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2021年考研英语一翻译解析(西安考研网)

来源: 考研网校     2021-05-19 14:14     点击:   次

  四、翻译部分:

  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)

  World War Ⅱ was the watershed event for higher education in modern Westernsocieties. (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 entryto 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, andthese 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 andindividual institutions. And third, growth was reflected in changes in the proportion of the relevantage group enrolled in institutions of higher education.

  Each of these manifestations of growth carried its own peculiar problems in its wake. Forexample, a high growth rate placed great strains on the existing structures of governance, ofadministration, 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 menand women fresh from postgraduate study, they largely define the norms of academic life in thatfaculty. And if the postgraduate student population also grows rapidly and there is loss of a closeapprenticeship relationship between faculty members and students, the student culture becomesthe chief socializing force for new postgraduate students, with consequences for the intellectualand academic life of the institution—this was seen in America as well as in France, Italy, WestGermany, and Japan. (50)High growth rates increased the chances for academic innovation; theyalso weakened the forms and processes by which teachers and students are admitted into acommunity of scholars during periods of stability or slow growth. In the 1960s and1970s, European universities saw marked changes in their governance arrangements, with empowerment of junior faculty and to some degree of students as well.

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