真题是考研复习中含金量最高的辅导材料，真题的利用对于提高复习效率具有至关重要的作用。一般来说，时间和精力有限，建议考生重点做近十年的真题。新东方在线考研整理各高校历年考研真题，希望能帮大家更好的复习!

　　2014年华东师范大学翻译硕士真题及答案

　　I. Phrase Translation

　　1) 社会的道德和心理底线

　　2) 宏观调控体系

　　3) 农村扶贫标准

　　4) 衣食住行用条件

　　5) 基层民主

　　6) 人民的精神文化生活

　　7) 有利的国际环境

　　8) 现代文化市场体系

　　9) 财税体系

　　10) 中华文化走出去

　　11) 社会核心价值体系

　　12) 各类市场主体

　　13) 利率和汇率市场化

　　14) 双边、多变开放合作

　　15) 国家法制统一、尊严、权威

　　16) trade term

　　17) indicative price

　　18) customs valuation

　　19) AFTA (ASEAN free trade area)

　　20) special preferences

　　21) Commit No Nuisance

　　22) No Angling

　　23) caravansary

　　24) high comfort hotel

　　25) deluxe hotel

　　26) concourse

　　27) sleeper with couchettes

　　28) film industry cinematograph

　　29) board of census

　　30) distributor

　　II. Passage translation汉译英(60分)

　　Section A Chinese to English

　　明代绘画

　　明代(1368-1644)社会政治经济稳定，文化艺术更加发达，出现了一些以地区为中心的名家与流派，各成体系，各个画科都得到全面发展。

　　明代中期(1506-1620)，随着工商业的发展，作为纺织业中心的苏州逐渐成为江南富庶的大都市，文化繁荣，文人荟萃，此地区画家逐渐成为画坛的主力。许多游山玩水的文人士大夫以画自娱，继承和发展了崇尚笔 墨意趣的文入画传统，其中较为著名的画家有沈周、文征明、唐寅、仇英等。

　　明代绘画以传统的山水、花鸟画为盛，人物画较少，一般只描绘帝后的肖像和行乐生活。但到了明代后期(约1628-1644)，绘画领域出现了新的转机。徐渭进一步完善了水墨写意花鸟画的变革，其画风直抒胸臆，能产生动人心弦的艺术感染力。

　　——选自《中国画》

　　Section B English to Chinese(60分)

　　Students (and others) often, as I said earlier, talk about “using” this or that approach-“I think I’ll use Durkheim”-as though they had a free choice of theories. In fact, by the time they begin to write about their research, they have made many seemingly unimportant choices of details that have foreclosed their choice of a theoretical approach. They decided what questions to investigate. They picked a way of gathering information. They chose between a variety of minor technical and procedural alternatives: who to interview, how to code their data, when to stop. As they made these choices from day to day, they increasingly committed themselves to one way of thinking, more or less firmly answering the theoretical questions they thought were still up for grabs.

　　But sociologists, and especially students, fuss about choosing a theory for a practical reason. They have to-at least they think they do-deal with the “literature” on their topic. Scholars learn to fear the literature in graduate school. I remember Professor Louis Wirth, one of the distinguished members of the Chicago school, putting Erving Goffman, then a fellow graduate student of mine, in his place with the literature gambit. It was just what we ail feared. Believing Wirth had not given sufficiently serious attention to some influential ideas about operationalism, Goffman challenged him in class with quotations from Percy Bridgeman s book on the subject. Wirth smiled and asked sadistically, “Which edition is that, Mr. Goffman?” Maybe there was an important difference between editions, though none of us believed that. We thought, instead, that we^ better be careful about the literature or They Could Get You. “They” included not only teachers but peers, who might welcome an opportunity to show how well they knew the literature at your expenses.

　　——Excerpts of Chapter 8 “Terrorized by the Literature”，from Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article.