人文关怀是什么(人文关怀是什么短语类型)居然可以这样

2015年考研英语真题-新题型解析（英语一）How does your reading proceed? [

 

2015年考研英语真题-新题型解析（英语一）How does your reading proceed? [1]翻译：你的阅读是如何进行的？Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. [2]

翻译：很显然，你以确定每个单词的含义并弄清词与词之间的关系的方式，并利用隐形的英语语法知识，试着去理解1. 该句子的主干为：...you try to comprehend...2. try to do sth 。

尽量去做某事；试着做某事3. in the sense of (identifying...and working out...), 介词短语作方式状语4. in the sense of 从…意义上；以。

…的方式5. for individual words, 介词短语作定语，修饰meanings6. work out 算出；解决；想出7. between them, 介词短语作定语，修饰relationships。

8. drawing on your implicit knowledge of English grammar. 现在分词短语作方式状语9. draw on 借鉴；利用；临近10. implicit knowledge 。

隐性知识；内隐知识11. of English grammar. 介词短语作定语，修饰implicit knowledgeYou begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved。

: [3]   翻译：例如，你可以通过判定何种类型的言语活动涉及其中，来推测文章的语境：1. begin to do sth 开始做某事2. for instance 例如3. by making decisions (about...), 。

介词短语做方式状语4. make decision （做）决定；（做）下决心5. about (what...), 介词短语作定语，修饰decision6. what kind of speech event is involved, 。

是what引导的从句，作about的宾语7. speech event 言语活动；言语事件8. be involved 参与；被涉及到Who is making the utterance, to whom, when and where. [4]。

翻译：是谁在说话，对谁说话，何时何地1. 该句子作上一句冒号后面的内容，对其前文作补充说明2. make utterance, 说话；发表言论3. to whom, 介词短语作目的状语4. when /where. 。

作时间/地点状语The ways of reading indicated here are without doubt kinds of comprehension. [5]翻译：这里提到的一些阅读方式毫无疑问是不同种类的理解。

1. The way of 的方式2. of reading (indicated here), 介词短语作定语，修饰the ways3. indicated, 过去分词作定语，修饰The ways of reading。

4. without doubt 毫无疑问地；无可置疑地5. kinds of 各种各样的；不同种类的But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. [6]。

翻译：但它们表明，在推理和解决问题方面，理解不仅包括被动的同化，还包括的主动参与1. to consist (not just of...but of...), 是to do不定式短语作宾语comprehension。

的补语2. consist of 由…组成；由…构成；包括3. not just 不仅仅；不只是4. passive assimilation 被动同化5. active engagement 积极参与；主动参与。

6. in inference and problem-solving. 介词短语作方面状语7. problem-solving 解决问题You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. [7]。

翻译：你通过作者提供的特定证据和线索来推断你感觉作者想让你掌握的信息1. you feel (the writer has invited you to grasp by...), 是省略引导词的定语从句，修饰。

information2. the writer has invited you to grasp (此处是先行词information)(by...), 是省略引导词的从句，作feel的宾语3. invite sb to do sth 。

邀请某人做某事4. by presenting you with specific evidence and clues. 介词短语作方式状语5. present sb with sth 把某物赠送／呈现／颁发／提供给某人。

6. evidence and clue 证据和线索Conceived in this way, comprehension will not follow exactly the same track for each reader. [8]。

翻译：以这种方式进行构想，对每个读者来说，他们的理解不会完全遵循相同的思路1. Conceived in this way, 过去分词短语作方式状语2. in this way 用这种方法；以这种方式3. follow the same track

遵循相同的轨迹4. for each reader, 介词短语作方面状语What is in question is not the retrieval of an absolute, fixed or "true" meaning that can be read off and checked for accuracy, or some timeless relation of text to the world. [9]。

翻译：这里所讨论的不是检索一个绝对的、固定的或“真实的”意义，可以被读取和检查的准确性，或一些文本与世界的永恒关系1. What is in question, 是what引导的从句，作主语2. the retrieval...。

和some timeless relation, 并列作表语3. of an absolute, fixed or "true" meaning (that...), 介词短语作定语，修饰the retrieval。

4. that can be read off and checked for accuracy, 是that引导的的定语从句，修饰an absolute, fixed or "true" meaning。

5. read off 读出；理解6. timeless relation 永恒的关系7. of text to the world, 介词短语作定语，修饰some timeless relation8. the relation of A to B, A

和B的关系Such background material inevitably reflects who we are. [10]翻译：这种背景材料不可避免地反映我们是谁1. background material, 。

背景材料；背景资料2. who we are. 是who引导的从句，作宾语This doesnt, however, make interpretation merely relative or even pointless. [11]。

翻译：然而，这并不会使得解释仅仅是相关的，甚至是毫无意义的Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page--including for texts that engage with fundamental human concerns--debates about texts can play an。

important role in social discussion of beliefs and values. [12]翻译：正是因为来自于不同历史阶段、不同地方和拥有不用社会经历的读者对同一页上的文字

––包括那些涉及人类基本人文关怀的文章––会产生不同但又有重叠的解读，关于文章的争论才会在信仰和价值观的社会讨论中发挥重要作用1. Precisely because readers (from...) produce different but overlapping readings (of...), 。

是because引导的原因状语从句2. from different historical periods, places and social experiences, 介词短语作定语，修饰readers。

3. historical period 历史阶段；历史时期4. social experience 社会经历；社会经验5. of the same words /on the page, 介词短语作定语，修饰。

readings /the same words6. 破折号内容对readings进行补充说明7. that engage with fundamental human concerns, 是that引导的定语从句，修饰

texts8. engage with 结合；从事；交战；与…接洽9. human concern 人文关怀10. about texts, 介词短语作定语，修饰debates11. play an important role in 。

在…起重要作用12. in social discussion of beliefs and values. 介词短语作方面状语13. social discussion 社会讨论14. of beliefs and values, 。

介词短语作定语，修饰social discussionHow we read a given text also depends to some extent on our particular interest in reading it. [13]。

翻译：我们如何阅读一篇文章在某种程度上也取决于我们阅读该文章的特殊兴趣1. How we read a given text, 是how引导的从句，作主语2. given text 特定的文本3. depend on 。

取决于；依赖4. to some extent 在一定程度上5. particular interest 特殊的兴趣；特殊利益6. in reading it. 介词短语作定语，修饰in reading it。

Such dimensions of reading suggest--as others introduced later in the book will also do--that we bring an implicit (often unacknowledged) agenda to any act of reading. [14]。

翻译：这样的阅读层面表明——本书后面提及的其他人也会这样做——我们给任何阅读行为带来了一个潜在的（通常是不被承认的）的进程1. of reading, 介词短语作定语，修饰dimensions2. --as others introduced later in the book will also do--, 。

破折号内容是as引导的方式状语从句3. introduced (later) in the book, 过去分词作定语，修饰others4. that we bring an implicit (often unacknowledged) agenda to any act of reading. 。

是that引导的从句，作suggest的宾语5. implicit agenda 潜在的进程；隐式的议程6. of reading, 介词短语作定语，修饰actIt doesnt then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. [15]。

翻译：这并不意味着某一种阅读就一定比另一种更全面、更高级或更有价值1. it does not follow that..., 这并不意味着…；并非如此2. one kind of 一种3. than another. 。

介词短语作比较状语Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. [16]。

翻译：在理想情况下，各种各样的阅读方式可以起到相互了解，相互参考和相互平衡的作用1. different kinds of 各种各样的；不同品种的2. inform和act并列作谓语3. each other 。

彼此，互相4. act as 担任；扮演5. reference point 参考点；参照点6. for...to one another. 介词短语作方面状语Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment. [17]。

翻译：它们共同组成了你整体文学素养的阅读部分，或与周围文本环境的关系1. make up 组成；化妆；编造2. the reading component和relationship, 并列作make up。

的宾语3. reading component 阅读部分4. of your overall literacy, 介词短语作定语，修饰reading component5. overall literacy 。

整体素养6. to your surrounding textual environment. 介词短语作定语，修饰relationship7. textual environment 话语环境；文本环境。

Are we studying that text and trying to respond in a way that fulfills the requirement of a given course? [18]

翻译：我们是否在研究那篇文章，并试图以一种实现给定课程要求的方式来回应？1. studying和trying并列作谓语2. try to do sth 尽量去做某事；试着做某事3. in a way (that...), 。

介词短语作方式状语4. that fulfills the requirement of a given course, 是that引导的定语从句，修饰a way5. of a given course, 。

介词短语作定语，修饰the requirement6. given course 给定的课程Reading it simply for pleasure? [19]翻译：仅仅为了乐趣而阅读？Skimming it for information? [20]。

翻译：略读以获取信息？Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room. [21]

翻译：在火车上或床上阅读的方式可能与在研讨室阅读有相当多的不同1. of reading, 介词短语作定语，修饰Ways2. on a train or in bed /in a seminar room, 。

介词短语作地点状语3. be likely to do sth 可能会做某事4. differ from 与…不同；区别于…5. seminar room 会议室；研讨室；专题教室Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others. [22]。

翻译：我们阅读的地点和时间、我们的性别、种族、年龄和社会阶层等因素会鼓励我们迈向特定的理解，但同时也会模糊甚至屏蔽其他人的理解1. 该句子的主干为：Factors...will encourage us...but...obscure or close off...。

2. will encourage, obscure or close, 并列作谓语3. such as the place and period (in which...) , our gender, ethnicity, age and social class, 。

是such as引导的同位语，对Factors举例说明4. in which we are reading, 是in+which引导的定语从句，修饰the place and period5. social class 。

社会地位；社会阶层6. towards certain interpretations, 介词短语作方面状语7. at the same time, 同时；然而8. close off 封锁；堵塞；使隔离；屏蔽。

If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. [23]

翻译：如果你不熟悉单词或习语，你可以通过上下文提供的线索来猜测它们的意思1. If you are unfamiliar with words or idioms, 是if引导的条件状语从句2. be unfamiliar with 。

对…不了解；与…不熟悉3. guess at 猜测；估计4. using clues presented in the context. 现在分词短语作方式状语5. presented in the context, 。

过去分词短语作定语，修饰cluesOn the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them. [24]。

翻译：假设它们以后会变得相关，你就会在心里记下话题主体以及它们之间可能的联系1. On the assumption (that...), 介词短语作方式状语2. On the assumption 假设；在…的假设下。

3. that they will become relevant later, 是that引导的同位语从句，修饰the assumption4. mental note 读心记事；用心记5. of discourse entities as well as possible links between them. 。

介词短语作定语，修饰mental note；其中as well as连接两个名词短语6. discourse entity 语篇实体；话题主体7. between them. 介词短语作定语，修饰possible links

In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended. [25]。

翻译：实际上，你试着重建任何给定的句子、图片或参考文献可能具有的意思或效果：这些可能是作者想要的1. In effect 实际上；生效2. try to do sth 尽量去做某事；试着做某事3. that any given sentence, image or reference might have had, 。

是that引导的定语从句，修饰the likely meanings or effects4. given sentence 给定的句子5. 冒号后面的句子对前文作解释说明6. the author intended. 。

是省略引导词的定语从句，修饰the ones7. the ones代指the likely meanings or effectsYou make further inferences, for instance, about how the text may be significant to you, or about its validity--inferences that form the basis of a personal response for which the author will inevitably be far less responsible. [26]。

翻译：你可以做出进一步的推断，例如，关于文章对你来说可能有什么样的意义，或者关于它的有效性——这些推断构成了个人反应的基础，而文章作者对这种个人反应必然有很小的责任1. 该句子的主干为：You make further inferences...,about...or about...。

；其中or连接的两个介词短语并列作定语，修饰inferences2. make inference 进行推理3. for instance 例如4. how the text may be significant to you, 。

是how引导的从句，作第一个about的宾语5. be significant to 对…是重要的6. --inferences (that...), 是破折号内容作第一个inferences的同位语，对其解释说明。

7. that form the basis of a personal response (for which...), 是that引导的定语从句，修饰inferences8. of a personal response (for which...), 。

介词短语作定语，修饰the basis9. personal response 个人反应；个人意见10. for which the author will inevitably be far less responsible. 。

是for+which引导的定语从句，修饰personal response11. far less 远远比不上；少得多12. be responsible for 对…负责；是…的原因In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the authors own thoughts. [27]。

翻译：在戏剧、小说和叙事诗中，人物是作为作者创作的构思进行说话，而不一定作为作者自己思想的代言人1. In plays, novels and narrative poems, 介词短语作（抽象性的）地点状语。

2. narrative poem 叙事诗；叙述诗3. as constructs..., (not necessarily) as mouthpieces for the authors, 是两个介词短语并列作主语。

characters的补语4. created by the author, 过去分词短语作定语，修饰constructs5. for the authors, 介词短语作定语，修饰mouthpieces。

Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a tests formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text. [28]。

翻译：恰恰相反，我们把意义归于文章，基于我们可称之为文本和上下文材料的相互作用：即我们从一个准则的规范结构（尤其是它的语言结构）中所感知到的各种组织和模式与我们理解文章时所带入的各种背景、社会知识、信仰和态度之间的相互作用。

1. 该句子的主干为：we ascribe meanings to texts...2. ascribe to 把…归于；认为…是3. on the basis of interaction, 介词短语作原因状语。

4. on the basis of 根据；基于…5. between what we might call textual and contextual material, 介词短语作定语，修饰the basis。

；其中what we might call textual, 是what引导的从句6. textual and contextual material, 文本和上下文材料contextual material 。

背景材料7. 冒号后面的内容是between...and...连接的短语，作冒号前面between...and...的同位语8. kinds of 各种各样的；各种9. we perceive in a tests formal structures, 。

是that引导的定语从句，修饰organization or patterning10. in a tests formal structures, 介词短语作（抽象性的）地点状语11. formal structure 。

规范结构；正式结构12. 括号内容对a tests formal structures进行补充说明13. language structure 语言结构14. various kinds of 各种类型的；多种多样的。

15. social knowledge 社会知识16. that we bring to the text. 是that引导的定语从句，修饰various kinds of background, social knowledge, belief and attitude。

。17. bring sth to 把某物带到…。