2015年青岛大学翻译硕士MTI考研真题(回忆版)

2015年青岛大学翻译硕士MTI考研真题

（回忆版）

真题是考研复习中含金量最高的辅导材料，真题的利用对于提高复习效率具有至关重要的作用。一般来说，时间和精力有限，建议考生重点做近十年的真题。凯程考研整理各高校历年考研真题，希望能帮大家更好的复习!

2015年青岛大学翻译硕士MTI考研真题（回忆版）

I. Translate the following words, abbreviations or terminology into their target language respectively. There are altogether 20 items in this part of the test, 10 in English and 10 in Chinese, with two points for each.(40 points)

1. ACFW

2. MOE

3. DPOB

4. IDD

5. LED

6. partner assistance

7. Communicative Translation

8. Duke it out

9. signature dishes

10. emotional office abuse

11.分配制度

12.实事求是

13.小康社会

14.基层民主

15.宏观调控体系

16.刚性需求

17.团购

18.黄牛票

19.暴走

20.武侠片

II. Translate the following passage into Chinese.(50 points)

In 1945, in the shadow of a world war and the face of an uncertain future, 51 founding nations joined in common purpose to establish the United Nations and codify its mission to maintain international peace and security, encourage global cooperation, and promote universal respect for human rights. Nearly seven decades later, we once again find ourselves at a pivotal moment in history – a crossroads between conflict and peace, disorder and integration, hatred and dignity – dealing with new challenges that require a united response. As we confront these global problems in an increasingly interconnected world, the United Nations remains as necessary and vital as ever. On United Nations Day, we recognize the important role the United Nations continues to play in the international system, and we reaffirm our count ry’s commitment to work with all nations to build a world that is more just, more peaceful, and more free.

United Nations fosters international cooperation enables progress world’immediate threats critical –challenges. addressing climate change eradicating poverty preventing armed conflict halting proliferation weapons destruction, United Nations supports shared pursuit better world. spirit mutual interest mutual respect, international community continue common ground threats prosperity security nations.

Across globe, United Nations personnel their lives meaning action simple truths enshrined United Nations Charter. Today, .. humanitarian staff providing lifesaving relief those trapped conflict; .. peacekeepers protecting civilians against threats extremists other violent groups; .. health workers helping bring Ebola under control Africa deliver critical medicines people around world.

参考译文:

1945年，世界大战的影响尚未消散，未来的局势仍不确定，51个创始国共襄盛举成立联合国，确定联合国以维护国际和平与稳定，倡导全球合作和促进普遍人权为法定使命。近70年来，我们再一次面临重大的历史关头——站在冲突与和平、失序与整合、仇恨与尊严的十字路口——应对需要共同抗击的新挑战。我们在一个联系日益紧密的世界上处理这些全球性问题之际，联合国仍然一如既往具有不可或缺的重要作用。在联合国日这一天，我们重申我们的承诺，坚持与所有的国家共同建设更公正、更和平、更自由的世界。

联合国倡导国际合作，使抗击全世界最紧急的威胁和重大长期挑战的行动取得进展成为可能。从应对气候变化和消除贫困到防止武装冲突和制止大规模毁灭性武器扩散，联合国的工作为我们共同追求更美好的世界提供了支持。在全体国家的繁荣和安全受到威胁的情况下，国际社会必须本着共同利益和相互尊重的精神，继续寻求共同立场。

联合国人员在全球各地冒着生命危险履行职责，体现和践行了联合国宪章阐述的简单真理。今天，联合国人道主义工作人员为受战火蹂躏的民众提供挽救生命的援助;联合国维和人员保护平民避免受到极端主义分子和其他暴力团伙的威胁;联合国卫生工作者帮助西非控制埃博拉疫情，为全世界各地的人民运送关键的医药用品。

III. Translate the following passage into English(60 points)

我们常说“培养人才”，但认真研究古今中外，发现所谓对人才的“培养”，充其量是为人才的成长提供了环境与影响;人才不是被别人培养出来的。

正如教育的实质不是“教”而是“学”，人才其实是“学”出来和“用”出来的。世界上没有单纯的“教”，却有单纯的“学”;“教”一定要有对象，“学”却不一定以”教”为前提：“教”不是到处都有，“学”却可随时发生。

“学”的另一端是“用”，“用”的效果又可促进“学”。人不被“用”永远也不是“才”;人才只有在“用”中才会不断增值。同样，用错地方的人才，便是“庸才”，甚至是“废材”。

人才的基本要素是德、才、学、识。以工匠的斧头作比喻，“德”是斧头的质量，“才”是斧刃，“学”是重量，“识”是斧头做功的方向，四样俱全，左右逢源，才能取得功效。

其中“德”和“才”的关系至关重要。古人讲：“才盛于德，谓之小人;德盛于才，谓之君子;德才兼备，谓之圣人”。可见，只有二者的次序、比重正确，方可成为真正意义上的人才。

人才又有“专才”与“通才”之分。一般来讲，做具体工作的是专才，做管理的是通才;当然，也有二才兼备者。造原子弹的是专才，但使用原子弹的一定是通才，二者位置不可颠倒。

参考译文:

It is often said that “we should cultivate talent”. By examining various qualified personnel across-the-board, the word “cultivate”has become questionable to me; the best it can do in fact is to provide an environment or conditions for talents to come forth.

In the same way that education is not about teaching but about learning, talent is produced by learning and applying. Teaching is conditioned by various factors, such as object, subject, lectureship and so on, whereas learning is not preconditioned by teaching and can take place everywhere, at any time.

While learning leads to application, applying what has been learnt in turn inspires one’s learning. A person’s talent potential may never be explored unless he or she is being put in place, and misplacing a talent may produce mediocrity or even a waste of potential.

There are four basic components constituting a talent—virtue, capability, knowledge and insight. A talent may bear some analogy to a functional axe, with which virtue is quality, ability the edge, knowledge the weight and insight directs it to the point. Any achievement is actually the result of the effective combination of these four.

Of these four basic components, virtue and capability are of crucial importance. As it is quoted from the ancient saying: “He whose capacity exceeds his virtue is considered to be an inferior man; he whose virtue exceeds his capacity is a superior man; he who possesses both decent virtue and brilliant capacity can be regarded as a sage”. Clearly, only when these components are appropriately defined can a person become a true talent.

There are also distinctions between a generalist and a specialist. Generally speaking, the person assigned to perform specialized duty is a specialist and, the person in a management position is a generalist with the exception of people with both talents. Make no mistake, the person who constructs an atomic bomb never has the power to use it but has to leave it to a generalist.