4、翻译部门：
Part C
Directions:
Read the following text carefully and then translate the underlinedsegments into Chinese. Write your answers on the ANSWER SHEET. (10 points)
World War II was the watershed event for higher education in modem Westernsocieties. (46) Those societies came out of the war with levels of enrollmentthat had been roughly constant at 3-5% of the relevant age groups during thedecades before the war. But after the war, great social and political changesarising out of the successful war against Fascism created a growing demand inEuropean and American economies for increasing numbers of graduates with morethan a secondary school education. (47) And the demand that rose in thosesocieties for entry to higher education extended to groups and social classesthat had not thought of attending a university before the war. These demandsresulted in a very rapid expansion of the systems of higher education, beginningin the 1960s and developing very rapidly (though unevenly) during the 1970s and1980s.
The growth of higher education manifests itself in at least three quitedifferent ways, and these in tum 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 periodsduring the 1960s and doubled again in seven, eight, or 10years by the middle ofthe 1970s. Second, growth obviously affected the absolute size of systems andindividual institutions. And third, growth was reflected in changes in the proportion of the relevant age group enrolled in institutions of highereducation.
Each of these manifestations of growth carried its own peculiar problems inits wake. For example, a high growth rate placed great strains on the existingstructures of governance, of administration, and above all of socialization.When a faculty or department grows from, say, five to 20 members within three orfour years, (49) and when the new staff predominantly young men and women freshfrom postgraduate study, they largely define the norms of academic life in thatfaculty. And if the postgraduate student population also grows rapidly and thereis loss of a close apprenticeship relationship between faculty members andstudents, the student culture becomes the chief socializing force for newpostgraduate students, with consequences for the intellectual and academic lifeof the institution -this was seen in America as well as in France, Italy, WestGermany, and Japan. (50) High growth rates increased the chances for academicinnovation: they also weakened the forms and processes by which teachers andstudents are admitted into a co妹妹unity of scholars during periods of stabilityor slow growth. In the 1960s and 1970s, European universities saw marked changesin their governance arrangements, with the empowerment of junior faculty and tosome degree of students as well.
【译文】
第二次世界大战是现代西方社会高档教诲的分水岭。 (46) 战役竣事后，这些西方社会的高档教诲的入学率程度纷歧，而战役暴发前的几十年间，入学率大致连结在相干春秋群体的3-5%。可是在战役以后，反法西斯战役的乐成发生了庞大的社会和政治变化，这给欧洲和美国经济提出了愈来愈高的请求，请求愈来愈多的受过中学以上教诲的结业生。(47)那些社会中，人们对进入高档教诲的需求不竭上升，这类需求也延长到了战前从未想过上大学的群体和社会阶级中。这些需求致使了高档教诲体系的敏捷扩大，从20世纪60年月起头，并在70年月和80年月敏捷成长(虽然成长不服衡)。
高档教诲的成长最少以三种彻底分歧的方法表示出来，而这些都激发了各类问题。起首是增加率：(48)在西欧很多国度，高档教诲的学生人数在20世纪60年月的五年内翻了一番，到70年月中期，高档教诲学生人数又在7年、8年或10年内翻了一番。其次，增加明显影响了体系和单个大学的绝对范围。第三，增加反应在高档教诲机构中相干春秋段比例的变革中。
增加的每种表示都带来了其本身独有的问题。比方，高增加率给现有的办理布局，行政办理和最首要的社会化带来了庞大压力。当某个学院或系在三年或四年以内从五名成员发展到20名成员时，(49)而且当新员工主如果方才钻研生结业的年青男女时，他们很大水平上决议了该学院的学术糊口规范。若是钻研生人数也敏捷增加，而且教人员工与学生之间落空了慎密的学徒瓜葛，那末学生文化将成为新钻研生的重要社交气力，从而对该大学的常识和学术糊口发生影响——这在美国和法国，意大利，西德和日本都曾呈现过。(50)高增加率增长了学术立异的机遇：同时也弱化了在不乱或迟钝增加时代师生被采取进入学者群体的情势和进程。在上世纪60年月和70年月，跟着授权给低级老师和某些学生，欧洲大学的办理放置产生了光鲜明显变革。
【逐句解析】
(46) Those societies came out of the war with levels of enrollment that hadbeen roughly constant at 3-5% of the relevant age groups during the decadesbefore the war.
考查定语从句。此中came out of the war, 本意是“从战役中出来”，但连系语境，翻译成“战役竣事后”更正确;enrollment入学率，roughly 根基上，大要上，大致; constant 恒定的，稳定的，不乱的;relevant age groups 相干春秋群体
【译文】战役竣事后，这些西方社会的高档教诲的入学率程度纷歧，而战役暴发前的几十年间，这些社会的入学率大致连结在相干春秋群体的3-5%。
(47) And the demand that rose in those societies for entry to highereducation extended to groups and social classes that had not thought ofattending a university before the war.
考查定语从句。主句为the demand extended to groups and social classes;第一个定语从句that rosein those societies for entry to higher education润饰先行词 demand;第二个定语从句that had notthought of attending a university before the war润饰先行词 groups and socialclasses。entry to higher education 进入高档教诲/接管高档教诲;extend 延长;attend a university上大学
【译文】那些社会中，人们对进入高档教诲的需求不竭上升，这类需求也延长到了战前从未想过上大学的群体和社会阶级中。
(48) in many countries of Western Europe, the numbers of students in highereducation doubled within five-year periods during the 1960s and doubled again inseven, eight, or 10 years by the middle of the 1970s.
考查后置定语。double作动词，意为翻倍，更加;the numbers of暗示...的数目;in higher education为后置定语润饰the number of students：高档教诲的学生人数;1960s译为20世纪60年月;“by +时候”译为：到...时辰
【译文】在西欧很多国度，高档教诲的学生人数在20世纪60年月的五年内翻了一番，到70年月中期，高档教诲学生人数又在7年、8年或10年内翻了一番。
(49) and when the new staff are predominantly young men and women freshfrom postgraduate study, they largely define the norms of academic life in thatfaculty.
考查时候状语从句和后置定语。staff 员工;predominately 重要地;fresh from 刚从...结业的;postgraduate钻研生;norms of academic life 学术糊口规范;faculty 系，学院;when指导的为时候状语从句;fresh frompostgraduate study为后置定语润饰young men and women：方才钻研生结业的年青男女
【译文】而且当新员工主如果方才钻研生结业的年青男女时，他们很大水平上决议了该学院的学术糊口规范。
(50) High growth rates increased the chances for academic innovation: theyalso weakened the forms and processes by which teachers and students areadmitted into a co妹妹unity of scholars during periods of stability or slowgrowth.
考查定语从句。bywhich指导的定语从句，前置介词+瓜葛词在从句中常常充任状语，润饰动词，在本句中润饰admit(认可、采取)，暗示经由过程这些forms andprocesses(情势和进程)才能被采取。句子由引号分为两部门，首句High growth rates(高增加率)increased the chancesfor(为......增长了机遇)academic innovation(学术立异);后半句into a co妹妹unity ofscholars(进入学者群体);during periods of(在......时代);stability or slowgrowth(不乱或迟钝增加)
【译文】高增加率增长了学术立异的机遇：同时也弱化了在不乱或迟钝增加时代师生被采取进入学者群体的情势和进程。
