经济学的教学发生什么事了——李俊慧（What happened to economics teaching -- Li Junhui）

经济学的教学发生什么事了——李俊慧（What happened to economics teaching -- Li Junhui） 经济学的教学发生什么事了——李俊慧(What happened to economics teaching -- Li Junhui) Before the national day, the college organized a lecture competition, and I also participated in it. In the absence of any preparation, it was just a matter of thinking about it, choosing a subject of macroeconomics, and making a succinct ppt 关于艾滋病ppt课件精益管理ppt下载地图下载ppt可编辑假如ppt教学课件下载triz基础知识ppt . The game that afternoon I have to practice, so my play time to the end of the line. So when I started talking, it was too late to see everyone here, including the judges and the contestants, with an anxious look on their faces. The situation is obviously unfavourable to me. But as early as I chose the subject of macroeconomics, I knew that I could make this lesson fascinating to everyone, forgetting everything - of course, including time. So, I composed speaking up. Everything unfolded as expected, and I saw the audience's face full of fascination, and no one would keep looking at the wall hung with the clock or their cell phone. I sat with the dean to listen even smiling, also nodded from time to time, as when I was faced with the students really like, the show in front of me is a lost face, there was a curious and have wide eyes. The required teaching time is 30 minutes, and I glance at the time displayed on the screen of the mobile phone, adjusting the speed of the progress. Finally, the whole lecture was finished in twenty-ninth minutes, and a warm applause was given. At the end of the game, the rest of the runners came out with me, and one of them couldn't wait to say, "your class is so good today."! I've always felt that economics is such a boring discipline. How can you make it so interesting?" My answer is, "because economics was interesting."." This is my heart. Some courses are really dull, and they can also make this kind of course wonderful, and that is really the result of the excellent teaching skills. But economics should never be a dull curriculum - though it was once called "dismal science."". However, the fact is that many teachers are afraid of teaching economics. So what happened to economics teaching? Why should it be an interesting subject, but it has been taught to be a dull course? First, the difficulties of teaching economics Speaking of economics teaching difficulties, it is in two aspects: one is that many teachers feel really hard to say economics was wonderful, on the other hand, is that such a pure theoretical course for the pursuit of pragmatism is difficult to attract students who got him. For the latter, even the schools like Fudan University, where the economic school teachers also told me about the current students so eager for quick success and instant learning attitude of discontent and helplessness. These difficulties, indeed, have their objective existence. But is it really so hard to overcome, or is it something that can't be changed? I don't think so. It's difficult to preach this first. I think there are two reasons for the emergence of difficulties, one is the reasons for teaching materials, one is the teacher's reasons. At present, the textbooks of economics are no more than two channels. One is the introduction of foreign textbooks, the other is the domestic economist, or the domestic textbook written by the teachers who are engaged in economics teaching. Many domestic teaching materials are intermingled, and many people who have been engaged in the teaching of economics have been deeply aware of it. It's just about foreign textbooks. Foreign textbooks, mainly American textbooks, although they can be introduced into the country, must have their own advantages, the forms are relatively rich and diverse, there are more examples. But foreign textbooks also have "acclimatized", which is not suitable for China's national conditions. For example, a lot of examples are foreign, for Chinese students feel strange, no resonance, can not play the role of case teaching. But in fact, this is the second. Because the example can be replaced by an example of Chinese mainland. Now the domestic teaching materials do better, We should pay attention to the advantages and disadvantages of absorbing foreign textbooks in form, but in examples we can exchange our own examples of our own countries. However, there are some "acclimatized" problems, it is not easy to solve the case of a Chinese example. But because of foreign (mainly American) have a great difference with the Chinese economic system, resulting in a part of the contents of textbooks is Chinese students are not familiar with, there is no need to grasp, but increase the difficulties of learning, resulting in a boring and dull. Here is one of the most typical example is the macro economics about the money supply M0, M1, M2 (i.e., the so-called narrow money broad money) the definition of the content (actually not only in macro economics, in monetary and banking, finance and a series of related courses are important content). The definition of these money supplies in textbooks is based on the characteristics of the financial system of the United States, and has a great discrepancy with the actual situation of our country. But even if it is the compilation of the textbooks, just blindly take over these definitions apply mechanically copy, not based on the essential meaning really understand this three volume on the corresponding adjustment is defined with the actual situation in our country to adapt. The editor of a financial channel of a famous portal website asked me how to understand the three quantities. I answered his questions with only three simple sentences. My answer is: "M0 is the tangible coins and banknotes, M1 is plus demand deposits on the basis of M0, M2 is plus deposit on the basis of M1." He exclaimed, "how do you make it so clear, so simple?" No one ever explained it to me that way!" Yes, if you go over the textbook, the definition of the three quantities you see is much more complicated than I do. But if you really understand the nature of these three quantities is nothing more than to the liquidity level as defined in the standard, plus you on the U.S. financial system (mainly deposit system) know anything, it is very easy for me to translate the simple explanation. The definition of textbook so complex, in fact is because the United States has implemented a very complex of bank deposit control (originated from the direct cause of the economic crisis of 1929-1933 is the bank to solicit depositors high interest rates in securities investment business, the bank engaged in the high risk of the stock market crash once it caused a lot of the wave of bank failures, and to the bank) the competition deposit, invented a number of complex deposit form to avoid these controls, it makes the United States the deposit system is extremely complex, not simply to demand deposits, time deposits are defined with higher liquidity and lower deposit money supply. But there is clearly no such problem in China, and there is no such complexity, nor does it require such a complex definition of the money supply. In fact, a course called boring, often partly due to its complexity, students do not understand do not understand, feel hard, naturally do not love learning. But if everything seems so simple and clear, some students will only learn something new, and then produce a strong interest. If the direct introduction of foreign materials and this inevitably have different problems China conditions The climate does not suit one. written materials, then the domestic only trust blindly copy, do not "localization", that is not to write textbooks of people seriously enough, is to write teaching people although there is no attitude. The problem, but did not really understand them, so they can only do copy things. In this way, the reasons for the teacher are involved. Although textbooks may not be good enough, but the book is dead, the lecturer is alive, if the teacher is really understand, it still can not be restricted to material limitations, the economics speaks vivid, let students full of interest. As a matter of fact, I was in class, From time to time to say to the students: "don't read, listen to me.". Listen to me, and you can hear it. Reading will only make you dizzy." Or conversely, even if the teaching material is good, but if the teacher does not really understand, but also can not speak clearly, so that students feel boring, can chen. Let me take my choice of the lecture contest as an example. I'm talking about Freedman's perpetual consumption function. About this part of the contents of many materials, gave me the feeling is a person actually did not understand, or just put in other places (possibly foreign materials, may be better some of the articles from Freedman's copy). It's true that this theory is not easy, but it's not difficult to understand if it's mastered, and the problem is that most people (including writing books, teaching) don't know where it is. As a matter of fact, my own understanding of the theory has gone through three stages. The first stage is the first time that undergraduate students have been exposed to this theory in macroeconomics. At that time, although the teaching material is not good, the teacher should not understand, so also learned a fur, the theory of subtlety is completely no experience. The second stage is studied statistically after many years, and that Freedman's life story, that is actually a statistician before he became an economist, inadvertently thinking when suddenly thought of Freedman, the consumption (or income) function if the regression equation from a statistical point of view, is permanent consumption (or income) is equivalent to the regression equation in the function variable, temporary consumption (or income) is equivalent to the random variables in the regression equation. And then, once upon a time, my understanding of the theory went to a whole new level. The third stage is the expert advice, see time in economics that permanent form one of the most basic discount formula (time for permanent) and Freedman the concept of permanent income connection, so the micro foundation of macro theory became not from the click into place. In this lecture competition, I just put the theory of Freedman's perpetual consumption function on the level of the second stage, but it is enough to make the audience feel happy. For them, they are also the economics teacher, and students, the textbook knowledge already by heart. But the textbook will only write the first phase of the content, that is the theory is superficial fur, then how backward will not really understand this theory of subtle miaojue. Seeing new things and being able to understand, fully understand, can bring fresh and joyful feelings to the people who listen to the lectures. The fun of learning is actually so simple! Two, the difficulties of learning economics Thus, it involves the difficulties mentioned above in learning. Are today's students eager for quick success and instant benefit? Don't like the theory of being divorced from reality, just want to learn the courses that can be applied immediately to help them find jobs and earn money? Objectively, there is such a situation, but it does not necessarily make human nature too simple. From the first day of teaching, facing the students, I already have such a feeling: People's curiosity is born, but also very powerful. And day after day, year after year, teaching is always strengthening, not weakening. People want to learn, although the purpose is different, but there will always be more or less partly out of pure love of knowledge, not for employment, not to make money, but it is because learning and learning can satisfy their curiosity. Curiosity killed the cat. As a curiosity, a cat can do life, people actually do not fall in the cat, is only a question of who can teach people to learn this innate, but hidden pure curiosity under many seemingly mediocre daily desire inspired. Be just like， In this lecture contest, why should I choose Freedman's consumption function as a subject? This topic is a certain degree of difficulty in the macro in some textbooks, and even take it as the selection of content, the teacher can depend on the adequacy of hours, the student accepts the degree to choose not to talk about this part of the content. But I chose it, because the audience is not actually a student who knows nothing about it, but a teacher who knows early. If not speak some difficult questions, the audience knew what you want to say something, say it is not new and has no impact on their thinking, not fresh, there would be no learning fun. I know that even the most economics teacher, is actually not really understand the corresponding regression equation of Freedman consumption function and statistics, such a new message, it can arouse their strong interest. And that's exactly what it is. A difficult teaching competition, the judges actually not students, they will not take the initiative to adjust their mentality to a student's mentality, not the desire for knowledge, and not appreciate in real teaching students exposed to new knowledge that excited mood. So I have to choose a topic, that is, they think they are already familiar, but in the process of listening, suddenly found that you can still get new information from my teaching. This in addition to fresh, but also more an unexpected feeling, the effect of natural better. In fact, the president at the end of the summary speech, also mentioned that, from here to listen to lectures in the process, he felt that he also learned a lot of new knowledge. As an illustration, he gave me the lecture. It's easier to leave the lecture competition and go back to the real classroom teaching. The student is a blank sheet of paper, and he waits for you to draw a new blueprint for them. If you can only give him meaningless or stale information, he can only repay you with a picture that is too bad. In my teaching experience, don't say regular undergraduate students will also because of exposure to fresh knowledge and demonstrated a strong sense of curiosity, even adult teaching those but to mix a diploma in society, because you will in their eyes reveal a new wonders of the world and in the best of spirits. Often heard adult teaching students after class said to me: "teacher, this course is difficult and boring to read books, listen to you how to become so interesting."!" Now, this is probably the time for me to be most satisfied with being an economics teacher. What happened to the teaching of economics? Teachers are difficult to teach, students learn boring, that is not economics. Please let it revert to its true nature as an interesting learning!