英文文獻閱讀ppt課件(PPT 24頁)

1、淺析英文文獻閱讀方法 1第1頁，共24頁。英文文獻的特點研究內(nèi)容具有前瞻性研究方法具有嚴謹性多學科交叉水平高2第2頁，共24頁。閱讀英文文獻的基本要求詞匯 post-secondaryprimary education elementary educationSecondary education (middle school junior senior high school)Post-secondary education higher education 語法(S+V+O)背景知識3第3頁，共24頁。閱讀英文文獻的基本方法（十問）1.論文主要解決的問題是什么2.這個問題重要嗎？為什么？（

2、我為什么要讀這篇文獻？是否有人做過？自己會怎么設(shè)計方法來解決？）Introduction（引言）3.A通過圖表，你會得到什么結(jié)論？ B圖表說明什么問題？能否說明該問 題？自己要得到這張圖會用什么方 法？作者用的是什么方法？ C你能夠重新畫出這張圖，用自己的 語言表達嗎？Picture（圖片）4第4頁，共24頁。4.A作者采用什么方法來解決這個問題？ 假設(shè)是什么？理論依據(jù)是什么？這些方 法是否符合論證命題的需要？ B通過這個方法，你覺得大概能得到 怎樣的結(jié)果？ C是否有能得到更好結(jié)果的方法或更 簡單的方法？Abstract（摘要）Conclusion（結(jié)論）5.A這些設(shè)計能否滿足需要？這種方法是

3、 否存在缺陷？ B這些實驗是如何組織起來的？每項實 驗都有什么意義？ C 如果是我得到這樣的結(jié)果，我會得到 什么結(jié)論？Abstract（摘要）Conclusion（結(jié)論）5第5頁，共24頁。6.A 文章的結(jié)論是什么？和你想的差 異在哪里？ B結(jié)論可靠性如何？對原來的結(jié)論有 什么支持或變化？你如何評價？conclusion7.A試驗結(jié)果是否支持文章的結(jié)論？問 題、設(shè)計、方法和討論的邏輯關(guān)系 是什么，作者是如何達到目的的？ B還有哪些問題沒有得出結(jié)論？為什 么不確定？我能否進一步確定？ C文章是如何描述結(jié)果、如何解析圖 表趨勢，論據(jù)如何組合，如何表達 自己的觀點？ 比較結(jié)果和結(jié)論 6第6頁，共24

4、頁。8.和同類文獻，有什么共同點和不 同點？比較同類文獻回答9.和以前的文獻，作者思路上有什 么變化，下一步是什么？我能否 有進一步改進或者加入？比較以前的文獻10.別人還有哪些地方?jīng)]做？要是我 接著此方向繼續(xù)做，哪些是在我 所在工作條件下可以做到的，哪 些必須要做，哪些別人肯定比我 做得更好更快？總結(jié)7第7頁，共24頁。閱讀英文文獻的結(jié)構(gòu)標題摘要、關(guān)鍵字引言分析與討論結(jié)語（結(jié)論）參考文獻8第8頁，共24頁。閱讀英文文獻的方法 通過標題把握文章主題及研究方向Transnational Higher Education in China: towards a critical culturali

5、st research agendaBuilding a student loan scheme in China： Five lessons from the US student loan system Organizational Culture in Higher Education：Defining the Essentials9第9頁，共24頁。閱讀英文文獻的方法 通過摘要獲取文章大意The US is well known for its reliance on having many of its students paying for most or sometimes th

6、e full costs of enrollment in higher education institutions, both public and private. The complexity of this student contribution scheme is often lost on foreign observers, many who focus on seemingly insurmountably high student debt levels. However, there are potential lessons regarding how the US

7、has approached student financial aid over time. In the US, the student loan market of $460 billion and a student loan history stretching over decades is accompanied by expertise in lending facilities to help students pay for the costs of their degrees. As in any policy, this expertise was often accu

8、mulated through “trial and error,” and shaped by an American cultural generally more accepting of personal debt than in other parts of the world. A timely picture of the US student loan scheme is beneficial to China as it is expanding its student loan scheme. The US moved from largely a low tuition

9、and student grant scheme prevalent in the 1960s, to a largely government and private sector loan program by the 1980s. How has this system worked? What policy advents and experiments might help in form policymaking in the area of financial aid? This paper does not aim to promote perfunctory policy e

10、mulation. Although recent legislative changes have brought necessary simplifications, the opacity of the US student loan scheme still makes it difficult for students to choose the most cost efficient way to invest in their education. Instead, this paper presents five key lessons from the US student

11、loan system to inform the design of a generic student loan system. Building a student loan scheme in China： Five lessons from the US student loan system 10第10頁，共24頁。閱讀英文文獻的方法 通過引言獲取文章大意With China being now the largest source country for internationaly mobile students, transnationalhigher education i

12、s also phenomenal on the Chinese soil. By April 2011, there are 579 licensed(bythe Ministry of Education) TNHE programs or institutions at bachelors degree level or above inChina, operated jointly between Chinese universities and their foreign partners (MOE, 15 April2011). There could be even more a

13、t sub-degree level, which are subject to approval by localeducation authorities and become hard to trace down. They come inevitably with manyconcomitant issues and challenges, which, in turn, have stirred an increasing research interest. Theresearch so far, however, focuses on aspects of policies or

14、 policy changes of Chinese governmentand operational issues at the institutional level. There are few attempts to question or challenge why these transnational higher education activities are happening on Chinese soil., whether theybring in what is needed by Chinese society and higher education, and

15、 how they may contribute tothe progress of Chinese system. Put in another way, the current research seems to have proclaimedthe doominant TNHE patterns and practices are fine and thus the focus should be placed on their improvements. This paper attempts to fill out this gap by suggesting a critical

16、culturalist research agenda on transnational higher education in China, and cite such perspectives as neo-liberalism, post-colonialism and the culturalist approach as potential theoretical tools that underpin such aresearch agenda. Transnational Higher Education in China: towards a critical cultural

17、ist research agenda11第11頁，共24頁。摘要與引言閱讀技巧掌握摘要與引言的特點（精煉、概括性）把握摘要與引言部分的邏輯結(jié)構(gòu)著重閱讀摘要和引言部分的總結(jié)性話語12第12頁，共24頁。閱讀英文文獻的方法 分析與研究正文部分解讀作者觀點英文文獻正文部分分析與討論的特點：框架清晰明了，邏輯結(jié)構(gòu)嚴謹各個部分相對而言較為獨立各個部分基本采用“總分”的論述結(jié)構(gòu)數(shù)據(jù)及例證翔實研究方法嚴謹13第13頁，共24頁。Transnational Higher Education in China: towards a critical culturalist research agendaInt

18、roductionThe Context, Characteristics and Trends of TNHE in ChinaThe Paradoxes Arising from Proliferation of TNHE Establishments in ChinaThe Arising Conflict of Interests behind the SceneTowards a Critical Culturalist Research Agenda Concluding Thoughts14第14頁，共24頁。正文分析與研究部分閱讀技巧通過每一部分的小標題掌握該部分的主旨大意快速

19、瀏覽把握分析討論的數(shù)據(jù)和例證針對質(zhì)量較高的文獻作具體分析掌握“分合”的分析方法15第15頁，共24頁。閱讀英文文獻的方法 通過閱讀結(jié)尾部分明確作者觀點與獲取研究信息英文文獻結(jié)尾特征：高度概括和總結(jié)文章主旨大意，重申作者觀點提出對研究對象的進一步思考16第16頁，共24頁。Building a student loan scheme in China： Five lessons from the US student loan system ConclusionThe 2010 federal legislation led to major changes in the US. It ende

20、d the role of private lenders as intermediaries. But student loan sources remain diverse. Federal loans are intended largely for low and lower-middle income students. Private banks offer a range of commercial loans for other students and their families a role that has increased at the same time as t

21、he cost of tuition in both private and public universities and colleges. And as many American families have generally been more inclined to take on debt for a great variety of costs, although at the end of the process, students have to repay the accumulated debt.（總結(jié)分析美國學生貸款制度）17第17頁，共24頁。Building a

22、student loan scheme in China： Five lessons from the US student loan systemThis brief preliminary summary of the complex evolution of the US student loan system offers five lessons to inform the design of a student loan scheme. These five lessons included:1 - Preferring a unique publicly managed sche

23、me set up at the start of lending activities over incremental streamlining from a variety of public and private loans. The US federal government had to fight deeply entrenched interests and it took a major economic recession to be able to reform a costly and complex system of student loans.2 - Limit

24、ing the intermediaries involved. These intermediaries need to be paid various fees and increase the number of administrative steps before the loan reaches students.3 - Controlling the risks associated with the (necessary) involvement of the financial market by managing the debt through government bo

25、nd issuance instead of guaranteed asset-backed securities4 - Facilitating students access to information.5 Finally, anticipating unintended consequences which will take the form of a reduction of resources available to higher education at other levels of governance.（總結(jié)文章主要觀點五點啟示）18第18頁，共24頁。Building

26、 a student loan scheme in China： Five lessons from the US student loan systemThese lessons are applicable to the Chinese student loan scheme. The deregulation of higher education and coupling of an increase in fees with higher loans will lead China to face various similar issues to the US, including

27、 considering streamlining loan structures, combining changing cultural debt aversion to maintaining social equity, as well as finding ways to manage debt and potentially relying on financial markets.The capacity of the Chinese government to take up these challenges depends on various factors, includ

28、ing the willingness of nationally implanted actors to adapt to a shift away from centrally provided higher education to a higher cost sharing with students through loans, cultural factors such as attitudes toward risk as well as the social purpose that governments seek to achieve by setting up such

29、scheme.（分析中國情況,再一次點明文章主旨）19第19頁，共24頁。Transnational Higher Education in China: towards a critical culturalist research agendaConcluding ThoughtsWith application of these theoretical tools, research on transnational higher education in China may need and be able to explore more fundamental 、questions

30、that bear far-reaching significance and impact, rather than relatively short-range policy and operational issues. In other words, a critical research agenda needs to be developed to dig deep into the drivers and factors behind the scene of operational patterns, and look into the possiblity of differ

31、ent orientations. Included on this agenda should be questions like the following: （提出問題提供信息）20第20頁，共24頁。Transnational Higher Education in China: towards a critical culturalist research agenda-What are Chinas evolving educational needs for the sake of national capacity building? In what sense can TNH

32、E effectively help to meet the needs.-To what extent should the educational needs for national capacity building be met by local institutions and by foreign providers?-In the current circumstance of Chinese higher education (where the move to a mss system is recently accomplished, which is, however,

33、 hierarchically differntiated), what form or combination of forms of foreign provision (e.g., franchising, twinning, offshore campus) would suit Chinas needs better or best?-Have the major provider countries developed explicit and different policies and patterns for executing TNHE activies in China?

34、 If so, are there any differences among those countries? Are there any ways in which their policies and patterns are linked to their previous aid-based educational collaborations with China opened its door to the outside world in the late 1970s or even earlier?-Are there any complementary strengths/

35、interests and synergies between the Chinese system and the provider system? If yes, how are the Synergies evolved over the years?-How can TNHE help develop cross-border research collaborations that facilitate knowledge transfer and expansion of Chinas intellectual and technological capacity?-In what

36、 sense can the TNHE arrangements can be used, and effectively, as Chinas platform for brain gain circulation?-In what sense can the TNHE arrangements help channel the Chinese ideas and thoughts to the world community?21第21頁，共24頁。Transnational Higher Education in China: towards a critical culturalist

37、 research agendaThis is certainly not an exhaustive list, but only serve as a start. The theoretical perspectives cited above may help open up a wider spectrum of research topics pertaining to TNHE phenomena in China, and take the discussion and analysis to a new depth. Related to this points, anoth

38、er one is that the TNHE research should not be limited to the domain of educational studies (in particular policy studies in education). Rather, it should be opened up as an interdisciplianry area, involving not only education researchers but also those from a variety of relevant fields such as globalizaiton studies, political science, economics, sinology, cultural studies, history, phiosophy, anthropology, and siciology. The proposed critical culturalist research agenda and interdisiciplinary approach may promise the possibility of investigating each and every facet or layers of T