passage4

注解：標題為紅色，翻譯為藍色，分析為綠色。

? ? ? ??Aimlessness has hardly been typical of the postwar Japan whose productivity and social harmony are the envy of the United States and Europe. But increasingly the Japanese are seeing a decline of the traditional work-moral values. Ten years ago young people were hardworking and saw their jobs as their primary reason for being, but now Japan has largely fulfilled its economic needs, and young people don't know where they should go next.

????????The coming of age of the postwar baby boom and an entry of women into the male-dominated job market have limited the opportunities of teenagers who are already questioning the heavy personal sacrifices involved in climbing Japan's rigid social ladder to good schools and jobs. In a recent survey, it was found that only 24.5 percent of Japanese students were fully satisfied with school life, compared with 67.2 percent of students in the United States. In addition, far more Japanese workers expressed dissatisfaction with their jobs than did their counterparts in the 10 other countries surveyed.

????????????While often praised by foreigners for its emphasis on the basics, Japanese education tends to stress test taking and mechanical learning over creativity and self-expression."Those things that do not show up in the test scores--personality, ability, courage or humanity-are completely ignored,"says Toshiki Kaifu, chairman of the ruling Liberal Democratic Party's education committee."Frustration against this kind of thing leads kids to drop out and run wild."Last year Japan experienced2,125 incidents of school violence, including 929 assaults on teachers. Amid the outcry, many conservative leaders are seeking a return to the prewar emphasis on moral education. Last year Mitsuo Setoyama, who was then education minister, raised eyebrows when he argued that liberal reforms introduced by the American occupation authorities after World War II had weakened the "Japanese morality of respect for parents."

????????????But that may have more to do with Japanese life-styles."In Japan,"says educator Yoko Muro,"it's never a question of whether you enjoy your job and your life, but only how much you can endure."With economic growth has come centralization; fully 76 percent of Japan's 119million citizens live in cities where community and the extended family have been abandoned in favor of isolated, two-generation households. Urban Japanese have long endured lengthy commutes(travels to and from work) and crowded living conditions, but as the old group and family values weaken, the discomfort is beginning to tell. In the past decade, the Japanese divorce rate, while sti1l well below that of the United States, has increased by more than 50 percent, and suicides have increased by nearly one-quarter.

一、文章結(jié)構(gòu)分析

本文論述了日本傳統(tǒng)道德價值觀的淪落及其原因。文章先闡述現(xiàn)象，接著分析原因，使用的論證方法包括：說理、數(shù)據(jù)、引證、對比。

第一段：提出日本工作道德價值觀淪落的現(xiàn)象。該段使用了對比論證方法。

第二段：說明這種現(xiàn)象的第一個原因，即日本年輕人因發(fā)展機遇有限，而對學習和工作產(chǎn)生質(zhì)疑和不滿。該段使用數(shù)據(jù)論證方法。

第三段：引用專家的話和數(shù)據(jù)說明這一現(xiàn)象的第二個原因，即日本教育存在的弊端。

第四段：說明該現(xiàn)象的第三個原因，即日本人生活方式的改變。本段使用了引證和數(shù)據(jù)論證。

23. In the Westerners-eyes, the postwar Japan was.

[A] under aimless development?

[B]a positive example

[C] a rival to the West?

[D] on the decline

23.在西方人看來，戰(zhàn)后的日本。

【A】處于漫無目標的發(fā)展狀態(tài)下

【B】是個正面的例子

【C】是西方國家的勁敵

【D】正在走下坡路

24.According to the author，what may chiefly be responsible for the moral decline of Japanese society？

【A】Women's participation in social activities is limited.

【B】More workers are dissatisfied with their jobs.

【C】Excessive emphasis has been placed on the basics.

【D】The life-style has been influenced by Western values.

24.作者認為，日本社會道德水平下降的主要原因是什么？

【A】婦女參加社會活動受倒限制。

【B】更多的工人對自己的工作感到不滿。

【C】過多地注重基礎(chǔ)教育。

【D】生活方式受西方價值觀的影響。

25.Which of the following is true according to the author?

[A] Japanese education is praised for helping the young climb the social ladder.

[B] Japanese education is characterized by mechanical learning as well as creativity.

[C] More stress should be placed on the? cultivation of creativity.

[D] Dropping out leads to frustration against test taking.

25.按照作者的觀點，下面哪一個是正確的？

【A】日本的教育受到稱贊，因為它有助于年輕人攀登社會階梯。

【B】日本教育以機械的學習和創(chuàng)造力為特征。

【C】應(yīng)該更多地強調(diào)創(chuàng)造力的培養(yǎng)。

【D】輟學導致了應(yīng)試的挫敗感。

26.The change in Japanese life-style is revealed in the fact that.

[A]the young are less tolerant of discomforts in life?

[B]the divorce rate in Japan exceeds that in the US?

[C] the Japanese endure more than ever before?

[D] the Japanese appreciate their present life

26.日本生活方式的改變可以透過下列哪項事實表現(xiàn)出來？

【A】年輕人更難以忍受生活中的困難

【B】日本人的離婚率超過了美國人

【C】日本人忍受的東西比以前更多了

【D】日本人欣賞他們目前的生活

二、核心詞匯與超綱詞匯

1.assault?

n/vt.毆打，侵犯人身（罪）

例：increases in violent assaults over the past decade

近10年來暴力襲擊事件的增加

n.（軍隊等）襲擊，攻占（后跟介詞on/upon）

例：make an assault on the enemy lines突襲敵軍陣線

n.猛烈的批評，抨擊

2.baby boom?

n（尤指美國二戰(zhàn)后從1946年至1964年間）生育高峰（期）；

baby boomer n.生育高峰期時出生的人

3.basics?

n?基本因素、原理、規(guī)律、原則等

例：the basics of computer programming 計算機編程概要

n.基礎(chǔ)設(shè)施，基本需要

4.being?

n ?存在，生存

例：come into being形成，產(chǎn)生

n.生物

例：human beings人

n.全部思想感情，身心

例：I hated him with my whole being.我從心底憎恨他。

5.humanity?

n.人（總稱）；人類

n 人性，普通人具有的特性

例：We must neverforget our common humanity.

我們永遠不要忘記我們共有的人性。

n 仁慈，博愛，同情心

n.【用復(fù)數(shù)】人文學科（尤指文學、語言、歷史和哲學）

6.in favor of?

?贊同；支持

例：He argued in favour of a strike.

他據(jù)理力爭主張罷工。

看中；選擇

例：He abandoned teaching in favour of a career as a musician.

他棄教從事音樂。

7.liberal?

a..心胸寬闊的，尊重別人想法、意見、感情的

a.支持、主張漸進式變革的

例：a more liberal policy on issues of crime andpunishment?

對犯罪及量刑問題更加開明的政策

a.給予政治或經(jīng)濟方面很大自由的，自由主義的

例：liberal state/reforms 自由的國家/自由主義改革

a.不拘一格的，不拘泥字面的

例：a liberal translation意譯

a.豐富的，充足的

例：a liberal supply of drinks飲料的充足供應(yīng)

a.慷慨的，大方的

例：a liberal giver 出手大方的施主

8.tell?

vi.產(chǎn)生效果，發(fā)生影響（尤指負面的）（后跟介詞on）

例：The strain was beginning to tell on the rescue team.

過度的疲勞開始讓救援隊吃不消了。

三、閱讀答案：B?D C A

四、全文翻譯：

? ? ???毫無目標幾乎不是戰(zhàn)后日本的特色，相反，其生產(chǎn)率與社會的和諧程度為美國和歐洲所羨慕。但是，日本人正在經(jīng)歷傳統(tǒng)工作道德價值觀的日益衰退。10年前，日本年輕人工作勤奮，將工作視為他們存在的主要理由，但現(xiàn)在日本的經(jīng)濟需求已經(jīng)大體上得到了滿足，因此年輕人不知道他們下一步何去何從。

????????戰(zhàn)后生育高峰期的到來，以及女性進入由男性主導的就業(yè)市場，都限制了青少年的發(fā)展機遇，這些青少年已經(jīng)開始質(zhì)疑在為了進好學校，找好工作，而攀登日本等級森嚴的社會階梯的過程中所付出的沉重的個人代價是否值得。最近的一次調(diào)查發(fā)現(xiàn)，與62.7%的美國學生相比較，只有24.5%的日本學生對學校生活完全滿意。此外，與被調(diào)查的其他10個國家的工人相比，對自身工作表示不滿的日本工人數(shù)量要多得多。

????????雖然日本重視基礎(chǔ)教育而經(jīng)常受到外國人的贊揚，但是它往往強調(diào)應(yīng)試和機械的學習，而不重視創(chuàng)造性和自我表現(xiàn)的培養(yǎng)?！翱挤址从巢怀龅哪切〇|西——個性、能力、勇氣或人道一—完全被忽視，”執(zhí)政的自民黨教育委員會主席Toshiki Kaifu說，“這種情況帶來的挫敗感，致使孩子們輟學、放蕩不羈?！比ツ耆毡景l(fā)生了2125起校園暴力事件，其中包括929起攻擊老師事件。在一片抗議聲中，許多保守的領(lǐng)導人正在力圖恢復(fù)戰(zhàn)前強調(diào)道德教育的狀況。去年，時任教育大臣的Mitsuo Setoyama就提出責難，他認為二戰(zhàn)后美國占領(lǐng)當局引進的自由改革削弱了“日本人尊敬父母的道德觀”。

??????????但是，這也許與日本人的生活方式關(guān)系更大。教育家Yoko Muro說，“在日本，你是否喜歡自己的工作和生活從來不是問題，問題僅僅是你能承受多大的負荷。”隨著經(jīng)濟的發(fā)展，居住集中化也接踵而至，在日本一億一千九百萬人當中，足有76%的人生活在城市，社區(qū)和幾世同堂的大家庭已經(jīng)成為過去，取而代之的是單門獨戶的兩代之家。城市里的日本人長期忍受著漫長的上下班來回路程和擁擠不堪的居住條件，但是，隨著傳統(tǒng)的群體和家庭價值觀念的削弱，這種不舒適開始突顯出來。在過去10年中，日本的離婚率，盡管仍遠在美國之下，卻也已經(jīng)上升了50%多，而自殺率則上升了近1/4。