中国高校人事招聘团赴牛津大学招聘海外青年学者及高层次人才

7月2日,中国高校人事招聘团招聘海外青年学者及高层次人才洽谈会在英国牛津大学赛德商学院(Said Business School)成功举行。此次活动由牛津中国学联承办,参加招聘团的单位为武汉理工大学,电子科技大学,天津工业大学,中国石油大学(华东),中国矿业大学,哈尔滨工程大学,西南大学,江苏师范大学,西安电子科技大学,中南大学交通运输工程学院,华中科技大学物理学院和光电学院等11所高校人事部门。牛津大学的在读博士研究生和博士后研究学者,以及来自英国各高校的学生学者们参与了此次洽谈。他们来自物理,材料,化学,航空航天,生物医药,社会环境等众多尖端科学领域。借此次洽谈会的机会,高校人事招聘团向在英的学生学者们,介绍了国内各高校对海外青年学者的人才招聘政策,并与有意向回国发展的学生学者们进行了深入的沟通与交流。

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图为牛津学联秘书长陈成介绍洽谈会高校人事部门和学院负责人

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图为哈尔滨工程大学人力资源处处长谭思超教授宣讲人才引进政策

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图为中国矿业大学人事处钟晓东处长宣讲人才引进政策

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图为江苏师范大学人事处鲁斌宏处长宣讲人才引进政策

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图为天津工业大学材料学院张兴祥院长宣讲人才引进政策

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图为西南大学外国语学院杨毅书记宣讲人才引进政策

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图为电子科技大学微固学院刘飞阳主任宣讲人才引进政策

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图为中南大学交通运输工程学院邹杨华主任宣讲人才引进政策

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图为武汉理工大学海外高层次人才服务中心主任闻霄博士宣讲人才引进政策

活动开始后,牛津学联秘书长陈成,作为主持人,向大家介绍了参与此次恰谈会的各高校人事部门及学院负责人。随后,各高校依次展示了他们对海外人才的招聘政策及岗位需求,希望吸引具有较强学术能力,在海外高水平大学取得博士学位的青年学者回国发展。首先,中国矿业大学人事处钟晓东处长介绍中国矿大的海外人才引进政策;接着,哈尔滨工程大学人力资源处处长谭思超教授,江苏师范大学人事处鲁斌宏处长,天津工业大学材料学院张兴祥院长,西南大学外国语学院杨毅书记,电子科技大学微固学院刘飞阳主任,中南大学交通运输工程学院邹杨华主任分别宣讲各校的海外人才引进计划;最后,本次活动的组织单位武汉理工大学海外高层次人才服务中心主任闻霄博士做活动介绍及总结。宣讲中,各高校均展示了其优秀的科研教学平台,并承诺为海外归国人才提供丰富的科研启动资金及优厚的薪资待遇。

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图为各高校海外人才政策展台区

宣讲活动结束后,洽谈会进入展台讨论环节,为应聘学生及学者与各高校老师们提供了进一步交流与讨论的机会。

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图为展台讨论环节高校老师与牛津学生交流

通过交流讨论,有意回国内高校工作的海外学子学者对意向高校的海外人才政策进一步了解,并和高校招聘老师作进一步交流。此次中国高校人事招聘团牛津洽谈会的成功举办,为高校和海外学子学者提供了平台,帮助国内高校吸引并招聘更多优秀海外科研工作者做出积极的贡献。

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图为展台讨论环节高校老师与牛津学者洽谈

 

 

组织策划:陈成,高雅琨

主持:陈成

新闻稿:姚敏

摄影:曾至昕

场务:曾至昕、陈成、姚敏、沈朝、狄思豪

“创业时,我们在聊些什么” 二十年连续创业者郭根龙先生带你分享:创新创业者心态

无标题新学期伊始,牛津中国学联有幸邀请到了南京维优科技实业有限公司总经理,剑桥创业投资商会成员,郭根龙先生,作为一位有着丰富创业创新经历的成功连续创业者,他与同学们深入分析了现今创业公司的多种模式,并对在创业过程中将会产生的各种问题提出了自己独到的理解与看法。与传统的“一人说,众人听”模式的讲座不同,此次与郭根龙先生一同在台上交流的是几个牛津有代表性的创新创业团队,通过分享自己团队的经验,他们与郭根龙先生的互动让同学们受益匪浅。

 

03月09日华文讲坛:对中国传统生物资源开发与利用的思考——以五倍子为例

本学年访问学者部品牌讲座“华文讲坛”第四讲在坐落于著名的Bodleian Library 和 Radcliffe Camera旁的Brasenose College的Platnaeur Room举办,英国戴维·卡梅伦首相在这里度过了他的大学生涯。而本次讲座嘉宾是自中国林业科学研究院资源昆虫所的访问学者杨子祥博士。

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杨老师以“五倍子”为主要实例为观众讲述了对我国传统生物资源的认知变化、现代研究开发和产业化过程。五倍子,又名百虫仓,是一类主要生长在盐肤木等(或青麸杨和红麸杨)植物上,由于受特定蚜虫取食刺激而产生的囊状虫瘿,是植物的一种增生组织。其富含单宁酸,是我国重要的资源昆虫产品和出口创汇商品(中国产量占95%),广泛被应用于医药、化工、矿冶、印染、食品和电子等行业。

作为我国传统的生物资源,五倍子的利用历史可追溯到距今两千余年的秦汉时期,最早收录于《山海经》,反映了我国古代先民的智慧。为了更好地了解五倍子,杨老师为观众讲述了两千多年来,一直到明清时期的《本草纲目》和《图书集成》,我国古代先民对五倍子的认知和应用历史。其中著名药学家明代李时珍在《本草纲目》中详细记载了五倍子的生长过程:“五倍子生于肤木之上。……五六月间有小虫如蚁,食其汁,老则遗种,结小球于叶间,……初起甚小,渐渐长坚,其大如拳,或小如菱,形状圆长不等。”杨老师结合图片向观众详细地讲解了五倍子的形成和生长过程。

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随着现代医学科技的飞速发展和工业需求的多样化,科技工作者更加关注我们传统生物资源,如五倍子。杨老师告诉我们,目前已经研发出了一系列五倍子产品。作为五倍子的初级产品单宁酸,用途非常广泛。其中工业单宁酸被大量用于铅锌尾矿中锗的吸附和提取,在印染行业可用作固色剂,制革行业用作鞣制剂,日化行业用作染发剂等。食用单宁酸可以应用为啤酒澄清剂,还可以增加醇香和保鲜期。单宁酸也可直接入药,用来制作烧烫伤剂。而五倍子的第二级产品的没食子酸,是一种有机精细化学品,具有优良的抗氧化和美白功效,已广泛用于食品、医药和化妆品等。以五倍子为原料加工的“三甲氧苄氨嘧啶”,被用作磺胺类药物增效剂。作为五倍子的第三级开发产品的焦性没食子酸,更是有着非常广泛的应用,包括:新型感光材料、食品保鲜、心脑血管疾病治疗新药、微电子产业等领域。由于五倍子仍有很大的开发潜力,关于五倍子的深入研究和应用推广还在不断地进行中。

作为世界上五倍子资源最为丰富的国家,我国现有的五倍子种类繁多,包括倍蚜虫14种、夏寄主树3种、冬寄主藓类50多种。五倍子种类主要是由蚜虫决定的,每一种蚜虫形成一种五倍子。五倍子的核心分布区包括我国的云南、贵州、四川、湖南、湖北和重庆等地。杨老师告诉我们,生长于盐肤木的五倍子,被称作角倍,其产量占全部五倍子产量的70%左右。角倍也是研究最为深入,其人工培育技术也是最成熟的一类五倍子。

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杨老师进一步分析了五倍子在全球的生长和分布,以及比较了我国和北美地区的五倍子具有非常相似的生长过程,可能具有共同的起源。世界上主要发达国家也对五倍子及其系列产品开展了相关研究。

根据杨老师的介绍,我们得知我国现阶段对五倍子的研究主要包括3个方面:基础研究、生产技术研究和新产品开发。基础研究主要是五倍子蚜虫生物学特性及虫瘿形成过程,以此为基础研究开发先进实用的生产技术,不断提高五倍子的产量和质量,如近期研发的“无土植藓养蚜”技术,可以显著提高五倍子的产量,已经在湖北、湖南等五倍子产区应用推广。新产品侧重于研究五倍子的深加工产品及其用途,带动五倍子产业化发展。

五倍子培育和生产的大量图片,让观众深入的了解了五倍子的生产过程。而杨老师随后对整个市场的分析也让我们受益良多。关于五倍子开发与使用的思考更是激起了观众们随后长达一个多小时的提问和讨论,最后讲座在一片掌声中落下帷幕。

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主讲人简历

博士,研究员,硕士生导师。现任中国林科院资源昆虫所工业原料昆虫室主任,云南省昆虫学会理事。2006年毕业于中国林科院生态学专业,获理学博士学位。主要研究方向为资源昆虫培育与利用,主持国家自然科学基金项目、国家863计划子课题、农业科技成果转化、国家林业科技成果推广项目等。发表论文50多篇,其中第1作者或通讯作者20多篇,获得国家发明专利5项,实用新型专利1项,出版专著1部。

 

组织策划:萧宏律

主持:萧宏律

宣传稿:萧宏律

新闻稿:曾至昕

摄影:曾至昕

场地:曾至昕

 

牛津中国学联召开2015-2016年度工作总结暨换届选举大会

牛津中国学联6月18日讯 牛津中国学联于2016年6月18日在牛津大学 Said Business School 召开了2015-2016年度工作总结暨换届选举大会,会议通过了2015-2016届牛津中国学联主席李柱做的《2015-2016年度学联工作报告与总结》。会议以无记名投票方式,选举高雅琨为2016-2017届牛津中国学联主席,选举陶国炜、刘鑫、刘煜冬、曾至昕为2016-2017届牛津中国学联副主席。

大会现场
图 1 大会现场。

大会由2015-2016届牛津中国学联选举委员会主席沈青骥主持。
下午15时00分,沈青骥宣布大会开始。

大会第一部分,李柱主席代表2015-2016届牛津中国学联做工作报告以及财务报告。

李柱主席总结了本届牛津中国学联的工作,从本届学联的部门活动、章程制度建设等各个方面进行了全面回顾。2015-2016学年中,牛津中国学联成功举办新生舞会、猴年春晚、中国文化周等大型活动,精彩纷呈。新生舞会首次在牛津Town Hall举行,规模与档次均创历史新高。“津猴献瑞”牛津中国春节联欢晚会,给身在异乡的牛津学子们营造了温馨和谐的氛围,并向大家带来了春节的祝福。本届晚会成功登上中国央视新闻台,向国内的人们展现了牛津的学生学者们积极向上的精神风貌和祥和的大家庭氛围。单个学联,单台晚会登上央视,在英伦众多学联活动的历史上也尚属首次。2016年学联首次举办中国文化周活动,向牛津的外国学生展示了中国的传统文化,为中外文化交流提供了更好的平台。之后,李柱主席就学联年度的财务状况向大会进行报告,并对学联未来的工作寄予了更高的期望。最后,李柱主席对学联全体执委一年来的辛勤工作与无私奉献表示感谢,向所有理解、鼓励和支持学联工作的学生、学者表示诚挚的谢意。

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图 2 2015-2016届学联主席李柱在做学联工作报告。

大会第二部分,会议进行换届选举。

根据《2012年牛津中国学生学者联谊会章程》和《2012年牛津中国学生学者联谊会主席团产生及调整程序细则》,2016-2017届牛津中国学联主席进行选举,提名1人,应选1人。2016-2017届牛津中国学联副主席进行选举,提名4人,应选4人。

主席候选人高雅琨就新一届学联的工作计划,向执委大会发表了竞选演讲,并现场答辩。

高雅琨结合过去三年在学联担任的角色以及参与组织活动的经历总结了自己的收获与感悟,同时提出了学联新的一年的发展与设想:加强学联对外联系,提高学联品牌形象, 完善和丰富各项活动,创造更多发展机遇,最大程度的发挥学联服务于牛津地区学生学者平台的作用。

图三

图 3 主席候选人高雅琨在做竞选演讲。

之后,执委们开始投票。投票结束后,总监票人报告了发出和回收选票的情况,选举有效。经过计票,工作人员宣读计票结果。换届选举委员会宣布:

高雅琨当选为2016-2017届牛津中国学联主席。

接下来,副主席候选人曾至昕、陶国炜、刘鑫、刘煜冬依次就新一届学联的工作计划,向执委大会发表了竞选演讲,并现场答辩。

曾至昕在工作计划中提出在将来把学联平台从牛津学子和访学老师之间的联系拓展到二者与创业者、企业家之间的联系。陶国炜则提到了如何促进中英之间思想文化的互动,以及对学联获得的赞助资金合理使用的规划。刘鑫从自己在学联的经历出发,提出对学联文体活动的一些设想,希望给在牛津的学生学者带来更多的欢声笑语,让大家感受到家的温馨。而刘煜冬则对将来如何提高学联品牌建设提出了自己的看法以及初步的设想。

图4

图 4 从左到右依次为副主席候选人曾至昕、陶国炜、刘鑫、刘煜冬

之后,执委们开始投票。投票结束后,换届选举委员会报告了发出和回收选票的情况,选举有效。经过计票,工作人员宣读计票结果并宣布:

曾至昕、陶国炜、刘鑫、刘煜冬当选为2016-2017届牛津中国学联副主席。

选举结果公布后,全场响起长时间热烈的掌声。

热烈的掌声中,新当选的学联主席高雅琨向执委们鞠躬致意。任期届满的学联主席李柱与高雅琨亲切握手,并交接牛津中国学联公章。

图五

图 6 新当选主席高雅琨(左)与任期届满主席李柱(右)交接公章。

热烈的掌声中,新当选的学联副主席曾至昕、陶国炜、刘鑫、刘煜冬也向执委们鞠躬致意。

图七

图 7 2016-2017届牛津中国学联主席团成员。

部分往届牛津中国学联执委列席了大会。部分在牛津学习、工作的学生、学者旁听了大会。

图八

图 8 新老主席团成员与部分执委合影留念。

撰稿:陈成
摄影:邓永成

华文讲坛:智慧装备和生物3D打印

2015年11月16日 by Zhixin Zeng
本学年访问学者部品牌讲座“华文讲坛”第一讲于11月5日在牛津大学最著名、最古老的学院之一的Balliol College 的Lecture Room 23拉开序幕。Balliol College的校友遍及诸多领域,其中包括多位著名文学家、思想家、诺贝尔奖得主、多国的政界要人,被世人尊称为“现代经济学之父”的亚当·斯密就来自Balliol College。本期讲座嘉宾是来自浙江大学的访问学者张斌博士。

本期讲座张斌老师主要从两个领域为我们介绍现代前沿科技的发展,包括智能工程机械和皮肤生物3D打印技术。

在当前,智能这个理念得到了空前关注,越来越多的领域把设备智能化当做未来发展的规划。比较典型的代表就是张老师介绍的智能工程机械,取代人工进行实地勘探和施工。张老师把智能工程机械的组成分为三个部分:云端数据中心、远程操控端与移动用户端、和智能工程机械端。而这三个部分由移动互联网和卫星提供的导航与测量辅助来承载中间的通讯。其中,张老师把云端数据中心合理地分为三个环节:单机职能控制(包括环境建模分析、任务和轨迹规划)、集群智能化(含多机编队作业、任务的调度监控及统计)、大数据服务(提供系统通讯、运行健康的诊断与管理)。而在操控端,较少的人工就能完成对整个系统的任务监控与指派。通过整合来自云端的数据和操控端的指令,工程机械端可以智能地完成对环境的感知、自身工况的传感、自动作业的控制,具体的作业包括例如自主装载、自主导航和自主挖掘。

张老师进一步细化了工程机械端的智能化实现方案,即赋予机械四个主要功能:感知(环境视觉采集、运动和负载传感、系统工况传感等)、分析(数据处理、环境建模、故障诊断等)、决策(任务规划、轨迹规划、最优评估等)、控制(执行器自动控制、目标运动参数跟踪、远程监视与遥控)。

智能工程机械的研究仍然在继续,对现状的实时评估与发展方向的分析也非常重要。张老师从网络化、感知、分析、决策、控制五个方面阐述了目前的情况与前景。

智能工程机械的发展已经形成趋势,张老师告诉观众,通过使用智能化的工程机械,作业的精度与效率得到了极大的提升,同时节约了能源的消耗,完善的智能控制实现了减少对人工的依赖,而大数据的使用和集群控制的实现使得整个工程运作得更加条理与健康。

而作为从机械向生物领域延伸的皮肤生物3D打印技术也是本期讲座中的另一个重点。皮肤打印是以皮肤细胞(如成纤维细胞Fb、角质细胞KC等) 、生物活性因子、生物材料(如天然基质材料、人工合成材料和复合材料)为基本成形单元,按照皮肤结构功能、仿生形态学及细胞特定微环境等要求,利用皮肤打印机的逐层堆积制造能力,构建出具有生物活性的人工皮肤结构,并经过组织培养最终形成人工皮肤。张老师将整个皮肤打印和应用分为四个阶段:皮肤细胞的培养,细胞的打印,细胞的再培养与组织的形成,以及后期皮肤的移植、模型的检测和其他基础研究。

张老师为观众介绍了,皮肤打印技术的核心,也就是生物3D打印机的两个主要组成部分,即机电系统和喷头的设计。其中机电系统包含了运动控制(X,Y,Z 三轴控制)、气动供料、喷头温控、工作台温控等多个系统。而决定打印能否成功和打印质量的喷头设计尤为关键。张老师向我们展示了设计的适用于多材料打印的气动推进式压力喷头。独特的结构设计实现了分级输入压力、料筒组件和生物材料的双驱动、简化的传动系统和很好的灵活性与扩展性。张老师介绍了通过使用MATLAB 和 CFD进行的生物打印过程预测模型建立和仿真分析,让观众有了更加直接的了解。

张老师的皮肤打印项目提出一种“支架打印+细胞打印+气体养分植入”的一体化皮肤组织培养方式,其原理采用支架/细胞(或支架细胞混合)打印方式来构建皮肤组织结构,支架打印过程中采用静电纺丝修饰来提高支架的微观结构,便于细胞的依附生长。并在组织构建过程中植入养分和气体,控制其释放速度和时间来维持良好的组织形成环境,提高细胞的活性,促进细胞分化增殖和皮肤组织形成。

皮肤打印技术拥有广阔的应用前景,例如在对皮肤伤口扫描诊断之后,利用3D生物打印机可以直接在创面上打印细胞层,病人只需要几天的时间来休息和疗养,让生物打印的材料与成熟的活体组织充分融合,从而帮助伤口快速愈合,使病人避免因手术带来的痛苦。这项技术也被称作原位生物打印(situ bioprinting)。这就意味着原位生物打印能够在受伤现场(如战场、火灾现场、救护车等)进行皮肤辅助治疗,在最短时间内及时完成治疗工作,挽救生命。

主持人简介
张斌
博士, 副研究员
Ph.D., Associate Researcher
浙江大学 机械工程学系
浙江大学 机械电子控制工程研究所
浙江大学 流体动力与机电系统国家重点实验室
研究方向:皮肤生物3D打印,流体传动与控制,智能工程机械。
主要科研经历与学术成果:承担7项国家级课题和6项企业课题,总经费超2000万;发表论文35篇;申请发明专利25项,授权15项。

组织策划:曾至昕
主持:石怡霖
宣传稿:曾至昕
新闻稿:曾至昕
摄影:高远
场地:曾至昕
场务:萧宏律、张昊之

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

 

 

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。