进入(ru)牛(niu)津读大学(xue)很不(bu)容易，牛(niu)津有(you)一(yi)系列措施非常严(yan)格的(de)(de)甄选过程(cheng)来评(ping)估学(xue)生的(de)(de)能(neng)力和(he)潜力：面(mian)(mian)试(shi)；能(neng)力测(ce)试(shi)；写作能(neng)力测(ce)试(shi)；中学(xue)预测(ce)成(cheng)绩；已(yi)获成(cheng)绩，推荐信等(deng)。入(ru)学(xue)面(mian)(mian)试(shi)是其(qi)中的(de)(de)一(yi)个关键环节。牛(niu)津大学(xue)最(zui)近公布了部分面(mian)(mian)试(shi)样(yang)题(ti)(ti)，题(ti)(ti)目(mu)全部来自牛(niu)津大学(xue)负责面(mian)(mian)试(shi)的(de)(de)考(kao)官，并解释了他们提问那些“听(ting)起来很古怪的(de)(de)问题(ti)(ti)”背(bei)后(hou)的(de)(de)理(li)由(英语原文附(fu)后(hou))。
招生主(zhu)任Mike Nicholson说(shuo)，“关于牛津(jin)大(da)学的(de)(de)(de)面试(shi)题(ti)，外界(jie)有很多传闻，但(dan)我(wo)们的(de)(de)(de)开放式题(ti)目并不(bu)是(shi)(shi)捉弄人的(de)(de)(de)，题(ti)目不(bu)要求任何特殊知识，也没(mei)有什么‘对’或(huo)‘错’的(de)(de)(de)答案。那些(xie)开放式问(wen)题(ti)是(shi)(shi)为了激(ji)发学生与(yu)面试(shi)官之间(jian)的(de)(de)(de)讨论(lun)，观察考生对新思(si)想(xiang)的(de)(de)(de)反应(ying)或(huo)者是(shi)(shi)否能提出(chu)(chu)有趣的(de)(de)(de)论(lun)点。” “我(wo)们希(xi)望看(kan)(kan)到(dao)候(hou)选人的(de)(de)(de)思(si)考过程(cheng)，而不(bu)是(shi)(shi)得(de)出(chu)(chu)具体的(de)(de)(de)答案。面试(shi)问(wen)题(ti)会从熟悉的(de)(de)(de)领(ling)域开始，然后拓展到(dao)课本以外的(de)(de)(de)广(guang)泛(fan)领(ling)域，看(kan)(kan)看(kan)(kan)他们如何应(ying)对新的(de)(de)(de)知识和思(si)想(xiang)。面试(shi)不(bu)是(shi)(shi)测试(shi)个性或(huo)爱(ai)好(hao)，不(bu)会涉及(ji)与(yu)所选主(zhu)题(ti)无(wu)关的(de)(de)(de)事情，例如嗜好(hao)或(huo)运(yun)动成绩(ji)等(deng)等(deng)。”
负责英语(yu)学科面(mian)试的考官(guan)Lucinda Rumsey说： “我们不是为(wei)了难住考生(sheng)，所以没必(bi)要猜(cai)测考官(guan)接(jie)下来要问什么，没必(bi)要提前准备(bei)好答案(an)。开放式问题是为(wei)了激起讨论，可以有很多发散(san)思(si)维(wei)的方向。我们希(xi)望(wang)看到候(hou)选人的批判性思(si)维(wei)以及如何(he)(he)探索新的思(si)路。” “希(xi)望(wang)这(zhei)些(xie)例子(zi)对(dui)考生(sheng)入学面(mian)试准备(bei)有所帮助。它也可以让(rang)候(hou)选人提前了解牛津(jin)大学的氛(fen)围，因为(wei)入学后，这(zhei)样的面(mian)试过程在学习任何(he)(he)一(yi)门课程时都会遇到。 ”
牛津大学面试问题
Subject 科目：地理 Geography
面试老师(shi)Interviewer: Lorraine Wild, St Hilda’s College
问： If I were to visit the area where you live, what would I be interested in? (如果我去你(ni)的家乡(xiang)旅行，我应(ying)该(gai)看些什(shen)么有趣的东(dong)西？)
Subject科目：现代语(yu)言Modern languages
面(mian)试老师：Helen Swift, St Hilda’s学(xue)院
问：What is language(什么是(shi)语言)？
Subject科目(mu)：英语English
面试(shi)老(lao)师： Lucinda Rumsey, Mansfield College
问： Why might it be useful for an English student to read the Twilight series(为什么英文(wen)专(zhuan)业的学(xue)生有必(bi)要阅读(du)Twilight(暮光之城)系列(lie)？)？
Subject科(ke)目：医(yi)药Medicine
面试(shi)老(lao)师(shi)：Robert Wilkins, Department of Physiology, Anatomy and Genetics (生理学，解剖(pou)学和遗传学系)
问(wen)：为什么(me)运动时你的心(xin)跳会加速(Why does your heart rate increase when you exercise)？
Subject科目：生物科学Biological sciences
面试老师：Martin Speight, Department of Zoology (动物系(xi))
问：If you could save either the rainforests or the coral reefs, which would you choose? (如果你只能拯救(jiu)热带雨林(lin)或(huo)珊瑚(hu)礁(jiao)中的(de)一个，你会选(xuan)择哪个)？
Subject科(ke)目：法律Law
面(mian)试老(lao)师(shi)：Ben McFarlane, Faculty of Law (法学院)
问：What does it mean for someone to ‘take’ another's car(一个人“拿走”别(bie)人的车是什么(me)意思(si))？
Subject主题：工程Engineering
面试老师：Byron Byrne, Department of Engineering Science (工程(cheng)科学系)
问(wen)：How would you design a gravity dam for holding back water(你会如何设计一个重力蓄水大坝)？
Interview questions
Subject: Geography
Interviewer: Lorraine Wild, St Hilda’s College
Q: If I were to visit the area where you live, what would I be interested in?
Lorraine Wild: ‘The question gives candidates an opportunity to apply concepts from their A level geography course to their home area. They might discuss urban planning and regeneration, ethnic segregation and migration, or issues of environmental management. The question probes whether they are able to apply ‘geographical thinking’ to the everyday landscapes around them. It reveals the extent to which they have a curiosity about the world around them. By asking specifically about their home area the question eliminates any advantage gained by those who are more widely travelled and have more experience of a variety of geographical contexts.’
Subject: Modern languages
Interviewer: Helen Swift, St Hilda’s College
Q: What is language?
Helen Swift: ‘Although I would never launch this question at a candidate on its own, it might grow out of a discussion. Students sometimes say they like studying Spanish, for example, because they 'love the language'. In order to get a student thinking critically and analytically, the question would get them to consider what constitutes the language they enjoy – is it defined by particular features or by function (what it does)？ How does form relate to meaning? And so on.’
Subject: English
Interviewer: Lucinda Rumsey, Mansfield College
Q: Why might it be useful for an English student to read the Twilight series?
Lucinda Rumsey: ‘There's several reasons I might ask this one. It's useful in an interview to find some texts the candidate has read recently and the Twilight books are easily accessible and popular. Also, candidates tend to concentrate on texts they have been taught in school or college and I want to get them to talk about whatever they have read independently, so I can see how they think rather than what they have been taught. A good English student engages in literary analysis of every book they read. The question has led to some interesting discussions about narrative voice, genre, and audience in the past.’
Subject: Medicine
Interviewer: Robert Wilkins, Department of Physiology, Anatomy and Genetics
Q: Why does your heart rate increase when you exercise?
Robert Wilkins: ‘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.’
Subject: Biological sciences
Interviewer: Martin Speight, Department of Zoology
Q: If you could save either the rainforests or the coral reefs, which would you choose?
Martin Speight: ‘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.’
Subject: Law
Interviewer: Ben McFarlane, Faculty of Law
Q: What does it mean for someone to ‘take’ another's car?
Ben McFarlane: ‘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.’
Subject: Engineering
Interviewer: Byron Byrne, Department of Engineering Science
Q: How would you design a gravity dam for holding back water?
Byron Byrne: ‘This is a great question because the candidate first has to determine the forces acting on the dam before considering the stability of the wall under the action of those forces. Candidates will probably recognise that the water could push the dam over. The candidate would then be expected to construct simple mathematical expression_r_r_rs that predict when this would occur. Some may also discuss failure by sliding, issues of structural design, the effects of water seeping under the dam, and so on. The candidate will not have covered all the material at school so guidance is provided to assess how quickly new ideas are absorbed. The question also probes the candidate’s ability to apply physics and maths to new situations and can test interest in and enthusiasm for the engineered world.’
