Read the following text carefully and then translate the underlined segments into Chinese. Write your answers on the ANSWER SHEET. ( 10 points)
英文原文与参考译文
World War II was the watershed event for higher education in modern Western societies. 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. 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: Second, growth obviously affected the absolute size both of systems and individual institutions. And (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. (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. (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. 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, 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. In the 1960s and 1970s, European universities saw marked changes in their governance arrangements, with empowerment of junior faculty and to some degree of students as well.
(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.
(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.
划线句与参考译文
(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.
采分点解析：【意群】Those societies came out of the war（主干主谓 + 介词短语）★采分→那些社会走出了战争
难点：Those societies 需回指 + come out of 取「结束/走出」义
Those societies 必须回到 World War II was the watershed event for higher education in
modern Western societies. 才能锁定为「西方（这些）社会」；come out of the war 不是
「从战争里出来」字面义，而是「（这些社会）二战结束时」的时间标记，主体考生若直译会很
别扭，应汉化为「战争结束时」或「从二战中走出来时」。
with levels of enrollment（with 引导的伴随状语（介词短语））★采分→带着入学率水平
难点：enrollment 在高教语境取「入学率/录取人数」
enrollment 直译「登记/注册」不合本文，结合 demand in European and American
economies for increasing numbers of graduates 的高教语境，此处统一译为「（高校）入学
率」或「在校生比例」。
that had been roughly constant at 3-5% of the relevant age groups（定语从句（修饰 levels of
enrollment））★采分→那（入学率）大致稳定地保持在相关年龄群体的 3-5%
难点：过去完成时 + roughly constant + relevant age groups 三处都易丢分
had been constant 是过去完成时，强调「战前几十年里一直保持」；roughly 是程度限定词
「大致」，不可漏；relevant age groups 指「相应年龄段的人口」即适龄人口，直译「相关的
年龄群体」不通顺，应具体化为「适龄人口」或「相应年龄段人口」。
during the decades before the war.（时间状语）★采分→在战前的几十年间
难点：the decades 不是「几十年」，是「战前那几十年」
the 是特指，结合上文 World War II was the watershed event，此处指「二战之前的那几十
年」；翻译时把时间状语提前到句首，更符合汉语习惯。
【调序】定语从句前置 + 时间状语提前
本句两处需调序：1 that had been roughly constant at 3-5% 是修饰 levels of enrollment 的
后置定语从句，较短，按汉语习惯前移并译成「（一直保持在 3-5% 的）入学率」；2 during the
decades before the war 是时间状语，按汉语「时间—主语—谓语」的语序，提到句首或并入定
语从句一起前置。最终中文骨架：「战前几十年里，these 西方社会的入学率一直大致稳定在适龄
人口的 3-5%，二战结束时仍是这一水平」。
(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.
采分点解析：【意群】And the demand（主语（带连词 And））→（而）这种需求
that rose in those societies for entry to higher education（定语从句 1（修饰 the demand））★采
分→在那些社会中兴起的、要求进入高等教育的（需求）
难点：rose 取「兴起/产生」义 + for entry to higher education 是介词短语补足 demand
的对象
rose 不是「上升」而是「兴起、产生」，因为主语是 demand 这种抽象事物；for entry to
higher education 是介词短语，紧跟 demand 表达「对……的需求」，而不是修饰 those
societies；主体考生易把 for 误挂到 societies 上，造成结构错乱。entry 在此为「进入（高
校）」之义，可具体化为「上大学／接受高等教育」。
extended to groups and social classes（主干谓语 + 宾语）★采分→扩展到（一些）群体和社会
阶层
难点：extended to 译「波及/蔓延到」更贴汉语
extended to 字面「扩展到」尚可，但在「需求蔓延到某类人群」的语境里译成「波及/蔓延到/
惠及」更符合汉语；social classes 译「社会阶层」是固定术语，不要译成「社会等级/社会阶
级」（后者带政治色彩，与原文中性社会学描述不符）。
that had not thought of attending a university before the war.（定语从句 2（修饰 groups and
social classes））★采分→（这些群体和阶层）在战前从未想过要上大学
难点：过去完成时 had not thought of + before the war 双重时间锁定
had not thought of 是过去完成时，与 before the war 配合，强调「战前从未有过这个念
头」；不可漏译「从未/根本没」这种语气；think of doing 是固定搭配「想过做……」，译成
「想过上大学/想到要读大学」即可。
【调序】两个定语从句一前置、一后置成单独的小句
本句两处定从需调序：1 第一个定从「that rose in those societies for entry to higher
education」修饰 demand，定语较长（10 词）但仍可前置，译成「在这些社会中兴起的、对接
受高等教育的需求」；2 第二个定从「that had not thought of attending a university before
the war」修饰 groups and social classes，前置会过长且别扭，改用「这些……」承接成单独小
句：「（波及到）一些群体和社会阶层，而这些人在战前从未想过要上大学」。
(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.
采分点解析：【意群】in many countries of Western Europe,（地点状语）★采分→在西欧许多国家
难点：Western Europe 是固定地理名词「西欧」
Western Europe 必须译成「西欧」而非「西部欧洲」；考研一对地理/历史专名要求精准，多个
of countries of Western Europe = 西欧的许多国家。
the numbers of students in higher education（主语（含介词短语后置定语））★采分→高等教育
中的学生人数
难点：the numbers of students = 学生人数（注意复数+定冠词的整体性）
the numbers of students 是「学生人数」整体，in higher education 是后置介词短语作定
语，译成「（接受）高等教育的学生人数」或「高校在校生人数」；汉化时把后置介词短语前移
译「的」。
doubled within five-year periods during the 1960s（谓语 1 + 时间状语）★采分→在 20 世纪 60
年代每五年就翻一番
难点：double 作动词「翻一番」+ within five-year periods 表「每五年内」
double 作动词意为「翻一番/翻倍」，主体考生易译成「加倍」其实不准；within five-year
periods 中 periods 用复数，暗含「一个又一个五年周期内」即「每五年」；the 1960s 是「20
世纪 60 年代」，「19」不可省略。
and doubled again in seven, eight, or 10 years（谓语 2（and 并列））★采分→并在七、八或十
年内再次翻一番
难点：doubled again 是「又翻了一番」+ in seven, eight, or 10 years 表所需时间
again 提示「第二次翻番」，速度比上次略慢（7~10 年才翻一番，而上面是 5 年）；in seven,
eight, or 10 years 中 in 表「在……时间内」，表达完成翻番所用的时间长度。
by the middle of the 1970s.（时间状语（截止时间））★采分→到 20 世纪 70 年代中期
难点：by 表「到……为止」的截止时间
by 不是 in/at，它表「到某时为止（这件事已发生）」，必须译出「到……（之前/中期）」的截
止意味；the middle of the 1970s = 20 世纪 70 年代中期。
【调序】地点状语和时间状语都按汉语习惯前置
本句调序较轻：1 地点状语 in many countries of Western Europe 已在句首，保留；2 介词短
语 in higher education 作 students 的后置定语，前移译成「接受高等教育的（学生）」；3 时
间状语 during the 1960s 与谓语 doubled 紧邻，可按「在 60 年代每五年翻一番」的汉语「时间
+动作」语序顺译；4 by the middle of the 1970s 自然落在句尾或承接小句末，保持汉语
「至……为止」的尾收。
(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.
采分点解析：【意群】and when the new staff are predominantly young men and women（时间/条件状语从句（when
引导））★采分→并且当新教职员工大多是年轻的男女
难点：predominantly 译「绝大多数/主要是」+ staff 集合名词译「教职员工」
predominantly 是高频副词，意为「主要地、大部分地」，本处译「绝大多数是」最贴切，不要
漏译这个程度副词（采分点）；the new staff 在大学语境里特指「新进的教职员工」，不是
「员工」泛指；when 在此引导「时间+条件」复合状语从句，对应汉语「当……时」。
fresh from postgraduate study,（形容词短语作后置定语（修饰 young men and women））★采分
→刚从研究生学习中走出来的
难点：fresh from = 「刚刚从……出来」固定搭配
fresh 不是「新鲜的」字面义，fresh from sth 是固定搭配「刚从某处出来 / 刚结束某事」，本
处指「刚读完研究生」即「刚出研究生院的」；postgraduate study 译「研究生阶段学习」或
「读研」；这块作为后置定语修饰 young men and women，汉化时前置译「刚出研究生院的
（年轻男女）」。
they largely define the norms of academic life（主干主谓宾）★采分→他们在很大程度上界定
学术生活的规范
难点：they 必须回指为「这些新教职」+ define 译「界定/塑造」+ norms 译「规范/准则」
they 必须回到本句前半 the new staff are predominantly young men and women fresh
from postgraduate study 锁定为「这些新教职」或「他们」（紧贴前半时可保留「他们」）；
largely 是程度副词「很大程度上/主要地」，采分点不可漏；define the norms 字面「定义规
范」，更地道的译法是「塑造规范、奠定准则」；norms of academic life = 学术生活的（行
为）规范、学风。
in that faculty.（地点状语（介词短语））★采分→在那个院系中
难点：faculty 此处取「院系/系」义，不是「能力/教员」
faculty 是考研一高频熟词僻义词：1「能力」2「全体教员」3「（大学的）系/学院」。
结合上文 When a faculty or department grows from, say, five to 20 members，本处
与 department 并列，明确指「院系」；that faculty = 那个院系，特指上文提到的扩张中的
院系。
【调序】状语从句保留「当……时」+ 后置形容词短语前置译「的」
本句调序：1 when 引导的时间/条件状语从句在汉语里也常用「当……（的时候）」开头，保持原
顺序，译成「当新教职……时」；2 fresh from postgraduate study 是后置定语，按汉语习惯前
移到先行词前，译成「刚出研究生院的（年轻男女）」；3 主句 they largely define the norms
of academic life in that faculty 按汉语「主语—状语—谓语—宾语」语序顺译，地点状语 in that
faculty 前移到「学术生活」前，组合成「他们在很大程度上塑造了该院系的学风」。
(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.
采分点解析：【意群】High growth rates increased the chances for academic innovation;（分号前独立主句 1）★采分
→高增长率增加了学术革新的机会
难点：growth rates 译「增长率」+ academic innovation 译「学术革新/学术创新」
High growth rates 紧接上文 a high growth rate placed great strains on the existing
structures 即「（高等教育的）高速增长率/扩张速度」；chances for 译「……的机会」；
academic innovation 是「学术革新/学术创新」固定术语，不要译成「学院创新」。分号在英
文里是并列两个独立句，汉语里译成「；」或拆成两句皆可。
they also weakened the forms and processes（分号后独立主句 2 的主干）★采分→它们也削弱了
（某些）方式和过程
难点：they 必须回指为「高增长率」+ also 表「同时也」转折语气
they 紧贴分号前的 High growth rates，主体考生必须把 they 回指为「（这种）高增长率」，
否则译成「它们」会指代悬空；also 与前句呼应，表「同时也带来负面后果」，承接语气不可漏
（采分点）；the forms and processes 译「形式与过程」或「方式与流程」，配合下文定从理
解为「（接纳新人进入学术圈的）程序」。
by which teachers and students are admitted into a community of scholars（定语从句（修饰 the
forms and processes））★采分→通过这些方式和过程，教师和学生被接纳进一个学者共同体
难点：by which 引导方式定从 + be admitted into = 被接纳进 + community of scholars
= 学者共同体
by which 是「介词+关系代词」结构，by 表方式，还原为 by the forms and processes（通过
这些方式和过程）；are admitted into 是被动语态，汉译为主动「（教师和学生）加入/进入」
或保留「被接纳进」；a community of scholars 是术语，译「学者共同体/学术共同体」，体
现一种学术身份归属。
during periods of stability or slow growth.（时间状语）★采分→在稳定或缓慢增长的时期
难点：during periods of ... 表「在……时期」+ stability or slow growth 并列
during periods of stability or slow growth 直译为「在稳定或缓慢增长的时期」，意指「与本
句开头的『高增长』形成对比的（旧时代）稳定/慢增长时期」；这是一个隐性对比，译文要让
读者感到「这套程序原本只在稳定时期管用，而高增长把它打破了」。
【调序】分号断句 + 定从前置 + 时间状语句尾
本句调序：1 分号前的小句结构简单，顺译即可；2 分号后用「但与此同时」或「同时它们也」
承接 also 的转折语气；3 by which 引导的定语从句较长（14 词），整段前置译「（教师和学生
加入学术共同体所凭借的）形式和过程」会过长，改用「分译法」：把定语从句单独成句、用「也
就是……所凭借的」承接；4 during periods of stability or slow growth 是时间状语，可置于本
小句末尾，符合汉语「事件—时间」的尾收习惯。
说明
逐句解析 句前 (N) 即考卷划线句题号，与卷面下划线句一一对应——满分 10 分、每句约 2 分，阅卷把每句切成意群按采 分点给分（★ 为采分点意群）。 【来源】International Handbook of Higher Education一书收录文章Reflections on the Transition from Elite to Mass to Universal Access : Forms and Phases o f Higher Education in Modern Societies since WWII 的开篇部分Aspeets of Growth, 作者 Martin Trow。