2021-12-09來源：海文考研
2021年 英語一真題
原文
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 Western 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 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, 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 10 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 faculty or department grows from, say, five to 20 members within three or four years, (49) and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty. And if the postgraduate student population also grows rapidly and there is loss of a close apprenticeship relationship between faculty members and students, 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 1960s and 1970s,. European universities saw marked changes in their governance arrangements, with the empowerment of junior faculty and to some degree of students as well.
解析
46、 【原文】 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.
【試題考點】定語從句；介詞短語作狀語
【句子結(jié)構(gòu)】主干：those societies came out of war。其中with levels of enrollment為伴隨狀語，that had been roughly constant at 3-5% of the relevant age groups during the decades before the war為that引導(dǎo)的定語從句，對levels of enrollment作修飾限定。其中during the decades before the war為時間狀語。
【重點詞匯】enrollment n. 登記，入伍，入學(xué)；roughly adv. 粗略地，大概地；constant adj. 連續(xù)的，持續(xù)的；relevant adj. 相關(guān)的
【參考譯文】戰(zhàn)爭結(jié)束時，那些社會的高校入學(xué)率為相應(yīng)年齡人群的3%-5%，這一水平在戰(zhàn)前數(shù)十年里大致保持穩(wěn)定。
47、 【原文】 And the demand that rose in those societies for entry to higher education extended to groups and social classes that had not thought of attending a university before the war.
【試題考點】定語從句
【句子結(jié)構(gòu)】主干為：the demand extended to groups and social classes。其中that rose in those societies for entry to higher education為the demand的定語從句。而that had not thought of attending a university before the war是groups and social classes的定語從句。
【重點詞匯】demand n. 需求；extend v. 延伸，擴(kuò)大；attend v. 出席，上（大學(xué)等）
【參考譯文】那些社會中對于接受高等教育的需求增長了，其范圍擴(kuò)大到戰(zhàn)前沒有考慮過上大學(xué)的群體和社會階層。
48、 【原文】 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 10 years by the middle of the 1970s.
【試題考點】并列結(jié)構(gòu)
【句子結(jié)構(gòu)】主干為：the numbers of students in higher education doubled and doubled again，其中doubled within five-year periods during the 1960s 與doubled again in seven, eight, or 10 years by the middle of the 1970s為并列結(jié)構(gòu)，主語都是the numbers of students in higher education。
【重點詞匯】double v. 翻倍
【參考譯文】在許多西歐國家，高等院校的學(xué)生數(shù)量在二十世紀(jì)六十年代期間五年翻了一番，之后經(jīng)過七、八或十年的時間到七十年代中期又翻了一番。
49、 【原文】 and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty.
【試題考點】狀語從句
【句子結(jié)構(gòu)】主干是they largely define the norms of academic life in that faculty，為主謂賓結(jié)構(gòu)。when the new staff are predominantly young men and women fresh from postgraduate study是when引導(dǎo)的時間狀語從句，可以翻譯為“當(dāng)...時候，在...情況下”。
【重點詞匯】predominantly adv. 主要地；define v. 定義；norms:n. 規(guī)范；faculty n. 學(xué)院
【參考譯文】當(dāng)絕大多數(shù)新教職員工是剛剛完成研究生學(xué)業(yè)的年輕人時，他們就在很大程度上確立了所在院系的學(xué)術(shù)生活規(guī)范。
50、 【原文】 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.
【試題考點】并列句；定語從句
【句子結(jié)構(gòu)】主干：High growth rates ... innovation；they also ... the processes. by which引導(dǎo)的定語從句對the forms and the processes進(jìn)行修飾限定。
【重點詞匯】weak v. 減弱，削弱 stability n. 穩(wěn)定性
【參考譯文】高增長率增加了學(xué)術(shù)創(chuàng)新的可能性，同時也弱化了在穩(wěn)定時期或緩慢增長時期接納教師和學(xué)生進(jìn)入學(xué)者群體的那些形式和流程。
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