一、考研英语翻译怎么准备?
要研究历年真题，记住一些典型的句型句式，同时做一些必要的训练。翻译主要考察语法、句型和词汇的应用。当然词汇是一切的根本，如果一个句子你句型分析的再好，不知所云的话还是不能答对。所以还是的要求词汇量的大幅度提升，剩下的就是句型了，如果有时间可以研究下基础的考研常用句型。剩下的就是多多练习了，因为只有练习了，才能训练你的语感，这样才不会不知道句子成分，从而导致丢分，所以建议多练习，推荐本星火的《考研英语意群分解组合翻译法》，个人觉得很有帮助!(推荐阅读：)
二、考研英语翻译题型—唐静
一.考研翻译的复习策略
一切以真题为主在碰真题之前要做的
1.大纲单词一定要至少背过一遍2.解决长难句最基本的句法分析即能划出句子主干和非主干
具体的方法:
每日一题,花20分钟,按如下4步做：
用3-5分钟,用模拟考试的方式来把它作完,要写在白纸上,题目上不能有任何的提示,做的时候不许打草稿,一切完全按照考试的时候来进行
然后花上10多分钟,把刚刚作题时自己觉得不确定的,觉得翻的不舒服的地方都先通过查字典来解决
按照评分标准自己给自己打分
从第2天起可以看看有没有以前犯过的错误再次发生
二.考研英语翻译的现状和特点
从03年至今,翻译的分值保持在10分,我们要用20分钟的时间来做这十分,最多不能超过25分钟.目前翻译考试要求翻的字数大致在170字左右
a.考研翻译的给分标准:
最小的扣分单位是0.5分,每个句子2分,通常是由0.5*4或1+0.5*2组成1.分段给分大意对就有分
2.微观扣分关键词要求翻对,通常3个关键词(也称为微观踩分点)0.5分.但有时候在句子的主干里的关键词一个就是0.5分
3.综合评分--根据先分段给分,再微观扣分,最后综合得出分数
b.考研翻译题目的特点体裁:是学术性,说明性的议论文
题材:来自国外主流报刊的学术文章以及学术刊物中一般介绍性的文章(内容并不特别深奥),一般都是属于人文社科素材:欧美著名高校的教材特点:语言风格正式,客观,信息量大选择作为翻译的句子标准：长句，难句，其中难句是指：倒装，省略，比较结构与并列结构
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三、1992、1993、1997、1999年考研英语翻译（列举）
1992年考研英语翻译真题及答案解析
Section V English-Chinese Translation
Read the following passage carefully and then translate the underlined sentences into Chinese. (15 points)
“Intelligence” at best is an assumptive construct -- the meaning of the word has never been clear. (71) There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them. But it is generally agreed that a person of high intelligence is one who can grasp ideas readily, make distinctions, reason logically, and make use of verbal and mathematical symbols in solving problems. An intelligence test is a rough measure of a child’s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is not supposed to -- it was not designed for such purposes. (72) To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity.
The other thing we have to notice is that the assessment of the intelligence of any subject is essentially a comparative affair.
(73) Now since the assessment of intelligence is a comparative matter we must be sure that the scale with which we are comparing our subjects provides a “valid” or “fair” comparison. It is here that some of the difficulties which interest us begin. Any test performed involves at least three factors: the intention to do one’s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it. (74) The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made. In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks a little child gets on his test; what we are interested in is whether we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require “general intelligence.”
(75) On the whole such a conclusion can be drawn with a certain degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the others with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed.
答案解析
Section V: English-Chinese Translation (15 points)
71. 人们对智力这个词所指的不同表现意见比较一致，而对这些表现如何解释或分类则有不同的看法。
72. 批评智力测试不反映上述情况，犹如批评温度计不能测风速一样。
73. 既然对智力的评估是比较而言的，那么我们必须确保，在对我们的对象进行比较时，我们所用的尺度能提供“有效的”或“公平的”比较。
74. 如果要从智力方面进行任何比较的话，那么对所有被比较者来说，前两个因素必须是一样的。
75. 总的来说，得出这种结论是有一定程度把握的，但是必须具备两个条件：能够假定这个孩子对测试的态度和与他比较的另一个孩子的态度相同;他也没有因为缺乏别的孩子所具有的有关知识而受影响。
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