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Part C
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 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.
参考译文+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.
(46) 战争结束后,一些社会随之出现了。这些社会的入学率在战前的几十年里一直保持在相关年龄段的3%-5%。
解析:此题翻译难度比较大。本句结构为主句加定语从句。
主句主语“那些社会”,动词短语“从战争中出来”,因此意译为“战争结束后,一些社会随之出现”。With介词短语作伴随状语, enrollment: 入学/登记,level of enrollment翻译写成“入学水平”并不通顺,改为“入学率”。
从句中时间状语during the decades before the war,重点在于“decades”是复数,不要写成“十年”,要翻译成“数十年”或“十几年”。最难的部分是定语从句的主干“had been roughly constant at 3-5% of the relevant age groups” relevant:相关,groups:群体,因此relevant age groups翻译成“相关年龄段”。constant:保持,持续。因此从句翻译为 “一直保持在相关年龄段的3%-5%”。
(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.
(47) 在那些社会中,人们渴望接受到更高等的教育。这个需求延伸到了战前那些没有想过上大学的群体和社会阶层中。
解析:此题难度适中。主句中插入两个定语从句。
主句翻译出来就可以得到一个基本的0.5分,social classes:社会阶层。因此主干“the demand extended to groups and social classes” 翻译为 “需求延伸到了群体和社会阶层中“。再考虑两个定语从句的翻译方式。 “社会中,对于接受高等教育的需求”,entry不能翻译成“进入高等教育”,并不通顺,最好翻译成“接受高等教育”。rose: rise的过去式“上升” 。“had not thought of” 翻译为”没有…的想法”。Attend a university 如果直译为“参加大学”,不符合汉语表达。最好转译为“上大学/读大学”。
(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.
(48) 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五年内翻了一番,到70年代中期,在七年,八年或十年里又翻了一番。
解析:此句难度较低,是一个并列句。
“in many counties of Western Europe”,地点状语“在西欧的许多国家,“students in higher education”直接翻译为“高等教育的学生“显然不通顺,需要增译”(接受)“,变成“接受高等教育的学生”。doubled:翻倍,翻番。时间状语1960s,要翻译成“20世纪60年代”,同理1970s。特别注意并列谓语动词“double”翻译错误扣0.5分。
(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.
(49) 当新员工主要是刚毕业的年轻男女时,他们很大程度上定义了该学院学术生活的规范。
解析:此句难度适中,时间状语加主句。
predominantly主要地/ 以…为主,fresh 新进的,norms标准,规范,faculty学院,系,postgraduate研究生的,academic学术的。
此句单词较难。状语的中心词, “the new staff” 新员工,后面“年轻男女”,作解释说明,加上定语“fresh from postgraduate study”:“刚刚完成研究生学业的”。因此,定语可以直接顺译为“当新员工主要是刚毕业的年轻男女时,” in that faculty,如果直接翻译为“在那个学院的”,比较繁琐,不如直接省译介词,简化成“该学院的”。“largely”搭配“define”,不能翻译成“大量的定义“,而要写成“很大程度上定义了”。
(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.
(50) 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的成长过程中,被认可为学者这一群体的形式和过程。
解析:此题难度较大。句型相当于两个句子并列。其中还包含一个定从。
academic innovation学术创新,第一句比较简单“高增长率增加了学术创新的机会”。
第二句话,weakened削弱/减少,admit承认/认可,“are admitted into”被动语态可直接翻译为“被……认可;准许进入”,community集体。“they also weakened the forms and processes”翻译为“他们也削弱了形式和过程”。By which是定语从句的标志,指的是“通过上述形式和过程,教师和学生被认可为学者这一群体”。Stability稳定,因此时间状语为“在稳定或缓慢的成长过程中”,定语从句可以采取前置法,将“by …growth”放在forms之前。
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