西方经济学教学大纲1文档格式.docx

1、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（Robert S. Pindyc and Daniel L. Rubinfeld）（英文第六版）, Macroeconomics（N. Gregory Mankiw） （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

2、。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） Chapter 1 Preliminaries （第1章绪论） （2学时）Chapter 2 The Basics of Supply and Demand （2学时）（第2章供给和需求的基本原理） Chapter 3 Consumer Behavior （第3章消费者行为） （2学时）Chapter 4 Individual

3、and Market Demand （2学时）（第4章 个别需求和市场需求） Chapter 5 Choice under Uncertainty （第5章不确定条件下的选择） （2学时）Chapter 6 Production （第6章生产） （2学时）Chapter 7 The Cost of Production（第7章生产成本） （2学时）Chapter 8 Profit Maximization and Competitive Supply （4学时）（第8章 利润最大化和竞争性供给）Chapter 9 The Analysis of Competitive Markets （4学时

4、）（第9章 竞争性市场分析）Chapter 10 Market Power: Monopoly and Monopsony （4学时）（第10章市场势力：垄断和买方垄断）Chapter 11 Pricing with Market Power （第11章 有市场势力的定价） （4学时） Chapter 12 Monopolistic Competition and Oligopoly （4学时） （第12章垄断竞争和寡头垄断）Chapter 13 Game Theory and Competitive Strategy （4学时）（第13章博弈论和竞争策略） Chapter 14 Market

5、s for Factor Inputs （第14章要素投入品市场） （2学时）Chapter 16 General Equilibrium and Economic Efficiency （2学时）（第16章一般均衡与经济效率）Chapter 17 Markets with Asymmetric Information （4学时）（第17章信息不对称的市场）Chapter 18 Externalities and Public Goods （4学时）（第18章 外在性与公共物品）Macroeconomics（宏观经济学）Chapter 1 The Science of Macroeconomi

6、cs （2学时）（第1章 宏观经济学的科学）Chapter 2 The Data of Macroeconomics（第2章 宏观经济学的数据）（2学时）Chapter 3 Where National Income comes from and goes （2学时）（第3章 国民收入：源自何处，去向何方）ch 4 Money and inflation （第4章 货币与通货膨胀） （2学时）Ch 5 The open economy （第5章 开放的经济） （2学时）ch 6 Unemployment （第6章 失业） （2学时）ch07 Economic growth 1 （第7章 经济增

7、长I） （4学时）ch08 Economic growth 2 （第8章 经济增长II） （4学时）ch09 Introduction to Economic fluctuations （第9章 经济波动导论） （4学时）Chapter 10 Aggregate demand I （第10章 总需求I） （4学时）Chapter 11 Aggregate demand II （第11章 总需求II）（2学时）Chapter 12 Aggregate demand in open economy （3学时）（第12章 开放经济中的总需求）Chapter 13 Aggregate supply （

8、第13章 总供给） （3学时）Chapter 14 Stabilization Policy （第14章 稳定政策） （3学时）Chapter 15 Government Debt and Budget Deficits （3学时）（第15章 政府债务与预算赤字）Chapter 16 Consumption （第16章 消费） （2学时）Chapter 17 Investment （第17章 投资） （2学时）Chapter 18 Money supply and monetary Policy （2学时）（第18章 货币供给与货币政策）Chapter 19 Advances in Busin

9、ess cycle theory （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）Chapter 1 Preliminaries discusses the range of problems that microeconomics addresses, and the kinds of answers it can provide. It also explains what a market is, how we determine the b

10、oundaries of a market, and how we measure market price.Teaching notes: The first two chapters reacquaint students with the microeconomics that they learned in their introductory course: Chapter 1 focuses on the general subject of economics, while Chapter 2 develops supply and demand analysis. The us

11、e of examples in Chapter 1 facilitates students complete understanding of abstract economic concepts. Examples in this chapter discuss markets for prescription drugs （Section 1.2）, introduction of a new automobile （Section 1.4）, design of automobile emission standards （Section 1.4）, the minimum wage

12、 （Section 1.3）, the market for sweeteners （Section 1.3）, and real and nominal prices of eggs and education （Section 1.3）. Discussing some of these, or another, example is a useful way to review some important economic concepts such as scarcity, making tradeoffs, building economic models to explain h

13、ow consumers and firms make decisions, and the distinction between competitive and non-competitive markets. Parts I and II of the text assume competitive markets, market power is discussed in Part III, and some consequences of market power are discussed in Part IV of the text. Review Question （2） il

14、lustrates the difference between positive and normative economics and provides for a productive class discussion. Other examples for discussion are available in Kearl, Pope, Whiting, and Wimmer, “A Confusion of Economists,” American Economic Review （May 1979）. The chapter concludes with a discussion

15、 of real and nominal prices. Given our reliance on dollar prices in the chapters that follow, students should understand that we are concerned with prices relative to a standard, which in this case is dollars for a particular year.Chapter 2 The Basics of Supply and Demand covers one of the most impo

16、rtant tools of microeconomics: supply-demand analysis. It explain how a competitive market works and how supply and demand determine the prices and quantities of goods. It also show how supply-demand analysis can be used to determine the effects of changing market conditions, including government in

17、tervention. This chapter reviews the basics of supply and demand that students should be familiar with from their introductory economics class. The instructor can choose to spend more or less time on this chapter depending on how much of a review the students require. This chapter departs from the s

18、tandard treatment of supply and demand basics found in most other intermediate microeconomics textbooks by discussing some of the worlds most important markets （wheat, gasoline, and automobiles） and teaching students how to analyze these markets with the tools of supply and demand. The real-world ap

19、plications of this theory can be enlightening for students. Some problems plague the understanding of supply and demand analysis. One of the most common sources of confusion is between movements along the demand curve and shifts in demand. Through a discussion of the ceteris paribus assumption, stre

20、ss that when representing a demand function （either with a graph or an equation）, all other variables are held constant. Movements along the demand curve occur only with changes in price. As the omitted factors change, the entire demand function shifts. It may also be helpful to present an example o

21、f a demand function that depends not only on the price of the good, but also on income and the price of other goods directly. This helps students understand that these other variables are actually in the demand function, and are merely lumped into the intercept term of the simple linear demand funct

22、ion. Example 2.9 includes an example of a demand and supply function which each depend on the price of a substitute good. Students may also find a review of how to solve two equations with two unknowns helpful. In general, it is a good idea at this point to decide on the level of math that you will

23、use in the class. If you plan to use a lot of algebra and calculus it is a good idea to introduce and review it early on. To stress the quantitative aspects of the demand curve to students, make the distinction between quantity demanded as a function of price, Q = D（P）, and the inverse demand functi

24、on, where price is a function of the quantity demanded, P = D -1（Q）. This may clarify the positioning of price on the Y-axis and quantity on the X-axis. Students may also question how the market adjusts to a new equilibrium. One simple mechanism is the partial-adjustment cobweb model. A discussion o

25、f the cobweb model （based on traditional corn-hog cycle or any other example） adds a certain realism to the discussion and is much appreciated by students. If you decide to write down the demand function so that income and other prices are visible variables in the demand function, you can also do so

26、me interesting examples, which explore the linkages between markets and how changes in one market affect price and quantity in other markets. Although this chapter introduces demand, income, and cross-price elasticities, you may find it more appropriate to return to income and cross-price elasticity

27、 after demand elasticity is reintroduced in Chapter 4. Students invariably have a difficult time with the concept of elasticity. It is helpful to explain clearly why a firm may be interested in estimating elasticity. Use concrete examples. For example, a Wall Street Journal article back in the sprin

28、g of 1998 discussed how elasticity could be used by the movie industry so that different movies could have different ticket prices. This example tends to go over well as college students watch a lot of movies. This type of discussion can also be postponed until revenue is discussed.Chapter 3 Consume

29、r Behavior and Chapter 4 Individual and Market Demand explain the principles underlying consumer demand. We see how consumers make consumption decisions, how their preferences and budget constraints determine their demands for various goods, and why different goods have different demand characterist

30、ics. Chapter 3 teaching notes: builds the foundation for deriving the demand curve in Chapter 4. In order to understand demand theory, students must have a firm grasp of indifference curves, the marginal rate of substitution, the budget line, and optimal consumer choice. It is possible to discuss co

31、nsumer choice without going into extensive detail on utility theory. Many students find utility functions to be a more abstract concept than preference relationships. However, if you plan to discuss uncertainty in Chapter 5, you will need to cover marginal utility （section 3.5）. Even if you cover utility theory only briefly, make sure students are comfortable with the term utility because it appears frequently in Chapter 4. When introducing indifference curves, stress that physical quan