《宏观经济学（第十三版）英文版教学指南preface.docx》由会员分享，可在线阅读，更多相关《宏观经济学（第十三版）英文版教学指南preface.docx（4页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、TABLE OF CONTENTSPrefaceiChapter 1 IntroductionINational Income Accounting12Chapter 2 Growth and Accumulation34Growth and Policy57Chapter 3 Aggregate Supply and Demand76Aggregate Supply and the Phillips Curve91Chapter 4 Unemployment104Inflation122Chapter 5 Policy Preview133Income and Spending142Chap
2、ter 6 Money, Interest, and Income169Monetary and Fiscal Policy198Chapter 7 International Linkages231Consumption and Saving257Chapter 8 Investment Spending281The Demand for Money308Chapter 9 The Fed, Money, and Credit326Policy353375Chapter 10 Financial Markets and Asset PricesThe National Debt396Chap
3、ter 11 Recession and Depression413Inflation and Hyperinflation429Chapter 12 International Adjustment and Interdependence445Advanced Topics471PREFACEThe economic and political climate in any country undergoes constant changes, making it necessary for instructors who teach courses in macroeconomic the
4、ory and policy to update the way they teach the course on an ongoing basis. The global financial crisis that began in 2008 serves as a vivid reminder of the difficult decisions policy makers must address when trying to decide on and implement appropriate stabilization policies. Similarly, instructor
5、s of economics must be able to explain why we may be in a particular economic dilemma and how we might work our way out of it.Teaching macroeconomic theory is very challenging and requires a great deal of preparation, imagination, and patience. To spark student interest, instructors must incorporate
6、 a wide variety of interesting and relevant current or recent examples into class presentations. Getting students actively involved in classroom discussion is the key to a truly rewarding teaching experience.Unfortunately, however, macroeconomics deals with ambiguity and assumptions, which can make
7、it difficult and unappealing to students. Most students are more interested in discussing current economic topics than in learning abstract economic theory. Nonetheless, even those who initially struggle with the material get excited when they finally begin to understand important economic issues th
8、ey hear about in the news. It is the instructor task to bring economic theory to life by relating the course material to real-world events, with the ultimate goal of giving students a good understanding of the basic economic principles underlying the often contradictory discussions about current eco
9、nomic issues that they encounter in the media. It is surprising how much work students will do on their own if a course is stimulating and related to the world around them.This instructors manual has been written with a few simple ideas in mind that have helped me in my many years of teaching. It is
10、 always beneficial to start a new topic with a few well- chosen questions that students can answer intuitively. Since different students respond differently to various modes of teaching, a good mix of verbal reasoning, mathematical analysis, and graphical displays throughout the class is important.
11、A mathematical derivation or graph may be “worth a thousand words,“ but fbr many students anxiety about mathematics and graphs is very real. Even though all economics majors should be able to master the use of mathematical and graphical analysis, instructors should realize that some students may be
12、left behind if there is too much emphasis on these techniques.After introducing a particular graph or mathematical equation, instructors should always ask students to verbalize relevant concepts to test their understanding of the material. The last few minutes of each class should be devoted to stud
13、ent feedback on concepts that are causing confusion. Students should either be allowed to ask questions about what is still unclear to them, or asked to write down which, if any, concepts they would like to have reviewed at the beginning of the next class.To get the most out of each class session, s
14、tudents will need to have completed all assigned reading in advance. While instructors may believe that the subject matter is sufficiently enticing to interest students in preparing for class, students may very well disagree and often have conflicting demands on their time. Therefore instructors may
15、 find it useful to provide incentives for students to complete the assigned reading, such as homework assignments that are collected and discussed in class or short quizzes at the beginning of each class. Carefully chosen problems assigned ahead of time can help to ensure that students are prepared
16、for class and serve to enliven class discussions. Assigning specific problems and discussing their solutions in class is time-consuming but very beneficial. It is important to keep in mind that acquiring problemsolving skills and developing the ability to critically analyze a few major concepts is o
17、f greater value to students than finishing all of the chapters in the text.Asking students to select and analyze newspaper articles will also get them more interested in the course material. Bloomberg/Businessweek, The Economist, and The Wall Street Journal are excellent sources. Even a good local n
18、ewspaper, read on a daily basis, should provide enough material for class discussion. Unfortunately, most of todays students do not read newspapers or news magazines and rely almost exclusively, if at all, on the web for their news coverage. Again incentives built into class assignments can induce s
19、tudents to keep up with news events and may even motivate them to look beyond the Internet for information.As economics is very empirical in nature, it is also important to teach students how to find, display, and interpret economic data and how to use data to evaluate macroeconomic problems. The re
20、lease of macroeconomic data, such as the CPI, the unemployment rate, quarterly GDP figures, money supply figures, etc., always provides good opportunities to discuss current macroeconomic trends. I always ask my students in the very first class period to give me their estimates for some of these sta
21、tistics. To ensure that students keep up with financial or economic news, I keep testing their knowledge of these data on a regular basis over the course of the semester.Good quantitative reasoning skills arc very important but often lacking among todays students. This leads to a variety of problems
22、. For example, some students are unable to determine whether a result they have calculated is reasonable or whether economic statistics in a newspaper article are likely to be accurate. It is easy to make a calculation mistake, but if a student fails to realize that an answer to a calculation proble
23、m cannot possibly be right, then he or she is likely to have considerable difficulty understanding the concepts being explored. However, this provides an opportunity for instructors not only to correct the mistake and clear up any underlying misconceptions, but also to discuss in class why a such an
24、 error should have been recognized right away.Any assignment that involves data collection and interpretation will provide important skills for an economics student. For example, instructors may want to ask students to look up the rales of unemployment and inflation over a number of years in order t
25、o calculate the misery index. Students can then not only discuss the meaning of the misery index but also what, if any, relationship exists between unemployment and inflation.The worldwide web now provides an enormous array of data that are easily accessible and instructors can make good use of it b
26、y assigning appropriate projects. Online technology has the potential to revolutionize the way economics courses are taught; however, there are also many pitfalls, since finding appropriate sites and creating effective teaching material utilizing computer technology is a challenge. New sites and new
27、 pedagogical and technological dimensions are created on a daily basis and keeping up with all of them can be cumbersome. Instructors may want to consult any of the online links that are listed in the preface of the textbook or go to a site that is sponsored by the American Economic Association, tha
28、t is, , which lists and describes a huge number of Internet sources.This instructors manual to Macroeconomics by Dornbusch, Fischer and Start/ identifies the most important concepts in each chapter of the text. To facilitate the reorganization of lecture notes for instructors who have used the previ
29、ous edition of Macroeconomics, the instructors manual points out major changes from that edition. It provides extensive chapter summaries, learning objectives, suggestions for lecturing, and additional readings to supplement the textbooks presentation. Solutions to the end-of-chapter questions in th
30、e text are provided and additional discussion questions fbr each chapter and their solutions are provided for classroom use, homework assignments, or examinations. Fifty multiple-choice questions for each of the chapters in the textbook can be found in my test bank, which can be obtained by contacti
31、ng your local Irwin/McGraw-Hill representative.Experienced teachers who have already developed their own techniques fbr teaching their macroeconomics classes may prefer to use this manual simply as an occasional reference. Others may want to use it more extensively as a guide for organizing their le
32、ctures and to provide new options for their classroom presentations.The writing of this instructors manual has been an intense but rewarding experience. The content has been greatly influenced by my 29 years of teaching macroeconomic theory and policy at Hollins University and I am grateful to the s
33、tudents at Hollins, who have inspired my enthusiasm for teaching. Their natural curiosity and willingness to engage in lively classroom discussions have helped tremendously in my efforts to make the material come to life.Special thanks go to my wife, Lorraine, who proofread each chapter and who has
34、provided me with encouragement and support in this project and in my professional and personal life for over four decades. I am grateful fbr her patience and her continued reminders that what seems obvious to economists may not seem obvious to others. I alone am responsible for any errors that this manual may contain and I hope that users will alert me to them. I will be grateful fbr any comments and suggestions for improvement.Juergen FleckProfessor Emeritus of EconomicsHollins UniversityRoanoke, Virginia 24020