仁与礼 · rén / lǐ
孔子强调通过仁和礼修养人与人的关系，不能把仁仅理解为不加判断的好心，也不能把礼当作无意义的形式。
Confucius links humaneness and ritual in relational cultivation; neither mere niceness nor empty ceremony captures the position.
Profiles Confucius ↗ Evidence SEP ↗
EAST ASIAN JOURNAL / CLASSICS AND EXAMINATIONS
← Full reading path, sources and thinker profilesRead. Compare. Reason.
普通高等学校招生全国统一考试（高考）
Mainland China · National College Entrance Examination (Gaokao) · 20 original prompts
These are independent, original, evidence-backed practice exercises, not official examination materials or predictions. Read the relevant study units first. Each solution explains the merits and errors of the proposed interpretations, with links to the underlying philosophical scholarship.
FIELD GUIDE / 05 · EXAMINATION READING DESK
Exams, ideas and evidence
Read each doctrine and its evidence before tackling the original examination-style passages. The key terms, position drill and full practice below remain accessible without scripts.
Editorial distinction: Official documents establish named examinations, curriculum frameworks and assessment formats. Scholarly sources establish the philosophical arguments. Inclusion here does not mean an examination board prescribes each thinker or that a particular question will appear. All practice is original, never reproduced from past papers.
This is the complete reading and retrieval desk. The practice sheet follows below, with original passages, answer-by-answer rationales, a printable key and saved mistakes review.
20 original practice questions · 5 reading units
普通高等学校招生全国统一考试（高考）
National College Entrance Examination (Gaokao)
The Chinese national examination includes Chinese; Politics is an elective administered under provincial arrangements, not one nationwide philosophy paper. The compulsory Philosophy and Culture module contains Marxist-philosophy learning and cultural discussions.
- Examination authority
- 教育部；省级教育考试机构
- Relevant subject
- 语文古文阅读；部分省份高中学业水平选择性考试「思想政治」及必修《哲学与文化》
- School stage
- 高中二、三年级；以本省当年选考政策为准
- Format reference
- Material-based reasoning and brief analysis (adapted into self-marked choices)
Documented: Curriculum alignment covers philosophy and cultural heritage, but individual figures beyond Mao and the traditional classics are editorial selections unless independently named in a syllabus. Limit: Do not imply all Chinese students take 思想政治 or that all six EAJ names are mandatory in any provincial test. Classical author passages depend on that year’s actual paper.
Official examination and curriculum records
A sourced reading path
Studied in sequence, these editorial units cover the positions and contrasts exercised below. Official curricular context is identified separately from additional philosophical scholarship.
- 01
古典伦理的论证
Classical moral reasoning
性善与四端 · xìng shàn / sì duān
孟子用恻隐、羞恶、辞让、是非的端绪说明德性具有可发展的萌芽。萌芽不等于每个人已是完成的圣贤。
Mencius sees moral beginnings in compassion, shame, deference and discernment; sprouts are potential, not perfected virtue.
Profiles Mencius ↗ Evidence Stanford Encyclopedia of Philosophy ↗
古籍与历史语境 · jīngdiǎn yǔjìng
《论语》与《孟子》属于不同的古典文本，材料分析应辨析论述方式，不能把后世朱熹的格物论直接说成孔子原句。
Analects and Mencius are distinct sources, and Zhu Xi’s later investigations must not be retroactively attributed word-for-word to Confucius.
Profiles Confucius ↗Mencius ↗Zhu Xi ↗ Evidence SEP ↗Stanford Encyclopedia of Philosophy ↗
Read profiles ConfuciusMencius Open practice →
Curricular context and historical sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗
- 02
道家与法家治理论
Daoist and fa approaches to governance
道与无为 · dào / wú wéi
《老子》的无为不是完全停止行动，而是批评强制、过度操纵的行为；自然强调自然而然，文本有复杂的形成史。
Laozi’s nonaction critiques coercive interference rather than all activity; its textual formation is complex.
Profiles Laozi (textual tradition) ↗ Evidence Stanford Encyclopedia of Philosophy ↗
法、术、势 · fǎ / shù / shì
韩非论法、术、势涉及可公开施行的规范、统治者驾驭官吏的方法以及职位带来的权力。不能与现代法治的全部内涵画等号。
Han Fei’s standards, administrative techniques and positional authority are not simply identical to modern constitutional rule of law.
Profiles Han Fei ↗ Evidence Stanford Encyclopedia of Philosophy ↗
德治与制度 · dé zhì / zhì dù
比较孔子与韩非，应分辨道德教化与非人格化奖惩制度，而不能以儒法两字替代对原文的论证。
Compare moral cultivation with impersonal administrative standards, without reducing either text to an unexamined slogan.
Profiles Confucius ↗Han Fei ↗ Evidence SEP ↗Stanford Encyclopedia of Philosophy ↗
Read profiles Laozi (textual tradition)Han FeiConfucius Open practice →
Curricular context and historical sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗Stanford Encyclopedia of Philosophy ↗
- 03
宋代理气与修养
Song principle and cultivation
理气论 · lǐ / qì
朱熹把世界理解为有理的秩序与气的具体构成，讨论人性与修养时，理不是某条具体的行政命令。
For Zhu Xi, principle and qi describe patterned reality and embodied formation, not an administrative command.
Profiles Zhu Xi ↗ Evidence Stanford Encyclopedia of Philosophy ↗
格物致知 · gé wù zhì zhī
格物致知侧重探究事物之理、扩充认识，不等于以主观喜好替代研究；还需置于修身实践中理解。
Investigating things aims to deepen discernment of their patterns and is tied to self-cultivation, not private preference as knowledge.
Profiles Zhu Xi ↗ Evidence Stanford Encyclopedia of Philosophy ↗
和后世解释区分 · jīngdiǎn / zhùshì
朱熹汇编并注释四书，他不是《论语》《孟子》的战国作者。区分经典文本、宋代注疏与现代教材的层次。
Zhu Xi transmitted and interpreted the Four Books long after their ancient composition; separate classic, commentary and modern syllabus.
Profiles Zhu Xi ↗Confucius ↗ Evidence Stanford Encyclopedia of Philosophy ↗SEP ↗
Read profiles Zhu XiConfucius Open practice →
Curricular context and historical sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗
- 04
当代政治课哲学框架
Contemporary political-philosophy curriculum
实践与认识 · shí jiàn / rèn shí
高中《哲学与文化》属于思想政治课程。教材框架重视实践与认识的关系；这不是说古代每位哲学家都持相同的现代观点。
The high-school Politics module Philosophy and Culture teaches relations between practice and knowledge within a contemporary Marxist framework; it does not assign that framework to ancient authors.
Profiles Mao Zedong ↗ Evidence 教育部 ↗教育部 ↗
矛盾分析 · máo dùn fēn xī
辩证思维要求根据具体条件识别矛盾的不同方面，不应只贴上“好”或“坏”的标签。把古代文本变成现代辩证法标准答案需注明解释层次。
Dialectical analysis examines opposed aspects in context rather than merely labeling a situation good or bad; applying this to classics is a modern analytical exercise.
Profiles Mao Zedong ↗ Evidence 教育部 ↗教育部 ↗
历史唯物主义 · lì shǐ wéi wù zhǔ yì
历史唯物主义在现代课程中讨论社会存在与社会意识、社会变迁等关系，应和朱熹理气论、孔子德性论作历史区分。
The course’s historical-materialist account of social conditions and ideas is historically distinct from Zhu Xi’s li-qi theory and Confucian moral education.
Profiles Mao Zedong ↗Zhu Xi ↗ Evidence 教育部 ↗Stanford Encyclopedia of Philosophy ↗
Read profiles Mao ZedongZhu Xi Open practice →
- 05
语文材料理解
Classical reading and inference
经典材料阅读 · wén yán yuè dú
高考语文重视对文本语义、文言线索和论证过程的理解，不能只凭熟悉人物名字选择答案。练习段落在本站均为原创改写，并非古籍原句。
Language-exam reading requires semantic and inferential work, not recognition of names; all practice passages here are original paraphrases, not transmitted classical quotations.
Profiles Mencius ↗Confucius ↗ Evidence 中華人民共和國教育部 ↗教育部 ↗
材料中的立场对比 · duì bǐ fēn xī
把道家“减少强制”误读为“不设任何制度”，或把儒家“礼”误读为“仅靠刑罚”，都会失去材料中的关键限定。
Distinguish Daoist restraint from abolishing every institution, and Confucian ritual from reliance on punishments alone.
Profiles Laozi (textual tradition) ↗Confucius ↗ Evidence Stanford Encyclopedia of Philosophy ↗SEP ↗
考试范围不等于人物清单 · kè chéng biān jiè
思想政治选考制度和命题因省份有所不同；这里的哲学史案例用于训练官方课程倡导的思辨能力，不能宣称全部思想家被统一列为必考。
Political-subject arrangements vary by province. These intellectual-history cases train documented competencies; they are not a nationally prescribed fixed thinker list.
Profiles Mao Zedong ↗Confucius ↗ Evidence 教育部 ↗中華人民共和國教育部 ↗
Read profiles ConfuciusMenciusLaozi (textual tradition) Open practice →
Curricular context and historical sources: 中華人民共和國教育部 ↗教育部 ↗
RETRIEVAL STUDIO / MAINLAND CHINA
Key terms, voices and arguments
Turn a term to read its doctrine and source. Then identify the philosophical position without relying on a name in the prompt.
Key-terms flip deck 15 cards
Select a term to turn it over. Each reverse side supplies the native explanation, English gloss and cited evidence.
仁与礼rén / lǐTurn ↗
孔子强调通过仁和礼修养人与人的关系，不能把仁仅理解为不加判断的好心，也不能把礼当作无意义的形式。
Confucius links humaneness and ritual in relational cultivation; neither mere niceness nor empty ceremony captures the position.
性善与四端xìng shàn / sì duānTurn ↗
孟子用恻隐、羞恶、辞让、是非的端绪说明德性具有可发展的萌芽。萌芽不等于每个人已是完成的圣贤。
Mencius sees moral beginnings in compassion, shame, deference and discernment; sprouts are potential, not perfected virtue.
古籍与历史语境jīngdiǎn yǔjìngTurn ↗
《论语》与《孟子》属于不同的古典文本，材料分析应辨析论述方式，不能把后世朱熹的格物论直接说成孔子原句。
Analects and Mencius are distinct sources, and Zhu Xi’s later investigations must not be retroactively attributed word-for-word to Confucius.
道与无为dào / wú wéiTurn ↗
《老子》的无为不是完全停止行动，而是批评强制、过度操纵的行为；自然强调自然而然，文本有复杂的形成史。
Laozi’s nonaction critiques coercive interference rather than all activity; its textual formation is complex.
法、术、势fǎ / shù / shìTurn ↗
韩非论法、术、势涉及可公开施行的规范、统治者驾驭官吏的方法以及职位带来的权力。不能与现代法治的全部内涵画等号。
Han Fei’s standards, administrative techniques and positional authority are not simply identical to modern constitutional rule of law.
德治与制度dé zhì / zhì dùTurn ↗
比较孔子与韩非，应分辨道德教化与非人格化奖惩制度，而不能以儒法两字替代对原文的论证。
Compare moral cultivation with impersonal administrative standards, without reducing either text to an unexamined slogan.
理气论lǐ / qìTurn ↗
朱熹把世界理解为有理的秩序与气的具体构成，讨论人性与修养时，理不是某条具体的行政命令。
For Zhu Xi, principle and qi describe patterned reality and embodied formation, not an administrative command.
格物致知gé wù zhì zhīTurn ↗
格物致知侧重探究事物之理、扩充认识，不等于以主观喜好替代研究；还需置于修身实践中理解。
Investigating things aims to deepen discernment of their patterns and is tied to self-cultivation, not private preference as knowledge.
和后世解释区分jīngdiǎn / zhùshìTurn ↗
朱熹汇编并注释四书，他不是《论语》《孟子》的战国作者。区分经典文本、宋代注疏与现代教材的层次。
Zhu Xi transmitted and interpreted the Four Books long after their ancient composition; separate classic, commentary and modern syllabus.
实践与认识shí jiàn / rèn shíTurn ↗
矛盾分析máo dùn fēn xīTurn ↗
历史唯物主义lì shǐ wéi wù zhǔ yìTurn ↗
历史唯物主义在现代课程中讨论社会存在与社会意识、社会变迁等关系，应和朱熹理气论、孔子德性论作历史区分。
The course’s historical-materialist account of social conditions and ideas is historically distinct from Zhu Xi’s li-qi theory and Confucian moral education.
经典材料阅读wén yán yuè dúTurn ↗
高考语文重视对文本语义、文言线索和论证过程的理解，不能只凭熟悉人物名字选择答案。练习段落在本站均为原创改写，并非古籍原句。
Language-exam reading requires semantic and inferential work, not recognition of names; all practice passages here are original paraphrases, not transmitted classical quotations.
材料中的立场对比duì bǐ fēn xīTurn ↗
把道家“减少强制”误读为“不设任何制度”，或把儒家“礼”误读为“仅靠刑罚”，都会失去材料中的关键限定。
Distinguish Daoist restraint from abolishing every institution, and Confucian ritual from reliance on punishments alone.
考试范围不等于人物清单kè chéng biān jièTurn ↗
思想政治选考制度和命题因省份有所不同；这里的哲学史案例用于训练官方课程倡导的思辨能力，不能宣称全部思想家被统一列为必考。
Political-subject arrangements vary by province. These intellectual-history cases train documented competencies; they are not a nationally prescribed fixed thinker list.
Who argued this? 10 positions
Positions are new paraphrases, not attributed verbatim quotations. A documented argument, not a memorable slogan, establishes the answer.
Argument notes and sources · open an entry to review its attribution after a guess.
孔子强调通过仁和礼修养人与人的关系，不能把仁仅理解为不加判断的好心，也不能把礼当作无意义的形式。
Confucius · 仁与礼: 孔子强调通过仁和礼修养人与人的关系，不能把仁仅理解为不加判断的好心，也不能把礼当作无意义的形式。
Read the position under 仁与礼: Confucius links humaneness and ritual in relational cultivation; neither mere niceness nor empty ceremony captures the position.
孟子用恻隐、羞恶、辞让、是非的端绪说明德性具有可发展的萌芽。萌芽不等于每个人已是完成的圣贤。
Mencius · 性善与四端: 孟子用恻隐、羞恶、辞让、是非的端绪说明德性具有可发展的萌芽。萌芽不等于每个人已是完成的圣贤。
Read the position under 性善与四端: Mencius sees moral beginnings in compassion, shame, deference and discernment; sprouts are potential, not perfected virtue.
《老子》的无为不是完全停止行动，而是批评强制、过度操纵的行为；自然强调自然而然，文本有复杂的形成史。
Laozi (textual tradition) · 道与无为: 《老子》的无为不是完全停止行动，而是批评强制、过度操纵的行为；自然强调自然而然，文本有复杂的形成史。
Read the position under 道与无为: Laozi’s nonaction critiques coercive interference rather than all activity; its textual formation is complex.
韩非论法、术、势涉及可公开施行的规范、统治者驾驭官吏的方法以及职位带来的权力。不能与现代法治的全部内涵画等号。
Han Fei · 法、术、势: 韩非论法、术、势涉及可公开施行的规范、统治者驾驭官吏的方法以及职位带来的权力。不能与现代法治的全部内涵画等号。
Read the position under 法、术、势: Han Fei’s standards, administrative techniques and positional authority are not simply identical to modern constitutional rule of law.
朱熹把世界理解为有理的秩序与气的具体构成，讨论人性与修养时，理不是某条具体的行政命令。
Zhu Xi · 理气论: 朱熹把世界理解为有理的秩序与气的具体构成，讨论人性与修养时，理不是某条具体的行政命令。
Read the position under 理气论: For Zhu Xi, principle and qi describe patterned reality and embodied formation, not an administrative command.
格物致知侧重探究事物之理、扩充认识，不等于以主观喜好替代研究；还需置于修身实践中理解。
Zhu Xi · 格物致知: 格物致知侧重探究事物之理、扩充认识，不等于以主观喜好替代研究；还需置于修身实践中理解。
Read the position under 格物致知: Investigating things aims to deepen discernment of their patterns and is tied to self-cultivation, not private preference as knowledge.
高中《哲学与文化》属于思想政治课程。教材框架重视实践与认识的关系；这不是说古代每位哲学家都持相同的现代观点。
Mao Zedong · 实践与认识: 高中《哲学与文化》属于思想政治课程。教材框架重视实践与认识的关系；这不是说古代每位哲学家都持相同的现代观点。
Read the position under 实践与认识: The high-school Politics module Philosophy and Culture teaches relations between practice and knowledge within a contemporary Marxist framework; it does not assign that framework to ancient authors.
辩证思维要求根据具体条件识别矛盾的不同方面，不应只贴上“好”或“坏”的标签。把古代文本变成现代辩证法标准答案需注明解释层次。
Mao Zedong · 矛盾分析: 辩证思维要求根据具体条件识别矛盾的不同方面，不应只贴上“好”或“坏”的标签。把古代文本变成现代辩证法标准答案需注明解释层次。
Read the position under 矛盾分析: Dialectical analysis examines opposed aspects in context rather than merely labeling a situation good or bad; applying this to classics is a modern analytical exercise.
高考语文重视对文本语义、文言线索和论证过程的理解，不能只凭熟悉人物名字选择答案。练习段落在本站均为原创改写，并非古籍原句。
Mencius · 经典材料阅读: 高考语文重视对文本语义、文言线索和论证过程的理解，不能只凭熟悉人物名字选择答案。练习段落在本站均为原创改写，并非古籍原句。
Read the position under 经典材料阅读: Language-exam reading requires semantic and inferential work, not recognition of names; all practice passages here are original paraphrases, not transmitted classical quotations.
把道家“减少强制”误读为“不设任何制度”，或把儒家“礼”误读为“仅靠刑罚”，都会失去材料中的关键限定。
Laozi (textual tradition) · 材料中的立场对比: 把道家“减少强制”误读为“不设任何制度”，或把儒家“礼”误读为“仅靠刑罚”，都会失去材料中的关键限定。
Read the position under 材料中的立场对比: Distinguish Daoist restraint from abolishing every institution, and Confucian ritual from reliance on punishments alone.
Answers are not saved unless scripts are available.
-
MAINLAND CHINA · 01 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 1材料一（原创）：某社区开展公共协商，一人认为“只要出于善意，公开承诺就可以随时不履行”；另一人说“守规矩只是怕处罚，和人的品格无关”。
结合孔子关于仁与礼的讨论，指出两种观点共同的认识偏差。
PARALLEL ENGLISH RENDERING · mainland china passage 1Material 1 (original): One speaker treats goodwill as a license to break commitments; another views all rules as punishment, wholly unrelated to character.
What misconception do both speakers exhibit when read through Confucius’s ren and li?
Read the solution and each choice's reasoning
Correct answer: C.
正确。仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。
- A. 不当。孔子的礼不只是惩罚，更不是用刑罚的强度衡量仁。这个说法同时误解两个术语。
- B. 不当。仁恰恰讨论关系中的德性。剥去人与人之间的责任，就无法解释材料中的承诺问题。
- C. 正确。仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。
- D. 不当。孔子重视学习和道德养成。若以刑罚作为唯一机制，便将他的伦理主张替换为别种治理理论。
Correct. Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
- A. This alternative fails the question. The claim incorrectly equates li with criminal sanction and ren with something mechanically generated by punishment.
- B. This alternative fails the question. The scenario concerns duties toward others, which an isolated-feeling reading cannot address.
- C. Correct. Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
- D. This alternative fails the question. Confucian cultivation is not a sanctions-only account of social order.
Profiles: Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 02 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china classical 1仿古短文（本站原创，非古籍原句）：谓仁而无礼，则善志未见于行；执礼而忘人，则仪存而情薄。
对材料一作出完整分析，下列哪些判断有依据？ 甲. 仁与礼可以区分，但讨论公共生活时不应把它们当成互不相干的两个世界。 乙. 把礼理解成德性的唯一来源，因此越严厉的处罚越能产生仁。 丙. 把仁与礼割裂开来，忽略德性与行为规范之间的相互联系。 丁. 把仁解释成完全脱离人际关系的私人感觉，否定公共义务的存在。
PARALLEL ENGLISH RENDERING · mainland china classical 1Original classical-style exercise, not an ancient quotation: Humane intention without practiced norms remains unrealized; ritual without regard for persons becomes hollow.
Which inferences are supported by a careful analysis of material 1? A. Ren and li are distinguishable without being disconnected from one another in public life. B. They are right that harsher punishment is the only possible source of ren. C. They sever ethical concern from the patterned conduct through which it is practiced. D. Ren should be treated as private feeling detached from human relations.
Read the solution and each choice's reasoning
Correct answer: D.
正确组合。甲：区分概念是为说明各自功能，而不是取消德性与实践之间的联系。丙：仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。
- A. 组合不成立。乙：孔子的礼不只是惩罚，更不是用刑罚的强度衡量仁。这个说法同时误解两个术语。丙：仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。
- B. 组合不成立。乙：孔子的礼不只是惩罚，更不是用刑罚的强度衡量仁。这个说法同时误解两个术语。甲：区分概念是为说明各自功能，而不是取消德性与实践之间的联系。
- C. 组合不成立。丁：仁恰恰讨论关系中的德性。剥去人与人之间的责任，就无法解释材料中的承诺问题。丙：仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。
- D. 正确组合。甲：区分概念是为说明各自功能，而不是取消德性与实践之间的联系。丙：仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。
Correct combination. A: Conceptual precision clarifies how dispositions and acts interact rather than eliminating that interaction. C: Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
- A. This combination does not hold. B: The claim incorrectly equates li with criminal sanction and ren with something mechanically generated by punishment. C: Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
- B. This combination does not hold. B: The claim incorrectly equates li with criminal sanction and ren with something mechanically generated by punishment. A: Conceptual precision clarifies how dispositions and acts interact rather than eliminating that interaction.
- C. This combination does not hold. D: The scenario concerns duties toward others, which an isolated-feeling reading cannot address. C: Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
- D. Correct combination. A: Conceptual precision clarifies how dispositions and acts interact rather than eliminating that interaction. C: Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
Profiles: Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 03 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 2材料二（原创）：看到幼儿遇险，旁观者立即生出不忍；事后有人断言：“既然有过一次恻隐，便已终身具备全部仁德。”
运用孟子的性善与四端思想，评析材料中事后判断。
PARALLEL ENGLISH RENDERING · mainland china passage 2Material 2 (original): A bystander instinctively feels compassion for a child at risk; someone concludes that this single moment proves fully formed virtue for life.
Evaluate the conclusion in light of Mencius’s Four Sprouts and human nature.
Read the solution and each choice's reasoning
Correct answer: A.
正确。恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。
- A. 正确。恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。
- B. 不当。性善论讨论人可以培养的道德端绪。以彻底否定这种可能来纠错，同样与文本相反。
- C. 不当。“端”指可发展的道德起点。孟子的扩充主张与不需努力的自动完成论正好相反。
- D. 不当。四端包含恻隐、羞恶、辞让和是非之心。惩罚一元论忽略了孟子所说的内在端绪。
Correct. Compassion is an incipient disposition, not proof that all virtues have been perfected permanently.
- A. Correct. Compassion is an incipient disposition, not proof that all virtues have been perfected permanently.
- B. This alternative fails the question. Mencius centers the potential for moral growth; outright denial is not his corrective.
- C. This alternative fails the question. The key term denotes beginnings, and his account requires their development.
- D. This alternative fails the question. The doctrine explicitly identifies responsive moral capacities, including feeling and discernment.
Profiles: Mencius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗
Study unit: Review the full reading path ↗
-
MAINLAND CHINA · 04 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china classical 2仿古短文（本站原创，非古籍原句）：见人困而动不忍，善心始萌；苟不扩而行之，德未能成。
根据材料二，以下哪些推断符合原典的论证层次？ 甲. 应否定一切恻隐，因为孟子认为人没有可发展的道德可能。 乙. 混淆道德的萌芽与德性的完成；恻隐之心仍需扩充和实践。 丙. 四端之说不是“好人必定做好事”的预测，而是对养成德性的出发点的说明。 丁. 该判断完全正确，因为四端意味着出生时四德便无需培养。
PARALLEL ENGLISH RENDERING · mainland china classical 2Original classical-style exercise, not an ancient quotation: Compassion is a beginning, not accomplished virtue without cultivation.
Which readings respect the logical level of the classical argument? A. One should dismiss compassion because Mencius denies moral potential altogether. B. The inference conflates moral potential with completed character; compassion requires cultivation. C. The Four Sprouts are not a deterministic prediction of perfect conduct; they specify a starting point for moral development. D. The inference is sound because the Four Sprouts are already finished virtues at birth.
Read the solution and each choice's reasoning
Correct answer: B.
正确组合。乙：恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。丙：把道德可能性当作行为必然性会造成推论过度，应回到扩充二字。
- A. 组合不成立。甲：性善论讨论人可以培养的道德端绪。以彻底否定这种可能来纠错，同样与文本相反。乙：恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。
- B. 正确组合。乙：恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。丙：把道德可能性当作行为必然性会造成推论过度，应回到扩充二字。
- C. 组合不成立。丁：“端”指可发展的道德起点。孟子的扩充主张与不需努力的自动完成论正好相反。乙：恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。
- D. 组合不成立。甲：性善论讨论人可以培养的道德端绪。以彻底否定这种可能来纠错，同样与文本相反。丁：“端”指可发展的道德起点。孟子的扩充主张与不需努力的自动完成论正好相反。乙：恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。丙：把道德可能性当作行为必然性会造成推论过度，应回到扩充二字。
Correct combination. B: Compassion is an incipient disposition, not proof that all virtues have been perfected permanently. C: The step from possibility to guaranteed virtue needs cultivation, which the overconfident inference omits.
- A. This combination does not hold. A: Mencius centers the potential for moral growth; outright denial is not his corrective. B: Compassion is an incipient disposition, not proof that all virtues have been perfected permanently.
- B. Correct combination. B: Compassion is an incipient disposition, not proof that all virtues have been perfected permanently. C: The step from possibility to guaranteed virtue needs cultivation, which the overconfident inference omits.
- C. This combination does not hold. D: The key term denotes beginnings, and his account requires their development. B: Compassion is an incipient disposition, not proof that all virtues have been perfected permanently.
- D. This combination does not hold. A: Mencius centers the potential for moral growth; outright denial is not his corrective. D: The key term denotes beginnings, and his account requires their development. B: Compassion is an incipient disposition, not proof that all virtues have been perfected permanently. C: The step from possibility to guaranteed virtue needs cultivation, which the overconfident inference omits.
Profiles: Mencius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 05 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 3材料三（原创）：地方治理方案要求把居民的一切日常活动纳入细则。反对者说：“过度安排可能适得其反，应留出自然形成秩序的空间。”
将反对者的立场与《老子》的“无为”联系，最恰当的是哪项？
PARALLEL ENGLISH RENDERING · mainland china passage 3Material 3 (original): A policy would regulate every action; a critic warns that over-management can thwart rather than produce order.
Which interpretation best relates the critic to wuwei in the Daodejing?
Read the solution and each choice's reasoning
Correct answer: A.
正确。“无为”要在“有为过度”的语境中理解。“少干预”不必然推出“无责任”。
- A. 正确。“无为”要在“有为过度”的语境中理解。“少干预”不必然推出“无责任”。
- B. 不当。《老子》的问题是人为强制的限度。把限度论变成绝对取消所有活动，扩大了原义。
- C. 不当。自然指自然而然的过程；术是处理官僚的行政技法。两个概念的对象不同。
- D. 不当。文本形成具有复杂历史。思想分析与人物归属应分别处理，不能用假定的传记替代材料。
Correct. A critique of excess does not imply literal inactivity or a total abdication of governance.
- A. Correct. A critique of excess does not imply literal inactivity or a total abdication of governance.
- B. This alternative fails the question. It contests coercive overreach, not the possibility of any cooperation whatsoever.
- C. This alternative fails the question. Spontaneity and bureaucratic technique solve different problems; translating one directly into the other is erroneous.
- D. This alternative fails the question. The received text has a complex formation, so a claim of undisputed autobiography is unwarranted.
Profiles: Laozi (textual tradition) ↗Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗Stanford Encyclopedia of Philosophy ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 06 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china classical 3仿古短文（本站原创，非古籍原句）：治事太繁，民反失其所安；知进退之度，乃免妄为。
以下对于“无为”的解释，哪些不超出材料所能支持的范围？ 甲. 批评不必要的强制与操控，而不是宣布治理者从此不得作出任何判断。 乙. 自然就是韩非的“术”，意指官员必须通过秘密考核才能有德。 丙. 在比较《老子》与儒家时，应围绕如何实现秩序这一共同问题展开，而非仅对照“动”与“不动”。 丁. 无为等于彻底取消所有共同规则，任何协调都违背自然。
PARALLEL ENGLISH RENDERING · mainland china classical 3Original classical-style exercise, not an ancient quotation: Excessive management can unsettle people; measured restraint avoids forced action.
Which interpretations avoid exceeding what the material supports? A. It criticizes unnecessary coercion and manipulation, not every possible act of judgment. B. Ziran means Han Fei’s shu, a secret examination by which officials become virtuous. C. Comparisons with Confucianism should ask how order arises, not reduce the traditions to moving versus not moving. D. Nonaction demands abolition of every shared rule and any form of coordination.
Read the solution and each choice's reasoning
Correct answer: A.
正确组合。甲：“无为”要在“有为过度”的语境中理解。“少干预”不必然推出“无责任”。丙：不同立场可以都追求秩序，却对礼与人为干预的价值作出不同判断。
- A. 正确组合。甲：“无为”要在“有为过度”的语境中理解。“少干预”不必然推出“无责任”。丙：不同立场可以都追求秩序，却对礼与人为干预的价值作出不同判断。
- B. 组合不成立。乙：自然指自然而然的过程；术是处理官僚的行政技法。两个概念的对象不同。丁：《老子》的问题是人为强制的限度。把限度论变成绝对取消所有活动，扩大了原义。甲：“无为”要在“有为过度”的语境中理解。“少干预”不必然推出“无责任”。丙：不同立场可以都追求秩序，却对礼与人为干预的价值作出不同判断。
- C. 组合不成立。丁：《老子》的问题是人为强制的限度。把限度论变成绝对取消所有活动，扩大了原义。丙：不同立场可以都追求秩序，却对礼与人为干预的价值作出不同判断。
- D. 组合不成立。乙：自然指自然而然的过程；术是处理官僚的行政技法。两个概念的对象不同。丙：不同立场可以都追求秩序，却对礼与人为干预的价值作出不同判断。
Correct combination. A: A critique of excess does not imply literal inactivity or a total abdication of governance. C: Shared concern about order permits meaningful comparison of divergent methods.
- A. Correct combination. A: A critique of excess does not imply literal inactivity or a total abdication of governance. C: Shared concern about order permits meaningful comparison of divergent methods.
- B. This combination does not hold. B: Spontaneity and bureaucratic technique solve different problems; translating one directly into the other is erroneous. D: It contests coercive overreach, not the possibility of any cooperation whatsoever. A: A critique of excess does not imply literal inactivity or a total abdication of governance. C: Shared concern about order permits meaningful comparison of divergent methods.
- C. This combination does not hold. D: It contests coercive overreach, not the possibility of any cooperation whatsoever. C: Shared concern about order permits meaningful comparison of divergent methods.
- D. This combination does not hold. B: Spontaneity and bureaucratic technique solve different problems; translating one directly into the other is erroneous. C: Shared concern about order permits meaningful comparison of divergent methods.
Profiles: Laozi (textual tradition) ↗Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗Stanford Encyclopedia of Philosophy ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 07 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 4材料四（原创）：某机构对所有官员只评价“品行好不好”，却不检查岗位责任是否履行。改革者提出明确标准、考核办法与岗位权限三项制度。
从韩非的法、术、势出发，如何理解这三项改革？
PARALLEL ENGLISH RENDERING · mainland china passage 4Material 4 (original): Officials receive moral praise but no checks on performance; a reformer proposes explicit standards, evaluation techniques and powers of office.
How should the three reforms be interpreted through Han Fei’s fa, shu and shi?
Read the solution and each choice's reasoning
Correct answer: A.
正确。三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。
- A. 正确。三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。
- B. 不当。考核办法关乎统治术。以道德天赋替换管理方法，不能说明如何监督官员。
- C. 不当。势涉及位置本身带来的力量。若与岗位剥离，改革者提出的第三项便无法解释。
- D. 不当。材料中的首项是明确规范。将其改成个人好恶，恰好失去了制度可适用性。
Correct. The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- A. Correct. The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- B. This alternative fails the question. Shu concerns techniques of oversight, not inborn benevolence.
- C. This alternative fails the question. Positional authority is not simply individual ability independent of office.
- D. This alternative fails the question. Fa refers to enforceable standards, so purely arbitrary mood contradicts its institutional role.
Profiles: Han Fei ↗Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗Stanford Encyclopedia of Philosophy ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 08 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china classical 4仿古短文（本站原创，非古籍原句）：任官而不核其职，徒称善德，难以齐政；明其法而审其任。
结合材料四，法、术、势的功能应如何加以区分？ 甲. 韩非的制度治理与孔子注重道德教化的思路可对照，但不能据此否认双方都关心政治秩序。 乙. 术指每个人天生的仁爱，而非任何行政考核技术。 丙. 法对应施行的规范，术对应驾驭官员的技术，势对应职务赋予的权力。 丁. 法指管理者的个人心情，可不经公开规则随意改变。
PARALLEL ENGLISH RENDERING · mainland china classical 4Original classical-style exercise, not an ancient quotation: Praise alone cannot assess offices; standards and duties require scrutiny.
Which distinctions among law, technique and power follow from the proposal? A. Han Fei’s institutional account contrasts with Confucian moral cultivation, though both address order. B. Shu means everyone’s innate compassion, not an administrative method. C. Fa is the applicable norm, shu technique for managing officials, and shi the authority of office. D. Fa denotes the leader’s passing mood and needs no regular standard.
Read the solution and each choice's reasoning
Correct answer: A.
正确组合。甲：真实分歧不在于谁有无政治目的，而在于秩序靠何种机制得以保障。丙：三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。
- A. 正确组合。甲：真实分歧不在于谁有无政治目的，而在于秩序靠何种机制得以保障。丙：三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。
- B. 组合不成立。丁：材料中的首项是明确规范。将其改成个人好恶，恰好失去了制度可适用性。丙：三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。
- C. 组合不成立。乙：考核办法关乎统治术。以道德天赋替换管理方法，不能说明如何监督官员。丁：材料中的首项是明确规范。将其改成个人好恶，恰好失去了制度可适用性。甲：真实分歧不在于谁有无政治目的，而在于秩序靠何种机制得以保障。丙：三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。
- D. 组合不成立。丁：材料中的首项是明确规范。将其改成个人好恶，恰好失去了制度可适用性。甲：真实分歧不在于谁有无政治目的，而在于秩序靠何种机制得以保障。
Correct combination. A: The shared problem is governing; the contrast lies in means, not a claim that one side ignores order. C: The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- A. Correct combination. A: The shared problem is governing; the contrast lies in means, not a claim that one side ignores order. C: The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- B. This combination does not hold. D: Fa refers to enforceable standards, so purely arbitrary mood contradicts its institutional role. C: The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- C. This combination does not hold. B: Shu concerns techniques of oversight, not inborn benevolence. D: Fa refers to enforceable standards, so purely arbitrary mood contradicts its institutional role. A: The shared problem is governing; the contrast lies in means, not a claim that one side ignores order. C: The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- D. This combination does not hold. D: Fa refers to enforceable standards, so purely arbitrary mood contradicts its institutional role. A: The shared problem is governing; the contrast lies in means, not a claim that one side ignores order.
Profiles: Han Fei ↗Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗Stanford Encyclopedia of Philosophy ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 09 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 5材料五（原创）：读书社只背诵“格物致知”的四个字，却不肯研究事物的具体规律。教师要求把词语还原到求理与修养的过程。
朱熹的格物致知思想对这种学习方式提出什么修正？
PARALLEL ENGLISH RENDERING · mainland china passage 5Material 5 (original): Learners memorize the phrase “investigate things to extend knowledge” but refuse to examine anything; a teacher asks what the process entails.
How would Zhu Xi’s investigation of things challenge this method?
Read the solution and each choice's reasoning
Correct answer: A.
正确。格物并非只记四字，致知也不是无需对象的随感。词语指向持续的理解与修养。
- A. 正确。格物并非只记四字，致知也不是无需对象的随感。词语指向持续的理解与修养。
- B. 不当。“格物”正指向有待探究的事物。把研究对象删除，违反了方法的基本方向。
- C. 不当。朱熹的学习方法与道德养成相关。将认识与修身绝对隔开，削去了它的伦理目的。
- D. 不当。朱熹以理讨论秩序、人性与道德修养，不能把哲学概念缩减为行政指令。
Correct. The doctrine describes an investigative practice; rote repetition by itself fails to realize it.
- A. Correct. The doctrine describes an investigative practice; rote repetition by itself fails to realize it.
- B. This alternative fails the question. The error is the reversal of investigation: it replaces engagement with things by withdrawal.
- C. This alternative fails the question. For Zhu Xi, intellectual inquiry participates in moral self-cultivation rather than excluding it.
- D. This alternative fails the question. Li denotes an explanatory and moral principle, not merely an incidental governmental order.
Profiles: Zhu Xi ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 10 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china classical 5仿古短文（本站原创，非古籍原句）：求理而不问物，徒诵成言，虽勤学，犹恐未至。
依据材料五，何种学习要求具有充分根据？ 甲. 格物致知要求放弃对任何事物的研究，只凭心情决定何者为理。 乙. 理与气在朱熹哲学中相关而有别，不宜将二者统称为同一种物质。 丙. 朱熹认为理就是某一个地方官的临时命令，没有独立的哲学意义。 丁. 以具体事物为研究对象，探求其中之理，并把所得认识纳入修身的过程。
PARALLEL ENGLISH RENDERING · mainland china classical 5Original classical-style exercise, not an ancient quotation: Recitation without investigating things may fail to develop understanding.
Which statements about learning are adequately supported by material 5? A. Investigation requires refusing to study things and choosing principle by mood. B. Li and qi are related but distinct in Zhu Xi’s account, not two labels for one lump of matter. C. Li is nothing more than a local official’s temporary command. D. Engage actual things to investigate principle and extend knowledge as part of cultivation.
Read the solution and each choice's reasoning
Correct answer: B.
正确组合。乙：理涉及秩序及其原则，气涉及具体构成。把关系简化为完全同一会丢失理气论的解释力。丁：格物并非只记四字，致知也不是无需对象的随感。词语指向持续的理解与修养。
- A. 组合不成立。甲：“格物”正指向有待探究的事物。把研究对象删除，违反了方法的基本方向。丁：格物并非只记四字，致知也不是无需对象的随感。词语指向持续的理解与修养。
- B. 正确组合。乙：理涉及秩序及其原则，气涉及具体构成。把关系简化为完全同一会丢失理气论的解释力。丁：格物并非只记四字，致知也不是无需对象的随感。词语指向持续的理解与修养。
- C. 组合不成立。甲：“格物”正指向有待探究的事物。把研究对象删除，违反了方法的基本方向。乙：理涉及秩序及其原则，气涉及具体构成。把关系简化为完全同一会丢失理气论的解释力。
- D. 组合不成立。丙：朱熹以理讨论秩序、人性与道德修养，不能把哲学概念缩减为行政指令。乙：理涉及秩序及其原则，气涉及具体构成。把关系简化为完全同一会丢失理气论的解释力。
Correct combination. B: Principle and vital material force are linked explanatory dimensions, not identical substances. D: The doctrine describes an investigative practice; rote repetition by itself fails to realize it.
- A. This combination does not hold. A: The error is the reversal of investigation: it replaces engagement with things by withdrawal. D: The doctrine describes an investigative practice; rote repetition by itself fails to realize it.
- B. Correct combination. B: Principle and vital material force are linked explanatory dimensions, not identical substances. D: The doctrine describes an investigative practice; rote repetition by itself fails to realize it.
- C. This combination does not hold. A: The error is the reversal of investigation: it replaces engagement with things by withdrawal. B: Principle and vital material force are linked explanatory dimensions, not identical substances.
- D. This combination does not hold. C: Li denotes an explanatory and moral principle, not merely an incidental governmental order. B: Principle and vital material force are linked explanatory dimensions, not identical substances.
Profiles: Zhu Xi ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 11 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 6材料六（原创）：某讲义把宋代朱熹的“四书”注释直接当成孔子亲笔原稿，并把宋代理气论写作先秦儒家人人共有的原话。
从思想史与古文阅读方法看，应怎样纠正该讲义？
PARALLEL ENGLISH RENDERING · mainland china passage 6Material 6 (original): A handout misattributes Zhu Xi’s Song commentaries and theory of li-qi to Confucius as original autograph texts.
What historical correction should be made to the handout?
Read the solution and each choice's reasoning
Correct answer: B.
正确。思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。
- A. 不当。后世体系可能吸收古典资源，但不能把后来才形成的架构原封不动归于先秦。
- B. 正确。思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。
- C. 不当。术语会因解释目的和制度背景而变化。单靠字形一致无法确认论证相同。
- D. 不当。注释与原作是不同层次。《论语》的文本传统远早于朱熹，不能倒置著作的时间。
Correct. Transmission does not make later commentary into a first-hand utterance of an earlier author.
- A. This alternative fails the question. Later elaboration is not proof that the complete technical system existed in the earlier text.
- B. Correct. Transmission does not make later commentary into a first-hand utterance of an earlier author.
- C. This alternative fails the question. Lexical continuity is not semantic identity; context and argumentative use matter.
- D. This alternative fails the question. Editing and commenting on a received text is not the same as originating its earlier material.
Profiles: Zhu Xi ↗Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 12 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china classical 6仿古短文（本站原创，非古籍原句）：经典有其先后，传注因时而兴；执后人之说为古人原语，失其世次。
下列关于古籍与注释的论断，哪些成立？ 甲. 孔子早已使用朱熹完整的宋代理气体系，因此不必分辨时代。 乙. 把先秦经典、宋代注释与后代解释分层，分别注明成书时代和思想主张。 丙. 对注释的尊重不意味着取消作者归属与文本年代的核查。 丁. 既然朱熹编注四书，《论语》便是朱熹在宋代首次口述的著作。
PARALLEL ENGLISH RENDERING · mainland china classical 6Original classical-style exercise, not an ancient quotation: Commentaries arise after classics; their authorship must not be reversed.
Which claims about classical texts and commentaries stand up to review? A. Confucius already possessed Zhu Xi’s entire mature Song li-qi system. B. Distinguish pre-Qin source texts from Song commentary and later reception, crediting each appropriately. C. Respect for canonical commentary is compatible with checking chronology and attribution. D. Because Zhu Xi commented on the Four Books, he must have orally composed the Analects in the Song.
Read the solution and each choice's reasoning
Correct answer: A.
正确组合。乙：思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。丙：用作者和版本关系建立文本谱系，可以避免把后来解释冒充原话。
- A. 正确组合。乙：思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。丙：用作者和版本关系建立文本谱系，可以避免把后来解释冒充原话。
- B. 组合不成立。丁：注释与原作是不同层次。《论语》的文本传统远早于朱熹，不能倒置著作的时间。乙：思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。
- C. 组合不成立。甲：后世体系可能吸收古典资源，但不能把后来才形成的架构原封不动归于先秦。乙：思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。
- D. 组合不成立。甲：后世体系可能吸收古典资源，但不能把后来才形成的架构原封不动归于先秦。丙：用作者和版本关系建立文本谱系，可以避免把后来解释冒充原话。
Correct combination. B: Transmission does not make later commentary into a first-hand utterance of an earlier author. C: Provenance strengthens, rather than undermines, philosophical comparison.
- A. Correct combination. B: Transmission does not make later commentary into a first-hand utterance of an earlier author. C: Provenance strengthens, rather than undermines, philosophical comparison.
- B. This combination does not hold. D: Editing and commenting on a received text is not the same as originating its earlier material. B: Transmission does not make later commentary into a first-hand utterance of an earlier author.
- C. This combination does not hold. A: Later elaboration is not proof that the complete technical system existed in the earlier text. B: Transmission does not make later commentary into a first-hand utterance of an earlier author.
- D. This combination does not hold. A: Later elaboration is not proof that the complete technical system existed in the earlier text. C: Provenance strengthens, rather than undermines, philosophical comparison.
Profiles: Zhu Xi ↗Confucius ↗
Sources: 教育部 ↗Stanford Encyclopedia of Philosophy ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 13 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 7材料七（原创）：研究小组先提出对社区服务的判断，实地访谈后发现原有解释不能涵盖新情况，于是修改了计划并再次检查效果。
结合《哲学与文化》中实践与认识的关系，哪项分析最有说服力？
PARALLEL ENGLISH RENDERING · mainland china passage 7Material 7 (original): Researchers propose an account of community services, revise it after fieldwork, and test the new plan in action.
Which analysis best explains practice and knowledge in the material?
Read the solution and each choice's reasoning
Correct answer: D.
正确。材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。
- A. 不当。材料的修正正是回应新的调查证据。主观美观不能替代对现实条件的分析。
- B. 不当。访谈和实施结果参与了判断的更新。把实践排除出求知过程，与材料事实相矛盾。
- C. 不当。他们确实发现原判断不足并修改解释。拒绝修正便无法说明调查在材料中的作用。
- D. 正确。材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。
Correct. The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
- A. This alternative fails the question. Aesthetic preference is not an epistemic warrant to suppress inconvenient data.
- B. This alternative fails the question. The inquiry relies on practical evidence to refine understanding.
- C. This alternative fails the question. Field evidence changes the account, contradicting any claim of infallible initial intuition.
- D. Correct. The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
Profiles: Mao Zedong ↗
Sources: 教育部 ↗教育部 ↗Encyclopaedia Britannica ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 14 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 7材料七（原创）：研究小组先提出对社区服务的判断，实地访谈后发现原有解释不能涵盖新情况，于是修改了计划并再次检查效果。
该研究过程说明了哪些认识论要点？ 甲. 实践只能产生体力活动，对认识的形成和检验完全没有意义。 乙. 研究者的第一印象一经形成就必然正确，实地材料不可能改变它。 丙. 在现代课程中讨论实践与认识，不意味着孔子、朱熹等古人已经使用同一套现代术语。 丁. 实践为认识提供检验与修正的条件，认识也能反过来指导新的实践。
PARALLEL ENGLISH RENDERING · mainland china passage 7Material 7 (original): Researchers propose an account of community services, revise it after fieldwork, and test the new plan in action.
Which epistemological conclusions follow from the researchers’ procedure? A. Practice produces only exertion and has no bearing on knowledge or verification. B. A first impression is infallible and empirical findings can never revise it. C. Using a modern curriculum framework need not attribute its complete technical vocabulary to ancient thinkers. D. Practice tests and revises understanding, while revised understanding can guide further practice.
Read the solution and each choice's reasoning
Correct answer: D.
正确组合。丙：思想可以跨时代比较，但必须标注解释者与被解释文本的不同历史位置。丁：材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。
- A. 组合不成立。乙：他们确实发现原判断不足并修改解释。拒绝修正便无法说明调查在材料中的作用。丙：思想可以跨时代比较，但必须标注解释者与被解释文本的不同历史位置。
- B. 组合不成立。乙：他们确实发现原判断不足并修改解释。拒绝修正便无法说明调查在材料中的作用。丁：材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。
- C. 组合不成立。甲：访谈和实施结果参与了判断的更新。把实践排除出求知过程，与材料事实相矛盾。乙：他们确实发现原判断不足并修改解释。拒绝修正便无法说明调查在材料中的作用。丙：思想可以跨时代比较，但必须标注解释者与被解释文本的不同历史位置。丁：材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。
- D. 正确组合。丙：思想可以跨时代比较，但必须标注解释者与被解释文本的不同历史位置。丁：材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。
Correct combination. C: Comparison of explanatory lenses should not be confused with historical identity of terminology. D: The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
- A. This combination does not hold. B: Field evidence changes the account, contradicting any claim of infallible initial intuition. C: Comparison of explanatory lenses should not be confused with historical identity of terminology.
- B. This combination does not hold. B: Field evidence changes the account, contradicting any claim of infallible initial intuition. D: The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
- C. This combination does not hold. A: The inquiry relies on practical evidence to refine understanding. B: Field evidence changes the account, contradicting any claim of infallible initial intuition. C: Comparison of explanatory lenses should not be confused with historical identity of terminology. D: The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
- D. Correct combination. C: Comparison of explanatory lenses should not be confused with historical identity of terminology. D: The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
Profiles: Mao Zedong ↗
Sources: 教育部 ↗教育部 ↗Encyclopaedia Britannica ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 15 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 8材料八（原创）：某县讨论资源分配，甲仅凭“凡是改革都好”作判断，乙则逐项分析不同阶段的利益关系和具体条件。
从矛盾分析的角度，评议甲的推理错误。
PARALLEL ENGLISH RENDERING · mainland china passage 8Material 8 (original): One participant declares every reform good; another studies changing interests, tensions and conditions before judging.
Use contradiction analysis to identify what is wrong with A’s reasoning.
Read the solution and each choice's reasoning
Correct answer: D.
正确。“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。
- A. 不当。“好”并未交代谁得益、何时发生、何种条件下成立。缺少这些信息就不能作完整判断。
- B. 不当。材料中乙正是分阶段检查具体条件。取消阶段差异会使矛盾分析失去具体对象。
- C. 不当。材料提出利益关系的多面性。只保留一方并不能解释社会过程中的张力。
- D. 正确。“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。
Correct. The quantifier every masks differences in historical stage and opposing interests.
- A. This alternative fails the question. An approving label provides no account of opposed interests, conditions or change.
- B. This alternative fails the question. Attention to changing circumstances is central; the claimed timeless uniformity reverses it.
- C. This alternative fails the question. The existence of one side cannot erase the other side of a documented conflict.
- D. Correct. The quantifier every masks differences in historical stage and opposing interests.
Profiles: Mao Zedong ↗
Sources: 教育部 ↗教育部 ↗Encyclopaedia Britannica ↗SEP ↗
Study unit: Review the full reading path ↗
-
MAINLAND CHINA · 16 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 8材料八（原创）：某县讨论资源分配，甲仅凭“凡是改革都好”作判断，乙则逐项分析不同阶段的利益关系和具体条件。
以下有关材料八分析方法的判断，哪些妥当？ 甲. 甲已穷尽具体分析，因为一个正面评价足以说明所有社会矛盾。 乙. 现代政治哲学课程的矛盾方法与朱熹的理气论可以对比，却不能宣称两者在历史上完全相同。 丙. 以抽象的单一标签代替具体条件的分析，忽视矛盾不同方面及其变化。 丁. 矛盾分析要求把不同阶段的情形视为永远完全一样。
PARALLEL ENGLISH RENDERING · mainland china passage 8Material 8 (original): One participant declares every reform good; another studies changing interests, tensions and conditions before judging.
Which claims about the method used in material 8 are defensible? A. A’s praise exhausts concrete analysis because a favorable adjective resolves every contradiction. B. Modern contradiction analysis may be compared with Zhu Xi’s li-qi account but should not be equated historically. C. A substitutes a blanket label for analysis of specific conditions and changing sides of a contradiction. D. Dialectical analysis requires treating every historical stage as identical.
Read the solution and each choice's reasoning
Correct answer: A.
正确组合。乙：相似术语不等于概念起源相同。阅读时应注明不同时代的理论目标。丙：“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。
- A. 正确组合。乙：相似术语不等于概念起源相同。阅读时应注明不同时代的理论目标。丙：“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。
- B. 组合不成立。丁：材料中乙正是分阶段检查具体条件。取消阶段差异会使分析失去对象。丙：“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。
- C. 组合不成立。甲：“好”并未交代谁得益、何时发生、何种条件下成立。缺少这些信息就不能作完整判断。丙：“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。
- D. 组合不成立。甲：“好”并未交代谁得益、何时发生、何种条件下成立。缺少这些信息就不能作完整判断。丁：材料中乙正是分阶段检查具体条件。取消阶段差异会使分析失去对象。乙：相似术语不等于概念起源相同。阅读时应注明不同时代的理论目标。丙：“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。
Correct combination. B: A comparison is an interpretive act, not proof of identical historical doctrines. C: The quantifier every masks differences in historical stage and opposing interests.
- A. Correct combination. B: A comparison is an interpretive act, not proof of identical historical doctrines. C: The quantifier every masks differences in historical stage and opposing interests.
- B. This combination does not hold. D: Attention to changing circumstances is central; the claimed timeless uniformity reverses it. C: The quantifier every masks differences in historical stage and opposing interests.
- C. This combination does not hold. A: An approving label provides no account of opposed interests, conditions or change. C: The quantifier every masks differences in historical stage and opposing interests.
- D. This combination does not hold. A: An approving label provides no account of opposed interests, conditions or change. D: Attention to changing circumstances is central; the claimed timeless uniformity reverses it. B: A comparison is an interpretive act, not proof of identical historical doctrines. C: The quantifier every masks differences in historical stage and opposing interests.
Profiles: Mao Zedong ↗
Sources: 教育部 ↗教育部 ↗Encyclopaedia Britannica ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 17 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 9材料九（原创改写，非古籍原句）：“见人有困而不忍，善心始萌；徒有此念而不推之于行，德终未成。”
下列对文意的理解中，不正确的一项是：
PARALLEL ENGLISH RENDERING · mainland china passage 9Material 9 (newly written classical-style prose, not an ancient quotation): Compassion begins moral growth, but disposition without sustained action is not accomplished virtue.
Which interpretation is NOT supported by the classical-style passage?
Read the solution and each choice's reasoning
Correct answer: D.
不符合文意。“始萌”表明开始，“未成”明确否定完成。选项却把文中两处限定都颠倒了。
- A. 该项有根据，并非错误选项。本站明确标为原创改写。可作哲学比较，但绝不能冒充原典逐字引文。
- B. 该项有根据，并非错误选项。始与萌都突出起点。它与后句对德未完成的判断前后呼应。
- C. 该项有根据，并非错误选项。“推”与“行”构成从感觉走向实践的关系。这正是短文设置的论证链条。
- D. 不符合文意。“始萌”表明开始，“未成”明确否定完成。选项却把文中两处限定都颠倒了。
Correct. Both key terms contradict this inference: beginning is not completion, and conduct remains necessary.
- A. This alternative fails the question. The authored material is illustrative rather than an attested classical quotation, preserving source integrity.
- B. This alternative fails the question. This reading fits the passage’s explicit contrast between an incipient response and attained virtue.
- C. This alternative fails the question. The verbs trace the movement from an initial impulse to its practical extension.
- D. Correct. Both key terms contradict this inference: beginning is not completion, and conduct remains necessary.
Profiles: Confucius ↗Mencius ↗
Sources: 中華人民共和國教育部 ↗教育部 ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 18 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china passage 9材料九（原创改写，非古籍原句）：“见人有困而不忍，善心始萌；徒有此念而不推之于行，德终未成。”
根据语义与论证线索，哪些推断可成立？ 甲. “推之于行”强调把内在反应落实到后续行动。 乙. 原文中的“始”与“终”构成时间对照，是判断推论是否过度的重要线索。 丙. “始萌”提示这是可发展的开端，不等于最后的结果。 丁. 既然出现不忍之心，德性便已经完备，再也不必扩充或行动。
PARALLEL ENGLISH RENDERING · mainland china passage 9Material 9 (newly written classical-style prose, not an ancient quotation): Compassion begins moral growth, but disposition without sustained action is not accomplished virtue.
Which conclusions follow from the wording and argumentative structure? A. To extend it into action indicates translating inward response into continued conduct. B. The temporal contrast between beginning and completion is critical to what the material actually warrants. C. The phrase “begins to sprout” marks a developing start rather than a final state. D. Compassion immediately completes virtue; no further cultivation or action is necessary.
Read the solution and each choice's reasoning
Correct answer: D.
正确组合。甲：“推”与“行”构成从感觉走向实践的关系。这正是短文设置的论证链条。乙：抓住时间与条件关系，比凭人物姓名猜题更能解释选项正误。丙：始与萌都突出起点。它与后句对德未完成的判断前后呼应。
- A. 组合不成立。丁：“始萌”表明开始，“未成”明确否定完成。选项却把文中两处限定都颠倒了。甲：“推”与“行”构成从感觉走向实践的关系。这正是短文设置的论证链条。
- B. 组合不成立。丁：“始萌”表明开始，“未成”明确否定完成。选项却把文中两处限定都颠倒了。丙：始与萌都突出起点。它与后句对德未完成的判断前后呼应。
- C. 组合不成立。丁：“始萌”表明开始，“未成”明确否定完成。选项却把文中两处限定都颠倒了。乙：抓住时间与条件关系，比凭人物姓名猜题更能解释选项正误。
- D. 正确组合。甲：“推”与“行”构成从感觉走向实践的关系。这正是短文设置的论证链条。乙：抓住时间与条件关系，比凭人物姓名猜题更能解释选项正误。丙：始与萌都突出起点。它与后句对德未完成的判断前后呼应。
Correct combination. A: The verbs trace the movement from an initial impulse to its practical extension. B: Close reading of the contrast exposes the overreach without relying on name recognition. C: This reading fits the passage’s explicit contrast between an incipient response and attained virtue.
- A. This combination does not hold. D: Both key terms contradict this inference: beginning is not completion, and conduct remains necessary. A: The verbs trace the movement from an initial impulse to its practical extension.
- B. This combination does not hold. D: Both key terms contradict this inference: beginning is not completion, and conduct remains necessary. C: This reading fits the passage’s explicit contrast between an incipient response and attained virtue.
- C. This combination does not hold. D: Both key terms contradict this inference: beginning is not completion, and conduct remains necessary. B: Close reading of the contrast exposes the overreach without relying on name recognition.
- D. Correct combination. A: The verbs trace the movement from an initial impulse to its practical extension. B: Close reading of the contrast exposes the overreach without relying on name recognition. C: This reading fits the passage’s explicit contrast between an incipient response and attained virtue.
Profiles: Confucius ↗Mencius ↗
Sources: 中華人民共和國教育部 ↗教育部 ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 19 / 20 material-analysis
ORIGINAL EDITORIAL PASSAGE · mainland china passage 10材料十（原创改写，非古籍原句）：“强制过繁，民务反乱；明其分而审其职，亦不可全恃一人之善。”
下列对两层治理论述的分析，最恰当的是：
PARALLEL ENGLISH RENDERING · mainland china passage 10Material 10 (newly written classical-style prose, not an ancient quotation): Overregulation may disorder life; clear duties also require more than private virtue.
Which reading best distinguishes the two lines of political argument?
Read the solution and each choice's reasoning
Correct answer: A.
正确。短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。
- A. 正确。短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。
- B. 不当。本段已标明原创改写。思想史参考与原典引证必须分开，不能虚构出处。
- C. 不当。“过繁”限定的是程度。把批评过度监管扩大成废除全部治理，超出了材料。
- D. 不当。审查职务恰恰要求看实际责任的履行。选项把考察职责改成了不必考察职责。
Correct. The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
- A. Correct. The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
- B. This alternative fails the question. An authored exercise is not a verified classical edition and cannot serve as a primary quotation.
- C. This alternative fails the question. The adjective excessive narrows the criticism; it does not support universal abolition.
- D. This alternative fails the question. The instruction to evaluate offices contradicts substituting moral praise for institutional checks.
Profiles: Laozi (textual tradition) ↗Han Fei ↗Confucius ↗
Sources: 中華人民共和國教育部 ↗教育部 ↗SEP ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
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MAINLAND CHINA · 20 / 20 classical-reading
ORIGINAL EDITORIAL PASSAGE · mainland china passage 10材料十（原创改写，非古籍原句）：“强制过繁，民务反乱；明其分而审其职，亦不可全恃一人之善。”
以下哪些判断避免了材料解读中的偷换概念？ 甲. 对比经典立场时既要识别论证主旨，也要标明材料是否属于后代概述。 乙. “强制过繁”证明一切行政职责和合作规则都应永久废止。 丙. “审其职”说明官员的具体职责无关紧要，只要人格高尚即可。 丁. 前半警惕过度干预，后半强调岗位责任；二者可比较，但不应被说成同一学派的逐字引文。
PARALLEL ENGLISH RENDERING · mainland china passage 10Material 10 (newly written classical-style prose, not an ancient quotation): Overregulation may disorder life; clear duties also require more than private virtue.
Which statements avoid conceptual substitution in the reading exercise? A. Comparing classical positions requires attention to both the argument and the source’s provenance. B. Excessive compulsion proves all duties and cooperative rules must be abolished. C. Inspecting duties means concrete performance is irrelevant if the official is virtuous. D. The first warns of intrusive rule and the second demands institutional accountability; comparison does not establish single-school authorship.
Read the solution and each choice's reasoning
Correct answer: A.
正确组合。甲：辨清谁写的、写于何时，与正确解释法、术、势或无为同样重要。丁：短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。
- A. 正确组合。甲：辨清谁写的、写于何时，与正确解释法、术、势或无为同样重要。丁：短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。
- B. 组合不成立。丙：审查职务恰要求看实际责任履行。选项把考察职责改成不必考察职责。丁：短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。
- C. 组合不成立。乙：“过繁”限定的是程度。把批评过度监管扩大成废除全部治理，超出了材料。丁：短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。
- D. 组合不成立。乙：“过繁”限定的是程度。把批评过度监管扩大成废除全部治理，超出了材料。丙：审查职务恰要求看实际责任履行。选项把考察职责改成不必考察职责。甲：辨清谁写的、写于何时，与正确解释法、术、势或无为同样重要。丁：短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。
Correct combination. A: Meaningful analysis combines conceptual distinctions with textual attribution. D: The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
- A. Correct combination. A: Meaningful analysis combines conceptual distinctions with textual attribution. D: The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
- B. This combination does not hold. C: The instruction to evaluate offices contradicts substituting moral praise for institutional checks. D: The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
- C. This combination does not hold. B: The adjective excessive narrows the criticism; it does not support universal abolition. D: The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
- D. This combination does not hold. B: The adjective excessive narrows the criticism; it does not support universal abolition. C: The instruction to evaluate offices contradicts substituting moral praise for institutional checks. A: Meaningful analysis combines conceptual distinctions with textual attribution. D: The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
Profiles: Laozi (textual tradition) ↗Han Fei ↗Confucius ↗
Sources: 中華人民共和國教育部 ↗教育部 ↗SEP ↗SEP ↗SEP ↗
Study unit: Review the full reading path ↗
Answer key and explanations
Mainland China · 普通高等学校招生全国统一考试（高考）
- 1. C.正确。仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。Correct. Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
- 2. D.正确组合。甲：区分概念是为说明各自功能，而不是取消德性与实践之间的联系。丙：仁关注人与人的道德关系，礼规范具体行动。前者不是任意善意，后者也不等于刑罚。Correct combination. A: Conceptual precision clarifies how dispositions and acts interact rather than eliminating that interaction. C: Ren is relational virtue and li gives conduct form; neither mere private feeling nor penal threat captures their relation.
- 3. A.正确。恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。Correct. Compassion is an incipient disposition, not proof that all virtues have been perfected permanently.
- 4. B.正确组合。乙：恻隐属于四端之一，说明发展可能而非完成证书。“一次”不能推出“终身全部”。丙：把道德可能性当作行为必然性会造成推论过度，应回到扩充二字。Correct combination. B: Compassion is an incipient disposition, not proof that all virtues have been perfected permanently. C: The step from possibility to guaranteed virtue needs cultivation, which the overconfident inference omits.
- 5. A.正确。“无为”要在“有为过度”的语境中理解。“少干预”不必然推出“无责任”。Correct. A critique of excess does not imply literal inactivity or a total abdication of governance.
- 6. A.正确组合。甲：“无为”要在“有为过度”的语境中理解。“少干预”不必然推出“无责任”。丙：不同立场可以都追求秩序，却对礼与人为干预的价值作出不同判断。Correct combination. A: A critique of excess does not imply literal inactivity or a total abdication of governance. C: Shared concern about order permits meaningful comparison of divergent methods.
- 7. A.正确。三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。Correct. The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- 8. A.正确组合。甲：真实分歧不在于谁有无政治目的，而在于秩序靠何种机制得以保障。丙：三者都针对只凭个人品行难以保证制度执行的问题。把不同制度环节分开才能做准确分析。Correct combination. A: The shared problem is governing; the contrast lies in means, not a claim that one side ignores order. C: The triad addresses norm, oversight and positional leverage; these are not interchangeable dimensions.
- 9. A.正确。格物并非只记四字，致知也不是无需对象的随感。词语指向持续的理解与修养。Correct. The doctrine describes an investigative practice; rote repetition by itself fails to realize it.
- 10. B.正确组合。乙：理涉及秩序及其原则，气涉及具体构成。把关系简化为完全同一会丢失理气论的解释力。丁：格物并非只记四字，致知也不是无需对象的随感。词语指向持续的理解与修养。Correct combination. B: Principle and vital material force are linked explanatory dimensions, not identical substances. D: The doctrine describes an investigative practice; rote repetition by itself fails to realize it.
- 11. B.正确。思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。Correct. Transmission does not make later commentary into a first-hand utterance of an earlier author.
- 12. A.正确组合。乙：思想可以传承，却不能跨越年代改变作者。将朱熹解释的功能写清楚，才知道哪里是原典哪里是诠释。丙：用作者和版本关系建立文本谱系，可以避免把后来解释冒充原话。Correct combination. B: Transmission does not make later commentary into a first-hand utterance of an earlier author. C: Provenance strengthens, rather than undermines, philosophical comparison.
- 13. D.正确。材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。Correct. The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
- 14. D.正确组合。丙：思想可以跨时代比较，但必须标注解释者与被解释文本的不同历史位置。丁：材料包含初判、调查、修正、再检验。两者的往复关系比“一次想好就结束”更符合过程。Correct combination. C: Comparison of explanatory lenses should not be confused with historical identity of terminology. D: The repeated cycle of inquiry and action defeats a one-way or instantaneous model of knowledge.
- 15. D.正确。“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。Correct. The quantifier every masks differences in historical stage and opposing interests.
- 16. A.正确组合。乙：相似术语不等于概念起源相同。阅读时应注明不同时代的理论目标。丙：“凡是”把因地因时的关系消掉了。辩证分析不能只看结论的好坏标签，而要解释差异。Correct combination. B: A comparison is an interpretive act, not proof of identical historical doctrines. C: The quantifier every masks differences in historical stage and opposing interests.
- 17. D.不符合文意。“始萌”表明开始，“未成”明确否定完成。选项却把文中两处限定都颠倒了。Correct. Both key terms contradict this inference: beginning is not completion, and conduct remains necessary.
- 18. D.正确组合。甲：“推”与“行”构成从感觉走向实践的关系。这正是短文设置的论证链条。乙：抓住时间与条件关系，比凭人物姓名猜题更能解释选项正误。丙：始与萌都突出起点。它与后句对德未完成的判断前后呼应。Correct combination. A: The verbs trace the movement from an initial impulse to its practical extension. B: Close reading of the contrast exposes the overreach without relying on name recognition. C: This reading fits the passage’s explicit contrast between an incipient response and attained virtue.
- 19. A.正确。短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。Correct. The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.
- 20. A.正确组合。甲：辨清谁写的、写于何时，与正确解释法、术、势或无为同样重要。丁：短文是本站综合不同治理问题的原创改写。思想线索可以分别讨论，不宜将其伪作古代原文。Correct combination. A: Meaningful analysis combines conceptual distinctions with textual attribution. D: The crafted source invites contrast while its editorial origin prevents false claims of verbatim historical provenance.