2021考研英语一翻译试题及来源分析
考研翻译 唐静
试题分析:
文章来源于学术文献International Handbook of
Higher Education, 符合考研英语一的一贯风格——只选择偏某一主题的学术专著。原文标题是Reflections
on the Transition from Elite to Mass to Universal Access: Forms and
Phases of Higher Education in Modern
Societies since WWII,论文作者是Martin A.
Trow,发表日期是2008年8月5日。
命题人选择了Aspects of
Growth这一章。略有改编,比如把47题原文单词strata,改写为social classes,避免strata这个超纲单词出现。五个划线句均为长句,无特别复杂语法现象的难句,难度维持在考研英语一2014年至今的正常水平。
(感谢跟谁学英语教研团的小伙伴:王洲洲,黎霞、李靖悦)
WWII was the watershed event for higher education
in modern democratic 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 going to 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 in the 70s
and 80s.
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 ten
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 very large
proportion of all the members of an institution are new recruits,
they threaten to overwhelm the processes whereby recruits to a more
slowly growing system are inducted into its value system and learn
its norms and forms. When a faculty or department grows from, say,
5 to 20 members within three or four years, and
49) when the new staff are predominantly young men
and women fresh from postgraduate study, then they largely define
the norms of academic life in that faculty and
its standards. And if the postgraduate student population also
grows rapidly and there is loss of a close apprenticeship
relationship between faculty members and students, then 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 sixties and seventies of the last century,
European universities saw marked changes in their governance
arrangements, with the empowerment of junior faculty and to some
degree of students as well. They also saw higher levels of student
discontent, reflecting the weakening of traditional forms of
academic communities.
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