【考研真题】2021年考研英语一真题及答案(四)翻译_Those

原标题：【考研真题】 2021年考研英语一真题及答案（四）：翻译


2022年全国研讨生考试现已进入最终的备战时期，英语历来是历年考试的重头戏，我们如今初步刷题了吗?今日为我们收拾了2021年考研英语一的真题以及答案详解，各位考生快来参加刷题大军中吧。因为试卷内容冗长，下面是翻译有些的考试真题及答案，其他有些持续更新哦。

翻译有些

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.

【译文】二战结束后，这些西方社会有必定的高级教育水平(1分)，在战前几十年间(0.5分)，该水平大约坚持在相对年纪集体的3%到5%(0.5分)。

【重难点】本句的主句为those societies … enrollment，定语从句that had been … decades before the war润饰levels of enrollment;其间，those societies指代前句western societies，译为“这些西方社会”，the war指代前文wwii(第次世界大战)，译为“二战”，enrollment意为“入学”，with levels of enrollment为状语，润饰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.

【译文】在这些社会中鼓起的承受高级教育的需要(1分)，拓宽到了一些集体和社会阶层(0.5分)，这些集体和社会阶层在战前没想过上大学(0.5分)。

【重难点】本句的主句为and the demand extended to groups and social classes;定语从句that rose in those … education润饰demand，放先行词前译出。that had not thought … the war也是定语从句，润饰groups and social classes，从句较长，重复先行词单独译出从句，译为“这些集体和社会阶层在战前没想过上大学”;其间，social class意为“社会阶层”。

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.

【译文】在西欧的许多国家(0.5分)，承受高级教育的学生数量在20世纪60年代的五年期内翻了一番(1分)，到20世纪70年代中期，该数量又在七年、8年或十年内翻了一番(0.5分)。

【重难点】本句呈现了两个并排的谓语doubled和doubled again，意为“(使)……加倍”，主语为the numbers of students，the number of意为“……的数量”，in higher education作后置定语，润饰students，翻译时放所润饰名词前，in many countries of western europe为地址状语。within five-year periods during the 1960s和in seven, eight, or ten years by the middle of the 1970s均为时刻状语。

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.

【译文】且当新职工首要是刚从研讨生期间结业的年青男女时(1分)，他们很大程度上抉择了该院系的学术日子标准(1分)。

【重难点】本句为复合句，由when引导的时刻状语从句及其主句构成，较简略。其间，predominantly意为“首要地”，faculty此处意为“院，系”;fresh from sth.为固定分配，标明“刚有过……阅历”，此处为描述词短语作后置定语润饰young men and women;norms of academic life意为“学术日子标准”。

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.

【译文】高增加率添加了学术立异的可以性(0.5分)，相同也弱化了方法和进程(0.5分)——在平稳或缓慢增加时刻，教师或学生经过这些方法和进程进入专家集体(1分)。[page]

【重难点】本句由分号联接的两个并排分句构成，分句一为简略句，其间chance意为“可以性”，for academic innovation作后置定语润饰chances，译为“学术立异的可以性”。分句二中they指分句一中的high growth rates，即两个分句主语共同，翻译时可共用主语;分句二中主句为they also weakened the forms and processes，定语从句by which teachers and … or slow growth润饰forms and processes，其间，admit into意为“答应进入/参加”;during periods of stability or slow growth为时刻状语。

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.第次世界大战是现代西方社会高级教育的分水岭。(46)战争结束后，这些西方社会有必定的高级教育水平，在战前几十年间，该水平大约坚持在相对年纪集体的3%到5%。但在二战之后，反法西斯战争的成功致使了无量的社会和政治改造，这使欧洲和美国的经济对承受过大学以上教育的结业生需要越来越大。(47)在这些社会中鼓起的承受高级教育的需要，拓宽到了一些集体和社会阶层，这些集体和社会阶层在战前没想过上大学。这些需要致使了高级教育体系的灵敏扩展——始于20世纪60年代，到20世纪70年代和80年代虽不均衡但打开得非常迅猛。

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.

高级教育的增加有至少三种截然不一样的体现方法，这些体现方法又相应地引发了不一样的疑问。首要体如今增加率上：(48)在西欧的许多国家，承受高级教育的学生数量在20世纪60年代的五年期内翻了一番，到20世纪70年代中期，该数量又在七年、8年或十年内翻了一番。其次，高级教育的增加显着影响了教育体系和个别机构的“必定规划”。再次，增加体如今高级教育机构接收的有关年纪段学生比例的改变上。

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.以上三种增加的相应体现都伴跟着其特有的疑问。例如，高增加率对现有的打点、行政、特别是社会化结规划成很大的压力。当一个学院或系在三到四年内，从比方说5名成员打开到20名成员时，(49)且当新职工首要是刚从研讨生期间结业的年青男女时，他们很大程度上抉择了该院系的学术日子标准。假定研讨生人数也增加灵敏，教师和学生之间将失掉亲近的学徒联络，学生文明将变成研讨生重生的首要交际力气，这会影响学校的思维和学术日子——这些影响在美国、法国、意大利、西德和日本都能看到。(50)高增加率添加了学术立异的可以性，相同也弱化了方法和进程——平稳或缓慢增加时刻专家集体接收教师或学生的方法和进程。20世纪60年代和70年代，欧洲大学的打点办法发生了显着的改变，赋予了初级教员和必定量的学生权力。

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