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【单选题】
Two related paradoxes also emerge from the same basic conception of the aesthetic experience. The first was given extended consideration by Hegel, who argued roughly as follows: our sensuous attention and that gives to the work of art its peculiar individuality. Because it addresses itself to our sensory appreciation, the work of art is essentially concrete, to be understood by an act of perception rather than by a process of discursive thought. At the same time, our understanding of the work of art is in part intellectual we seek in it a conceptual content, which it presents to us in the form. of an idea. One purpose of critical interpretation is to expound this idea in discursive form--to give the equivalent of the content of the work of art in another, nonsensuous idiom. But criticism can never succeed in this task, for, by separating the content from the particular form, it abolishes its individuality. The content presented then ceases to be the exact content of that work of art. In losing its individuality, the content loses its aesthetic reality it thus ceases to be a mason for attending to the particular work and that first attracted our critical attention. It cannot be this that we saw in the original work and that explained its power over us. For this content, displayed in the discursive idiom of the critical intellect, is no more than a husk, a discarded relic of a meaning that eluded us in the act of seizing it. If the content is to be the true object of aesthetic interest, it must remain wedded to its individuality: it cannot be detached from its 'sensuous embodiment'' without being detached from itself. Content is, therefore, inseparable from form. and form. in turn inseparable from content. (It is the form. that it is only by virtue of the content that it embodies.) Hegel' s argument is the archetype of many, all aimed at showing that it is both necessary to distinguish form. from content and also impossible to do so. This paradox may be resolved by rejecting either of its premises, but, as with Kant's antinomy, neither premise seems dispensable. To suppose that content and form. are inseparable is, in effect, to dismiss both ideas as illusory, since no two works of art can then share either a content or a form--the form. being definitive of each work' s individuality. In this case, no one could ever justify his interest in a work of art by reference to its meaning. The intensity of aesthetic interest becomes a puzzling, and ultimately inexplicable, feature of our mental life. If, on the other hand, we insist that content and form. are separable, we shall never be able to find, through a study of content, the reason for attending to the particular work of art that intrigues us. Every work of art stands proxy for its paraphrase. An impassable gap then opens between aesthetic experience and its ground, and the claim that aesthetic experience is intrinsically valuable is thrown in doubt. Hegel argued that ______ .
A.
it is our sensuous appreciation that gives peculiar individuality to the work of art
B.
it is the content of the work of art that holds our attention
C.
the work of art cannot be understood without a process of logical thinking
D.
the form. of the work of art is what our sensuous appreciation concentrates on
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【单选题】电动汽油泵中的( )可以使发动机熄火后油路内汽油仍保持一定压力,减少了气阻现象,使发动机高温起动容易。
A.
安全阀
B.
单向阀
C.
涡轮泵
D.
限压阀
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A.
人逢喜事尤其乐,月到中秋分外明
B.
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C.
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A.
安全阀
B.
单向阀
C.
涡轮泵
D.
回油管
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A.
安全阀
B.
单向阀
C.
涡轮泵
D.
限压阀
【简答题】某幼儿园活动场地上,孩子们自由地选取各种材料,和自己的伙伴一起构建游戏场地,器材的组合一变、使用的方法一变、活动的伙伴一变,活动的内容与形式也随之改变,时而是孩子们的"滑雪场",时而是"勇敢者之路",时而是"地雷区",时而又成了"大森林",在不同的情境里孩子们的主意越来越多,玩法各式各样,玩得也越来越自在尽兴。教师在旁边自如地进行指导。 问题: 请谈谈幼儿教师如何使教学游戏化。
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A.
安全阀
B.
单向阀
C.
涡轮泵
D.
驱动电动机
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A.
安全阀
B.
止回阀
C.
涡轮泵
D.
溢流阀
【简答题】果蝇的发育主要分三个阶段:(    )、(    )和(    )。
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