2018年翻譯資格考試中級筆譯模擬題：考試

　　漢譯英

　　我們可能對學(xué)科的每個(gè)領(lǐng)域所取得的進(jìn)步感到大為驚異，然而測試一個(gè)人的知識和能力的方法依然原始如初。確實(shí)是令人吃驚，這么多年以后，教育家們還沒有找到比考試更為有效和可靠的手段。

　　考試就是測驗(yàn)?zāi)阒�道什么，對于所有這些虔誠的說法，普遍認(rèn)為往往適得其反�？荚嚳赡苁菣z驗(yàn)記憶力，或者在極度緊張的情況下發(fā)現(xiàn)快速工作竅門的好方法。但是它不能告訴你一個(gè)人的真正能力和智能究竟怎樣。

　　作為制造焦慮者，考試是最好的手段。這是因?yàn)樗鼪Q定著很多事。它是一個(gè)人在社會中成功或失敗的標(biāo)志。在事關(guān)命運(yùn)的一天里你的整個(gè)前途就被決定下來了。它不管你當(dāng)時(shí)的心情很糟糕，或者你的母親已去世。像那樣的小事不足掛齒：考試依然進(jìn)行。當(dāng)身陷致命的恐懼中或經(jīng)過一個(gè)無眠之夜后，沒人能發(fā)揮出他的最佳水平，不過這正是考試制度期望他這樣做的。

　　從孩子開始上學(xué)的那一刻起，他就走進(jìn)了一個(gè)成功和失敗界限分明和可以衡量的惡毒競爭之中。我們會對數(shù)目不斷增加的“輟學(xué)者”——甚至在年輕人開始事業(yè)之前認(rèn)為他已完全失敗——感到詫異嗎?面對學(xué)生的自殺率我們能感到吃驚嗎?

　　一種好的教育應(yīng)當(dāng)包括培養(yǎng)你獨(dú)立的能力。而考試制度絕對沒有這樣的作用。必須學(xué)的東西被強(qiáng)硬地用課程大綱給制定出來，鼓勵學(xué)生去死記�？荚嚥荒芗�勵學(xué)生去廣泛閱讀，而是限制他閱讀;考試不能使學(xué)生探索越來越多的知識，而是起到填鴨式的作用。

　　考試促使降低教學(xué)標(biāo)準(zhǔn)，因?yàn)樗鼊儕Z了老師的一切自由。對老師本人教學(xué)水平的評判通常就是看學(xué)生的考試成績。老師們不去教授他們的課，而是簡化教學(xué)，對學(xué)生進(jìn)行他們嗤之以鼻的考試技巧培訓(xùn)。最成功的投考者不總是知識水平最高者;他們是高壓之下掌握考試技巧最老練者。

　　參考譯文

　　We might marvel at the progress made in every field of study， but the methods of testing a person‘s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years， educationists have still failed to device anything more efficient and reliable than examinations.

　　For all the pious claim that examinations test what you know， it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory， or the knack of working rapidly under extreme pressure， but they can tell you nothing about a person‘s true ability and aptitude.

　　As anxiety-makers， examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn‘t matter that you weren’t feeling very well， or that your mother died. Little things like that don‘t count： the exam goes on. No one can give of his best when he is in mortal terror， or after a sleepless night， yet this is precisely what the examination system expects him to do.

　　The moment a child begins school， he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of “drop-outs”： young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?

　　A good education should， among other things， train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus， so the student is encouraged to memorize. Examinations do not motivate a student to read widely， but to restrict his reading; they do not enable him to seek more and more knowledge， but induce cramming. They lower the standards of teaching， for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects， they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.

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