土地资源管理专业课程教学改革研究

为适应社会经济发展对土地资源管理人才的需求,有必要对当前土地资源管理专业课程教学存在的问题进行剖析。以河南理工大学为例,通过对我校土地资源管理专业教学现状分析,认为在课程体系设置、教学内容、实践性教学以及双语教学等方面还存在不足。以＂厚基础,宽口径,重能力,高素质＂为主导,土地资源管理专业课程教学改革应从学科定位、明确培养目标,优化课程结构体系,对部分授课内容进行整合,革新教学模式和方法,加强师资队伍建设以及完善双语教学等方面进行加强和完善。     

高校思想政治理论课教学状况调查

通过对云南大学400名在校大一、大二学生的抽样问卷调查,从大学生学习思想政治理论课的动机和态度、参与课堂教学实践的情况、对教学内容等方面的评价和对教师的评价四个方面了解高校思想政治理论课教学现状。     

黑龙江省高等农业院校培养学生独立思考能力对策研究

独立思考能力的培养是学习过程中的资源整合,独立思考能力的强弱能够反映出学生学习能力与沟通协作能力的好坏。本科教学的课程中应多设置些能够培养和训练学生独立思考能力的课程及实践,使得学生有机会去思考、发现问题,探索解决问题的多种途径。     

基于岗位技能培养的高职商务英语教学改革探析

高职院校的教学目标应以培养学生的岗位技能为中心。基于此,高职院校的英语专业教学应以市场就业为导向,以岗位技能培养为核心,构建语言+专业+技能的模块化教学体系,培养市场需要的一专多能的复合技能型人才。     

Teaching the history of economic thought

The main purpose of this survey is to present the results of a questionnaire recently sent to historians of economic thought. This questionnaire — presented in the appendix - was devised so as to provide data on the approaches and experiences of teaching the history of economic thought in a wide range of universities throughout the world.

A summary of the most significant results is presented in section 2 of this survey. Section 1 provides a general introduction to the methodological context of the discussion of problems concerning the teaching of the discipline.     

Altruism in individual and joint-giving decisions: What's gender got to do with it?

Abstract

This paper uses dictator experiments to examine gender differences in altruistic behavior in the United States when decisions are made individually and jointly. In anonymous individual giving to charity, women give substantially more than men, and in paired settings, mixed-sex groups give the most while all male pairs give the least. Evidence supports social information and negotiation effects as participants change giving toward that of their partners. Social image effects are found only in mixed-sex groups, indicating a gender-based component to the value of the social signal sent. Although men and women appear to have similar influence, the positive social image effect pushes giving in mixed-sex pairs above the sum of the members' individual gifts because the less altruistic partners (usually men) adjust their giving upward more than the more altruistic partners (usually women) reduce giving. Therefore, increasing women's participation in traditionally male spheres of decision making may result in more altruistic economic behavior.     

The Scholarship of Teaching Economics

The authors report on the results of a telephone survey of 1,001 employees of seven large corporations conducted for the Business Roundtable as part of its public policy program. A set of 20 questions keyed to the Voluntary National Content Standards in Economics was embedded in the survey. A measure of economic literacy was constructed from the survey results. Greater economic literacy was associated with more overall education, more college economics coursework, high incomes, and being male. An examination of individual test questions revealed that previous college economics had substantial effects on employees' current economic literacy.     

The Fable of the Allegory: The Wizard of Oz in Economics

L. Frank Baum's The Wonderful Wizard of Oz has become popular as a teaching tool in economics. It has been argued that it was written as an allegory of Populist demands for a bimetallic monetary system in the late 19th century. The author argues that Baum was not sympathetic to Populist views and did not write the story as a monetary allegory.     

Trends in Undergraduate Economics Degrees: A 1993–94 Update

An examination of George Stigler's teaching career clarifies the requirements for an effective teacher of graduate economics and especially sheds light on the nature of the supervision of doctoral candidates. The heterogeneous composition of graduate students in aggregate means that quite distinct approaches can prove to be equally successful.     

Pushing Economies (and Students) Outside the Factor Price Equalization Zone

Despite overwhelming empirical evidence of the failure of factor price equalization, most teaching of international trade theory (even at the graduate level) assumes that economies are incompletely specialized and that factor price equalization holds. The behavior of trading economies in the absence of factor price equalization is not well understood, and some major textbook treatments err. The authors map regions of specialization and diversification for standard competitive economies and show how outputs, goods, and factor prices change as economies move within and across different regions of diversification and specialization. Two examples of how the analysis can enrich graduate-level trade teaching are given: the substitutability of goods trade and factor movements, and debates over the trade and inequality.