-
2019
年
6
月
Catti
英语二级笔译真题与精校翻译答案
一、
英译汉首篇文章
In 2009, Time magazine hailed an online
math program piloted at three New
York
City public schools, as one of the year’s 50 best
innovations. Each day,
the
software
generated
individualized
math
“playlists”
for
students
who
then
chose
the
“modality”
in
which
they
wished
to
learn
—
software,
a
virtual
teacher
or
a
flesh-
and-
blood
one.
A
different
algorithm
sorted
teachers’
specialties
and
schedules
to
match
a
student’s
needs.
“It
generates
the
lessons, the tests a
nd it
grades the tests,” one veteran instructor
marveled.
2009
年，美
国《时代》周刊对三所位于纽约市的公立学校所试行的一项在线数
学课程盛赞不已，并将
其称为是该年度的
50
大最佳创新成果之一。该数学课程
软件每天都会为学生量身定制个性化的数学课
“
播放列表
”
，而后，学生便可根据
自
身想要学习的内容选择适合的
“
模式
”
。
该软件因此也就成为了一名虚拟的
老
师，
但却又展现出有血有肉的真情实感。
借助一种不同寻常的算法，
该课程软件
可对所有老师的专业
课程与排课日程进行分门别类，
以迎合每位学生的个体需求。
一
名资深的老师曾为此惊叹不已并称道：
“
该软件不但能为学生生
成课程，还能
出具测验内容，更可对测验结果进行打分
”
。
Although
the
program
made
only
modest
improvements
in
students’
math
scores and was adopted by only a
handful of New York schools (not the 50 for
which it was slated), it serves as a
notable example of a pattern that Andrea
Gabor charts in “After the Education
Wars.” For more than three decades, an
unlikely
coalition
of
corporate
philanthropists,
educational
technology
entrepreneurs and
public education bureaucrats has spearheaded a
brand of
school
reform
characterized
by
the
overvaluing
of
technology
and
standardized testing and a devaluing of
teachers and communities. The trend
can
be traced back to a hyperbolic 1983 report, “A
Nation at Risk,” issued by
President
Ronald Reagan’s Natio
nal Commission on
Excellence in Education.
Against the
backdrop of an ascendant Japanese economy and
consistent with
President
Reagan’s
disdain
for
public
education
(and
teachers’
unions),
“A
Nation
at
Risk”
blamed
America’s
ineffectual
schools
for
a
“risi
ng
tide
of
mediocrity”
that
was
diminishing
America’s
global
role
in
a
new
high
-tech
world.
尽管该课程并未在大幅提升学生的数学成绩方面起到立竿见影的效果，
< br>而且也只
有少数几所纽约的学校采用了（并非预期的
50
所学校）该课程，然而，这却是
安德烈埃加博尔在
《教育战争》
一书中所描绘的有关教学改革模式的一个典型实
例。三十多年以来，一股看似不大可能结成统一战线的、由众多企业慈善家、教
育技术企业家与公共教育官员们率先发起的学校教学改革风潮，
其特征就在于极
其重视技术和标准化测验，
同时，
弱化教师与社
会的职能。
而这一风气甚至可以
追溯至罗纳德里根政府执政时期
的
“
国家教育卓越委员会
”
于
1983
年所发布的一
份言辞浮夸的报告即：
《处于危险中的美国》。在日本经济腾飞的大背景下，里
根总统曾对美国的公共教育
（与教师工会）
尽显
不屑之情。
与此遥相呼应地是
《处
于危
险中的美国》也将美国
“
平庸之辈层出不穷
”
归咎于美国学校教育的无能，斥
责庸人正在不断地削弱美
国在全球高新科技领域里的影响力。
Policymakers
turned
their
focus
to
public
education
as
a
matter
of
national
security,
one
too
important
(and
potentially
too
profitable)
to
entrust
to
educators.
The
notion
that
top-
down
decisions
by
politicians,
not
teachers,
should
determine
what
children
need
was
a
thread
running
through
the
bipartisan 2001 No Child Left Behind
Act, the Obama administration’s Race to
the
Top
and
state-initiated
Common
Core
standards,
and
the
current
charter-
driven agenda of
Secretary of Education Betsy DeVos.
“Accountability”
became synonymous with
standardized tests, resulting in a testing
juggernaut
with large profits going to
commercial publishing giants like Pearson.
决策者随后放眼公共教育领域。
在决策者们看来，
公共
教育已上升至国家安全的
高度。
教育如此事关重大
（或潜在的高盈利性）
已完全无法让决策者安心地将发
展公共教育的任务托付于教育部门。
甚至有观点认为，
儿童教
育的需求应当由政
治人物（而不是教师群体）进行自上而下的政策来加以决断。自
2001
年美国两
党支持通过的
“
有教无类法案
”
，到奥巴
马政府时期的
“
力争上游
”
计划与州政府发
起的通用核心课程标准，
再到现任
美国教育部长贝琪德沃斯所推行的特许学校议
程，这一观念始终无出左右。
“
责任制
”
已成为标准化测
验的代名词，这也导致了
皮尔逊等教育测试领域里的大体量、高利润机构进驻转型为商业
出版巨头。
The education wars
have been demoralizing for teachers, over 17
percent of
whom drop out within their
first five years. No one believes that teaching to
the
test
is
good
pedagogy,
but
what
are
the
options
when
students’
future
educational choices, teachers’ salaries
and retention and, in some states, the
fate of entire schools rest on student
test scores? In meticulous detail, Gabor
documents reform’s institutional
failings. She describes the turns in New York
City’s
testing
-
obsessed
policies,
the
undermining
of
Michigan’s
once
fine
public
schools
and
the
heartbreaking
failure
of
New
Orleans
to
remake
its
schools after Hurricane Katrina.
教育引发的战争使教员队伍士气低落，有超过
17%
的老师在其入职不到五年的
时间里选择了离职。
尽管人们都认为
应试教育不是一种行之有效的教学模式，
然
而，
当学生在为自己的继续教育做决定时，
当决定老师的薪资与留任与否时；
乃
至美国某些州整所学校的前途与命运都被学生的测验成绩所左右时，
师生们真可
谓是别无选择。
加博尔在书
中极为详尽地赘述了教育改革的制度缺陷：
纽约市教
育测验的狂
热政策引发了诸多转变；
密歇根州公立学校的昔日优势难以为续。
卡
特里娜飓风肆虐过后，新奥尔良市在改造学校中亦遭遇着令人揪心的困境。
英译汉
第二篇文章
Angkor
is
one
of
the
most
important
archaeological
sites
in
Southeast
Asia.
For
several
centuries,
Angkor
was
the
centre
of
the
Khmer
Kingdom.
With
impressive monuments, several different
ancient urban plans and large water
reservoirs,
the
site
is
a
unique
concentration
of
features
testifying
to
an
exceptional civilization. Temples,
exemplars of Khmer architecture, are closely
linked
to
their
geographical
context
as
well
as
being
imbued
with
symbolic
significance.
The
architecture
and
layout
of
the
successive
capitals
bear
witness to a high level of social order
and ranking within the Khmer Empire.
Angkor is therefore a major site
exemplifying cultural, religious and symbolic
values,
as
well
as
containing
high
architectural,
archaeological
and
artistic
significance.
吴哥乃东南亚最为重要的考古遗址之一。
几个世纪以来，
< br>吴哥一直都是高棉王国
的都城。
吴哥，
< br>历史遗迹令人印象尤为深刻，
众多古城池与大型水库遗址一道留
< br>存至今。
如此甚众的稀世遗迹汇聚于此，
昭示着吴哥曾经
存在过的高度文明。
寺
庙，
作为高棉的
典型建筑，
与其所处的周遭地理环境不仅息息相关，
更意义非凡
。
吴哥历代的都城建筑与布局风格，
无不见证着高棉帝国的社会
秩序与等级。
吴哥，
作为一处意义重大的历史遗迹，
不仅建筑密布，
考古与艺术内涵丰富，
而且彰显<
/p>
出高度的文化、宗教与象征价值。
The
Angkor
complex
encompasses
all
major
architectural
buildings
and
hydrological
engineering
systems
from
the
Khmer
period.
All
the
individual
aspects
illustrate the intactness of the site very much
reflecting the splendor of
the
cities
that
once
were.
The
site
integrity
however,
is
put
under
dual
pressures: endogenous:
exerted by more than 100,000 inhabitants
distributed
over
112
historic
settlements
scattered
over
the
site,
who
constantly
try
to
expand their dwelling areas; exogenous:
related to the proximity of the town of
Siem Reap, the seat of the province and
a tourism hub.
吴哥建筑群落囊括了高棉时期所有重大建筑与水文工程
系统，
全方位地展现了该
地遗址的完整性，同时，亦全然呈现出
历代城池的辉煌与历史。然而，遗址的完
整性目前正面临着双重压力。压力之一源自遗迹
本身：遗址区域内散布着
112