上海外国语大学2022年真题(网络版)：翻译硕士

2023考研时间已经确定，留给各位考生的备考时间越来越短，在接下来的时间里，考生更加要合理安排时间，提高备考效率，其中，参考学习历年真题是很重要的内容之一。

那我们可以从哪里获取到目标院校的考研专业课真题呢，一种方法是我们可以向考过的学长学姐寻求帮助，或者网络搜索一些考生回忆版真题，另外，有的院校会在官网公布自命题科目的真题，大家可以在目标院校官网查询相关信息。今天小编为大家整理了上海外国语大学2022年真题(网络版)：翻译硕士，供参考。

上海外国语大学2022年真题(网络版)：翻译硕士

一、汉译英真题：

用“双增”推动“双减”落实

今天，上海市教委就“强化学校教育主阵地作用”召开新闻发布会称，上海方面已注意到“双减”工作既要治标、又要治本的要求，未来将尝试通过用“双增”来推动“双减”的具体落实。

“把课外内容减了，我们要把课内做强做好。”上海市教委相关负责人表示，上海将把“增强学校主阵地功能、增强校内教育质量”作为落实“双减”工作的主要内容，其中包括加强学校作业管理、全面实施义务教育课后服务、建立培育课后服务支持体系、加快推进紧密型学区集团建设、推进落实全员导师制全覆盖6个方面内容。

“这是首次明确把课后服务延伸到初中学段。参加课后服务将成为学生常态，大多数人都参加。”上海市教委相关负责人介绍，与课后服务时长配套的，是对学校布置高质量作业的新要求。

上海市教委相关负责人员说，高质量作业要求“小学作业不出校门，初中疑难作业不带回家”。为此，上海还将要求义务教育阶段各所学校建立作业公示制度，公示作业完成时间和内容。

“校长和老师们要思考，如何向40分钟的课堂要质量。而不是反复操练，捆绑出来的好成绩没有用。” 上海市教委相关负责人员介绍，考核的是80%学生的作业时长，不算平均数，作业管理将被纳入学校绩效考核范围。

上海市教委相关负责人介绍，上海“双减”工作的一个重要导向是关注每个学生，包括学生的情绪疏导、未来发展、生命价值讨论等。“强调系统性、整体性、针对性地推进‘双减’工作，治标的同时要从治本上下工夫”。

二、英译汉真题：

The Reader, the Text, the Poem

The views set forth here have been tested and tempered by over forty years of observing and reflecting on readers' involvements with texts ranging from Chaucer and Shakespeare to Joyce and Wallace Stevens. For two decades, in a course on "Criticism and the Literary Experience," I was able to pursue the study systematically. I presented texts-many of them repeated year after year to graduateand undergraduate students, who were often helped to develop a measure of self-criticism before their study of the critical canon from Plato to Eliot and beyond. A by-product for me was the opportunity, through various techniques, to gather evidence of what went on during their reading. I was able to discover continuities and differences in response with changing student populations and changing mores, and to analyze the processes and patterns that manifested themselves in the actual movement toward an interpretation. My aim was to immerse myself in a rich source of insights, not merely to accumulate a body of codified data. What follows, therefore, is a distillation of my observations, reflections, and reading.

As contemporary philosophers remind us, the observer inevitably enters into his observations: although I stress the inductive groundwork, obviously I brought to these inquiries various assumptions and hypotheses to be either supported or discarded. Further, strict training in the historical and critical disciplines of literary scholarship had established in me habits of thought from some of which I needed to be liberated. Perhaps this book can perform a similar service for others, not merely by articulating a particular set of intellectual theses but by inducing a new way of thinking about literary works of art.

With one exception already alluded to, I have avoided the current tendency to create new terminology. Citations also have been kept to a minimum; a list of the works consulted over the years, or even those to which I am in some way indebted, beyond the ones mentioned in the notes, would be excessively long. I shall try simply to suggest the intellectual matrix within which the transactional theory of the literary work has evolved.

As I look back on a long scholarly career, I become aware of a continuing need to affirm and to reconcile two often opposed positions, phrased, in earliest terms, as a Keatsian sense of the unique values of art, on the one hand, and, on the other, a Shelleyan feeling for its social origins and social impact. My first book, (L'Idée de l'art pour l'art dans la littérature anglaise (Paris, 1931), ) written for the doctorate in comparative literature at the Sorbonne, was a study of the theories of art for art's sake developed by nineteenth-century English and French writers to combat the pressures of an uncomprehending or hostile society. In the concluding pages, I stated the need for a public of readers able "to participate fully in the poetic experience" -readers able to provide a nurturing, free environment for poets and other artists of the word. Their texts possess, I believed, the highest potentialities for bringing the whole human personality, as Coleridge had said, "into activity." Here already was the germ of an increasingly intense preoccupation with the importance, to the arts and to society, of the education of readers of literature.

My second book, (Literature as Exploration (1938), ) confronted this problem directly, setting forth a philosophy of the teaching of literature the outgrowth mainly of my experience in teaching English and comparative literature at Barnard College. The book also refleeted work with Franz Boas and Ruth Benedict in the graduate department of anthropology at Columbia University. By that time, the writings of William Tamea. C. S. Peirce. Genroe Santavana, and John Dewey had provided a philosophic base for reconciling my aesthetic and social commitments. Dewey's Arl as Experience especially left its mark, perhaps more through its vision of aesthetic values woven into the texture of the daily life of human beings than its specific treatment of the literary arts.

为什么要看考研专业课真题?

之前小编为各位考生整理了考研院校的招生简章、考研大纲、参考书目、复试分数线等信息，很多考生会问，考研专业课真题每年都会变，为什么还要看呢?虽然说考研专业课真题不同于公共课考研真题，有很大的灵活性，但是对于考生来说，可以提前了解院校的命题形式、出题方式等内容，虽然新一年的考试变化可能会很大，但是知己知彼才能做到百战不殆，因此了解目标院校考研专业课真题很有必要。

有想了解2023考研冲刺课程的考生，可以在右侧咨询窗口留言，会有老师一对一为大家答疑解惑，助力各位考生提高备考效率，顺利进入自己的理想院校。

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