考研英语（翻译）模拟试卷4

考研英语(翻译)模拟试卷4

一、阅读9翻译句子)(本题共20题，每题7.0分，共

20分。)

Eventhoughresearchershavesuggestedthatlessthan10%offamilieswithadolescents

experienceseriousrelationshipdifficultiesandthatonly15—30%ofadolescents

experienceseriousdevelopmentaldifficulties,adolescencehaslongbeencharacterized

bydevelopmentaltheoristsasatroubledperiodchargedbyhormonalfactorswhich

contributetofluctuationsinadolescentbehaviors.[Fl]SinerG.StanleyHall's

characterizationoftheadolescentperiodasoneof,sKnmandstress,"manytheorists

haveportrayedadolescenceasatroubledanduniqueperiodofthelifecycle,andhave

continuedtodescribeadolescentsasincapableofralionalIhoughlandwhosebehaviors

areinconslanlconfliclwilhfamilyandsocietalnorms.Inparticular,thepredominant

theoreticalviewsthathaveevolvedsincetheearlytwentiethcenturyhaveconceptualized

"stormandstress"intermsofthreespecificcharacteristics:(a)parent-adolescent

conflict,(b)emotionalmoodiness,and(c)risk-takingbehaviors.[F2]Theviewsof

adolescentsvoicedbyparents,teachers,andevenhealthprofessionals,andpresentedin

themediaandinfictionalliterature、haveDcrpctuatcdthestereotypicportrayalof

adolescentsasmoody、emotional,andrebellious.Muchoftheearlyresearchon

adolescencewasbasedonthoseadolescentswhosebehaviorswerelikelytogain

attention,therebyconfirmingtheviewofanon-diversepopulationofadolescents

engagedinstormyandstressfulbehaviors.[F3]Currentresearch,however,has

reexaminedadolescentmoodsandbehaviorsanddocsnottendtosupportaprevalent

rebelliouscharacterizationofthetypicaladolescent,nordocsitsupportstormandstress

asuniversalandinevitable.Instead,lowtomoderatelevelsofcon-tlictualbehavior,

moodiness,andrisk-takinghavebeenloundtobemorenormativeoutcomesofthe

transitionsofadolescence.[F4]Inparticular,researchonparent-adolescentconflict

hasshownthattheprogiessiontobecominganautonomousindividualdoesnottypicaHy

involvestressandanxiety,andanyemotionaldetachmentdocsnotnecessarilyinvolve

behaviorsihatrejectparenlalvalues.[F5]Adolvscems'demonstrationsofautonomy

maycompetewithconventionalparenlinggoalshouseholdmanagemenLexpeclalions,

standaids*anddiscipline,andconiributetoincieasedpaientaleffortstodelayihe

adolescentsearchforsatis-factioninordertoconformlofamilyandsocial】ules.Family

conflictmayincreaseinearlyadolescenceanditsfrequencymaybehighestduringthis

time,butthesedisagreementsinvolveminorissuesandarenotlong-lastingand

pervasive.Mostconflictisrelatedtohouseholdresponsibilitiesandprivilegesand

involvessmallissuesratherthanbasicvalues.SmetanaandGainessummarizedtheviews

ofmanyresearchersbynotingthatparent-adolescentconflictsarecommon,buttheyare

usuallyovertrivialissuesandrarelyreachlevelsthatcouldbeinterpretedassevere.

1、【Fl】

标准答案：自斯坦利・霍尔将青春期界定为一个以“风暴和压力”为特征的时期以

来，许多理论家就把青春期描绘成人生中一个动荡而独特的阶段，并且把处于这段

时期的青少年描述成不遭长理性思考，常与家庭和社会规范发生冲突的人。

知识点解析：暂无解析

2、[F2]

标准答案：在父母、老师甚至健康专家的观点，以及媒体和小说所传达的观念中，

青少年往往被赋予一种固定的模式化形象，即喜怒无常、感情冲动和桀瞥不驯。

知识点解析：暂无解析

3、[F3]

标准答案：然而，当前的研究对青少年的情绪和行为进行了重新审视，并未证实

“叛逆是青少年的典型性格”这一流行观点，也未证实“风暴和压力是普遍和必然特

征”这一说法。

知识点解析：暂无解析

4、[F4]

标准答案：尤其是关于青春期亲子冲突问题的研究表明，成长为一个独立个体的过

程并不总是包含着压力和焦虑，而且任何情感上的冷漠也不一定是他们否定父母价

值观的行为。

知识点解析：暂无解析

5、[F5]

标准答案：青少年标榜的独立自主可能会与传统的家庭管理方面的培养目标、父母

的期望、标准以及家规相违背，这就使得父母为了遵守家庭和社会的准则，尽一切

努力延迟子女对这种满足感的追求。

知识点解析：暂无解析

Theworldwidewebbeganasaplatformforinformation,communication,and

entertainment,h'snowemergingasapowerfulsocialmedium,inwhichpeoplebuild

communitiesofnewfriendswithwhomtheyformpersonalandemotionalbonds.[Fl]

Onehastobeconcernedaboutthisseeminglyharmlessexerciseinnetworking、however,

ifthesebondwithDeopleknownonlytotheimagination-typicallyanonymous,

sometimesmisrepresented,andneveraccountable—interferewithorreplacereal

intimacies,particularlyinthosewhoarcinaformativestageofsocialdevelopment.

ResearchersattheAnnenbergSchoolCenterfortheDigitalFutureattheUniversityof

SouthernCaliforniaweretakenbysurprisewhentheirlatestsurveyfoundthatmorethan

40percentofusersfeelthattheironlinefriendsarceverybitasimportanttothemastheir

real-lifeones.[F2]BeyondcommunitiesofpresumablyrealpeopleistheInternet

gameworld,inwhichemotionalcontactsaremadeinthree-dimensionalvirtualrealiiy

withfantasypeopleinfantasyplaces.Cybcrpsy-chologistswilltellyouthatsuch

environmentscanbesorealastobeusedintherapytomodifybehavior.Butsafetyissues

areaforemostconcern.SanDiegophysicianMarkWiederhold,editor-in-chiefofthe

medicaljournalCybcrPsychologyandBehavior,hasbeenstudyinghowsoldiers

returningfromIraqwithpost-traumaticstressdisorderfareusingprogramsinwhichtheir

embodimentswanderavirtualBaghdadfilledwithhauntingsignalsandtriggers.[F3]

Theexperiencecanbesovivid,tha【ilcausesstiongemotionalreactionsihatmightnotbe

broughtoutinmoretradilionaltherapy.Littleisknownaboutwhatmightbesimilar

safetyconcernsrelatedtogamesinwhichyoungpeoplecreateembodimentsandinteract

freelyinvividimaginaryworlds,largelyunsupervised.[F4]SomelimestheDlay

invokesanynumberojsuperchargedviolentorobieclionableactionsagainstother

imaginarybilmans—lakenwiihoulregrelorenwathyor「ersonalconsequence.Tobe

sure,thereisdisagreementontheimpactofsuchexperiences.Somepsychologistsargue

thattheymightencouragethebehaviorintherealworld;othersthatithasnoeffectand

mayevenbeawaytodrainoffaggressivefeelings.AsHarvardcyber-researcherand

psychiatristStevenLockeacknowledges,wc'vconlyscratchedthesurfacewhenitcomes

tounderstandinghowimaginaryexperiencesthataresovividlyrealisticmightaffect

braindevelopmentinchildren.Weknowthatrealonesdo.Wealsohavetoconsidera

broaderbutmoresubtlerisk.[F5]Forsomekids,adependenceonvirtualhuman

interactions,betheywithrealorwithfantasyDeople.mightinfluencetheirevolving

socialintelligence,affectingwhomtheytrustandhow【heysetexpectations,howthey

dealwithbothaffirmationandrejection、andhowtheygiveandreceiveemotional

support.

6、而1】

标准答案：然而，如果只与想象中认识的人建立的这些关系一通常匿名、有时失

实、从不负责——妨碍其至取代了现实的亲密关系，人们必须注意这种看似无害的

网络交际行为，尤其当事情发生在尚处于社交发展形成阶段的那些人身上时。

知识点解析：暂无解析

7、[F2]

标准答案：除了由大概真实的人物组成的社区外，还存在网络游戏世界。在这个三

维虚拟现实中，人们在幻想的地方与幻想的人进行着情感交流。

知识点解析：暂无解析

8、[F3]

标准答案：这种体验如此逼真，以至于它可引起无法在较为传统的疗法中引发的强

烈情感反应。

知识点解析：暂无解析

9、[F4]

标准答案：有时，游戏会涉及许多对抗其他假想人物的强烈暴力或令人不快的行

为，这些行为的发生无核亳懊悔或同情，也无个人后果。

知识点解析：暂无解析

10、[F5]

标准答案：就某些孩子来说，对虚拟人际交往的依赖，无论其对象是真实的还是幻

想中的人，都可能会影响到他们正在发展的社会智力，从而影响他们信任对象的选

择、期望设定的方式、对待肯定与反对的方式，以及他们对情感支持的施受方式。

知识点解析：暂无解析

"Flexibility'1hasbecomeakeymetaphorpotentlyvivifyingavarietyofcontemporarylife

discourses.[Fl]Ascapitalbecomesmoreglobalisedandnationaleconomies

increasinglyintegratedonaglobalbasis,flexibilitybecomesbothakeygoalin.anda

meansof,maintainingandincreasingeconomiccompelitiveness.Organizationsare

expectedtorespondflexiblyandrapidlytomarketchangesandapremiumisnowplaced

ontheneedforflexibilitynotonlywithinworkplaceshutalsobetweenthem.Withinthis

contextarelocatedinterlinkingdiscoursesofflexibleorganizations,flexibleworkersand

aconsequentperceivedneedamongstmanagersforflexiblestructures,modesand

contentsoflearningtoservicetheseorganizationsandworkers.[F2]Giventhis

context,flexiblelearningcanbeseenasbothaconditionofandcontributortochangesin

thesocialandeconomicdivisionoflabor、theorganizalionandmanagementofworkand

production,andihemanagemenlofworkplacecullure.Flexiblelearningisalso,froman

educationalperspective,a-bouttheappropriateprovisionsrequiredtomeetsuchchanges.

Traditionalknowledgecanonsandpedagogicsareincreasinglyseenasinflexible,

challengedanddisplacedbymoreflexiblecontentsandmodesoflearningregardedas

morecongruentwiththeflexibilityinlaborprocesses,markets,productsandpatternsof

consumptionthatcharacterizepost-Fordistprocessesofflexiblecapitalaccumulation.

[F3]Allihishasconiributedloacceleratingihebreakdownofiheuniversity's

monoD（）lyofknowledgelegilimalionandloadevelopingconsciousnessihalihe

universityisnolongeriheonlyorprincipalsiteinwhich“valid“learningoccurs.Aswell

associoeconomicandtechnologicalchanges,thesignificanceofchangesinthecultural

climateareanimportantmeansofunderstandingthecontemporaryworkplace.These

latter,toalargeextent,arcboththecauseandoutcomeofpostmodernismasa

generalizedsocialconsciousnessthatinvolvestheunderminingoffoundations,centersof

authorityandcanonicalknowledgeandmoredecentredformsofsocialandeconomic

organization.Thishascontributedtoanacuteconsciousnessofchange,stimulationof

diversityanddifferenceandaconsequentneedtobe'flexible'.Themessagenowisthat

wcallneedtobeadaptableinuncertainandtroubledtimes.[F4]Thissimultaneous,

continuousand】apidchange—inboththehighereducationsectorandincontemDorary

workplaces—isbothanoutcomeandareinforcementofaperceivedurgencyfor

continuousadaplationandflexibleapproachestolearning.EmerginginseveralOECD

nationsincludingtheUKandAustraliaareuniversityledwork-basedlearningawards.

[F5]Theseawardprogramscanbeaptlyunderstoodasaninstanceofflexiblelearning,

characteristicofacontemporarysituationthatincreasinglyandsignificantlyprivileges

Teaming,asthetermpreferredover"education".Thisismanifestingnotonlyflexibility

inlearningbutalsoaflexibilityoflearning.Thisentailsareconfigurationoftraditional

educationalprinciplesofdisciplines-basedcurricula,canonicaltexts,courseswithfixed

beginningsandends,andface-to-faceteaching.

11、[Fl]

标准答案：随着资本在全球范围内流动的加强以及各国国民经济在全球经济基础上

的日益融合，灵活性己经是保持并增强经济竞争力的一个重要目标，也是实现这一

目标的一种重要方式。

知识点解析：暂无解析

12、[F2]

标准答案：鉴于这一背景，灵活式学习可被视为社会经济中劳力分配、工作与生产

的组织管理以及企业文化管理等方面变化的条件之一，也是促进这种变化的动力之

O

知识点解析：暂无解析

13、[F3]

标准答案：所有这些因素都有助于加快瓦解大学在正规学习上的垄断地位，同时也

使人们越来越强烈地认混到，大学已不再是“有效”学习的唯一或主要场所。

知识点解析：暂无解析

14、[F4]

标准答案：高等教育部门和现代企业内部正在发生的持续而快速的变化既是我们迫

切要求不断适应环境和灵活学习的产物，同时，它又加强了人们在这两方面的紧迫

感。

知识点解析：暂无解析

15、[F5]

标准答案：在当前的教育环境下，人们越来越频繁地用“学习”代替“教育”，经济合

作与发展组织国家实行的这利—以大学为向导、以工作为依托”的学习模式可以比较

贴切地理解为当前教育形势的特色——灵活式学习的一个典范。

知识点解析：暂无解析

Despitetheeverydayuseofelectricalappliancesandtechnicaldevices,onlyaminority

ofpeoplelivingtodayhasdeeperinsightintothescientificfoundationsofmodernlife.

Asaconsequence,concertedjointeffortshavebeenmadeinmanymodernsocietiesto

improvethelevelofpubliceducationinscience,technology,engineering,and

mathematics(STEM).[Fl]Aspartoftheseefforts,psychologists,educators.and

reseaichersfromSTEMdisciplineshavecollaboratedinattemptsk)explainwhythe

humanmindsooftenseemsimmunetoconventionalinstructionandhowthesebarriers

canbeovercomebydesigninglearningenvironmentsthatarebetteradaptedtoou「

cognitivefunctioning.Discussingphysicswithlaypeople,FrederickRcif(aprofessorof

physicsandeducationatthetheUniversityofCalifornia,Berkeley)foundatopsy-turvy

disorderlyworld.[F2]Hewastoldthatobjectshavean"internalforce"ofmotion,

conveyed[othembybeingpushed;thatobjectsmovebecausetheyaredrivenbyihis

force;andthattheyfinallystopmovingbecauseitgets”used叩.”Agrowingbodyof

researchliteratureinscienceeducationandcognitivepsychologydocumentsthatsuch

explanationsarequitecommon,evenamongotherwisewell-educatedpeople.[F31

Studenlsmaysuccessfullycompleleinlroducloryphysicscourseswithoulacquiring

conceptualknowledgeabouthowtheworldworksthatiscomDatiblewithscientific

physics.Manyteachersarcterriblydisappointedwhenafterallthoselessonstheir

studentsstillbelieveininternalforceasthecauseofmotion.Someteachersmake

desperateeffortstointroducetheconceptsevenmoresystematically.Theystrictlykeep

toalogicalsequence,andtheypresentveryclearandprecisedefinitions.Whentests

requirestudentstoreproducedefinitionsandtofigureoutquantitativeinformation,

performanceoftenseemssatisfactor)z.[F4]However,aseriouslackofconceptual

understa