英文文献阅读ppt课件.ppt

1、浅析英文文献阅读方法浅析英文文献阅读方法 1英文文献的特点n研究内容具有前瞻性n研究方法具有严谨性n多学科交叉水平高2阅读英文文献的基本要求n词汇词汇 post-secondaryprimary education elementary educationSecondary education (middle school junior senior high school)Post-secondary education higher education n语法语法(S+V+O)n背景知识背景知识3阅读英文文献的基本方法（十问）1.论文主要解决的问题是什么2.这个问题重要吗？为什么？（我为什

2、么要读这篇文献？是否有人做过？自己会怎么设计方法来解决？）Introduction（引言）3.A通过图表，你会得到什么结论？ B图表说明什么问题？能否说明该问 题？自己要得到这张图会用什么方 法？作者用的是什么方法？ C你能够重新画出这张图，用自己的 语言表达吗？Picture（图片）44.A作者采用什么方法来解决这个问题？ 假设是什么？理论依据是什么？这些方 法是否符合论证命题的需要？ B通过这个方法，你觉得大概能得到 怎样的结果？ C是否有能得到更好结果的方法或更 简单的方法？Abstract（摘要）Conclusion（结论）5.A这些设计能否满足需要？这种方法是 否存在缺陷？ B这些实

3、验是如何组织起来的？每项实 验都有什么意义？ C 如果是我得到这样的结果，我会得到 什么结论？Abstract（摘要）Conclusion（结论）56.A 文章的结论是什么？和你想的差 异在哪里？ B结论可靠性如何？对原来的结论有 什么支持或变化？你如何评价？conclusion7.A试验结果是否支持文章的结论？问 题、设计、方法和讨论的逻辑关系 是什么，作者是如何达到目的的？ B还有哪些问题没有得出结论？为什 么不确定？我能否进一步确定？ C文章是如何描述结果、如何解析图 表趋势，论据如何组合，如何表达 自己的观点？ 比较结果和结论 68.和同类文献，有什么共同点和不 同点？比较同类文献回答

4、9.和以前的文献，作者思路上有什 么变化，下一步是什么？我能否 有进一步改进或者加入？比较以前的文献10.别人还有哪些地方没做？要是我 接着此方向继续做，哪些是在我 所在工作条件下可以做到的，哪 些必须要做，哪些别人肯定比我 做得更好更快？总结7阅读英文文献的结构n标题n摘要、关键字n引言n分析与讨论n结语（结论）n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nTransnational Higher Education in China: towards a critical culturalist research agendanBuilding a student loa

5、n scheme in China： Five lessons from the US student loan system nOrganizational Culture in Higher Education：Defining the Essentials9阅读英文文献的方法 通过摘要获取文章大意nThe US is well known for its reliance on having many of its students paying for most or sometimes the full costs of enrollment in higher education

6、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. nHowever, there are potential lessons regarding how the US has approached student financial aid over time

7、. 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 accumulated through “trial and error,” and shaped

8、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 and student grant scheme prevalent in the 1960

9、s, 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? nThis paper does not aim to promote perfunctory policy emulation. Although recent legislative changes

10、 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 loan system to inform the design of a generic

11、 student loan system. Building a student loan scheme in China： Five lessons from the US student loan system 10阅读英文文献的方法 通过引言获取文章大意With China being now the largest source country for internationaly mobile students, transnationalhigher education is also phenomenal on the Chinese soil. By April 2011, t

12、here 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 at sub-degree level, which are subject to approval by lo

13、caleducation 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 policy changes of Chinese governmentand operational is

14、sues 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 how they may contribute tothe progress of Chinese syst

15、em. 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 culturalist research agenda on transnational higher edu

16、cation 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 culturalist research agenda11摘要与引言阅读技巧n掌握摘要与引言的特点（精炼、概括性）n把握摘要与

17、引言部分的逻辑结构n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：n框架清晰明了，逻辑结构严谨n各个部分相对而言较为独立n各个部分基本采用“总分”的论述结构n数据及例证翔实n研究方法严谨13Transnational Higher Education in China: towards a critical culturalist research agendanIntroductionnThe Context, Characteristics and Trends of TNHE in ChinanThe Parad

18、oxes Arising from Proliferation of TNHE Establishments in ChinanThe Arising Conflict of Interests behind the ScenenTowards a Critical Culturalist Research Agenda nConcluding Thoughts14正文分析与研究部分阅读技巧n通过每一部分的小标题掌握该部分的主旨大意n快速浏览把握分析讨论的数据和例证n针对质量较高的文献作具体分析n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

19、尾特征：n高度概括和总结文章主旨大意，重申作者观点n提出对研究对象的进一步思考16Building 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 ended the role of private lenders as intermediaries. But student loan sources remain diverse. Feder

20、al 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 the cost of tuition in both private and public universities and colleges. And as many American f

21、amilies 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.（总结分析美国学生贷款制度）17Building a student loan scheme in China： Five lessons from the US student loan systemnThis brief preliminary summary

22、 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:n1 - Preferring a unique publicly managed scheme set up at the start of lending activities over incremental streamlining from a variety of public and

23、 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.n2 - Limiting the intermediaries involved. These intermediaries need to be paid various fees and increase the nu

24、mber of administrative steps before the loan reaches students.n3 - Controlling the risks associated with the (necessary) involvement of the financial market by managing the debt through government bond issuance instead of guaranteed asset-backed securitiesn4 - Facilitating students access to informa

25、tion.n5 Finally, anticipating unintended consequences which will take the form of a reduction of resources available to higher education at other levels of governance.（总结文章主要观点五点启示）18Building a student loan scheme in China： Five lessons from the US student loan systemThese lessons are applicable to

26、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 considering streamlining loan structures, combining changing cultural debt aversion to maintaining social eq

27、uity, 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, including the willingness of nationally implanted actors to adapt to a shift away from centrally provided higher ed

28、ucation 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 scheme.（分析中国情况,再一次点明文章主旨）19Transnational Higher Education in China: towards a critical culturalist research a

29、gendaConcluding ThoughtsWith application of these theoretical tools, research on transnational higher education in China may need and be able to explore more fundamental 、questions that bear far-reaching significance and impact, rather than relatively short-range policy and operational issues. In ot

30、her 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 different orientations. Included on this agenda should be questions like the following: （提出问题提供信息）20Transnational Higher Educ

31、ation in China: towards a critical culturalist research agendan-What are Chinas evolving educational needs for the sake of national capacity building? In what sense can TNHE effectively help to meet the needs.n-To what extent should the educational needs for national capacity building be met by loca

32、l institutions and by foreign providers?n-In the current circumstance of Chinese higher education (where the move to a mss system is recently accomplished, which is, however, hierarchically differntiated), what form or combination of forms of foreign provision (e.g., franchising, twinning, offshore

33、campus) would suit Chinas needs better or best?n-Have the major provider countries developed explicit and different policies and patterns for executing TNHE activies in China? If so, are there any differences among those countries? Are there any ways in which their policies and patterns are linked t

34、o their previous aid-based educational collaborations with China opened its door to the outside world in the late 1970s or even earlier?n-Are there any complementary strengths/interests and synergies between the Chinese system and the provider system? If yes, how are the Synergies evolved over the y

35、ears?n-How can TNHE help develop cross-border research collaborations that facilitate knowledge transfer and expansion of Chinas intellectual and technological capacity?n-In what sense can the TNHE arrangements can be used, and effectively, as Chinas platform for brain gain circulation?n-In what sen

36、se can the TNHE arrangements help channel the Chinese ideas and thoughts to the world community?21Transnational Higher Education in China: towards a critical culturalist research agendaThis is certainly not an exhaustive list, but only serve as a start. The theoretical perspectives cited above may h

37、elp 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, another one is that the TNHE research should not be limited to the domain of educational studies (in particular policy studies in educat

38、ion). 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 p

39、roposed critical culturalist research agenda and interdisiciplinary approach may promise the possibility of investigating each and every facet or layers of TNHE phenomena in Chinabeing it political or economical, cultural or historicaland the opportunity of identifying and sisseninating good experie

40、nce, which, in turn, may serve to rectify the tendencies of uniformity (of curricular and operational patterns) and conformity (to West-centric curriculum and knowledge). First and foremost, TNHE activities and arrangements should be geared towards promoting cross-cultural understanding, contribute

41、to creating complementary strengths and synergiesamong the world higher education systems and institutions, and improving the diversity and breadthin terms of functions and strengthsof any system involved. （总结重申文章观点） 22阅读英文文献的方法 阅读参考文献n通过阅读参考文献帮助理解文章内容For the sake of convenience in the discussion, t

42、his paper adopts concepts developed by UNESCO and GATE to narrow this term down to a particular part of post-secondary education “in which the learners are located in a country different from the one where the awarding institutions is based”(UNESCO/Council of Europe, 2000). GATE (1999). Trade in Transnational Education Service. Washington: Global Alliance for Transnational Education.n获取更多研究资料和信息23阅读英文文献的方法小结n把握文章主题大意及整体结构（阅读大小标题、摘要、引言和结尾部分）n快速浏览文章正文分析和讨论部分，针对自己的研究目标选取有价值的部分进行仔细阅读和分析n边阅读边作笔记n通过参考文献进一步明确文章内容，并可顺藤摸瓜获取更多信息做追踪研究24