历年考研英语真题逐词逐句讲解 | 2021年英语(一)英译汉

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①真题文本来自官方（大纲后面的附录），不存在多词少词的问题。

②作为老师，“教是为了不教”（叶圣陶），教会学习者自学是于慧真题100篇的第一任务！教会学习者自学，也就是教会学习者“倒推”，学习者一旦熟练掌握了“倒推”之技能，便能借助参考译文基于结构理解看不懂的句子。有鉴于此，一旦参考译文脱离原文形式过多，通常就会在解说里给一个照结构的字面意思。照结构的字面意思都知道了，那个句子当然就不需要老师讲解了。

③结构图力求做到概念层次清楚，一目了然，让句法变得简单易学，让句法结构分析真正起到帮助理解句子意思的作用，给全国乃至世界树立句法结构分析标杆。使用世界认可的句法五分法，词、短语及分句充当句子的最大构成单位，主语、谓语、宾语、补语、状语为最大构成单位的功能名称（如结构图中的主干所示）。补语包括主语补语和宾语补语。没有表语这个概念（叫主语补语），没有表语自然就没有“主系表”之说；“主谓补”并非是标新立异，跟传统语法和现代语法也没有关系，补语历史悠久，几百年前都有，而表语源自苏联版的语法书，国内最权威的语法书章振邦《新编高级英语语法》也没有表语这个概念（业内有句话叫“内行看章振邦，外行看张道真”）。没有介词宾语这个概念（叫介词的补足语），说介词宾语很大程度上是受汉语的影响，因为汉语语法有种理论认为介词可以作谓语带宾语。形容词跟的从句不叫宾语从句（叫形容词的补足语，名词性从句充当形容词的补足语），说宾语从句的也是受汉语的影响，因为汉语形容词可以作谓语带宾语（英语却不同，充当宾语的从句才叫宾语从句，连宾语都不是，何来宾语从句）。不定式短语、-ing分词短语、-ed分词短语也叫不定式分句、Ing分句、Ed分句，以便在其内部继续分析主谓宾补状。补语不同于补足语（亦称补足成分），因为补语是有别于主语、谓语、宾语、状语的概念，是句层面的概念，补足语是词组层面的概念，如介词的补足语，形容词的补足语、比较项的补足语等。状语从句是有别于名词性从句和定语从句的概念，宾语从句是有别于主语从句、补语从句（亦称表语从句）等名词性从句的概念。

Section II Reading Comprehension

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 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.

说明：①凡是译文都叫参考译文（其他叫法是糊弄门外汉），命题组给的译文也不例外，于慧真题100篇叫官方译文（取自大纲中的附录）是便于区分。②官方译文是十几位全国顶级英语教授封闭近一个月的集体智慧。③结合【句句解说】，细品历年的官方译文，不仅会提高精读能力，还会不知不觉地悟出一些翻译之道。翻译之道，英语（一）和（二）是不会有区别的。

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.

【官方译文】战争结束时，那些社会的高校入学率为相应年龄人群的3%-5%，这一水平在战前数十年里大致保持稳定。

【句句解说】句中Those societies指的是主要西方国家。通过主句中使用的一般过去时（came out of the war）以及后面的限定性定语从句中使用的过去完成时（had been roughly constant），可以确定西方社会的高校入学率在第二次世界大战前的数十年中基本稳定在3% -5% 之间。

本句照结构的字面意思是，“那些社会伴随着（with）在二战前数十年期间（during）大致稳定（constant）在相应年龄人群的3%-5%的入学人数的水平（levels of enrollment）从战争中走出了”。提取一下便是，“那些社会[伴随着……]从战争中走出了”（汉语“主谓宾”提取法必须熟练掌握）。其中that分句是一个标准的主谓补结构，照结构的字面意思是（将先行项levels of enrollment代入分句中，将形容词constant译作谓语），“入学人数的水平（levels of enrollment）在二战前数十年期间大致稳定（roughly constant）在相应年龄人群的3%-5%”。可以看出两层意思：一是，在战争结束时（即从战争中走出时），高校入学率（上句说的是higher education、后面是3%-5%）为相应年龄人群的3-5%；二是（鉴于that分句使用的是完成时），在战前数十年里，高校入学率稳定在相应年龄人群的3-5%。照结构的字面意思是可读的，意思也清楚，作为参考译文需不需要处理或处理到何等程度，取决于个人的汉语水平，跟英语本身就没有什么关系了。(上句中的watershed是个超纲词。)

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.

【官方译文】那些社会中对于接受高等教育的需求增长了，其范围扩大到战前没有考虑过上大学的群体和社会阶层。

【句句解说】本句的主语部分和谓语部分（句法二分法的说法）各有一个限定性定语从句，其中，主语部分是在名词短语the demand for sth（对……的需求）中间插入了由that引导的定语从句，该部分照结构的字面意思是，“那些社会中增长了的对进入高等教育的需求”；谓语部分是在介词to的补足语中跟了一个由that引导的限定性定语从句（修饰名词短语 groups and social classes），该部分照结构的字面意思是，“（……需求）扩大到战前（before the war）未曾想过（had not thought of）上大学的群体及社会阶层”。前后两个照结构的字面意思都是可读的，意思也清楚（可以作为参考译文），只是前面主语中心词（需求）的附加语过长，不妨逆用名词化思想将它译为并列分句，如官方译文。

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.

【官方译文】在许多西欧国家，高等院校的学生数量在二十世纪六十年代期间五年翻了一番，之后经过七、八或十年的时间到七十年代中期又翻了一番。

【句句解说】句中doubled的用法跟《全解分册》第10篇第2句中的doubled相同（Americans’ life expectancy has nearly doubled over the past century.在过去的一个世纪里，美国人的寿命几乎翻了一番）。本句照结构的字面意思是，“在许多西欧国家，高等教育的学生数量在二十世纪六十年代期间五年里翻了一番，到二十世纪七十年代中期七、八或十年的时间里又翻了一番”。一般不说“高等教育的学生数量”，可以说“接受高等教育的学生数量”。（“之后”，用于书面，总是跟在名词、代词、动词或小句的后头，未见摆在开头。“之”相当于“的”之外，又相当于“它”“他”“她”，以及“这”“那”。可是有个限制，“之”只相当于例如“敬他”的“他”，“爱她”的“她”，“喜欢它”的“它”，而不相当于例如“他看见……”的“他”，“她考虑……”的“她”，“它存在……”的“它”。）

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.

【官方译文】当绝大多数新教职员工是刚刚完成研究生学业的年轻人时，他们就在很大程度上确立了所在院系的学术生活规范。

【句句解说】staff 指“全体的人员”，不指“一个人员”。如一个报社有一个staff，两个报社有两个staffs。有人说We want more staff（我们需要更多的人员），A few staff (若干人员) are working overtime等，有人认为这种用法不正当。结构图将young men and women fresh from postgraduate study视为一个最大构成单位，就意味着其中的fresh from postgraduate study为形容词短语作后置定语（这是最最基础的分析，研读上三五篇就不应该再需要被提醒）。

本句照结构的字面意思是，“当新教员主要是刚从研究生学习来的青年男女时，他们在很大程度上确定了那个院系的学术生活规范”。许多人愿意把when从句译作“当……的时候”，其实汉语往往不这样说。“翻译家把‘When’翻成‘当’。一般的语言决不说这个‘当’，除了有意无意沾染了书本子上的语法的”（叶圣陶）。

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.

【官方译文】高增长率增加了学术创新的可能性，同时也弱化了在稳定时期或缓慢增长时期接纳教师和学生进入学者群体的那些形式和流程。

【句句解说】they指代High growth rates，而非chances（根据语义判断）。community在本句中是指“群体、社团或团体”，而非“社区，社会”。命题组给的这个参考译文，基本上是个照结构的字面意思，由两个小句构成，中间用的逗号（原文为分号），后面小句没有出主语（意味着前后两个小句的主语相同），“同时”二字是添加的（AMPLIFICATION），句末的which分句是转换成主动译的（这是大家非常熟悉的译法）。

说明① 五个小题都不算难，尤其是后四个。有研读基础的考生，若汉语水平正常，都应当得7分以上。②翻译题近五年全国平均分：21年3.47、20年4.22、19年3.32、18年3.62、17年4.67。

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