考試中心考研英語(yǔ)模擬試題分類(lèi)匯編1翻譯10篇

1、2010年教育部考試中心考研英語(yǔ)模擬試題-翻譯部分匯編Part CDirections:Read the following passage carefully and then translate the underlined segments into Chinese. Your translation must be written clearly on ANSWER SHEET 2. (10 points)一、經(jīng)濟(jì)學(xué)史Economics, as we know it, is the social science concerned with the production, distri

2、bution, exchange, and consumption of goods and services. Economists focus on the way in which individuals, groups, business enterprises, and governments seek to achieve efficiently any economic objective they select. (46) Other fields of study also contribute to this knowledge: Psychology and ethics

3、 try to explain how objectives are formed, history records changes in human objectives, and sociology interprets human behavior in social contexts.Standard economics can be divided into two major fields. (47) The first, price theory or microeconomics, explains how the interplay of supply and demand

4、in competitive markets creates a multitude of individual prices, wage rates, profit margins, and rental changes. Microeconomics assumes that people behave rationally. Consumers try to spend their income in ways that give them as much pleasure as possible. As economists say, they maximize utility. Fo

5、r their part, entrepreneurs seek as much profit as they can extract from their operations.The second field, macroeconomics, deals with modern explanations of national income and employment. Macroeconomics dates from the book, The General Theory of Employment, Interest, and Money (1935), by the Briti

6、sh economist John Maynard Keynes. His explanation of prosperity and depression centers on the total or aggregate demand for goods and services by consumers, business investors, and governments, (48) Because, according to Keynes, inadequate total demand increases unemployment, the indicated cure is e

7、ither more investment by businesses or more spending and consequently larger budget deficits by government.Economic issues have occupied peoples minds throughout the ages. (49) Aristotle and Plato in ancient Greece wrote about problems of wealth, property, and trade, both of whom were prejudiced aga

8、inst commerce, feeling that to live by trade was undesirable. The Romans borrowed their economic ideas from the Greeks and showed the same contempt for trade. (50) During the Middle Ages the economic ideas of the Roman Catholic church were expressed in the law of the church, which condemned the taki

9、ng of interest for money loaned and regarded commerce as inferior to agriculture.Economics as a subject of modern study, distinguishable from moral philosophy and politics, dates from the work, Inquiry into the Nature and Causes of the Wealth of Nations (1776), by the Scottish philosopher and econom

10、ist Adam Smith. Mercantilism and physiocracy were precursors of the classical economics of Smith and his 19th-century successors.答案46.其他領(lǐng)域的研究也有助于對(duì)此的理解：心理學(xué)和倫理學(xué)試圖解釋目標(biāo)是如何形成的，歷史記錄著人們所追求的目標(biāo)的變化，社會(huì)學(xué)則從社會(huì)環(huán)境的角度來(lái)解釋人們的行為。47.第一個(gè)領(lǐng)域，價(jià)格理論或微觀經(jīng)濟(jì)學(xué)，解釋在競(jìng)爭(zhēng)的市場(chǎng)中供需間的相互作用是怎樣導(dǎo)致了大量的個(gè)別價(jià)格、工資率、利潤(rùn)空間和租金的變化。48.因?yàn)?，按照凱恩斯的理論，不充分的總體需求會(huì)增

11、加失業(yè)，建議的解決方式是企業(yè)擴(kuò)大投資或政府增加開(kāi)支，繼而增加預(yù)算赤字。49.古希臘的亞里士多德和柏圖都在著作中談到財(cái)富、財(cái)產(chǎn)和貿(mào)易問(wèn)題，兩人都對(duì)商業(yè)持有偏見(jiàn)，認(rèn)為靠生意來(lái)謀生是不足取的。50.在中世紀(jì)，羅馬天主教會(huì)的經(jīng)濟(jì)學(xué)思想表達(dá)在其教法中，教法譴責(zé)從借貸中獲利的行為，并認(rèn)為商業(yè)地位劣于農(nóng)業(yè)。總體分析本文主要介紹了經(jīng)濟(jì)學(xué)的研究發(fā)展歷史。第一段：經(jīng)濟(jì)學(xué)的定義及研究對(duì)象。第二、三段：經(jīng)濟(jì)學(xué)的兩大領(lǐng)域：微觀經(jīng)濟(jì)學(xué)和宏觀經(jīng)濟(jì)學(xué)。第四、五段：經(jīng)濟(jì)學(xué)研究的古代和現(xiàn)代理論。試題精解46.精解 本題考核的知識(shí)點(diǎn)是：并列分句、后置定語(yǔ)。該句子中冒號(hào)后是并列的三個(gè)簡(jiǎn)單句。第一個(gè)分句中how引導(dǎo)的從句做explai

12、n的賓語(yǔ)；第二個(gè)和第三個(gè)分句中都有介詞in的短語(yǔ)做后置定語(yǔ)，翻譯時(shí)應(yīng)提前。詞匯方面：contribute to意為“是的原因；增進(jìn)，有助于”；knowledge意為“知識(shí)；知曉，了解”，文中活譯為“對(duì)的理解”。47.精解 本題考核的知識(shí)點(diǎn)是：賓語(yǔ)從句、狀語(yǔ)。句子的主干是The first explains how。主語(yǔ)后的名詞短語(yǔ)price theory or microeconomics是其同位語(yǔ)，因此翻譯the first時(shí)，應(yīng)增譯為“第一個(gè)領(lǐng)域”。how引導(dǎo)賓語(yǔ)從句，其主干是the interplay creates 。介詞短語(yǔ)in competitive markets做地點(diǎn)狀語(yǔ)，翻譯

13、時(shí)應(yīng)前置。 詞匯方面：interplay意為“相互影響”；a multitude of意為“許多的，大量的”；individual意為“個(gè)別的，單獨(dú)的， 個(gè)人的”；margin意為“（時(shí)間、空間、金錢(qián)的）余地”，profit margin指“利潤(rùn)空間”。48.精解 本題考核的知識(shí)點(diǎn)是：詞性轉(zhuǎn)換。該句是包含原因狀語(yǔ)從句的復(fù)合句,句子主干是the indicated cure is,表語(yǔ)由并列連詞either or連接。詞匯方面：indicated是過(guò)去分詞用做形容詞，動(dòng)詞indicate意為“表明，暗示，提及，建議”，根據(jù)上下文indicated譯為“建議的”。more investment，m

14、ore spending和larger budget deficits是形容詞比較級(jí)加名詞，根據(jù)漢語(yǔ)習(xí)慣轉(zhuǎn)換成動(dòng)詞加名詞的搭配，即“擴(kuò)大投資”、“增加開(kāi)支”和“增加預(yù)算赤字”。49.精解 本題考核的知識(shí)點(diǎn)是：定語(yǔ)從句、分詞做狀語(yǔ)。主句是Aristotle and wrote about problems ，后面接有both of whom引導(dǎo)的定語(yǔ)從句，采用拆譯法單獨(dú)成句。句子最后的分詞結(jié)構(gòu)feeling that 在定語(yǔ)從句中做狀語(yǔ)，翻譯時(shí)也應(yīng)單獨(dú)成句，that后引導(dǎo)的是賓語(yǔ)從句，做feeling的賓語(yǔ)。詞匯方面：be prejudiced against意為“對(duì)有偏見(jiàn)”，undesirab

15、le意為“不想要的，不得人心的”。50.精解 本題考核的知識(shí)點(diǎn)是：非謂語(yǔ)動(dòng)詞作后置定語(yǔ)、定語(yǔ)從句。該句含有which引導(dǎo)的非限定性從句做定語(yǔ)，翻譯時(shí)拆開(kāi)單獨(dú)成句，并重復(fù)先行詞，做從句的主語(yǔ)。詞匯方面：condemn意為“譴責(zé)”，taking of interest是動(dòng)名詞結(jié)構(gòu)，可增譯為“獲利的行為”。全文翻譯正如大家所知道的，經(jīng)濟(jì)學(xué)是與生產(chǎn)、分配、交換和消費(fèi)物品和服務(wù)相關(guān)的社會(huì)科學(xué)。經(jīng)濟(jì)學(xué)家關(guān)注個(gè)人、群體、商業(yè)企業(yè)和政府試圖有效地實(shí)現(xiàn)他們選定的任何經(jīng)濟(jì)目標(biāo)的方式。其他領(lǐng)域的研究也有助于對(duì)此的理解：心理學(xué)和倫理學(xué)試圖解釋目標(biāo)是如何形成的，歷史學(xué)記錄著人們所追求的目標(biāo)的變化，社會(huì)學(xué)則從社會(huì)環(huán)境的角

16、度來(lái)解釋人們的行為。規(guī)范的經(jīng)濟(jì)學(xué)可分為兩大主要的領(lǐng)域。第一個(gè)領(lǐng)域，價(jià)格理論或微觀經(jīng)濟(jì)學(xué)，解釋在競(jìng)爭(zhēng)的市場(chǎng)中供需間的相互作用是怎樣導(dǎo)致了大量的個(gè)別價(jià)格、工資率、利潤(rùn)空間和租金的變化。微觀經(jīng)濟(jì)學(xué)認(rèn)為人的行為是理性的。消費(fèi)者努力以能帶來(lái)最大愉悅的方式花費(fèi)他們的收入。按經(jīng)濟(jì)學(xué)家所說(shuō)，他們使效用最大化。對(duì)企業(yè)家而言，他們從經(jīng)營(yíng)中尋求最大的利潤(rùn)。第二個(gè)領(lǐng)域，宏觀經(jīng)濟(jì)學(xué)，是涉及國(guó)民收入和就業(yè)的現(xiàn)代理論。宏觀經(jīng)濟(jì)學(xué)最早可追述到英國(guó)經(jīng)濟(jì)學(xué)家約翰梅納德凱恩斯1935年所著的就業(yè)、利息和貨幣通論一書(shū)。他對(duì)繁榮和蕭條的解釋圍繞消費(fèi)者、商業(yè)投資者和政府對(duì)貨物或服務(wù)的總體需求。因?yàn)?，按照凱恩斯的理論，不充分的總體需求會(huì)增

17、加失業(yè)，建議的解決方式是企業(yè)擴(kuò)大投資或政府增加開(kāi)支，繼而增加預(yù)算赤字。經(jīng)濟(jì)問(wèn)題一直以來(lái)都占據(jù)著人們的思想。古希臘的亞里士多德和柏圖都在著作中談到財(cái)富、財(cái)產(chǎn)和貿(mào)易問(wèn)題，兩人都對(duì)商業(yè)持有偏見(jiàn)，認(rèn)為靠生意來(lái)謀生是不足取的。羅馬人從希臘人那里借用了經(jīng)濟(jì)學(xué)思想，對(duì)經(jīng)商同樣不屑一顧。在中世紀(jì)，羅馬天主教會(huì)的經(jīng)濟(jì)學(xué)思想表達(dá)在其教法中，教法譴責(zé)從借貸中獲利的行為，并認(rèn)為商業(yè)地位劣于農(nóng)業(yè)。經(jīng)濟(jì)學(xué)作為一門(mén)現(xiàn)代研究學(xué)科，區(qū)別于道德哲學(xué)和政治學(xué)，可追述到蘇格蘭哲學(xué)家兼經(jīng)濟(jì)學(xué)家亞當(dāng)斯密1776年著的國(guó)民財(cái)富的性質(zhì)和原因的研究。重商主義和重農(nóng)主義是斯密的古典經(jīng)濟(jì)學(xué)及其19世紀(jì)后繼者（新古典經(jīng)濟(jì)學(xué)）的理論先驅(qū)。二、科學(xué)與技

18、術(shù)The meanings of “science”and “technology”have changed significantly from one generation to another. More similarities than differences, however, can be found between the terms, (46)Both science and technology imply a thinking process, both are concerned with causal relationships in the material wor

19、ld, and both employ an experimental methodology that results in empirical demonstrations that can be verified by repetition. (47)Science, at least in theory, is less concerned with the practicality of its results and more concerned with the development of general laws, but in practice science and te

20、chnology are inextricably involved with each other. The varying interplay of the two can be observed in the historical development of such practitioners as chemists, engineers, physicists, astronomers, carpenters, potters, and many other specialists. Differing educational requirements, social status

21、, vocabulary, methodology, and types of rewards, as well as institutional objectives and professional goals, contribute to such distinctions as can be made between the activities of scientists and technologists; but throughout history the practitioners of “pure”science have made many practical as we

22、ll as theoretical contributions.(48) Indeed, the concept that science provides the ideas for technological innovations and that pure research is therefore essential for any significant advancement in industrial civilization is essentially a myth. Most of the greatest changes in industrial civilizati

23、on cannot be traced to the laboratory. Fundamental tools and processes in the fields of mechanics, chemistry, astronomy, metallurgy, and hydraulics were developed before the laws governing their functions were discovered. The steam engine, for example, was commonplace before the science of thermodyn

24、amics elucidated the physical principle underlying its operations.In recent years a sharp value distinction has their bitter opponents, but today many people have come to fear technology much more than science. (49) For these people , science may be perceived as a serene, objective source for unders

25、tanding the eternal laws of nature, whereas the practical manifestations of technology in the modern world now seem to them to be out of control.(50) Many historians of science argue not only that technology is an essential condition of advanced, industrial civilization but also that the rate of tec

26、hnological change has developed its own momentum in recent centuries. Innovations now seem to appear at a rate that increase geometrically, without respect to geographical limits or political systems. These innovations tend to transform traditional cultural systems, frequently with unexpected social

27、 consequences. Thus technology can be conceived as both a creative and a destructive process.答案46.科學(xué)與技術(shù)都包含有一種思維的過(guò)程，兩者都涉及到物質(zhì)世界的因果關(guān)系，兩者都運(yùn)用了一套實(shí)驗(yàn)的方法論，這種方法論所產(chǎn)生的是能夠通過(guò)重復(fù)得以驗(yàn)證的經(jīng)驗(yàn)性的實(shí)證結(jié)果。47.至少在理論上，科學(xué)較少地關(guān)心其研究成果的實(shí)用性，而更多地關(guān)注于歸納出普遍的法則；但是在實(shí)踐中，科學(xué)與技術(shù)卻相互關(guān)聯(lián)，無(wú)法割裂。48.人們認(rèn)為科學(xué)為技術(shù)創(chuàng)新提供理念，因此，對(duì)于工業(yè)文明中的任何一次意義重大的進(jìn)步，純理論的研究是必不可少的，當(dāng)然，

28、這種觀念其實(shí)是個(gè)神話。49.對(duì)于這些人來(lái)說(shuō)，科學(xué)或許被看成是一種平靜的、客觀的理解自然永恒法則的出發(fā)點(diǎn)，而如今在他們看來(lái)，現(xiàn)代世界里技術(shù)的實(shí)際運(yùn)用似乎已失去控制。50.許多科學(xué)史家認(rèn)為，技術(shù)不僅是先進(jìn)的工業(yè)文明必不可少的條件，而且在最近的幾個(gè)世紀(jì)里，技術(shù)變革的速度已形成了自身的勢(shì)頭。總體分析本文介紹了科學(xué)和技術(shù)之間的關(guān)系以及對(duì)人類(lèi)的影響。第一段：科學(xué)和技術(shù)之間的相似性要大于差異性，它們之間的相互影響反映在各個(gè)行業(yè)的發(fā)展中。第二段：技術(shù)的發(fā)展不依賴(lài)科學(xué)的發(fā)展，兩者之間的價(jià)值分歧越來(lái)越尖銳。而且，現(xiàn)在很多人對(duì)技術(shù)的恐懼甚于對(duì)科學(xué)的擔(dān)心。第三段：技術(shù)的發(fā)展既有創(chuàng)造性也有毀滅性。試題精解46.精解 本

29、題考核的知識(shí)點(diǎn)是：嵌套式定語(yǔ)從句、抽象名詞。本句是由and連接的三個(gè)并列句，都以both開(kāi)頭。第三個(gè)分句的主干是：both employ an experimental methodology，賓語(yǔ)methodology后接有一個(gè)that引導(dǎo)的定語(yǔ)從句做定語(yǔ)，該定語(yǔ)從句中又嵌套了一個(gè)that引導(dǎo)的定語(yǔ)從句（demonstrations）can be verified by repetition。由于有嵌套式定語(yǔ)從句，因此需要采用拆譯法，從第一個(gè)that開(kāi)始單獨(dú)成句。詞匯方面：imply意為“暗示，意味；必然包含”；be concerned with意為“與有關(guān)，涉及；關(guān)注，感興趣”；empir

30、ical意為“以實(shí)驗(yàn)（或經(jīng)驗(yàn)）為根據(jù)的，經(jīng)驗(yàn)主義的”；demonstration意為“證明，論證，說(shuō)明，證實(shí)”，由于它是抽象名詞，可按照漢語(yǔ)習(xí)慣，采用加譯法，譯成“論證的結(jié)果”。verify意為“檢驗(yàn)，查證，核實(shí)”。47.精解 本題考核的知識(shí)點(diǎn)是：比較結(jié)構(gòu)。本句是由but連接的并列句。前一分句中含有比較結(jié)構(gòu)：is less concerned with and more concerned with ，可譯為“較少地關(guān)心而更多地關(guān)注于”。主謂之間的插入語(yǔ)at least in theory做狀語(yǔ)翻譯時(shí)可提前。詞匯方面：practicality意為“實(shí)用性”；inextricably意為“逃不掉

31、地，解決不了地，解不開(kāi)地”；be involved with sb./sth.意為“與關(guān)系密切”。48.精解 本題考核的知識(shí)點(diǎn)是：同位語(yǔ)從句、增譯法。句子的主干是the concept is a myth。主語(yǔ)后接有由that引導(dǎo)的兩個(gè)并列的同位語(yǔ)從句。由于主語(yǔ)后修飾成分較長(zhǎng)，因此采用拆譯法單獨(dú)成句。并且先譯從句，后譯主句，用復(fù)指代詞“這種觀念”來(lái)連接主句和從句的內(nèi)容。第二個(gè)同位語(yǔ)從句中therefore說(shuō)明的是兩個(gè)從句間的因果關(guān)系，翻譯時(shí)要提前到第二個(gè)從句前。詞匯方面：pure research直譯為“純研究”，不是漢語(yǔ)習(xí)慣表達(dá)，應(yīng)采用增譯法，譯為“純理論的研究”。myth可意為“神話，杜撰

32、出來(lái)的人或物，（沒(méi)有事實(shí)根據(jù)的）虛構(gòu)信念（或觀點(diǎn)、理論）”，根據(jù)上下文選擇其“沒(méi)有事實(shí)根據(jù)的觀點(diǎn)”的含義。49.精解 本題考核的知識(shí)點(diǎn)是：后置定語(yǔ)、狀語(yǔ)。該句子是由whereas（然而，但是）連接的并列句。前一分句的主干是science may be perceived as a source，后面接for understanding 介詞結(jié)構(gòu)做后置定語(yǔ)，翻譯時(shí)應(yīng)提前。后一分句的主干是manifestations now seem to be out of control，其中做時(shí)間和地點(diǎn)狀語(yǔ)的介詞短語(yǔ)in the modern world和now可提前翻譯。詞匯方面：perceive sth

33、. as sth.意為“視為，認(rèn)為，理解為”；source意為“來(lái)源，根源，源頭”，根據(jù)上下文譯為“出發(fā)點(diǎn)”；manifestation意為“顯示，表明，表示”，根據(jù)上下文譯為“（技術(shù)的）運(yùn)用”。50.精解 本題考核的知識(shí)點(diǎn)是：賓語(yǔ)從句。主句是Many historians of science argue，后面not only but also連接了兩個(gè)并列的賓語(yǔ)從句。詞匯方面：momentum意為“推動(dòng)力，勢(shì)頭”。全文翻譯“科學(xué)”和“技術(shù)”的含義一代一代發(fā)生了深刻的變化。然而，這兩個(gè)術(shù)語(yǔ)之間的相似之處要多于其不同之處?？茖W(xué)與技術(shù)都包含有一種思維的過(guò)程，兩者都涉及物質(zhì)世界的因果關(guān)系，兩者都運(yùn)

34、用一套實(shí)驗(yàn)的方法論，這種方法論所產(chǎn)生的是能夠通過(guò)重復(fù)得以驗(yàn)證的經(jīng)驗(yàn)性的實(shí)證結(jié)果。至少在理論上，科學(xué)較少地關(guān)心其研究成果的實(shí)用性，而更多地關(guān)注于歸納出普遍的法則；但是在實(shí)踐中，科學(xué)與技術(shù)卻相互關(guān)聯(lián)，無(wú)法割裂。兩者之間不同程度的相互影響可見(jiàn)于各種行業(yè)的歷史發(fā)展過(guò)程，諸如：化學(xué)、工程、物理、天文、土木、制陶以及其它行業(yè)?？茖W(xué)家和技術(shù)人員的研究活動(dòng)的差異與下列因素有關(guān)：不同的教育要求、社會(huì)地位、術(shù)語(yǔ)、方法論、獎(jiǎng)勵(lì)方式、以及機(jī)構(gòu)目標(biāo)職業(yè)目標(biāo)，但縱觀歷史，許多“純”科學(xué)家既有理論建樹(shù)也有實(shí)用創(chuàng)新。人們認(rèn)為科學(xué)為技術(shù)創(chuàng)新提供理念，因此，對(duì)于工業(yè)文明中的任何一次意義重大的進(jìn)步，純理論的研究是必不可少的，當(dāng)然，

35、這種觀念其實(shí)是沒(méi)有事實(shí)根據(jù)的。大多數(shù)工業(yè)文明的偉大改變都與實(shí)驗(yàn)室研究無(wú)關(guān)，機(jī)械、化工、天文、冶金、水利領(lǐng)域的基本工具及流程早在決定它們功能的法則被發(fā)現(xiàn)之前就已存在。例如，早在熱動(dòng)力學(xué)解釋了蒸汽機(jī)操作的物理原理之前，蒸汽機(jī)已廣泛存在。最近幾年，科學(xué)和技術(shù)之間的價(jià)值分歧越來(lái)越尖銳?？茖W(xué)進(jìn)步經(jīng)常遭到激烈的反對(duì)，然而，現(xiàn)在有很多人對(duì)技術(shù)的恐懼甚于對(duì)科學(xué)的擔(dān)心。對(duì)于這些人來(lái)說(shuō)，科學(xué)或許被看成是一種平靜的、客觀的理解自然永恒法則的出發(fā)點(diǎn)，而如今在他們看來(lái)，現(xiàn)代世界里技術(shù)的實(shí)際運(yùn)用似乎已失去控制。許多科學(xué)史家認(rèn)為，技術(shù)不僅是先進(jìn)的工業(yè)文明必不可少的條件，而且在最近的幾個(gè)世紀(jì)里，技術(shù)變革的速度已形成了自身的勢(shì)

36、頭?，F(xiàn)在技術(shù)創(chuàng)新的速度似乎以幾何級(jí)別在增長(zhǎng)，遠(yuǎn)遠(yuǎn)超出了地理和政治的限定。這些技術(shù)創(chuàng)新往往會(huì)改變傳統(tǒng)的文化體制，并常常帶來(lái)難以預(yù)料的社會(huì)后果。所以，技術(shù)應(yīng)被看作是既有進(jìn)步性也有毀滅性的過(guò)程。三、美國(guó)教育系統(tǒng)（46）Any discussion of the American educational system would be less than complete if it did not mention the emphasis that many colleges and universities place upon the nonacademic, social,“extracurr

37、icular”aspect of education, often defined as personal growth. Perhaps a useful way of viewing the notion of personal growth would be to picture the very large and general term“education” as being all-embracing, including as subsets within it academic and nonacademic components. This may be one of th

38、e most difficult concepts to convey to someone who is not intimately familiar with American higher education. Few educational systems in other countries place the same emphasis on this blend of academic and personal education. The majority of colleges and universities in the United States make some

39、attempt to integrate personal and intellectual growth in the undergraduate years. (47) If the ultimate goal of undergraduate education in America were simply to convey a set body of knowledge, the term of studies could undoubtedly be reduced. Yet the terms of studies are extended in order to give st

40、udents a chance to grow and develop in other ways.Numerous opportunities are made available to students to become involved in sports, student government, musical and dramatic organizations, and countless other organized and individual activities designed to enhance ones personal growth and provide s

41、ome recreation and enjoyment outside of the classroom. (48)Experience with campus organizations and off-campus community involvement can be highly valuable in preparing international students for future leadership in their professional field upon their return home.The typical American colleges suppo

42、rt for extracurricular activity is perhaps unique in the world, This special educational dimension, beyond the classroom and laboratory experience, does not mean that extracurricular participation is required to gain an American degree. It remains an entirely optional activity, but (49)it is noted h

43、ere because Americans have traditionally viewed success in ones role as a citizen as closely linked to a “well-rounded”life that incorporates a variety of social, athletic, and cultural activities into a persons experience.A great many American campuses and communities have organized special extracu

44、rricular activities for students from other countries. (50) On most campuses, one can find an international club, which includes Americans, where students can get to know and learn socially from students from other countries, as well as Americans. International students are almost always invited, th

45、rough organized hospitality activities, into the homes of Americans living in or outside the academic community.答案46.如果對(duì)美國(guó)教育體系的討論未能涉及許多學(xué)院及大學(xué)教育中非學(xué)術(shù)性的、社會(huì)的及“課程外”的方面，即其對(duì)個(gè)性成長(zhǎng)的重視，那么這種討論就不全面。47.假如美國(guó)本科教育的最終目的只是傳授一定量的知識(shí)，那么學(xué)習(xí)的期限無(wú)疑就可以縮短。48.參與校園內(nèi)的各種組織活動(dòng)和校外團(tuán)體活動(dòng)的經(jīng)驗(yàn)在培養(yǎng)國(guó)際學(xué)生歸國(guó)后在其專(zhuān)業(yè)領(lǐng)域發(fā)揮領(lǐng)導(dǎo)作用方面是極有價(jià)值的。49.在這里特別提到的是因?yàn)槊绹?guó)人歷

46、來(lái)認(rèn)為，一個(gè)人作為社會(huì)公民的成功是與包括各種各樣的社會(huì)、體育和文化活動(dòng)的個(gè)人經(jīng)歷的全方位的生活緊密相關(guān)的。50.在大多數(shù)的校園里都有國(guó)際俱樂(lè)部，成員包括美國(guó)學(xué)生。在俱樂(lè)部里，學(xué)生（包括美國(guó)學(xué)生）通過(guò)與來(lái)自其他國(guó)家的學(xué)生的社會(huì)交往相互認(rèn)識(shí)并學(xué)習(xí)。總體分析本文主要介紹了美國(guó)教育系統(tǒng)注重培養(yǎng)學(xué)生課外活動(dòng)能力，促進(jìn)學(xué)生個(gè)性發(fā)展的特點(diǎn)。第一至二段：指出美國(guó)本科教育努力將個(gè)性發(fā)展和智力發(fā)展相結(jié)合。第三至五段：這種教育特點(diǎn)與美國(guó)人關(guān)于成功的社會(huì)公民的觀念相關(guān)，并有利于培養(yǎng)國(guó)際學(xué)生的領(lǐng)導(dǎo)和交際能力。試題精解46精解 本題考核的知識(shí)點(diǎn)是：條件狀語(yǔ)從句、后置定語(yǔ)。該句子是含條件狀語(yǔ)從句的主從復(fù)合句。句子的主干是：

47、Any discussion would be less than complete。If條件從句翻譯時(shí)應(yīng)前置，其中代詞it指代主句主語(yǔ)Any discussion 。條件句中又含有that引導(dǎo)的定語(yǔ)從句修飾the emphasis。定語(yǔ)從句的主干是： universities place （emphasis）upon the education，句子最后的分詞結(jié)構(gòu)（which is）defined as personal growth是前面名詞短語(yǔ)the nonacademic, social,“extracurricular”aspect of education的后置定語(yǔ)。由于名詞短語(yǔ)中

48、已含有多個(gè)形容詞做定語(yǔ)，因此，句末的后置定語(yǔ)應(yīng)采用拆譯法，譯成同位語(yǔ)。詞匯方面：place emphasis upon (sth.)強(qiáng)調(diào)，重視；extracurricular課外的，業(yè)余的，extra-前綴意為“在外，外面”；personal growth個(gè)人成長(zhǎng)。47精解 本題考核的知識(shí)點(diǎn)是：條件狀語(yǔ)從句、詞義的選擇。該句是含if條件句的主從復(fù)合句，而且是虛擬語(yǔ)氣。詞匯方面：convey意思是“運(yùn)送；傳達(dá)，表達(dá)”，文中和knowledge搭配應(yīng)譯為“傳授”。a body of原意是“大量，大批，大堆”，加入set后，可譯為“一定量的”。term意思是“學(xué)期，期限；條款，條件，術(shù)語(yǔ)”等，根據(jù)上

49、下文將它確定為“期限”。48精解 本題考核的知識(shí)點(diǎn)是：介詞短語(yǔ)、詞性轉(zhuǎn)換。這是個(gè)簡(jiǎn)單句，其主干是experience can be valuable，句子中的修飾成分基本上都是介詞短語(yǔ)。主語(yǔ)experience后with involvement結(jié)構(gòu)做后置定語(yǔ)，翻譯時(shí)將它提前；in preparing 結(jié)構(gòu)做狀語(yǔ)，譯為“在方面”。詞匯方面：off-campus校外，off-前綴意為“不在上，離開(kāi)，去掉”；involvement意為“參與，加入”，文中轉(zhuǎn)譯為動(dòng)詞。Upon可意為“之后”。49精解 本題考核的知識(shí)點(diǎn)是：狀語(yǔ)從句、后置定語(yǔ)。該句是含原因狀語(yǔ)從句的主從復(fù)合句，主句是it is noted

50、 here。Because引導(dǎo)的從句的主干是：Americans viewed success as closely linked to a “well-rounded”life，in ones role as a citizen做后置定語(yǔ)修飾success，life后接有that引導(dǎo)的定語(yǔ)從句做定語(yǔ)。由于主句很短，而狀語(yǔ)從句長(zhǎng)且復(fù)雜，因此可以保留句子原來(lái)順序。詞匯方面：note意為“注意，留意；指出，特別提到”。well-rounded是形容詞，意為“全面的，完善的”。incorporate sth. into sth.意為“將包括在內(nèi)，包含”。50精解 本題考核的知識(shí)點(diǎn)是：定語(yǔ)從句。句子主

51、干是one can find an international club，句首介詞短語(yǔ)On most campuses做地點(diǎn)狀語(yǔ)，club后接有which和where分別引導(dǎo)的兩個(gè)定語(yǔ)從句。由于從句較長(zhǎng)，采用拆譯法單獨(dú)成句。而且由于兩個(gè)定語(yǔ)從句共用一個(gè)先行詞club，因此它需要譯兩次。詞匯方面：socially意為“在社交方面”。全文翻譯如果對(duì)美國(guó)教育體系的討論未能涉及許多學(xué)院及大學(xué)教育中非學(xué)術(shù)性的、社會(huì)的及“課程外”的部分，即其對(duì)個(gè)性成長(zhǎng)的重視，那么這種討論就不全面。也許看待個(gè)性成長(zhǎng)概念的一種有用的方法是將“教育”這個(gè)廣泛而全面的術(shù)語(yǔ)描述為是包羅萬(wàn)象的，學(xué)術(shù)和非學(xué)術(shù)成分都作為子集包括其中。對(duì)

52、于不特別熟悉美國(guó)高等教育的人來(lái)說(shuō)，這也許是最難說(shuō)明的概念之一。其他國(guó)家的教育系統(tǒng)很少這樣同時(shí)重視學(xué)術(shù)和個(gè)性教育。美國(guó)大多數(shù)學(xué)院和大學(xué)努力在本科階段將個(gè)性發(fā)展和智力發(fā)展結(jié)合起來(lái)。假如美國(guó)本科教育的最終目的只是傳授一定量的知識(shí)，那么學(xué)習(xí)的期限無(wú)疑就可以縮短。然而學(xué)習(xí)的期限之所以延長(zhǎng)，目的是讓學(xué)生有機(jī)會(huì)以其他方式成長(zhǎng)和發(fā)展。學(xué)生可獲得大量的機(jī)會(huì)參與體育運(yùn)動(dòng)、學(xué)生政府、音樂(lè)和戲劇組織，及無(wú)數(shù)其他的為促進(jìn)個(gè)人成長(zhǎng)并提供課外消遣和娛樂(lè)的有組織的和個(gè)性化的活動(dòng)。參與校園內(nèi)的各種組織活動(dòng)和校外團(tuán)體活動(dòng)的經(jīng)驗(yàn)在培養(yǎng)國(guó)際學(xué)生歸國(guó)后在其專(zhuān)業(yè)領(lǐng)域發(fā)揮領(lǐng)導(dǎo)作用方面是極有價(jià)值的。美國(guó)大學(xué)對(duì)課外活動(dòng)的這種特有的支持可能在世

53、界上是獨(dú)一無(wú)二的。這種超出課堂和實(shí)驗(yàn)室經(jīng)驗(yàn)的特殊教育內(nèi)容，并不意味著要獲得美國(guó)學(xué)歷就必須參與課外活動(dòng)。它仍然完全是可選擇的活動(dòng)，但是在這里特別提到它是因?yàn)槊绹?guó)人歷來(lái)認(rèn)為，一個(gè)人作為社會(huì)公民的成功是與包括各種各樣的社會(huì)、體育和文化活動(dòng)的個(gè)人經(jīng)歷的全方位的生活緊密相關(guān)的。許多美國(guó)校園和社團(tuán)都為來(lái)自其他國(guó)家的學(xué)生組織了特別的課外活動(dòng)。在大多數(shù)的校園里都有國(guó)際俱樂(lè)部，成員包括美國(guó)學(xué)生。在俱樂(lè)部里，學(xué)生（包括美國(guó)學(xué)生）通過(guò)與來(lái)自其他國(guó)家的學(xué)生的社會(huì)交往相互認(rèn)識(shí)并學(xué)習(xí)。通過(guò)有組織的接待活動(dòng)，國(guó)際學(xué)生幾乎總是被邀請(qǐng)到居住在學(xué)術(shù)團(tuán)體內(nèi)或外的美國(guó)人家中。四、英國(guó)的政治傳統(tǒng)The Englishman has b

54、een called a political animal, and he values what is political and practical so much that ideas easily become objects of dislike in his eyes, and thinkers, miscreants, because practice is everything, a free play of the mind is nothing.(46) The notion of the free play of the mind upon all subjects be

55、ing a pleasure in itself, being an object of desire, being an essential provider of elements without which a nations spirit, whatever compensations it may have for them, must in the long run, die of emptiness, hardly enters into an Englishmans thoughts. It is noticeable that the word curiosity, whic

56、h in other languages is used in a good sense, to mean, as a high and fine quality of mans nature, just this disinterested love of a free play of the mind on all subjects, for its own sakeit is noticeable, I say, that this word has in our language no sense of the kind, no sense but a rather bad and d

57、isparaging one. But criticism, real criticism, is essentially the exercise of this very quality. (47)It obeys an instinct prompting it to try to know the best that is known and thought in the world, irrespectively of practice, politics, and everything of the kind; and to value knowledge and thought

58、as they approach this best, without the intrusion of any other considerations whatever. (48)This is an instinct for which there is, I think, little original sympathy in the practical English nature, and what there was of it has undergone a long benumbing period of blight and suppression in the epoch of Romanticism.(49)It is of the last importance that English criticism should clearly discern what rule for its course, in order to avail itself of the field now opening to it, and to produce fruit for the future, it