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四、翻译部分：
Part C
Directions:
Read the following text carefully and then translate the underlinedsegments into Chinese. Write your answers on the ANSWER SHEET. (10 points)
World War II was the watershed event for higher education in modem Westernsocieties. (46) Those 
societies came out of the war with levels of enrollmentthat had been roughly constant at 3-5% of the relevant age groups during thedecades before the war. But after the war, great social and political changesarising out of the successful war against Fascism created a growing demand inEuropean and American economies for increasing numbers of graduates with morethan a secondary school education. (47) And the demand that rose in thosesocieties for entry to higher education extended to groups and social classesthat had not thought of attending a university before the war. These demandsresulted in a very rapid expansion of the systems of higher education, beginningin the 1960s and developing very rapidly (though unevenly) during the 1970s and1980s.
The growth of higher education manifests itself in at least three quitedifferent ways, and these in tum have given rise to different sets of problems.There was first the rate of growth: (48) in many countries of Western Europe,the numbers of students in higher education doubled within five-year periodsduring the 1960s and doubled again in seven, eight, or 10years by the middle ofthe 1970s. Second, growth obviously affected the absolute size of systems andindividual institutions. And third, growth was reflected in changes in the proportion of the relevant age group enrolled in institutions of highereducation.
Each of these manifestations of growth carried its own peculiar problems inits wake. For example, a high growth rate placed great strains on the existingstructures of governance, of administration, and above all of socialization.When a faculty or department grows from, say, five to 20 members within three orfour years, (49) and when the new staff predominantly young men and women freshfrom postgraduate study, they largely define the norms of academic life in thatfaculty. And if the postgraduate student population also grows rapidly and thereis loss of a close apprenticeship relationship between faculty members andstudents, the student culture becomes the chief socializing force for newpostgraduate students, with consequences for the intellectual and academic lifeof the institution -this was seen in America as well as in France, Italy, WestGermany, and Japan. (50) High growth rates increased the chances for academicinnovation: they also weakened the forms and processes by which teachers andstudents are admitted into a community of scholars during periods of stabilityor slow growth. In the 1960s and 1970s, European universities saw marked changesin their governance arrangements, with the empowerment of junior faculty and tosome degree of students as well.
【译文】
第二次世界大战是现代西方社会高等教育的分水岭。 (46) 战争结束后，这些西方社会的高等教育的入学率水平不一，而战争爆发前的几十年间，入学率大致保持在相关年龄群体的3-5%。但是在战争之后，反法西斯战争的成功产生了巨大的社会和政治变革，这给欧洲和美国经济提出了越来越高的要求，要求越来越多的受过中学以上教育的毕业生。(47)那些社会中，人们对进入高等教育的需求不断上升，这种需求也延伸到了战前从未想过上大学的群体和社会阶层中。这些需求导致了高等教育系统的迅速扩展，从20世纪60年代开始，并在70年代和80年代迅速发展(尽管发展不平衡)。
高等教育的发展至少以三种完全不同的方式表现出来，而这些都引发了各种问题。首先是增长率：(48)在西欧许多国家，高等教育的学生人数在20世纪60年代的五年内翻了一番，到70年代中期，高等教育学生人数又在7年、8年或10年内翻了一番。其次，增长显然影响了系统和单个大学的绝对规模。第三，增长反映在高等教育机构中相关年龄段比例的变化中。
增长的每一种表现都带来了其自身特有的问题。例如，高增长率给现有的管理结构，行政管理以及最重要的社会化带来了巨大压力。当某个学院或系在三年或四年之内从五名成员成长到20名成员时，(49)并且当新员工主要是刚刚研究生毕业的年轻男女时，他们很大程度上决定了该学院的学术生活规范。如果研究生人数也迅速增长，并且教职员工与学生之间失去了紧密的学徒关系，那么学生文化将成为新研究生的主要社交力量，从而对该大学的知识和学术生活产生影响——这在美国以及法国，意大利，西德和日本都曾出现过。(50)高增长率增加了学术创新的机会：同时也弱化了在稳定或缓慢增长时期师生被接纳进入学者群体的形式和过程。在上世纪60年代和70年代，随着授权给初级教员以及某些学生，欧洲大学的管理安排发生了显着变化。
【逐句解析】
(46) Those societies came out of the war with levels of enrollment that hadbeen roughly constant at 3-5% of the relevant age groups during the decadesbefore the war.
考察定语从句。其中came out of the war, 本意是“从战争中出来”，但结合语境，翻译成“战争结束后”更准确;enrollment入学率，roughly 基本上，大体上，大致; constant 恒定的，不变的，稳定的;relevant age groups 相关年龄群体
【译文】战争结束后，这些西方社会的高等教育的入学率水平不一，而战争爆发前的几十年间，这些社会的入学率大致保持在相关年龄群体的3-5%。
(47) And the demand that rose in those societies for entry to highereducation extended to groups and social classes that had not thought ofattending a university before the war.
考察定语从句。主句为the demand extended to groups and social classes;第一个定语从句that rosein those societies for entry to higher education修饰先行词 demand;第二个定语从句that had notthought of attending a university before the war修饰先行词 groups and socialclasses。entry to higher education 进入高等教育/接受高等教育;extend 延伸;attend a university上大学
【译文】那些社会中，人们对进入高等教育的需求不断上升，这种需求也延伸到了战前从未想过上大学的群体和社会阶层中。
(48) in many countries of Western Europe, the numbers of students in highereducation doubled within five-year periods during the 1960s and doubled again inseven, eight, or 10 years by the middle of the 1970s.
考察后置定语。double作动词，意为翻倍，加倍;the numbers of表示…的数量;in higher education为后置定语修饰the number of students：高等教育的学生人数;1960s译为20世纪60年代;“by +时间”译为：到…时候
【译文】在西欧许多国家，高等教育的学生人数在20世纪60年代的五年内翻了一番，到70年代中期，高等教育学生人数又在7年、8年或10年内翻了一番。
(49) and when the new staff are predominantly young men and women freshfrom postgraduate study, they largely define the norms of academic life in thatfaculty.
考察时间状语从句和后置定语。staff 员工;predominately 主要地;fresh from 刚从…毕业的;postgraduate研究生;norms of academic life 学术生活规范;faculty 系，学院;when引导的为时间状语从句;fresh frompostgraduate study为后置定语修饰young men and women：刚刚研究生毕业的年轻男女
【译文】并且当新员工主要是刚刚研究生毕业的年轻男女时，他们很大程度上决定了该学院的学术生活规范。
(50) High growth rates increased the chances for academic innovation: theyalso weakened the forms and processes by which teachers and students
areadmitted into a community of scholars during periods of stability or slowgrowth.
考察定语从句。bywhich引导的定语从句，前置介词+关系词在从句中往往充当状语，修饰动词，在本句中修饰admit(承认、接纳)，表示通过这些forms andprocesses(形式和过程)才能被接纳。句子由引号分为两部分，首句High growth rates(高增长率)increased the chancesfor(为……增加了机会)academic innovation(学术创新);后半句into a community ofscholars(进入学者群体);during periods of(在……期间);stability or slowgrowth(稳定或缓慢增长)
【译文】高增长率增加了学术创新的机会：同时也弱化了在稳定或缓慢增长时期师生被接纳进入学者群体的形式和过程。