夠膽就來(lái)試試牛津大學(xué)入學(xué)題！
問(wèn)：Why does your heart rate increase when you exercise?
為什么運(yùn)動(dòng)時(shí)你的心跳會(huì)加速?
Subject科目：醫(yī)藥Medicine
面試?yán)蠋煟篟obert Wilkins, Department of Physiology, Anatomy and Genetics (生理學(xué)，解剖學(xué)和遺傳學(xué)系)
面試官解釋：
The simple answer, which all students can provide, is because you need to deliver more oxygen and nutrients to muscles and remove metabolic products. But follow-up questions would probe whether the student appreciates that there must be a way for the body to know it needs to raise the heart rate, and possible ways for achieving this. Answers might include sensing lowered oxygen or raised carbon dioxide levels. In fact, gas levels might not change much, so students are further asked to propose other signals and ways in which those possibilities could be tested. This probes selection criteria such as problem-solving and critical thinking, intellectual curiosity, enthusiasm and curiosity, and the ability to listen.
答案很簡(jiǎn)單，所有學(xué)生都能回答：那就是因?yàn)槟阈枰蚣∪廨斔透嘌鯕夂蜖I(yíng)養(yǎng)，同時(shí)移除新城代謝中的廢物。但接下來(lái)的問(wèn)題可以考察學(xué)生是否能察覺(jué)到，我們的身體是有辦法知曉有必要提高心跳速率，以及找到可能實(shí)現(xiàn)它的辦法的。答案中可能包含“察覺(jué)氧氣量偏低、或二氧化碳等級(jí)升高”。事實(shí)上，氣體含量從不會(huì)改變，所以學(xué)生可能被進(jìn)一步問(wèn)到“如何能夠通過(guò)其他信號(hào)來(lái)察覺(jué)、并且有什么辦法可以檢驗(yàn)”？這就考察到了學(xué)生解決問(wèn)題的能力、批判性思考的能力、對(duì)科學(xué)的好奇心、熱情、以及聆聽(tīng)的能力。
問(wèn)：If you could save either the rainforests or the coral reefs, which would you choose?
(如果你只能拯救熱帶雨林或珊瑚礁中的一個(gè)，你會(huì)選擇哪個(gè))?
Subject科目：生物科學(xué)Biological sciences
面試?yán)蠋煟篗artin Speight, Department of Zoology (動(dòng)物系)
面試官解釋：
I’d expect students to be able to use their general knowledge plus their common sense to come up with an answer – no detailed knowledge is required. Students might then be asked about the importance of natural features, such as biodiversity and rare species, and human interests, such as the fuel and food, ecotourism and medicines we get from rainforests or reefs. Finally there are impacts to consider from climate change, soil erosion, pollution, logging, biofuel replacement, overfishing, etc. The final answer doesn't matter – both reefs and rainforests must be managed sustainably to balance conservation and human needs.
我希望學(xué)生能依靠他們的常識(shí)和感知去組織答案——任何具體的知識(shí)點(diǎn)在這里都是不需要的。學(xué)生可能進(jìn)一步被問(wèn)道自然生物的重要性，比如生物多樣性和稀缺生物；人類利益，比如石油和食物、生態(tài)旅行、從雨林和珊瑚群找到的藥品等等。最后也要討論對(duì)氣候變化、土地侵蝕、污染、伐木、石油替代、過(guò)度捕魚(yú)等等問(wèn)題的考量。最終的答案其實(shí)并無(wú)所謂，因?yàn)椴徽撌怯炅诌€是珊瑚礁都必須要保護(hù)，在與人類的利益之間找到平衡點(diǎn)。
問(wèn)：What does it mean for someone to ‘take’ another's car?
(一個(gè)人“拿走”別人的車是什么意思)?
Subject科目：法律Law
面試?yán)蠋煟築en McFarlane, Faculty of Law (法學(xué)院)
面試官解釋：
There is no right answer to this question. For example, can you take a car without driving it, or even without moving it? Our focus is on the candidate’s reasoning – how he or she formulates an initial definition, and how he or she then applies and refines that initial definition in response to hypothetical examples provided by the interviewers. One example might be: I am walking along the street when it starts to rain. I open the door of an unlocked car and sit there for 15 minutes until the rain passes. Have I ‘taken’ the car? The aim of the interview is to give the candidate a chance to show his or her application, reasoning ability, and communication skills.
這個(gè)問(wèn)題沒(méi)有標(biāo)準(zhǔn)答案。比如，你能不駕駛、甚至不移動(dòng)就“拿走”一輛車嗎？我們關(guān)注的焦點(diǎn)在考生的邏輯性上——他／她是如何組織一個(gè)初始的定義，然后怎么把這個(gè)初始定義運(yùn)用到這個(gè)假設(shè)性例子的回答當(dāng)中。比如，考生可以回答說(shuō)：“我在街上走、跟著就下雨了。我打開(kāi)一輛沒(méi)有上鎖的車，在里面坐了15分鐘避雨。那我這樣算不算'拿'了這輛車呢？（編者按：這里英文和中文有一些小差別，翻譯上無(wú)法實(shí)現(xiàn)。因?yàn)橛⑽牡摹澳谩? take，同時(shí)也有“占有”的意味。）” 出這一題的目的是給考生一個(gè)機(jī)會(huì)來(lái)展示他解決和歸納的能力、以及溝通技巧。
滬江小編按：在翻譯的過(guò)程中，禁不住不斷感嘆”牛津就是牛津“！所有這些看似不經(jīng)意的問(wèn)題都是經(jīng)過(guò)精心設(shè)計(jì)、并且無(wú)標(biāo)準(zhǔn)答案而言。國(guó)內(nèi)時(shí)常探討應(yīng)試教育的種種弊端，其最大之禍害不就在于學(xué)生思維僵化嗎？而教育我們的老師難道不應(yīng)該也承擔(dān)起責(zé)任？什么時(shí)候我們的老師可以出出這樣的題目、再責(zé)怪學(xué)生素質(zhì)不過(guò)硬吧！
