ÀîÏöºç¿¼ÑÐÓ¢Óï
½á¹¹£¬Ò²¾ÍÊÇ˵soºÍasºóÃæÓ¦¸ÃÁ½¸ö´ÊµÄÒâ˼Ӧ¸ÃÏàͬ£¬ËùÒÔ¶àÒå½é´ÊthroughµÄÒâ˼Ӧ¸ÃµÈÓÚbecause ofÒòΪ£¬ÓÉÓÚ¡£ µÚÈý¡¢´ÊµÄ´¦Àí£º the insights of great men of geniusÊǺóÃæ´ø¶¨ÓïµÄÃû´Ê¶ÌÓï½á¹¹£¬ºóÖö¨ÓïµÄ˳ÐòÓ¦¸ÃÔÚººÓï·ÒëÖÐÓ¦¸Ãµ¹¹ýÀ´£¬¼´´ÓºóÍùǰ·ÒëΪ£ºÌì²ÅΰÈ˵ÄÕæÖª×Æ¼û¡£ more ordinary things like improved techniques and toolÕâÊǽṹÊǽé´Êlike¶ÌÓï×ö¶¨ÓïÐÞÊÎÖÐÐÄ´Êmore ordinary things£¬Ò²ÊÇÏÈ·Ò붨ÓÔÙ·ÒëÖÐÐÄ´Ê£ºÏñ¸Ä½øÁ˵ļ¼ÊõºÍ¹¤
¾ßµÈ¸üΪÆÕͨµÄ¶«Î÷¡£ they say²åÈëÓ°´ÕÕººÓïϰ¹ß£¬·Òëʱ·ÅÔÚ¾äÊס£ ¡²²Î¿¼ÒëÎÄ¡³ËûÃÇ˵£¬¿ÆÑ§µÄ·¢Õ¹ÓëÆä˵ԴÓÚÌì²ÅΰÈ˵ÄÕæÖª×Æ¼û£¬²»Èç˵ԴÓڸĽøÁ˵ļ¼ÊõºÍ¹¤¾ßµÈ¸üΪÆÕͨµÄ¶«Î÷¡£
72) In short, a leader of the new school contends, the scientific revolution, as we call it, was largely the improvement and invention and use of a series of instruments that expanded the reach of science in innumerable direction. ¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºIn short, a leader of the new school contends, the scientific revolution, as we call it, / was largely the improvement and invention and use of a series of instruments / that expanded the reach of science in innumerable direction. µÚ¶þ¡¢¾ä×ÓÖ÷¸É½á¹¹ÊÇ£º 1)ϵ±í½á¹¹£ºthe scientific revolution... was largely... 2) thatÒýµ¼µÄ¶¨Óï´Ó¾ä£¬ÏÈÐдÊÊÇthe improvement and invention and use of a series of instruments µÚÈý¡¢´ÊµÄ´¦Àí£º In short ¼ò¶øÑÔÖ® the improvement and invention and use of a series of instruments (´ÊÐÔת»»)һϵÁÐÆ÷¾ßµÄ¸Ä½ø¡¢·¢Ã÷ºÍʹÓà expanded the reach of science in innumerable direction Ö±Ò룺ÔÚÄÑÒÔ¼ÆÊýµÄ·½ÏòÀ©´óÁË¿ÆÑ§µÄ·¶Î§
¡²²Î¿¼ÒëÎÄ¡³ÐÂѧÅɵÄһλÁìÐäÈËÎï¼á³Ö˵£º¼ò¶øÑÔÖ®£¬ÎÒÃÇËùνµÄ¿ÆÑ§¸ïÃü£¬Ö÷ÒªÊÇָһϵÁÐÆ÷¾ßµÄ¸Ä½ø¡¢·¢Ã÷ºÍʹÓ㬶øÕâЩ¸Ä½ø¡¢·¢Ã÷ºÍʹÓÃʹ¿ÆÑ§·¢Õ¹ÎÞËù²»¼°¡£
73) Over the years, tools and technology themselves as a source of fundamental innovation have largely been ignored by historians and philosophers of science.
¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºOver the years, tools and technology themselves as a source of fundamental innovation / have largely been ignored / by historians and philosophers of science. µÚ¶þ¡¢¾ä×ÓÖ÷¸É½á¹¹ÊÇÒ»¸ö¼òµ¥µÄ±»¶¯Óï̬¾ä£ºtools and technology...have largely been ignored by ...Ö÷Óﲿ·ÖÓÐÒ»¸öthemselves·´Éí´ú´Ê as a source of fundamental innovation½é´Ê¶ÌÓï×ö¶¨Óï µÚÈý¡¢´ÊµÄ´¦Àí£º Over the years ¶àÄêÀ´ philosophers of science ¿ÆÑ§Ë¼Ïë¼ÒÃÇ ¡²²Î¿¼ÒëÎÄ¡³¹¤¾ßºÍ¼¼Êõ±¾Éí×÷Ϊ¸ù±¾ÐÔ´´ÐµÄԴȪ¶àÄêÀ´Ôںܴó³Ì¶ÈÉϱ»Àúʷѧ¼ÒºÍ¿ÆÑ§Ë¼Ïë¼ÒÃǺöÊÓÁË¡£
74) Galileo's greatest glory was that in 1609 he was the first person to turn the newly invented telescope on the heavens to prove that the planets revolve around the sun rather than around the earth. ¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºGalileo's greatest glory was / that in 1609 he was the first person to turn the newly invented telescope on the heavens / to prove
21
ÀîÏöºç¿¼ÑÐÓ¢Óï
that the planets revolve around the sun rather than around the earth. µÚ¶þ¡¢¾ä×ÓÖ÷¸É½á¹¹ÊÇ£º1)ϵ±í½á¹¹Galileo's greatest glory was that... 2)²»¶¨Ê½¶ÌÓï×÷¶¨Óï½á¹¹the first person to turn... 3)¶¯´Ê+±öÓï´Ó¾ä×÷Ä¿µÄ×´Óïto prove that... µÚÈý¡¢´ÊµÄ´¦Àí£º turn the newly invented telescope on the heavens (½é´ÊonÒë³É¶¯´Ê)°Ñз¢Ã÷µÄÍûÔ¶¾µ¶Ô×¼Ìì¿Õ rather than ¶ø²»ÊÇ
¡²²Î¿¼ÒëÎÄ¡³Ù¤ÀûÂÔµÄ×î¹â»ÔÒµ¼¨ÔÚÓÚËûÔÚ1609ÄêµÚÒ»¸ö°Ñз¢Ã÷µÄÍûÔ¶¾µ¶Ô×¼Ìì¿Õ£¬ÒÔ֤ʵÐÐÐÇÊÇÎ§ÈÆÌ«ÑôÐýת¶ø²»ÊÇÎ§ÈÆµØÇòÐýתµÄ¡£
75) Whether the Government should increase the financing of pure science at the expense of technology or vice versa often depends on the issue of which is seen as the driving force. ¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºWhether the Government should increase the financing of pure science at the expense of technology or vice versa / often depends on the issue / of which is seen as the driving force. µÚ¶þ¡¢¾ä×ÓÖ÷¸É½á¹¹ÊÇ£º 1)±íʾѡÔñÒâ˼µÄ´Ó¾äWhether the Government ...or ...¾¿¾¹ÊÇ¡¡»¹ÊÇ¡¡×÷¾ä×ÓµÄÖ÷ÓνÓïºÍ±öÓïÊÇdepends on the issue 2)of whichÊDZöÓïthe issueµÄ¶¨Óï´Ó¾ä¡£ µÚÈý¡¢´ÊµÄ´¦Àí£º increase the financing of pure science Ôö¼Ó¶Ô´¿ÀíÂÛ¿ÆÑ§µÄ¾·ÑͶÈë at the expense of technology ¼õÉÙ¶Ô¼¼Êõ¾·ÑµÄͶÈë the driving force ¶¯Á¦£¬Çý¶¯Á¦Á¿ ¡²²Î¿¼ÒëÎÄ¡³Õþ¸®¾¿¾¹ÊÇÒÔ¼õÉÙ¶Ô¼¼Êõ¾·ÑµÄͶÈëÀ´Ôö¼Ó¶Ô´¿ÀíÂÛ¿ÆÑ§µÄ¾·ÑͶÈ룬»¹ÊÇÏà·´£¬ÕâÍùÍùÈ¡¾öÓÚ°ÑÄÄÒ»·½¿´×÷ÊÇÇý¶¯Á¦Á¿¡£
Unit 2 (1995Äê) ·ÒëÌâ½â£º
71) The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users.
¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºThe target is wrong, for in attacking the tests, / critics divert attention from the fault / that lies with ill-informed or incompetent users. µÚ¶þ¡¢¾ä×ÓÖ÷¸É½á¹¹ÊÇ£º¼òµ¥¾ä¼ÓforÒýµ¼µÄÔÒò×´Óï¡£ºóÃæµÄthatÒýµ¼µÄÊǶ¨Óï´Ó¾ä¡£µÚÈý¡¢´ÊµÄ´¦Àí The target ¸ù¾ÝÉÏÏÂÎÄ£¬ÕâÀïÌØÖ¸±ê×¼»¯²âÊÔ divert attention from ÔÒåÊǰÑ×¢ÒâÁ¦Òý¿ª£¬ÒýÉêΪûÓÐ×¢Òâµ½lies withÔÚÓÚill-informed ²»ÉõÁ˽âincompetent users(´ÊÐÔת»»)ʹÓò»µ±
¡²²Î¿¼ÒëÎÄ¡³°Ñ±ê×¼»¯²âÊÔ×÷ΪÅê»÷µÄÄ¿±êÊÇ´íÎóµÄ£¬ÒòΪÔÚÅê»÷ÕâÀà²âÊÔʱ£¬ÅúÆÀÕßûÓÐ×¢Òâµ½²âÊԵıײ¡ÔÚÓÚʹÓòâÊÔµÄÈ˶ԲâÊÔ²»ÉõÁ˽â»òʹÓò»µ±¡£
72) How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted ¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºHow well the predictions will be validated by later performance / depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom / with which it is interpreted µÚ¶þ¡¢¾ä×ÓÖ÷¸É½á¹¹ÊÇ£º 1)How well...Òýµ¼µÄ±»¶¯½á¹¹ÊÇÖ÷Óï´Ó¾ä£¬How wellÊÇÖ÷Óï´Ó¾äÖеÄ×´ÓïǰÖã¬dependsÊǾä×ÓνÓï2)dependsºóÃæÁ½¸ö½é´Ê¶ÌÓï×÷
22
ÀîÏöºç¿¼ÑÐÓ¢Óï
²¢ÁбöÓïupon...and on... 3) the information usedÊÇÃû´Ê+¶¨Óï4)with which it is interpreted¶¨Óï´Ó¾ä£¬ÏÈÐдÊÊÇthe skill and wisdom£¬´ú´ÊitÖ¸´úthe information µÚÈý¡¢´ÊµÄ´¦Àí£º be validated by Ϊ¡¡Ëù֤ʵ depends upon È¡¾öÓÚ reliability ¿É¿¿ÐÔ appropriateness ÊÊÓ¦ÐÔ interpreted ½âÊÍ ¡²²Î¿¼ÒëÎÄ¡³ÕâЩ²âÊÔÔÚ¶à´ó³Ì¶ÈÉÏΪºóÀ´µÄ±íÏÖËù֤ʵ£¬ÕâÈ¡¾öÓÚËù²ÉÓÃÐÅÏ¢µÄÊýÁ¿¡¢¿É¿¿ÐÔºÍÊÊÓ¦ÐÔ£¬ÒÔ¼°½âÊÍÕâЩÐÅÏ¢µÄ¼¼ÄܺͲÅÖÇ¡£
73) Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.
¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºWhether to use tests, other kinds of information, or both in a particular situation / depends, therefore, upon the evidence from experience concerning comparative validity / and upon such factors as cost and availability. µÚ¶þ¡¢¾ä×ÓÖ÷¸É½á¹¹ÊÇ£ºWhether to use..., or both...Òýµ¼Ö÷Óï´Ó¾ädependsÊǾä×ÓνÓupon... and upon...ÊDz¢ÁнṹµÄË«±öÓï¡£ µÚÈý¡¢´ÊµÄ´¦Àí£º Whether to..., or ÊÇ¡¡»¹ÊÇ¡¡ both Ö¸´úǰ¾äµÄtests, other kinds of information in a particular situation ÔÚÄ³Ò»ÌØ¶¨Çé¿öÏ therefore Òò´Ë the evidence from experience ¾ÑéÒÀ¾Ý concerning Óë¡¡ÓÐ¹ØµÄ comparative validity Ïà¶ÔЧ¶È such factors as... ÖîÈç¡¡µÈÒòËØ
¡²²Î¿¼ÒëÎÄ¡³Òò´Ë£¬ÔÚÄ³Ò»ÌØ¶¨Çé¿öÏ£¬¾¿¾¹ÊDzÉÓòâÊÔ»¹ÊÇÆäËûÖÖÀàµÄÐÅÏ¢£¬»òÊÇÁ½Õß¼æÓã¬ÐëÆ¾ÓйØÏà¶ÔЧ¶ÈµÄ¾ÑéÒÀ¾Ý¶ø¶¨£¬Ò²È¡¾öÓÚÖîÈç·ÑÓúÍÓÐÎÞÀ´Ô´µÈÒòËØ¡£
74) In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicted can not be well defined. ¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪËĶΣºIn general, the tests work most effectively / when the qualities to be measured can be most precisely defined / and least effectively / when what is to be measured or predicted can not be well defined. µÚ¶þ¡¢¾ä×ӵĽṹ£º 1)Ö÷¸É½á¹¹ÊÇÒ»¸öÅűȾäthe tests work most effectively when...and least effectively when... 2)Á¬´ÊwhenÒýµ¼µÄÊÇ×´Óï´Ó¾ä£¬Òâ˼Êǵ±¡¡µÄʱºò£¬´Ó¾äÖж¼ÊDZ»¶¯½á¹¹¡£ 3) what is to be measured or predictedÊǵڶþ¸ö´Ó¾äµÄÖ÷Óï¡£ µÚÈý¡¢´ÊµÄ´¦Àí£º In general Ò»°ãµÄ˵ work most effectively ×îΪÓÐЧ be most precisely defined ºÜ¾«È·½ç¶¨ measured ²â¶¨
¡²²Î¿¼ÒëÎÄ¡³Ò»°ãµÄ˵£¬µ±ËùÒª²â¶¨µÄÌØÕ÷Äܾܺ«È·½ç¶¨Ê±£¬²âÊÔ×îΪÓÐЧ£»¶øµ±ËùÒª²â¶¨»òÔ¤²âµÄ¶«Î÷²»ÄÜÃ÷È·µØ½ç¶¨Ê±£¬²âÊÔµÄЧ¹ûÔò×î²î¡£
75) For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances. ¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºFor example, they do not compensate for gross social inequality, / and thus do not tell how able an underprivileged youngster might have been / had he grown up under more favorable circumstances. µÚ¶þ¡¢¾ä
23
ÀîÏöºç¿¼ÑÐÓ¢Óï
×ӵĽṹ£º 1)Ö÷¸É½á¹¹ÊDz¢Áоäthey do not compensate for..., and thus do not tell... 2) how ableÊDZíÓïǰÖã¬Õý³£ÓïÐòÊÇ£º... youngster might have been how able 3)×îºóÒ»¸ö¾ä×ÓÊÇÐéÄâÓïÆø¾äµÄµ¹×°½á¹¹£ºhad he grown up under more favorable circumstancesµÈÓÚIf he had grown up... µÚÈý¡¢´ÊµÄ´¦Àí£º they ָʾ´ú´Ê£¬²âÊÔ compensate for ÃÖ²¹ gross social inequality Ã÷ÏÔµÄÉç»á²»¹« and thus Òò´Ë tell ˵Ã÷ underprivileged ƶÀ§µÄ¡¢ÎïÖÊÌõ¼þ²îµÄ under more favorable circumstances ÔڽϺõĻ·¾³ÏÂ
¡²²Î¿¼ÒëÎÄ¡³ÀýÈ磬²âÊÔ²¢²»ÃÖ²¹Ã÷ÏÔµÄÉç»á²»¹«£¬Òò´ËËüÃDz»ÄÜ˵Ã÷Ò»¸öÎïÖÊÌõ¼þ²îµÄÄêÇáÈË£¬Èç¹ûÔڽϺõĻ·¾³Ï³ɳ¤µÄ»°£¬»áÓжà´ó²Å¸É¡£
Unit 3 (1996Äê) ·ÒëÌâ½â£º
71) Some of these causes are completely reasonable results of social needs. Others are reasonable consequences of particular advances in science being to some extent self-accelerating.
¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºSome of these causes are completely reasonable results of social needs. / Others are reasonable consequences of particular advances in science / being to some extent self-accelerating. µÚ¶þ¡¢¾ä×ӵĽṹ£º 1)Ö÷¸É½á¹¹ÊǶԱȾäSome... are... reasonable results of... Others are reasonable consequences of... 2) particular advancesºóÃæÓжàÖØ¶¨Óïin science being to some extent self-accelerating. µÚÈý¡¢´ÊµÄ´¦Àí£º are... results of ÊÇ¡¡µÄ½á¹û£¬À´×ÔÓÚ social needs Éç»áÐèÇó to some extent ÔÚÒ»¶¨³Ì¶ÈÉÏ self-accelerating ×ÔÎÒ¼ÓËÙ ÍêÕûµÄÒëÎÄ£º 71)ÔÚÕâЩÔÒòÖУ¬ÓÐЩÍêÈ«ÊÇ×ÔÈ»¶øÈ»µØÀ´×ÔÉç»áÐèÇó£¬ÁíһЩÔòÊÇÓÉÓÚ¿ÆÑ§ÔÚÒ»¶¨³Ì¶ÈÉÏ×ÔÎÒ¼ÓËÙ¶ø²úÉúÄ³Ð©ÌØ¶¨·¢Õ¹µÄ±ØÈ»½á¹û¡£
72) This trend began during the Second World War, when several governments came to the conclusion that the specific demands that a government wants to make of its scientific establishment cannot generally be foreseen in detail. ¡²ÊÔÌ⾫Îö¡³µÚÒ»¡¢¾ä×Ó¿ÉÒÔ²ð·ÖΪÈý¶Î£ºThis trend began during the Second World War, when several governments came to the conclusion / that the specific demands that a government wants to make of its scientific establishment / cannot generally be foreseen in detail. µÚ¶þ¡¢¾ä×ӵĽṹ£º 1)Ö÷¸É½á¹¹ÊÇÖ÷¾ä+ whenÒýµ¼µÄʱ¼ä×´Ówhen = at that timeµ±Ê±£¬ÄÇʱ¡£ 2)µÚÒ»¸öthat´Ó¾äÊÇÖ÷¾ä±öÓïthe conclusionµÄͬλÓï¡£ 3)that a government wants to make of its scientific establishmentÊǶ¨Óï´Ó¾äÖеÄÖ÷Óï´Ó¾ä 4)cannot generally be foreseen in detailÊDZöÓï´Ó¾äµÄνÓï¡£µÚÈý¡¢´ÊµÄ´¦Àí£º trend Ç÷ÊÆ came to the conclusion µÃ³ö½áÂÛ the specific demands ¾ßÌåÒªÇó make of Ïò¡¡Ìá³ö scientific establishment ¿ÆÑлú¹¹ in detail Ï꾡 ¡²²Î¿¼ÒëÎÄ¡³ÕâÖÖÇ÷ÊÆÊ¼ÓÚµÚ¶þ´ÎÊÀ½ç´óÕ½ÆÚ¼ä£¬µ±Ê±Ò»Ð©¹ú¼ÒµÄÕþ¸®µÃ³ö½áÂÛ£ºÕþ¸®Ïò¿ÆÑлú¹¹Ìá³öµÄ¾ßÌåÒªÇóͨ³£ÊÇÎÞ·¨Ï꾡Ԥ¼ûµÄ¡£
73) This seems mostly effectively done by supporting a certain amount of
24
Ïà¹ØÍÆ¼ö£º