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2021 考研英语一 Section II Part C Translation

Part C Directions: Read the following text carefully and then translate the underlined segments into Chinese. Write your answers on the ANSWER SHEET. (10 points) World War II 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) during 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 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 10 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, 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 empowerment of junior faculty and to some degree of students as well.

Echo 参考译文、难点评析与错误点总结

说明：以下为 Echo 生成的非官方参考译文和学习解析，用于自测、批改和复盘；不等同于官方答案。

Echo 参考译文

46. 战争结束时，那些社会的高校入学率为相应年龄人群的 3%-5%，这一水平在战前数十年里大致保持稳定。
47. 那些社会中对于接受高等教育的需求增加了，其范围扩大到战前没有考虑过上大学的群体和社会阶层。
48. 在许多西欧国家，高等院校的学生数量在二十世纪六十年代期间五年翻了一番，之后经过七、八或十年的时间到七十年代中期又翻了一番。
49. 当绝大多数新教职员工是刚刚完成研究生学业的年轻人时，他们就在很大程度上确立了所在院系的学术生活规范。
50. 高增长率增加了学术创新的可能性，同时也弱化了在稳定时期或缓慢增长时期接纳教师和学生进入学者群体的那些形式和流程。

整体难点评析

本文主题可归为“教育实践与学习发展”。英语一翻译通常为 5 个划线句，每句 2 分。复盘时应逐句拆主干、定修饰范围，再检查抽象名词和逻辑关系是否落到中文里。

• 结构难点：重点关注名词化结构、被动与非谓语、逻辑连接、修饰后置、长句主干识别。先找主句谓语，再处理从句、分词、介词短语和插入成分，避免在中文里把修饰关系接错。
• 词义难点：不要机械使用词典第一义，尤其是抽象名词、学术动词和评价性形容词。应根据上下文确定它们是在表示事实、趋势、原因、态度还是结果。
• 逻辑难点：翻译时要显化英语中的因果、转折、让步、递进和目的关系。中文可以调整语序，但不能丢掉逻辑方向。
• 表达难点：中文译文要准确优先，再追求通顺。可以适度增补主语或承接词，但不能加入原文没有的信息。

常见错误点总结

• 主干误判：把修饰成分当主句，或漏掉真正谓语，会导致整句方向错误。
• 修饰范围错误：定语从句、分词短语和介词短语常常后置，翻译时要判断它修饰哪个名词或动作。
• 抽象名词处理生硬：如 process、approach、engagement、movement、connection 等词，要根据上下文译成“过程、方式、参与、运动、联系”等合适表达。
• 逻辑词漏译或反译：but、despite、while、so、as、with 等小词常决定句子关系，是扣分高发点。
• 中文表达不成句：逐词硬贴会让译文读不通。建议译完后用中文默读一遍，检查主语、谓语、宾语和逻辑连接是否完整。