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1、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-secondaryprimary education elementary educationSecondary education (middle school junior senior high school)Post-secondary education higher education 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
2、英文文献的方法 通过标题把握文章主题及研究方向,Transnational Higher Education in China: towards a critical culturalist research agendaBuilding a student loan scheme in China： Five lessons from the US student loan system Organizational Culture in Higher Education：Defining the Essentials,9,阅读英文文献的方法 通过摘要获取文章大意,The US is wel
3、l 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 insurmountab
4、ly 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 to help stude
5、nts 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 beneficial to Chi
6、na 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 policymakin
7、g 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 way to invest
8、 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,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 sou
9、rce country for internationaly mobile students, transnationalhigher education is 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 universi
10、ties and their foreign partners (MOE, 15 April2011). There could be even more at 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 re
11、search interest. Theresearch so far, however, focuses on aspects of policies or 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., w
12、hether theybring in what is needed by Chinese society and higher education, and 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 i
13、mprovements. 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 that underpin such aresear
14、ch agenda. Transnational Higher Education in China: towards a critical culturalist research agenda,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,Transnational Higher Education in
15、 China: towards a critical culturalist research agenda,IntroductionThe 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 Concludi
16、ng Thoughts,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,Building a student loan scheme in China： Five lessons from the US student loan system,ConclusionThe 2010 federal legislation led
17、 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 students and their families a role that
18、 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, students have to repay the accumulated debt.（
19、总结分析美国学生贷款制度）,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. These five lessons included:1 - Preferring a
20、 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 be able to reform a costly and complex syst
21、em 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) involvement of the financial market by managing t
22、he debt through government bond 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.（总结文章
23、主要观点五点启示）,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 loans will lead China to face various similar issue
24、s 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 government to take up these challenges depends on v
25、arious 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 the social purpose that governments seek to achie
26、ve by setting up such scheme.（分析中国情况,再一次点明文章主旨）,19,Transnational Higher Education in China: towards a critical culturalist research agenda,Concluding ThoughtsWith application of these theoretical tools, research on transnational higher education in China may need and be able to explore more fundamen
27、tal 、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 scene of operational patterns, and look into the possi
28、blity of different orientations. Included on this agenda should be questions like the following: （提出问题提供信息）,20,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
29、 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 to a mss system is recently accomplished, which is,
30、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 different policies and patterns for executing TNHE activies i
31、n 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 1970s or even earlier?-Are there any complementary st
32、rengths/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?
33、-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 Higher Education in China: towards a critical culturalist
34、 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 and analysis to a new depth. Related to this points, anot
35、her 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 glo
36、balizaiton 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 phenome
37、na in Chinabeing it political or economical, cultural or historicaland the opportunity of identifying and sisseninating good experience, which, in turn, may serve to rectify the tendencies of uniformity (of curricular and operational patterns) and conformity (to West-centric curriculum and knowledge
38、). First and foremost, TNHE activities and arrangements should be geared towards promoting cross-cultural understanding, contribute to creating complementary strengths and synergiesamong the world higher education systems and institutions, and improving the diversity and breadthin terms of functions
39、 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,通过阅读参考文献帮助理解文章内容For the sake of convenience in the discussion, this 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
40、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.获取更多研究资料和信息,23,阅读英文文献的方法小结,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）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边阅读边作笔记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,
