考研翻譯試題來源、答案和簡單分析_跨考網(wǎng)

????????1.首先必須說明，時間比較倉促，雖然可能還有待進一步討論和斟酌的地方，我還是做出了如下分析。

??????? 2.該試題來源是：典型的學(xué)術(shù)論說型文體，原文討論的是The Place of Formal Education.（正規(guī)教育的地位），試題的具體來源是John Dewey的專著Democracy and Education（麥克米蘭公司1916年出版）。

??????? 3.09年考研翻譯試題截取了這本書第一章的部分內(nèi)容，并做了修改，我把原文和09年試題專家改動后的部分一一對比在下面文章中。

??????? 4.試題雖然討論的是老話題——教育，但是，在考研翻譯中19年試題中，幾乎沒有出現(xiàn)過“教育”這個話題，所以，考這個話題也合情合理。

??????? 5.試題難度保持在歷年試題水平上，沒有偏詞和怪詞，極大多數(shù)單詞，如institution, effect, direct, measure, it may be said, part of, note, be consider as, factor, deal with, contact, common, power等等等等，都在歷年真題里面有過。偶爾有幾個難一點的詞，如：by-product, disposition。

??????? There is, accordingly, a marked difference between the education which every one gets from living with others, as long as he really lives instead of just continuing to subsist, 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. While it may be said, without exaggeration, that the measure of the worth of any social institution, economic, domestic, political, legal, religious, is its effect in enlarging and improving experience; yet this effect is not a part of its original motive, which is limited and more immediately practical.（命題專家把這個句子改寫為：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）可以說，要衡量任何社會制度價值，就要看它對擴大和改進經(jīng)驗方面的影響，但是這種影響并不是其原來動機的一部分。 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. Only gradually was the by-product of the institution, its effect upon the quality and extent of conscious life, noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution.（命題專家改為：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。）這種制度的副產(chǎn)品（附帶產(chǎn)生的影響）只有逐步得到認識；而在實施這種制度的過程中，認識到這種效果具有直接作用的時間則更加緩慢。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. While it is easy to ignore in our contact with them the effect of our acts upon their disposition, or to subordinate that educative effect to some external and tangible result, it is not so easy as in dealing with adults. （命題專家改為：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.）雖然在與年輕人接觸的時候，我們?nèi)菀缀雎晕覀兊男袆訉λ麄冃愿竦挠绊?；但這并不像與成年人打交道那么簡單。 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. Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability.既然我們的主要任務(wù)在于使年輕人參與共同生活，我們不能不考慮我們是否正在形成一種力量，這種力量可以確保我們獲得能力。 If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect -- its effect upon conscious experience -- we may well believe that this lesson has been learned largely through dealings with the young.

??????? 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.
因此，在上述（目前為止已經(jīng)考慮到的）寬泛的教育過程中，可以使我們區(qū)別出一種更正規(guī)的教育，即直接教導(dǎo)或?qū)W校教育。 In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing. In part, this sharing is direct, taking part in the occupations of adults and thus serving an apprenticeship; in part, it is indirect, through the dramatic plays in which children reproduce the actions of grown-ups and thus learn to know what they are like. To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.