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.


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.


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.


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.


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.


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.


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.


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.


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.


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…


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.


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.


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.


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…



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.


Group picture of participants

Links for related news reports:





Links for the video recordings of the event:












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。




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。







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。


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”。












“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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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。









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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。



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。




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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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。












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。











《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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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。




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。


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。























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。































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




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。



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。






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。



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。



总策划: 刘昱麟 高雅琨

场务: 黄晓鹂

撰稿: 刘哲雨