The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill

Students in a large principles of macroeconomics class were asked to predict their performance on a regularly scheduled midterm examination. The author collected and analyzed data to examine the effect of various demographic characteristics, academic endowments, course preparation, and course performance variables on the accuracy of pretest expectations. A two-equation recursive model was estimated by the author to determine which factors influenced the accuracy of student expectations (predictive calibration). The results indicated that a pervasive degree of overconfidence existed within the sample. Although age and overall academic performance were found to temper overconfidence, students with credit in a previous economics course had a greater probability of reporting overconfident expectations. Overconfidence was found to be associated with lower degrees of predictive calibration. Misjudgments concerning the scope of the midterm were found to lower predictive calibration scores, ceteris paribus. These and other results indicate that unmet student performance expectations may be a root cause for the routinely observed student dissatisfaction within the traditional principles course.     

An Approach to Testing the Effectiveness of the Teaching and Learning of Economics in High School

Based on data on students in a college economics principles course over a nine-year period, the authors conclude that high school economics does improve performance in the principles course but does not influence grades in intermediate theory classes.     

The Use of Narrative Interview in Teaching Principles of Macroeconomics

The author describes the design and implementation of one experiential learning assignment used in a principles of macroeconomics course. The learning exercise provides an active role for students and results in a relational experience that provides traditional undergraduate students with a frame of reference with which to interpret the impact of macroeconomic events and policy on their daily lives.     

Economic Versus Accounting Income: The Impact of Education on Students' Concepts

A study of differences in approach to value and income concepts by students with and without formal accounting education is presented by Kida and Hicks. They found that students without accounting training tend to regard income as a change in value and well-being; those with accounting tend to view the income concept from an accounting procedural approach. The question is raised whether accounting majors might not benefit from additional training in economic theory beyond a basic principles course to broaden their approach to “theoretical value-based concepts.”     

究竟该怎样完整准确地理解马克思主义?——三评奚兆永先生的理论观点

论文从两个方面论证马克思主义有基本原理与非基本原理之分,反驳奚兆永先生对这种区分的否定;阐明产业资本是资本主义"普照的光",它决定着资本主义制度的社会性质,三卷《资本论》的逻辑结构是依次讲产业资本(工业资本)的生产过程、流通过程和生产总过程,反驳奚兆永先生对《资本论》逻辑结构的错解;进一步论证剩余价值理论和历史唯物主义是马克思的两大主要贡献,它使社会主义由空想变为科学,反驳奚兆永先生断言不是剩余价值理论而是"资本总公式"及其矛盾使社会主义走出黑暗中的摸索变为科学。对奚文中存在的其他多方面对马恩及毛泽东有关理论论述的错解、曲解和思维逻辑的混乱,也进行了辩驳。     

人民币区域化合作之最佳模式探讨

面对金融危机后的多变国际形势,人民币区域化研究是一个极为复杂和困难的课题,具有非常重要的理论和现实意义。本文通过分析人民币区域合作的难点问题,指出了未来人民币区域化过程中应遵循的原则,并根据区域特征和合作程度的差别对比研究了不同层次货币的合作模式,着重阐述了人民币区域化的阶段目标和实现形式。     

高校《形势与政策》课程基本问题探析

加强《形势与政策》课程建设,是思想政治理论课建设的重要内容,是实现大学生形势政策教育规范化与制度化的基本途径与必然要求。长期的思想政治理论课程的开设实践,使《形势与政策》建成规范化课程的条件逐渐成熟。建设《形势与政策》课程,一要明确课程的性质与地位;二要构建相对稳定的知识体系;三要坚持正确的教学原则。     

我国农业合作组织内的协调机制研究

在人的有限理性、机会主义和不完全契约的条件下,农业合作组织内部成员之间存在着机会主义动机和组织运行过程中造成的种种组织冲突.农业合作组织内协调机制的主要作用表现在农业合作组织各成员方如何安排适当的契约方式和组织的治理结构来减少组织的运行成本.具体内容为从投资弹性、投资的相对效率、资产的独立性和人力资本的必要性等角度进行分析,指出合作组织成员间要素联结契约方式选择原则;根据信息的联结模式讨论合作组织治理结构的设计原则;根据价值链理论分析组织目标确定、分解和调整过程中协调矩阵的构成要素.     

新疆预科汉语阅读教学现状分析与改进建议

阅读教学是汉语教学中非常重要的一门课程。当前新疆预科汉语阅读教学在课程设置、课时安排、教学内容、阅读测试等方面存在一些问题,需要重新确立教学目标和教学原则,在课程设计、教材选用、教学优化、教学方法和测试方面进行有针对性的改进。     

Some Thoughts on Teaching Principles of Macroeconomics

Some suggestions are offered for making the macroeconomics principles course more relevant, timely, and effective.     

The Case of European Monetary Integration and its Former Hegemon

There is no historical precedent for the institutional set‐up of the eurozone. However, it is an arrangement that could not and cannot escape the universal laws and principles of economics. This article tries to look generally at the consequences of this integration project from the perspective of the former monetary hegemon, Germany, whose hegemony largely ended as a result of the monetary integration method chosen. Those consequences are, of course, more apparent in bad times than they were in good times. We then specifically examine the problem of convergence and divergence within a currency area and discuss the issue of competitive devaluation. In the conclusion, we try to formulate the fundamental dilemma faced by the former monetary hegemon. Its solution will affect those inside and outside the integration project.     

我国农业生产中技术与人力资本的挤出与我国城乡的二元经济

本文研究我国农业生产中技术与人力资本挤出的原因、过程和机理,分析农业技术与人力资本在农业经济中的内生条件.以此思路,研究和理解我国城乡二元经济的特征、原理和主要表现等问题.本文指出,我国目前存在的城乡二元经济,其实质是农村不能充分融入现代市场经济;资本(包括人力资本)和技术要素在农业经济中不能实现它们在一般市场中的效率和价值;农民不能充分享有经济发展的机会和权利.     

One Semester Or Two

The problem of optimum instruction in economics includes all kinds of technological constraints created by choices among different media of instruction. It also includes the problem of how long a course is required for adequate instruction. Traditionally, principles of economics has been taught as a two-semester, three-hour credit course. This article investigates the extent to which the results achieved by students after one semester's study are equivalent to those achieved after two semesters, and finds the differences less than might be supposed.     

中国钢铁工业战略结构调整的基本原则

结构调整是我国实现从钢铁大国向钢铁强国转变的关键步骤，在钢铁工业结构调整的过程中，必须坚持以“市场为导向，以改善品种结构、提高产品质量为中心；以老企业改造为重点；打破现行条块，进行资产重组，积极进行企业组织结构调整；充分发挥科技是第一生产力的作用，积极采用新技术，抓好节能降耗、环境保护、资源综合利用，实施可持续发展战略；实施走出去战略，特别是利用国外资源和国外市场”这几条基本原则。     

Teaching College Economics in the High Schools: The Role of Concurrent Enrollment Programs

The authors examine concurrent enrollment programs (CEP) as an effective means of teaching college economics in high school. They describe the establishment of the National Alliance of Concurrent Enrollment Partnerships to set national standards for CEP. They also investigate the performance of high school students taking the Syracuse University one-semester micro/macro principles of economics course through its CEP, Project Advance, on the Test of Economic Literacy. CEP students average nearly 1 percentage point higher than do the advanced placement/honors economics group and score considerably better in fundamentals and international economics. By cognitive levels, CEP students score over 4 percentage points in the knowledge area and exhibit better performance on application questions.     

A Microcomputer Program That Simulates the Baumol-Tobin Transactions Demand for Money

The Baumol-Tobin approach for explaining the transactions demand for money has become standard in upper-division macroeconomic courses and is even used in many principles courses. This article describes a microcomputer program that permits students to learn the theory by experimenting with cash-management techniques. Suggestions are given for incorporating the technique into a course.     

Factors Affecting the Content of High School Economics

Several years ago there was great interest in the high school economics course. Studies were being made of the effectiveness of high school economics, of the relationship between the student's high school economics background and his or her performance in the college principles course, and of the economic knowledge of precollege teachers. Strom's article may bring about a revival of interest in secondary school economic instruction. He has considered variables not previously taken into account, he has addressed the problem of defining the high school course, and—perhaps most important—he has suggested that the two-step factor analysis/regression procedure may be superior to the standard regression analysis in economic education research.     

Issues on Settlement of Final Expenses and Performance Assessment in the Course of Transition: Evidence from China

This paper studies the process and the performance of transition with the following logic: transition is an objective process in accordance with the general principles of economic history; the objectivity is embodied in the expected economic and social effects of transition, the profound economic and social changes in the course of transition, and the different problems facing different transitional stages. Transition is, at the same time, a subjective process involving the participation of the government and the public; the subjectivity is embodied in the thinking on transition, path selection, policy design, and process control. It requires evaluation, correction, and anticipation on the dynamic process with analysis tools and methods that are normally used to validate the subjective thoughts in the objective world to verify whether effects of the subjective action follow and develop the objective principles. It is under such a logical framework that issues on the settlement of final expenses and the performance assessment of transition raised in this paper focus on the improvement in traditional analysis tools and methods and further apply such improvement to China’s course of transition. The rudimental premise in this study is the combination of the process of transition, all-roundness of development, and phases of evolution. Translated from Social Science in China, 2005, (1) (in Chinese)     

Core Requirements for the Economics Major

In this article, the authors are the first to describe the core economics curriculum requirements for economics majors at all American colleges and universities, as opposed to a sample of institutions. Not surprisingly, principles of economics is nearly universally required and implemented as a two-semester course in 85 percent of economics major programs. Most schools do not prescribe the order in which the principles sequence is taken. The intermediate courses are commonly required, although variation exists across institution types. While the quantitative requirement for the major has increased since 1980, significant differences exist among institutions and by academic rankings. As compared to 1950, there has been an increase in the number of required economics credit hours for the major.     

自然在现代室内空间中的表现趋势

自然是一切分析原则的源泉，其动态发展的历程，为设计提供着形式的创新、欣赏的快感与文化的传承同时，室内空间中对自然的表现形式也在不断发展，正如美国建筑理论家詹克斯在《动荡世界中的建筑》所言，建筑界正在“回归不同的自然”