1994-2012考研英语翻译真题与解析精华版(1).doc

李霄虹考研英语第一部分 英译汉历年真题Unit 1(1994年)　　According to the new school of scientists，technology is an overlooked force in expanding the horizons of scientific knowledge.（71）Science moves forward，they say，not so much through the insights of great men of genius as because of more ordinary things like improved techniques and tools.（72）“In short”，a leader of the new school contends，“the scientific revolution，as we call it，was largely the improvement and invention and use of a series of instruments that expanded the reach of science in innumerable directions.”　　（73）Over the years，tools and technology themselves as a source of fundamental innovation have largely been ignored by historians and philosophers of science.The modern school that hails technology argues that such masters as Galileo，Newton，Maxwell，Einstein，and inventors such as Edison attached great importance to，and derived great benefit from，craft information and technological devices of different kinds that were usable in scientific experiments.　　The centerpiece of the argument of a technology-yes，genius-no advocate was an analysis of Galileo’s role at the start of the scientific revolution. The wisdom of the day was derived from Ptolemy，an astronomer of the second century，whose elaborate system of the sky put Earth at the center of all heavenly motions.（74）Galileo’s greatest glory was that in 1609 he was the first person to turn the newly invented telescope on the heavens to prove that the planets revolve around the sun rather than around the Earth. But the real hero of the story，according to the new school of scientists，was the long evolution in the improvement of machinery for making eyeglasses.Federal policy is necessarily involved in the technology vs. genius dispute.（75）Whether the Government should increase the financing of pure science at the expense of technology or vice versa（反之）often depends on the issue of which is seen as the driving force.Unit 2 (1995年)The standardized educational or psychological tests that are widely used to aid in selecting，classifying，assigning，or promoting students，employees，and military personnel have been the target of recent attacks in books，magazines，the daily press，and even in Congress.（71）The target is wrong，for in attacking the tests，critics divert attention from the fault that lies with ill informed or incompetent users. The tests themselves are merely tools，with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable，meaningless，or even misleading depends partly upon the tool itself but largely upon the user.All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades，research productivity，sales records，or whatever is appropriate.（72）How well the predictions will be validated by later performance depends upon the amount，reliability，and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.     Standardized tests should be considered in this context. They provide a quick objective method of getting some kinds of information about what a person learned，the skills he has developed，or the kind of person he is. The information so obtained has，qualitatively，the same advantages and shortcomings as other kinds of information.（73）Whether to use tests，other kinds of information，or both in a particular situation depends，therefore，upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.（74）In general，the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicated can not be well defined. Properly used，they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized，but there are many things they do not do.（75）For example，they do not compensate for gross social inequality，and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.Unit 3 (1996年)　　The differences in relative growth of various areas of scientific research have several causes.（71）Some of these causes are completely reasonable results of social needs. Others are reasonable consequences of particular advances in science being to some extent self-accelerating. Some，however，are less reasonable processes of different growth in which preconceptions of the form scientific theory ought to take，by persons in authority，act to alter the growth pattern of different areas. This is a new problem probably not yet unavoidable; but it is a frightening trend.（72）This trend began during the Second World War，when s。