考试中心考研英语模拟试题分类汇编1翻译10篇

1、2010年教育部考试中心考研英语模拟试题-翻译部分汇编Part CDirections:Read the following passage carefully and then translate the underlined segments into Chinese. Your translation must be written clearly on ANSWER SHEET 2. (10 points)一、经济学史Economics, as we know it, is the social science concerned with the production, distri

2、bution, exchange, and consumption of goods and services. Economists focus on the way in which individuals, groups, business enterprises, and governments seek to achieve efficiently any economic objective they select. (46) Other fields of study also contribute to this knowledge: Psychology and ethics

3、 try to explain how objectives are formed, history records changes in human objectives, and sociology interprets human behavior in social contexts.Standard economics can be divided into two major fields. (47) The first, price theory or microeconomics, explains how the interplay of supply and demand

4、in competitive markets creates a multitude of individual prices, wage rates, profit margins, and rental changes. Microeconomics assumes that people behave rationally. Consumers try to spend their income in ways that give them as much pleasure as possible. As economists say, they maximize utility. Fo

5、r their part, entrepreneurs seek as much profit as they can extract from their operations.The second field, macroeconomics, deals with modern explanations of national income and employment. Macroeconomics dates from the book, The General Theory of Employment, Interest, and Money (1935), by the Briti

6、sh economist John Maynard Keynes. His explanation of prosperity and depression centers on the total or aggregate demand for goods and services by consumers, business investors, and governments, (48) Because, according to Keynes, inadequate total demand increases unemployment, the indicated cure is e

7、ither more investment by businesses or more spending and consequently larger budget deficits by government.Economic issues have occupied peoples minds throughout the ages. (49) Aristotle and Plato in ancient Greece wrote about problems of wealth, property, and trade, both of whom were prejudiced aga

8、inst commerce, feeling that to live by trade was undesirable. The Romans borrowed their economic ideas from the Greeks and showed the same contempt for trade. (50) During the Middle Ages the economic ideas of the Roman Catholic church were expressed in the law of the church, which condemned the taki

9、ng of interest for money loaned and regarded commerce as inferior to agriculture.Economics as a subject of modern study, distinguishable from moral philosophy and politics, dates from the work, Inquiry into the Nature and Causes of the Wealth of Nations (1776), by the Scottish philosopher and econom

10、ist Adam Smith. Mercantilism and physiocracy were precursors of the classical economics of Smith and his 19th-century successors.答案46.其他领域的研究也有助于对此的理解：心理学和伦理学试图解释目标是如何形成的，历史记录着人们所追求的目标的变化，社会学则从社会环境的角度来解释人们的行为。47.第一个领域，价格理论或微观经济学，解释在竞争的市场中供需间的相互作用是怎样导致了大量的个别价格、工资率、利润空间和租金的变化。48.因为，按照凯恩斯的理论，不充分的总体需求会增

11、加失业，建议的解决方式是企业扩大投资或政府增加开支，继而增加预算赤字。49.古希腊的亚里士多德和柏图都在著作中谈到财富、财产和贸易问题，两人都对商业持有偏见，认为靠生意来谋生是不足取的。50.在中世纪，罗马天主教会的经济学思想表达在其教法中，教法谴责从借贷中获利的行为，并认为商业地位劣于农业。总体分析本文主要介绍了经济学的研究发展历史。第一段：经济学的定义及研究对象。第二、三段：经济学的两大领域：微观经济学和宏观经济学。第四、五段：经济学研究的古代和现代理论。试题精解46.精解 本题考核的知识点是：并列分句、后置定语。该句子中冒号后是并列的三个简单句。第一个分句中how引导的从句做explai

12、n的宾语；第二个和第三个分句中都有介词in的短语做后置定语，翻译时应提前。词汇方面：contribute to意为“是的原因；增进，有助于”；knowledge意为“知识；知晓，了解”，文中活译为“对的理解”。47.精解 本题考核的知识点是：宾语从句、状语。句子的主干是The first explains how。主语后的名词短语price theory or microeconomics是其同位语，因此翻译the first时，应增译为“第一个领域”。how引导宾语从句，其主干是the interplay creates 。介词短语in competitive markets做地点状语，翻译

13、时应前置。 词汇方面：interplay意为“相互影响”；a multitude of意为“许多的，大量的”；individual意为“个别的，单独的， 个人的”；margin意为“（时间、空间、金钱的）余地”，profit margin指“利润空间”。48.精解 本题考核的知识点是：词性转换。该句是包含原因状语从句的复合句,句子主干是the indicated cure is,表语由并列连词either or连接。词汇方面：indicated是过去分词用做形容词，动词indicate意为“表明，暗示，提及，建议”，根据上下文indicated译为“建议的”。more investment，m

14、ore spending和larger budget deficits是形容词比较级加名词，根据汉语习惯转换成动词加名词的搭配，即“扩大投资”、“增加开支”和“增加预算赤字”。49.精解 本题考核的知识点是：定语从句、分词做状语。主句是Aristotle and wrote about problems ，后面接有both of whom引导的定语从句，采用拆译法单独成句。句子最后的分词结构feeling that 在定语从句中做状语，翻译时也应单独成句，that后引导的是宾语从句，做feeling的宾语。词汇方面：be prejudiced against意为“对有偏见”，undesirab

15、le意为“不想要的，不得人心的”。50.精解 本题考核的知识点是：非谓语动词作后置定语、定语从句。该句含有which引导的非限定性从句做定语，翻译时拆开单独成句，并重复先行词，做从句的主语。词汇方面：condemn意为“谴责”，taking of interest是动名词结构，可增译为“获利的行为”。全文翻译正如大家所知道的，经济学是与生产、分配、交换和消费物品和服务相关的社会科学。经济学家关注个人、群体、商业企业和政府试图有效地实现他们选定的任何经济目标的方式。其他领域的研究也有助于对此的理解：心理学和伦理学试图解释目标是如何形成的，历史学记录着人们所追求的目标的变化，社会学则从社会环境的角

16、度来解释人们的行为。规范的经济学可分为两大主要的领域。第一个领域，价格理论或微观经济学，解释在竞争的市场中供需间的相互作用是怎样导致了大量的个别价格、工资率、利润空间和租金的变化。微观经济学认为人的行为是理性的。消费者努力以能带来最大愉悦的方式花费他们的收入。按经济学家所说，他们使效用最大化。对企业家而言，他们从经营中寻求最大的利润。第二个领域，宏观经济学，是涉及国民收入和就业的现代理论。宏观经济学最早可追述到英国经济学家约翰梅纳德凯恩斯1935年所著的就业、利息和货币通论一书。他对繁荣和萧条的解释围绕消费者、商业投资者和政府对货物或服务的总体需求。因为，按照凯恩斯的理论，不充分的总体需求会增

17、加失业，建议的解决方式是企业扩大投资或政府增加开支，继而增加预算赤字。经济问题一直以来都占据着人们的思想。古希腊的亚里士多德和柏图都在著作中谈到财富、财产和贸易问题，两人都对商业持有偏见，认为靠生意来谋生是不足取的。罗马人从希腊人那里借用了经济学思想，对经商同样不屑一顾。在中世纪，罗马天主教会的经济学思想表达在其教法中，教法谴责从借贷中获利的行为，并认为商业地位劣于农业。经济学作为一门现代研究学科，区别于道德哲学和政治学，可追述到苏格兰哲学家兼经济学家亚当斯密1776年著的国民财富的性质和原因的研究。重商主义和重农主义是斯密的古典经济学及其19世纪后继者（新古典经济学）的理论先驱。二、科学与技

18、术The meanings of “science”and “technology”have changed significantly from one generation to another. More similarities than differences, however, can be found between the terms, (46)Both science and technology imply a thinking process, both are concerned with causal relationships in the material wor

19、ld, and both employ an experimental methodology that results in empirical demonstrations that can be verified by repetition. (47)Science, at least in theory, is less concerned with the practicality of its results and more concerned with the development of general laws, but in practice science and te

20、chnology are inextricably involved with each other. The varying interplay of the two can be observed in the historical development of such practitioners as chemists, engineers, physicists, astronomers, carpenters, potters, and many other specialists. Differing educational requirements, social status

21、, vocabulary, methodology, and types of rewards, as well as institutional objectives and professional goals, contribute to such distinctions as can be made between the activities of scientists and technologists; but throughout history the practitioners of “pure”science have made many practical as we

22、ll as theoretical contributions.(48) Indeed, the concept that science provides the ideas for technological innovations and that pure research is therefore essential for any significant advancement in industrial civilization is essentially a myth. Most of the greatest changes in industrial civilizati

23、on cannot be traced to the laboratory. Fundamental tools and processes in the fields of mechanics, chemistry, astronomy, metallurgy, and hydraulics were developed before the laws governing their functions were discovered. The steam engine, for example, was commonplace before the science of thermodyn

24、amics elucidated the physical principle underlying its operations.In recent years a sharp value distinction has their bitter opponents, but today many people have come to fear technology much more than science. (49) For these people , science may be perceived as a serene, objective source for unders

25、tanding the eternal laws of nature, whereas the practical manifestations of technology in the modern world now seem to them to be out of control.(50) Many historians of science argue not only that technology is an essential condition of advanced, industrial civilization but also that the rate of tec

26、hnological change has developed its own momentum in recent centuries. Innovations now seem to appear at a rate that increase geometrically, without respect to geographical limits or political systems. These innovations tend to transform traditional cultural systems, frequently with unexpected social

27、 consequences. Thus technology can be conceived as both a creative and a destructive process.答案46.科学与技术都包含有一种思维的过程，两者都涉及到物质世界的因果关系，两者都运用了一套实验的方法论，这种方法论所产生的是能够通过重复得以验证的经验性的实证结果。47.至少在理论上，科学较少地关心其研究成果的实用性，而更多地关注于归纳出普遍的法则；但是在实践中，科学与技术却相互关联，无法割裂。48.人们认为科学为技术创新提供理念，因此，对于工业文明中的任何一次意义重大的进步，纯理论的研究是必不可少的，当然，

28、这种观念其实是个神话。49.对于这些人来说，科学或许被看成是一种平静的、客观的理解自然永恒法则的出发点，而如今在他们看来，现代世界里技术的实际运用似乎已失去控制。50.许多科学史家认为，技术不仅是先进的工业文明必不可少的条件，而且在最近的几个世纪里，技术变革的速度已形成了自身的势头。总体分析本文介绍了科学和技术之间的关系以及对人类的影响。第一段：科学和技术之间的相似性要大于差异性，它们之间的相互影响反映在各个行业的发展中。第二段：技术的发展不依赖科学的发展，两者之间的价值分歧越来越尖锐。而且，现在很多人对技术的恐惧甚于对科学的担心。第三段：技术的发展既有创造性也有毁灭性。试题精解46.精解 本

29、题考核的知识点是：嵌套式定语从句、抽象名词。本句是由and连接的三个并列句，都以both开头。第三个分句的主干是：both employ an experimental methodology，宾语methodology后接有一个that引导的定语从句做定语，该定语从句中又嵌套了一个that引导的定语从句（demonstrations）can be verified by repetition。由于有嵌套式定语从句，因此需要采用拆译法，从第一个that开始单独成句。词汇方面：imply意为“暗示，意味；必然包含”；be concerned with意为“与有关，涉及；关注，感兴趣”；empir

30、ical意为“以实验（或经验）为根据的，经验主义的”；demonstration意为“证明，论证，说明，证实”，由于它是抽象名词，可按照汉语习惯，采用加译法，译成“论证的结果”。verify意为“检验，查证，核实”。47.精解 本题考核的知识点是：比较结构。本句是由but连接的并列句。前一分句中含有比较结构：is less concerned with and more concerned with ，可译为“较少地关心而更多地关注于”。主谓之间的插入语at least in theory做状语翻译时可提前。词汇方面：practicality意为“实用性”；inextricably意为“逃不掉

31、地，解决不了地，解不开地”；be involved with sb./sth.意为“与关系密切”。48.精解 本题考核的知识点是：同位语从句、增译法。句子的主干是the concept is a myth。主语后接有由that引导的两个并列的同位语从句。由于主语后修饰成分较长，因此采用拆译法单独成句。并且先译从句，后译主句，用复指代词“这种观念”来连接主句和从句的内容。第二个同位语从句中therefore说明的是两个从句间的因果关系，翻译时要提前到第二个从句前。词汇方面：pure research直译为“纯研究”，不是汉语习惯表达，应采用增译法，译为“纯理论的研究”。myth可意为“神话，杜撰

32、出来的人或物，（没有事实根据的）虚构信念（或观点、理论）”，根据上下文选择其“没有事实根据的观点”的含义。49.精解 本题考核的知识点是：后置定语、状语。该句子是由whereas（然而，但是）连接的并列句。前一分句的主干是science may be perceived as a source，后面接for understanding 介词结构做后置定语，翻译时应提前。后一分句的主干是manifestations now seem to be out of control，其中做时间和地点状语的介词短语in the modern world和now可提前翻译。词汇方面：perceive sth

33、. as sth.意为“视为，认为，理解为”；source意为“来源，根源，源头”，根据上下文译为“出发点”；manifestation意为“显示，表明，表示”，根据上下文译为“（技术的）运用”。50.精解 本题考核的知识点是：宾语从句。主句是Many historians of science argue，后面not only but also连接了两个并列的宾语从句。词汇方面：momentum意为“推动力，势头”。全文翻译“科学”和“技术”的含义一代一代发生了深刻的变化。然而，这两个术语之间的相似之处要多于其不同之处。科学与技术都包含有一种思维的过程，两者都涉及物质世界的因果关系，两者都运

34、用一套实验的方法论，这种方法论所产生的是能够通过重复得以验证的经验性的实证结果。至少在理论上，科学较少地关心其研究成果的实用性，而更多地关注于归纳出普遍的法则；但是在实践中，科学与技术却相互关联，无法割裂。两者之间不同程度的相互影响可见于各种行业的历史发展过程，诸如：化学、工程、物理、天文、土木、制陶以及其它行业。科学家和技术人员的研究活动的差异与下列因素有关：不同的教育要求、社会地位、术语、方法论、奖励方式、以及机构目标职业目标，但纵观历史，许多“纯”科学家既有理论建树也有实用创新。人们认为科学为技术创新提供理念，因此，对于工业文明中的任何一次意义重大的进步，纯理论的研究是必不可少的，当然，

35、这种观念其实是没有事实根据的。大多数工业文明的伟大改变都与实验室研究无关，机械、化工、天文、冶金、水利领域的基本工具及流程早在决定它们功能的法则被发现之前就已存在。例如，早在热动力学解释了蒸汽机操作的物理原理之前，蒸汽机已广泛存在。最近几年，科学和技术之间的价值分歧越来越尖锐。科学进步经常遭到激烈的反对，然而，现在有很多人对技术的恐惧甚于对科学的担心。对于这些人来说，科学或许被看成是一种平静的、客观的理解自然永恒法则的出发点，而如今在他们看来，现代世界里技术的实际运用似乎已失去控制。许多科学史家认为，技术不仅是先进的工业文明必不可少的条件，而且在最近的几个世纪里，技术变革的速度已形成了自身的势

36、头。现在技术创新的速度似乎以几何级别在增长，远远超出了地理和政治的限定。这些技术创新往往会改变传统的文化体制，并常常带来难以预料的社会后果。所以，技术应被看作是既有进步性也有毁灭性的过程。三、美国教育系统（46）Any discussion of the American educational system would be less than complete if it did not mention the emphasis that many colleges and universities place upon the nonacademic, social,“extracurr

37、icular”aspect of education, often defined as personal growth. Perhaps a useful way of viewing the notion of personal growth would be to picture the very large and general term“education” as being all-embracing, including as subsets within it academic and nonacademic components. This may be one of th

38、e most difficult concepts to convey to someone who is not intimately familiar with American higher education. Few educational systems in other countries place the same emphasis on this blend of academic and personal education. The majority of colleges and universities in the United States make some

39、attempt to integrate personal and intellectual growth in the undergraduate years. (47) If the ultimate goal of undergraduate education in America were simply to convey a set body of knowledge, the term of studies could undoubtedly be reduced. Yet the terms of studies are extended in order to give st

40、udents a chance to grow and develop in other ways.Numerous opportunities are made available to students to become involved in sports, student government, musical and dramatic organizations, and countless other organized and individual activities designed to enhance ones personal growth and provide s

41、ome recreation and enjoyment outside of the classroom. (48)Experience with campus organizations and off-campus community involvement can be highly valuable in preparing international students for future leadership in their professional field upon their return home.The typical American colleges suppo

42、rt for extracurricular activity is perhaps unique in the world, This special educational dimension, beyond the classroom and laboratory experience, does not mean that extracurricular participation is required to gain an American degree. It remains an entirely optional activity, but (49)it is noted h

43、ere because Americans have traditionally viewed success in ones role as a citizen as closely linked to a “well-rounded”life that incorporates a variety of social, athletic, and cultural activities into a persons experience.A great many American campuses and communities have organized special extracu

44、rricular activities for students from other countries. (50) On most campuses, one can find an international club, which includes Americans, where students can get to know and learn socially from students from other countries, as well as Americans. International students are almost always invited, th

45、rough organized hospitality activities, into the homes of Americans living in or outside the academic community.答案46.如果对美国教育体系的讨论未能涉及许多学院及大学教育中非学术性的、社会的及“课程外”的方面，即其对个性成长的重视，那么这种讨论就不全面。47.假如美国本科教育的最终目的只是传授一定量的知识，那么学习的期限无疑就可以缩短。48.参与校园内的各种组织活动和校外团体活动的经验在培养国际学生归国后在其专业领域发挥领导作用方面是极有价值的。49.在这里特别提到的是因为美国人历

46、来认为，一个人作为社会公民的成功是与包括各种各样的社会、体育和文化活动的个人经历的全方位的生活紧密相关的。50.在大多数的校园里都有国际俱乐部，成员包括美国学生。在俱乐部里，学生（包括美国学生）通过与来自其他国家的学生的社会交往相互认识并学习。总体分析本文主要介绍了美国教育系统注重培养学生课外活动能力，促进学生个性发展的特点。第一至二段：指出美国本科教育努力将个性发展和智力发展相结合。第三至五段：这种教育特点与美国人关于成功的社会公民的观念相关，并有利于培养国际学生的领导和交际能力。试题精解46精解 本题考核的知识点是：条件状语从句、后置定语。该句子是含条件状语从句的主从复合句。句子的主干是：

47、Any discussion would be less than complete。If条件从句翻译时应前置，其中代词it指代主句主语Any discussion 。条件句中又含有that引导的定语从句修饰the emphasis。定语从句的主干是： universities place （emphasis）upon the education，句子最后的分词结构（which is）defined as personal growth是前面名词短语the nonacademic, social,“extracurricular”aspect of education的后置定语。由于名词短语中

48、已含有多个形容词做定语，因此，句末的后置定语应采用拆译法，译成同位语。词汇方面：place emphasis upon (sth.)强调，重视；extracurricular课外的，业余的，extra-前缀意为“在外，外面”；personal growth个人成长。47精解 本题考核的知识点是：条件状语从句、词义的选择。该句是含if条件句的主从复合句，而且是虚拟语气。词汇方面：convey意思是“运送；传达，表达”，文中和knowledge搭配应译为“传授”。a body of原意是“大量，大批，大堆”，加入set后，可译为“一定量的”。term意思是“学期，期限；条款，条件，术语”等，根据上

49、下文将它确定为“期限”。48精解 本题考核的知识点是：介词短语、词性转换。这是个简单句，其主干是experience can be valuable，句子中的修饰成分基本上都是介词短语。主语experience后with involvement结构做后置定语，翻译时将它提前；in preparing 结构做状语，译为“在方面”。词汇方面：off-campus校外，off-前缀意为“不在上，离开，去掉”；involvement意为“参与，加入”，文中转译为动词。Upon可意为“之后”。49精解 本题考核的知识点是：状语从句、后置定语。该句是含原因状语从句的主从复合句，主句是it is noted

50、 here。Because引导的从句的主干是：Americans viewed success as closely linked to a “well-rounded”life，in ones role as a citizen做后置定语修饰success，life后接有that引导的定语从句做定语。由于主句很短，而状语从句长且复杂，因此可以保留句子原来顺序。词汇方面：note意为“注意，留意；指出，特别提到”。well-rounded是形容词，意为“全面的，完善的”。incorporate sth. into sth.意为“将包括在内，包含”。50精解 本题考核的知识点是：定语从句。句子主

51、干是one can find an international club，句首介词短语On most campuses做地点状语，club后接有which和where分别引导的两个定语从句。由于从句较长，采用拆译法单独成句。而且由于两个定语从句共用一个先行词club，因此它需要译两次。词汇方面：socially意为“在社交方面”。全文翻译如果对美国教育体系的讨论未能涉及许多学院及大学教育中非学术性的、社会的及“课程外”的部分，即其对个性成长的重视，那么这种讨论就不全面。也许看待个性成长概念的一种有用的方法是将“教育”这个广泛而全面的术语描述为是包罗万象的，学术和非学术成分都作为子集包括其中。对

52、于不特别熟悉美国高等教育的人来说，这也许是最难说明的概念之一。其他国家的教育系统很少这样同时重视学术和个性教育。美国大多数学院和大学努力在本科阶段将个性发展和智力发展结合起来。假如美国本科教育的最终目的只是传授一定量的知识，那么学习的期限无疑就可以缩短。然而学习的期限之所以延长，目的是让学生有机会以其他方式成长和发展。学生可获得大量的机会参与体育运动、学生政府、音乐和戏剧组织，及无数其他的为促进个人成长并提供课外消遣和娱乐的有组织的和个性化的活动。参与校园内的各种组织活动和校外团体活动的经验在培养国际学生归国后在其专业领域发挥领导作用方面是极有价值的。美国大学对课外活动的这种特有的支持可能在世

53、界上是独一无二的。这种超出课堂和实验室经验的特殊教育内容，并不意味着要获得美国学历就必须参与课外活动。它仍然完全是可选择的活动，但是在这里特别提到它是因为美国人历来认为，一个人作为社会公民的成功是与包括各种各样的社会、体育和文化活动的个人经历的全方位的生活紧密相关的。许多美国校园和社团都为来自其他国家的学生组织了特别的课外活动。在大多数的校园里都有国际俱乐部，成员包括美国学生。在俱乐部里，学生（包括美国学生）通过与来自其他国家的学生的社会交往相互认识并学习。通过有组织的接待活动，国际学生几乎总是被邀请到居住在学术团体内或外的美国人家中。四、英国的政治传统The Englishman has b

54、een called a political animal, and he values what is political and practical so much that ideas easily become objects of dislike in his eyes, and thinkers, miscreants, because practice is everything, a free play of the mind is nothing.(46) The notion of the free play of the mind upon all subjects be

55、ing a pleasure in itself, being an object of desire, being an essential provider of elements without which a nations spirit, whatever compensations it may have for them, must in the long run, die of emptiness, hardly enters into an Englishmans thoughts. It is noticeable that the word curiosity, whic

56、h in other languages is used in a good sense, to mean, as a high and fine quality of mans nature, just this disinterested love of a free play of the mind on all subjects, for its own sakeit is noticeable, I say, that this word has in our language no sense of the kind, no sense but a rather bad and d

57、isparaging one. But criticism, real criticism, is essentially the exercise of this very quality. (47)It obeys an instinct prompting it to try to know the best that is known and thought in the world, irrespectively of practice, politics, and everything of the kind; and to value knowledge and thought

58、as they approach this best, without the intrusion of any other considerations whatever. (48)This is an instinct for which there is, I think, little original sympathy in the practical English nature, and what there was of it has undergone a long benumbing period of blight and suppression in the epoch of Romanticism.(49)It is of the last importance that English criticism should clearly discern what rule for its course, in order to avail itself of the field now opening to it, and to produce fruit for the future, it