Question 2: What is the research object of macro pedagogy? The object of pedagogy research is educational phenomenon. By studying educational phenomena, we can solve educational problems and reveal educational laws.
The first page of the book I have read before is written like this.
Question 3: Does O have any macroscopic significance in chemistry? Lead-in is the beginning of classroom teaching, the prelude of teaching movement, the first note of emotional resonance between teachers and students and the first bridge of spiritual communication between teachers and students. As the saying goes, "A good beginning is half the battle". Designing a refined, novel and enlightening lead-in method can resonate with students' learning, concentrate their attention, induce their thinking, stimulate their curiosity, fully mobilize their enthusiasm and initiative, and achieve the effect of "pulling one hair and moving the whole body".
Teaching has the law, but teaching cannot. There are various teaching methods, so is the introduction of new courses. Because of different teaching contents and different teaching objects, teachers have to design flexible, vivid and interesting lead-in to make classroom teaching lively and full of vitality. Based on many years' teaching experience, the author talks about the lead-in art in chemistry classroom teaching. !
Question 4: Teaching content is the main information that is intentionally transmitted in the teaching process. From a macro perspective, what is the decision?
Teaching content is the main part of the information intentionally transmitted in the teaching process. From a macro point of view, it is determined by (the requirements put forward by social development).
The teaching content is generally manifested as syllabus, teaching materials and courses.
Question 5: What does the macro-design of ideological and political classroom teaching include? A complete teaching design generally includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation.
Instructional design is an idea and scheme to arrange the teaching elements in an orderly way and determine the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects.
Instructional design has the following characteristics:
⑴ Teaching design is a plan to transform teaching principles into teaching materials and teaching activities. Teaching design should follow the basic laws of teaching process, choose teaching objectives and solve the problem of what to teach.
⑵ Teaching design is a planned decision-making activity to achieve teaching objectives. In the form of planning and layout, teaching design makes creative decisions on how to achieve teaching objectives in order to solve the problem of how to teach.
⑶ Instructional design is guided by systematic methods. The teaching design regards the teaching elements as a system, analyzes the teaching problems and needs, establishes the program outline of the solution and optimizes the teaching effect.
⑷ Instructional design is a technical process to improve learners' efficiency and interest in acquiring knowledge and skills. Teaching design is an integral part of educational technology, and its function is to design the teaching process in a systematic way to make it an operable process.
Question 6: What is the guiding significance of macro-design for self-teaching? Macro-design is different from micro-design, which is of great significance to its own teaching level. If we talk about something from a macro perspective, it is a relatively whole thing, which is rougher than the micro design.
But the disadvantage is not as detailed as micro-design.
Literally speaking, macro design is a kind of overall design.
Question 7: What is the basic formula of neoclassical growth model and what does it mean? The basic formula of discrete neoclassical growth model is
δk = sy-(n+δ)k
Where k is per capita capital, y is per capita output, s is savings rate, n is population growth rate and δ is depreciation rate.
The above relationship shows that the increase of per capita capital is equal to the per capita savings sy minus (n+δ) k term. Item (n+δ) k can be understood as follows: when the growth rate of labor force is n, new workers must be equipped with a certain amount of per capita savings, and the capital occupied by each worker is k, and the savings for this purpose are n+δ K. On the other hand, depreciation capital must be replaced by a certain amount of savings, and the savings for this purpose are δ K. The per capita savings of (n+δ) k in total are called the generalization of capital. The part of per capita savings exceeding (n+δ) K leads to the increase of per capita capital K, that is, δ K > 0, which is called capital deepening. Therefore, the basic formula of neoclassical growth model can be expressed as:
Capital deepening = per capita savings-capital expansion
Question 8: Are there any teaching videos on macroeconomics in Man Kun? As far as the initial entrance examination for postgraduate entrance examination is concerned, economics majors generally have to read these textbooks: Western Economics in Gao Hongye, Principles of Economics in Man Kun, Intermediate Microeconomics in Fan Lian, Intermediate Macroeconomics in Dornbush, Economics in Pingxinqiao and so on. See which school you want to apply for in the specific reference materials. After you decide, go to the website of this school to find the outline of last year's postgraduate entrance examination, which will be explained.