現(xiàn)代大學(xué)英語(yǔ)精讀3課文翻譯？現(xiàn)代大學(xué)英語(yǔ)精讀Halfaday--001如下：文章結(jié)構(gòu)：Partone：paras1-7。Thenarrator’sunwillingnesstogotoschool。A、Hewasunwillingtogotoschool（Paras、1-3）。B、Hisfathertoldhimthepurposeandimportanceofschool（Paras、4-7）。Parttwo：paras、8-16。Thenarrator’sexperienceatschool。A、那么，現(xiàn)代大學(xué)英語(yǔ)精讀3課文翻譯？一起來(lái)了解一下吧。
出自：現(xiàn)代大學(xué)英語(yǔ)精讀(第2版)第四冊(cè) Economic Growth Is a Path to Perdition, Not Prosperity
《大學(xué)英語(yǔ)精讀》：
是2006年由上海外語(yǔ)教育出版社出版的系列叢書(shū)，作者是翟象俊。主要提供學(xué)習(xí)英語(yǔ)的教材。
全套教材由復(fù)旦大學(xué)、北京大學(xué)、華東師范大學(xué)、中國(guó)人民大學(xué)、武漢大學(xué)和南京發(fā)工編寫(xiě)，復(fù)旦大學(xué)董亞芬擔(dān)任總主編。
《大學(xué)英語(yǔ)精讀》(1學(xué)生用書(shū)第3版）為精讀的第一冊(cè)共有十個(gè)單元。每一單元由課文、生詞、注釋、練習(xí)、閱讀練習(xí)和有引導(dǎo)的寫(xiě)作等九個(gè)部分組成。
擴(kuò)展資料：
全文翻譯：
Economic Growth Is a Path to Perdition, Not Prosperity
經(jīng)濟(jì)增長(zhǎng)是通向毀滅，而非通向繁榮之路
Wayne Ellwood
韋恩?埃爾伍德
Charles Darwin was a rigorous, meticulous scientist. He spent nearly 20 years honing his analysis and polishing his prose before publishing his groundbreaking work, On the Origin of Species, in November 1859.
查爾斯?達(dá)爾文是一位治學(xué)嚴(yán)謹(jǐn)?shù)目茖W(xué)家。
現(xiàn)代大學(xué)英語(yǔ)精讀2Unit1TextA原文及全文翻譯如下：
Another School Year—What For?
John Ciardi
Let me tell you one of the earliest disasters in my career as a teacher.
It was January of1940and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms,and looked at me as if to say"All right, teach me something.
"Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips."Look,"he said,"I came here to be a pharmacist.Why do I have to read this stuff?"And not having a book of his own to point to, he pointed to mine which was lying on the desk.
New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled,not in a drugstore-mechanics school, but in a college and that at the end of his course he meant to reach for a scroll that would read Bachelor of Science.
It would not read: Qualified Pill-Grinding Technician.It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history.That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.
I could have told him all this, but it was fairly obvious he wasn't going to be around long enough for it to matter.
Nevertheless, I was young and I had a high sense of duty and I tried to put it this way: "For the rest of your life," I said, "your days are going to average out to about twenty-four hours.
They will be a little shorter when you are in love, and a little longer when you are out of love, but the average will tend to hold. For eight of these hours, more or less, you will be asleep."
"Then for about eight hours of each working day you will, I hope, be usefully employed.Assume you have gone through pharmacy school—or engineering, or law school, or whatever—during those eight hours you will be using your professional skills.You will see to it that the cyanide stays out of the aspirin.
That the bull doesn't jump the fence, or that your client doesn't go to the electric chair as a result of your incompetence.These are all useful pursuits. They involve skills every man must respect, and they can all bring you basic satisfactions.
Along with everything else, they will probably be what puts food on your table, supports your wife, and rears your children. They will be your income, and may it always suffice.
"But having finished the day's work, what do you do with those other eight hours? Let's say you go home to your family.What sort of family are you raising? Will the children ever be exposed to a reasonably penetrating idea at home?
Will you be presiding over a family that maintains some contact with the great democratic intellect?Will there be a book in the house? Will there be a painting a reasonably sensitive man can look at without shuddering? Will the kids ever get to hear Bach"?
That is about what I said, but this particular pest was not interested."Look," he said, "you professors raise your kids your way; I'll take care of my own. Me, I'm out to make money."
"I hope you make a lot of it," I told him, "because you're going to be badly stuck for something to do when you're not signing checks."
Fourteen years later I am still teaching, and I am here to tell you that the business of the college is not only to train you, but to put you in touch with what the best human minds have thought.If you have no time for Shakespeare, for a basic look at philosophy, for the continuity of the fine arts.
For that lesson of man's development we call history—then you have no business being in college.You are on your way to being that new species of mechanized savage, the push-button Neanderthal.Our colleges inevitably graduate a number of such life forms.
But it cannot be said that they went to college; rather the college went through them—without making contact.
No one gets to be a human being unaided. There is not time enough in a single lifetime to invent for oneself everything one needs to know in order to be a civilized human.
Assume, for example, that you want to be a physicist. You pass the great stone halls of, say, M.I.T., and there cut into the stone are the names of the scientists. The chances are that few if any of you will leave your names to be cut into those stones.
Yet any of you who managed to stay awake through part of a high school course in physics, knows more about physics than did many of those great scholars of the past. You know more because they left you what they knew, because you can start from what the past learned for you.
And as this is true of the techniques of mankind, so it is true of mankind's spiritual resources. Most of these resources, both technical and spiritual, are stored in books. Books are man's peculiar accomplishment. When you have read a book, you have added to your human experience.
Read Homer and your mind includes a piece of Homer's mind. Through books you can acquire at least fragments of the mind and experience of Virgil, Dante, Shakespeare—the list is endless. For a great book is necessarily a gift; it offers you a life you have not the time to live yourself.
And it takes you into a world you have not the time to travel in literal time. A civilized mind is, in essence, one that contains many such lives and many such worlds.If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as a gift to your humanity some pieces of the minds of Aristotle, or Chaucer or Einstein, you are neither a developed human nor a useful citizen of a democracy.
I think it was La Rochefoucauld who said that most people would never fall in love if they hadn't read about it. He might have said that no one would ever manage to become human if they hadn't read about it.
I speak, I'm sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that a university has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.
The faculty, by its very existence, says implicitly: "We have been aided by many people, and by many books, in our attempt to make ourselves some sort of storehouse of human experience.
We are here to make available to you, as best we can, that expertise.
又一學(xué)年——為了什么？
約翰?查爾迪
讓我給你們講講我在教學(xué)生涯中最早遇到的困難。
Within you I lose myself, without you I find myself wanting to be lost again.
大學(xué)英語(yǔ)精讀《midnight visitor》（深夜訪客）是一個(gè)懸疑故事，是Phililppines（菲律賓）懸疑小說(shuō)作家Robert A. Arthur Jr. (1909-1969) 的作品，它說(shuō)的是特工Ausable接到一個(gè)任務(wù)，要將一份有關(guān)一些新型導(dǎo)彈的文件轉(zhuǎn)交給政府部門(mén)，中途卻遇到了不速之客Max要將報(bào)告拿走，Ausable巧用計(jì)謀將Max趕走的故事。
一年級(jí)（上）：
精讀 （每周6課時(shí)）（《現(xiàn)代大學(xué)英語(yǔ)：精讀》1冊(cè)）
口語(yǔ) （每周4課時(shí)）（Speaking Naturally等）
聽(tīng)力 （每周3課時(shí)）（《初級(jí)聽(tīng)力》1冊(cè)）
寫(xiě)作 （每周4課時(shí)）《現(xiàn)代大學(xué)英語(yǔ)：寫(xiě)作》（待出版）
語(yǔ)音 （每周3課時(shí)）（小說(shuō)及簡(jiǎn)易讀物）
一年級(jí)（下）：
精讀 （每周6課時(shí)）（《現(xiàn)代大學(xué)英語(yǔ)：精讀》2冊(cè)）
口語(yǔ) （每周4課時(shí)）（Speaking Naturally等）
聽(tīng)力 （每周3課時(shí)）（《初級(jí)聽(tīng)力》1、2冊(cè)）
寫(xiě)作 （每周4課時(shí)）《現(xiàn)代大學(xué)英語(yǔ)：寫(xiě)作》
泛讀 （每周2課時(shí)）（小說(shuō)及簡(jiǎn)易讀物）
二年級(jí)（上）：
精讀 （每周6課時(shí)）（《現(xiàn)代大學(xué)英語(yǔ)》3冊(cè)）
口語(yǔ) （每周4課時(shí)）（《中級(jí)口語(yǔ)》）
寫(xiě)作 （每周2課時(shí)）（《英語(yǔ)寫(xiě)作》）
泛讀 （每周2課時(shí)）（小說(shuō)及簡(jiǎn)易讀物）
聽(tīng)力 （每周2課時(shí)）（《中級(jí)聽(tīng)力》）
二年級(jí)（下）：
精讀 （每周6課時(shí)）（《現(xiàn)代大學(xué)英語(yǔ)》4冊(cè)）
口語(yǔ) （每周4課時(shí)）（《中級(jí)口語(yǔ)》）
寫(xiě)作 （每周2課時(shí)）（《英語(yǔ)寫(xiě)作》）
泛讀 （每周2課時(shí)）（小說(shuō)及簡(jiǎn)易讀物）
聽(tīng)力 （每周2課時(shí)）（《中級(jí)聽(tīng)力》）
三年級(jí)（上）：
精讀 （每周4課時(shí)）（《現(xiàn)代大學(xué)英語(yǔ)》5冊(cè)）
筆譯 （英譯漢） （每周2課時(shí)）（教材待確定）
寫(xiě)作 （每周2課時(shí)）（《英語(yǔ)寫(xiě)作》）
視聽(tīng)說(shuō) （隔周2課時(shí)）（教材待更新）
文學(xué)概論 （每周2課時(shí)） 《文學(xué)原理教程》
三年級(jí)（下）：
精讀 （每周4課時(shí)）（《現(xiàn)代大學(xué)英語(yǔ)》6冊(cè)）
筆譯 （英譯漢） （每周2課時(shí)）（教材待確定）
寫(xiě)作 （每周2課時(shí)）（《英語(yǔ)寫(xiě)作》）
聽(tīng)譯 （每周4課時(shí)）（教材待更新）
語(yǔ)言入門(mén) （每周2課時(shí)） The Study of Language
四年級(jí)（上）：
筆譯（英譯漢） （每周2課時(shí)）
口譯（英譯漢） （每周4課時(shí)）
論文寫(xiě)作（每周1課時(shí)，共14周） 《英語(yǔ)寫(xiě)作》
西方文化概論（每周2課時(shí)）
四年級(jí)（下）：
筆譯（漢譯英） （兩個(gè)學(xué)期，每周2課時(shí)）
口譯（漢譯英） （第二學(xué)期，每周4課時(shí)）
對(duì)象國(guó)方向課程：
英國(guó)社會(huì)與文化 （三年級(jí)第一學(xué)期，每周2課時(shí)） 《英語(yǔ)國(guó)家概況》
澳大利亞社會(huì)與文化 （三年級(jí)第二學(xué)期，每周2課時(shí)） 《英語(yǔ)國(guó)家概況》
美國(guó)社會(huì)與文化 （四年級(jí)第一學(xué)期，每周2課時(shí)） 《美國(guó)讀本》
美國(guó)通史 （四年級(jí)第二學(xué)期，每周2課時(shí)）
美國(guó)外交
語(yǔ)言文學(xué)方向課程：
英國(guó)文學(xué)（上） （三年級(jí)第一學(xué)期，每周2課時(shí)） 《英國(guó)文學(xué)史及選讀》
英國(guó)文學(xué)（下） （三年級(jí)第二學(xué)期，每周2課時(shí)） 《英國(guó)文學(xué)史及選讀》
美國(guó)文學(xué)（上） （四年級(jí)第一學(xué)期，每周2學(xué)時(shí)） 《諾頓美國(guó)文學(xué)選集》
美國(guó)文學(xué)（下） （四年級(jí)第二學(xué)期，每周2學(xué)時(shí)） 《諾頓美國(guó)文學(xué)選集》
短篇小說(shuō)
詩(shī)歌欣賞
西方戲劇
翻譯方向課程：
翻譯入門(mén)（1） （三年級(jí)第一學(xué)期，每周2課時(shí)）（自編教材）
翻譯入門(mén)（2） （三年級(jí)第二學(xué)期，每周2課時(shí)）（自編教材）
翻譯入門(mén)（3） （四年級(jí)第一學(xué)期，每周2課時(shí)）（自編教材）
翻譯入門(mén)（4） （四年級(jí)第二學(xué)期，每周2課時(shí)）（自編教材）
譯文分析
翻譯理論入門(mén)
翻譯史
口譯方向課程：
口譯實(shí)踐（1）（三年級(jí)第一學(xué)期，每周2課時(shí)）（自編教材）
口譯實(shí)踐（2）（三年級(jí)第二學(xué)期，每周2課時(shí)）（自編教材）
高級(jí)口譯 （1） （四年級(jí)第一學(xué)期，每周2課時(shí)）（自編教材）
高級(jí)口譯 （2） （四年級(jí)第二學(xué)期，每周2課時(shí)）（自編教材）
心理語(yǔ)言學(xué)
高年級(jí)選修課：
1） 英語(yǔ)報(bào)刊閱讀（英文）
2） 英語(yǔ)電影賞析（英文）
3） 公眾演說(shuō)（英文）
4） 跨文化交際（英文）
5） 詞匯學(xué)（英文）
6） 文體學(xué)（英文）*
7） 西方社會(huì)學(xué)（英文）
8） 中美關(guān)系（英文）
9） 國(guó)際關(guān)系概論（英文）
10） 工商管理概論（英文）*
11） 世界經(jīng)濟(jì)概論（中文）*
12） 傳播學(xué)概論（英文）
13） 國(guó)際傳播（英文）
14） 法律閱讀（英文）
15） 美國(guó)憲法（英文）
以上就是現(xiàn)代大學(xué)英語(yǔ)精讀3課文翻譯的全部?jī)?nèi)容，現(xiàn)代大學(xué)英語(yǔ)精讀1 UNIT9 After Twenty Years 課文翻譯 20XX101018第九單元 Translation of Text A 二十年前 1正在巡邏的警察精神抖擻的沿著大街走著。他這樣引人注目并不奇怪并不是為了招搖 因?yàn)榇藭r(shí)大街上根本沒(méi)有什么觀眾。內(nèi)容來(lái)源于互聯(lián)網(wǎng)，信息真?zhèn)涡枳孕斜鎰e。如有侵權(quán)請(qǐng)聯(lián)系刪除。
