2019年CATTI三級(jí)筆譯實(shí)務(wù)練習(xí)題：高等教育

　　漢譯英

　　改變高等教育的全球化

　　什么是全球化?它又是如何影響高等教育政策和學(xué)術(shù)機(jī)構(gòu)的?這個(gè)問(wèn)題的答案看似簡(jiǎn)單，但實(shí)際上卻極為復(fù)雜，超乎想象。對(duì)于高等教育而言，全球化意味著決定21世紀(jì)現(xiàn)狀的社會(huì)力量、經(jīng)濟(jì)力量和科技力量，其中包括先進(jìn)的信息技術(shù)、為高等教育籌措資金的新思路以及隨之而來(lái)的對(duì)市場(chǎng)力量和商業(yè)化的接受、教師和學(xué)生史無(wú)前例的高流動(dòng)性及其他發(fā)展和變化。特別值得關(guān)注的是，高等教育大眾化的理念帶來(lái)了高等教育史無(wú)前例的擴(kuò)張——現(xiàn)今全世界大約有1.34億學(xué)生在接受高等教育，而且在過(guò)去的幾十年里，很多國(guó)家的高等教育都經(jīng)歷了前所未有的持續(xù)擴(kuò)張。這些全球性的趨勢(shì)多半是不可避免的，各國(guó)和教育機(jī)構(gòu)都必須建設(shè)性地處理全球化所帶來(lái)的各種新局勢(shì)。

　　大眾化

　　毫無(wú)疑問(wèn)，在過(guò)去的半個(gè)多世紀(jì)，高等教育大眾化是全世界最具影響力的事物，其影響力無(wú)所不在。美國(guó)早在20世紀(jì)20年代就首先實(shí)行了高等教育普及制度。之后是歐洲，始于20世紀(jì)60年代。亞洲部分國(guó)家和地區(qū)則在十年以后甚至更晚才開(kāi)始普及高等教育。發(fā)展中國(guó)家在這方面則是最晚起步的。因此，21世紀(jì)高等教育的增長(zhǎng)大多集中在發(fā)展中國(guó)家和中等收入國(guó)家。如今，在北美、歐洲和許多環(huán)太平洋國(guó)家，接受高等教育的適齡人群已達(dá)百分之六十以上。高等教育大眾化究竟給我們帶來(lái)了什么呢?

　　公共利益與個(gè)人利益。一方面，由于高等教育大眾化所帶來(lái)的金融壓力，另一方面，由于在經(jīng)濟(jì)思考，包括新自由主義的進(jìn)程所帶來(lái)的廣泛變化，高等教育從經(jīng)濟(jì)學(xué)角度來(lái)說(shuō)正越來(lái)越多地被視為應(yīng)由個(gè)人來(lái)購(gòu)買(mǎi)的私人利益，而不是由國(guó)家來(lái)提供經(jīng)濟(jì)支持的公共利益，因?yàn)樗�主要是為個(gè)體，而不是為社會(huì)帶來(lái)好處。

　　多元的資金募集模式。對(duì)大多數(shù)國(guó)家而言，政府歷來(lái)是高等教育的主要出資人。然而，高等教育的大眾化給政府撥款這種方式帶來(lái)了很大壓力，政府認(rèn)為他們實(shí)在無(wú)力為大眾化的高等教育提供足夠的資金。因此，必須找到其他資金來(lái)源——包括向?qū)W生收取的學(xué)費(fèi)和其他費(fèi)用(這通常是最大的經(jīng)費(fèi)來(lái)源)，各類(lèi)政府資助及個(gè)人貸款項(xiàng)目，高校創(chuàng)收項(xiàng)目(如產(chǎn)研合作或?yàn)槠髽I(yè)提供咨詢(xún))以及慈善捐助。

　　教學(xué)質(zhì)量的下降與教學(xué)環(huán)境的退化。大多數(shù)國(guó)家的高等教育普遍存在質(zhì)量下降的情況。在大眾化的體系下，并非所有學(xué)生都能接受到最高質(zhì)量的教育。一方面，高質(zhì)量的教育不是人人都能負(fù)擔(dān)得起的;另一方面，學(xué)生和教師的能力水平也必然會(huì)變得更為參差不齊。從能力和財(cái)力上來(lái)說(shuō)，大學(xué)的教與學(xué)已不再社會(huì)精英們的專(zhuān)利。在多樣化的高等教育體系下，盡管它的最高端仍然可以維持很高的教學(xué)質(zhì)量(盡管在一些國(guó)家，最高端的大學(xué)也有同樣的困境)，但其總體質(zhì)量是在下降的。

　　學(xué)術(shù)市場(chǎng)的全球化

　　目前，有200多萬(wàn)名學(xué)生出國(guó)留學(xué)，而且這一數(shù)字幾年后就將增至800萬(wàn)。男外，還有很多學(xué)生被外國(guó)大學(xué)設(shè)在本國(guó)的分�；蚴桥c外國(guó)大學(xué)聯(lián)辦的雙聯(lián)課程項(xiàng)目錄取。成千上萬(wàn)名訪問(wèn)學(xué)者和博士后研究人員也在國(guó)外深造。而其中學(xué)術(shù)人才在全球范圍內(nèi)的流動(dòng)影響更為深遠(yuǎn)。便捷的交通、信息技術(shù)的發(fā)展、英語(yǔ)的廣泛使用以及課程的全球化使得學(xué)術(shù)人才在國(guó)際間的流動(dòng)大大增多。學(xué)生和學(xué)者流動(dòng)的方向大多為從南向北——即從發(fā)展中國(guó)家流向北美和歐洲等發(fā)達(dá)國(guó)家。盡管以往的“人才外流”越來(lái)越多地轉(zhuǎn)變?yōu)椤叭瞬沤涣鳌�，人才和知識(shí)在各國(guó)和社會(huì)之間游走，然而，傳統(tǒng)的學(xué)術(shù)中心依然以損害周邊地區(qū)的利益為代價(jià)獲得了更多的好處。雖然中國(guó)，在一定程度上還有印度，擁有規(guī)模龐大、日益先進(jìn)的高等教育體系，在國(guó)際學(xué)術(shù)市場(chǎng)上明顯處于弱勢(shì)。而對(duì)于非洲大多數(shù)國(guó)家來(lái)說(shuō)，傳統(tǒng)意義上的人才外流依然是其主要現(xiàn)實(shí)。

　　參考譯文

　　Globalization for Change in Higher Education

　　What is globalization and how does it affect higher education policy and academic institutions? The answer is deceivingly simple and the implications are surprisingly complex. For higher education, globalization implies the social, economic, and technological forces that shape the realities of the 21st century. These elements include advanced information technology, new ways of thinking about financing higher education and a concomitant acceptance of market forces and commercialization, unprecedented mobility for students and professors, and other developments. Significantly, the idea of mass access to higher education has meant unprecedented expansion of higher education everywhere - there are about 134 million students in postsecondary education worldwide, and many countries have seen unprecedented and sustained expansion in the past several decades. These global trends are for the most part inevitable. Nations, and academic institutions, must constructively cope with the implications.

　　Massification

　　massification  is without question the most ubiquitous global influence of the past half century or more. The United States had the first mass higher education system, beginning as early as the 1920s. Europe followed in the 1960s, and parts of Asia a decade or so later. The developing countries were the last to expand. Most of the growth of the 21st century is taking place in developing and middle-income countries. North America, Europe, and a number of Pacific Rim nations now enroll 60 percent or more of the relevant age group in higher education. What has massification brought?

　　Public good vs. private good. Stimulated in part by the financial pressures of massification and also by broader changes in economic thinking, including the neoliberal agenda, higher education is increasingly considered in economic terms a private good - a benefit accruing mainly to individuals who should pay for it rather than a public good that contributes benefits to society and thus should be financially supported by the state.

　　Varied funding patterns. For most countries, the state has traditionally been the main funder of higher education. Massification has placed great strains on state funding, and in all cases governments no longer believe they can adequately fund mass higher education. Other sources of funding need to be found - including student tuition and fees ( typically the largest source) , a variety of government-sponsored and private loan programs, university income generating programs ( such as industry collaboration or consulting) , and philanthropic support.

　　Decline in quality vs. conditions of study. On average in most countries, the quality of higher education has declined. In a mass system, top quality cannot be provided to all students. It is not affordable, and the ability levels of both students and professors necessarily become more diverse.

　　University study and teaching are no longer a preserve for the elite - both in terms of ability and wealth. While the top of a diversified academic system may maintain its quality(although in some countries the top sector has also suffered), the system as a whole declines.

　　Globalization of the Academic Marketplace

　　More than 2 million students are studying abroad, and it is estimated that this number will increase to  million in a few years. Many others are enrolled in branch campuses and twinning programs. There are many thousands of visiting scholars and postdocs studying internationally. Most significantly, there is a global circulation of academics. Ease of transportation, IT, the use of English, and the globalization of the curriculum have tremendously increased the international circulation of academic talent. Flows of students and scholars move largely from South to North - from the developing countries to North America and Europe. And while the "brain drain" of the past has become more of a "brain exchange", with flows of both people and knowledge back and forth across borders and among societies, the great advantage still accrues to the traditional academic centers at the expense of the peripheries. Even China, and to some extent India, with both large and increasingly sophisticated academic systems, find themselves at a significant disadvantage in the global academic marketplace. For much of Africa, the traditional brain drain remains largely a reality.

　　漢譯英

　　遠(yuǎn)程教育

　　遠(yuǎn)程教育屬正規(guī)教育，它打破了傳統(tǒng)的課堂教學(xué)模式。遠(yuǎn)程教育與傳統(tǒng)教育相比有兩大區(qū)別，即遠(yuǎn)程教育具有靈活性和開(kāi)放性，不受時(shí)空和學(xué)習(xí)進(jìn)度的限制。教師在一處授課，而學(xué)生在另一處學(xué)，打破了時(shí)空限制。有些學(xué)生由于工作、家庭或是地理?xiàng)l件的限制等原因無(wú)法接受傳統(tǒng)教育，而遠(yuǎn)程教育可以為他們提供受教育的機(jī)會(huì)。學(xué)生學(xué)習(xí)的地點(diǎn)可以是配有通信設(shè)備的校園、工作單位或者自己家里。授課可以實(shí)時(shí)或非實(shí)對(duì)進(jìn)行。師生交互以及學(xué)生交互可以融入到教學(xué)過(guò)程中去。遠(yuǎn)程教育可以是學(xué)歷教育，學(xué)生可獲得學(xué)士學(xué)位或碩士學(xué)位;遠(yuǎn)程教育也可以是非學(xué)歷教育，學(xué)生可取得職業(yè)資格證書(shū)、獲得在職培訓(xùn)乃至終身學(xué)習(xí)的機(jī)會(huì)。遠(yuǎn)程教學(xué)可采取多種技術(shù)，而究竟采用哪些技術(shù)可根據(jù)所授科目以及學(xué)生的特點(diǎn)來(lái)定。

　　除此之外，學(xué)生通常可以自主決定學(xué)習(xí)進(jìn)度。

　　正如五花八門(mén)的課程設(shè)置一樣，遠(yuǎn)程教育的模式也是多種多樣的。最有效的遠(yuǎn)程教育課程充分利用傳播媒介，并把它和所授科目的特點(diǎn)結(jié)合起來(lái)。

　　一般而言，遠(yuǎn)程教育有三種基本的傳輸模式：電視現(xiàn)場(chǎng)直播，完整的或經(jīng)過(guò)壓縮的信息傳輸以及基于計(jì)算機(jī)的教學(xué)。當(dāng)然，也可以綜合應(yīng)用這些模式。例如，以播放錄像帶為主的課程可以經(jīng)由衛(wèi)星或萬(wàn)維網(wǎng)直播。另外，師生間的互動(dòng)以及學(xué)生之間的互動(dòng)也是學(xué)習(xí)過(guò)程的重要組成部分。有許多支持性技術(shù)可用于促進(jìn)遠(yuǎn)程學(xué)習(xí)環(huán)境下的互動(dòng)。這些技術(shù)包括電子公告板、互聯(lián)網(wǎng)、電子郵件、傳真、互聯(lián)網(wǎng)接力聊天、電話(huà)以及普通郵件。

　　參考譯文

　　Distance Learning

　　Distance learning is a formal educational process that breaks the traditional mode of classroom teaching. There are two key differences between traditional education and distance learning.

　　Distance learning adds flexibility and availability, regardless of time, place, or pace of learning.

　　Here an instructor teaches, and somewhere else a student learns, regardless of barriers of time or place. Distance learning reaches out to non-traditional students who must fit their studies around workplace, family responsibilities, and geographical barriers, etc. Students can be at satellite campuses, at the workplace, or at home. Instruction may take place in real time or on a time- delayed basis. Interactivity between student and instructor, as well as among students themselves can be built into the program. The outcome can be a bachelor's degree or a master's degree, professional certification, on-the-job training, or life-long learning.

　　A number of technologies can be employed in distance instruction, depending on what is most appropriate for the subject and the targeted group of students. In addition, students usually progress through the course at their own speed.

　　Distance learning modes are as varied and numerous as the courses themselves. The most effective course in distance learning always knows how to combine the use of media with the nature of the subject being taught.

　　Generally speaking, there are three basic transmission modes in distance learning: live TV broadcast, transmission of complete or compressed information as well as computer-based instruction. Of course, all these modes can also be used in combination. For instance, live broadcast via satellite or the World Wide Web can be added in courses conducted primarily with videotapes.

　　In addition, instructor-student interactivity as well as student-student interactivity is also an important part of the learning process. There are a number of supportive technologies that can help promote interactivity in the distance learning environment, including electronic bulletin boards, internet, email, fax, Internet Relay Chat (IRC), telephone and snail mail.

　　熱點(diǎn)關(guān)注：2018年CATTI三級(jí)筆譯模擬題306篇