考研英語閱讀翻譯真題

　　在做考研英語閱讀翻譯時，建議按照文章的順序閱讀，非劃線部分略讀，明白大致意思，當(dāng)讀到劃線部分的時候要特別注意語句上下文的聯(lián)系，尤其是句子中如果有不定代詞，一定要弄清楚它所指代的對象是什么。下面是小編給大家提供的考研的英語閱讀翻譯的真題及答案解析，歡迎大家閱讀練習(xí)!

　　第一篇：

　　Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)

　　There is a marked difference between the education which everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.

　　But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.

　　(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.

　　第二篇：

　　Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)

　　In his autobiography, Darwin himself speaks of his intellectual powers with extraordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but (46) he believes that this very difficulty may have had the compensating advantage of forcing him to think long and intently about every sentence, and thus enabling him to detect errors in reasoning and in his own observations. He disclaimed the possession of any great quickness of apprehension or wit, such as distinguished Huxley. (47) He asserted, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason he felt certain that he never could have succeeded with mathematics. His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could remember for more than a few days a single date or a line of poetry. (48) On the other hand, he did not accept as well founded the charge made by some of his critics that, while he was a good observer, he had no power of reasoning. This, he thought, could not be true, because the “Origin of Species” is one long argument from the beginning to the end, and has convinced many able men. No one, he submits, could have written it without possessing some power of reasoning. He was willing to assert that “I have a fair share of invention, and of common sense or judgment, such as every fairly successful lawyer or doctor must have, but not, I believe, in any higher degree.” (49) He adds humbly that perhaps he was “superior to the common run of men in noticing things which easily escape attention, and in observing them carefully.”

　　Writing in the last year of his life, he expressed the opinion that in two or three respects his mind had changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry of many kinds gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great, delight. In 1881, however, he said: “Now for many years I cannot endure to read a line of poetry. I have also almost lost my taste for pictures or music.” (50) Darwin was convinced that the loss of these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character.

　　>>>>>>答案解析<<<<<<

　　第一篇：

　　46. 雖然我們可以說衡量任何一個社會機(jī)構(gòu)價值的標(biāo)準(zhǔn)是其在豐富和完善人生方面所起的作用，但這種作用并不是我們最初的動機(jī)的組成部分。

　　47. 人們只是逐漸地才注意到機(jī)構(gòu)的這—副產(chǎn)品，而人們把這種作用視為機(jī)構(gòu)運作的指導(dǎo)性因素的過程則更為緩慢。

　　48. 雖然在與年輕人的接觸中我們?nèi)菀缀鲆曌约旱男袨閷λ麄兊男郧樗�產(chǎn)生的影響，然而在與成年人打交道時這種情況就不那么容易發(fā)生。

　　49. 由于我們對年輕人所做的首要工作在于使他們能夠在生活中彼此相融，因此我們不禁要考慮自己是否在形成讓他們獲得這種能力的力量。

　　50. 這就使我們得以在一直討論的廣義的教育過程中進(jìn)一步區(qū)分出一種更為正式的教育形式，即直接講授或?qū)W校教育。

　　第二篇：

　　46. 他認(rèn)為或許正因為(語言表達(dá)上的)這種困難，他不得不對自己要說的每句話都經(jīng)過長時間的認(rèn)真思考，從而能發(fā)現(xiàn)自己在推理和觀察中的錯誤，結(jié)果這反而成為他的優(yōu)點。

　　47. 他還堅持認(rèn)為自己進(jìn)行長時間純抽象思維的能力十分有限，由此他也認(rèn)定自己在數(shù)學(xué)方面根本不可能有大的作為。

　　48. 另一方面，某些人批評他雖然善于觀察，卻不具備推理能力，而他認(rèn)為這種說法也是缺乏根據(jù)的。

　　49. 他又自謙的說，或許自己“在注意到容易被忽略的事物，并對其加以仔細(xì)觀察方面優(yōu)于常人”。

　　50. 達(dá)爾文確信，沒有了這些愛好不只是少了樂趣，而且可能會有損于一個人的思維能力，更有可能導(dǎo)致一個人道德品質(zhì)的下降。

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