《經(jīng)濟(jì)學(xué)原理》課程教學(xué)大綱 (一)

《經(jīng)濟(jì)學(xué)原理（英）》課程教學(xué)大綱

一、課程基本信息

課程代碼：16127002

課程名稱：經(jīng)濟(jì)學(xué)概論

英文名稱:PrinciplesofEconomics

課程類別：專業(yè)課選修課

學(xué)時(shí)：32

學(xué)分：2

適用對(duì)象:商務(wù)英語(yǔ)專業(yè)學(xué)生

考核方式：考試

先修課程：綜合英語(yǔ)，高等數(shù)學(xué)

二、課程簡(jiǎn)介

《經(jīng)濟(jì)學(xué)原理（英）》是面向廣東財(cái)經(jīng)大學(xué)商務(wù)英語(yǔ)專業(yè)高年級(jí)學(xué)生所開設(shè)的

一門專業(yè)基礎(chǔ)必修理論課程。經(jīng)濟(jì)學(xué)是一門思維型的學(xué)科，它幫助學(xué)生利用經(jīng)

濟(jì)學(xué)基本原理對(duì)當(dāng)下的社會(huì)、經(jīng)濟(jì)問(wèn)題作出理性分析，最終學(xué)會(huì)做出理性的決

策。學(xué)習(xí)經(jīng)濟(jì)學(xué)有助于幫助學(xué)生理解生活于其間的世界是如何運(yùn)轉(zhuǎn)的；學(xué)習(xí)經(jīng)

濟(jì)學(xué)有助于理解政府政策的優(yōu)與劣；學(xué)習(xí)經(jīng)濟(jì)學(xué)可以改進(jìn)你的思考方式，這些

知識(shí)對(duì)學(xué)生將來(lái)的職業(yè)規(guī)劃，生活質(zhì)量的提高起著決定性的作用?！督?jīng)濟(jì)學(xué)原理

（英）》課程包括微觀經(jīng)濟(jì)學(xué)和宏觀經(jīng)濟(jì)學(xué)兩個(gè)模塊，包括一些基本理論如：均

衡價(jià)格理論、消費(fèi)者行為理論和生產(chǎn)理論等。

經(jīng)濟(jì)學(xué)作為一門解決資源配置和資源利用的社會(huì)科學(xué)，與人們的生活密切相

關(guān)，其基本概念和基本原理對(duì)人的價(jià)值觀的形成和發(fā)展具有極大的引領(lǐng)作用。經(jīng)

濟(jì)學(xué)教學(xué)中始終堅(jiān)持理論聯(lián)系實(shí)際的理念，引導(dǎo)學(xué)生用經(jīng)濟(jì)學(xué)的思維來(lái)思考人

生。每一個(gè)經(jīng)濟(jì)學(xué)的知識(shí)點(diǎn)，都可以成為我們觀察生活、分析社會(huì)和解讀人生的

工具，將經(jīng)濟(jì)學(xué)理論和知識(shí)融入思政教育變成一種教學(xué)活動(dòng)是非常有必要的。課

堂案例源于社會(huì)但是緊扣知識(shí)點(diǎn)，尤其多引用中國(guó)本土案例，引用中國(guó)特色社會(huì)

主義的經(jīng)濟(jì)案例，為學(xué)生帶來(lái)經(jīng)濟(jì)學(xué)的親切感。

SetespeciallyforthejuniorandseniorstudentsofbusinessEnglishmajorin

GuangdongUniversityofFinanceandEconomics,thesubjectofPrinciplesof

Economicsisidentifiedasacompulsorybasictheoreticalcourse.Widelyregardedas

astudyofwaysofthinking,economicswillprovidestudentswithsometheoriesto

dosomeresearchesandmakerationalanalysisonthecurrentlyeconomicandpolitical

phenomena,ofwhichstudentswillfinallymakerationaldecisionsonthebasis.

Learningeconomicswillcontributetotheunderstandingofhowtheworldisrunning

andthejudgmentofwhetherthegovernmentpoliciesaresuperiororworse.In

addition,studentscandeveloptheirwaysofthinkingbylearningeconomics,whichis

notonlybeneficialfortheircareerplanning,butfortheirimprovementoffuturelife.

Therearetwomajorsubjectsineconomics,microeconomicsandmacroeconomics

withseveralfundamentaltheoriesliketheequilibriumpricethcor）\theoryof

consumer'sbehaviorandproductiontheoryandsoon.

Economics,thesocialsciencethatsolvesresourceallocationandresource

utilization,iscloselyrelatedtopeople'slives.Itsbasicconceptsandprincipleshavea

leadingroleintheformationanddevelopmentofhumanvalues.Whenteaching

Economics,wealwaysadheretotheconceptofintegratingtheorywithpracticeand

guidestudentstothinkaboutlifewitheconomicthinking.Everyknowledgepointof

economicscanbeatoolforustoobservelife,analyzesociety,andinterpretlife.Itis

necessarytointegrateeconomictheoryandknowledgeintoideologicalandpolitical

educationintoateachingactivity.ClasscasesoriginatefromChinesebusinessbutare

closelyrelatedtoknowledgepoints.Inparticular,weoftencitelocaleconomic

businesstobringstudentsasenseofintimacyineconomics.

三、課程性質(zhì)與教學(xué)目的

（一）性質(zhì)：經(jīng)濟(jì)學(xué)原理是經(jīng)濟(jì)學(xué)科中的一門基礎(chǔ)學(xué)科。它是經(jīng)濟(jì)學(xué)、財(cái)經(jīng)、

管理類各專業(yè)普遍開設(shè)的基礎(chǔ)理論課程。在商務(wù)英語(yǔ)學(xué)習(xí)中，經(jīng)濟(jì)學(xué)原理處于基

礎(chǔ)的地位，為商務(wù)英語(yǔ)學(xué)生準(zhǔn)備經(jīng)濟(jì)學(xué)科方面的基礎(chǔ)知識(shí)，為他們以后學(xué)習(xí)各專

業(yè)的專業(yè)基礎(chǔ)課程和專業(yè)課程打下良好的基礎(chǔ)。

（二）目的：通過(guò)對(duì)本課程的學(xué)習(xí)，要求學(xué)生掌握經(jīng)濟(jì)學(xué)中的基本概念和基

本理論，能夠運(yùn)用基本的圖表來(lái)分析說(shuō)明這些基本理論，能夠運(yùn)用所學(xué)的知識(shí)對(duì)

社會(huì)生活中常見的經(jīng)濟(jì)問(wèn)題、經(jīng)濟(jì)現(xiàn)象進(jìn)行分析，并能對(duì)一些經(jīng)濟(jì)政策有所了解。

同時(shí)，在有關(guān)章節(jié)引入社會(huì)主義思想政治教育，培養(yǎng)具有高度政治覺悟和政治素

質(zhì)的復(fù)合型外語(yǔ)人才。

四、教學(xué)內(nèi)容及要求

PART1INTRODUCTION

CHAPTER1TENPRINCIPLESOFECONOMICS

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

1.Understandtenprinciplesofeconomics.

2.Learntoapplythetenprinciplesofeconomicsinourdailylife.

II.Contents:

1.HowPeopleMakeDecisions

2.HowPeopleInteract

3.HowtheEconomyasaWholeWorks

IH.After-classexercises:

1.Listandbrieflyexplainhefourprinciplesofindividualdecision

2.Listandbrieflyexplainthethreeprinciplesconcerningpeople'seconomic

interactions;

3.Listandbrieflyexplainthethreeprinciplesthatdescribehowtheeconomyasa

wholeworks.

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

CHAPTER2THINKINGLIKEANECONOMIST

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

1.Identifytheeconomists1methodologytoapproachtheworld.

2.UnderstandTheCircular-FlowDiagram

II.Contents:

1.TheEconomistasScientist

2.TheEconomistasPolicyAdviser

III.After-classexercises:

1.Whymighteconomicadviserslothepresidentdisagreeaboutaquestionof

policy?

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

CHAPTER3INTERDEPENDENCEANDTHEGAINSFROMTRADE

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

I.Examinehowoureconomycoordinatestheactivitiesofmillionsofpeople

withvaryingtastesandabilities.

2.Explainwhypeopletradewiththeirneighborsandwhynationstrade

withothernations.

3.Explainwhatexactlypeoplegainwhentheytradewithoneanother.

4.Explainwhypeoplechoosetobecomeinterdependent.

II.Contents:

1.AParablefortheModernEconomy

2.ThePrincipleofComparativeAdvantage

3.ApplicationsofComparativeAdvantage

III.After-classexercises:

RobinsonCrusoecangather10coconutsorcatch1fishperhour.Hisfriend

Fridaycangather3()coconutsorcatch2fishperhour.WhatisCrusoe's

opportunitycostofcatchingonefish?WhatisFriday's?Whohasanabsolute

advantageincatchingfish?Whohasacomparativeadvantageincatchingfish?

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

PART2HOWMARKETSWORK

CHAPTER4THEMARKETFORCESOFSUPPLYANDDEMAND

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

1.Identifywhatsupplyanddemandarerespectively

2.Understandthetheoryofsupplyanddemand.

3.Explainhowsupplyanddemandinteractwithoneanother.

4.Explainhowsupplyanddemandhowsupplyanddemanddeterminepricesin

amarketeconomyandhowprices,inturn,allocatetheeconomy'sscarce

resources.

II.Contents:

1.MarketsandCompetition

2.Demand

3.Supply

4.SupplyandDemandTogether

DI.After-classexercises:

1.Whatisamarket?Whatarcthecharacteristicsofacompetitivemarket?

2.Makeupanexampleofasupplyscheduleforpizzaandgraphtheimplied

supplycurve.

3.Giveanexampleofsomethinghatwouldshiftthissupplycurve.

4.Wouldachangeinthepriceofpizzashiftthissupplycurve?

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

CHAPTER5ELASTICITYADNITSAPPLICATIN

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

I.Identifytheconceptofelasticity.

2.Developthetoolofelasticitytoanalyzesupplyanddemandwithgreater

precision.

3.Explainhowsomeeventorpolicyaffectsamarket,wecandiscussnotonly

thedirectionoftheeffectsbuttheirmagnitudeaswell.

II.Contents:

1.TheelasticityofDemand

2.TheelasticityofSupply

3.ThreeApplicationsofSupply,Demand

III.After-classexercises:

I.Definethepriceelasticityofdemand.

2.Explaintherelationshipbetweentotalrevenueandthepriceelasticityof

demand.

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

CHAPTER6SUPPLY,DEMAND,ANDGOVERMENTPOLICIES

I,TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

1.Analyzevarioustypesofgovernmentpolicyusingonlythetoolsofsupply

anddemand.

2.Explainhowpolicymakersusetaxesbothtoinfluencemarketoutcomesand

toraiserevenueforpublicpurposes.

II.Contents:

1.ControlsonPrices

2.Taxes

HLAfter-classexercises:

Inasupply-and-demanddiagram,showhowataxoncarbuyersof$1,00()per

caraffectsthequantityofcarssoldandthepriceofcars.Inanotherdiagram,show

howataxoncarsellersof$1,000percaraffectsthequantityofcarssoldandthe

priceofcars.Inbothofyourdiagrams,showthechangeinthepricepaidbycar

buyersandthechangeinpricereceivedbycarseller.

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

PART3MARKETSANDWELFARE

CHAPTER7CONSUMERSS,PRODUCERS,ADNTHEEFFICIENCYOF

MARKETS

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

1.Identifytheconceptofwelfareeconomics.

2.Explainhowtheallocationofresourcesaffectseconomicwell-being.

3.Explainhowtheequilibriumofsupplyanddemandinamarketmaximizes

thetotalbenefitsreceivedbybuyersandsellers.

4.Developwelfareeconomicstoexplaintheprinciple"Marketsareusually

agoodwaytoorganizeeconomicactivity."morefully.

II.Contents:

1.ControlsonPrices

2.Taxes

III.After-classexercises:

Drawademandcurveforturkey.Inyourdiagram,showapriceofturkeyand

theconsumersurplusthatresultsformthatprice.Explaininwordswhatthis

consumersurplusmeasures.

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

CHAPTER8APPLICATIONS:THECOSTSOFTAXATION

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

1.Explainhowtaxationhasamajorimpactonthemoderneconomy.

2.Explainhowtaxesaffectwelfare,theeconomicwell-beingofparticipantsina

market.

II.Contents:

1.TheDeadweightlossofTaxation

2.TheDeterminantsoftheDeadweightLoss

III.After-classexercises:

Drawthesupply-and-demandcurveforcookies.Ifthegovernmentimposesa

taxoncookies,showwhathappenstothequantitysold,thepricepaidbybuyers,

andthepricepaidbysellers.Inyourdiagram,showthedeadweightlossfromthe

tax.Explainthemeaningofthedeadweightloss.

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

CHAPTER9APPLICATON:INTERNATIONALTRADE

I.TeachingObjectives:

Afterstudyingthischapter,studentsshouldbeableto:

1.Reviewhowdevelopmanytoolsforanalyzinghowmarketswork:supply,

demand,equilibrium,consumersurplus,producersurplus,andsoon.

II.Contents:

1.TheDeterminantsofTrade

2.TheWinnersandLosersfromTrade

3.TheArgumentsforRestrictingTrade

III.After-classexercises:

ThecountryAutarkadoestoallowinternationaltrade.InAutarka,youcan

buyawoolsuitfor3ouncesofgold.Meanwhile,inneighboringcountries,you

canbuythesamesuitfor2ouncesofgold.IfAutarkaweretoallowfreetrade,

woulditimportorexportwoolsuits?

IV.Teachingmethodsandaids:

PPT,instruction,groupdiscussion,caseanalysisetc.

五、各教學(xué)環(huán)節(jié)學(xué)時(shí)分配

教學(xué)環(huán)節(jié)

講習(xí)小

教學(xué)時(shí)數(shù)、案例分

題

析

課課計(jì)

課程內(nèi)容

33

Part1(chapter1)

Pan1(chapter2)212

Part1(chapter3)c213

31