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1.
实验教学法在“经济博弈论”中的应用研究   总被引:2,自引:0,他引:2  
探讨了"经济博弈论"中实验教学的总体思路与教学体系,分析了实验设计、实验实施过程、实验结果讨论等三个基本环节需要注意的问题,对"经济博弈论"中实验教学法的基本内容进行了说明,阐明了实验教学法在"经济博弈论"教学中的优越性。  相似文献
2.
We present a model for the diffusion of management fads and other technologies which lack clear objective evidence about their merits. The choices made by non-Bayesian adopters reflect both their own evaluations and the social influence of their peers. We show, both analytically and computationally, that the dynamics lead to outcomes that appear to be deterministic in spite of being governed by a stochastic process. In other words, when the objective evidence about a technology is weak, the evolution of this process quickly settles down to a fraction of adopters that is not predetermined. When the objective evidence is strong, the proportion of adopters is determined by the quality of the evidence and the adopters’ competence.  相似文献
3.
Contemporary pedagogy encourages instructors to move away from memorization to teaching the ability to “do economics.” In such an environment, students are taught to apply knowledge of economic measurement, the economic model, and economic policy to analyze current events and policies. In this article, the authors build on existing literature describing independent activities by sharing a set of class exercises and assignments that comprise an entire course. The course discussed in this article is a large enrollment introductory course and presents a novel approach to active learning, adapted to this often-challenging context. The course emphasizes engaging students by encouraging them to practice using macroeconomic tools.  相似文献
4.
Using a large multi-school sample, the authors examined how the characteristics and attitudes of students interact with the pedagogy and attributes of the instructor to influence students' decisions to study economics beyond the first semester. They found that students who have a predisposition to major in economics, who find economics relevant, who believe they understand economics as well as their classmates, and who expect higher grades in economics relative to their other classes are more likely to continue. They found evidence that teaching techniques and evaluation methods influence all of these factors except for the predisposition to major in economics. Some, but not all, of these techniques are particularly successful in influencing the decisions of female students.  相似文献
5.
Economic educators often profess the goal of teaching our students to “think like economists.” Since Siegfried and colleagues (1991) coined this phrase, its meaning has been interpreted as a focus on analytical concepts and methods of economics as opposed to the broader goal of preparing students for independent, critical thought in the complex world beyond college. Colander and McGoldrick (2009b) argued that students are more likely to achieve both of these objectives when the learning process includes open-ended questions that encourage them to move beyond algorithmic application of textbook principles. In this article, the authors operationalize this “big think” approach through an instructional module on differential tuition pricing, the development of which was enhanced by careful attention to contemporary learning theory.  相似文献
6.
The author attempts to rectify the unsatisfactory textbook treatment of the finite-sample properties of estimators of regression models with a lagged dependent variable and autocorrelated disturbances. He contends that the bias of the OLS estimator of a regression model with a lagged dependent variable and autocorrelated disturbances is determined by two effects, the dynamic effect and the correlation effect, which may be reinforcing or offsetting. The implications of these two effects are explored within a theoretical and a Monte Carlo framework.  相似文献
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Angrist and Pischke (2017) call for a pedagogical paradigm shift by pointing out that econometrics courses often do not align with modern empirical approaches employed by economists. This article's authors propose a modern capstone experience, designed to address these concerns by integrating econometrics into the traditional capstone approach. They couple a full econometrics course with a traditional capstone course by weaving a cohesive econometrics-heavy research paper through the two courses. They feel this approach addresses the lack of econometrics skills among economics majors while simultaneously making some necessary improvements to undergraduate econometrics content. They hope this article will be a valuable resource for programs changing course requirements or revamping their curriculum to better fit the increasing demand for data analysis skills in the job market.  相似文献
9.
In this article, the authors describe the Miller Upton Programs launched by the Beloit College Department of Economics in 2008. The programs aim to advance student understanding of the nature and causes of wealth and well-being. After describing the programs’ core elements, the authors discuss ways in which they leverage economic discourse as a means to advance liberal learning. They argue that programs of this kind advance liberal learning by cultivating skills required to engage the great questions of human flourishing, by fostering development of students’ economic imagination and by enhancing students’ ability to engage in genuine intellectual discovery. Details on the history and resource commitments for various program aspects are provided, allowing readers to identify program elements appropriate for replication at their home institutions.  相似文献
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