码住！2026年考研《英语一》真题及解析已出！

2026年考研《英语一》考试已落下帷幕，考后答案解析备受关注。考试刚结束，这里先展示部分真题答案，为大家初步揭晓考试情况。优路教育温馨提示完整详细的答案解析能帮助大家更全面地复盘考试，发现知识短板，后续考试规划也能更清晰，详情请看下文。

 

【英语一】2026全国研究生招生考试试题

Part C

Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Write your answers on the ANSWER SHEET. (10 points)

Science education today revolves around the idea of scientific literacy–the base-level knowledge about science that nonscientists require to effectively get on in the world. This concept has served as a central goal for curriculum developers, local school boards, business and community leaders, and policymakers ever since its introduction nearly 80 years ago.

(46) Tracing the history of the term, we can see how the definition of scientific literacy has shifted over time, muddying the waters when it comes to determining the goals of science education. And that’s a shame, because there is much to recommend in the idea of scientific literacy as it was originally articulated in 1945, a time when science appeared to be the key to progress and scientists seemingly held the fate of the world in their hands. (47) A return to that version of scientific literacy, which focused more on teaching what science is and how it works and less on memorizing scientific facts, seems like something society today desperately needs.

In the United States, the desire to provide the public with a general, nontechnical education in science originated as far back as the late 1800s. (48) Educators advanced the idea of having students complete detailed laboratory exercises in high schools in the belief that such work was beneficial primarily as a way to enhance logical reasoning and observational skills. The development in 1915 of the popular new subject “general science” was another effort to train students to apply the principles of science to everyday, nonscience problems.

Although these efforts were aimed at the nonscience-bound student, they never really made their way into mainstream thought and public discourse as a means to rally widespread support for the importance of science teaching in schools. (49) It wasn't until the phrase "scientific literacy" came along in the 1940s that science had the formidable slogan it needed to command public attention and make improving science education an important national goal.

(50) The intense focus on scientific literacy in the United States originally grew out of the critical role of science and technology during World War II, as well as the perceived deficiencies of American soldiers. As the war unfolded, science rapidly assumed a central role. Battles increasingly depended on new military technologies such as radar and the proximity fuzz. Science-based analytical approaches proved remarkably successful in the hunt for German submarines in the Atlantic Ocean. And there was the (then-secret) work building the world's first atomic bomb. As a result, scientists-physicists in particular-found themselves in high demand.

Part C解析：

46. 追溯该术语的历史，我们可以看到科学素养的定义是如何随着时间推移而变化的，这使得确定科学教育的目标变得扑朔迷离。

47. 回归最初版本的科学素养理念——更注重教授科学的本质与运作方式，而非死记硬背科学事实——似乎是当今社会迫切需要的。

48. 教育工作者倡导让学生在高中完成详尽的实验室实践任务，他们认为这类工作的主要价值在于提升逻辑推理能力和观察能力。

49. 直到20世纪40年代“科学素养”这一说法出现，科学才拥有了所需的有力口号——以此吸引公众关注，并将改善科学教育确立为重要的国家目标。

50. 美国对科学素养的高度重视，最初源于二战期间科学技术的关键作用，以及当时人们认为美国士兵存在的能力短板。