英文文獻閱讀ppt課件

1、淺析英文文獻閱讀方法,1,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,閱讀英文文獻的基本要求,詞匯 post-secondary primary education elementary education Secondary education (middle school junior senior high school) Post-secondary education higher education 語法(S+V+O) 背景知識,3,閱讀英文文獻的基本方法（十問）,4,5,6,7,閱讀英文文獻的結構,標題 摘要、關鍵字 引言 分析與討論 結語（結論

2、） 參考文獻,8,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 culturalist research agenda Building a student loan scheme in China： Five lessons from the US student loan system Organizational Culture in Higher Education：Defining the Essentials,9,閱讀英文文獻的方法 通過摘要獲取文章大意,T

3、he 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 institutions, both public and private. The complexity of this student contribution scheme is often lost on foreign observers, many who focus on seemingly

4、insurmountably high student debt levels. However, there are potential lessons regarding how the US 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 t

5、o help students pay for the costs of their degrees. As in any policy, this expertise was often accumulated 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 benef

6、icial 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 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

7、 policymaking in the area of financial aid? This paper does not aim to promote perfunctory policy emulation. 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 w

8、ay 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 student loan system. Building a student loan scheme in China： Five lessons from the US student loan system,10,閱讀英文文獻的方法 通過引言獲取文章大意,With China being now the

9、 largest source country for internationaly mobile students, transnational higher education is also phenomenal on the Chinese soil. By April 2011, there are 579 licensed(by the Ministry of Education) TNHE programs or institutions at bachelors degree level or above in China, operated jointly between C

10、hinese universities and their foreign partners (MOE, 15 April 2011). There could be even more at sub-degree level, which are subject to approval by local education authorities and become hard to trace down. They come inevitably with many concomitant issues and challenges, which, in turn, have stirre

11、d an increasing research interest. The research so far, however, focuses on aspects of policies or policy changes of Chinese government and operational issues at the institutional level. There are few attempts to question or challenge why these transnational higher education activities are happening

12、 on Chinese soil., whether they bring in what is needed by Chinese society and higher education, and how they may contribute to the progress of Chinese system. Put in another way, the current research seems to have proclaimed the doominant TNHE patterns and practices are fine and thus the focus shou

13、ld be placed on their improvements. This paper attempts to fill out this gap by suggesting a critical 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 tha

14、t underpin such aresearch agenda. Transnational Higher Education in China: towards a critical culturalist research agenda,11,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構 著重閱讀摘要和引言部分的總結性話語,12,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，邏輯結構嚴謹 各個部分相對而言較為獨立 各個部分基本采用“總分”的論述結構 數(shù)據(jù)及例證翔實 研究方法嚴謹,13,Tra

15、nsnational Higher Education in China: towards a critical culturalist research agenda,Introduction The Context, Characteristics and Trends of TNHE in China The Paradoxes Arising from Proliferation of TNHE Establishments in China The Arising Conflict of Interests behind the Scene Towards a Critical Cu

16、lturalist Research Agenda Concluding Thoughts,14,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,閱讀英文文獻的方法 通過閱讀結尾部分明確作者觀點與獲取研究信息,英文文獻結尾特征： 高度概括和總結文章主旨大意，重申作者觀點 提出對研究對象的進一步思考,16,Building a student loan scheme in China： Five lessons from the US student loan system,Con

17、clusion The 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. Federal loans are intended largely for low and lower-middle income students. Private banks offer a range of commercial loans for other

18、 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 families have generally been more inclined to take on debt for a great variety of costs, although at the end of the process, stude

19、nts have to repay the accumulated debt. （總結分析美國學生貸款制度）,17,Building a student loan scheme in China： Five lessons from the US student loan system,This 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. The

20、se five lessons included: 1 - Preferring a unique publicly managed scheme 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 b

21、e able to reform a costly and complex system of student loans. 2 - Limiting 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) invol

22、vement of the financial market by managing the debt through government bond issuance instead of guaranteed asset-backed securities 4 - Facilitating students access to information. 5 Finally, anticipating unintended consequences which will take the form of a reduction of resources available to higher

23、 education at other levels of governance. （總結文章主要觀點五點啟示）,18,Building a student loan scheme in China： Five lessons from the US student loan system,These lessons are applicable to the Chinese student loan scheme. The deregulation of higher education and coupling of an increase in fees with higher loan

24、s will lead China to face various similar issues to the US, including 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 gov

25、ernment 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 education to a higher cost sharing with students through loans, cultural factors such as attitudes toward risk as well as t

26、he social purpose that governments seek to achieve by setting up such scheme. （分析中國情況,再一次點明文章主旨）,19,Transnational Higher Education in China: towards a critical culturalist research agenda,Concluding Thoughts With application of these theoretical tools, research on transnational higher education in C

27、hina 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 other words, a critical research agenda needs to be developed to dig deep into the drivers and factors behind the sce

28、ne of operational patterns, and look into the possiblity of different orientations. Included on this agenda should be questions like the following: （提出問題提供信息）,20,Transnational Higher Education in China: towards a critical culturalist research agenda,-What are Chinas evolving educational needs for th

29、e sake of national capacity building? In what sense can TNHE 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

30、 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 campus) would suit Chinas needs better or best? -Have the major provider countries developed explicit and differe

31、nt 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 to their previous aid-based educational collaborations with China opened its door to the outside world in the late

32、 1970s or even earlier? -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 years? -How can TNHE help develop cross-border research collaborations that facilitate knowledge transfer and expa

33、nsion of Chinas intellectual and technological capacity? -In what 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,Transnational

34、 Higher Education in China: towards a critical culturalist research agenda,This 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

35、 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 education). Rather, it should be opened up as an interdisciplianry area, involving not only education researchers bu

36、t 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 TNHE phenomena in Chinabeing it political or economical, cultural or his