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Western economics teaching

2019-08-06 来源: 51due教员组 类别: Paper范文

下面为大家整理一篇优秀的paper代写范文- Western economics teaching,供大家参考学习,这篇论文讨论了西方经济学的教学。西方经济学在经济学中具有无可替代的地位,目前所有经济类专业均十分重视西方经济学的学习,教学大纲中都将西方经济学列为基础必修课。西方经济学本身比较抽象,所用数学公式、数学推导较多,所以学习起来比较枯燥,加之一些高校的教学方法有问题,所以对于学生专业素养的培养相对较少。

Western economics is one of the core courses of economics majors in colleges and universities. At present, China is in a critical period of transforming the mode of economic growth and upgrading the industrial structure. A large number of innovative talents with solid theoretical foundation and mastery of economic knowledge are urgently needed. Therefore, the importance of this course is self-evident. Western economics is the foundation and core of economics majors. The learning effect determines whether students' theoretical foundation is solid or not, and even determines their future learning potential and prospect. Therefore, improving the teaching effect of this course is of great significance to financial and economic colleges. At present, there are many problems in the teaching of this course, which lead to unsatisfactory teaching effect and insufficient ability to solve practical problems, which is not conducive to the improvement of professional quality and personnel training. Therefore, it is very necessary to analyze this problem.

Western economics plays an irreplaceable role in economics. At present, all economic majors attach great importance to the study of western economics, and western economics is listed as a compulsory basic course in the teaching syllabus. But western economics itself are abstract, used mathematical formula, mathematical deduction is more, learning boring, together with some high devotion to one's deceased father grind the acceptance rate of colleges and universities, only require students to memorize the answer, in western economics teaching goal more stay on mastery of basic knowledge, even back to the noun explanation, such as folk knowledge, for the cultivation of the students' specialized accomplishment is relatively small. Specifically, prominent performance in the following aspects.

At present, most Chinese universities choose western economics edited by professor gao hongye, and even non-economic management students use this textbook. Many universities also use it as the designated textbook for postgraduate entrance examination. As the most widely used western classics textbook in China, it has a clear theoretical system and a large amount of knowledge. However, there is no denying that this teaching material is poorly structured, disjointed, and has many mistakes and omissions. At the same time, the language of this teaching material is difficult to understand, and many nouns are explained so that people can't understand it, which is not easy for beginners to understand its content. Although the textbook has been revised from the first edition to the current sixth edition, the problems in the book have not been completely solved, even more and more problems.

Western economics theory system is huge, content multifarious, include microcosmic, macroscopical two parts. Microeconomics mainly includes equilibrium price theory, supply and demand theory, elasticity theory, consumer equilibrium theory, production theory, market theory and factor distribution. Macroeconomics mainly includes the theory of national income, the theory of determining national income, the theory of unemployment and inflation, and the theory of economic growth. From the perspective of teaching time arrangement, it is generally arranged for one academic year. In order to complete the teaching content in the given teaching time, teachers have to adopt classroom teaching method or even full teaching method in order to ignore the participation enthusiasm of students and the interaction between teachers and students is less. In the class, while explaining relevant theoretical knowledge, the teacher showed PPT courseware, and students lowered their heads to take notes, underlined the key points in the textbook with red pen or took pictures of some courseware with mobile phones. Basically, there was no communication between teachers and students. In such a western economic classroom, students are in a state of passive acceptance of knowledge. Teachers cannot fully mobilize students' enthusiasm and initiative, and can only passively accept students without thinking about problems. Teachers have no way to know how well students master classroom knowledge.

Compared with other courses such as finance, political economy and international trade, many knowledge and theories in western economics are derived, expressed and calculated through mathematical formulas. For example, in the elasticity theory, arc elasticity and point elasticity, output maximized by manufacturer's profit, derivation of IS curve and LM curve all need to use relevant mathematical knowledge such as differentiation. When teachers explain the content of western classics, they also use a lot of mathematical derivation, or explain many calculus problems. When teachers give lectures, they often ignore the essence and ignore the significance of the economic model and the relationship between variables. They spend a lot of time on mathematical proof and calculation, and regard the western classics as mathematics. It divided the scriptures theory and reality, causing students know little about economic theories and models of economic meaning, many students cannot be different concept, different chapters together, this is hard to cultivate the students' economic literacy, let alone with the theory of learned to solve social problems, and related theories to analyze practical problems.

Different university west economics teaching class arrangement differs somewhat, some 72 class hours, some 96 class hours, some 108 class hours, some 148 class hours, some even will microcosmic and macroscopical compress for a semester. Need a lot of teaching content, western economics class number, however, are often very limited, but more teaching content didn't match and the number of hours, some universities even slash deviate of western economics, such as within 72 hours to complete, this leads to the teaching content can't complete, micro and macro many content could not finish, students cannot grasp the basic knowledge of economics, for subsequent professional learning and restraining one's deceased father grind, not conducive to the professional knowledge learning and development in the future. For example, the content of macro part of economic growth is very important, and students do not have the ability to learn this part by themselves, resulting in students only grasp some of the most basic concepts and knowledge, a lot of content is half-understood.

Western economics is taught mostly in the second semester. Freshman stage mainly repair the higher mathematics, calculus, statistics, such as knowledge, in contact with the western economic period is generally thought scriptures course abstract and obscure, hard to learn, it is hard to understand, will produce the fear, and resulting backlash, think learning is to listen to western economics gobbledygook, it devilishly hard to feel, in such a vicious cycle of plot and learning environment cause the student to study the scriptures to harvest not even learn does not have attains. In the major of finance and economics, the make-up examination rate and retake rate of western economics are basically the highest.

Improving students' economic literacy is not a matter that can be seen immediately, but the result of interaction and mutual promotion between teachers and students. Teachers need to improve teaching methods and skills in the teaching process, so as to fully mobilize students' interest and enthusiasm in learning. At present, the most urgent thing is to change the teaching mode where teachers speak one word at a time. Teachers can't go all the way through the whole talk, and make full use of classroom experiments, classroom cases, classroom discussions and other ways to let students actively participate in teaching activities, so as to improve students' interest in learning and improve the classroom teaching effect.

Classroom experiments are simple games that help students understand the principles of economics. Teachers design specific scenes according to the principles of economics, and put students in the real economic society by simulating it. Students play the roles of consumers and producers, and make students take the initiative to independently think and make decisions, and analyze and understand the results in the game-like simulated economic activities. Through the teaching of economics experiment, we can change the malpractice of paying too much attention to teachers' teaching and neglecting students' learning, and achieve the goal of students' active learning. Through the simulation of real life, students are exposed to it, and give full play to their subjectivity, active participation, diligence in thinking and independent decision-making. At the same time, it is helpful to cultivate students' divergent thinking, innovation ability, self-confidence and teamwork ability, and improve their economic literacy. Teachers can choose the micro part of the market equilibrium price theory, the market theory of imperfect competition market, the macro part of the game theory, incomplete information and other content for economics classroom experiments.

Most of the existing economic cases come from abroad, and students don't have direct feelings. Teachers should try their best to use local cases when teaching, so that students can feel economics everywhere in life, thus arousing students' interest in learning, and they can also learn economic theories to analyze daily phenomena. For example, when explaining the consumer equilibrium theory, students can take the quantity of rice and steamed bread purchased in the canteen as an example. How to maximize the utility between rice and steamed bread? When explaining opportunity cost, we can discuss the opportunity cost of going to college with students and calculate the opportunity cost of cheating in the final exam, which is helpful to understand what opportunity cost is and how to measure opportunity cost. When explaining the theory of economic growth, we can show the annual economic growth rate of China since the reform and opening up to the students in the form of charts. Externalities can be explained by examples such as overnight chatting in dormitories or enterprises discharging pollutants. When explaining public goods, students' dormitory hygiene can be taken as an example. And so on. These cases are all from students' lives. Some phenomena happen every day, but students have never conducted economic analysis on it. Through these daily life cases, students will feel that economics is everywhere and gradually think about things around them from the perspective of economics, which is actually a manifestation of students' economic literacy.

The cultivation of students' economic literacy can not only focus on daily life, but also focus on hot issues at home and abroad, so as to cultivate students' ability of problem analysis. Teachers can guide students to pay attention to the changes in the world economic situation, changes in China's fiscal and monetary policies, social insurance reform, rural land reform, housing price reform, pension insurance reform for civil servants and employment difficulties of college students. Teachers can distribute relevant materials to students, or tell students about the topic, so that students can consult relevant materials after class. Relevant hot issues can be discussed in class or after class, and students can even be organized to carry out debates on the pros and cons of students. Students' problem analysis ability can also be examined in the form of small papers, which can be used as their daily scores. Economic new normal, One Belt And One Road, aiib and economic downward pressure are all economic hot spots, which can be explained by western economic theories. It is very necessary to discuss these issues. Through the discussion of relevant hot issues at home and abroad, students' sense of responsibility and historical mission is enhanced, and their enthusiasm for learning western economics is stimulated to the greatest extent. The most important thing is that students not only improve their understanding of relevant theories and concepts, but also learn how to apply theories to analyze practical problems.

Having been engaged in western economics teaching for many years, I have a lot of experience in western economics teaching. Teaching material choice, although western economics textbooks at present but is immense, but the really suitable for the teaching of undergraduate course teaching material is not much, domestic writing textbooks pedant smell is too strong, simple tend to get more complicated, the opening is noun explanation, and the noun explanation and explanation is not clear, simple things said too confusing, and foreign teaching materials directly used doesn't suit, often appear too simple, expression and logically also often don't meet the Chinese habits of thinking. On teaching content, western economics is a pure theory course, need a lot of charts, formula, model, mathematics to explain the principles and theoretical derivation, relative to other courses is difficult, and dull, on the one hand, difficult to cause the learning interest, also some students are terrified, at the same time, the course of pure theory, the characteristics of the chart, determines the course is very difficult to be lively, not through a lot of case to explain in detail to achieve the teaching effect, this objectively lead to teachers' teaching is depressing.

From the point of teaching in recent years, to make students grasp the content of western economics, to lay a solid foundation for the follow-up professional learning, it is suggested to increase the teaching hours, in order to catch up, a lot of content can't delve, students listen to a little knowledge, and it cannot be a large number of teaching content, this is a pity.

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