2019年12月6日，牛津大學(xué)公布了2020年本科入學(xué)的面試樣題，希望給即將參加2020本科入學(xué)面試的同學(xué)們提供一些參考。這對即將要參加牛津大學(xué)面試的學(xué)生來說，無疑是一個好消息，對于要參加其他大學(xué)面試的學(xué)生來說，也是一個模擬練習(xí)的機(jī)會。畢竟作為英國高校的標(biāo)桿，牛津大學(xué)的入學(xué)面試題目，多少都會有一些導(dǎo)向性。

 

 

由于專業(yè)選擇的差異，大多數(shù)即將參加牛津大學(xué)面試的學(xué)生，會經(jīng)歷2場，而整個面試期間，學(xué)生可以免費住在牛津的各學(xué)院。

牛津大學(xué)學(xué)院導(dǎo)師、認(rèn)知神經(jīng)科學(xué)Nick Yeung教授表示“每場面試，我希望達(dá)到這樣的程度，即面試者不能馬上知道答案。因為我們非常想看到的一方面是，學(xué)生不知道答案的情況下如何思考。當(dāng)然了，我們導(dǎo)師也準(zhǔn)備好了給他們提示，不希望看到任何人只是坐著幾分鐘，面試中我們會做的事情之一是給學(xué)生空間和時間來思考，如果學(xué)生坐在那有點困惑，我們可能會讓他說出自己的思考過程，第一個想法是什么，然后順著這一點往下推。”

所以，不要期望面試問題會有“標(biāo)準(zhǔn)參考答案”，所謂的“標(biāo)準(zhǔn)答案”，也未必是面試官所期望的結(jié)果。你的回答，一定要做到“有思考、有思想、有邏輯”。

話不多說，我們一起先來看看這幾個樣題：
 

地球科學(xué)
 

Subject: Earth Sciences(地球科學(xué))

Interviewer: Professor David Pyle, Professor of Earth Sciences, Geodesy, Tectonics, Volcanology and Related Hazards

Question: Present the candidate with a rock specimen and ask them to describe the rock and what they are seeing

Response: Quite a few of my colleagues may bring a rock specimen in with them for an 'observe, describe and infer' style of question. The rock may well have some particular feature - in the way it appears, or the materials it is made from - that the interviewer will start with. The questions will start along the lines of … here's a rock; spend a few moments looking at this sample, and handling it. Can you tell me what you can see - I don't want to know what it is, I'd like you to describe what the rock look like, or appears to be made of. Can you see particles? or crystals? What does it look like to you? Use any sorts of descriptive words that you are familiar with. We make no assumptions at all about whether the candidates have looked at rock before, or not.

The focus at the start is to make careful observations, keeping these separate from any pre-conceived or instant interpretation that the candidate might want to jump to. These observations form the evidence for how the rock may have formed; and, ultimately, for what we might call the rock.

We'll then pick up on the observations, and lead the questions so that the discussion moves on to thinking out loud about what physical or chemical processes might have helped to create that particular feature of the rock: why are the grains round? Did they start off that shape, or have they been moved around? What sort of place on earth today can you think of where you might find grains that look like this? Why do you think that the rock is red? What elements or compounds are you familiar with that have a red colour? And so on. The way to approach these sorts of problems is to listen to the questions, and to take your time thinking out loud as you work through the task. This isn't a pop quiz, or an exercise in knowing stuff; it is an exercise in seeing how you can gather evidence objectively, and then to use that information to build up some simple ideas about how the sample might have formed.

PPE
 

Subject: Politics, Philosophy and Economics(政治、哲學(xué)與經(jīng)濟(jì)學(xué))

Interviewer: Dr Matthew Williams, Academic and Career Development Fellow, Jesus College

Question: Is war the opposite of politics?

Response: It is common for interview questions in politics to tacitly (or in this case explicitly) ask — what is politics? This is a tough question, but an important one for the discipline. Good responses will break down the question, interpreting what is understood by ‘war’, ‘politics’ and ‘opposite’. The interviewer will look for the candidate to offer an argument in response to the question, and explain how they have interpreted the question.

In common usage, ‘politics’ can include ‘war’, not be opposed to it. So the ambition is to encourage students to think outside the box, and imagine an interpretation of politics that could even be considered to be positive and optimistic — politics as the avoidance of conflict. The best responses will notice that terms like ‘war’ can mean physical acts of violence, but could also include cyber warfare, or financial piracy. And, politics could be considered at the level of states and all the way down to the level of families. Hence the stark differentiation of war and politics may not be very useful to our understanding of these terms.

The further the interview goes, the more we will talk abstractly about the use of concepts. At root, the question asks about the validity of posing binary opposites to understand concepts like politics. Does this polarising use of language (x is the opposite of y) illuminate or obscure the reality? This might be a question to end the interview on.

心理學(xué)
 

Subject: Psychology(心理學(xué))

Interviewer: Professor Nick Yeung, Professor of Cognitive Neuro-Science and Tutorial Fellow at University College

Question: What is the significance of the brain’s ‘face area’, and it being stimulated when people see and recognise faces?

Response: Facial recognition is a skill that is very useful and we mostly take for granted. By asking this, we are looking for the candidate to think critically about experimental design, and what we can learn from the results. For example, does the experiment have a clear hypothesis and predictions? Is it well designed to test these? Are the methods used appropriate? Does the experiment have necessary control conditions?

As well as thinking critically, we're also looking for the candidate to think creatively, for example about how the experiment could be improved and what the results of such an experiment might tell us about how people think and how the brain works: What does it mean to "recognise" a face? What cognitive processes are involved? What might be special (or not special) about faces? Why might there be a brain area devoted to face recognition?

Subject代表面試專業(yè)；Interviewer代表面試的導(dǎo)師；Question是面試問題；Response是導(dǎo)師給出的提問方式和答題思路。
 

ref : http://www.ox.ac.uk/news/2019-12-06-oxford-interviews-explained
 

綜上，希望能對各位的本科申請帶來幫助。還需了解更多出國留學(xué)資訊，歡迎隨時和威久留學(xué)專家聯(lián)系。祝各位申請順利。