于看人出丑: 一些“看客”不仅冷漠,甚至以他人的不幸为乐,热衷于嘲笑和贬低他人。

    • 《孔乙己》: 酒客们是典型的幸灾乐祸者。“他们便接着说道,‘孔乙己,你脸上又添上新伤疤了!’” “故意的高声嚷道,‘你一定又偷了人家的东西了!’” 酒客们以嘲弄孔乙己为乐,他的窘迫和不幸成为了他们的谈资和笑料,毫无同情之心。
    • 《阿Q正传》: 阿Q在与人争斗失败后,往往会成为众人嘲笑的对象。“他想,这回可算是遭了殃了,但也不很颓丧。他想道,‘这不算什么!过一会儿大家也就忘了。——不过这一次被王胡的棍子挟住了,是有点不大好看。’” “不大好看”实际上反映了阿Q内心对被看客嘲笑的在意,而看客们的嘲笑也助长了他的精神胜利法。
  3. 随波逐流,缺乏独立思考: “看客”往往缺乏独立思考能力,容易受到周围环境的影响,人云亦云,盲目附和。

    • 《药》: 康大叔关于人血馒头能治痨病的说法,尽管毫无科学依据,却能轻易地被茶馆里的其他看客接受并传播,体现了他们的盲从和轻信。
    • 《阿Q正传》: 当阿Q被认为是革命党时,看客们的态度也随之改变,表现出一种盲目的崇拜和畏惧。一旦阿Q被打成反革命,他们的态度又立刻转变为鄙夷和嘲讽,缺乏独立的判断能力。
  4. 麻木不仁的根源——自我封闭与社会隔阂: “看客”的麻木并非天生,往往与当时社会的封闭和人际关系的疏离有关。

    • 《狂人日记》: “否则,那赵家的狗,何以看我两眼呢?” 狂人的“被迫害妄想症”虽然是病态的,但也折射出人与人之间的不信任和隔阂,这种隔阂也使得人们难以对他人产生真正的同情。

二、 鲁迅先生描写“看客”的意图:

鲁迅先生花费大量笔墨描写“看客”形象,绝非仅仅为了描绘社会现实,而是带有深刻的批判和警醒的意图:

  1. 揭示国民的“病态”心理,呼唤国民性的觉醒: 鲁迅先生深切地感受到当时中国国民精神的萎靡和麻木,“看客”形象正是这种病态心理的集中体现。他希望通过描写“看客”的冷漠、愚昧和自私,引起国人的反思,从而唤醒沉睡的国民,促使他们认识到自身的问题,并努力改变。

  2. 批判封建社会的黑暗和压迫: “看客”的出现,往往是社会不公和压迫的产物。在《药》中,看客们围观的是革命者的牺牲,这本身就揭示了封建统治的残暴。而看客的麻木,也反映了长期压迫下人民精神的扭曲。

  3. 警示“看客”心态的危害,呼吁社会责任感和同情心: 鲁迅先生深知“看客”心态的蔓延,会导致社会道德的沦丧和人性的泯灭。他通过对“看客”的批判,警示人们要警惕这种冷漠的旁观者心态,呼吁人们要勇于承担社会责任,对他人抱有同情和关怀。

  4. 反思自身,避免成为“看客”: 鲁迅先生的批判并非仅仅指向他人,也包含着对自身的反思。他希望读者在看到这些“看客”形象时,也能反思自身是否存在类似的“看客”心态,从而警醒自己,避免成为麻木的旁观者,要做一个有良知、有担当的社会成员。

总结:

鲁迅先生对“看客”的描写,是其作品中重要的主题之一。他以其犀利的笔触,深刻地剖析了“看客”的种种特征及其背后的社会原因,展现了国民精神的病态和社会的阴暗面。其最终目的并非仅仅是揭露和批判,更是希望通过唤醒民众的良知和责任感,推动社会的进步和发展,避免悲剧的重演。鲁迅笔下的“看客”形象,至今仍具有深刻的警示意义,提醒我们反思自身,不做冷漠的旁观者,要勇敢地承担起社会责任。

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