【考研真題】 2021年考研英語一真題及答案（四）：翻譯

廣工考研院

2022年全國研究生考試已經(jīng)進入最后的備戰(zhàn)時期，英語向來是歷年考試的重頭戲，大家現(xiàn)在開始刷題了嗎?今天為大家整理了2021年考研英語一的真題以及答案詳解，各位考生快來加入刷題大軍中吧。由于試卷內(nèi)容冗長，下面是翻譯部分的考試真題及答案，其他部分持續(xù)更新哦。

翻譯部分

Part C

Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on the ANSWER SHEET. (10 points)

WWII was the watershed event for higher education in modern Western societies. (46) Those societies came out of the war with levels of enrollment that had been roughly constant at 3-5% of the relevant age groups during the decades before the war. But after the war, great social and political changes arising out of the successful war against Fascism created a growing demand in European and American economies for increasing numbers of graduates with more than a secondary school education. (47) And the demand that rose in those societies for entry to higher education extended to groups and social classes that had not thought of attending a university before the war. These demands resulted in a very rapid expansion of the systems of higher education, beginning in the 1960s and developing very rapidly though unevenly in the 1970s and 1980s.

The growth of higher education manifests itself in at least three quite different ways, and these in turn have given rise to different sets of problems. There was first rate of growth: (48) in many countries of Western Europe, the numbers of students in higher education doubled within five-year periods during the 1960s and doubled again in seven, eight, or ten years by the middle of the 1970s. Second, growth obviously affected the absolute size both of systems and individual institutions. And third, growth was reflected in changes in the proportion of the relevant age group enrolled in institutions of higher education.

Each of these manifestations of growth carried its own peculiar problems in its wake. For example, a high growth rate placed great strains on the existing structures of governance, of administration, and above all of socialization. When a faculty or department grows from, say, 5 to 20 members within three or four years, (49) and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty. And if the postgraduate student population also grows rapidly and there is loss of a close apprenticeship relationship between faculty members and students, the student culture becomes the chief socializing force for new postgraduate students, with consequences for the intellectual and academic life of the institution—this was seen in America as well as in France, Italy, West Germany, and Japan. (50) High growth rates increased the chances for academic innovation; they also weakened the forms and processes by which teachers and students are admitted into a community of scholars during periods of stability or slow growth. In the 1960s and 1970s, European universities saw marked changes in their governance arrangements, with the empowerment of junior faculty and to some degree of students as well.

答案

46. Those   societies came out of the war with levels of enrollment that had been roughly constant at 3-5% of the relevant age groups during the decades before the war.

【譯文】二戰(zhàn)結(jié)束后，這些西方社會有一定的高等教育水平(1分)，在戰(zhàn)前幾十年間(0.5分)，該水平大概保持在相對年齡群體的3%到5%(0.5分)。

【重難點】本句的主句為those societies … enrollment，定語從句that had been … decades before the war修飾levels of enrollment;其中，those societies指代前句Western societies，譯為“這些西方社會”，the war指代前文WWII(第二次世界大戰(zhàn))，譯為“二戰(zhàn)”，enrollment意為“入學”，with levels of enrollment為狀語，修飾came out of。

47. And the demand that rose in those societies for entry to higher   education extended to groups and social classes that had not thought of  attending a  university before the   war.

【譯文】在這些社會中興起的接受高等教育的需求(1分)，擴展到了一些群體和社會階層(0.5分)，這些群體和社會階層在戰(zhàn)前沒想過上大學(0.5分)。

【重難點】本句的主句為And the demand extended to groups and social classes;定語從句that rose in those … education修飾demand，放先行詞前譯出。that had not thought … the war也是定語從句，修飾groups and social classes，從句較長，重復先行詞單獨譯出從句，譯為“這些群體和社會階層在戰(zhàn)前沒想過上大學”;其中，social class意為“社會階層”。

4 8 .  in many countries of Western Europe ,  the numbers of students in higher education doubled within   five-year periods during the  1960s  and doubled again in seven, eight, or  ten  years   by the middle of the 1970s.

【譯文】在西歐的許多國家(0.5分)，接受高等教育的學生數(shù)量在20世紀60年代的五年期內(nèi)翻了一番(1分)，到20世紀70年代中期，該數(shù)量又在七年、八年或十年內(nèi)翻了一番(0.5分)。

【重難點】本句出現(xiàn)了兩個并列的謂語doubled和doubled again，意為“(使)……加倍”，主語為the numbers of students，the number of意為“……的數(shù)量”，in higher education作后置定語，修飾students，翻譯時放所修飾名詞前，in many countries of Western Europe為地點狀語。within five-year periods during the 1960s和in seven, eight, or ten years by the middle of the 1970s均為時間狀語。

4 9 . … and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty.

【譯文】且當新員工主要是剛從研究生階段畢業(yè)的年輕男女時(1分)，他們很大程度上決定了該院系的學術(shù)生活規(guī)范(1分)。

【重難點】本句為復合句，由when引導的時間狀語從句及其主句構(gòu)成，較簡單。其中，predominantly意為“主要地”，faculty此處意為“院，系”;fresh from sth.為固定搭配，表示“剛有過……經(jīng)歷”，此處為形容詞短語作后置定語修飾young men and women;norms of academic life意為“學術(shù)生活規(guī)范”。

50 .  High growth rates increased the chances for academic innovation; they also weakened the forms and processes by which teachers and students are admitted into a community of scholars during periods of stability or slow growth.

【譯文】高增長率增加了學術(shù)創(chuàng)新的可能性(0.5分)，同樣也弱化了形式和過程(0.5分)——在穩(wěn)定或緩慢增長期，教師或?qū)W生通過這些形式和過程進入學者團體(1分)。

【重難點】本句由分號連接的兩個并列分句構(gòu)成，分句一為簡單句，其中chance意為“可能性”，for academic innovation作后置定語修飾chances，譯為“學術(shù)創(chuàng)新的可能性”。分句二中they指分句一中的high growth rates，即兩個分句主語一致，翻譯時可共用主語;分句二中主句為they also weakened the forms and processes，定語從句by which teachers and … or slow growth修飾forms and processes，其中，admit into意為“準許進入/加入”;during periods of stability or slow growth為時間狀語。

WWII was the watershed event for higher education in modern Western societies. (46) Those societies came out of the war with levels of enrollment that had been roughly constant at 3-5% of the relevant age groups during the decades before the war. But after the war, great social and political changes arising out of the successful war against Fascism created a growing demand in European and American economies for increasing numbers of graduates with more than a secondary school education. (47) And the demand that rose in those societies for entry to higher education extended to groups and social classes that had not thought of attending a university before the war. These demands resulted in a very rapid expansion of the systems of higher education, beginning in the 1960s and developing very rapidly though unevenly in the 1970s and 1980s.第二次世界大戰(zhàn)是現(xiàn)代西方社會高等教育的分水嶺。(46)戰(zhàn)爭結(jié)束后，這些西方社會有一定的高等教育水平，在戰(zhàn)前幾十年間，該水平大概保持在相對年齡群體的3%到5%。但在二戰(zhàn)之后，反法西斯戰(zhàn)爭的勝利引起了巨大的社會和政治變革，這使歐洲和美國的經(jīng)濟對接受過中學以上教育的畢業(yè)生需求越來越大。(47)在這些社會中興起的接受高等教育的需求，擴展到了一些群體和社會階層，這些群體和社會階層在戰(zhàn)前沒想過上大學。這些需求導致了高等教育系統(tǒng)的迅速擴張——始于20世紀60年代，到20世紀70年代和80年代雖不均衡但發(fā)展得十分迅猛。

The growth of higher education manifests itself in at least three quite different ways, and these in turn have given rise to different sets of problems. There was first the rate of growth: (48) in many countries of Western Europe, the numbers of students in higher education doubled within five-year periods during the 1960s and doubled again in seven, eight, or ten years by the middle of the 1970s. Second, growth obviously affected the absolute size both of systems and individual institutions. And third, growth was reflected in changes in the proportion of the relevant age group enrolled in institutions of higher education.

高等教育的增長有至少三種截然不同的表現(xiàn)形式，這些表現(xiàn)形式又相應(yīng)地引發(fā)了不同的問題。首先表現(xiàn)在增長率上：(48)在西歐的許多國家，接受高等教育的學生數(shù)量在20世紀60年代的五年期內(nèi)翻了一番，到20世紀70年代中期，該數(shù)量又在七年、八年或十年內(nèi)翻了一番。其次，高等教育的增長明顯影響了教育系統(tǒng)和個體機構(gòu)的“絕對規(guī)模”。再次，增長體現(xiàn)在高等教育機構(gòu)招收的相關(guān)年齡段學生比例的變化上。

Each of these manifestations of growth carried its own peculiar problems in its wake. For example, a high growth rate placed great strains on the existing structures of governance, of administration, and above all of socialization. When a faculty or department grows from, say, five to 20 members within three or four years, (49) and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty. And if the postgraduate student population also grows rapidly and there is loss of a close apprenticeship relationship between faculty members and students, the student culture becomes the chief socializing force for new postgraduate students, with consequences for the intellectual and academic life of the institution—this was seen in America as well as in France, Italy, West Germany, and Japan. (50) High growth rates increased the chances for academic innovation; they also weakened the forms and processes by which teachers and students are admitted into a community of scholars during periods of stability or slow growth. In the 1960s and 1970s, European universities saw marked changes in their governance arrangements, with the empowerment of junior faculty and to some degree of students as well.以上三種增長的相應(yīng)表現(xiàn)都伴隨著其特有的問題。例如，高增長率對現(xiàn)有的管理、行政、尤其是社會化結(jié)構(gòu)造成很大的壓力。當一個學院或系在三到四年內(nèi)，從比如說5名成員發(fā)展到20名成員時，(49)且當新員工主要是剛從研究生階段畢業(yè)的年輕男女時，他們很大程度上決定了該院系的學術(shù)生活規(guī)范。如果研究生人數(shù)也增長迅速，教師和學生之間將失去親密的學徒關(guān)系，學生文化將成為研究生新生的主要社交力量，這會影響學校的思想和學術(shù)生活——這些影響在美國、法國、意大利、西德和日本都能看到。(50)高增長率增加了學術(shù)創(chuàng)新的可能性，同樣也弱化了形式和過程——穩(wěn)定或緩慢增長期學者團體接收教師或?qū)W生的形式和過程。20世紀60年代和70年代，歐洲大學的管理措施發(fā)生了顯著的變化，賦予了初級教員和一定量的學生權(quán)力