英文文献阅读ppt课件.ppt

浅析英文文献阅读方法,1,英文文献的特点,研究内容具有前瞻性研究方法具有严谨性多学科交叉水平高,2,阅读英文文献的基本要求,词汇post-secondaryprimaryeducationelementaryeducationSecondaryeducation(middleschooljuniorseniorhighschool)Post-secondaryeducationhighereducation语法(S+V+O)背景知识,3,阅读英文文献的基本方法（十问）,4,5,6,7,阅读英文文献的结构,标题摘要、关键字引言分析与讨论结语（结论）参考文献,8,阅读英文文献的方法通过标题把握文章主题及研究方向,TransnationalHigherEducationinChina:towardsacriticalculturalistresearchagendaBuildingastudentloanschemeinChina：FivelessonsfromtheUSstudentloansystemOrganizationalCultureinHigherEducation：DefiningtheEssentials,9,阅读英文文献的方法通过摘要获取文章大意,TheUSiswellknownforitsrelianceonhavingmanyofitsstudentspayingformostorsometimesthefullcostsofenrollmentinhighereducationinstitutions,bothpublicandprivate.Thecomplexityofthisstudentcontributionschemeisoftenlostonforeignobservers,manywhofocusonseeminglyinsurmountablyhighstudentdebtlevels.However,therearepotentiallessonsregardinghowtheUShasapproachedstudentfinancialaidovertime.IntheUS,thestudentloanmarketof$460billionandastudentloanhistorystretchingoverdecadesisaccompaniedbyexpertiseinlendingfacilitiestohelpstudentspayforthecostsoftheirdegrees.Asinanypolicy,thisexpertisewasoftenaccumulatedthrough“trialanderror,”andshapedbyanAmericanculturalgenerallymoreacceptingofpersonaldebtthaninotherpartsoftheworld.AtimelypictureoftheUSstudentloanschemeisbeneficialtoChinaasitisexpandingitsstudentloanscheme.TheUSmovedfromlargelyalowtuitionandstudentgrantschemeprevalentinthe1960s,toalargelygovernmentandprivatesectorloanprogrambythe1980s.Howhasthissystemworked?Whatpolicyadventsandexperimentsmighthelpinformpolicymakingintheareaoffinancialaid?Thispaperdoesnotaimtopromoteperfunctorypolicyemulation.Althoughrecentlegislativechangeshavebroughtnecessarysimplifications,theopacityoftheUSstudentloanschemestillmakesitdifficultforstudentstochoosethemostcostefficientwaytoinvestintheireducation.Instead,thispaperpresentsfivekeylessonsfromtheUSstudentloansystemtoinformthedesignofagenericstudentloansystem.BuildingastudentloanschemeinChina：FivelessonsfromtheUSstudentloansystem,10,阅读英文文献的方法通过引言获取文章大意,WithChinabeingnowthelargestsourcecountryforinternationalymobilestudents,transnationalhighereducationisalsophenomenalontheChinesesoil.ByApril2011,thereare579licensed(bytheMinistryofEducation)TNHEprogramsorinstitutionsatbachelorsdegreeleveloraboveinChina,operatedjointlybetweenChineseuniversitiesandtheirforeignpartners(MOE,15April2011).Therecouldbeevenmoreatsub-degreelevel,whicharesubjecttoapprovalbylocaleducationauthoritiesandbecomehardtotracedown.Theycomeinevitablywithmanyconcomitantissuesandchallenges,which,inturn,havestirredanincreasingresearchinterest.Theresearchsofar,however,focusesonaspectsofpoliciesorpolicychangesofChinesegovernmentandoperationalissuesattheinstitutionallevel.TherearefewattemptstoquestionorchallengewhythesetransnationalhighereducationactivitiesarehappeningonChinesesoil.,whethertheybringinwhatisneededbyChinesesocietyandhighereducation,andhowtheymaycontributetotheprogressofChinesesystem.Putinanotherway,thecurrentresearchseemstohaveproclaimedthedoominantTNHEpatternsandpracticesarefineandthusthefocusshouldbeplacedontheirimprovements.ThispaperattemptstofilloutthisgapbysuggestingacriticalculturalistresearchagendaontransnationalhighereducationinChina,andcitesuchperspectivesasneo-liberalism,post-colonialismandtheculturalistapproachaspotentialtheoreticaltoolsthatunderpinsucharesearchagenda.TransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda,11,摘要与引言阅读技巧,掌握摘要与引言的特点（精炼、概括性）把握摘要与引言部分的逻辑结构着重阅读摘要和引言部分的总结性话语,12,阅读英文文献的方法分析与研究正文部分解读作者观点,英文文献正文部分分析与讨论的特点：框架清晰明了，逻辑结构严谨各个部分相对而言较为独立各个部分基本采用“总分”的论述结构数据及例证翔实研究方法严谨,13,TransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda,IntroductionTheContext,CharacteristicsandTrendsofTNHEinChinaTheParadoxesArisingfromProliferationofTNHEEstablishmentsinChinaTheArisingConflictofInterestsbehindtheSceneTowardsaCriticalCulturalistResearchAgendaConcludingThoughts,14,正文分析与研究部分阅读技巧,通过每一部分的小标题掌握该部分的主旨大意快速浏览把握分析讨论的数据和例证针对质量较高的文献作具体分析掌握“分合”的分析方法,15,阅读英文文献的方法通过阅读结尾部分明确作者观点与获取研究信息,英文文献结尾特征：高度概括和总结文章主旨大意，重申作者观点提出对研究对象的进一步思考,16,BuildingastudentloanschemeinChina：FivelessonsfromtheUSstudentloansystem,ConclusionThe2010federallegislationledtomajorchangesintheUS.Itendedtheroleofprivatelendersasintermediaries.Butstudentloansourcesremaindiverse.Federalloansareintendedlargelyforlowandlower-middleincomestudents.Privatebanksofferarangeofcommercialloansforotherstudentsandtheirfamiliesarolethathasincreasedatthesametimeasthecostoftuitioninbothprivateandpublicuniversitiesandcolleges.AndasmanyAmericanfamilieshavegenerallybeenmoreinclinedtotakeondebtforagreatvarietyofcosts,althoughattheendoftheprocess,studentshavetorepaytheaccumulateddebt.（总结分析美国学生贷款制度）,17,BuildingastudentloanschemeinChina：FivelessonsfromtheUSstudentloansystem,ThisbriefpreliminarysummaryofthecomplexevolutionoftheUSstudentloansystemoffersfivelessonstoinformthedesignofastudentloanscheme.Thesefivelessonsincluded:1-Preferringauniquepubliclymanagedschemesetupatthestartoflendingactivitiesoverincrementalstreamliningfromavarietyofpublicandprivateloans.TheUSfederalgovernmenthadtofightdeeplyentrenchedinterestsandittookamajoreconomicrecessiontobeabletoreformacostlyandcomplexsystemofstudentloans.2-Limitingtheintermediariesinvolved.Theseintermediariesneedtobepaidvariousfeesandincreasethenumberofadministrativestepsbeforetheloanreachesstudents.3-Controllingtherisksassociatedwiththe(necessary)involvementofthefinancialmarketbymanagingthedebtthroughgovernmentbondissuanceinsteadofguaranteedasset-backedsecurities4-Facilitatingstudentsaccesstoinformation.5Finally,anticipatingunintendedconsequenceswhichwilltaketheformofareductionofresourcesavailabletohighereducationatotherlevelsofgovernance.（总结文章主要观点五点启示）,18,BuildingastudentloanschemeinChina：FivelessonsfromtheUSstudentloansystem,TheselessonsareapplicabletotheChinesestudentloanscheme.ThederegulationofhighereducationandcouplingofanincreaseinfeeswithhigherloanswillleadChinatofacevarioussimilarissuestotheUS,includingconsideringstreamliningloanstructures,combiningchangingculturaldebtaversiontomaintainingsocialequity,aswellasfindingwaystomanagedebtandpotentiallyrelyingonfinancialmarkets.ThecapacityoftheChinesegovernmenttotakeupthesechallengesdependsonvariousfactors,includingthewillingnessofnationallyimplantedactorstoadapttoashiftawayfromcentrallyprovidedhighereducationtoahighercostsharingwithstudentsthroughloans,culturalfactorssuchasattitudestowardriskaswellasthesocialpurposethatgovernmentsseektoachievebysettingupsuchscheme.（分析中国情况,再一次点明文章主旨）,19,TransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda,ConcludingThoughtsWithapplicationofthesetheoreticaltools,researchontransnationalhighereducationinChinamayneedandbeabletoexploremorefundamental、questionsthatbearfar-reachingsignificanceandimpact,ratherthanrelativelyshort-rangepolicyandoperationalissues.Inotherwords,acriticalresearchagendaneedstobedevelopedtodigdeepintothedriversandfactorsbehindthesceneofoperationalpatterns,andlookintothepossiblityofdifferentorientations.Includedonthisagendashouldbequestionslikethefollowing:（提出问题提供信息）,20,TransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda,-WhatareChinasevolvingeducationalneedsforthesakeofnationalcapacitybuilding?InwhatsensecanTNHEeffectivelyhelptomeettheneeds.-Towhatextentshouldtheeducationalneedsfornationalcapacitybuildingbemetbylocalinstitutionsandbyforeignproviders?-InthecurrentcircumstanceofChinesehighereducation(wherethemovetoamsssystemisrecentlyaccomplished,whichis,however,hierarchicallydifferntiated),whatformorcombinationofformsofforeignprovision(e.g.,franchising,twinning,offshorecampus)wouldsuitChinasneedsbetterorbest?-HavethemajorprovidercountriesdevelopedexplicitanddifferentpoliciesandpatternsforexecutingTNHEactiviesinChina?Ifso,arethereanydifferencesamongthosecountries?Arethereanywaysinwhichtheirpoliciesandpatternsarelinkedtotheirpreviousaid-basededucationalcollaborationswithChinaopeneditsdoortotheoutsideworldinthelate1970sorevenearlier?-Arethereanycomplementarystrengths/interestsandsynergiesbetweentheChinesesystemandtheprovidersystem?Ifyes,howaretheSynergiesevolvedovertheyears?-HowcanTNHEhelpdevelopcross-borderresearchcollaborationsthatfacilitateknowledgetransferandexpansionofChinasintellectualandtechnologicalcapacity?-InwhatsensecantheTNHEarrangementscanbeused,andeffectively,asChinasplatformforbraingaincirculation?-InwhatsensecantheTNHEarrangementshelpchanneltheChineseideasandthoughtstotheworldcommunity?,21,TransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda,Thisiscertainlynotanexhaustivelist,butonlyserveasastart.ThetheoreticalperspectivescitedabovemayhelpopenupawiderspectrumofresearchtopicspertainingtoTNHEphenomenainChina,andtakethediscussionandanalysistoanewdepth.Relatedtothispoints,anotheroneisthattheTNHEresearchshouldnotbelimitedtothedomainofeducationalstudies(inparticularpolicystudiesineducation).Rather,itshouldbeopenedupasaninterdisciplianryarea,involvingnotonlyeducationresearchersbutalsothosefromavarietyofrelevantfieldssuchasglobalizaitonstudies,politicalscience,economics,sinology,culturalstudies,history,phiosophy,anthropology,andsiciology.TheproposedcriticalculturalistresearchagendaandinterdisiciplinaryapproachmaypromisethepossibilityofinvestigatingeachandeveryfacetorlayersofTNHEphenomenainChinabeingitpoliticaloreconomical,culturalorhistoricalandtheopportunityofi