2019年上半年CATTI英語二級(jí)筆譯實(shí)務(wù)真題-真題-無答案

2019CATTI(180分鐘)英譯漢Passage1In2009,TimemagazinehailedanonlinemathprogrampilotedatthreeNewYorkCitypublicschools,asoneoftheyear’s50bestinnovations.Eachday,thesoftwaregenerated individualized math “playlists” for students who then chose the“modality”inwhichtheywishedtolearn—software,avirtualteacheroraflesh-and-bloodone.Adifferentalgorithmsortedteachers’specialtiesandschedulestomatchastudent’sneeds.“Itgeneratesthelessons,thetestsanditgradesthetests,” one veteran instructor marveled.Although the program made only modestimprovementsinstudents’mathscoresandwasadoptedbyonlyahandfulofNewYorkschools(notthe50forwhichitwasslated),itservesasanotableexampleofapatternthatAndreaGaborchartsin“AftertheEducationWars.”Formorethanthreedecades,anunlikelycoalitionofcorporatephilanthropists,educationaltechnologyentrepreneursandpubliceducationbureaucratshasspearheadedabrandofschoolreformcharacterizedbytheovervaluingoftechnologyandstandardizedtestingandadevaluingofteachers**munities.Thetrendcanbetracedbacktoahyperbolic1983report,“ANationatRisk,”issuedbyPresidentRonaldReagan’sNationalCommissiononExcellenceinEducation.AgainstthebackdropofanascendantJapaneseeconomyandconsistentwithPresidentReagan’sdisdainforpublic education (and teachers’unions), “ANation at Risk”blamedAmerica’sineffectualschoolsfora“risingtideofmediocrity”thatwasdiminishingAmerica’sglobalroleinanewhigh-techworld.Policymakersturnedtheirfocustopubliceducationasamatterofnationalsecurity,onetooimportant(andpotentiallytooprofitable)toentrusttoeducators.Thenotionthattop-downdecisionsbypoliticians,notteachers,shoulddeterminewhatchildrenneedwasathreadrunningthroughthebipartisan2001NoChildLeftBehindAct,theObamaadministration’sRacetotheTopandstate-initiatedCommonCorestandards,andthecurrentcharter-drivenagendaofSecretaryofEducationBetsy“Accountability”becamesynonymouswithstandardizedtests,resultinginatestingjuggernautwithlargeprofitsgoingtocommercialpublishinggiantslikePearson.Theeducationwarshavebeendemoralizingforteachers,over17percentofwhomdropoutwithintheirfirstfiveyears.Noonebelievesthatteachingtothetestisgoodpedagogy,butwhataretheoptionswhenstudents’futureeducationalchoices,teachers’salariesandretentionand,insomestates,thefateofentireschoolsrestonstudenttestscores?Inmeticulousdetail,Gabordocumentsreform’sinstitutional failings. She describesthe turns in New YorkCity’stesting-obsessedpolicies,theunderminingofMichigan’soncefinepublicschoolsandtheheartbreakingfailureofNewOrleanstoremakeitsschoolsafterHurricaneKatrina.Passage2AngkorisoneofthemostimportantarchaeologicalsitesinSoutheastAsia.Forseveralcenturies,AngkorwasthecentreoftheKhmerKingdom.Withimpressivemonuments,severaldifferentancienturbanplansandlargewaterreservoirs,thesiteisauniqueconcentrationoffeaturestestifyingtoanexceptionalcivilization.Temples,exemplarsofKhmerarchitecture,arecloselylinkedtotheirgeographicalcontextaswellasbeingimbuedwithsymbolicsignificance.ThearchitectureandlayoutofthesuccessivecapitalsbearwitnesstoahighlevelofsocialorderandrankingwithintheKhmerEmpire.Angkoristhereforeamajorsiteexemplifyingcultural,religiousandsymbolicvalues,aswellascontaininghigharchitectural,archaeologicalandartisticsignificance.The **plex encompasses all major architectural buildings and hydrologicalengineeringsystemsfromtheKhmerperiod.Alltheindividualaspectsillustratetheintactnessofthesiteverymuchreflectingthesplendorofthecitiesthatoncewere.Thesiteintegrityhowever,isputunderdualpressures:endogenous:exertedbymorethan100,000inhabitantsdistributedover112historicsettlementsscatteredoverthesite,whoconstantlytrytoexpandtheirdwellingareas;exogenous:relatedtotheproximityofthetownofSiemReap,theseatoftheprovinceandatourismhub.Angkorisoneofthelargestarchaeologicalsitesinoperationintheworld.Tourismrepresentsanenormouseconomicpotentialbutitcanalsogenerateirreparabledestructionsofthetangibleaswellasintangibleculturalheritage.Manyresearchprojectshavebeenundertaken,sincetheinternationalsafeguardingprogramwasfirstlaunchedin1993.Thescientificobjectivesoftheresearch(e.g.anthropologicalstudiesonsocio-economicconditions)resultinabetterknowledgeandunderstandingofthehistoryofthesite,anditsinhabitantsthatconstitutearichexceptionallegacyoftheintangibleheritage.Thepurposeistoassociatethe“intangibleculture”totheenhancementofthemonumentsinordertosensitizethelocalpopulationtotheimportanceandnecessityofitsprotectionandpreservationandassistinthedevelopmentofthesiteasAngkorisalivingheritagesitewhereKhmerpeopleingeneral,butespeciallythelocalpopulation,areknowntobeparticularly