你怎么看待牛津大學(xué)的導(dǎo)師制

 
你怎么看待牛津大學(xué)的導(dǎo)師制
 
來(lái)聽(tīng)今天的講解:
 
A: Will, have you finished the essay for this week’s tutorial?
 
威爾，你完成這周輔導(dǎo)課要用的論文了嗎？
 
B:Not yet. I’m still reading the books assigned by our tuor.
 
還設(shè)有。我還在讀導(dǎo)師指定的書(shū)。
 
A: 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.
 
我也是。定期的論文寫(xiě)作很耗費(fèi)時(shí)間。而且，我們還有那么多的講座、演示課以及研討會(huì)。我快被這種教學(xué)系統(tǒng)壓得喘不過(guò)氣了。
 
B: I also have such feeling. However, the labour-intensive learning forces us to fill heads with knowledge, making us big with wisdom unconsciously.
 
我也有這樣的感覺(jué)。不過(guò)，這種高強(qiáng)度的學(xué)習(xí)使我們學(xué)了不少知識(shí)，讓我們?cè)诓恢挥X(jué)中充滿智慧。
 
A: 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.
 
我承認(rèn)導(dǎo)師制能鼓勵(lì)我們?nèi)シe極主動(dòng)地學(xué)習(xí)，并可以培養(yǎng)我們獨(dú)立學(xué)習(xí)和研究的技能。但是，我很不喜歡輔導(dǎo)課的形式——先是學(xué)生宣讀自己寫(xiě)的論文，然后被導(dǎo)師點(diǎn)評(píng)，并當(dāng)場(chǎng)討論，宣讀隨時(shí)有可能被導(dǎo)師打斷，有時(shí)也可能被同學(xué)打斷，得到一些敷衍的夸獎(jiǎng)或者致謝。
 
B: 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.
 
我想導(dǎo)師制這種形式是為了培養(yǎng)學(xué)生運(yùn)用言語(yǔ)分析和批判的技能吧！它為學(xué)生提供了與導(dǎo)師詳細(xì)探討某個(gè)特定主題的機(jī)會(huì)，該導(dǎo)師有可能是這個(gè)學(xué)科的知名專家，或者是處于該學(xué)科前沿的年輕活躍的研究員。
 
A: 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,
 
不可否認(rèn)我們可以通過(guò)這樣的經(jīng)歷來(lái)發(fā)展自己。我們必須就某個(gè)話題做一個(gè)連貫的陳述來(lái)表達(dá)我們的觀點(diǎn)，以此來(lái)鍛煉我們的語(yǔ)言組織能力。在討論的過(guò)程中，我們要為自己所持的立場(chǎng)激烈爭(zhēng)辯并因此獲益。
 
B: 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.
 
你說(shuō)得對(duì)！在我看來(lái)，沒(méi)有任何東西可以取代毎周一次的輔導(dǎo)課。它能使學(xué)生清晰地表達(dá)自己的想法，還能幫助學(xué)生培養(yǎng)批評(píng)分析的能力。
 
A: But sometimes, the tutorial is not effective, instead it is a waste of time and effort, with a sense of boredom and frustration.
 
但有時(shí)輔導(dǎo)課并沒(méi)有什么效果，反而是浪費(fèi)時(shí)間和精力，讓人有一種無(wú)聊和失望的感覺(jué)。
 
B: 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.
 
也許現(xiàn)行的導(dǎo)師制對(duì)于學(xué)生和導(dǎo)師來(lái)說(shuō)都太繁重了。眾所周知，大部分導(dǎo)師都是學(xué)院的研究員。他們很有可能在教學(xué)和研究工作中勞累過(guò)度，這樣就難 免會(huì)有敷衍的輔導(dǎo)課了。
 
A: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.
 
可能吧！一位繁忙的導(dǎo)師可能只會(huì)問(wèn)兩到三篇論文的大意，然后組織學(xué)生進(jìn)行討論。師生雙方可能都有失職：學(xué)生可能設(shè)有帶論文或者帶著別人的論文 來(lái)上課;老師則有可能避開(kāi)討論。
 
B: 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.
 
據(jù)我所知，并不是所有的輔導(dǎo)課都是這樣的。再說(shuō),一般來(lái)講導(dǎo)師并不是教師，所以傳遞信息并不是他工作。學(xué)生應(yīng)該自己査找資料。一位好的老師應(yīng)該幫肋學(xué)生自我反駁并更正，也就是說(shuō)他教的是方法而不是固定不變的結(jié)論。
 
A: Right, after all it is rarely happen. It seems that its advantages far outweigh its disadvantages.
 
對(duì)，我剛才所說(shuō)的情況畢竟是很少發(fā)生的。看來(lái)導(dǎo)師制還是利大于弊??！
 
B: 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.
 
當(dāng)然了。一周一次的輔導(dǎo)課涵蓋了幾乎所有的教學(xué)大綱，因此很多牛津大學(xué)的畢業(yè)生都讀完了大綱指定的大部分書(shū)目。也就是說(shuō)，牛津大學(xué)的畢業(yè)生比 英國(guó)其他大學(xué)的畢業(yè)生的閱讀量要大得多。
 
A: I agree. Although it is laborious now, it is worth while.
 
我同意你的觀點(diǎn)。雖然我們現(xiàn)在很辛苦，不過(guò)那是值得的。
 
B: Right! Oxford’s graduates ought to be even more attractive to potential employers.
 
嗯!牛津大學(xué)的畢業(yè)生應(yīng)該會(huì)對(duì)潛在的雇主更加有吸引力。
 
A: Well, they should be used to facing frequent and regular work!
 
他們更能適應(yīng)高強(qiáng)度的工作吧！
 
B: So, we are lucky! Don’t complain, and keep punching!
 
因此，我們是幸運(yùn)的！不要再抱怨了，繼續(xù)努力吧!
 
A: Ok! Come on!
 
好的！加油！