博士学术翻译试卷

中国矿业大学2014级博士研究生课程考试试卷考试科目博士英语-学术翻译考试时间2014/12/23学生姓名学号所在院系任课教师中国矿业大学研究生院培养管理处印制博士《学术翻译》试卷2014.12TranslatetheFollowingPassagesintoChinese.(Passageone:60%,Passagetwo:40%)1.WhyIbelievethattheInternetisfundamentallydifferentfromthoseearlierelectronicinventions,andwhyIbelieveitisalreadyhaving--anditwillcontinuetohave--suchamajoreffectonhighereducation.Tobeginwith,thereissteadilymountingevidenceofdramaticchangeandintensityofuse,asImentionedjustafewmomentsago.Morefundamentally,thereisinfactaveryclosefit--acriticalinterlock--betweenthestructuresandprocessesoftheInternet,andthemainstructuresandprocessofuniversityteachingandlearning.StudentscancarryforwardtheirworkontheInternetinwaysthataresimilarto--andtightlyintertwinedwith--thetraditionalwaysthattheystudyandlearninlibraries,classrooms,lecturehalls,seminars,informaldiscussiongroups,laboratories,andinthewritingandeditingofpapersofreports.Inmostcases,however,thenewtechnologyactsprimarilyasapowerfulsupplementto--andreinforcementof--themajormethods.Forinstance,theInternet--asweknow--canprovideaccesstoessentiallyunlimitedsourcesofinformationnotconvenientlyobtainablethroughothermeans.TheInternetanditssuccessortechnologieswillhavetheessentialfeaturesofamassivelibrarysystem.ThelibraryandtheInternetarebeingviewedincreasinglyasaversatileunifiedsystem,providinganenormousvarietyofmaterials,indifferentformats--sothatdata,texts,images,andotherformsofinformationcanbereadilyaccessedbystudentsandfacultyalike.Itcanprovideunusuallyrichcoursematerialson-line.Inshort,theInternetturnsouttobeanexceptionallyfinetoolforthecreationofdenselywoven,multilayered,andhighlydemandingnewcoursematerials,thatareinseveralrespectssuperiortotraditionalcasestudies.Animportantcomponentofuniversitylearning,thecourseanditstexts,cannowbereinforced--inthisinstance;itcanbeconsiderablyenhanced--bytheintroductionofInternettechnology.AnotherpointbetweentheprocessesoftheInternet,andthoseoftheuniversityconcernsthebasicactivityofcommunications.Weknowthattheconstantexchangeofideasandopinionsamongstudents—aswellasfaculty--isoneoftheoldestandmostimportantformsofeducation.TheInternetallowsthisprocessofdialogue--ofconversationallearning--tobetransferredeasilyandflexiblyintoelectronicform.Communicationcanbecarriedonatallhours,acrossdistances,topeoplewhoareon-campusoroff-campus.Wemustbepreparedtodonow--overthecourseofthenexttentotwentyyears--whatourpredecessorsachievedduringthelate19thcentury,whentheymadeaconsciousdecisiontocreateunrivaleduniversityresearchlibraries,newcurricula,andnewteachingmethods.Alltheinformationintheworldwillbeofnoavail,unlesswecanuseitintelligentlyandwisely.Intheend--asweknow-educationisafundamentallyhumanprocess.Itismatterofvaluesandsignificantaction,notsimplyinformationorevenknowledge.2.AesoptellsthetaleofatravelerwhosoughtrefugewithaSatyronabitterwinternight.OnenteringtheSatyr'slodging,heblewonhisfingers,andwasaskedbytheSatyrwhathediditfor."Towarmthemup,"heexplained.Later,onbeingservedwithapipinghotbowlofporridge,heblewalsoonit,andagainwasaskedwhathediditfor."Tocoolitoff,"heexplained.TheSatyrthereuponthrusthimoutofthedoor,forhewouldhavenothingtodowithamanwhocouldblowhotandcoldwiththesamebreath.Aparadoxisanapparentcontradictionthatisneverthelesssomehowtrue.Itmaybeeitherasituationorastatement.Aesop'staleofthetravelerillustratesaparadoxicalsituation.Asafigureofspeech,paradoxisastatement.WhenAlexanderPopewrotethataliterarycriticofhistimewould"damnwithfaintpraise,"hewasusingaverbalparadox,forhowcanamandamnbypraising?Whenweunderstandalltheconditionsandcircumstancesinvolvedinaparadox,wefindthatwhatatfirstseemedimpossibleisactuallyentirelyplausibleandnotstrangeatall.Theparadoxofthecoldhandsandhotporridgeisnotstrangetoamanwhoknowsthatastreamofairdirecteduponanobjectofdifferenttemperaturewilltendtobringthatobjectclosertoitsowntemperature.AndPope'sparadoxisnotstrangewhenwerealizethedamnisbeingusedfiguratively,andthatPopemeansonlythatatooreservedpraisemaydamageanauthorwithpublicalmostasmuchasadversecriticism.Inaparadoxicalstatementthecontradictionusuallystemsfromoneofthewordsbeingusedfigurativelyorinmorethanonesense.Thevalueofparadoxisitsshockvalue.Itsseemingimpossibilitystartlesthereaderintoattentionand,thus,bythefactofitsapparentabsurdity,itunderscoresthetruthofwhatisbeingsaid.为什么我会认为互联网根本不同于那些早期的电子发明，而且认为它已经并将一直强烈影响高等教育。首先，像我几分钟前提到的一样，巨大变革和密集使用证据在不断增加。更根本的是，互联网的结构和流程与教学的主要结构和流程实际上结合很紧密，即关键的连锁。学生们能以一种与传统方式（在图书馆、教室、讲堂、研讨会、讨论组、实验室和报导编写中学习）类似且紧密交织的方式在互联网上推进他们的学习工作。然而，在大部分情况下，这个新技术仅仅作为主要方式的一种有效的补充和加强。例如，就像我们所知道的，互联网可以给我们提供无限的信息，而这种信息是难以用其它方式轻易获得的。互联网及其后续技术将有一个庞大图书馆系统的基本特征。图书馆与互联网将会逐步被视为一个通用的统一系统，这个系统能提供丰富的不同格式的材料，于是师生们便能容易地获取资料、文本、图片和其它类型的信息。互联网能在线上提供非常丰富的课程资料。简而言之，互联网就是创造密切交织的、多层次的、高需求的新课程材料的极好的工具，特别是对于传统情况而言。大学学习的重要组成部分——课程及其文本，能够用互联网技术大大加强。在互联网流程与大学流程之间，还有另一点涉及到基本的交流。我们知道学生们还有老师们经常交流想法与意见是一种古老且重要的教育形式。互联网让传统学习中的对话转变成为了简单灵活的电子形式。交流可以在任何时间地点在人与人之间进行，不论是在校园内还是校园外。我们必须现在就准备好，而不是在十年或二十年之后，我们的前辈在十九世纪后期获取的（当他们下意识的决定创造一个无与伦比的大学研究图书馆）新的课程和新的教学手段。如果我们不明智的加以利用，世界上所有的信息将会毫无意义。最后一点，教育是基本人类进程，它关系到价值和有意义的行动，而不仅仅只是信息或知识。伊索讲述了一个旅行者在严寒冬季的晚上投奔萨梯的故事。在进入萨梯屋子时，他对自己的手指哈气，于是萨梯问他为什么这样做，“让它们暖和起来”，他说。随后，萨梯给他递上了一碗热气腾腾的粥，他也对它吹气，于是萨梯又问他为何要那样做，“让它凉一凉”，他回答。随后萨梯便将旅行者赶出了门，因为他不能忍受一个朝三暮四的人。佯谬，表面上看起来矛盾但却也有其真实性，它既不是一种境遇也不是一种陈述。伊索这个关于旅行者的故事阐述了一个佯谬的情况。作为一种修辞方式，佯谬就是一种叙述。当亚历山大•