2021年考研英语一翻译解析(武汉新东方)
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Part C
Directions:
Read the following text carefully and then translate the underlinedsegments into Chinese. Write your answers on the ANSWER SHEET. (10 points)
World War Ⅱ was the watershed event for higher education in modernWesternsocieties. (46)Those societies came out of the war with levels ofenrollment that had been roughly constant at 3-5% of the relevant age groupsduring the decades before the war. But after the war, great social and politicalchanges arising out of the successful war against Fascism created a growingdemand in European and American economies for increasing numbers of graduateswith more than a secondary school education. (47) And the demand that rose inthose societies for entryto higher education extended to groups and socialclasses that had not thought
of attending a university before the war. Thesedemands resulted in a very rapid expansion of the systems of higher education,beginning in the 1960s and developing very rapidly (though unevenly) during the1970s and 1980s.
The growth of higher education manifests itself in at least three quitedifferent ways, andthese in turn have given rise to different sets of problems.There was first the rate of growth: (48) in many counties of Western Europe, thenumbers of students in higher education doubled within five-year periods duringthe 1960s and doubled again in seven, eight, or 10 years by the middle of the1970s. Second, growth obviously affected the absolute size both of systemsandindividual institutions. And third, growth was reflected in changes in theproportion of the relevantage group enrolled in institutions of highereducation.
Each of these manifestations of growth carried its own peculiar problems inits wake. Forexample, a high growth rate placed great strains on the existingstructures of governance, ofadministration, and above all of socialization. Whena faculty or department grows from, say, five to 20 members within three or fouryears, (49) and when the new staff predominantly young menand women fresh frompostgraduate study, they largely define the norms of academic life inthatfaculty. And if the postgraduate student population also grows rapidly andthere is loss of a closeapprenticeship relationship between faculty members andstudents, the student culture becomesthe chief socializing force for newpostgraduate students, with consequences for the intellectualand academic lifeof the institution—this was seen in America as well as in France, Italy,WestGermany, and Japan. (50)High growth rates increased the chances for academicinnovation; theyalso weakened the forms and processes by which teachers andstudents are admitted into acommunity of scholars during periods of stability orslow growth. In the 1960s and1970s, European universities saw marked changes intheir governance arrangements, with empowerment of junior faculty and to somedegree of students as well.
【译文】
46. 在战争结束时，这些社会群体的入学率稳定地维持在大约3%到5%，与战前几十年间的同年龄层的入学率水平相当。
47. 那些社会群体对于高等教育的需求不断上升，这一趋势也影响了一些其他的群体和社会阶层，他们在战前从没想过要继续接受高等教育。
48.在西欧的很多国家，在20世纪60年代期间，接受高等教育的人数在短短五年中翻了一倍，然后在20世纪70年代中期之前，只用了七八上十年就又翻了一倍。
49. 当新员工主力军成为刚刚结束研究生学生的年轻男女，在很程度上，他们决定了整个员工的学术生涯的标准。
50.高增长率提升了学术创新的可能性，也减弱了在稳定或者低增长期间，一些教师和学生被认可进入一些学者社群的形式和流程。
【逐句解析】
46. Those societies came out of the war with levels of enrollment that hadbeen roughly constant at 3%-5% of the relevant age groups during the decadesbefore the war.
解析：
考察定语从句，以及多介宾定语后置。constant 稳定的 age group年龄层群体。单词没有高阶单词，但需要注意意群拆分翻译，以达到语言流畅。
译文：
在战争结束时，这些社会群体的入学率稳定地维持在大约3%到5%，与战前几十年间的同年龄层的入学率水平相当。
47. And the demand that rose in those societies of entry to high educationextended to groups and social classes that had n thought of attending auniversity before the war.
解析：
考察介宾定语后置，定语从句。social class 社会阶层。这句没有长难单词，句子成分也较容易划分，没有过长或者难判断成分。
译文：
那些社会群体对于高等教育的需求不断上升，这一趋势也影响了一些其他的群体和社会阶层，他们在战前从没想过要继续接受高等教育。
48. In many countries of western Europe. the numbers of student highereducation doubled within five-years periods during the 196 and double again inseven eight or 10 years by the middle of 1970s.
解析：
考察并列句型，1960s为20世纪60年代，时间状语表达较长，最好拆分处理，以达到中文的流畅。
译文：
在西欧的很多国家，在20世纪60年代期间，接受高等教育的人数在短短五年中翻了一倍，到70 年代中期，在7、8 或10 年里又翻了一番
49. and when the new staff are predominantly young men or women fresh frompast graduate study, they largely define the norms of academic life in thatfaculty.
解析:
考察时间状语从句，以及定语后置。norms 标准。单词较为简单，需要注意fresh from past graduatestudy的后置定语翻译。
译文：
当新员工主要是刚从研究生阶段毕业的年轻男女时，他们在很大程度上定义了该学
院学术生活的规范
50. High growth rates increased the chances for academic innovation, theyalso weakened the forms and process by which teachers and students are admittedinto a community of scholar during periods of stability or slow growth.
解析：
考察并列谓语，by which引导的定语从句翻译。句型结构较复杂，需要先确定拆分句子逻辑结构，再加以翻译，梳理中文流畅度。
译文：
高增长率提升了学术创新的可能性，也减弱了在稳定或者低增长期间，一些教师和学生被接
纳为学者的形式和过程
Part C
Directions:
Read the following text carefully and then translate the underlinedsegments into Chinese. Write your answers on the ANSWER SHEET. (10 points)
World War Ⅱ was the watershed event for higher education in modernWesternsocieties. (46)Those societies came out of the war with levels ofenrollment that had been roughly constant at 3-5% of the relevant age groupsduring the decades before the war. But after the war, great social and politicalchanges arising out of the successful war against Fascism created a growingdemand in European and American economies for increasing numbers of graduateswith more than a secondary school education. (47) And the demand that rose inthose societies for entryto higher education extended to groups and socialclasses that had not thought
of attending a university before the war. Thesedemands resulted in a very rapid expansion of the systems of higher education,beginning in the 1960s and developing very rapidly (though unevenly) during the1970s and 1980s.
The growth of higher education manifests itself in at least three quitedifferent ways, andthese in turn have given rise to different sets of problems.There was first the rate of growth: (48) in many counties of Western Europe, thenumbers of students in higher education doubled within five-year periods duringthe 1960s and doubled again in seven, eight, or 10 years by the middle of the1970s. Second, growth obviously affected the absolute size both of systemsandindividual institutions. And third, growth was reflected in changes in theproportion of the relevantage group enrolled in institutions of highereducation.
Each of these manifestations of growth carried its own peculiar problems inits wake. Forexample, a high growth rate placed great strains on the existingstructures of governance, ofadministration, and above all of socialization. Whena faculty or department grows from, say, five to 20 members within three or fouryears, (49) and when the new staff predominantly young menand women fresh frompostgraduate study, they largely define the norms of academic life inthatfaculty. And if the postgraduate student population also grows rapidly andthere is loss of a closeapprenticeship relationship between faculty members andstudents, the student culture becomesthe chief socializing force for newpostgraduate students, with consequences for the intellectualand academic lifeof the institution—this was seen in America as well as in France, Italy,WestGermany, and Japan. (50)High growth rates increased the chances for academicinnovation; theyalso weakened the forms and processes by which teachers andstudents are admitted into acommunity of scholars during periods of stability orslow growth. In the 1960s and1970s, European universities saw marked changes intheir governance arrangements, with empowerment of junior faculty and to somedegree of students as well.
【译文】
46. 在战争结束时，这些社会群体的入学率稳定地维持在大约3%到5%，与战前几十年间的同年龄层的入学率水平相当。
47. 那些社会群体对于高等教育的需求不断上升，这一趋势也影响了一些其他的群体和社会阶层，他们在战前从没想过要继续接受高等教育。
48.在西欧的很多国家，在20世纪60年代期间，接受高等教育的人数在短短五年中翻了一倍，然后在20世纪70年代中期之前，只用了七八上十年就又翻了一倍。
49. 当新员工主力军成为刚刚结束研究生学生的年轻男女，在很程度上，他们决定了整个员工的学术生涯的标准。
50.高增长率提升了学术创新的可能性，也减弱了在稳定或者低增长期间，一些教师和学生被认可进入一些学者社群的形式和流程。
【逐句解析】
46. Those societies came out of the war with levels of enrollment that hadbeen roughly constant at 3%-5% of the relevant age groups during the decadesbefore the war.
解析：
考察定语从句，以及多介宾定语后置。constant 稳定的 age group年龄层群体。单词没有高阶单词，但需要注意意群拆分翻译，以达到语言流畅。
译文：
在战争结束时，这些社会群体的入学率稳定地维持在大约3%到5%，与战前几十年间的同年龄层的入学率水平相当。
47. And the demand that rose in those societies of entry to high educationextended to groups and social classes that had n thought of attending auniversity before the war.
解析：
考察介宾定语后置，定语从句。social class 社会阶层。这句没有长难单词，句子成分也较容易划分，没有过长或者难判断成分。
译文：
那些社会群体对于高等教育的需求不断上升，这一趋势也影响了一些其他的群体和社会阶层，他们在战前从没想过要继续接受高等教育。
48. In many countries of western Europe. the numbers of student highereducation doubled within five-years periods during the 196 and double again inseven eight or 10 years by the middle of 1970s.
解析：
考察并列句型，1960s为20世纪60年代，时间状语表达较长，最好拆分处理，以达到中文的流畅。
译文：
在西欧的很多国家，在20世纪60年代期间，接受高等教育的人数在短短五年中翻了一倍，到70 年代中期，在7、8 或10 年里又翻了一番
49. and when the new staff are predominantly young men or women fresh frompast graduate study, they largely define the norms of academic life in thatfaculty.
解析:
考察时间状语从句，以及定语后置。norms 标准。单词较为简单，需要注意fresh from past graduatestudy的后置定语翻译。
译文：
当新员工主要是刚从研究生阶段毕业的年轻男女时，他们在很大程度上定义了该学
院学术生活的规范
50. High growth rates increased the chances for academic innovation, theyalso weakened the forms and process by which teachers and students are admittedinto a community of scholar during periods of stability or slow growth.
解析：
考察并列谓语，by which引导的定语从句翻译。句型结构较复杂，需要先确定拆分句子逻辑结构，再加以翻译，梳理中文流畅度。
译文：
高增长率提升了学术创新的可能性，也减弱了在稳定或者低增长期间，一些教师和学生被接
纳为学者的形式和过程
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