2021年 英语一真题
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.
【试题考点】定语从句；介词短语作状语
【句子结构】主干：those societies came out of war。其中with levels of enrollment为伴随状语，that had been roughly constant at 3-5% of the relevant age groups during the decades before the war为that引导的定语从句，对levels of enrollment作修饰限定。其中during the decades before the war为时间状语。
【重点词汇】enrollment n. 登记，入伍，入学；roughly adv. 粗略地，大概地；constant adj. 连续的，持续的；relevant adj. 相关的
【参考译文】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。
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.
【试题考点】定语从句
【句子结构】主干为：the demand extended to groups and social classes。其中that rose in those societies for entry to higher education为the demand的定语从句。而that had not thought of attending a university before the war是groups and social classes的定语从句。
【重点词汇】demand n. 需求；extend v. 延伸，扩大；attend v. 出席，上（大学等）
【参考译文】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。
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.
【试题考点】并列结构
【句子结构】主干为：the numbers of students in higher education doubled and doubled again，其中doubled within five-year periods during the 1960s 与doubled again in seven, eight, or 10 years by the middle of the 1970s为并列结构，主语都是the numbers of students in higher education。
【重点词汇】double v. 翻倍
【参考译文】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。
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.
【试题考点】状语从句
【句子结构】主干是they largely define the norms of academic life in that faculty，为主谓宾结构。when the new staff are predominantly young men and women fresh from postgraduate study是when引导的时间状语从句，可以翻译为“当...时候，在...情况下”。
【重点词汇】predominantly adv. 主要地；define v. 定义；norms:n. 规范；faculty n. 学院
【参考译文】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。
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.
【试题考点】并列句；定语从句
【句子结构】主干：High growth rates ... innovation；they also ... the processes. by which引导的定语从句对the forms and the processes进行修饰限定。
【重点词汇】weak v. 减弱，削弱 stability n. 稳定性
【参考译文】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。
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