西方经济学教学大纲1文档格式.docx
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西方经济学教学大纲1文档格式.docx
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第一,坚持理论联系实际的教学方法,不断地吸收先进理论知识和最新经济理论和实践的动态,提高学生发现、分析和解决问题的能力。
第二,用实际案例进行分析讲解,力求化难为易,提高学生的学习兴趣。
第三,课程教学要突出重点。
本课程对初学者具有一定的难度,新概念多,理论性强,所以安排教学时突出重点、难点。
目前我们在《西方经济学》双语课程中使用的教材是Microeconomics(RobertS.PindycandDanielL.Rubinfeld)(英文第六版),Macroeconomics(N.GregoryMankiw)(英文第5版)。
本课程旨在对西方经济学的整个理论框架作完整而系统的介绍。
Microeconomics原教材共18章,我们根据中国学生特点,选取了其中的17章,第一个学期讲授讲授50学时,Macroeconomics共19章全讲,第一个学期讲授讲授50学时,总共100个学时。
一、教学内容和学时分配
Microeconomics(微观经济学)
Chapter1Preliminaries(第1章 绪论)(2学时)
Chapter2TheBasicsofSupplyandDemand(2学时)
(第2章 供给和需求的基本原理)
Chapter3ConsumerBehavior(第3章 消费者行为)(2学时)
Chapter4IndividualandMarketDemand(2学时)
(第4章个别需求和市场需求)
Chapter5ChoiceunderUncertainty(第5章 不确定条件下的选择)(2学时)
Chapter6Production(第6章 生产)(2学时)
Chapter7TheCostofProduction(第7章 生产成本)(2学时)
Chapter8ProfitMaximizationandCompetitiveSupply(4学时)
(第8章利润最大化和竞争性供给)
Chapter9TheAnalysisofCompetitiveMarkets(4学时)
(第9章竞争性市场分析)
Chapter10MarketPower:
MonopolyandMonopsony(4学时)
(第10章 市场势力:
垄断和买方垄断)
Chapter11PricingwithMarketPower(第11章有市场势力的定价)(4学时)
Chapter12MonopolisticCompetitionandOligopoly(4学时)
(第12章 垄断竞争和寡头垄断)
Chapter13GameTheoryandCompetitiveStrategy(4学时)
(第13章 博弈论和竞争策略)
Chapter14MarketsforFactorInputs(第14章 要素投入品市场)(2学时)
Chapter16GeneralEquilibriumandEconomicEfficiency(2学时)
(第16章 一般均衡与经济效率)
Chapter17MarketswithAsymmetricInformation(4学时)
(第17章 信息不对称的市场)
Chapter18ExternalitiesandPublicGoods(4学时)
(第18章外在性与公共物品)
Macroeconomics(宏观经济学)
Chapter1TheScienceofMacroeconomics(2学时)
(第1章宏观经济学的科学)
Chapter2TheDataofMacroeconomics(第2章宏观经济学的数据)(2学时)
Chapter3WhereNationalIncomecomesfromandgoes(2学时)
(第3章国民收入:
源自何处,去向何方)
ch4Moneyandinflation(第4章货币与通货膨胀)(2学时)
Ch5Theopeneconomy(第5章开放的经济)(2学时)
ch6Unemployment(第6章失业)(2学时)
ch07Economicgrowth1(第7章经济增长I)(4学时)
ch08Economicgrowth2(第8章经济增长II)(4学时)
ch09IntroductiontoEconomicfluctuations(第9章经济波动导论)(4学时)
Chapter10AggregatedemandI(第10章总需求I)(4学时)
Chapter11AggregatedemandII(第11章总需求II)(2学时)
Chapter12Aggregatedemandinopeneconomy(3学时)
(第12章开放经济中的总需求)
Chapter13Aggregatesupply(第13章总供给)(3学时)
Chapter14StabilizationPolicy(第14章稳定政策)(3学时)
Chapter15GovernmentDebtandBudgetDeficits(3学时)
(第15章政府债务与预算赤字)
Chapter16Consumption(第16章消费)(2学时)
Chapter17Investment(第17章投资)(2学时)
Chapter18MoneysupplyandmonetaryPolicy(2学时)
(第18章货币供给与货币政策)
Chapter19AdvancesinBusinesscycletheory(2学时)
(第19章经济周期理论的进展)
二、教学大纲
在这一部分,我们逐章介绍各章的教学目的、要求以及应该掌握的基本内容。
这些内容是要求学生所要掌握的。
Microeconomics(微观经济学)
Chapter1Preliminariesdiscussestherangeofproblemsthatmicroeconomicsaddresses,andthekindsofanswersitcanprovide.Italsoexplainswhatamarketis,howwedeterminetheboundariesofamarket,andhowwemeasuremarketprice.
Teachingnotes:
Thefirsttwochaptersreacquaintstudentswiththemicroeconomicsthattheylearnedintheirintroductorycourse:
Chapter1focusesonthegeneralsubjectofeconomics,whileChapter2developssupplyanddemandanalysis.TheuseofexamplesinChapter1facilitatesstudents’completeunderstandingofabstracteconomicconcepts.Examplesinthischapterdiscussmarketsforprescriptiondrugs(Section1.2),introductionofanewautomobile(Section1.4),designofautomobileemissionstandards(Section1.4),theminimumwage(Section1.3),themarketforsweeteners(Section1.3),andrealandnominalpricesofeggsandeducation(Section1.3).Discussingsomeofthese,oranother,exampleisausefulwaytoreviewsomeimportanteconomicconceptssuchasscarcity,makingtradeoffs,buildingeconomicmodelstoexplainhowconsumersandfirmsmakedecisions,andthedistinctionbetweencompetitiveandnon-competitivemarkets.PartsIandIIofthetextassumecompetitivemarkets,marketpowerisdiscussedinPartIII,andsomeconsequencesofmarketpowerarediscussedinPartIVofthetext.
ReviewQuestion
(2)illustratesthedifferencebetweenpositiveandnormativeeconomicsandprovidesforaproductiveclassdiscussion.OtherexamplesfordiscussionareavailableinKearl,Pope,Whiting,andWimmer,“AConfusionofEconomists,”AmericanEconomicReview(May1979).
Thechapterconcludeswithadiscussionofrealandnominalprices.Givenourrelianceondollarpricesinthechaptersthatfollow,studentsshouldunderstandthatweareconcernedwithpricesrelativetoastandard,whichinthiscaseisdollarsforaparticularyear.
Chapter2TheBasicsofSupplyandDemandcoversoneofthemostimportanttoolsofmicroeconomics:
supply-demandanalysis.Itexplainhowacompetitivemarketworksandhowsupplyanddemanddeterminethepricesandquantitiesofgoods.Italsoshowhowsupply-demandanalysiscanbeusedtodeterminetheeffectsofchangingmarketconditions,includinggovernmentintervention.
Thischapterreviewsthebasicsofsupplyanddemandthatstudentsshouldbefamiliarwithfromtheirintroductoryeconomicsclass.Theinstructorcanchoosetospendmoreorlesstimeonthischapterdependingonhowmuchofareviewthestudentsrequire.Thischapterdepartsfromthestandardtreatmentofsupplyanddemandbasicsfoundinmostotherintermediatemicroeconomicstextbooksbydiscussingsomeoftheworld’smostimportantmarkets(wheat,gasoline,andautomobiles)andteachingstudentshowtoanalyzethesemarketswiththetoolsofsupplyanddemand.Thereal-worldapplicationsofthistheorycanbeenlighteningforstudents.
Someproblemsplaguetheunderstandingofsupplyanddemandanalysis.Oneofthemostcommonsourcesofconfusionisbetweenmovementsalongthedemandcurveandshiftsindemand.Throughadiscussionoftheceterisparibusassumption,stressthatwhenrepresentingademandfunction(eitherwithagraphoranequation),allothervariablesareheldconstant.Movementsalongthedemandcurveoccuronlywithchangesinprice.Astheomittedfactorschange,theentiredemandfunctionshifts.Itmayalsobehelpfultopresentanexampleofademandfunctionthatdependsnotonlyonthepriceofthegood,butalsoonincomeandthepriceofothergoodsdirectly.Thishelpsstudentsunderstandthattheseothervariablesareactuallyinthedemandfunction,andaremerelylumpedintotheintercepttermofthesimplelineardemandfunction.Example2.9includesanexampleofademandandsupplyfunctionwhicheachdependonthepriceofasubstitutegood.Studentsmayalsofindareviewofhowtosolvetwoequationswithtwounknownshelpful.Ingeneral,itisagoodideaatthispointtodecideonthelevelofmaththatyouwilluseintheclass.Ifyouplantousealotofalgebraandcalculusitisagoodideatointroduceandreviewitearlyon.
Tostressthequantitativeaspectsofthedemandcurvetostudents,makethedistinctionbetweenquantitydemandedasafunctionofprice,Q=D(P),andtheinversedemandfunction,wherepriceisafunctionofthequantitydemanded,P=D-1(Q).ThismayclarifythepositioningofpriceontheY-axisandquantityontheX-axis.
Studentsmayalsoquestionhowthemarketadjuststoanewequilibrium.Onesimplemechanismisthepartial-adjustmentcobwebmodel.Adiscussionofthecobwebmodel(basedontraditionalcorn-hogcycleoranyotherexample)addsacertainrealismtothediscussionandismuchappreciatedbystudents.Ifyoudecidetowritedownthedemandfunctionsothatincomeandotherpricesarevisiblevariablesinthedemandfunction,youcanalsodosomeinterestingexamples,whichexplorethelinkagesbetweenmarketsandhowchangesinonemarketaffectpriceandquantityinothermarkets.
Althoughthischapterintroducesdemand,income,andcross-priceelasticities,youmayfinditmoreappropriatetoreturntoincomeandcross-priceelasticityafterdemandelasticityisreintroducedinChapter4.Studentsinvariablyhaveadifficulttimewiththeconceptofelasticity.Itishelpfultoexplainclearlywhyafirmmaybeinterestedinestimatingelasticity.Useconcreteexamples.Forexample,aWallStreetJournalarticlebackinthespringof1998discussedhowelasticitycouldbeusedbythemovieindustrysothatdifferentmoviescouldhavedifferentticketprices.Thisexampletendstogooverwellascollegestudentswatchalotofmovies.Thistypeofdiscussioncanalsobepostponeduntilrevenueisdiscussed.
Chapter3ConsumerBehaviorandChapter4IndividualandMarketDemandexplaintheprinciplesunderlyingconsumerdemand.Weseehowconsumersmakeconsumptiondecisions,howtheirpreferencesandbudgetconstraintsdeterminetheirdemandsforvariousgoods,andwhydifferentgoodshavedifferentdemandcharacteristics.
Chapter3teachingnotes:
buildsthefoundationforderivingthedemandcurveinChapter4.Inordertounderstanddemandtheory,studentsmusthaveafirmgraspofindifferencecurves,themarginalrateofsubstitution,thebudgetline,andoptimalconsumerchoice.Itispossibletodiscussconsumerchoicewithoutgoingintoextensivedetailonutilitytheory.Manystudentsfindutilityfunctionstobeamoreabstractconceptthanpreferencerelationships.However,ifyouplantodiscussuncertaintyinChapter5,youwillneedtocovermarginalutility(section3.5).Evenifyoucoverutilitytheoryonlybriefly,makesurestudentsarecomfortablewiththetermutilitybecauseitappearsfrequentlyinChapter4.
Whenintroducingindifferencecurves,stressthatphysicalquan
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