英文文献阅读

——Transnational Higher Education in China: towards a critical culturalist research agenda
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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
high school) Post-secondary education\ higher education 语法(S+V+O) 背景知识
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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？）
总结
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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
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阅读英文文献的方法—— 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 agenda
conclusion
比较结果和结论
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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？
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 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 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 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 policymaking in the area of financial aid?
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
Abstract（摘要）
Conclusion（结 论）
简单的方法？
5.A这些设计能否满足需要？这种方法是
否存在缺陷？
Abstract（摘要）
B这些实验是如何组织起来的？每项实 Conclusion（结
验都有什么意义？
论）
C 如果是我得到这样的结果，我会得到
Байду номын сангаас
什么结论？
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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？
7.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？
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阅读英文文献的方法—— 通过摘要获取文章大意
The 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 insurmountably high student debt levels.
Building a student loan scheme in China： Five lessons from the US student loan system
Organizational Culture in Higher Education： Defining the Essentials
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？
Introduction （引言）
Picture （图片）
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4.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
浅析英文文献阅读方法
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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
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阅读英文文献的基本要求
词汇 post-secondary primary education\ elementary education Secondary education (middle school\ junior senior
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 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
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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, 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 bachelor’s degree level or above in China, operated jointly between Chinese 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 stirred 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 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 should 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 that underpin such aresearch agenda.