牛津校园生活情景对话：独特的的导师制
英语情景对话作为真实生活的交际模式,作为语言输出的源头,作为语言练习的最佳途径,作为语言教授的媒介,它对于把英语作为外语来学习的学生,扮演着非常重要的角色。下面学习啦小编为大家带来牛津校园生活英语情景对话，欢迎大家学习!
牛津校园生活情景对话：独特的的导师制
S: Will, have you finished the essay for this week’s tutorial?
S:威尔，你完成这周辅导课要用的论文了吗?
W; Not yet. I’m still reading the books assigned by our tuor.
W:还设有。我还在读导师指定的书。
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。定期的论文写作彳艮耗费时间。而且，我们还有那么多的讲座、演示课、 以及研讨会。我快被这种教学系统压 得喘不过气了。
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:我也有这样的感觉。不过，这种高强 度的学习使我们学了不少知识，让我 们在不知不觉中充满智慧。
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:我承认导师制能鼓励我们去积极主动 地学习，并可以培养我们独立学习和 研究的技能。但是，我很不喜欢辅导 课的形式——先是学生宣读自己写的 论文，然后被导师点评，并当场讨论，宣读随时有可能被导师打断，有时也可能被同学打断，得到一些敷衍的夸奖或者致谢。
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:我想导师制这种形式是为了培养学生运用言语分析和批判的技能吧!它为学 生提供了与导师详细探讨某个特定主题的机会，该导师有可能是这个学科的 知名专家，或者是处于该学科前沿的年轻活跃的研究员。
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:不可否认我们可以通过这样的经历来发展自己。我们必须就某个话题做一个 连贯的陈述来表达我们的观点，以此来锻炼我们的语言组织能力。在讨论的 过程中，我们要为自己所持的立场激烈争辩并因此获益。
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:你说得对I在我看来，设有任何东西可以取代毎周一次的辅导课。它能使学 生清晰地表达自己的想法，还能帮助学生培养批评分析的能力。
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:但有时辅导课并没有什么效果，反而是浪费时间和精力，让人有一种无聊和 失望的感觉。
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：也许现行的导师制对于学生和导师来说都太繁重了。众所周知，大部分导师 都是学院的研究员。他们很有可能在教学和研究工作中劳累过度，这样就难 免会有敷衍的辅导课了。
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!一位繁忙的导师可能只会问两到三篇论文的大意，然后组织学生进 行讨论。师生双方可能都有失职：学生可能设有带论文或者带着别人的论文 来上课;老师则有可能避开讨论。
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：据我所知，并不是所有的辅导课都是这样的。再说,一般来讲导师并不是教师， 所以传递信息并不是他工作。学生应该自己査找资料。一位好的老师应该 帮肋学生自我反驳并更正，也就是说他教的是方法而不是固定不变的结论。
S: Right, after all it is rarely happen. It seems that its advantages far outweigh its disadvantages.
S:对，我刚才所说的情况毕竟是很少发生的。看来导师制还是利大于弊啊!
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:当然了。一周一次的辅导课涵盖了几乎所有的教学大纲，因此很多牛津大学 的毕业生都读完了大纲指定的大部分书目。也就是说，牛津大学的毕业生比 英国其他大学的毕业生的阅读量要大得多。
S: I agree. Although it is laborious now, it is worth while.
S:我同意你的观点。虽然我们现在很辛苦，不过那是值得的。
W: Right! Oxford’s graduates ought to be even more attractive to potential employers.
W:嗯!牛津大学的毕业生应该会对潜在的雇主更加有吸引力。
S: Well, they should be used to facing frequent and regular work!
S:他们更能适应高强度的工作吧!
W: So, we are lucky! Don’t complain, and keep punching!
W:因此，我们是幸运的!不要再抱怨了，继续努力吧!
S: Ok! Come on!
S：好的!加油!
相关阅读：牛津大学简介
牛津大学(University of Oxford)，简称牛津(Oxford)，是一所位于英国牛津市的世界著名公立研究型大学。实际创立日期仍不清楚，但有记录的授课历史可追溯到1096年，为英语世界中最古老的大学，也是世界上现存第二古老的高等教育机构，是世界著名研究型大学之一。牛津同时拥有全球最具规模的大学出版社，及全英最大型的大学图书馆系统。另外，牛津大学培养了众多社会名人，包括了26位英国首相、60位诺贝尔奖得主以及数十位世界各国的皇室成员和政治领袖。