A Note on Simulation Models in the Economics Classroom

This article describes an alternative to mechanistic simulation models. Students themselves construct the macroeconomic model in a way that is simple and that develops understanding of the theoretical relationships and facility with data use.     

A Further Note on Programmed Learning in Economics

The teaching of economics at the pre-college level in Britain has been increasing rapidly, a fact that is viewed with alarm by university teachers who feel that more harm than good is done in the process. Harbury and Szreter compare the performance of students who studied economics before coming to the university with those who did not, concluding that prior study of economics does not “… appear to inhibit the success of the future undergraduate.” They discuss several factors, such as age, sex, and mathematics background, which seem to be associated with above-average marks in university economics.     

A Note on the Teaching of Economics Through American History

McConnell examines problems connected with measuring the readability of introductory economics textbooks and observes that an index of readability based on sentence length and the number of syllables per some given number of words may be deficient, misleading, and possibly counterproductive. In this connection, he observes that “virtually no work has been undertaken to determine whether the choice of textbook is a significant factor in determining student understanding and performance.” Research in this area might make it possible to substitute empirical evidence for what most instructors in their selection of a textbook attempt to intuit.     

制度经济学三大流派的比较与评析

20世纪二三十年代之后,西方经济学在经济理论上陷入持久的危机。制度经济学派就是在批判传统的主流经济学——新古典主义的基础上发展起来的。制度经济学按其类型一般分为以凡勃仑、康芒斯为代表的早期制度经济学,以加尔布雷斯、缪尔达尔为代表的后制度经济学和以科斯、诺斯为代表的新制度经济学。它们分别代表了三种制度观和三种研究思路与方法,各有其合理性和局限性。目前,国内经济学界往往热衷于新制度经济学的研究与介绍,而对于另外两大制度学派的研究却甚为冷清。只知晓其中一种而忽视其他,很难说就掌握了制度理论的精髓。只有了解制度学派的全貌,并对它们进行比较和鉴别,才能更为深入地了解制度经济学学说,才有可能形成较为客观的认识与判断。     

A Model of Economics Learning in the High Schools

The effectiveness of the Developmental Economic Education Project (DEEP) of the Joint Council of Economic Education (JCEE) and the International Paper Company Foundation (IPCF) awards program for teaching economics is evaluated in this article. The effects these programs have on achievement in economics (ACH), attitudes towards economics as a subject (ATE), and economic attitude sophistication (EAS) are observed. The authors' study shows that DEEP schools had a positive effect on students in these three areas. The results of the IPCF program are less encouraging with students actually showing less economic understanding as a consequence of being taught by an award winning teacher.     

A Note on Attitude as a Factor in Learning Economics

Although one might naturally assume that students interested in economics will learn more in an introductory course than those not interested in the subject, this assumption had to be tested. Using a specially designed “Questionnaire on Student Attitude Toward Economics” on a pretest and posttest basis, and accounting for previous course work, the student's verbal and quantitative skills, and student program requirements, Karstensson and Vedder employed linear multiple regression analysis and found a positive relationship between precourse attitude and course grade. Changes in student attitude which occurred during the course were also analyzed.     

Assessing the Role of Business Schools in the Market for New Economics Ph.D.'s

The projected oversupply of new economics Ph.D.'s and its implications for college and university programs are explored. The authors discuss under-graduate enrollments, the emergence of business schools as a growth market for economists, relative salary movements, “field switching,” and shifts in the kinds of doctoral degrees that faculties have. Their findings are important both to those planning to earn Ph.D.'s in economics and to universities that train economists.     

中国工业经济与企业管理若干前沿问题综述

本文从三个大的方面、12个具体问题综述了我国工业经济和企业管理领域近两年研究的主要进展,一是中国工业化进程与问题,二是中国产业组织问题,三是企业管理方面的前沿问题。这些综述有助于对我国工业经济学和企业管理学所关注的问题有一个大体的把握,也在一定意义上为这两个学科的未来发展准备了一点资料基础。     

Teaching Economics in the Schools: A Review of Survey Findings

The authors review and contrast the findings of a 1981 national survey of economic education at the precollege level and 15 state surveys conducted at about the same time. The picture that emerges is disturbing: instruction in economics tends to be minimal (or nonexistent) for many students, and teacher training in economics is limited. Curriculum structure, teacher training, and the development and use of materials are interrelated problems facing economic education.     

Research Productivity in Business Economics: A Reply

Abstract. We reply to a comment by Diamantopoulos and Wagner questioning the face validity of our research productivity ranking for the field 'Marketing and Sales'.     

A Historical Note on the Use of Fiction to Teach Principles of Economics

The use of the novel to teach economics is traced back from its contemporary form to the early nineteenth century. The degree of economic sophistication in the earliest books is particularly impressive.     

行为经济学:当代西方经济学最新思潮

行为经济学兴起于20世纪90年代，它对传统经济学的基础，即假设人的行为准则是理性的，不动感情的自我利益，提出了挑战，正式承认人也有生性活泼的一面。行为经济学采用心理分析的方法，研究市场上人们行为的有限性和复杂性。这一学说是西方国家经济学研究的前沿课题，并已在多个领域指导人们的实践。     

A Note on the Environment as a Factor Affecting Student Performance in Principles of Economics

This study examines the environment in which students live and function as a determinant of performance in the first course in economics. The author concludes that the student's living arrangement does influence the stock of economic knowledge at the end of the course and observes a surprising, if tentative, consequence of students having taken a course in high school economics.     

现代资产阶级经济学经济危机理论批判

凯恩斯的经济危机理论有其合理的成分,但其中的错误也是显而易见的。凯恩斯对萨伊定律的批判,只不过是在重复马克思对萨伊定律方法论的批判。如果我们暂时不去追究凯恩斯是否对马克思的抄袭,而单就否定萨伊定律这一角度来看,我们不能说马克思批判了萨伊定律,而凯恩斯就没有批判萨伊定律。但是,凯恩斯承袭了斯密教条,因而不可能科学地说明资本主义经济的总量关系。凯恩斯将一条曲线辩护性地描述为独立的总需求曲线和总供给曲线,并杜撰了三大心理规律用以说明资本主义有效需求不足以及由此造成失业和经济危机,所有这些都是不科学的。凯恩斯既没有找到资本主义经济危机的病因,也没有理性地开出救治资本主义的良方。     

商业道德行为缺失的经济学分析——基于信息不对称理论的视阈

信息不对称理论下,商业道德缺乏的表现形式有:商业欺诈、商业贿赂和道德风险等。当前我国的商业道德缺失已超越通常所理解的道德范畴,须以制度约束力加以矫正。这就需要政府、行业协会、企业和消费者等多方协调,齐抓共管,综合治理商业道德缺失的社会现象。