英文文献阅读课件

浅析英文文献阅读方法

浅析英文文献阅读方法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英文文献的特点研究内容具有前瞻性阅读英文文献的基本要求词汇

post-secondaryprimaryeducation\elementaryeducationSecondaryeducation(middleschool\juniorseniorhighschool)Post-secondaryeducation\highereducation语法(S+V+O)背景知识阅读英文文献的基本要求词汇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）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34.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）4.A作者采用什么方法来解决这个问题？5.A这些设计能否满足6.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

6.A文章的结论是什么？和你想的差7.A试验结果是否支持文8.和同类文献，有什么共同点和不同点？比较同类文献回答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8.和同类文献，有什么共同点和不9.和以前的文献，作者思路上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）参考文献阅读英文文献的结构标题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阅读英文文献的方法——

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

阅读英文文献的方法——

阅读英文文献的方法——

通过引言获取文章大意WithChinabeingnowthelargestsourcecountryforinternationalymobilestudents,transnationalhighereducationisalsophenomenalontheChinesesoil.ByApril2011,thereare579licensed(bytheMinistryofEducation)TNHEprogramsorinstitutionsatbachelor’sdegreeleveloraboveinChina,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阅读英文文献的方法——

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摘要与引言阅读技巧掌握摘要与引言的特点（精炼、概括性）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阅读英文文献的方法——

TransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda

IntroductionTheContext,CharacteristicsandTrendsofTNHEinChinaTheParadoxesArisingfromProliferationofTNHEEstablishmentsinChinaTheArisingConflictofInterestsbehindtheSceneTowardsaCriticalCulturalistResearchAgendaConcludingThoughtsTransnationalHigherEducation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阅读英文文献的方法——

通过阅读结尾部分明确作者BuildingastudentloanschemeinChina：

FivelessonsfromtheUSstudentloansystem

ConclusionThe2010federallegislationledtomajorchangesintheUS.Itendedtheroleofprivatelendersasintermediaries.Butstudentloansourcesremaindiverse.Federalloansareintendedlargelyforlowandlower-middleincomestudents.Privatebanksofferarangeofcommercialloansforotherstudentsandtheirfamilies–arolethathasincreasedatthesametimeasthecostoftuitioninbothprivateandpublicuniversitiesandcolleges.AndasmanyAmericanfamilieshavegenerallybeenmoreinclinedtotakeondebtforagreatvarietyofcosts,althoughattheendoftheprocess,studentshavetorepaytheaccumulateddebt.（总结分析美国学生贷款制度）BuildingastudentloanschemeBuildingastudentloanschemeinChina：

FivelessonsfromtheUSstudentloansystemThisbriefpreliminarysummaryofthecomplexevolutionoftheUSstudentloansystemoffersfivelessonstoinformthedesignofastudentloanscheme.Thesefivelessonsincluded:1-Preferringauniquepubliclymanagedschemesetupatthestartoflendingactivitiesoverincrementalstreamliningfromavarietyofpublicandprivateloans.TheUSfederalgovernmenthadtofightdeeplyentrenchedinterestsandittookamajoreconomicrecessiontobeabletoreformacostlyandcomplexsystemofstudentloans.2-Limitingtheintermediariesinvolved.Theseintermediariesneedtobepaidvariousfeesandincreasethenumberofadministrativestepsbeforetheloanreachesstudents.3-Controllingtherisksassociatedwiththe(necessary)involvementofthefinancialmarketbymanagingthedebtthroughgovernmentbondissuanceinsteadofguaranteedasset-backedsecurities4-Facilitatingstudent‟saccesstoinformation.5–Finally,anticipatingunintendedconsequenceswhichwilltaketheformofareductionofresourcesavailabletohighereducationatotherlevelsofgovernance.（总结文章主要观点——五点启示）BuildingastudentloanschemeBuildingastudentloanschemeinChina：

FivelessonsfromtheUSstudentloansystemTheselessonsareapplicabletotheChinesestudentloanscheme.ThederegulationofhighereducationandcouplingofanincreaseinfeeswithhigherloanswillleadChinatofacevarioussimilarissuestotheUS,includingconsideringstreamliningloanstructures,combiningchangingculturaldebtaversiontomaintainingsocialequity,aswellasfindingwaystomanagedebtandpotentiallyrelyingonfinancialmarkets.ThecapacityoftheChinesegovernmenttotakeupthesechallengesdependsonvariousfactors,includingthewillingnessofnationallyimplantedactorstoadapttoashiftawayfromcentrallyprovidedhighereducationtoahighercostsharingwithstudentsthroughloans,culturalfactorssuchasattitudestowardriskaswellasthesocialpurposethatgovernmentsseektoachievebysettingupsuchscheme.（分析中国情况,再一次点明文章主旨）BuildingastudentloanschemeTransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda

ConcludingThoughtsWithapplicationofthesetheoreticaltools,researchontransnationalhighereducationinChinamayneedandbeabletoexploremorefundamental、questionsthatbearfar-reachingsignificanceandimpact,ratherthanrelativelyshort-rangepolicyandoperationalissues.Inotherwords,acriticalresearchagendaneedstobedevelopedtodigdeepintothedriversandfactorsbehindthesceneofoperationalpatterns,andlookintothepossiblityofdifferentorientations.Includedonthisagendashouldbequestionslikethefollowing:

（提出问题——提供信息）TransnationalHigherEducationTransnationalHigherEducationinChina:towardsacriticalculturalistresearchagenda-WhatareChina’sevolvingeducationalneedsforthesakeofnationalcapacitybuilding?InwhatsensecanTNHEeffectivelyhelptomeettheneeds.-Towhatextentshouldtheeducationalneedsfornationalcapacitybuildingbemetbylocalinstitutionsandbyforeignproviders?-InthecurrentcircumstanceofChinesehighereducation(wherethemovetoamsssystemisrecentlyaccomplished,whichis,however,hierarchicallydifferntiated),whatformorcombinationofformsofforeignprovision(e.g.,franchising,twinning,offshorecampus)wouldsuitChina’sneedsbetterorbest?-HavethemajorprovidercountriesdevelopedexplicitanddifferentpoliciesandpatternsforexecutingTNHEactiviesinChina?Ifso,arethereanydifferencesamongthosecountries?Arethereanywaysinwhichtheirpoliciesandpatternsarelinkedtotheirpreviousaid-basededucationalcollaborationswithChinaopeneditsdoortotheoutsideworldinthelate1970sorevenearlier?-Arethereanycomplementarystrengths/interestsandsynergiesbetweentheChinesesystemandtheprovidersystem?Ifyes,howaretheSynergiesevolvedovertheyears?-HowcanTNHEhelpdevelopcross-borderresearchcollaborationsthatfacilitateknowledgetransferandexpansionofChina’sintellectualandtechnologicalcapacity?-InwhatsensecantheTNHEarrangementscanbeused,andeffectively,asChina’splatformforbraingaincirculation?-InwhatsensecantheTNHEarrangementshelpchanneltheChineseideasandthoughtstotheworldcommunity?TransnationalHigherEducationTransnationalHigherEducationinChina:towardsacriticalculturalistresearchagendaThisiscertainlynotanexhaustivelist,butonlyserveasastart.ThetheoreticalperspectivescitedabovemayhelpopenupawiderspectrumofresearchtopicspertainingtoTNHEphenomenainChina,andtakethediscussionandanalysistoanewdepth.Relatedtothispoints,anotheroneisthattheTNHEresearchshouldnotbelimitedtothedomainofeducationalstudies(inparticularpolicystudiesineducation).Rather,itshouldbeopenedupasaninterdisciplianryarea,involvingnotonlyeducationresearchersbutalsothosefromavarietyofrelevantfieldssuchasglobalizaitonstudies,politicalscience,economics,sinology,culturalstudies,history,phiosophy,anthropology,andsiciology.TheproposedcriticalculturalistresearchagendaandinterdisiciplinaryapproachmaypromisethepossibilityofinvestigatingeachandeveryfacetorlayersofTNHEphenomenainChina—beingitpoliticaloreconomical,culturalorhistorical—andtheopportunityofidentifyingand