南京大学外国语学院《971日语专业知识综合》历年考研真题汇编
2017年南京大学考研专业课日本语学术问题真题(回忆版)
2017年南京大学考研专业课日本語学術問題真题（回忆版）考研信息网整理了2017年南京大学考研专业课日本語学術問題真题（回忆版），仅供大家参考，欢迎广大考生纠正补充，希望能对考研的同学们有所帮助。
基礎日本語量がだいぶ減るが、冒頭は読み方と仮名の穴埋めが五分五分で、すぐあと読解は二枚しかついていない。
最後、中日両方の翻訳二枚と作文一枚からなる。
読み方は文脈によらず、「つきたんさ」「じゃくにくきょうしょく」「いっせきにちょう」「いちまいのは」「？？」が問われる。
助詞は、??（と）見える、相手（に）受動文、（？？）で、あと読解は二枚だけある。
一枚目はなんと51点を設けたが、1945年空襲が始まった日々、京都の寺院に忍び込み、避難生活の文脈によって「松尾芭蕉の俳句」「昭和天皇の名号」「空襲の加害国」「長崎、広島の空爆」まで揃われる。
二枚目は体言化を短縮し、文型を字数限りまとめること。
翻訳は中日の和と東京映画祭りに関わる。
作文のテーマは個性といえば取り柄だけ尊重される、その現象にどのような思いをするかである。
総合日本語言語学１、日本語の曖昧を分析せよ２、言葉が生活と深く関わると、当の言語にて細かく言い分けられる。
それは日本語にて同じだろうか。
例をあげて裏付けのメカニズムを分析せよ。
文学史１、夏目漱石の二作をあげ、作風を分析せよ。
２、自然主義を250字以内でまとめよ。
３、和歌の美を例をあげて分析せよ。
文化１、中日における封建社会と南北朝の差を分析せよ。
２、赤穂事件を分析せよ。
３、上古時代から明治時代まで、土地制度を分析せよ。
为了帮助考研er们更好地复习，聚英厦大考研网为广大考研学子推出考研辅导直播课和各个阶段备考直播讲座，足不出户就可以边听课边学习，为大家的考研梦想助力!如果同学们想了解更多的关于考研资料、真题、报录比、招生简章、考试大纲等考研资讯和信息，大家可以登录聚英厦大考研官网免费查看和下载。
欢迎考生们了解咨询！。
南京大学外国哲学考研试题(2019-2019)共17页
南京大学外国哲学考研真题（2019——2019）2019年哲学综合一、简答题（每题10分，共30分）1、为什么说实践的观点是马克思主义哲学的首要的基本的观点？2、简述你对历史唯物主义的意识形态概念的理解。
3、我们说：“意识并不是自然界从来就有的，但它却在自然界有着自己深厚的基础和前提，这就是物质形态普遍的反映特性”。
请从物质形态普遍反映特性的角度简述人类意识的起源。
二、论述题（每题20分，共40分）1、恩格斯说：“每一时代的理论思维，我们时代的理论思维，都是一种历史的产物，在不同的时代具有非常不同的形态，并因而具有非常不同的内容。
”试从认识的历史演化的角度说明“三个代表”思想与马克思主义理论之间的继承与发展的关系。
2、试阐述马克思主义哲学与现代西方哲学之间的关系。
三、名词解释（任选三题，每题10分，共30分）1、回忆说（柏拉图）2、奥康剃刀（或奥卡姆剃刀）（中世纪哲学）3、温和怀疑论（休谟）4、公意（或总意志）（卢梭）四、论述题（任选两题，每题25分，共50分）1、亚里士多德如何论述美德伦理，他心目中恢宏大度的君子是什么样子的，这与其中庸之道有什么关系？这种美德伦理在今天具有怎样的现实意义？2、唯理论和经验论各自的思想特点是什么？英国经验主义与大陆理性主义平行发展，为什么不能相互完全替代？3、什么是康德的”哥白尼革命“？什么叫先天综合判断？此类判断对于自然科学有什么意义？科学能够证明”人为自然立法“的命题吗？2019年现代西方哲学一、名词解释（任选5题，每题12分，共60分）1、绵延（柏格森）2、试错法（波普尔）3、“经验主义的两个教条”（奎因）4、存在先于本质（萨特）5、解构（德里达）6、“自然之镜”（罗蒂）二、论述题（任选三题，每题30分，共90分）1、试论尼采的价值重估理论及其意义，西方社会传统的基督教伦理是否因此而崩溃？2、论述维特根斯坦后期的“语言游戏说”，它与前期的“图像说”有什么关系？这与其关于哲学的根本看法有何联系？3、库恩的科学革命理论的主要内容是什么？其历史主义科学哲学思想在当代科学哲学中处于怎样的地位？4、评述法兰克福学派的工具理性批判思想，这种批判是否真实地反映了当代西方社会的实质？请稍微详细的阐述你的理由？2019年哲学综合一、简答题（每题10分，共30分）1、马克思主义哲学创立的理论前提是什么？2、恩格斯说：“社会一旦有技术上的需要，则这种需要就会比十所大学更能把科学推向前进。
南京大学外国语学院《211翻译硕士英语》[专业硕士]历年考研真题及详解
![南京大学外国语学院《211翻译硕士英语》[专业硕士]历年考研真题及详解](https://img.taocdn.com/s3/m/5055a4015e0e7cd184254b35eefdc8d376ee140a.png)
目 录2010年南京大学211翻译硕士英语考研真题及详解2011年南京大学211翻译硕士英语考研真题及详解2012年南京大学211翻译硕士英语考研真题及详解2013年南京大学211翻译硕士英语考研真题及详解2014年南京大学211翻译硕士英语考研真题及详解2010年南京大学211翻译硕士英语考研真题及详解Part O e: Proof ReadingThe following sentences contain some errors. Copy and edit them on your answer sheet. (1.5×10) 1．An important information I got from her is our teacher’s new marriage.2．She had a lot of difficulty with the long vowel /ei/, so I taught her how to pronounce.3．The tutor asked the pupils: “How to write an essay on your mother?”4．The volleyball players of our department went through very tough training for a whole semester and finally win the championship of the university.5．I felt frustrated and wondered why my English wasn’t improved even after having watched many movies and read many books.6．The news of the H1N1 flu worried the headmaster, but another news was upbeat: so far, everyone in his school was healthy.7．All of us in the class would like to become a teacher in the future.8．In high school, we had to take many classes, Chinese, English, physics, chemistry, mathematics and history and so on.9．The students found it dissatisfied that their hard work was not rewarded or recognized. 10．The university attaches great importance to teacher’s research and publications.【答案与解析】1．An: The（information为不可数名词，因此将An改为The。
南京大学英语专业考研真题
南京大学英语专业考研真题(2008-12-05 12:12:47)标签：杂谈南京大学英语专业考研真题Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1 It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among other racial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5 Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual's self-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinned non-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt mayalternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex thelanguage-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1) In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2) When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A) a society of many peopleB) a society of diverse discoursesC) a society of multi-ethnic structure(3) "[T]he sense of a Belizean national identity" means a sense ofA) language B) belonging C) history(4) When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complex B) fixed C) uncertain(5) Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA) a historical symbol of a stateB) a primary token of a national identityC) a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略海天海天教育海天考研Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit, (1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it. (3) exhibitPart C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略Part D Writing (30/150)The following is excerpted from a letter that appeared in the Letter-to-the-Editor column of China Daily: (30/150)Editor:I just graduated from university with a BA in English, but looking back at my university education, I have to say that I have wasted four years of my life. When I entered the university four years ago, I had the highest English score in the city where I grew up. However, on a job interview a few days ago, the personnel manager of a joint venture company said my English was not good enough.It is my university that is to blame. I have never found my classes helpful; they often repeat what I learned in high school. What's more, the teachers often mispronounce words and use ungrammatical sentences or simply use Chinese throughout the class. Some of them often arrive in class unprepared. They have no interest in us or in teaching; they are probably only interested in making money and publishing their papers.In comparison, my high school teachers were committed They had been well trained and were very strict with us. They gave me more help than those university professors. Even today, if I write an English essay, most of the words and sentence patterns I use would be those I learned during my high school years.All in all, I do not think our government should fund a university undergraduate English program if most of the students are not satisfied. If it is a waste of time for us, it must be a waste of resources for our country.Zhu Fan, Nanjing海天海天教育海天考研This controversial letter has generated a lot of discussion in China Daily, and you would like to join the discussion, too. Complete the following tasks on your answer sheets:(1) (4 / 150) Suppose you are going to write a letter for the Letter-to-the-Editor column of China Daily to express your agreement or disagreement with Zhu Fan, and the letter is about 400 words long. In the introductory paragraph (the first paragraph), you will begin with a sentence that introduces the topic. Write down the sentence that begins this paragraph.(2) (5 /150) Write down the last sentence of the introductory paragraph, that is, the thesis statement that expresses your main idea.(3) (4 x 2/ 150) Suppose you have two body paragraphs that support the thesis statement. Write down the topic sentence for each of them. You may begin it with "First,..." or "Second,...."(4) (4 x 2/150) For each topic sentence you write in (3), give one concrete example that illustrates the point you make in the topic sentence. Each example should not exceed two sentences. (There will be a penalty for using more than two sentences for an example.)(5 / 150) Based on what you write down in (2), (3) and (4), write a conclusion paragraph that contains two or three sentences. (There will be a penalty for using more than three sentences.)Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among otherracial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual'sself-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinnednon-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt may alternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex the language-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1)In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2)When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A)a society of many peopleB)a society of diverse discoursesC)a society of multi-ethnic structure(3)"[T]he sense of a Belizean national identity" means a sense ofA) languageB) belongingC) history(4)When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complexB) fixedC) uncertain(5)Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA)a historical symbol of a stateB)a primary token of a national identityC)a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit,(1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it.(3) exhibit.pb{}.pb textarea{font-size:14px; margin:10px; font-family:"宋体";background:#FFFFEE; color:#000066}.pb_t{line-height:30px; font-size:14px; color:#000; text-align:center;}/*分页*/.pagebox{overflow:hidden; zoom:1; font-size:12px;font-family:"宋体",sans-serif;}.pagebox span{float:left; margin-right:2px; overflow:hidden; text-align:center; background:#fff;}.pagebox span a{display:block; overflow:hidden; zoom:1; _float:left;}.pagebox span.pagebox_pre_nolink{border:1px#ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}.pagebox span.pagebox_pre{color:#3568b9; height:23px;}.pagebox span.pagebox_pre a,.pagebox span.pagebox_pre a:visited,.pagebox span.pagebox_next a,.pagebox span.pagebox_next a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; text-align:center; width:53px; cursor:pointer; height:21px; line-height:21px;}.pagebox span.pagebox_pre a:hover,.pagebox span.pagebox_prea:active,.pagebox span.pagebox_next a:hover,.pagebox span.pagebox_nexta:active{color:#363636; border:1px #2e6ab1 solid;}.pageboxspan.pagebox_num_nonce{padding:0 8px; height:23px; line-height:23px; color:#fff; cursor:default; background:#296cb3; font-weight:bold;}.pageboxspan.pagebox_num{color:#3568b9; height:23px;}.pagebox span.pagebox_num a,.pagebox span.pagebox_num a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; padding:0 8px; cursor:pointer; height:21px;line-height:21px;}.pagebox span.pagebox_num a:hover,.pagebox span.pagebox_numa:active{border:1px #2e6ab1 solid;color:#363636;}.pageboxspan.pagebox_num_ellipsis{color:#393733; width:22px; background:none;line-height:23px;}.pagebox span.pagebox_next_nolink{border:1px #ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}Part C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略。
历年南京大学考研真题试卷与答案汇总-南京大学考研真题答案-南大考研真题试卷-南大考研真题哪里找？
历年南京大学考研真题试卷与答案汇总-南大考研真题哪里找？金陵南大考研网（南京大学考研在线咨询入口）汇集了南京大学各专业历年考研真题试卷（原版），同时与南京大学专业课成绩前三名的各专业硕士研究生合作编写了配套的真题答案解析，答案部分包括了（解题思路、答案详解）两方面内容。
首先对每一道真题的解答思路进行引导，分析真题的结构、考察方向、考察目的，向考生传授解答过程中宏观的思维方式；其次对真题的答案进行详细解答，方便考生检查自身的掌握情况及不足之处，并借此巩固记忆加深理解，培养应试技巧与解题能力。
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南京大学938马克思主义发展史考研真题试卷（2007-2008年）[金陵南大考研网] 南京大学918科学思想史（含STS）考研真题试卷（2000-2008年）[金陵南大考研网] 南京大学917宗教艺术考研真题试卷（2000-2008年）[金陵南大考研网] 南京大学914形式逻辑基础考研真题试卷（2000-2009年，不含07）[金陵南大考研网] 南京大学850高分子化学考研真题试卷（2000-2011年）[金陵南大考研网] 南京大学840免疫学考研真题试卷（2000-2009年，不含03）[金陵南大考研网] 南京大学352口腔综合考研真题试卷（2002-2009、2015年）[金陵南大考研网] 南京大学631光学考研真题试卷（2000-2008年）[金陵南大考研网] 南京大学848材料化学基础考研真题试卷（2005-2009年）[金陵南大考研网] 南京大学839材料物理基础考研真题试卷（2000-2009年）[金陵南大考研网] 南京大学833生理学A考研真题试卷（2001-2016年，不含10、11）[金陵南大考研网] 南京大学835生态学考研真题试卷（2000-2009、14-15年）[金陵南大考研网] 南京大学858细胞生物学二考研真题试卷（1999-2010年）[金陵南大考研网] 南京大学669药学基础综合考研真题试卷（2008-2011年）[金陵南大考研网] 南京大学651遗传学考研真题试卷（2005-2011年）[金陵南大考研网] 南京大学642生物化学二考研真题试卷（2000-2011、2016年，不含10）[金陵南大考研网] 南京大学831植物生理学考研真题试卷（2000-2014年）[金陵南大考研网] 南京大学844环境工程学考研真题试卷（2004-2015年）[金陵南大考研网] 南京大学810环境生物学考研真题（2000-2014年）[金陵南大考研网] 南京大学808环境化学考研真题试卷（2000-2013年）[金陵南大考研网] 南京大学634大学化学考研真题试卷（2007-2011年）[金陵南大考研网] 南京大学666仪器分析考研真题试卷（2006-2014年）[金陵南大考研网] 南京大学852有机化学考研真题试卷（1993-2014年）[金陵南大考研网] 南京大学853物理化学考研真题试卷（1997-2011）[金陵南大考研网] 南京大学851信号与系统、模拟电路考研真题（2007-2012年，不含11）[金陵南大考研网] 南京大学804普通物理二考研真题试卷（1999-2009年）[金陵南大考研网] 南京大学803声学基础考研真题试卷（00、02、05-08年）[金陵南大考研网] 南京大学633数理方法二考研真题试卷（2000，2004-2009年）[金陵南大考研网] 南京大学332生物物理考研真题试卷（2001-2009年）[金陵南大考研网] 南京大学629原子核物理考研真题试卷（2000-2010年，不含02）[金陵南大考研网] 南京大学627数学分析考研真题试卷（2006-2013年，不含12）[金陵南大考研网] 南京大学801高等代数考研真题试卷（2005-2014年）[金陵南大考研网] 南京大学432统计学考研真题试卷（2011、2015年）[金陵南大考研网] 南京大学809环境规划与管理考研真题试卷（2004-2011，2016年）[金陵南大考研网] 南京大学930国际法专业综合考研真题（03、04、08、13、15）[金陵南大考研网] 南京大学664体育学综合考研真题试卷（2007-2009年）【历年南京大学考研真题答案下载】[金陵南大考研网] 南京大学813自然地理学考研真题试卷（1997-2011、2014-2016年）[金陵南大考研网] 南京大学663考古学基础考研真题与部分答案（2011-2012年）[金陵南大考研网] 南京大学971日语专业知识综合考研真题试卷（2007-2009年）[金陵南大考研网] 南京大学991西班牙、拉丁美洲文学考研真题（2006-2009年）[金陵南大考研网] 南京大学969德语专业知识综合考研真题试卷（2007-2009年）[金陵南大考研网] 南京大学963英语语言学考研真题与答案（2000-2003，2006-2014年）[金陵南大考研网] 南京大学658基础西班牙语考研真题试卷（2006-2009年）[金陵南大考研网] 南京大学657基础日语考研真题答案（2001-2009年）[金陵南大考研网] 南京大学656基础德语考研真题试卷（2001-2009年）[金陵南大考研网] 南京大学655基础法语考研真题试卷（2010-2010年）[金陵南大考研网] 南京大学654基础俄语考研真题（2003-2009年，不含04、06）[金陵南大考研网] 南京大学264德语考研真题与答案（2001-2009年）[金陵南大考研网] 南京大学262俄语考研真题试卷（2003-2009年）[金陵南大考研网] 南京大学261英语考研真题与答案（2001-2010年）[金陵南大考研网] 南京大学357英语翻译基础考研真题答案（2010-2017年）[金陵南大考研网] 南京大学958东方哲学与宗教概论考研真题试卷（2005-2009年）[金陵南大考研网] 南京大学916宗教学概论（含宗教与文化）考研真题试卷（1995-2009年）[金陵南大考研网] 南京大学915伦理学原理考研真题试卷（2000-2009年，不含04）[金陵南大考研网] 南京大学913现代西方哲学考研真题试卷（2000-2012年，不含04、11）[金陵南大考研网] 南京大学912中国哲学原著（含古代汉语）考研真题试卷（2002-2014年，不含07、10、12、13）[金陵南大考研网] 南京大学911马克思主义哲学史（含原著）考研真题试卷（2004-2009年，不含05）[金陵南大考研网] 南京大学928经济法专业综合一考研真题试卷（2003-2010年）[金陵南大考研网] 南京大学636哲学综合B考研真题试卷（2002-2014年，不含09-10）[金陵南大考研网] 南京大学635哲学综合A考研真题试卷（2002-2014年）[金陵南大考研网] 南京大学265法语考研真题与答案详解（2001-2010年）[金陵南大考研网] 南京大学637哲学综合C考研真题试卷（2002-2014年）[金陵南大考研网] 南京大学926刑法专业综合考研真题试卷（2003-2009、2012年）[金陵南大考研网] 南京大学834分子生物学A考研真题试卷（1996-2013年，不含12）[金陵南大考研网] 南京大学832普通动物学考研真题试卷（2004-2009年）[金陵南大考研网] 南京大学641普通生物学考研真题试卷（2001-2016年）[金陵南大考研网] 南京大学640生物化学一考研真题试卷（1999-2014年，不含11）[金陵南大考研网] 南京大学639普通地质学考研真题试卷（2000-2012年）[金陵南大考研网] 南京大学819土地管理学考研真题（2000-2010年，不含01）[金陵南大考研网] 2019南大815地理信息系统概论考研复习全析（含历年真题，共三册）[金陵南大考研网] 南京大学814人文地理学考研真题（2000-2014年，不含10、12、13年）[金陵南大考研网] 2019南大813自然地理学考研复习全析（含历年真题，共三册）[金陵南大考研网] 南京大学812理论力学考研真题（2000-2009年，不含03））[金陵南大考研网] 2019南大810环境生物学考研复习全析（含历年真题）【历年南京大学考研真题答案下载】[金陵南大考研网] 2019南大808环境化学考研复习全析（含历年真题）[金陵南大考研网] 2019南京大学852有机化学考研复习全析（含历年真题，共三册）[金陵南大考研网] 2019南大853物理化学考研复习全析（含历年真题，共三册）[金陵南大考研网] 南京大学807化工原理考研真题试卷（1998-2014年）[金陵南大考研网] 2019南大考研化工原理重难点与典型题（含考研真题）详解[金陵南大考研网] 2019南大850高分子化学考研复习全析（含历年真题）[金陵南大考研网] 2019南京大学634大学化学考研复习全析（含真题）[金陵南大考研网] 2019南大866信号与通信综合考研复习全析（含真题，共三册）[金陵南大考研网] 2019南大854信号与系统、数字信号处理考研复习全析（共两册）[金陵南大考研网] 2019南大864大学物理一考研复习全析（共四册）[金陵南大考研网] 2019南大867电子技术基础B考研复习全析（共两册）[金陵南大考研网] 2019南京大学802普通物理一考研复习全析（含历年真题）[金陵南大考研网] 2019南京大学648艺术综合考研复习全析（含真题，共两册）[金陵南大考研网] 2019南大961自动控制原理一考研复习全析（含历年真题）[金陵南大考研网] 2019南大922管理与运筹学基础考研复习全析（含历年真题，共三册）[金陵南大考研网] 2019南大962管理学与管理信息系统考研复习全析（含历年真题）（共四册）[金陵南大考研网] 2019南京大学333教育综合考研复习全析（含历年真题）（共六册）[金陵南大考研网] 2019南京大学新闻学考研复习全析（含真题答案，共五册）[金陵南大考研网] 2019南京大学传播学考研复习全析（含真题答案，共五册）[金陵南大考研网] 2019南大348文博综合考研复习全析（含真题与答案）（共四册）[金陵南大考研网] 2019南大653基础英语考研复习全析（含真题与答案）（共五册）[金陵南大考研网] 2019南京大学964英美文学考研复习全析（含真题与答案）[金陵南大考研网] 2019南大357英语翻译基础考研复习全析（含历年真题答案）[金陵南大考研网] 2019南大448汉语写作与百科知识考研复习全析（含真题答案）[金陵南大考研网] 2019南京大学211翻译硕士英语考研复习全析（含真题答案，共五册）[金陵南大考研网] 2019南大考研《影视学专业知识》考试重难点与名校真题详解[金陵南大考研网] 2019南大考研《戏剧戏曲专业知识》考试重难点与名校真题详解[金陵南大考研网] 2019南大考研《艺术理论》考试重难点与名校真题解析[金陵南大考研网] 2019南大934社会学方法考研复习全析（含历年真题）[金陵南大考研网] 南京大学614社会学理论考研真题试卷（2000-2014年）[金陵南大考研网] 2019南大929经济法专业综合二考研复习全析（含历年真题）（共2册）[金陵南大考研网] 2019南大928经济法专业综合一考研复习全析（含历年真题）（共三册）[金陵南大考研网] 2019南大927民商法专业综合考研复习全析（含历年真题）[金陵南大考研网] 2019南大926刑法专业综合考研复习全析（含历年真题）[金陵南大考研网] 2019南大925宪法学与行政法学专业综合考研复习全析（含真题与答案）[金陵南大考研网] 南京大学927民商法专业综合考研真题试卷（2004-2011年）[金陵南大考研网] 《刑事诉讼法学》考试重难点与名校真题详解（陈光中，第五版）[金陵南大考研网] 《宪法》考试重难点与名校真题答案详解（张千帆，法律出版社第二版）[金陵南大考研网] 南京大学925宪法学与行政法学专业综合考研真题与答案（03-09）【历年南京大学考研真题答案下载】[金陵南大考研网] 南京大学924法律史综合考研真题（2003-2009年）[金陵南大考研网] 南京大学923法理专业综合考研真题试卷（2003-2009年）[金陵南大考研网] 南京大学660马克思主义基本原理考研真题试卷（2001-2009年）[金陵南大考研网] 2019南大434国际商务专业基础考研复习全析（含真题与答案）[金陵南大考研网] 2019南京大学431金融学综合考研复习全析（含真题与答案，共五册）[金陵南大考研网] 2019南大911马克思主义哲学史考研复习全析（含历年真题）[金陵南大考研网] 2018南京大学635哲学综合A考研复习全析（含历年真题）[金陵南大考研网] 2019南大445汉语国际教育基础考研复习全析（含真题答案，共三册）[金陵南大考研网] 2019南大354汉语基础考研复习全析（含真题答案，共三册）[金陵南大考研网] 2019南大497法硕联考综合(法学)考研复习全析（含真题答案，共四册）[金陵南大考研网] 2019南大397法硕联考基础(法学)考研复习全析（含真题答案，共三册）[金陵南大考研网] 2019南大498法硕联考综合(非法学)考研复习全析（含真题答案，共四册）[金陵南大考研网] 2019南大398法硕联考基础(非法学)考研复习全析（含真题答案，共三册）[金陵南大考研网] 南京大学263日语考研真题与答案（2001-2010年）[金陵南大考研网] 南京大学431金融学综合考研真题与答案（2002-2017年）[金陵南大考研网] 2019南京大学新闻与传播硕士考研复习全析【含真题答案，共七册】[金陵南大考研网] 2019年南京大学社会保障考研全套资料[金陵南大考研网] 南京大学934社会学方法考研真题试卷（2000-2014，2017年）[金陵南大考研网] 南京大学802普通物理一考研真题试卷（1998-2015年）[金陵南大考研网] 南京大学628量子力学考研真题试卷（1998-2014年）[金陵南大考研网] 2018南京大学考研646国际关系史基础考试解读与真题答案[金陵南大考研网] 2019南京大学考研647世界史基础考试解读与真题答案详解[金陵南大考研网] 南京大学988图书馆学考研真题试卷（2000、2003-2007年）[金陵南大考研网] 南京大学化学专业考研真题试卷（1994-2006年，不含00、03年））[金陵南大考研网] 2019南京大学考研643中国古代史基础考试解读与真题答案详解（共两册）[金陵南大考研网] 2019南京大学考研645中国近现代基础考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研645中国近现代史基础复习全析（含真题答案，共五册）[金陵南大考研网] 2019南京大学考研935语言及论文写作考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研615文学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研933行政管理学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研613政治学原理考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研612法理学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研964英美文学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研935语言及论文写作复习全析(含真题与答案，共五册) [金陵南大考研网] 2019南京大学考研615文学复习全析(含真题与答案，共六册)[金陵南大考研网] 2019南京大学考研933行政管理学复习全析(含真题与答案，共五册) [金陵南大考研网] 2019南京大学考研613政治学原理复习全析(含真题答案，共三册)[金陵南大考研网] 2019南京大学考研612法理学复习全析(含真题答案，共三册)【历年南京大学考研真题答案下载】[金陵南大考研网] 2019南京大学考研653基础英语考试解读与真题答案详解[金陵南大考研网] 2019南大考研622新闻传播史论应试模拟四套卷与答案详解[金陵南大考研网] 2019南京大学考研622新闻传播史论考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研622新闻传播史论复习全析(含真题与答案) [金陵南大考研网] 2019南京大学考研920会计学考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研920会计学复习全析（含真题与答案）[金陵南大考研网] 2019南京大学考研919经济学原理考试解读与真题答案详解[金陵南大考研网] 2019南大考研919经济学原理复习全析（含真题答案，共五册）[金陵南大考研网] 2019南大考研921管理学原理复习全析（含真题答案，共四册）[金陵南大考研网] 2019南京大学考研921管理学原理考试解读与真题答案详解金陵南大考研网（南京大学考研在线咨询入口）【历年南京大学考研真题答案下载】。
忆往昔当年南京大学MTI真题回忆版
忆往昔当年南京大学MTI真题回忆版翻译硕士英语：一拿到卷子我就傻眼了，今年竟然变了题型!改错觉得好难，我都找不出错误。
加了一篇阅读理解，虽然篇幅变小了，但难度是大大的增加了啊!第一篇题目是Why teach English，讲的是在当代English Major或者说humanities的必要性。
题目依旧先是5道选择题，不过今年只有ABCD四个选项，但是…难度加大了!!!以前都是很简单的细节题，在文章中很容易就能找到答案，这次全都是理解文章的题目，关键是文章读不懂啊!5个题目我没有一个确定的，好悲催……然后是5个在文章中找近义词的题，还有5个词义辨析题，最后是80字的问答题。
第二篇题目是Why read literary，是反驳前一篇文章观点的，根本没读懂他到底在反驳什么，只有一个题目，80字对反驳观点的列举还有你支持哪个观点(你的意见是另一个问题，不包括80字内)。
作文是写的是Mass Open Online Courses(MOOCs)，有人觉得是对传统教育的威胁，有人认为是补充，你的观点500字。
英语翻译基础：新增：Masscult、无人售票、打假、反腐倡廉、重考：YOG、UNSECO、ISO、OPEC、Euromart、The European Economic Community、CBD、negative population growth、World Intellectual Property Organization、I-steel、工业园区、绿色食品、泡沫经济、和平过渡，市场准入、网民、脱口秀、战略伙伴关系今年增加的新题型是4个从商务合同中摘出来的句子翻译，因为之前4年题型一直没变过，所以根本没有准备过商务方面的翻译，这部分我感觉做得很差……句子不很很难理解，但是翻译起来很绕，反正就是感觉当了小白鼠，为什么偏偏要在我考的今年变化!英译汉：因为加了新题型，所以英译汉的篇章比以往短很多，而且也不是很难。
2016-2017南京大学外国语学院考研专业目录考试科目参考书复试线报录比真题及经验-新祥旭考研辅导
日语 或 264 德语③655 基础法语④967 法语语言文
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复试科目:0906 中西文综合能力；0911 口试
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史》 （俄文 版）任 光宣等 编，北 京大学 出版 社； 《俄罗 斯文学 选集》 （俄文 版）张 建华等 编，外 语教学 与研究 出版 社。
050203 法语语 6 言文学 01 翻译 理论与 实践 02 法国 文学 03 法语 语言学
01-17南大外国文学研真题
南京大学历年考研真题汇编吴文亮整理【外国文学】【2001——2017】南京大学2001年攻读硕士学位研究生入学考试试题(三小时)【比较文学与世界文学】一、名词解释（20分）1、“潘多拉的盒子”2、骑士文学3、古典主义4、心理分析小说二、简要谈谈你本人对下列作品最深的一点体会（20分）1、《十日谈》2、《呼啸山庄》3、《卡拉马佐夫兄弟》4、《万尼亚舅舅》三、以下四题任选三题，每题20分，共60分。
不许多做。
1普希金被尊为“现代文学之父”，请在“奠基”、“开创”的意义上谈谈他对俄国文学的贡献。
2莫泊桑、契坷夫均为短篇小说大师，试分析二人创作上的不同特点，简述二人对西方短篇小说艺术发展的贡献。
3在西方文学史上，“乌托邦”文学形成一个传统，请列举可归入该传统的重要作品（包括“反面乌托邦”作品），简要描述此类作品的特征。
4西方文学对中国现当代文学有巨大的影响，请选择一位你认为对中国作家的写作影响深远的西方作家，就其“影响”做一简要描述。
【语言文学基础】一、填空题（每空1分，共30分）14 荷马史诗包括《伊利昂纪》和《》两部作品。
15 文艺复兴时期法国新文学的代表是小说家（）。
16 德国作家（）因创作《布登勃洛克一家》而获得1929年诺贝尔文学奖。
17 意识流小说《喧哗与骚动》的作者是美国作家（）。
二、选择题（每小题2分，共28分）7 狄蒙娜是莎士比亚《》中的女主人公。
A哈姆雷特B奥赛罗C李尔王D麦克白8 俄国作家（）常被视为西方现代派文学的先驱之一。
A屠格涅夫B托尔斯泰C陀思妥耶夫斯基D契诃夫三、名词解释（每小题3分，共42分）- 0 -7 书信体小说 8 流浪汉小说南京大学2002年攻读硕士学位研究生入学考试试题(三小时)【比较文学与世界文学】一、名词解释（20分）1、特洛伊木马2、模仿说3、十四行诗4、“拜伦式的英雄”二、简要谈谈你对下列作品最深的一点体会。
（20分）1、《神曲》2、《忏悔录》3、《安娜·卡列尼娜》4、《局外人》三、以下四题任选三题，每题20分，共60分。