2021考研英语一翻译试题及来源分析
2020-12-26 17:44阅读：
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.
