[考研类试卷]考研英语（翻译）模拟试卷4及答案与解析.doc

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1、考研英语（翻译）模拟试卷 4 及答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 0 Even though researchers have suggested that less than 10% of families with adolescents experience serious relationship difficulties and that only 15 30% of

2、adolescents experience serious developmental difficulties, adolescence has long been characterized by developmental theorists as a troubled period charged by hormonal factors which contribute to fluctuations in adolescent behaviors.【F1】Since G. Stanley Hall s characterization of the adolescent perio

3、d as one of “storm and stress,“ many theorists have portrayed adolescence as a troubled and unique period of the life cycle, and have continued to describe adolescents as incapable of rational thought and whose behaviors are in constant conflict with family and societal norms.In particular, the pred

4、ominant theoretical views that have evolved since the early twentieth century have conceptualized “storm and stress“ in terms of three specific characteristics:(a)parent-adolescent conflict,(b)emotional moodiness, and(c)risk-taking behaviors.【F2 】The views of adolescents voiced by parents, teachers,

5、 and even health professionals, and presented in the media and in fictional literature, have perpetuated the stereotypic portrayal of adolescents as moody, emotional, and rebellious.Much of the early research on adolescence was based on those adolescents whose behaviors were likely to gain attention

6、, thereby confirming the view of a non-diverse population of adolescents engaged in stormy and stressful behaviors.【F3】Current research, however, has reexamined adolescent moods and behaviors and does not tend to support a prevalent rebellious characterization of the typical adolescent, nor does it

7、support storm and stress as universal and inevitable. Instead, low to moderate levels of con-flictual behavior, moodiness, and risk-taking have been found to be more normative outcomes of the transitions of adolescence.【F4】In particular, research on parent-adolescent conflict has shown that the prog

8、ression to becoming an autonomous individual does not typically involve stress and anxiety, and any emotional detachment does not necessarily involve behaviors that reject parental values.【F5 】 Adolescents demonstrations of autonomy may compete with conventional parenting goals of household manageme

9、nt, expectations, standards, and discipline, and contribute to increased parental efforts to delay the adolescent search for satis-faction in order to conform to family and social rules. Family conflict may increase in early adolescence and its frequency may be highest during this time, but these di

10、sagreements involve minor issues and are not long-lasting and pervasive. Most conflict is related to household responsibilities and privileges and involves small issues rather than basic values. Smetana and Gaines summarized the views of many researchers by noting that parent-adolescent conflicts ar

11、e common, but they are usually over trivial issues and rarely reach levels that could be interpreted as severe.1 【F1】2 【F2】3 【F3】4 【F4】5 【F5】5 The world wide web began as a platform for information, communication, and entertainment. Its now emerging as a powerful social medium, in which people build

12、 communities of new friends with whom they form personal and emotional bonds.【F1 】One has to be concerned about this seemingly harmless exercise in networking, however, if these bond with people known only to the imaginationtypically anonymous, sometimes misrepresented, and never accountableinterfer

13、e with or replace real intimacies, particularly in those who are in a formative stage of social development. Researchers at the Annenberg School Center for the Digital Future at the University of Southern California were taken by surprise when their latest survey found that more than 40 percent of u

14、sers feel that their online friends are every bit as important to them as their real-life ones.【F2】Beyond communities of presumably real people is the Internet game world, in which emotional contacts are made in three-dimensional virtual reality with fantasy people in fantasy places. Cyberpsy-cholog

15、ists will tell you that such environments can be so real as to be used in therapy to modify behavior. But safety issues are a foremost concern. San Diego physician Mark Wiederhold, editor-in-chief of the medical journal CyberPsychology and Behavior, has been studying how soldiers returning from Iraq

16、 with post-traumatic stress disorder fare using programs in which their embodiments wander a virtual Baghdad filled with haunting signals and triggers.【F3 】The experience can be so vivid, that it causes strong emotional reactions that might not be brought out in more traditional therapy.Little is kn

17、own about what might be similar safety concerns related to games in which young people create embodiments and interact freely in vivid imaginary worlds, largely unsupervised.【F4】Sometimes the play involves any number oj supercharged violent or objectionable actions against other imaginary bit mansta

18、ken without regret or empathy or personal consequence. To be sure, there is disagreement on the impact of such experiences. Some psychologists argue that they might encourage the behavior in the real world; others that it has no effect and may even be a way to drain off aggressive feelings.As Harvar

19、d cyber-researcher and psychiatrist Steven Locke acknowledges, weve only scratched the surface when it comes to understanding how imaginary experiences that are so vividly realistic might affect brain development in children. We know that real ones do. We also have to consider a broader but more sub

20、tle risk.【F5】For some kids, a dependence on virtual human interactions, be they with real or with fantasy people, might influence their evolving social intelligence, affecting whom they trust and how they set expectations, how they deal with both affirmation and rejection, and how they give and rece

21、ive emotional support.6 【F1】7 【F2】8 【F3】9 【F4】10 【F5】10 “Flexibility“ has become a key metaphor potently vivifying a variety of contemporary life discourses.【F1】As capital becomes more globalised and national economies increasingly integrated on a global basis, flexibility becomes both a key goal in

22、. and a means of, maintaining and increasing economic competitiveness. Organizations are expected to respond flexibly and rapidly to market changes and a premium is now placed on the need for flexibility not only within workplaces hut also between them. Within this context are located interlinking d

23、iscourses of flexible organizations, flexible workers and a consequent perceived need amongst managers for flexible structures, modes and contents of learning to service these organizations and workers.【F2】Given this context, flexible learning can be seen as both a condition of and contributor to ch

24、anges in the social and economic division of labor, the organization and management of work and production, and the management of workplace culture. Flexible learning is also, from an educational perspective, a-bout the appropriate provisions required to meet such changes. Traditional knowledge cano

25、ns and pedagogics are increasingly seen as inflexible, challenged and displaced by more flexible contents and modes of learning regarded as more congruent with the flexibility in labor processes, markets, products and patterns of consumption that characterize post-Fordist processes of flexible capit

26、al accumulation.【F3 】All this has contributed to accelerating the breakdown of the universitys monopoly of knowledge legitimation and to a developing consciousness that the university is no longer the only or principal site in which “valid“ learning occurs.As well as socio economic and technological

27、 changes, the significance of changes in the cultural climate are an important means of understanding the contemporary workplace. These latter, to a large extent, are both the cause and outcome of postmodernism as a generalized social consciousness that involves the undermining of foundations, cente

28、rs of authority and canonical knowledge and more decentred forms of social and economic organization. This has contributed to an acute consciousness of change, stimulation of diversity and difference and a consequent need to be flexible. The message now is that we all need to be adaptable in uncerta

29、in and troubled times.【F4】This simultaneous, continuous and rapid changein both the higher education sector and in contemporary workplacesis both an outcome and a reinforcement of a perceived urgency for continuous adaptation and flexible approaches to learning. Emerging in several OECD nations incl

30、uding the UK and Australia are university led work-based learning awards.【F5】These award programs can be aptly understood as an instance of flexible learning, characteristic of a contemporary situation that increasingly and significantly privileges “learning“ as the term preferred over “education“.

31、This is manifesting not only flexibility in learning but also a flexibility of learning. This entails a reconfiguration of traditional educational principles of disciplines-based curricula, canonical texts, courses with fixed beginnings and ends, and face-to-face teaching.11 【F1】12 【F2】13 【F3】14 【F4

32、】15 【F5】15 Despite the everyday use of electrical appliances and technical devices, only a minority of people living today has deeper insight into the scientific foundations of modern life. As a consequence, concerted joint efforts have been made in many modern societies to improve the level of publ

33、ic education in science, technology, engineering, and mathematics(STEM).【 F1】As part of these efforts, psychologists, educators . and researchers from STEM disciplines have collaborated in attempts to explain why the human mind so often seems immune to conventional instruction and how these barriers

34、 can be overcome by designing learning environments that are better adapted to our cognitive functioning.Discussing physics with lay people, Frederick Reif(a professor of physics and education at the the University of California, Berkeley)found a topsy-turvy disorderly world.【 F2】He was told that ob

35、jects have an “internal force“ of motion, conveyed to them by being pushed; that objects move because they are driven by this force; and that they finally stop moving because it gets “used up. “ A growing body of research literature in science education and cognitive psychology documents that such e

36、xplanations are quite common, even among otherwise well-educated people.【F3】Students may successfully complete introductory physics courses without acquiring conceptual knowledge about how the world works that is compatible with scientific physics. Many teachers are terribly disappointed when after

37、all those lessons their students still believe in internal force as the cause of motion.Some teachers make desperate efforts to introduce the concepts even more systematically. They strictly keep to a logical sequence, and they present very clear and precise definitions. When tests require students

38、to reproduce definitions and to figure out quantitative information, performance often seems satisfactory.【F4】However, a serious lack of conceptual understanding remains, as students cannot transfer the insights they should have gained to problems that differ from those dealt with in the classroom.W

39、hat has gone wrong? Often teachers hold the “direct transmission“ view of learning, according to which successful classroom practice is seen as teachers providing information that students memorize and retell.【F5】Reif describes why such learning environments may, at best, help students accumulate fa

40、cts or acquire simple skills but will not support them in building up the conceptual knowledge they need to model new and complex situations, as required in science and mathematics. He emphasizes that the main barrier that keeps students from learning science and mathematics is not so much what they

41、 lack, but what they havenamely, naive scientific knowledge that often works well in everyday life but largely differs from and even contradicts scientific explanations.16 【F1】17 【F2】18 【F3】19 【F4】20 【F5】考研英语（翻译）模拟试卷 4 答案与解析Part CDirections: Read the following text carefully and then translate the u

42、nderlined segments into Chinese. (10 points) 【知识模块】 翻译1 【正确答案】 自斯坦利霍尔将青春期界定为一个以“风暴和压力” 为特征的时期以来，许多理论家就把青春期描绘成人生中一个动荡而独特的阶段，并且把处于这段时期的青少年描述成不擅长理性思考，常与家庭和社会规范发生冲突的人。【知识模块】 翻译2 【正确答案】 在父母、老师甚至健康专家的观点，以及媒体和小说所传达的观念中，青少年往往被赋予一种固定的模式化形象，即喜怒无常、感情冲动和桀骜不驯。【知识模块】 翻译3 【正确答案】 然而，当前的研究对青少年的情绪和行为进行了重新审视，并未证实“叛逆是青

43、少年的典型性格” 这一流行观点，也未证实 “风暴和压力是普遍和必然特征”这一说法。【知识模块】 翻译4 【正确答案】 尤其是关于青春期亲子冲突问题的研究表明，成长为一个独立个体的过程并不总是包含着压力和焦虑，而且任何情感上的冷漠也不一定是他们否定父母价值观的行为。【知识模块】 翻译5 【正确答案】 青少年标榜的独立自主可能会与传统的家庭管理方面的培养目标、父母的期望、标准以及家规相违背，这就使得父母为了遵守家庭和社会的准则，尽一切努力延迟子女对这种满足感的追求。【知识模块】 翻译【知识模块】 翻译6 【正确答案】 然而，如果只与想象中认识的人建立的这些关系通常匿名、有时失实、从不负责妨碍甚至取

44、代了现实的亲密关系，人们必须注意这种看似无害的网络交际行为，尤其当事情发生在尚处于社交发展形成阶段的那些人身上时。【知识模块】 翻译7 【正确答案】 除了由大概真实的人物组成的社区外，还存在网络游戏世界。在这个三维虚拟现实中，人们在幻想的地方与幻想的人进行着情感交流。【知识模块】 翻译8 【正确答案】 这种体验如此逼真，以至于它可引起无法在较为传统的疗法中引发的强烈情感反应。【知识模块】 翻译9 【正确答案】 有时，游戏会涉及许多对抗其他假想人物的强烈暴力或令人不快的行为，这些行为的发生无丝毫懊悔或同情，也无个人后果。【知识模块】 翻译10 【正确答案】 就某些孩子来说，对虚拟人际交往的依赖，

45、无论其对象是真实的还是幻想中的人，都可能会影响到他们正在发展的社会智力，从而影响他们信任对象的选择、期望设定的方式、对待肯定与反对的方式，以及他们对情感支持的施受方式。【知识模块】 翻译【知识模块】 翻译11 【正确答案】 随着资本在全球范围内流动的加强以及各国国民经济在全球经济基础上的日益融合，灵活性已经是保持并增强经济竞争力的一个重要目标，也是实现这一目标的一种重要方式。【知识模块】 翻译12 【正确答案】 鉴于这一背景，灵活式学习可被视为社会经济中劳力分配、工作与生产的组织管理以及企业文化管理等方面变化的条件之一，也是促进这种变化的动力之一。【知识模块】 翻译13 【正确答案】 所有这些

46、因素都有助于加快瓦解大学在正规学习上的垄断地位，同时也使人们越来越强烈地认识到，大学已不再是“有效” 学习的唯一或主要场所。【知识模块】 翻译14 【正确答案】 高等教育部门和现代企业内部正在发生的持续而快速的变化既是我们迫切要求不断适应环境和灵活学习的产物，同时，它又加强了人们在这两方面的紧迫感。【知识模块】 翻译15 【正确答案】 在当前的教育环境下，人们越来越频繁地用“学习” 代替“教育”，经济合作与发展组织国家实行的这种“以大学为向导、以工作为依托” 的学习模式可以比较贴切地理解为当前教育形势的特色灵活式学习的一个典范。【知识模块】 翻译【知识模块】 翻译16 【正确答案】 作为这些努

47、力的一部分，来自 STEM 各学科的心理学家、教育家和研究人员进行了合作，试图解释为什么人类大脑似乎总是对传统教学免疫，及如何通过设计出更适合我们认知功能的学习环境来克服这些障碍。【知识模块】 翻译17 【正确答案】 对方告诉他，物体具有一种运动“内力” ，这种力通过外部推动而传递给它们；物体因受此力驱使而运动；并因此力“耗尽” 而最终停止运动。【知识模块】 翻译18 【正确答案】 学生们在成功学完初级物理课程时，可能并没有获得与科学物理一致的关于世界如何运转的概念性知识。【知识模块】 翻译19 【正确答案】 然而，严重的概念理解不足依然存在，因为学生们无法将其本该获得的洞察力转移，用于解决那些与课堂上处理的问题有所不同的问题。【知识模块】 翻译20 【正确答案】 瑞夫阐释了为什么这样的学习环境最多能够帮助学生累积事实或习得简单技能，而不能帮助他们建立起概念性的知识，而这种知识才是他们为科学和数学所要求的复杂新情形创建模型所需要的。【知识模块】 翻译