对马克思主义政治经济学和西方经济学关系的几点认识

马克思主义政治经济学和西方经济学在高校经济管理类专业中具有重要的地位,但学生对二者的关系认识还存在诸多困惑。论文在辨证分析二者异同点的基础上,从发展的视角提出了引导学生正确认识二者关系所应坚持的科学态度,以期对教学实践有所裨益。     

Network Externalities and Standardization: A Classroom Demonstration

This paper presents a classroom game that can be used to demonstrate network externalities, standardization, and switching costs. In the basic game, students independently choose a technology whose value depends on the total number of students choosing that technology. In the next round, sequential decision making is allowed that quickly leads to standardization. Introducing imperfect information and switching costs into subsequent rounds can lead to the real-world phenomenon of an inferior technology becoming the standard. This exercise can be used in principles of economics classes to teach these important concepts without requiring mathematical models. In more advanced classes, construction of the mathematical model behind the game may be assigned.     

启发式教学在高职高专经济学课程中的应用

我国高职院校经济类专业普遍开设了经济学（或称西方经济学、经济学基础、经济学原理）课程。由于经济学理论抽象、教学方法陈旧等,使得培养和提高学生将理论知识运用于分析和解决实际经济问题的能力显得尤为重要。需要探讨经济学教学新方法,构建启发式的教学方法体系。     

An Illustrated Case for Active Learning

Educational psychologists and instructional specialists agree that students should be actively involved in the educational process. Despite evidence that students learn better and are more committed to learning when they work with course material, chalk-and-talk remains the dominant pedagogy in economics instruction. This article provides a rationale for active learning in undergraduate economic courses based on the literature and on the author's experience. It provides examples of active learning exercises, explains why students and teachers benefit from active learning, and concludes that the benefits of active learning outweigh the costs. The exercises in this article focus on the concept of present value. A companion Web site provides exercises useful for teaching other financial market concepts.     

关于推进高校马克思主义大众化的思考

马克思主义大众化的实现离不开大学生这一特殊群体,大学生是建设未来中国特色社会主义事业的中坚力量,在高校中引导大学生树立马克思主义信仰尤为重要。随着"90后"大学生的出现,高校中思想政治理论课的改革也显得更为重要。在新时期,应该以中国特色社会主义理论体系为主要内容推进高校马克思主义大众化,结合当代中国大学生的新特点使高校政治理论课更具时代性。     

数据挖掘技术在教育领域的应用

各大院校每年招收数千名学生,学习不同的课程。他们在招生时就向学生们收集信息并且储存在计算机上。懂得使用数据的好处对学校来说至关重要。数据可用于分类和预测学生将来的行为表现,辍学可能性等,对教师来说也是如此。因此,本文对数据挖掘技术在教育领域中的作用进行了探讨。此外,注重应用数据挖掘这一技术有助于学校提供更具有竞争力的课程给学生们,以提高他们的能力。     

Does Crime Pay? A Classroom Demonstration of Monitoring and Enforcement

This article presents a classroom game in which students choose whether or not to comply with pollution regulations. By varying the level of monitoring and fines for noncompliance, the game shows students how the probability and severity of enforcement affects incentives for compliance. The game can be adapted for settings other than environmental regulation and can be used in a variety of classes including regulation, law and economics, environmental economics, public economics, or economics of crime classes. It can easily be conducted in a 50-minute class period.     

大学生体质健康测试现状分析与对策——以江苏经贸职业技术学院为例

通过测试法、数理统计法等对江苏经贸职业技术学院2007级、2008级、2009级大学生进行体质健康标准测试与分析,结果表明：学生总体体质较好,体质健康达标率为76.79%。但各测试指标显示：男生肥胖比率达13.87%,远高于女生的2.04%,女生偏轻体重比率达50.68%;女生肺活量指数不及格率达18.34%,远高于男生的9.38%;男生握力体重指数和女生坐位体前屈不及格率较小;立定跳远项目不及格率最高,男生达22.98%,女生为17.65%。针对江苏经贸职业技术学院学生体质健康现状,建议体育教师合理安排授课并加大体育健康知识的宣传,加强课外活动的组织与管理,为学生创造和改善体育锻炼环境,多开设体育选修课,确保学生体质的提高。     

Folk Economics

Folk economics is the intuitive economics of untrained people. It is concerned with distribution, and does not allow for or understand incentives. Folk economic notions evolved in our ancestors m circumstances where there was little in the way of specialization, division of labor, capital investment, or economic growth. It can explain the beliefs of naïve individuals regarding matters such as international trade, labor economics, law and economics, and industrial organization. It is important that voters understand economic principles. Economists would do a better job of persuading others and of teaching if we paid explicit attention to folk economics. Because untrained individuals do not fully understand gains from trade, training in economics is likely to improve welfare by increasing the number of trading opportunities. There is evidence that this is m fact true.     

工商管理类课程实践教学环节探索

在管理类课程的本科教学中,由于学生实践经验与专业感性认识的匮乏,学生在学习时往往难以较好理解和掌握所学课程理论知识,给教学带来一定困难并影响到教学效果。鉴于管理类课程知识体系自身的特殊性,因而只有通过各种形式的课程实践教学活动,教学双方共同互动努力,强化学生专业和课程感性认识,才能为学生很好理解并掌握相关管理理论知识奠定必要基础,取得良好的课程教学效果。     

新课程背景下师范生数学交流能力的培养

基础教育新数学课程在基本理念和具体内容上都发生了较大变化，这些变化对师范生提出了许多新的挑战和期待。高等师范院校教师在培养师范生数学交流能力时，要注意以下几点：教材编写要为学生留有交流的空间；因地制宜做好发展课程；尝试新的教学方法；培养学生快速阅读科技类文章；交流可以作为评价学生学习的一种方式；高等师范数学教师之间相互交流。     

Having More Fun with Organized Kissing

Several current issues in economics are centered on scheduling and matching problems, notably including the 2012 Nobel Prize winning work. Such problems usually lie outside the scope of most undergraduate courses. We present a relatively simple problem that can be used to introduce the graph theory needing to teach these interesting but somewhat difficult topics.     

留学生经济阅读课教学研究

经济阅读课是为满足留学生对商务汉语的需求以及实现与经济类专业课的有效对接而设置的,在教学中尤其要强调实用性、实践性和以学生为中心的原则。调查表明,正确处理阅读量与阅读技巧的关系、准确把握经济阅读课与专业课的区别、注重经济知识与语言的结合,是留学生经济阅读课教学水平提高的关键。     

基于职业岗位特征的课程评价体系研究——以高职会计专业为例

专业课程是专业教学活动的核心,并且总是随着职业岗位需求的变化而处于不断变化之中。依据会计职业岗位特征,构建高职会计专业课程评价体系并对其进行评价,以进一步改进与完善专业课程内容,保证和提高高职会计教学质量,满足用人单位的人才需求,促进学生零距离就业。     

地市级电大《现代汉语》面授辅导课教学改革研究

面授辅导是电大的重要教学手段,也是学生强化所学知识,获得疑难问题解答的重要途径。文章针对《现代汉语》的课程特点,主要探讨的是笔者对面授辅导课的一些看法以及在面授辅导课的教学实践过程中尝试使用的具体的教学方法和今后该课程教学的一些设想。同时,本文所说的面授辅导,指的是地市级电大以课程为单位,由学校统一安排教学时间和教学地点的较大范围的集中面授辅导课和学生自发组织的具有一定规模的集中面授辅导课。     

浅识新制度学派

本文通过对新制度经济学派的介绍与分析,总结其理论特点及其在经济学发展中所起的作用与其所占的地位,并简要介绍其流派中主要代表人物的简要成果,最后结合中国国情,分析了新制度经济学派对我国经济发展的作用,并指出我国应借鉴其有利之处发展本国经济。     

A Primer for New Teachers of Economics

In many economics programs, both graduate students and new assistant professors are thrown into the classroom without guidance, with the potential for negative ramifications that can last throughout their careers as teachers. This article is a primer in which we offer unique insights into useful methods and practices for new teachers in the economics profession. We discuss organizational and logistical issues that new teachers must consider and then offer our advice on specific pedagogical tools and techniques. Following the growing literature on the benefits of student‐centered and interactive instruction, we focus on ways instructors can move away from the traditional “chalk and talk” approach. We organize and present these alternative pedagogies in terms of their level of complexity and time required. We conclude with suggestions and resources for the continued growth and development of new teachers in economics.     

FACTORS EXPLAINING THE ACADEMIC SUCCESS OF SECOND‐YEAR ECONOMICS STUDENTS: AN EXPLORATORY ANALYSIS

Factors influencing the academic success of first‐year economics students have been intensely researched. Lecture and tutorial attendance, age, gender, as well as matriculation results have been identified as significant in explaining academic performance. The academic success of senior students, however, has received less attention in South Africa. This paper presents the findings of an investigation into the academic performance of second‐year economics students at Stellenbosch University. Using a Heckman two‐step model, the study analyses whether the factors explaining first‐year academic success are applicable in the second year or if other factors are relevant. The results suggest that most matriculation subjects become statistically insignificant for second‐year students, whereas lecture and tutorial attendance remain important contributors to academic success. Furthermore, academic performance in the first year is an important determinant of success in the second year.     

USING BLENDED LEARNING TO BOOST MOTIVATION AND PERFORMANCE IN INTRODUCTORY ECONOMICS MODULES

This paper explores the potential of online learning, in a local context, to provide academic economics with much of the context it currently lacks and which may be implicated in students' lack of motivation to engage with the discipline. Since weak motivation can be expected to play out in poor performance, the study set out to establish, firstly, whether the online intervention was a motivational experience for students. Secondly, various tests were performed to determine whether – and how strongly – motivation and performance are related. The study concludes that even the weak statistical promise of online learning, as in this particular case, should be embraced given the interest displayed by students in online economics teaching and learning.