2018年catti筆譯中級(jí)考試模擬試題：教育相關(guān)3篇

　　第一篇

　　漢譯英

　　一項(xiàng)重要的、有可能促使人們對(duì)公共教育的角色的看法發(fā)生轉(zhuǎn)變的社會(huì)發(fā)展是本世紀(jì)五六十年代的生育高峰對(duì)學(xué)校的影響。在 20 年代，尤其是在 30 年代后的大蕭條中，美國(guó)經(jīng)歷了一次出生率的下降——1920 年每千名年齡在 15 歲至 45 歲的婦女生下大約 118 個(gè)存活嬰兒，1930 年 89.2 個(gè)，1936 年 75.8 個(gè)，1940 年 80 個(gè)。隨著二戰(zhàn)帶來(lái)的持續(xù)繁榮以及隨之而來(lái)的經(jīng)濟(jì)增長(zhǎng)，年輕人比大蕭條中的同齡人更早地結(jié)婚成家，而且比前輩養(yǎng)育更大的家庭。1946 年出生率上升到 102%，1950 年達(dá) 106%，1955 年達(dá) 118%。對(duì)于生育高峰，經(jīng)濟(jì)有可能是最重要的決定因素，但它并不是唯一的解釋。不斷受到重視的家庭觀念也有助于解釋出生率的上升。到 40 年代中期為止，這些生育高峰出生的孩子們開(kāi)始源源不斷地進(jìn)入小學(xué)一年級(jí)。到了 1950 年，就形成了一股洪流。公共教育系統(tǒng)突然感到不堪重負(fù)了。由于戰(zhàn)時(shí)和戰(zhàn)后的狀況，使得學(xué)齡兒童人數(shù)增加，這些狀況使得學(xué)校面對(duì)這股洪流更加措手不及。戰(zhàn)時(shí)經(jīng)濟(jì)意味著在 1940 年到 1950 年間幾乎沒(méi)有建立新學(xué)校。而且，在戰(zhàn)時(shí)和隨后的經(jīng)濟(jì)增長(zhǎng)時(shí)期，大量的教師離開(kāi)崗位去別處從事報(bào)酬更為優(yōu)厚的工作。

　　因此，在五六十年代，生育高峰沖擊著陳舊而不完備的學(xué)校體系。這樣一來(lái)，30 年代以及 40 年代早期，"監(jiān)護(hù)理論"就不再有意義了。也就是說(shuō)，通過(guò)使 16 歲以上的年輕人留在學(xué)校不進(jìn)入勞動(dòng)力市場(chǎng)的做法再也不是教育機(jī)構(gòu)的優(yōu)先考慮了。因?yàn)榻逃龣C(jī)構(gòu)不再能找到場(chǎng)地和教師來(lái)教育那些更 小的 5-16 歲的孩子。隨著生育高峰，教育者和圈外人士對(duì)教育的興趣和焦點(diǎn)，不可避免地轉(zhuǎn)向了更低的年級(jí)和基礎(chǔ)的學(xué)術(shù)技能和學(xué)科上。這個(gè)系統(tǒng)不再有濃厚的興趣給較年長(zhǎng)的年輕人提供非傳統(tǒng)的新式的和額外的服務(wù)。

　　參考譯文

　　One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, the United States experienced a declining birth rate —— every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920，89.2 in 1930，75.8 in 1936, and 80 in1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The baby boomers began streaming into the first grade by the mid 1940's and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed, large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

　　Therefore in the 1950's and 1960's, the baby boom hit an antiquated and inadequate school system. Consequently, the "custodial rhetoric"of the 1930's and early 1940's no longer made sense that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.

　　第二篇

　　漢譯英

　　作為一個(gè)最不發(fā)達(dá)國(guó)家的領(lǐng)導(dǎo)人，就切身體驗(yàn)而言，我認(rèn)為貧窮是一個(gè)非常復(fù)雜的現(xiàn)象，戰(zhàn)勝貧窮的方法也是多種多樣的，而且在很大程度上取決于當(dāng)?shù)氐那闆r，因此也就沒(méi)有一件特別有效的法寶。

　　許多年來(lái)，我們吃過(guò)不少苦頭。我們對(duì)各種不同的主張進(jìn)行了試驗(yàn)。

　　然而，世界經(jīng)濟(jì)論壇不久前發(fā)表的一份報(bào)告稱(chēng)，全世界應(yīng)在 2015 年完成的戰(zhàn)勝貧窮、饑餓和瘧疾的目標(biāo)，至今只勉強(qiáng)完成了應(yīng)完成的三分之一�，F(xiàn)在我確信，要實(shí)現(xiàn)聯(lián)合國(guó)于 2000 年確定的各項(xiàng)新前年發(fā)展目標(biāo)，必須要有一項(xiàng)全球協(xié)議。該協(xié)議必須基于符合當(dāng)?shù)厍闆r的國(guó)家政策。

　　援助和貿(mào)易都是必要的，但光靠它們還是不夠的。只靠善治也是不夠的。事實(shí)上，沒(méi)有地方社會(huì)力量的直接參與，任何事情都不可能取得進(jìn)展。我擔(dān)心的是我們說(shuō)得太多。這可不是上策。

　　我想舉一個(gè)例子來(lái)說(shuō)名義向全球協(xié)議是怎么在坦桑尼亞運(yùn)作，以實(shí)現(xiàn)普及基礎(chǔ)教育的。

　　二十世紀(jì)九十年代中期，基礎(chǔ)教育幾乎各項(xiàng)指標(biāo)都大幅下滑。毛入學(xué)率從八十年代初的 98% 下降到 2000 年的 77.6% 。凈入學(xué)率也從 80% 以上下降到只有 58.8% 。

　　隨后發(fā)生了幾件事情。最高政治領(lǐng)導(dǎo)層決定將基礎(chǔ)教育列為最優(yōu)先發(fā)展的項(xiàng)目，并通過(guò)了"小學(xué)教育五年發(fā)展計(jì)劃"，規(guī)定于 2006 年普及基礎(chǔ)教育，比全球的規(guī)定目標(biāo)提前九年。

　　善治使國(guó)庫(kù)日漸充實(shí)，政府收入八年來(lái)翻了兩番。 2001 年，我們接受了世界銀行為重債窮國(guó)進(jìn)一步免除債務(wù)的安排。隨后還有捐助者直接把錢(qián)劃入我們的預(yù)算，或捐給小學(xué)教育發(fā)展計(jì)劃設(shè)立的合作基金。

　　政府的政治決心從以下情況可以得到驗(yàn)證：五年來(lái)，國(guó)家預(yù)算中用于消除貧窮的部分增加了 130% 。我們還取消了小學(xué)的學(xué)費(fèi)。

　　此外，我們還保證所有涉及小學(xué)教育發(fā)展計(jì)劃的項(xiàng)目都由地方來(lái)確定、規(guī)劃、擁有、執(zhí)行和評(píng)估。這就使得人們?yōu)樽约旱乃�作所為感到驕傲，感到光彩。小學(xué)教育發(fā)展計(jì)劃只實(shí)行了兩年，就取得了巨大的成功。

　　參考譯文

　　As a leader of a least developed country, I speak from experience when I say that poverty is too complex a phenomenon, and the strategies for fighting it too diverse and dependent on local circumstances, for there is no single silver bullet in the war on poverty.

　　We have learned the hard way over the years. We have experimented with all kinds of ideas.

　　Yet a report recently released by the World Economic Forum shows that barely a third of what should have been done by now to ensure the world meets its goals to fight poverty, hunger and disease by 2015 is done. I am now convinced that the Millennium Development Goals set by the United Nations in 2000 can only be attained through a global compact, anchored in national policies that take into account local circumstances.

　　Aid and trade are both necessary, but they are not enough on their own. Neither is good governance enough in itself. Above all, nothing can move without the direct participation of local communities. I fear that we lecture too much. This is not the best way.

　　I will give an example of how such a compact worked in Tanzania to achieve universal basic schooling.

　　In the mid-1990s, almost all indicators for basic education were in free fall. The gross enrollment rate had fallen from 98 percent in the early 1980s to 77.6 percent in 2000. The net enrollment rate had likewise fallen, from over 80 percent to only 58.8 percent.

　　Then several things happened. We decided at the top political level that basic education would be a top priority, and adopted a five-year Primary Education Development Plan to achieve universal basic education by 2006 - nine years ahead of the global target.

　　Good governance produced more government revenues, which quadrupled over the last eight years. In 2001, we received debt relief under the World Bank's enhanced HIPC ( heavily indebted poor countries ) Initiative. Subsequently, more donors put aid money directly into our budget or into a pooled fund for the Primary Education Development Program ( PEDP ) .

　　The government's political will was evidenced by the fact that over the last five years the share of the national budget going to poverty reduction rose by 130 percent. We abolished school fees in primary schools.

　　Then we ensured that all PEDP projects are locally determined, planned, owned, implemented and evaluated. This gave the people pride and dignity in what they were doing. After only two years of implementing PEDP, tremendous successes have been achieved.

　　第三篇

　　漢譯英

　　“十二五”期間，中國(guó)把教育扶貧作為脫貧攻堅(jiān)的重要內(nèi)容，深入推進(jìn)義務(wù)教育均衡發(fā)展，著力縮小城鄉(xiāng)教育差距，全面改善貧困地區(qū)的辦學(xué)條件

　　實(shí)施學(xué)前教育三年行動(dòng)計(jì)劃、鄉(xiāng)村教師生活補(bǔ)助計(jì)劃，實(shí)施中等職業(yè)學(xué)校免學(xué)費(fèi)、補(bǔ)助生活費(fèi)政策及面向貧困地區(qū)定向招生專(zhuān)項(xiàng)計(jì)劃。

　　2012-2015年，中央財(cái)政累計(jì)投入資金831億元改造義務(wù)教育薄弱學(xué)校，投入約140億元建設(shè)邊遠(yuǎn)艱苦地區(qū)農(nóng)村學(xué)校教師周轉(zhuǎn)宿舍24.4萬(wàn)套，可入住教師30萬(wàn)人。

　　連續(xù)實(shí)施學(xué)前教育三年行動(dòng)計(jì)劃，全國(guó)學(xué)前三年毛入園率由2011年的62.3%提高到2015年的75%，中西部地區(qū)在園幼兒數(shù)由2011年的2153萬(wàn)增加到2015年的2789萬(wàn)，增長(zhǎng)了30%。

　　2013-2015年，中央財(cái)政累計(jì)投入資金約44億元，支持連片特困地區(qū)對(duì)鄉(xiāng)村教師發(fā)放生活補(bǔ)助，惠及約600個(gè)縣的100多萬(wàn)名鄉(xiāng)村教師。

　　實(shí)施面向貧困地區(qū)定向招生專(zhuān)項(xiàng)計(jì)劃，面向832個(gè)貧困縣4年累計(jì)錄取學(xué)生18.3萬(wàn)人，貧困地區(qū)農(nóng)村學(xué)生上重點(diǎn)高校人數(shù)連續(xù)三年(2013-2015年)增長(zhǎng)10%以上。

　　參考譯文

　　During the Twelfth Five-Year Plan period, China prioritized education in its effort to eradicate poverty. The measures included: continuing to promote the balanced development of compulsory education, closing the gap in education between urban and rural areas, improving education infrastructure in impoverished areas

　　implementing the Action Plan for Three-Year Preschool Education, offering cost-of-living subsidies to teachers in rural areas, and enrolling students from poverty-stricken areas, exempting their tuition fees at secondary vocational schools, and allotting living subsidies to the students.

　　In 2012-2015, the central government injected RMB83.1 billion into poor compulsory education schools, and RMB14 billion to build 244,000 dormitory units for 300,000 teachers in remote rural areas.

　　The state carried out a three-year action plan to promote preschool education, increasing the nation’s three-year preschool gross enrollment rate from 62.3 percent in 2011 to 75 percent in 2015. In central and western China, the number of children enrolled in kindergartens rose from 21.53 million in 2011 to 27.89 million in 2015, up 30 percent.

　　In 2013-2015, the central government allotted RMB4.4 billion for cost-of-living subsidies for rural teachers in contiguous poverty-stricken areas, benefiting over one million teachers in 600 counties.

　　A directional enrollment program was carried out in poverty-stricken areas, enrolling 183,000 students in 832 impoverished counties from 2012 to 2015. In 2013-2015, the annual growth rate of rural students from poor areas enrolled in key universities was kept above 10 percent.

　　熱點(diǎn)關(guān)注：2018年翻譯資格考試catti二級(jí)筆譯練習(xí)(70篇)