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2026 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) Science education today revolves around the idea of scientific literacy—the base-level knowledge about science that nonscientists require to effectively get on in the world. This concept has served as a central goal for curriculum developers, local school boards, business and community leaders, and policymakers ever since its introduction nearly 80 years ago. (46) Tracing the history of the term, we can see how the definition of scientific literacy has shifted over time, muddying the waters when it comes to determining the goals of science education. And that’s a shame, because there is much to recommend in the idea of scientific literacy as it was originally articulated in 1945, a time when science appeared to be the key to progress and scientists seemingly held the fate of the world in their hands. (47) A return to that version of scientific literacy, which focused more on teaching what science is and how it works and less on memorizing scientific facts, seems like something society today desperately needs. In the United States, the desire to provide the public with a general, nontechnical education in science originated as far back as the late 1800s. (48) Educators advanced the idea of having students complete detailed laboratory exercises in high schools in the belief that such work was beneficial primarily as a way to enhance logical reasoning and observational skills. The development in 1915 of the popular new subject “general science” was another effort to train students to apply the principles of science to everyday, nonscience problems. Although these efforts were aimed at the nonscience-bound student, they never really made their way into mainstream thought and public discourse as a means to rally widespread support for the importance of science teaching in schools. (49) It wasn’t until the phrase “scientific literacy” came along in the 1940s that science had the formidable slogan it needed to command public attention and make improving science education an important national goal. (50) The intense focus on scientific literacy in the United States originally grew out of the critical role of science and technology during World War II, as well as the perceived deficiencies of American soldiers. As the war unfolded, science rapidly assumed a central role. Battles increasingly depended on new military technologies such as radar and the proximity fuze. Science-based analytical approaches proved remarkably successful in the hunt for German submarines in the Atlantic Ocean. And there was the (then-secret) work building the world’s first atomic bomb. As a result, scientists—physicists in particular— found themselves in high demand.

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. 追溯这一术语的历史，我们可以看到科学素养的定义如何随时间推移而演变，这使得在确定科学教育的目标时，情况变得模糊不清。
47. 回归到那个版本的科学素养理念——它更侧重于教授科学的本质与运作方式，而非记忆科学事实——似乎正是当今社会所亟需的。
48. 教育家们提出了让学生在高中阶段完成详细实验训练的主张，他们认为这类训练的主要益处在于能提升逻辑推理和观察能力。
49. 直到 20 世纪 40 年代“科学素养”这一说法出现，科学才拥有了一个极具号召力的口号，得以赢得公众关注，并将改善科学教育确立为一项重要的国家目标。
50. 美国对科学素养的高度关注，最初源于科学技术在二战期间发挥的关键作用，以及当时所意识到的美国士兵的素质不足。

整体难点评析

本文主题可归为“科技研究与公共参与”。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。