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World WarⅡwas 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 counties 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 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.
【逐句解析】
(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.
考查定语从句,时间状语的翻译, came out of:由......产生;levels of enrollment:招生水平;入学率 roughly:大约;constant:不断的;不变的; relevant:相关的;切题的;
【译文】战争结束后,这些社会出现了,且入学率在战前的几十年里大约一直保持在相关年龄段的3%-5%。
(47)And the demand that rose in those societies of entry to higher education extended to groups and social classes that had not thought of attending a university before the war.
考查定语从句,时间状语的翻译,entry:进入;参与;higher education:高等教育 extend:延申;扩展; social class:社会阶层; attend:出席;
【译文】在那些社会中,对接受高等教育的需求上升,延伸到了战前没有想过上大学的群体和社会阶层。
(48)In many countries of Western Europe, the numbers of student in higher education doubled within five-years periods during the 1960s and double again in seven eight or 10 years by the middle of 1970s.
考查介词短语,时间状语的翻译,western:西方的; double:翻倍;
【译文】在西欧的许多国家,20世纪60年代,接受高等教育的学生人数在5年内翻了一番,到70年代中期,在7年、8年或10年里又翻了一番。
(49)and when the new staff are predominantly young men and women fresh from past graduate study, they largely define the norms of academic life in that faculty.
考查时间状语从句的翻译, staff:员工;predominantly:主要地;多数情况下;define:定义;阐明;norm:规范;标准;academic:学术的;faculty: 系,院;能力;
【译文】当新员工主要是刚毕业的年轻男女时,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, they also weakened the forms and process by which teachers and students are admitted into a community of scholars during periods of stability or slow growth.
考查并列句,定语从句和被动的翻译; innovation:创新;weaken:削弱;admit:允许;接纳;认可;
【译文】高增长率增加了学术创新的机会,同时也削弱了教师和学生在稳定或缓慢增长时期被接纳为学者群体的形式和过程。
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