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Part C

Directions:

Read the following text carefully and then translate the underlinedsegments into Chinese. Write your answers on the ANSWER SHEET. (10 points)

World War Ⅱ was the watershed event for higher education in modern Westernsocieties. (46)Those societies came out of the war with levels of enrollmentthat had been roughly constant at 3-5% of the relevant age groups during thedecades before the war. But after the war, great social and political changesarising out of the successful war against Fascism created a growing demand inEuropean and American economies for increasing numbers of graduates with morethan a secondary school education. (47) And the demand that rose in thosesocieties for entry to higher education extended to groups and social classesthat had not thought of attending a university before the war. These demandsresulted in a very rapid expansion of the systems of higher education, beginningin the 1960s and developing very rapidly (though unevenly) during the 1970s and1980s.

The growth of higher education manifests itself in at least three quitedifferent ways, and these in turn have given rise to different sets of problems.There was first the rate of growth: (48) in many counties of Western Europe, thenumbers of students in higher education doubled within five-year periods duringthe 1960s and doubled again in seven, eight, or 10 years by the middle of the1970s. Second, growth obviously affected the absolute size both of systems andindividual institutions. And third, growth was reflected in changes in theproportion of the relevant age group enrolled in institutions of highereducation.

Each of these manifestations of growth carried its own peculiar problems inits wake. For example, a high growth rate placed great strains on the existingstructures of governance, of administration, and above all of socialization.When a faculty or department grows from, say, five to 20 members within three orfour years, (49) and when the new staff predominantly young men and women freshfrom postgraduate study, they largely define the norms of academic life in thatfaculty. And if the postgraduate student population also grows rapidly and thereis loss of a close apprenticeship relationship between faculty members andstudents, the student culture becomes the chief socializing force for newpostgraduate students, with consequences for the intellectual and academic lifeof the institution—this was seen in America as well as in France, Italy, WestGermany, and Japan. (50)High growth rates increased the chances for academicinnovation; they also weakened the forms and processes by which teachers andstudents are admitted into a community of scholars during periods of stabilityor slow growth. In the 1960s and 1970s, European universities saw marked changesin their governance arrangements, with empowerment of junior faculty and to somedegree of students as well.

【参考译文】

46. Those societies came out of the war with levels of enrollment that hadbeen roughly constant at 3%-5% of the relevant age groups during the decadesbefore the war.

【翻译】

战争结束后，一些社会随之出现了，这些社会的入学率在战前的几十年里一直保持在相关年龄段的3%-5%。

【解析】

本题具有一定难度，考察介词短语和定语从句在内的诸多知识点。

该句主干为主谓宾结构。句子主语是societies，谓语动词是 came out of，宾语部分是the war。介词短语With levels ofenrollment做主语societies的伴随状语，that引导定语从句，定语从句为主系表结构，先行名词enrollment充当定语从句的主语，系动词是hadbeen, 表语为形容词constant, 其中during the decades before the war作定语从句的时间状语。

47. And the demand that rose in those societies of entry to highereducation extended togroups and social classes that had not thought of attendinga university before the war.

【翻译】

在那些社会中，人们对接受高等教育的需求上升，延伸到了战前没有想过上大学的群体和社会阶层。

【解析】

本题难度适中，考察了介词短语和定语从句在内的知识点。

该句主干为主谓宾结构。句子主语是the demand，谓语动词是extended to，宾语部分是groups and socialclasses。两个that都引导定语从句，充当从句的主语，of entry to highereducation为of引导的介词短语修饰前面的名词societies，before the war作第二个定语从句的时间状语。

48. In many countries of western Eup. the numbers of student in highereducation doubled within five-years periods during the 1960s and double again inseven eight or 10 years by the middle of 1970s.

【翻译】

在西欧的许多国家。在20世纪60年代，接受高等教育的学生人数在五年内翻了一番，到70年代中期又在七八年或十年内翻了一番。

【解析】

本题难度适中，为两个并列句。

该句主干为主谓结构。句子主语是the numbers of student ，谓语动词为并列谓语，分两部分，第一部分是double，第二部分是anddouble again，介词短语in higher education作后置定语修饰名词student，同时within five-years periodsduring the 1960s充当第一个谓语部分的时间状语，in seven eight or 10 years by the middle of1970s充当第二个谓语部分的时间状语。

and when the new staffare predominantly young men and women fresh frompostgraduate

49. study, they largely define the norms of academic life in thatfaculty.

【翻译】

当新员工主要是刚从研究生学习中毕业的年轻男女时，他们在很大程度上决定了该学院的学术生活规范。

【解析】

本题难度适中，考察了when引导的时间状语从句。

句子第一部分为when引导的时间状语从句，从句为主系表结构，主语是the new staff，系动词是are，表语是 men andwomen，fresh from为形容词短语做后置定语修饰名词young men andwomen，意为“刚从...毕业”。句子第二部分为主谓宾结构，主语是they，谓语动词是define，宾语为norms, 介词of 引导的结构ofacademic life作后置定语修饰先行名词norms,介词短语in that faculty做主谓宾结构的地点状语。

50. High growth rates increased the chances for academic innovation, theyalso weakened the forms and process by which teachers and students are admittedinto a community of scholars during periods of stability or slow growth.

【翻译】

高增长率增加了学术创新的机会，也削弱了教师和学生在稳定或缓慢成长时期被接纳为学者群体的形式和过程。

【解析】

本题难度适中，为两个并列句，同时考察by which引导的限定性定语从句。

句子第一部分为主谓宾结构，主语是High growth rates,谓语是increased,宾语是the chances, 介词短语foracademicinnovation作后置定语修饰先行名词chances。句子第二部分依然为主谓宾结构，主语是they,谓语动词是weakened,宾语是the formsand process, by which引导定语从句修饰先行名词forms and process，定语从句中包含着一个被动语态be admittedinto, of结构of scholars修饰名词community,后面的during periods of stability or slowgrowth充当句子第二部分的时间状语。