??2022年北京外国语大学翻译硕士真题及答案:英语翻译基础词条汉译英1. 民意:common aspiration of the people2. 水墨画:ink and wash painting3. 华裔:overseas chinese4. 和为贵:harmony is the most valuable/precious5. 接地气:be down-to-earth6. 道济全国:sages’ virtues help all people in the world7. 经世致用:pursue academic learning to deal with practical matters and govern the country and society well8. 止戈为武:true achievements are to prevent the war9. 反恐维稳:combat terrorism and maintain stability10. 南南协作:south-south cooperation11. 文明作业单位:cultural institutions12. 司法行政机关:judicial administrative organs13. 新式商场国家:emerging markets14. 传承赤色基因:pass on the red gene词条英译汉1. v.r.:虚拟实际（virtual reality）2. awol:擅离任守（absent without leave）3. unicef:联合国儿童基金会4. bce:公元前（before common era）5. swot:四点（优势、下风、机缘、挟制）分析6. pickup:轻型货车7. decibel:分贝8. dermatosis:肌肤病9. vital capacity:肺活量10. alternating current:交流电11. cash cow:摇钱树12. ballpark figure:近似数13. due diligence:尽职查询14. hydro power:水力发电15. compliance officer:合规官
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?2022年四川大学翻译硕士真题及答案:英语翻译基础词条汉译英1.我国进出口产品生意会:the china import and export fair2.”亚太疫苗获取机制”:apvax3.《2030交通战略》:the gms transport sector strategy 20304.地球生命一起体:a shared future for all life on earth5.安理睬常任理事国:permanent members of the united nations security council6.云南大象的北上及回来之旅:the northward travel and return of a group of elephants in yunnan province7.2021年后全球生物多样性规划:the post-2021 global biodiversity framework8.联合国2030可持续打开议程:the un 2030 agenda for sustainable development9.粤港澳大湾区:guangdong-hong kong-macao greater bay area10.跨境电商:cross-border e-commerce11.第2758号抉择:(the un general assembly) resolution no. 275812.病毒溯源:origin-tracing of the novel coronavirus13.“明亮清明行为”:nationwide campaign to purify the online environment14.《春秋》:the spring and autumn annals15.《大学》:the great learning词条英译汉1.hippocampus:海马，海马规划；马头鱼尾怪兽2.the un charter:《联合国宪章》3.the restoration of the lawful seat of the people’s republic of china in the united nations:恢复中我国公民共和国在联合国的合法座位4. international maritime organization(imo):世界海事组织5.regenerative medicine:再生医学6.advanced manufacturing: 制造7. the comprehensive and progressive agreement for trans-pacific partnership (cptpp):《全部与前进跨和平磷寸伴联络协议》8.g20 rome summit:二十国集团罗马峰会9.purchase managers’ index (pmi):收购司理人指数10.convalescent plasma:恢复期血浆11.booster shot:加强针12.vaccination:疫苗接种13.keratitis:角膜炎14.otolaryngology:耳鼻喉科15.cop 26:联合国气候改变规划公约缔约方大会第二十六次会议
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?2022年暨南大学翻译硕士考研真题及答案:英语翻译基础一、词条翻译∶汉译英∶1）大湾区:greater bay area2）精准扶贫:targeted poverty alleviation3）小康社会:a moderately prosperous society4）一带一路:the belt and road initiative5）工业晋级:industrial upgrading英译汉∶1）trade deficit:生意赤字2）flash mob:快闪族3）cppcc:我国公民政治洽谈会议4）total import and export volume:进出口总额汉译英:《随园诗话》:“画家有读画之说，余谓画无可读者，读其诗也。”随园老人这句话是有见地的。读是读诵之意，必有文章词句然后方可读诵，画如何可读？所以读画云者，大约是读诵画中之诗。yuan mei has this to say in his suiyuan notes on poetry: “artists believe in the reading of a painting, yet i can find nothing to be read in a painting – what one reads is the poetry it bears.” the old gentleman was making a good point here. reading means reciting, or chanting aloud the words to appreciate the meaning, so one must have the words, the text, before one can do the reading. as such, how can you read a painting? the so-called reading of a painting, therefore, should be reading the poetry it carries.诗与画是两个类型，在目标、东西、办法，各方面均纷歧样。可是类型的混杂，古已有之。在西洋，所谓ut pictura poesis，“诗既如此，画亦同然”，早已变成艺术批判上的一句名言。咱们我国也特别称道王摩诘的“画中有诗，诗中有画”。究竟诗与画是各有领域的。咱们读一首诗，可以赏识其间的表象的描绘，所谓“历历在目”。如诗之极致究竟别有地址，其着要点在于人的概念与情感。所谓诗意、诗趣、诗境，尽管多稀有些笼统，究竟是以言语文字来表达最为适合。咱们看一幅画，可以赏识其间所蕴藏的诗的情味，可是并非一切的画都有诗的情味，而且画的首要的功用是在描绘一个意象。咱们说读画，真实是在画里寻诗。poetry and painting fall under two different categories, different in every aspect including aesthetic interest, medium and technique. but confusions over the two genres have a long history. in the west, there is a saying ut picture poesis, “as in painting, so in poetry”, which has long been regarded as an established observation in art criticism. in china, we too have a particular liking in his poetry”. having said that, however, we should draw a line between poetry and painting. in reading a poem, we may appreciate its description of scenery to a degree of “pictorial vividness”. yet the essence of poetry lies somewhere else. that is, it has its ultimate aesthetic interest in human conceptions and emotions. what is called “poetic meaning”, “poetic taste”, or “poetic world”, abstract and elusive as these terms may sound, can after all be best captured in words. when viewing a painting, we may be drawn to it for its poetic inclination, yet not every picture has an inbuilt poetic inclination. more importantly, the primary function of painting is to depict an image. so, what we mean by reading a painting is in reality seeking poetry in its pictorial composition.
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?2022年对外经济生意大学翻译硕士真题及答案英语翻译基础:1）multilateralism:多边主义2）bretton woods system:布雷顿森林体系3）carbon footprint:碳脚印4）sovereignty debt:主权债款5）intangible cultural heritage:非物质文明遗产6）碳中和:carbon neutrality7）关税壁垒:tariff barrier；tariff wall8）特别提款权:special drawing rights9）可穿戴设备:wearable devices区域经济一体化:regional economic integration汉语写作与百科常识:1）刘邦护全国，忧国的诗句:劲风起兮云飞扬。威加国内兮归故乡。安得猛士兮守四方！2）《漂流三部曲》的作者:郭沫若郭沫若的《漂流三部曲》:《岔路》、《阴间》和《十字架》是三个带有接连性的短篇。《岔路》中的爱牟实践上就是作者自个的化身。他在日本肄业年代专攻医学，但快乐喜爱却在文学方面。回到上海后，他办文艺杂志，一方面消浇自个的烦
愁，一起也期望它们在无形之间可以起转移社会习尚的作用。《阴间》写爱牟为了改动自个在老婆走后孤寂难耐的日子，同友我们去游无锡，大天然也医不好他心头的伤口，他又回到上海过着“阴间”日子。《十字架》写爱牟推托了四川c城红十字会的聘请，并退回了盘缠。《漂流三部曲》是作家日子的自我描写。3）公孙龙提出那个观念标明敌对的广泛与特别:白马非马公孙龙（前320年－前250年），传说字子秉，我国战国时期赵国人，早年做过平原君的食客，诸子百家中名家的代表人物，其首要作品为《公孙龙子》，西汉时共有公孙龙14篇，唐代时分为三卷，北宋时丢掉了8篇，至今只残留6篇，共一卷。其间最重要的两篇是《白马论》和《坚白论》，提出了“白马非马”和“离坚白”等观念，是“离坚白”学派的首要代表。是闻名的诡辩学代表作品，提出了逻辑学中的“单个”和“一般”之间的彼此联络，但把它们之间的差异夸大，堵截二者的联络，是一种形而上学的思维体系。与他齐名的是另一位名家，惠施。4）三十六计的策略:指桑骂槐?指桑骂槐，表面上是指甲骂乙、指东骂西，但作为军事上的策略，其意义更为深化。它是作战指挥者用“杀鸡儆猴、敲山震虎”的最有用的暗示办法，以此来慑服部下、树立领导威严。出自《三十六计》第二十六计 指桑骂槐:大凌小者，警以诱之①。刚中而应，行险而顺②5）东汉初年的盛世:光武中兴光武中兴或称建武盛世 [1] ，指的是东汉光武帝刘秀控制时期呈现的治世。6）王国维人世词话中的“众里?aidu”出自:青玉案7）西方学术界文明史之父:伏尔泰弗朗索瓦-马利·阿鲁埃，笔名伏尔泰，18世纪法国启蒙思维家、文学家、哲学家。伏尔泰是十8世纪法国资产阶层启蒙运动的声威，被称为“法兰西思维之王”、“法兰西最优良的诗人”、“欧洲的良知”。主翻开通的君主政治，偏重安适平缓等8）核算机界诺贝尔奖: 图灵图灵奖（turing award），全称a.m.图灵奖（acm a.m turing award），是由美国核算机协会（acm）于1966年树立的核算机奖项，称号取自艾伦·麦席森·图灵（alan m. turing），旨在奖赏对核算机作业作出重要奉献的自个 。图灵奖对获奖条件需求极高，评奖程序极严，一般每年仅公布一名核算机科学家。图灵奖是核算机领域的世界最高奖项，被称为“核算机界的诺贝尔奖”。9）培根的作用:唯物主义经历论根来历则10）影响美国内战和部分区域冲突的作品及作家:斯托夫人写的《汤姆叔叔的小屋》11）果戈里的哪一部作品，是俄国批判实际主义文学打开的基石:《死魂灵》《死魂灵》是俄国作家尼古莱·瓦西里耶维奇·果戈理·亚诺夫斯基创造的长篇小说，出书于1842年。小说描绘专营骗术的商人乞乞科夫来到某偏僻省会，以其不着边际的吹捧变成当地官僚的座上客，并上门去向地主收购死农奴，试图以此作为典当，买空卖空，牟取暴利。丑事露出后，他便溜之大吉。《死魂灵》是俄国批判实际主义文学打开的基石，也是果戈理的实际主义创造打开的顶峰。12）奥林匹斯12主神中，商业旅者，小偷和畜牧之神是谁:赫尔墨斯1）简述20世纪我国新文明运动的首要主张答:他们建议的这场运动建议我们要学习科学常识，对立封建迷信，认为封建迷信毒害了许多群众；建议我们要学习西方的民主社会，对立控制我国几千年的独裁独裁准则，对立任何独裁准则的复辟；而且因为白话文的浅显简略，白话文的凌乱难明，新文明运动也主张我们学习简略的白话文，而扔掉不流通白话文。
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???2022年上海外国语大学翻译硕士真题及答案
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一、汉译英真题:
用?觥蓖平8酢笔凳?br>
strengthening school education to ensure the implementation of “double-reduction” initiative
今日，上海市教委就“强化学校教育主阵地作用”举办新闻发布会称，上海方面已留心到?酢弊饕导纫伪辍⒂忠伪镜男枨螅唇庋榫谩8觥崩赐平8酢钡木咛迨凳?br>
today, on the press conference on “strengthening the role of school education as the major platform”, the shanghai municipal education commission noted that shanghai has noticed that the initiative should be should be both effective and fundamental, therefore, measures should be taken to ensure the quality of school education.
“把课外内容减了，咱们要把课内做强做好。”上海市教委有关担任人标明，上海将把“增强学校主阵地功用、增强校内教育质量”作为实施?酢弊饕档氖滓谌荩浼浒忧垦Ｗ饕荡虻恪⑷渴┬性鹑谓逃魏笮堋⑹髁⑴嘤魏笮艹懦痔逑怠⒓铀偻平裘苄脱诺拊臁⑼平凳┤钡际χ迫诟?个方面内容。
“reduce the extracurricular pressure and strengthen learning quality within our class.” the commission said, in response to the initiative, shanghai will strengthen the role of school education and enhance its quality, including strengthening the management of homework, fully implementing after-school service for compulsory education, fostering supporting systems, accelerating the construction of school districts, and establishing a “mentor system”.
“这是初度清楚把课后效能延伸到初大学段。参加课后效能将变成学生常态，大大都人都参加。”上海市教委有关担任人介绍，与课后效能时长配套的，是对学校安设高质量作业的新需求。
“this is the first time that after-school service has been extended to the middle school. it will become the new normal for most students.” the commission introduced that high-quality homework would therefore be required.
上海市教委有关担任人员说，高质量作业需求“大学作业不出校门，大学疑问作业不带回家”。为此，上海还即将求责任教育期间各所学校树立作业公示准则，公示作业结束时刻和内容。
the commission said that to ensure the quality of homework, for primary schools, students should be able to finish their assignments within the after-school service period, and for junior high schools, students should be able to cover all the difficulties within school. this is why shanghai will require all schools of compulsory education to establish a homework posting system to demonstrate the completion time and content of homework.
“校长和教师们要思考，如何向40分钟的课堂要质量。而不是重复操练，绑缚出来的好成果没有用。”?上海市教委有关担任人员介绍，查核的是80%学生的作业时长，不算均匀数，作业打点将被归入学校绩效查核规模。
“principals and teachers have to think how to ensure the quality of a 40-minute class instead of emphasizing the importance of repeated practice because even though students could get good grades this way, it is hardly meaningful as true education.”according to the commission, what will be taken into account as part of their performance assessment is the completion time of 80% students instead of the average.
上海市教委有关担任人介绍，上海?酢弊饕档囊桓鲋匾枷蚴侵厥用扛鲅ㄑ男木骋肌⒔创蚩⑸壑堤嘎鄣取！捌靥逑敌浴⑷逍浴⒐赜谛缘赝平酢饕担伪甑囊黄鹨又伪旧舷率笨獭薄?br>
the commission introduced that what the initiative focuses on is attention to every student, including their emotional counseling, future development, and the cultivation of life. to ensure a systematic, holistic and targeted implementation, measures should be taken to ensure further and deeper work.
英译汉真题:
the reader, the text, the poem
读者、文本和诗歌
the views set forth here have been tested and tempered by over forty years of observing and reflecting on readers’ involvements with texts ranging from chaucer and shakespeare to joyce and wallace stevens. for two decades, in a course on “criticism and the literary experience,” i was able to pursue the study systematically. i presented texts-many of them repeated year after year to graduateand undergraduate students, who were often helped to develop a measure of self-criticism before their study of the critical canon from plato to eliot and beyond. a by-product for me was the opportunity, through various techniques, to gather evidence of what went on during their reading. i was able to discover continuities and differences in response with changing student populations and changing mores, and to analyze the processes and patterns that manifested themselves in the actual movement toward an interpretation. my aim was to immerse myself in a rich source of insights, not merely to accumulate a body of codified data. what follows, therefore, is a distillation of my observations, reflections, and reading.
四十多年来，根据调查和总结读者对各种文本参加，包括乔叟、莎士比亚、乔伊斯和华莱士·史蒂文斯，经过重复查验，总算得出本篇观念。二十年来，我一向在教授一门叫做《批判与文学经历》的课程，经过授课，我得以体系地进行研讨。我所研讨的文本——其间许多文本每年都会教授给研讨所和本科生，协助他们在研讨柏拉图和艾略特等重要经典之前，掌控自我批判的办法。对我来说，教授这门课程的额定收成之一就是经过各种办法，研讨学生阅览的进程，搜集有关数据。然后可以发现，在不一样的学生集体和道德观念中，会有哪些相同点和不一样点，分析学生解读文本的进程和方法。这样一来，不只可以搜集很大都据，更能让自个沉溺在丰厚的见地中。而这篇文章将具体描绘自个的调查、反思和阅览。
as contemporary philosophers remind us, the observer inevitably enters into his observations: although i stress the inductive groundwork, obviously i brought to these inquiries various assumptions and hypotheses to be either supported or discarded. further, strict training in the historical and critical disciplines of literary scholarship had established in me habits of thought from some of which i needed to be liberated. perhaps this book can perform a similar service for others, not merely by articulating a particular set of intellectual theses but by inducing a new way of thinking about literary works of art.
今世哲学家曾说到，调查者会自可是然地进入调查之中:尽管偏重归纳基础，但很显着，我仍是不可以避免地提出了各种想象和假定，并进一步研讨了假定是不是树立。此外，文学前史和新批判学派的严肃练习，也让我养成了一些特定的思维习气，给阅览带来了捆绑，而这本书也可以协助咱们脱节这种捆绑:不只是是经过长篇大论地论说自个学派的观念，还经过引导读者用全新的方法思考文学作品。
with one exception already alluded to, i have avoided the current tendency to create new terminology. citations also have been kept to a minimum; a list of the works consulted over the years, or even those to which i am in some way indebted, beyond the ones mentioned in the notes, would be excessively long. i shall try simply to suggest the intellectual matrix within which the transactional theory of the literary work has evolved.
除了现已说到的一个术语，我会尽可以避免“创造”更多的新术语。此外，也会尽可以少做引证；多年来，本研讨所参阅的、或是那些在某种程度上给过我启示的作品，远不止注释中说到的哪些。我将尽可以简略地写明由文学作品的生意理论所演化而来的常识架构。
as i look back on a long scholarly career, i become aware of a continuing need to affirm and to reconcile two often opposed positions, phrased, in earliest terms, as a keatsian sense of the unique values of art, on the one hand, and, on the other, a shelleyan feeling for its social origins and social impact. my first book, (l’idée de l’art pour l’art dans la littérature anglaise (paris, 1931), ) written for the doctorate in comparative literature at the sorbonne, was a study of the theories of art for art’s sake developed by nineteenth-century english and french writers to combat the pressures of an uncomprehending or hostile society. in the concluding pages, i stated the need for a public of readers able “to participate fully in the poetic experience” -readers able to provide a nurturing, free environment for poets and other artists of the word. their texts possess, i believed, the highest potentialities for bringing the whole human personality, as coleridge had said, “into activity.” here already was the germ of an increasingly intense preoccupation with the importance, to the arts and to society, of the education of readers of literature.
回想自个绵长的学术生计，我知道到咱们需要和谐两种敌对的情绪，一种是济慈式的，认为文艺有一起的价值，一种是雪莱式的，主张文艺来历于社会并影响着社会进程。我的第一本书（l’idée del’art pour l’art dans la littérature anglaise (paris, 1931)）是为了获得巴黎大学比照文学博士学位而写，研讨“为了艺术而艺术”这一艺术理论。“为了艺术而艺术”由19世纪英国和法国作家提出，初衷是为了敌对世人的不了解与歹意。在这本书的最终几页，我也提出，咱们需要一群可以“充分参加诗歌领会”的读者——可认为诗人和言语艺术家供给构思、安适环境的读者。我信赖，他们的文本具有最大的潜力，可以让全人类的品质“进入阅览活动之中”。其时，我现已初步知道到文学读者的教育，对艺术和社会非常重要。
my second book, (literature as exploration (1938), ) confronted this problem directly, setting forth a philosophy of the teaching of literature the outgrowth mainly of my experience in teaching english and comparative literature at barnard college. the book also refleeted work with franz boas and ruth benedict in the graduate department of anthropology at columbia university. by that time, the writings of william tamea. c. s. peirce. genroe santavana, and john dewey had provided a philosophic base for reconciling my aesthetic and social commitments. dewey’s arl as experience especially left its mark, perhaps more through its vision of aesthetic values woven into the texture of the daily life of human beings than its specific treatment of the literary arts.
我的第二本书（《作为探究的文学》（1938））则直面临了这个疑问，根据在巴纳德学院教授英语和比照文学的经历的成果，提出了文学教育理论。此外，这本书的完稿，也离不开哥伦比亚大学人类学研讨生系的弗朗茨·博阿斯和露丝·本尼迪克特。那时，威廉·塔米亚、c.s.皮尔斯、根罗·桑塔瓦纳和约翰·杜威的作品，为我平衡文学的“美学”和“社会”功用，供给了理论基础。其间，杜威的《作为经历的艺术》特别重要，在《作为经历的艺术》的一书中，杜威没有笼统地描绘文学艺术，而是将艺术的美学价值融入到了人类往常日子中。????