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四、翻譯部分：
Part C
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 Westernsocieties. (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 entryto 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, andthese in turn have given rise to different sets of problems. There was first the rate of growth: (48) in many counties 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 andindividual institutions. And third, growth was reflected in changes in the proportion of the relevantage group enrolled in institutions of higher education.
Each of these manifestations of growth carried its own peculiar problems in its wake. Forexample, a high growth rate placed great strains on the existing structures of governance, ofadministration, 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 predominantly young menand women fresh from postgraduate study, they largely define the norms of academic life in thatfaculty. And if the postgraduate student population also grows rapidly and there is loss of a closeapprenticeship relationship between faculty members and students, the student culture becomesthe chief socializing force for new postgraduate students, with consequences for the intellectualand academic life of the institution—this was seen in America as well as in France, Italy, WestGermany, and Japan. (50)High growth rates increased the chances for academic innovation; theyalso weakened the forms and processes by which teachers and students are admitted into acommunity of scholars during periods of stability or slow growth. In the 1960s and1970s, European universities saw marked changes in their governance arrangements, with empowerment of junior faculty and to some degree of students as well.
【譯文】
46.戰爭結束後，一些社會隨之出現了。這些社會的入學率在戰前的幾十年裡一直保持在相關年齡段的3%-5%。
47. 在那些社會中，人們渴望接受到更高等的教育。這個需求延伸到了戰前那些沒有想過上大學的群體和社會階層中。
48.在西歐的許多國家，20世紀60年代，接受高等教育的學生人數在五年內翻了一番，到70年代中期，在七年，八年或十年裡又翻了一番。
49.當新員工主要是剛畢業的年輕男女時，他們很大程度上定義了該學院學術生活的規範。
50.高增長率增加了學術創新的機會，同時也削弱了教師和學生在穩定或緩慢的成長過程中，被認可為學者這一群體的形式和過程。
【逐句解析】
(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.
考查定語從句和介詞做後置狀語的譯法;come out of...由……產生，從……出來;enrollment 入學，登記;roughly 大概;constant at 維持，保持;during the decades before the war 戰前幾十年。
【譯文】戰爭結束後，一些社會隨之出現了。這些社會的入學率在戰前的幾十年裡一直保持在相關年齡段的3%-5%。
(47) And the demand that rose in those societies for entryto higher education extended to groups and social classes that had not thought of attending a university before the war.
考查定語從句的譯法;主幹提取：the demand extended to groups and social classes;定語從句1：that rose in those societies for entryto higher education 修飾the demand;定語從句2：that had not thought of attending a university before the war修飾groups and social classes;rose：rise的過去式「上升」;higher education：高等教育;attending a university：上大學
【譯文】在那些社會中，人們渴望接受到更高等的教育。這個需求延伸到了戰前那些沒有想過上大學的群體和社會階層中。
(48) in many counties 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.
考查並列句加省略句的譯法;Western Europe:西歐;double做動詞，「翻倍」;1960s：20世紀60年代;1970s：20世紀70年代。
【譯文】在西歐的許多國家，20世紀60年代，接受高等教育的學生人數在五年內翻了一番，到70年代中期，在七年，八年或十年裡又翻了一番。
(49) and when the new staff are predominantly young menand women fresh from postgraduate study, they largely define the norms of academic life in thatfaculty.
考查狀語從句的譯法;new staff ：新員工;Predominantly：主要地，以…為主;fresh from postgraduate study：剛從學校畢業;標準，規範norms：標準，規範;academic life：學術生活;faculty學院，系。
【譯文】當新員工主要是剛畢業的年輕男女時，他們很大程度上定義了該學院學術生活的規範。
(50)High growth rates increased the chances for academic innovation; theyalso weakened the forms and processes by which teachers and students are admitted into acommunity of scholars during periods of stability or slow growth.
考查並列句和定語從句的譯法;academic innovation：學術創新;weakened：削弱，減少;are admitted：被認可;during periods of stability or slow growth：在穩定或緩慢的成長過程中。
【譯文】高增長率增加了學術創新的機會，同時也削弱了教師和學生在穩定或緩慢的成長過程中，被認可為學者這一群體的形式和過程。
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