2021考研英语一翻译试题及答案解析

WWII 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 in the 1970s and 1980s.

第二次世界大战是现代西方社会高等教育的分水岭。（46）战争结束后，这些西方社会有一定的高等教育水平，在战前几十年间，该水平大概保持在相对年龄群体的3%到5%。但在二战之后，反法西斯战争的胜利引起了巨大的社会和政治变革，这使欧洲和美国的经济对接受过中学以上教育的毕业生需求越来越大。（47）在这些社会中兴起的接受高等教育的需求，扩展到了一些群体和社会阶层，这些群体和社会阶层在战前没想过上大学。这些需求导致了高等教育系统的迅速扩张——始于20世纪60年代，到20世纪70年代和80年代虽不均衡但发展得十分迅猛。

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.

高等教育的增长有至少三种截然不同的表现形式，这些表现形式又相应地引发了不同的问题。首先表现在增长率上：（48）在西欧的许多国家，接受高等教育的学生数量在20世纪60年代的五年期内翻了一番，到20世纪70年代中期，该数量又在七年、八年或十年内翻了一番。其次，高等教育的增长明显影响了教育系统和个体机构的“绝对规模”。再次，增长体现在高等教育机构招收的相关年龄段学生比例的变化上。

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.

以上三种增长的相应表现都伴随着其特有的问题。例如，高增长率对现有的管理、行政、尤其是社会化结构造成很大的压力。当一个学院或系在三到四年内，从比如说5名成员发展到20名成员时，（49）且当新员工主要是刚从研究生阶段毕业的年轻男女时，他们很大程度上决定了该院系的学术生活规范。如果研究生人数也增长迅速，教师和学生之间将失去亲密的学徒关系，学生文化将成为研究生新生的主要社交力量，这会影响学校的思想和学术生活——这些影响在美国、法国、意大利、西德和日本都能看到。（50）高增长率增加了学术创新的可能性，同样也弱化了形式和过程——稳定或缓慢增长期学者团体接收教师或学生的形式和过程。20世纪60年代和70年代，欧洲大学的管理措施发生了显著的变化，赋予了初级教员和一定量的学生权力。