2018年catti笔译中级考试模拟试题：教育相关3篇
来源 :中华考试网 2018-09-17
中2018年catti笔译中级考试模拟试题：教育相关3篇
第一篇
汉译英
一项重要的、有可能促使人们对公共教育的角色的看法发生转变的社会发展是本世纪五六十年代的生育高峰对学校的影响。在 20 年代，尤其是在 30 年代后的大萧条中，美国经历了一次出生率的下降——1920 年每千名年龄在 15 岁至 45 岁的妇女生下大约 118 个存活婴儿，1930 年 89.2 个，1936 年 75.8 个，1940 年 80 个。随着二战带来的持续繁荣以及随之而来的经济增长，年轻人比大萧条中的同龄人更早地结婚成家，而且比前辈养育更大的家庭。1946 年出生率上升到 102%，1950 年达 106%，1955 年达 118%。对于生育高峰，经济有可能是最重要的决定因素，但它并不是唯一的解释。不断受到重视的家庭观念也有助于解释出生率的上升。到 40 年代中期为止，这些生育高峰出生的孩子们开始源源不断地进入小学一年级。到了 1950 年，就形成了一股洪流。公共教育系统突然感到不堪重负了。由于战时和战后的状况，使得学龄儿童人数增加，这些状况使得学校面对这股洪流更加措手不及。战时经济意味着在 1940 年到 1950 年间几乎没有建立新学校。而且，在战时和随后的经济增长时期，大量的教师离开岗位去别处从事报酬更为优厚的工作。
因此，在五六十年代，生育高峰冲击着陈旧而不完备的学校体系。这样一来，30 年代以及 40 年代早期，"监护理论"就不再有意义了。也就是说，通过使 16 岁以上的年轻人留在学校不进入劳动力市场的做法再也不是教育机构的优先考虑了。因为教育机构不再能找到场地和教师来教育那些更 小的 5-16 岁的孩子。随着生育高峰，教育者和圈外人士对教育的兴趣和焦点，不可避免地转向了更低的年级和基础的学术技能和学科上。这个系统不再有浓厚的兴趣给较年长的年轻人提供非传统的新式的和额外的服务。
参考译文
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
汉译英
作为一个最不发达国家的领导人，就切身体验而言，我认为贫穷是一个非常复杂的现象，战胜贫穷的方法也是多种多样的，而且在很大程度上取决于当地的情况，因此也就没有一件特别有效的法宝。
许多年来，我们吃过不少苦头。我们对各种不同的主张进行了试验。
然而，世界经济论坛不久前发表的一份报告称，全世界应在 2015 年完成的战胜贫穷、饥饿和疟疾的目标，至今只勉强完成了应完成的三分之一。现在我确信，要实现联合国于 2000 年确定的各项新前年发展目标，必须要有一项全球协议。该协议必须基于符合当地情况的国家政策。
援助和贸易都是必要的，但光靠它们还是不够的。只靠善治也是不够的。事实上，没有地方社会力量的直接参与，任何事情都不可能取得进展。我担心的是我们说得太多。这可不是上策。
我想举一个例子来说名义向全球协议是怎么在坦桑尼亚运作，以实现普及基础教育的。
二十世纪九十年代中期，基础教育几乎各项指标都大幅下滑。毛入学率从八十年代初的 98% 下降到 2000 年的 77.6% 。净入学率也从 80% 以上下降到只有 58.8% 。
随后发生了几件事情。最高政治领导层决定将基础教育列为最优先发展的项目，并通过了"小学教育五年发展计划"，规定于 2006 年普及基础教育，比全球的规定目标提前九年。
善治使国库日渐充实，政府收入八年来翻了两番。 2001 年，我们接受了世界银行为重债穷国进一步免除债务的安排。随后还有捐助者直接把钱划入我们的预算，或捐给小学教育发展计划设立的合作基金。
政府的政治决心从以下情况可以得到验证：五年来，国家预算中用于消除贫穷的部分增加了 130% 。我们还取消了小学的学费。
此外，我们还保证所有涉及小学教育发展计划的项目都由地方来确定、规划、拥有、执行和评估。这就使得人们为自己的所作所为感到骄傲，感到光彩。小学教育发展计划只实行了两年，就取得了巨大的成功。
参考译文
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
汉译英
“十二五”期间，中国把教育扶贫作为脱贫攻坚的重要内容，深入推进义务教育均衡发展，着力缩小城乡教育差距，全面改善贫困地区的办学条件
实施学前教育三年行动计划、乡村教师生活补助计划，实施中等职业学校免学费、补助生活费政策及面向贫困地区定向招生专项计划。
2012-2015年，中央财政累计投入资金831亿元改造义务教育薄弱学校，投入约140亿元建设边远艰苦地区农村学校教师周转宿舍24.4万套，可入住教师30万人。
连续实施学前教育三年行动计划，全国学前三年毛入园率由2011年的62.3%提高到2015年的75%，中西部地区在园幼儿数由2011年的2153万增加到2015年的2789万，增长了30%。
2013-2015年，中央财政累计投入资金约44亿元，支持连片特困地区对乡村教师发放生活补助，惠及约600个县的100多万名乡村教师。
实施面向贫困地区定向招生专项计划，面向832个贫困县4年累计录取学生18.3万人，贫困地区农村学生上重点高校人数连续三年(2013-2015年)增长10%以上。
参考译文
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.
