牛津校園生活情景對話：獨特的的導師制
英語情景對話作爲真實生活的交際模式,作爲語言輸出的源頭,作爲語言練習的最佳途徑,作爲語言教授的媒介,它對於把英語作爲外語來學習的學生,扮演着非常重要的角色。下面本站小編爲大家帶來牛津校園生活英語情景對話，歡迎大家學習!
牛津校園生活情景對話：獨特的的導師制
S: Will, have you finished the essay for this week’s tutorial?
S:威爾，你完成這周輔導課要用的論文了嗎?
W; Not yet. I’m still reading the books assigned by our tuor.
W:還設有。我還在讀導師指定的書。
S: Me too. It takes time to do the regular writing of essays. Moreover, there are so many lectures, demonstrations, as well as seminars. I’m overburdened by the teaching system.
S:我也是。定期的論文寫作彳艮耗費時間。而且，我們還有那麼多的講座、演示課、 以及研討會。我快被這種教學系統壓 得喘不過氣了。
W: I also have such feeling. However, the labour-intensive learning forces us to fill heads with knowledge, making us big with wisdom unconsciously.
W:我也有這樣的感覺。不過，這種高強 度的學習使我們學了不少知識，讓我 們在不知不覺中充滿智慧。
S: I admit that the tutorial system may encourage us to take an active role in learning and develop our skills in independent study and research. Whereas, I dislike the form of toturials very much-the students read their own essay firstly, which is commented on later by the tutor and discussed immediately. The reading may be interrupted at will by the tutor, and at times by the student, followed by perfunctory praise or thanks.
S:我承認導師制能鼓勵我們去積極主動 地學習，並可以培養我們獨立學習和 研究的技能。但是，我很不喜歡輔導 課的形式——先是學生宣讀自己寫的 論文，然後被導師點評，並當場討論，宣讀隨時有可能被導師打斷，有時也可能被同學打斷，得到一些敷衍的誇獎或者致謝。
W: I guess the format of the tutorial system is to foster students’s skills on orally analytical and critical. It provides the student with the opportunity to discuss particular topics in considerable detail with the tutor, who may be a leading expert in the subject or a young active researcher at the forefront of the discipline.
W:我想導師制這種形式是爲了培養學生運用言語分析和批判的技能吧!它爲學 生提供了與導師詳細探討某個特定主題的機會，該導師有可能是這個學科的 知名專家，或者是處於該學科前沿的年輕活躍的研究員。
S: I don’t deny that we can thrive on the experience. We are required to produce a coherent exposition of our ideas on the subject, so as to practice our language organizational ability. In the discussion, we also benefit by struggling to defend the position we have taken up,
S:不可否認我們可以通過這樣的經歷來發展自己。我們必須就某個話題做一個 連貫的陳述來表達我們的觀點，以此來鍛鍊我們的語言組織能力。在討論的 過程中，我們要爲自己所持的立場激烈爭辯並因此獲益。
W: That，right! In my opinion, there is no substitute for the weekly tutorials, whose function is to set the student the task of expressing his ideas articulately, as well as to ask him in developing his skills of critical analysis.
W:你說得對I在我看來，設有任何東西可以取代毎週一次的輔導課。它能使學 生清晰地表達自己的想法，還能幫助學生培養批評分析的能力。
S: But sometimes, the tutorial is not effective, instead it is a waste of time and effort, with a sense of boredom and frustration.
S:但有時輔導課並沒有什麼效果，反而是浪費時間和精力，讓人有一種無聊和 失望的感覺。
W: Maybe the tutoiral system now is too labour intensive to both students and tutors. As we know, most of the tutors are faculty fellows. They are prone to overwork themselve at teaching and research, which makes it hard to avoid a perfunctory tutorial.
W：也許現行的導師制對於學生和導師來說都太繁重了。衆所周知，大部分導師 都是學院的研究員。他們很有可能在教學和研究工作中勞累過度，這樣就難 免會有敷衍的輔導課了。
S; Probably! A busy tutor may ask for the main points of two or three essays, weaving them into a single discussion. Either side may refuse to play its traditional part: the student may bring no essay，or one not his own; the tutor may bypass the discussion.
S:可能吧!一位繁忙的導師可能只會問兩到三篇論文的大意，然後組織學生進 行討論。師生雙方可能都有失職：學生可能設有帶論文或者帶着別人的論文 來上課;老師則有可能避開討論。
W: As I know, not all tutorials are like this. Moreover, the tutor is not a teacher in the usual sense, so it is not his job to convey information. The student should find the information by himself, A good teacher should help the student to refute and correct him, which is to say that he will teach method rather than hard and fast conclusions.
W：據我所知，並不是所有的輔導課都是這樣的。再說,一般來講導師並不是教師， 所以傳遞信息並不是他工作。學生應該自己査找資料。一位好的老師應該 幫肋學生自我反駁並更正，也就是說他教的是方法而不是固定不變的結論。
S: Right, after all it is rarely happen. It seems that its advantages far outweigh its disadvantages.
S:對，我剛纔所說的情況畢竟是很少發生的。看來導師制還是利大於弊啊!
W: Certainly. The weekly tutorial covers almost all of the syllabus, so the vast majority of Oxford’ undergraduates have read over most of the syllabus. That is to say, the Oxford graduates are more widely read than their counterpart at some other UK universities.
W:當然了。一週一次的輔導課涵蓋了幾乎所有的教學大綱，因此很多牛津大學 的畢業生都讀完了大綱指定的大部分書目。也就是說，牛津大學的畢業生比 英國其他大學的畢業生的閱讀量要大得多。
S: I agree. Although it is laborious now, it is worth while.
S:我同意你的觀點。雖然我們現在很辛苦，不過那是值得的。
W: Right! Oxford’s graduates ought to be even more attractive to potential employers.
W:嗯!牛津大學的畢業生應該會對潛在的僱主更加有吸引力。
S: Well, they should be used to facing frequent and regular work!
S:他們更能適應高強度的工作吧!
W: So, we are lucky! Don’t complain, and keep punching!
W:因此，我們是幸運的!不要再抱怨了，繼續努力吧!
S: Ok! Come on!
S：好的!加油!
相關閱讀：牛津大學簡介
牛津大學(University of Oxford)，簡稱牛津(Oxford)，是一所位於英國牛津市的世界著名公立研究型大學。實際創立日期仍不清楚，但有記錄的授課歷史可追溯到1096年，爲英語世界中最古老的大學，也是世界上現存第二古老的高等教育機構，是世界著名研究型大學之一。牛津同時擁有全球最具規模的大學出版社，及全英最大型的大學圖書館系統。另外，牛津大學培養了衆多社會名人，包括了26位英國首相、60位諾貝爾獎得主以及數十位世界各國的皇室成員和政治領袖。
