【考研真题】 2021年考研英语一真题及答案（四）：翻译

广工考研院

2022年全国研究生考试已经进入最后的备战时期，英语向来是历年考试的重头戏，大家现在开始刷题了吗?今天为大家整理了2021年考研英语一的真题以及答案详解，各位考生快来加入刷题大军中吧。由于试卷内容冗长，下面是翻译部分的考试真题及答案，其他部分持续更新哦。

翻译部分

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.

【译文】二战结束后，这些西方社会有一定的高等教育水平(1分)，在战前几十年间(0.5分)，该水平大概保持在相对年龄群体的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修饰levels of enrollment;其中，those societies指代前句Western societies，译为“这些西方社会”，the war指代前文WWII(第二次世界大战)，译为“二战”，enrollment意为“入学”，with levels of enrollment为状语，修饰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】在这些社会中兴起的接受高等教育的需求(1分)，扩展到了一些群体和社会阶层(0.5分)，这些群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修饰demand，放先行词前译出。that had not thought … the war也是定语从句，修饰groups and social classes，从句较长，重复先行词单独译出从句，译为“这些群体和社会阶层在战前没想过上大学”;其中，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)，接受高等教育的学生数量在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、八年或十年内翻了一番(0.5分)。

【重难点】本句出现了两个并列的谓语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，修饰students，翻译时放所修饰名词前，in many countries of Western Europe为地点状语。within five-year periods during the 1960s和in seven, eight, or ten years by the middle of the 1970s均为时间状语。

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】且当新员工主要是刚从研究生阶段毕业的年轻男女时(1分)，他们很大程度上决定了该院系的学术生活规范(1分)。

【重难点】本句为复合句，由when引导的时间状语从句及其主句构成，较简单。其中，predominantly意为“主要地”，faculty此处意为“院，系”;fresh from sth.为固定搭配，表示“刚有过……经历”，此处为形容词短语作后置定语修饰young men and women;norms of academic life意为“学术生活规范”。

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.

【译文】高增长率增加了学术创新的可能性(0.5分)，同样也弱化了形式和过程(0.5分)——在稳定或缓慢增长期，教师或学生通过这些形式和过程进入学者团体(1分)。

【重难点】本句由分号连接的两个并列分句构成，分句一为简单句，其中chance意为“可能性”，for academic innovation作后置定语修饰chances，译为“学术创新的可能性”。分句二中they指分句一中的high growth rates，即两个分句主语一致，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修饰forms and processes，其中，admit into意为“准许进入/加入”;during periods of stability or slow growth为时间状语。

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.第二次世界大战是现代西方社会高等教育的分水岭。(46)战争结束后，这些西方社会有一定的高等教育水平，在战前几十年间，该水平大概保持在相对年龄群体的3%到5%。但在二战之后，反法西斯战争的胜利引起了巨大的社会和政治变革，这使欧洲和美国的经济对接受过中学以上教育的毕业生需求越来越大。(47)在这些社会中兴起的接受高等教育的需求，扩展到了一些群体和社会阶层，这些群体和社会阶层在战前没想过上大学。这些需求导致了高等教育系统的迅速扩张——始于20世纪60年代，到20世纪70年代和80年代虽不均衡但发展得十分迅猛。

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.

高等教育的增长有至少三种截然不同的表现形式，这些表现形式又相应地引发了不同的问题。首先表现在增长率上：(48)在西欧的许多国家，接受高等教育的学生数量在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、八年或十年内翻了一番。其次，高等教育的增长明显影响了教育系统和个体机构的“绝对规模”。再次，增长体现在高等教育机构招收的相关年龄段学生比例的变化上。

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.以上三种增长的相应表现都伴随着其特有的问题。例如，高增长率对现有的管理、行政、尤其是社会化结构造成很大的压力。当一个学院或系在三到四年内，从比如说5名成员发展到20名成员时，(49)且当新员工主要是刚从研究生阶段毕业的年轻男女时，他们很大程度上决定了该院系的学术生活规范。如果研究生人数也增长迅速，教师和学生之间将失去亲密的学徒关系，学生文化将成为研究生新生的主要社交力量，这会影响学校的思想和学术生活——这些影响在美国、法国、意大利、西德和日本都能看到。(50)高增长率增加了学术创新的可能性，同样也弱化了形式和过程——稳定或缓慢增长期学者团体接收教师或学生的形式和过程。20世纪60年代和70年代，欧洲大学的管理措施发生了显著的变化，赋予了初级教员和一定量的学生权力