中英基础教育比较研讨会 Insights into British and Chinese Education Panel Discussion Event ‘the Chinese School: Winner or Loser?’

On 10th March, just before Hilary Term 2016 finished, the Oxford Chinese Students and Scholars Association were very honoured to invite a well-known, Chinese-born and fully qualified science teacher in the UK, Ms. Jun Yang-Williams, to ‘the Chinese School: Winner or Loser?’ panel discussion event at Wadham College, which was attended by hundreds of British and Chinese students and academics. The panel discussion was also joined by Prof. Therese Hopfenbeck and Ms. Ariel Lindorff from Oxford University Department of Education, and was moderated by Ms. Yuxi Zhang. This aimed to provide the audience, who are interested in hot educational topics evoked by BBC2 documentary ‘Are Our Kids Tough Enough: Chinese School’, with unique and professional insights into British and Chinese education.

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Prof. Therese Hopfenbeck, Ms. Ariel Lindorff and Ms. Jun Yang-Williams

Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’. Yang-Williams has earned international fame from the BBC documentary mentioned above by being one of the five teachers from China who took over the education of 50 year nine students in a Hampshire school to see whether the high-ranking Chinese education system can teach Britain a lesson. Doubtlessly, kids who received tough modern Chinese style education scored higher in the final test.

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Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’

Yang-Williams informed us about the projective facts following the positive experimental results produced in the program. For instance, 60 Shanghai teachers were invited by the Education Minister of UK to England to help 30 schools teach Mathematics in order to catch up with Eastern Asian counterparts in the international ranking of mathematical performance. Moreover, the exam board, Assessment and Qualifications Alliance (AQA), have signed a contract last year with the Chinese government in Science and Mathematics which presents the AQA syllabus to 15 schools from Beijing or Shanghai to teach them the creativity, critical thinking and problem solving skills that Chinese students lack. She claimed that the BBC programme is not a random isolated event and has something behind it.

Before going into too much detail of the program, Yang-Williams talked about her personal experience of her motive to come to England and become a teacher. She has been writing diaries for 10 years, and has revaluated the questions accumulated over the years about language, culture and identity during the filming of the programme which she herself does not have an answer to.

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Ms. Jun Yang-Williams has been writing diaries for 10 years

Yang-Williams believes that this documentary programme has largely reflected her ten years teaching experience. Then, she put forward the idea that the disparity between British and Chinese schools comes from the following aspects: curriculum, teaching pedagogy, assessment, teachers, parents, school system and behaviour.

Curriculum wise, almost all British schools have a vast variety of subjects including Religious Study, Drama and Dance which Chinese schools merely have interests in, while the Chinese only concentrate on Science and Maths.

‘I cannot say that student-centred is British and teacher-led is Chinese, we all have both of them, it’s just about different percentages,’ said Yang-Williams. British teachers’ pedagogy values learning by doing hands on experience, group work, discussions, investigations, role playing and research projects. Also, they pay more attention to differentiating the class according to students’ ability so that all pupils can be appropriately challenged and be guided to make progress. They look for engagement and possibly inspiration. ‘When insufficient progress has been made it should be clear what the plan of action would be to address this next lesson… Make it clear that you can see what each and every student has learnt and what the next steps are to secure progress,’ she quoted from Beere, J.

Tracking is how Yang-Williams monitors her students and what enables her to prepare the next lesson. Usually, each student gets a predicted grade at the start of an academic year based on their past performances, and after assessments, teachers have to identify the under achievers and swiftly take action, tutorials after school, for example. These actions then involve a lot of communication with parents who are likely to be supportive.

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The event was attended by hundreds of British and Chinese students and academics

The veteran teacher gave us a summary that the British are more aware of the significance of the development of a series of soft skills covering team spirit, information processing, leadership, self-direction, communication and so on. However, the disadvantages have been outlined by a sentence that Yang-Williams has once put into an article published, ‘assessment for learning has turned British teachers into performers’. The British-favoured education system not only distracts teachers from the main focus of teaching to planning and administration work, but also increases stress for learners so that they can be emotionally highly charged, easily causing conflict and chaos in school.

In terms of assessment method, Chinese students’ destiny is solely dependent on the one and only one external assessment called Gaokao. In contrast, British students can spread their pressure over the year on exams taking place in January and in June. Course work and projects also contribute 25% to the final grades. Although Yang-Williams spot that British assessment system allows occasional failure and gives students chance to improve and adjust mindset, she pointed out that the recent British government is going to get rid of the re-sits which will hugely affect the ranking of schools in the league table as the percentage of pupils achieving A* to C grades will vary in the absence of a second exam.

Teachers from both countries struggle with students’ behaviour and attitude. The Chinese consider being rebellious against teachers, who are the authorities in school, is an unacceptable behaviour. On the other hand, British encourage students to question and challenge teachers and to be individuals. Yang-Williams brought up her opinion on teachers and students standing on the same level, and she had to earn respect and not gain respect automatically, by a process not only through extensive subject knowledge, but also strong will, dedication and commitment.

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The veteran teacher shared her decades of research and teaching experience

‘By the end, the pupils taught by Chinese teachers outperform the control group – yet the head was still reluctant to acknowledge the advantages of those methods…’, Yang-Williams quoted from Nick Gibb, the British Minister of State for schools. Yang has been mentioned several times in Gibb’s work and the passionate Chinese ‘invader’ is definitely looking forward to further cooperation in education between the two countries that she both deeply loves and promised to assist both countries to learn from each other.

Next up was Dr. Therese Hopfenbeck who is the associate professor and director of the Oxford University Centre for Educational Assessment. She has got experiences in secondary school teaching and PISA (Programme for International Student Assessment),which supports her research on how international testing has shaped public policy across education systems as well as her publication on large-scale comparative assessments.

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Speech from Prof. Therese Hopfenbeck

Dr. Hopfenbeck started off by informing us about the publicly debated PISA rankings which show that England has fallen from 4th to 16th in science, from 7th to 25th in literacy, and from 8th to 28th in maths. She also quoted from Nick Gibb, ‘our children’s education has been suffering in relation to their peers over the last decade’. Potentially, PISA results have an influence on education policies as the British Secretary of State for Education has underlined the urgent need to reform British school system by learning from best-performing countries including (Shanghai) China.

The ODCE preface 2009 writes ‘…the stunning success of Shanghai China which tops every league table in this assessment by a clear margin, shows what can be achieved with moderate economic resources in a diverse social context’. Interestingly, Dr. Hopfenbeck found that equity between schools and districts, rather than its overall top performance alone, was celebrated in the Chinese mass media. Evidently, England has disparity with rising pass rates in national tests while Shanghai has welcomed evidence of educational equality with desired low school variance. However, she rigorously interrogated the effectiveness of the PISA research since it does not take into account the difference in school systems and variables outside the schools. Furthermore, she agreed absolutely with Yang-Williams that it’s all about the balance of student-centred and teacher-led to form high quality teaching, and she also noticed that teachers, unfortunately, can be forced to change their pedagogy, when the accountability mechanisms are too strong.

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Dr. Therese Hopfenbeck is the associate professor and director of the Oxford University Centre for Educational Assessment

The danger of overlooking important features of the contexts in which practices are embedded was emphasised by Dr. Hopfenbeck. She laid out an exploration of reasons for Shanghai’s success in PISA made by a Chinese researcher. Traditionally, high parental expectations in cooperation with schools plus students’ belief in the power of effort can really raise the achievement of a child. Modern factors include the openness of the Chinese education system, and curriculum and teaching reforms in Shanghai. Dr. Hopfenbeck was fascinated to learn the fact that Shanghai is open to foreign educational theories, international education exchange and the education system in China is influenced by John Dewey, Jerome Bruner, Benjamin Bloom and a few other foreigners, and she was keen to hear audience’s opinions on the above statement.

Finally, Dr. Hopfenbeck dug out the shining point of British education which the Chinese can enhance their education towards, which is that the national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens and has been thought to help engender an appreciation of human creativity and achievement.

After two informative and intriguing speeches, the moderator invited the previous two speakers and Ms. Ariel Lindorff to give a panel discussion session. Ms. Ariel Lindorff is a researcher and doctoral candidate in the Oxford University Department of Education. As a child, she attended Chinese language primary schools in Shanghai, Xi’an and Hong Kong. She also worked as a secondary maths teacher in the USA for over seven years. Ariel’s current dissertation research involves a mixed-methods study of school support networks in New York City. Her broader research interests include educational effectiveness and improvement, issues of educational equity, comparative and international education, and networks and collaboration in education.

The panel discussion was structured under three different themes based on the questions collected through registration and other means.

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Panel discussion session

The first broad theme emerged was about the documentary.

Ariel: Do you feel the methods of teaching that you used in the documentary are representing the teaching in Chinese schools in general?

Yang: China is economically diverse. Even the five of us from the documentary all come from different regions, and one teacher who comes from an advanced and economically developed city has her class students all coming from rich and affluent families, whereas I come from Xi’an where my class had 70 normal students, so our teaching style is very different in the same country. You cannot say which way is representing China… I really don’t care about what kind of criticism you have on Chinese education, but something about that is right and we want to learn what Shanghai has done to teach all those students well in maths. That’s the attitude.

Moderator: Therese, do you want to continue the interesting discussion about the balance you mentioned?

Therese: Back in the 80s, the American reading researchers were fighting over which method was the best. Some young students at that time tried to interpret things from reading and find solutions themselves, others said they wanted more direct instructions. After 30 years of research, more or less everybody now in the American reading researches agrees that the balanced approach is the best…

Ariel: There is some evidence to support the idea that sometimes some of the most struggling students who are certain groups of disadvantaged students benefit quite a lot from direct instructions.

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Ms. Yuxi Zhang, Ms. Jun Yang-Williams, Prof. Therese Hopfenbeck and Ms. Ariel Lindorff

The second broad theme analysed the role of assessment programs like the international test PISA.

Moderator: Therese, do you want actually briefly introduce what PISA is?

Therese: PISA is an international study measuring what 15 year-olds are able to do when they finish compulsory study. If you ever heard of TIMSS, the biggest difference between TIMSS and PISA is that TIMSS are based upon the curriculum in different countries, while PISA say they are curriculum independent and they focus upon literacy skills in reading, science and mathematics…PISA is led by OECD, it comes out every three years and it has become increasingly influential around the world because it leads the government policy level in each country, and each country has a member from the policy level in PISA government board, so they sit and discuss which tasks and themes should be measured and which should not. OECD would argue that it is a democratic study because all the participating countries are discussing what should go into this study. In addition, students are reporting their motivation, their interests and background such as how many books they read at home, what kind of professions their parents are having. Because of that, a lot of secondary analysis have looked into, for instance, the relation between social economic status and achievement score in PISA…

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The event has gained tremendous attention and support from Oxford academics and social media

Moderator: PISA is one way to bring countries into one scope, but how do you accommodate the cultural difference and factors in this large scale international assessment programme?

Theresa: PISA is controversial. As probably some of you know, two years ago, more than hundred academics in England signed up and said that they did not think PISA was measuring valid information. One of the claims was that it does not take context and cultural differences into account. There is a big discussion because there are some themes which you will never measure. For instance, in science you will not have a question about evolution, because you cannot have any theme which will provoke any country, so we should measure things that are really neutral. Some researchers say we should be more forward thinking and we should discuss what kind of skills we need to know about the future, and perhaps some of them are controversial and we should dare to look into them.

Moderator: Ariel, could you also link back to your own research since we know you have a broad interest in education effectiveness, do you think this sort of assessment programs facilitates the effectiveness?

Ariel: I mean I am a little sceptical, but most of the work I do is looking within our school system alone, when the local or state assessments are looking at children developments. So I have seen challenges to PISA as an instrument to compare. For example, if you look at Finland, one of the challenges of its initial success in PISA was to look at performance in university. Students were performing very well at the age of 15, say, in maths, but actually at university level maths, they face a major challenge in the same country. So what does it mean to do very well in PISA in maths, and is it that we want to know about what students can do later? Because ultimately we look at students’ performance in order to prepare education policy shifts.

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Audience asking theme related question

Therese: I also want to mention a fun result from PISA which shows that when students are asked about their happiness and how they feel about themselves, English students and students from Shanghai are actually not that far away from each other. But students in Peru and some of the more poor countries are much happier.

Audience: I remember a teacher in the BBC documentary talking about the welfare system. Like in the UK, if you don’t work hard, the government will look after you, you can claim benefits and so on so forth. So that’s why some students don’t feel pressured enough to work hard to get a great result. But in China, result is everything, you have to get into the universities and then you gain respect and parents will be happy. So I wonder how you think of the wider social policy and welfare system playing a big role in comparison of the two countries’ education policy.

Yang: I know it’s a sensitive button the teacher you mentioned pressed. There are some elements of truth there, but it’s not completely that reason that demotivates British students to be academically successful. 万般皆下品, 唯有读书高. From Ancient times, we have always been thinking that study is the most prestigious stuff to do. Also, look at the rank by Confucius, 士农工商, see, 士 is the first one, scholars, and 商 is the ones who make profits by exchanging products, whose moral standard is really low. So our Chinese traditional history has played a main part, our ancient history ranked knowledge, education, scholars top, and that has been inherited all the way to the modern society now.

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Prof. Therese Hopfenbeck answering audience’s question

The third broad theme explored how the UK and China could better cooperate in the education sector.

Moderator: What kind of cooperation between the UK and China can we expect in the future, in addition to teacher exchange?

Yang: That’s all your people’s work, young people at Oxford and Cambridge and future is yours and tasks are on your shoulder. You have learned English system, when you go back, do bring that knowledge and experience back and make your country better. I am sure you will be doing a fantastic job. Good for you.

Ariel: In addition to teacher exchange, I think it’s really useful to find ways to expose children and young people to other cultures. I was very lucky to be raised in different cultures in different places. One of the most interesting things in the documentary for me was seeing the children being introduced to things like fan dancing, not just to the academics, but cultural experiences, and they seemed to really take to that and I am not surprised. So any exposure to cultural experiences is very useful.

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Final Q&A session

After many intellectual flares, the three panellists shared with the audience in the themed panel discussion, there came the most exciting Q&A session. The audience were free to raise whatever questions which hadn’t been covered.

Audience: I am really fascinated by one of the questions about whether these comparisons between countries are sort of valid at all. I think one issue that hasn’t really been talked about is the nature of teaching professions in different countries and how you go about qualifying to be a teacher, whether the requirements are tough, whether it’s respected to profession society. I was wondering if you could comment whether you think the data, the study and the research exist to make valid comparisons, not necessarily between the UK and China, but between countries at all.

Therese: Some would say you cannot use PISA to answer your question because the teachers are not asked anything, there is no questionnaire for teachers, while they will argue that you should rather look at TIMSS, because in TIMSS studies which measure science and mathematics among 13 year-olds and 10 year-olds, they have a teacher questionnaire and teachers are asked about teaching techniques and what they do in education and training. So that could be one respond, but again that study has also been criticised because if you rely on self-reports, what teachers say they do are not necessarily what they actually are doing. So that’s why I love people argue that you need classroom research to really be able to compare.

Ariel: I would add to that also, I mean when you say ‘does the data exist’, there is certainly data on what teachers do that you can compare. So I think to say comparisons in general are not valid apparently, it really depends on what are you looking at, and how well have you defined the question that you are asking in making those comparisons. ‘How good are British teachers are comparing to Chinese teachers’ maybe will not ever be a valid question, but if you look at what they do in classrooms, that data does exist for certain country comparisons certainly, in terms of classroom observations…

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President of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, presented special gifts to the panellists

Unfortunately, the moderator had to close the discussion because of time limitations and she invited the president of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, to present special gifts to the panellists. The event was finished with rounds of applause.

This event didn’t only attract British and Chinese students, but also gained tremendous attention and support from Oxford University Department of Education and University of Oxford China Centre. It also appealed a lot of social media including The Xinhua News Agency, Europe Weekly and UK Education Weekly etc. Their reports have had extensive influence and have given rise to a new wave of debates.

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Group picture of participants

Links for related news reports:

http://news.xinhuanet.com/english/2016-03/16/c_135191115.htm

http://en.apdnews.com/xin-hua/358648.html

http://www.china.org.cn/world/Off_the_Wire/2016-03/16/content_38034404.htm

http://www.oushinet.com/news/europe/britain/20160319/224926.html

Links for the video recordings of the event:

http://v.qq.com/boke/page/c/0/0/c0188fpzn10.html

http://v.qq.com/boke/page/p/0/i/p0188fmoxci.html

撰稿:毛艺润

主持:张予曦

摄影:曾至昕,鲁力为

场务:王海容,盛贺阳,纪凯晟,胡鑫南

前期宣传:张蕊茵,刘冰清

总策划:高雅琨,沈青骥,张予曦,陶国炜

 

 

光华教育集团座谈会

牛津中国学联就业部321日讯(文/赵乾凯 图/盛跃文

3月12日下午,光华国际教育集团携手牛津中国学联就业部在St Peter’s College 举行了一次小型的座谈会。座谈会时常大约一小时。光华集团的负责人黄昱首先为大家介绍了公司的基本情况,教学的特色项目,以及此次招聘的岗位。介绍结束之后,在场同学积极地向主讲人提出了问题,现场气氛非常活跃。在场的同学们都收获良多,对出国留学教育这个行业表现出了浓厚的兴趣。

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小型座谈会开始,光华集团的负责人黄昱从认知负荷理论的角度为我们解释了小班化教育的优点。大家认真地听着负责人阐释他们机构的教育理念。

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随后,黄昱为我们介绍了U-Camp 夏令营项目,由光华启迪的老师自己设计项目,许多项目都来自于大学生所做项目的简化,每一位导师都用presentation的形式来展示自己的项目吸引学生,学生根据自己的兴趣来选择自己想要做的project。光华启迪的目标就是为了能够开展实验性的课程,让A-Level的学习变成project-based learning, 更加接近大学的学习方式,让学生们化被动学习为主动学习。

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图为光华教育集团的负责人正在认真聆听在座学生的提问。他们为牛津的同学们详细地解答了各种疑问,包括就职的岗位,每个岗位的任务与职责,以及公司员工的福利和发展。充分展现了一个创业公司团队朝气蓬勃的活力。

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活动结束后,光华教育集团的负责人和学联就业部工作人员在会场合影留念。

 

撰稿人:赵乾凯

摄    影:盛跃文

场    务:李柱、高雅琨、盛跃文、赵乾凯、陈泓霖、陶贝茜、卢晓雨、周应秋

 

中国文化周之跟着老师解读Ashmolean Museum Tasting China特展

“从古至今,美食和宴请都在中国文化中扮演着突出的角色”--Ashmolean Museum Tasting China特展前言。

2月11日,大年初四,学术部荣幸邀请到Dr. Yan Liu带领同学们一起解读和欣赏Ashmolean Museum (阿什莫林博物馆) 中以中国食为主题的特展。

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作为世界上第一座大学博物馆,阿什莫林博物馆拥有丰富藏品,而此次特展展出的书画均为馆藏。

前几幅展品体现出文人居士的生活雅趣。 首先映入眼帘的是,张大千为留访友共进晚餐而书写的菜单,上有“四川清汤狮子头”,“大风堂鸭丁炒江瑶柱”,“蚂蚁上树”,“家常豆腐”和“炝莴苣”。

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随后,几幅现代版画反映出食物的地域差别。接着几幅为刘锡龄以乡菜思乡为题的作品,画中用毛笔作的腌菜,火锅,鱼头十分有趣生动,老师为外国同学解释到“腌菜是中国传统的家常菜”。

特展的最后为一些卷轴画,其中有齐白石画的挂满枝头的桃子,赵元坚作的南瓜,老师指出这些食物有美好寓意,如桃子寄意长寿,而南瓜多籽寓多子多孙。

从特展出来,老师带大家走上楼梯继续去参观常展中的中国古代陶瓷并一一讲解,展有唐陶、宋青瓷、宋白瓷、宋黑瓷、元瓷、明清瓷。

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【关于阿什莫林博物馆】

牛津大学阿什莫林博物馆的全称为阿什莫林博物馆艺术与考古博物馆,其最早建筑于1678-1683年间建成。该博物馆是英国第一个公共博物馆,也是世界上最早的公共博物馆之一,同时是世界上规模最大,藏品最丰富的一座大学博物馆。

阿什莫林博物馆现设古器物部、西方艺术部、东方艺术部、赫伯登钱币室四个部门,展出欧洲、古埃及、古希腊、美索不达米亚等地的出土文物。还有包括中国、印度、日本以及伊斯兰国家在内的各国绘画、陶器、雕刻、工艺品等。该博物馆的版画与素描室,收藏有三万多件欧洲版画与素描,包括大量达芬奇,米开朗基罗,拉斐尔,丢勒,伦勃朗等古典大师的素描,手稿与版画。

摄影:蒋珺楠

场务:蒋珺楠,梁晓曼

 

古琴活动

“七弦为益友,两耳是知音”,在2月21日农历猴年正月十五元宵佳节,学术部邀请到了青年古琴演奏家吕皎月女士,为牛津学子带来了一场古琴演奏暨教学音乐会。Hilary Term即将进入日益忙碌的第六周,空灵澄澈的古琴乐如一杯清茶涤荡了繁忙劳碌的尘嚣,不仅给参与者带来了耳朵与心灵的享受,更加深了大家对于古琴的认识和理解,而且提供了在专家指导下一试身手的机会。

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古琴诞生于上古时期,相传为“伏羲”或“神农”创制,是中国文化中地位最高的乐器和法器,更是文人士子道德操守的象征。对于中国文化有所了解的人大多都听过“高山流水遇知音”、“司马相如凤求凰”等一个个与古琴有关的美好故事,但是大家对于古琴的构造、制式、演奏技巧和识谱方法都知之甚少。吕皎月女士首先为大家介绍了包括“鹅脚”、“龙池”、“凤池”在内的古琴构造及用途;介绍了“伏羲式”、“凤势式”、“神农式”等不同种类的制式。大家跟着吕皎月女士了解了古琴十三徽代表了农历闰年十三月,七弦的由来等知识,不少人都感慨第一次与如此阳春白雪的艺术亲密接触。

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吕皎月女士先后为大家表演了古朴深情的《忆故人》,委婉动人的《长相思》,幽怨感人的《秋风词》,以及大家耳熟能详的《沧海一声笑》。听众在大饱耳福的同时,更对富于变化的技巧产生了浓厚兴趣。吕皎月女士现场向大家示范了“散音”、“按音”、“泛音”三种音色的弹奏方法;教授了“勾”、“挑”、“撮”、“滚拂”等主要指法;更教观众认读专属于古琴演奏者的“减字谱”。吕皎月女士先后邀请了近10位观众参与互动教学,充分调动了大家的热情和兴趣,不仅没有半点“曲高和寡”之意,反而妙趣横生、反响热烈。活动结束后,不少中外同学都反映希望以后多半此类品位高、参与度好、寓教于乐的活动。

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本次活动的主讲吕皎月女士毕业于纽约大学史丹赫学院,从事音乐教育研究。 她在著名的纽约卡耐基音乐厅举行“皎皎月———吕皎月古琴独奏音乐会”。此外,她多次受邀在林肯中心,洛克菲勒中心等国际音乐厅演出,并受邀在纽约中国领事馆,美国驻日本领事馆,百年犹太青年组织,纽约华美协进社,孔子学院等机构表演古琴和书法,传播中国传统文化艺术。

 

新闻稿:张予曦

摄影:张嘉琪

场务:黄晓鹂,陈童昕,梁晓曼,刘哲雨等

 

解读首都城市建设

北京在建于公元十三世纪的元朝第一次成为古代中国全国性的首都。元大都、明北京、清京师积淀了深厚的文化底蕴。此后经历了短暂的民国过渡期,于二十世纪中期成为现代中国的首都。其间它的城市面貌几经变迁,折射出几个世纪以来的国家转型和社会重建。

我们邀请到剑桥大学社会人类学专业博士、西南大学教授、牛津大学访问学者罗嘉陵老师带我们一起解读高楼林立之下北京身后的故事。罗老师选择了三个关键的历史时期,从人类学的角度来探讨都市北京的空间建构和外来影响:元大都的修建、新中国的城市规划和迎接奥运期间的建设。

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第一部分:天子之城。位于今天地理位置上的北京修建于忽必烈时期的元朝,被称为元大都。北京的修建参照了古书《周礼.考工记》中关于王城布局的原则: “匠人营国,方九里,旁三门,国中九经九纬,经图九轨,左祖右社,前朝后市”。这句引文的意思是每面九里,各开三门;城中有九条纵路,九条横路,每路可容九辆马车并行;皇城之中,东有祖庙,西建社稷坛,南为宫前广场,北为市场 ( 摘自萧默《巍巍帝都: 北京历代建筑》)。 这样的空间结构反映了早期国家治理的理念。但元大都的营建并非完全依照古书中的规则,同时受到其他文明的影响,是一个多元文化的产物。

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(图来自wikipedia:https://zh.wikipedia.org/wiki/元大都)

第二部分:共和国之都。1949年的北京城基本保持了明清时期的外观,城墙几近完整,城内建筑八成为平房。但众多房屋年久失修,有限的城市承载能力难以满足人口的骤然增加。因此,如何建设新中国的首都被提上了新政府的议事日程。 首先面临的问题是首都行政中心位置的选择,对此的主要分歧体现在梁陈方案和苏联专家的观点之间。争论的结果是苏联专家的建议得到采纳,侧重以天安门为中心的重建。这一时期的北京深受苏联的影响。

第三部分:奥运之城。申奥成功的北京翻开了城市建设的新篇章。大量现代建筑拨地而起,其中不乏新的地标性建筑。鸟巢、水立方、央视大厦等建筑与国外建筑师或设计事务所合作而成,融合了多种文化元素和创意,具有强烈的现代性和后现代性隐喻,某些大胆超前的设计理念在今天的西方不可能实现。这些注重视觉效应的建筑和快速蔓延的城际线最终改变了帝王古都的面貌。如今五环围绕的北京与1949年建国之初城墙环绕的北京已相去甚远。鳞次栉比的高楼和低矮的胡同表达着不同的话语。

现场气氛十分融洽,大家都聚精会神的在听罗老师的讲座。

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此次活动受到了牛津范围内的广泛关注,牛津大学学生报社Cherwell 报社特地派学生来对罗老师以及此次活动进行了一个简短的采访。

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学生对讲座内容有浓厚的兴趣,于是在讲座结束后的Networking 环节与罗老师近距离交流。

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摄影:张亦凡

场务: 张嘉琪,梁晓曼,姚宇曦,刘哲雨,董昕汝,陈童忻

 

 

 

牛津中国学联举行2016“津猴献瑞”春节联欢晚会

牛津中国学联2月12日讯(张湉加,冯健飞)“爆竹声中一岁除,春风送暖入屠苏”。2月12日下午,牛津市政厅(Town Hall)张灯结彩,春意融融。牛津中国学联在这里举行简朴而又温暖的2016“津猴献瑞”牛津春节联欢晚会。驻英大使馆教育处一等秘书李国强,牛津大学副校长尼古拉斯·罗林斯(Nicholas Rawlins),牛津布鲁克斯大学副校长保罗·因曼,全英中国学联主席李琦等应邀出席。牛津中国学联主席李柱,副主席沈青骥、方逸文,秘书长叶丽古玛等,同牛津大学、牛津布鲁克斯大学等中外人士800多人欢聚一堂,共庆新春。

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嘉宾们盛装出席,场外的照相区,小吃区不时传来欢快的笑声,人们不经意地举手投足中,弥漫着新春祥和喜庆的气息。18时50分时许,在欢快的乐声中,特邀嘉宾和观众们进入会场。

李国强代表驻英大使馆致贺词。他回顾了一年来中英关系的发展。他希望牛津中国学联在新的一年里继续团结广大牛津中国学子,促进牛津中国学子回国发展、为国服务、成就理想。

罗林斯代表牛津大学致贺词。他说,中国的发展令世界瞩目。中国学生的勤奋、刻苦是公认的。希望有更多的中国学子到牛津大学学习深造。

因曼副校长代表牛津布鲁克斯大学致辞。他说2015年牛津布鲁克斯大学成立了牛津地区的第一个孔子学院,希望孔子学院能够成为牛津地区连接中英两国文化交流的桥梁,为两国关系的友好做出贡献。

“天赐瑞雪丰年兆,四海同欢国安泰”,身在异乡,虽然没有北国的瑞雪,却同样更感受到新春的脚步。本次春晚以“津猴献瑞”为主题,展示了在牛津学习、工作的学生、学者健康向上、奋发进取的良好精神风貌,营造了温馨、和谐、团结的海外学子大家庭氛围。近3个半小时的精彩节目,陪伴大家度过了一个欢快祥和的夜晚。

 

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晚会以古风走秀开场,来自牛津的时尚达人们在袅袅琴声里穿越时空,带给观众一场视听盛宴。不同的朝代,不同的服饰,再次展现中华文化源远流长,璀璨多姿。

中国功夫《津猴献瑞》与晚会主题相呼应,恢弘的气势和潇洒的动作诠释了传统文化的魅力,展现了中国人民柔韧但却刚强的特质。

歌曲《花儿为什么那样红》《费加罗的婚礼》将中西文化以一种和谐优美的方式展现出来,展现了牛津学者以及学子们身在异乡却心系祖国的情怀。

牛津当地街舞团给观众带来的富有节奏感的街舞表演《摇滚机器人(Robot Rock)》给大家带来了别样的年味儿。

琵琶演奏《龙船》《琵琶语》声音激荡,抑错顿扬,将中国传统的乐器发挥得淋漓尽致,展现中国传统艺术的博大精深。

魔术表演引来声声惊叹,为春晚带来了神秘的气息。魔术表演者王思大胆的表现手法和从容的态度,映射了中国留学生积极向上,大胆创新的精神。

舞蹈《梦回丝路》回顾丝绸之路,为观众们展现别样的中国传统文化风采。

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歌曲《喜欢你》和《爱要坦荡荡》展现了动人的音符,激起了现场观众们的全场合唱。

哑剧《电影院里的尴尬场景》用其唯妙唯俏,生动形象地表现手法,引来观众的阵阵笑声。在幽默的同时,也有着令人深思的的教育意义。

古筝,金鼓演奏的流行歌曲成功结合了传统和现代的元素,将中国传统方式以一种创新的方式表现出来。悠扬的琴声在市政厅内回响。

太极剑《行云流水》张弛有度的剑术表演令观众仿佛置身于山林之中,山沿水立,水随山转,展现了无限的天地辽阔之气。

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杂技《地圈》惊险刺激,表现了中国勇敢奋进,不怕挫折的精神。

《歌剧魅影》以及《悲惨世界》等歌剧的主唱约翰·欧文-琼斯(John Owen-Jones)的表演将晚会推向了高潮。欧文表演了《歌剧魅影》的选曲。跟传奇歌剧演员的近距离接触和歌剧本身的强大魅力深深吸引了现场的观众,展现了歌剧文化的高雅,传达了异国之间的友谊。

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牛津学生乐队以太调频为观众带来原创歌曲《温暖商店》与广为传唱的《给所有知道我名字的人》。乐队的演出把晚会推向高潮,至此晚会圆满落幕。

晚会的总导演牛津数学系研究生张乃馨表示,本次晚会在驻英大使馆教育处的指导下,由牛津中国学联举办,京东集团对晚会提供了特约赞助。在牛津学习、工作的学生、学者承担了部分文艺演出及所有相关活动的组织筹备工作。

 

学联执委及访问学者春节大联欢

 

牛津学联秘书处与访学部于乙未年末在Hertford学院组织了迎新春学者师生联谊会。当日可谓是群贤毕至,少长咸集。众多学联执委及访学老师一同观看春节晚会并举行联欢会。

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现场还有老师同学们带来的中华各地佳肴,其中不缺香甜可口的南方卤肉,亦不少晶莹剔透的北方水饺。在欢声笑语中或有包水饺,或有搓麻将,或有打棋牌。更有小朋友们秉承中华美食文化在访问老师的悉心指导下学包饺子。最后大家一起在喜庆的春晚节目的背景下,跟随着新年的钟声倒数,喜迎丙申猴年的到来!

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秘书处和访学部真挚感谢学者师生的到来,因为你的出席,令到新年年味十足,联谊会更加精彩。祝大家新年新气象,学业有成,事事顺心。

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撰稿:黄龙熙、柏颖

 

摄影:陈思宇

 

场务:柏颖、陈思宇、叶丽古玛、曾至昕、胡景一、萧宏律等

 

 

 

西蒙泰勒:“Uptown Bankers银行家隐士-从投资银行到剑桥商学院”讲座

新学期伊始,牛津中国学联邀请到了Dr. Simon Taylor于1月29日下午在圣彼得学院为同学们带来了一场名为“从投资银行到剑桥商学院”的精彩讲座。Dr. Simon Taylor曾经是巴克莱银行,摩根大通集团和花旗银行等投资银行的股票分析师,现于剑桥大学佳奇商学院任教,并担任剑桥大学金融硕士项目主任及剑桥大学能源政策研究小组研究助理。

讲座吸引了许多对投行这一职业道路有兴趣,以及想要了解Simon本人的人生的同学的参与,讲座当天座无虚席,同学们热情高涨。

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讲座一开场Dr. Simon就用中文介绍了自己,引来阵阵掌声。简单的介绍和暖场过后,Simon向同学抛出了“what’s the point of finance system” 的问题,场下观众积极思考,纷纷提出自己的见解。借此问题,Simon为大家阐述了投资银行在金融系统里的作用,并且详细解释了投行内部各个部门的不同分工,还在身后的白板上画图使得同学们能够有更直观的感受。

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虽然投行的职业听起来十分高大上,Simon却依然提醒同学们不要盲目跟风,要不断思考两个重要的问题,“我在这个职业中是否快乐”以及“我在这个职业中学到了什么”,并且根据个人特质选择适合的职位,十分发人深省。

接下来在Simon分享了自己的人生经历之后,讲座进入了提问环节。

观众的问题覆盖各个方面,有如“物理专业的学生有什么特质是投行看中的”“作为一个分析师必须具备什么样的技能”等较为细节和专业的问题,也有更为宽泛的如“如何获取他人信任”的问题,更有观众对于Simon的人生选择更为好奇,向其询问背后的原因。Dr. Simon均一一仔细作答。

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讲座结束后,还有同学上台与Simon进行更深一步的交流,不愿离去。Dr. Simon与大家亲切合影,讲座圆满结束。

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附:主讲人介绍

他是经验丰富的大型投资银行从业者。

他在巴克莱,摩根大通集团和花旗银行等投资银行有过长达九年的股票分析师从业经历。

他曾经参与过许多大型股票交易和股票收购案,并带领研究团队涵盖了包括欧洲和全球公用事业领域的分析。

2001年,他成为摩根大通集团欧洲分部股票分析部门副总,负责管理科技,传媒和电信产业的技术和金融数量分析团队。

作为团队领袖,他曾在2003年为摩根大通在印度孟买筹建了环球研究中心。

他是伦敦股票交易所和许多对冲基金的高级顾问。

他是摩根大通欧洲股票部门的御用培训讲师。

他也是剑桥大学金融硕士项目的负责人。

他还是剑桥大学能源政策研究小组的研究助理。

他是剑桥大学Pilkington教学奖获得者…

 

 

 

撰稿:潘悦嘉

 

摄影:叶涵洋

 

场务:唐璐阳,李柱,高雅琨,苏畅,陈泓霖,沈朝,陈成,李成成,王海容,刘冰清,殷钰忻,陶国炜

 

2015全英高层次人才创新创业大赛总决赛暨闭幕式在牛津大学举行

12月12日, 2015全英高层次人才创新创业大赛总决赛暨闭幕式在牛津大学赛德商学院(Said Business School)成功举行。总决赛暨闭幕式由全英学联主办、牛津学联承办。中国驻英国大使馆教育处胡小芃老师、牛津大学ISIS科技创新中心季文明老师、浙江大学伦敦办事处张文军老师、全英学联主席李琦博士等嘉宾出席。本大赛是由中国驻英国大使馆教育处支持,全英中国学联主办,牛津学联和剑桥学联承办、国内地方政府、创业园等单位协办,是面向全英中国学生学者的创新创业大赛。本大赛旨在汇聚全英学生学者们的智慧,在创业启程之初,助大家一臂之力,进而实现为国服务,回国服务的理想。

全英高层次人才创新创业大赛于2015年6月21日在剑桥大学举行了开幕式;11月13-15日在成都天府新区举行了半决赛并决出八强;12月12日在牛津大学举行了总决赛暨闭幕式。

1图为大赛总决赛暨闭幕式合影于牛津大学赛德商学院

中国驻英国大使馆教育处胡小芃老师在致辞中鼓励年轻人把握时代机遇,积极响应国家政策,敢想敢做,不断努力奋斗,在中国和英国的大地上让创新创业之花结出累累果实。2015年是中英两国首个文化交流年,我们将在此框架下集中展示一系列高水平的创新创意活动,同时互相举办代表各自文化及创新创意产业最高水平的交流活动。

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图为中国驻英国大使馆教育处胡小芃老师致辞

牛津大学ISIS科技创新中心季文明老师在致辞中以“牛津中国创新”为主题,细致全面的阐释了以牛津大学科技转移为代表的当代大学研究的产业化历程。

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图为牛津大学ISIS科技创新中心季文明老师致辞

全英学联主席李琦博士在致辞中将自己亲身经历的故事与创新创业结合起来,鼓励大家在专注技术开发的同时,千万抓住机遇,保持自信,不断坚持。

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图为全英学联主席李琦博士致辞

接下来,入围总决赛的项目队伍进行了现场路演。来自牛津大学的阮安邦介绍了项目“‘可信互联网+’架构及可信云平台”,来自剑桥大学的王智华介绍了项目“无线低功耗自供能传感器网络及数据管理和诊断系统”,来自玛丽女王大学的张星辰介绍了项目“基于Wi-Fi的手势识别与生理指标监测系统”,来自帝国理工的郭留成介绍了项目“触零”。经过现场评分,大赛总决赛一等奖、二等奖、三等奖和优胜奖均已产生。一等奖是帝国理工的“触零”,二等奖是牛津大学的“‘可信互联网+’架构及可信云平台”,三等奖是剑桥大学的“无线低功耗自供能传感器网络及数据管理和诊断系统”,优胜奖是玛丽女王大学的“基于Wi-Fi的手势识别与生理指标监测系统”。中国驻英国大使馆教育处胡小芃老师、牛津大学ISIS科技创新中心季文明老师、浙江大学伦敦办事处张文军老师、全英学联主席李琦博士分别为获奖项目队伍颁奖并鼓励。

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图为牛津大学的阮安邦介绍项目“‘可信互联网+’架构及可信云平台”

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图为剑桥大学的王智华介绍项目“无线低功耗自供能传感器网络及数据管理和诊断系统”

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图为来自玛丽女王大学的张星辰介绍项目“基于Wi-Fi的手势识别与生理指标监测系统”

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图为来自帝国理工的郭留成介绍项目“触零”

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图为嘉宾和观众认真聆听项目路演

在闭幕式茶点会上,在场嘉宾、参赛队伍、现场观众以及来自英国各地以及各个领域的杰出创业者汇集一堂,交流分享各自创业的技巧和体验。到场的学生学者及嘉宾们皆表示该大赛不仅为全英的创业者搭建了一个沟通交流的平台,让不同领域的创业专家有了更多互相了解的机会,更是思想的碰撞,知识的交融,必能引发新的创业火花,为未来中国的创新创业输送更多的好项目及优秀人才。所有的参赛者也表示非常荣幸参与到此次大赛,这不仅仅是他们创业之路的启航标,也是非常难忘和受益终生的一次体验。

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图为获奖者与颁奖嘉宾合影

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图为闭幕式茶点会交流

撰稿:方逸文

摄影:徐习进、徐廷廷

场务:李柱、高雅琨、盛萱宜、范梦真、马锡豫、石怡霖、姚敏、刘思婕、刘煜冬、叶丽、蒋珺楠

Cherwell Wine Academy品酒体验活动在Christ Church College举办

 

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品酒师站在一侧为在场听众讲述品酒知识。

Cherwell Wine Academy与牛津中国学生学者联谊会(以下简称牛津学联)共同举办的Wine-tasting活动于2015年12月3日在历史悠久的Christ Church College成功举办。

众所周知,英美学院有着悠久的社交文化,而葡萄酒是社交晚宴中必不可少的元素,一瓶耐人回味的葡萄酒总能为晚餐增光添彩。葡萄酒种类繁多,如何品鉴欣赏大有学问。这次我们有幸邀请了Cherwell Wine Academy的专业品酒师刘一帆先生为牛津学子进行一次葡萄酒入门讲座,在专业品酒师的手把手教导下一起细细品鉴八款不同类型的葡萄酒。

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活动现场品酒师带领参与者品鉴的八种葡萄酒。

Cherwell Wine Academy 由牛津大学的五位热衷红酒的博士生于2014年创办,这里的品酒师都得到了WSET葡萄酒与烈酒教育基金会的认证,具有很高的专业水平。

讲座于3日晚7时许在Christ Church College的Les Jones Room进行。由于品酒的趣味性和酒师的专业性,本次活动消息甫一推出,立刻引起了广泛的关注和兴趣。报名异常火爆,最终报名的前20位得以参加此次活动。在本次活动中,观众们围坐在圆桌旁, 他们簇拥着刘一帆先生,对品酒知识表现出了浓厚的兴趣。

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品酒师刘一帆先生在为现在观众斟酒。

在这次讲座的开始,刘一帆先生详细介绍了酒的分类,葡萄酒的酿造流程,储存方法以及一些葡萄酒的基本概念。为了使大家真实的感受这些概念,他依次请参与者品尝了四种白葡萄酒(以下简称白酒)和四种红葡萄酒(以下简称红酒),通过对每种酒液的“望闻问切”来感受不同产区不同葡萄品种以及储存年份对于酒液色香味产生的细微影响。同时圆桌上也提供了不同的饼干,奶酪,肉类和水果来搭配不同类型的葡萄酒,使参与者得以更好的感受葡萄酒的独特魅力。

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餐桌上为搭配葡萄酒准备的部分奶酪和甜点

活动现场气氛和洽,品酒师也在与参与者的提问和互动中深入浅出的解释了葡萄酒的风味与储存年份之间的关系。在品尝白葡萄酒时,品酒师选取了来自新西兰马尔堡地区,德国 莱茵高产区,法国勃艮第产区和香槟产区的四款酒,通过观察酒液的颜色,闻香以及轻摇酒杯后酒液中的气泡多少教在座各位如何分辨葡萄酒(still wine)和气泡酒(sparkling wine)的差别,同时解释了颜色较浅的白酒味道偏干,相同品种的白酒颜色越深代表年份越长等品鉴要点。在对比莱茵高雷司令葡萄酒和来自新西兰马尔堡地区的多吉帕特长相思葡萄酒的过程中,他还讲到了如何确定一瓶白酒是好酒的几个要素,比如回味留香长和口感层次丰富。

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参与者在相互交流品酒的感受。

在品鉴完四款白酒之后,稍作休息,刘一帆先生又带领各位品尝了四款红酒,分别来自法国勃艮第(Monthelie, Cote de Beaune,Burgundy,France)产区,意大利托斯卡纳产区(brunello di montalcino, tuscany,Italy),西班牙里奥哈产区(Rioja,Spain)以及法国波尔多产区上梅多克酒庄(haut-medoc,bordeaux)在这个过程中,他提到红酒的颜色从浅到深分为紫色,红宝石色以及棕色,四款酒中产于法国勃艮第(Monthelie, Cote de Beaune,Burgundy,France)产区的Domaine Francois Parent Monthelie 1er Cru Les Champs Fulliot 2005颜色较浅,味道偏干,带有红色水果味,而来自西班牙里奥哈产区(Rioja,Spain)的La Rioja Alta Vina Arana Rioja Reserva 2006则味道偏甜,带有黑色水果的风味。同时这款酒具有独特的淡淡黑巧克力香,来源于酿造时使用的法国橡木桶。这时,他又向观众们普及了一个关于世界上最贵红酒的冷知识。有人猜最贵的红酒来自波尔多地区,其实不然,最贵的红酒是勃艮第产区的罗曼尼康帝(La RomanéeConti),由于该产区红酒产量稀少所致。

在本次讲座中,我们通过刘一帆先生的讲述和八种葡萄酒的品鉴管中窥豹,初览葡萄酒文化的博大精深,更感受到了品酒师和酿造工匠们对于葡萄酒的热爱和探索精神。

 

总策划: 刘昱麟 高雅琨

场务: 黄晓鹂

撰稿: 刘哲雨

摄影:徐廷廷