南京航空航天大学842翻译与写作（英语）考研真题及辅导用书

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1. 南京航空航天大学外国语学院《842翻译与写作（英语）》历年考研真题

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南京航空航天大学外国语学院《842翻译与写作（英语）》历年考研真题AI讲解

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2004年南京航空航天大学人文与社会科学学院442翻译与写作（英语）考研真题及详解

Part Ⅰ: Translation (90
points)

A. Translate the
following into Chinese

(1)

Work therefore
is desirable, first and foremost, as a preventive of boredom, for the foredoom
that a man feels when he is doing necessary though uninteresting work is as
nothing in comparison with the boredom that he feels when he has nothing to do
with his days. With this advantage of work another is associated, namely that
it makes holidays much more delicious when they come. Provided a man does not
have to work so hard as to impair his vigor, he is likely to find far more zest
in his free time than an idle man could possibly find.

【参考译文】

因此人们愿意工作，首先因为工作可防止产生无聊感。比起终日无所事事而造成的无聊来，人们在干着虽必要但缺乏兴趣的工作时所感到的枯燥无聊就不值一提了。与工作的这一好处相关的还有一个好处，那就是假日到来会令人感到更加美妙。只要一个人的工作不至于累得他体力不支，那么他就会从他的闲暇时间里得到无所事事的人绝对得不到的极大乐趣。

(2)

There was
something awaiting us in the midst of this wild primeval forest. Suddenly, as
if in a strange vision, we came to a beautiful little meadow huddled among the
rocks: clear water, green grass, wild flowers, the purling of brooks and the
blue heaven above, a generous stream of light unimpeded by leaves.

【参考译文】

这片原始森林中有什么正在等着我们。突然，像是幻觉一样，我们来到了一片美丽的草地面前，这片草地面积较小，蜷缩在岩石之间。清澈的流水，碧绿的草坪，美丽的野花，潺潺的溪流，头顶上方蓝蓝的天空，还有肆意穿过叶子的光线形成了一幅美丽的画卷。

(3)

The construction
of such a satellite is now believed to be quite realizable, its realization
being supported with all the achievements of contemporary science, which have
brought into being not only materials capable of withstanding severe stresses
involved and high temperatures developed, but new technological processes as
well.

【参考译文】

现代科学的成就不仅让我们可以制造出承受高温高压的材料，而且还提供了新的技术过程。因而人们完全相信可以制造出这种人造卫星。

B. Translate the
following into English

(1)

月光如流水一般，静静地泻在这一片叶子和花上。薄薄的轻雾浮起在荷(lotus)塘里。叶子和花仿佛在牛乳中洗过一样，又像笼着轻纱的梦。虽然是满月，天上却有一层淡淡的云，所以不能朗照；但我以为这恰是到了好处——酣眠固不可少，小睡也别有风味的。塘中的色并不均匀；但光与影有着和谐的旋律，如小提琴奏着的名曲。

【参考译文】

The moon sheds
her liquid light silently over the leaves and flowers, which, in the floating
transparency of a bluish haze from the pond, look as if they had just been
bathed in milk, or like a dream wrapped in a gauzy hood. Although it is a full
moon, shining through a film of clouds, the light is not at its brightest; it
is, however, just right for me—a profound sleep is indispensable, vet a
snatched doze also has a savor of its own. The moonlight is not spread evenly
over the pond, but rather in a harmonious rhythm of light and shade, like a famous
melody played on a violin.

(2)

我们要促成自主选择、求同存异的国际和谐局面。世界上约有200个国家，在社会制度、价值观念、发展水平。历史传统和宗教文化上互不相同。根据本国国情和人民的意愿，选择社会制度和发展道路，是各国人民的主权，别国无权干涉。每个国家和民族都有其特点和优势，我们只有通过彼此尊重，求同存异，和睦共处，相互促进，才能创造一个百花争艳、绚丽多彩的世界。

【参考译文】

We must create a
harmonious international situation in which every country can make their choices
freely and common ground is guaranteed while differences reserved. There are
about 200 countries in the world which are different from each other in terms
of social system, value, developmental level, historical tradition and
religious culture. According to their own national conditions and the will of
their people, social system and development path is the sovereignty of all
peoples and other countries have no rights to interfere. Each country and
nation having its own characteristics and advantages, we have to respect each
other, seek common ground while reserving differences, live in harmony, and promote
each other if we want to create a colorful world.

(3)

臣本布衣，躬耕于南阳，苟全性命于乱世，不求闻达于诸侯。先帝不以臣卑鄙，猥自枉屈，三顾臣于草庐之中，咨臣以当世之事，由是感激，遂许先帝以驱驰。

【参考译文】

I was originally
a commoner, tilling my land in Nanyang, trying merely to survive in the
troublous times, and not seeking to be known to the nobility. The late Emperor,
disregarding my humble birth and low position, condescended to pay me three
visits in my thatched cottage, consulting me on contemporary issues. I was
therefore very grateful to him and promised him my whole-hearted service.

Part Ⅱ: Writing (60
points)

Read the following
passage and write a summary of no less than 200 words.

Most cultures
that have formal educational systems teach much the same content—reading,
mathematics, writing, and so forth—but educational differences can be found in
what a culture emphasizes and how the content is taught. Although the teaching
of history is common to all cultures, the history the culture emphasizes is its
own. For the United States, the history of the Industrial Revolution might be
taught. In Mexico, the focus could be on the impact of Spanish invasion on that
country. Likewise, the teaching of language is common to all cultures, but the
language emphasized is its own. By teaching a culture’s history and language to
school children, a society is reinforcing its value, beliefs, and prejudices.
Each culture, whether consciously or unconsciously, tends to glorify its
historical, scientific, and artistic accomplishments and to minimize the
accomplishments of other cultures. In this way, schools in all cultures,
whether they intend to or not teach ethnocentrism. For instance, the next time
you look at a world map, notice that the United States is prominently located
in the center—unless, of course, you are looking at a Chinese or Russian map.
Many students in the United States, if asked to identify the great books of the
world, would likely produce a list of books by Western, white, male authors.
This attitude of subtle ethnocentrism, or the reinforcing of the values, beliefs,
and prejudices of the culture, is not a uniquely American phenomenon. Studying
only the Koran in Iranian schools or only the Old Testament in Israeli
classrooms is also a quiet form of ethnocentrism.

In as much as
cultures vary in what they emphasize, you should not be surprised to learn that
there is cultural diversity in how students participate in the learning
process. In some cultures, teachers talk or lecture a great deal of the time,
whereas in others students do most of the talking. Silence and minimal vocal
participation characterize some classrooms, whereas others tend to be noisy and
active. In many cultures, students recite and then write down what their
teacher has said rather than using individual textbooks. This is particularly
true in countries where the economy does not permit the luxury of textbooks.
Also, the authority vested in the teacher varies from culture to culture. Even
nonverbal aspects such as space, distance, time, and dress codes are cultural
variables in the classroom.

As we examine
the specific aspects of what and how cultures teach, it will, of course, be
impossible to include every cultural educational system. Fortunately, we need
not cover them all in order to make our point: culture influences education. To
this end, we explore the educational systems of Korea and Japan to see what and
how cultures teach. Throughout these examples, the influence of culture on the
learning process, as well as the values and beliefs of the society, will be
evident.

In Korea, all
schools follow the same program of study. The curriculum content is determined
by the Ministry of Education. There are few electives in middle schools and
high schools, and variations are tailored to the type of school a student
attends. Schools take a variety of forms. There are general schools, vocational
schools, or specialized schools, and assignment is based on regional
examination and lottery. Reading and writing are highly emphasized, and
children learn both Korean and Chinese in elementary school. Although children
must learn approximately 1,600 Chinese characters to be able to comprehend a
daily newspaper, Koreans believe that it is a sign of a well-educated person to
be able to use Chinese characters. English, as well as an additional foreign
language, is required in middle school and high school. Writing emphasizes
penmanship rather than composition, and students are encouraged to imitate
classical works rather than initiate their own original creations.

In addition to
standard subjects, Korean schools emphasize moral education. Thus, social
values, civic awareness and duty, and academic preparation are all integral
parts of the educational program. Teachers are expected to assume leadership in
these areas, and parents hold teachers responsible for disciplining their
children. Because of this reliance on teachers for discipline, children are
often warned by their parents that their teachers will be notified if they
misbehave at home. In Korea, students remain in their homerooms for most
subjects, and teachers rotate among classes, In this way, the teacher is the
social and academic counselor who can easily deal with discipline problems.
Group solidarity and conformity are both goals of the Korean educational
system. These goals are achieved by having students take all of their classes
together and by requiring that all students wear badges and uniforms. Other
rules addressing appearance, such as hair length for boys and no makeup for
girls, are strictly enforced even on the way to and from school.

Korean students
engage in several typical classroom behaviors. They typically show respect by
avoiding eye contact, bowing, and not initiating conversation with an elder.
Formal vocabulary is used to speak to the teacher, who is called seon-saeng-nim
(teacher) rather than by name. Students avoid open disagreements with the
teacher, deferring to his or her judgment. When they do not understand, they
avoid insulting the teacher by nodding politely and attributing their lack of
understanding to their own lack of diligence. Korean students prefer to remain
silent rather than offer a mistaken answer that would insult the teacher and
embarrass the student. Finally, Korean students hesitate to express personal
opinions unless they are faced with unfairness, dishonesty, or immoral
behavior.

Education in
Japan is relatively homogeneous and set by a national standardized curriculum
that emphasizes social studies, democratic political processes, and religious
tolerance. Reading is also emphasized, and students become avid readers of
nonfiction subjects such as sports, nature, history, crafts, and music. ‘Writing
skills are enhanced by answering assigned questions and through sakubun—creative
composition and letter writing. Calligraphy, done with a bamboo brush and black
ink, issued on formal occasions, so to be graceful in society, it is important
to have a minimal level of this skill. Instruction in calligraphy also becomes
training in two important Japanese values: self-discipline and meditation.
English is a compulsory subject from junior high to high school. Students begin
with the Roman alphabet and progress to the reading of classical excerpts from
Dickens and Shakespeare. Although reading, writing, and mathematics are
emphasized, oral language is not.

Educators in
Japanese schools do not overtly concern themselves with oral language
development in the curriculum…Reticence is valued in the presence of elders and
superiors in Japanese culture, and the school complements the home in imbuing
this value in youngsters. Furthermore, even when it is one’s prerogative to
speak, simple and brief remarks are valued over lengthy or pointed statements.
Traditional fairy tales concerning “The Monkey and the Crab” show the
smooth-talking crab to be quite a disreputable character. Japanese will point
out that their nation has never produced a great orator or even a notable
historical speech.

This lack of
practice in oral skills often causes Japanese students to experience serious
problems when they attend school in the United States.

Prestige in
Japan is determined almost entirely by education. This has led to a system that
is intensely competitive, but nonetheless fosters group solidarity and
collaboration—two important values in Japanese culture. This strong collective
value is reflected in the Japanese proverb that states, “A single arrow is
broken, but not in a bunch.” Schools, as we have noted, foster in-group
orientation. Junior high and high school students stay together for most
subject classes, and teachers rotate among classes. School identification is
shown in kindergarten by the wearing of matching smocks, in elementary school
by identification badges, and in junior high and high school by the wearing of
uniforms. There are rules addressing appearance, behavior codes, and even
lunch.

Despite this
collective emphasis, distinctions in individual ability are drawn very early in
the Japanese educational system, and only the most academically advanced
students gain entrance into the most prestigious college-preparatory junior and
senior high schools, and ultimately college. To master subjects and to prepare
for important entrance exams for junior high and high schools, many students
often attend additional private schools called juku. Classes meet every
day after school, on Saturdays, and during school vacations. This is in
addition to an extended school year of 240 days. In the course of nine years of
education, these additional days can add up to an extra two full years
schooling compared to most schools in the United States.

Like Korean parents,
Japanese parents view education as the single most important factor in their
children’s future success. Families often make considerable sacrifices so that
their children can excel in their school work and pass the rigorous entrance
exams. Japanese mothers, who often label themselves kyoiku mama or education
mamas, maintain close contact with their child’s teacher and are involved
with every phase of the education process. They assist with homework and ensure
that their children are freed from domestic and recreational activities so that
they have plenty of time to study.

Education is a
high national priority because the Japanese believe that the best way to ensure
their future is to develop their most valued natural resource—their people.
Because of this value placed on education, the Japanese have a correspondingly
high regard for educators. Teachers have a reciprocal responsibility to the
community. Because they are esteemed as role models, they are expected to be
correct in their behavior at all times. Japanese teachers consciously refrain
from behaviors that might be labeled marginal by the traditional Japanese
culture, such as visiting coffee shops or playing pachinko in the amusement
halls.

【参考范文】

Although formal
education systems are similar in teaching content, yet the culture emphasizes
and the way that knowledge is taught are different from one country to another.
That is because of the existence of ethnocentrism whether those countries are
aware of it or not. Like culture emphasizes are various, the ways that students
participate in the learning process also vary. In some countries, students are
silent and seldom do they take part in the class, while in some countries,
students are noisy and active. Reasons for this are many such as difference in
the investments to the classroom.

Since we have
already known that culture influences education, we are going to take education
in Japan and Korea as examples to demonstrate this. In Korea, what is taught by
schools is determined by the Ministry of Education and schools have few
electives. There are different kinds of schools in this country. All schools
put more emphases on reading and writing. Besides, schools in Korea mainly
focus on moral education. Parents rely on teachers to discipline their children
and students give their teachers so many respects to their teachers that they
seldom express personal opinions unless they are faced with unfairness,
dishonesty, or immoral behavior. While in Japan, education is relatively
homogeneous and social studies, democratic political processes, and religious
tolerance are important parts in education. Reading and calligraphy are of
great importance in Japan. Reticence is a precious value for students and many
students have difficulties in expressing themselves. What’s more, Japan’s
education attaches great importance on both collective quality such as
solidarity and collaboration and individual ability. There are also
similarities between educations of the two countries. Parents all view
education as the single most important factor in their children’s future
success. Japanese even believe education is the best way to explore their most valuable
resource, that is, people.

【解析】

文章第一段讲述了不同国家的文化不同，故教育的方式与内容都相差甚远，这是因为民族中心论的存在。而且学生们学习的方式也不一样，造成这种现象的原因有很多，不同国家对课堂的投资不同是原因之一。第二段用日本和朝鲜半岛的教育来说明文化是如何影响教育的。在朝鲜半岛，学校有很多种，但是学校的教学内容都差不多。学生们主要锻炼自己的阅读和写作能力。道德教育很重要，学生们非常尊重老师，几乎不会和老师顶嘴。日本的教育相对来说比较均匀。阅读和书法练习对日本人来说比较重要。日本的学生比较沉默寡言，出国时表达甚至有障碍。两国的相同之处就是都很重视教育，日本人将教育看作是培养人才的主要方式。

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