Model essay on econometrics: econometric papers in multimedia teaching
First, the research framework: the suboptimal principle of teaching
(A) the theoretical analysis of suboptimal econometrics teaching
The goal of this study is to study the teaching objectives and laws of non-econometric theory students on the basis of existing multimedia teaching methods, and finally put forward corresponding suggestions on the proportion and methods of teaching content. Research ideas follow economic theory? Suboptimal theory? The main contents include three parts: the first part combs the theoretical system of econometrics from methodology, and mainly distinguishes the principle part and application part in the logical framework of econometrics, and mainly demonstrates that it is more efficient to adopt specialized division of labor in the development of theoretical application and theoretical principle through examples; The second part will use empirical methods to analyze the basic knowledge and methodological knowledge needed by non-econometric theory researchers to apply econometric analysis, and investigate the ways for students and researchers with econometric analysis ability to obtain relevant knowledge; The third part is based on the conclusions of the first two parts. Second best? Train of thought, adjust the contents and methods of current econometrics teaching, and put forward? Do something, do something. Teaching ideas. The main point of the study is: when? Optimal? When some conditions are not met, others must be followed? Second best? Standard value, but can't continue to take it? Optimal? The results need standards, otherwise the efficiency will be worse. This problem also exists in econometrics teaching.
(B) suboptimal econometrics teaching principles
When students can't fully grasp the basic principles and skillfully apply them in a certain period of time, they should take the application ability as the basic goal and introduce the basic principles with mathematical deduction as the main content. From another point of view, it is to introduce the real acquisition method of quantitative analysis ability (that is, imitating actual cases) into teaching to make it more efficient.
Second, empirical analysis: undergraduate econometrics teaching strategies
(A) the setting of teaching objectives About the setting of teaching objectives of econometrics
There is usually controversy between theory and application. In any discipline, the most ideal situation is of course to skillfully apply and develop the principle on the basis of fully understanding the ins and outs. However, the proof and development of theory often need a solid theoretical foundation, and individual researchers need long-term specialized training. Under the background of high division of labor in modern science, the development and application of scientific theory have a clear division of labor. This is especially true of econometrics. For undergraduates majoring in economics, their subject foundation and class hours are limited, so they can't do a lot of theoretical study. Therefore, skilled application should be the primary goal. Although from the logical structure, modern scientific theories can be used normally only when the basic principles are correct, that is, principles are the basis of application, from the general law of human cognition, skilled cognition and application are more helpful to learn and master the principles of a set of theoretical tools, and vice versa. Therefore, students majoring in economics should master the basic methods of econometrics at the operational level and understand the principles of econometrics at the ideological level.
(B) the selection of teaching content and ranking of advantages and disadvantages
As far as logical structure is concerned, econometrics course can be divided into basic methods, software applications, economic principles, mathematical statistics principles and other basic parts. In order to achieve the teaching goal set according to the suboptimal principle, it is necessary to select and sort the contents in the above-mentioned learning and teaching. Econometric analysis depends largely on calculation tools, and to some extent, the emergence and development of econometrics depends on the progress of calculation methods and technologies. With the appearance and upgrade of modern computers, econometric analysis is basically done by various professional software, such as AMOS, AUTOBOX, DATADESK, SPSS, EVIEWS, MATLAB, GAUSS, STATVIEW and so on. Therefore, the teaching and learning of econometrics must rely on one of the softwares. Most textbooks in China use EVIEWS as the software to demonstrate the logical process, and its interface operation must be included in the teaching process. However, the basic framework of econometric analysis process using software operation is based on the basic method of econometric analysis. Whether it is classical econometrics or modern econometrics, the basic calculation steps include regression method, statistical test, econometric test and correction. Therefore, the teaching of basic methods should be the primary content, and the application of software should also be based on this. On the one hand, we should practice the basic steps, on the other hand, we should master the basic skills of analysis. Econometrics is not statistics, so the pure technical content of the above two aspects needs to be implemented under the provisions of economic principles. Any parameter should conform to the principles of economics and common sense. At the same time, the study of economic principles can be taught through other professional courses, and students can grasp the economic significance of parameters through brief introduction. Therefore, the principles of economics need to be placed after the first two contents, and students can learn higher-level econometric courses. Is the principle of mathematical statistics the basis of the whole econometrics? Technical basis? Complex econometric analysis and theoretical research of econometrics must be proficient in this part. At the undergraduate stage, there is no need to conduct comprehensive and strict mathematical statistics training. At present, the biggest problem in the teaching method of econometrics is that the above contents are not properly selected and sorted out, but satisfied as much as possible? Optimal conditions? Too much emphasis on the principle of mathematical statistics is often placed in the most important position in teaching. Results At each stage, students can't master the basic content, and often repeat the basic methods and software applications, with poor results. Therefore, the above contents must conform to? Suboptimal principle? Make a ranking and choose the teaching focus at different stages. The basic order should be: first, the basic methods (such as various conditions and parameter ranges), second, the application of software, and then the principles of economics and mathematical statistics. At the undergraduate stage, we must solve the problem of using basic methods and software to avoid repeated learning.
The teaching method is similar to other economic and management courses.
The teaching of econometrics is divided into three parts: theoretical teaching, experiment and course paper. Theoretical teaching should focus on solving the problems of analytical methods, and make students understand the mathematical statistics principle of econometric analysis through introduction; The experiment corresponds to the application of software, and through a lot of software operation and result analysis, students can skillfully carry out the actual analysis steps; This course paper corresponds to the principles of economics. Through the quantitative analysis of actual economic phenomena, students are trained to establish econometric models of specific economic phenomena and have the ability to explain econometric results. Time is limited in the course stage, and students should aim at mastering the use of tools. As for its economic connotation and analytical skills, it should be arranged in students' own study and research plans. Therefore, the teaching method in the course stage should focus on the first two, and the course thesis method can be implemented in the academic year thesis and graduation thesis (design) stage.
(D) the progress of teaching methods and computer technology
Multimedia and case teaching have become the basic means of economics teaching at present. In the teaching of econometrics, we should make the content correspond to the teaching means more pertinently. There are many mathematical deductions, examples and explanations in econometrics, which need a lot of data and their processing. If the original blackboard writing is adopted, it will inevitably waste classroom time, so econometrics should vigorously promote multimedia teaching. On the other hand, multimedia teaching omits the actual operation process, which not only helps teachers to improve the speed of logic promotion, but also increases the intensity and burden of students' thinking, which leads to students' inability to understand the teaching content in time and weakens their impression of the classroom learning content. Therefore, multimedia teaching is more suitable for introductory content, such as the above principles of mathematical statistics. It is understandable that case teaching is regarded by many scholars as an important way to improve students' interest in econometrics teaching. However, the primary task of econometrics in undergraduate stage is to master analytical means, not to cultivate analytical skills. So the center of case teaching should be the analysis process, not the modeling and economic analysis stage? Although both of them effectively stimulate students' interest in learning.
Three. conclusion
The teaching effect of econometrics is generally poor, and the fundamental reason lies in the contradiction between the huge knowledge system of econometrics and the limited class hours. According to? Suboptimal principle? We should make proper positioning and choice in content and goal. Basic analysis methods (steps) and software operation are the primary objectives and contents of teaching, and these two problems must be solved in the undergraduate stage, otherwise it will lead to the common phenomenon now? Different levels of courses must be repeated operation training. As for the principles of economics, it should be carried out as a comprehensive training part in students' academic papers or graduation thesis. As the scientific basis of econometrics, the principle of mathematical statistics should be solved in complex econometric analysis and theoretical research. For this level of courses, it is suitable to use language or demonstration for introductory teaching.
Model essay on econometrics ii: multimedia econometrics papers
First, the research framework: the suboptimal principle of teaching
(1) suboptimal principle Adam? Smith? Invisible hand? principle
The economic philosophy foundation that constitutes the framework of mainstream western economic theory. After several generations of efforts, the western microeconomic theory has given. Invisible hand? The formal proof of the principle: Will a perfectly competitive market economy driven by selfish behavior lead to (Pareto sense) optimality? The first welfare economics theorem. But the more common situation in the real economy is that the economic environment is completely different from the perfectly competitive economic model. At this point, will the result be Pareto optimal? Before the 1950' s, economists generally believed that in this case, the state implemented microeconomic policies to make up the gap between the real economy and the hypothetical conditions of the perfect competition model as much as possible, so that the economy reached or approached the Pareto optimal state. /kloc-appeared in the west in the 1950s? Suboptimal theory? (TheoryofSecondBest) proves that even if microeconomic policies successfully make up the difference between reality and hypothetical conditions, the implementation of policies can not guarantee the realization of Pareto optimal state. 1956, economists R.G.Lipsey and K.Lancaster summarized the previous theoretical analysis and founded the suboptimal theory. Simply put, suboptimal theory includes: If some conditions in the general equilibrium system destroy a certain condition of Pareto optimality, then even if all other Pareto optimality conditions are met, the result is not satisfactory. In other words, assuming that some of the conditions required by Pareto optimality are not met, Pareto optimality can only be realized after all these unsatisfied conditions are removed. ? The basic idea of suboptimal theory can be illustrated by a simple graph. Curve PP represents the social production possibility curve, and curves I and II represent the social indifference curve. If the economy is a complete economic market, and the equilibrium point of welfare maximization is at point E, assuming that there is a constraint condition in the economic system (represented by straight line AB), it is difficult for the economy to reach the commodity combination at the upper right of straight line AB, and the optimal point E cannot be obtained. Therefore, the problem of social optimization is to maximize welfare (represented by indifference curve) under the constraint of AB line. Obviously, the best point under the constraint condition is point F, that is, the utility level represented by indifference curve I. From the point of view that the initial equilibrium point E meets the conditions, both A and B are better than F? The first two points are on the production possibility curve, and the production is effective. However, point F is obviously better than technically effective points A and B ... This obviously denies the argument that if all the conditions of Pareto optimality cannot be met, then satisfying a certain part is the optimal strategy. The universal significance of suboptimal theory can be illustrated by a metaphor told by the British economist J.E.Meade, imagining a person wanting to climb the highest point of the mountains. On the way to the highest point, he must climb some lower peaks and then go down the mountain. So the following statement is incorrect, that is, in order to reach the highest point, this person has to climb the mountain all the time. Moreover, because the highest mountain is surrounded by mountains of different heights, when he climbs one mountain, he is likely to climb another lower mountain. So it is wrong to say that any movement to the highest point will definitely take this person to a higher position. If the condition of the optimal equilibrium result is not satisfied, then the gap between the result and the optimum is not inversely proportional to the satisfaction of the condition. So if the optimal conditions are not met, the optimization problem will be different from the original one and need to be solved again, instead of the original one? Simplify? .
(B) Theoretical analysis of suboptimal econometrics teaching
The goal of this study is to study the teaching objectives and laws of non-econometric theory students on the basis of existing multimedia teaching methods, and finally put forward corresponding suggestions on the proportion and methods of teaching content. Research ideas follow economic theory? Suboptimal theory? The main contents include three parts: the first part combs the theoretical system of econometrics from methodology, and mainly distinguishes the principle part and application part in the logical framework of econometrics, and mainly demonstrates that it is more efficient to adopt specialized division of labor in the development of theoretical application and theoretical principle through examples; The second part will use empirical methods to analyze the basic knowledge and methodological knowledge needed by non-econometric theory researchers to apply econometric analysis, and investigate the ways for students and researchers with econometric analysis ability to obtain relevant knowledge; The third part is based on the conclusions of the first two parts. Second best? Train of thought, adjust the contents and methods of current econometrics teaching, and put forward? Do something, do something. Teaching ideas. The main point of the study is: when? Optimal? When some conditions are not met, others must be followed? Second best? Standard value, but can't continue to take it? Optimal? The results need standards, otherwise the efficiency will be worse. This problem also exists in econometrics teaching.
(C) the principle of suboptimal econometrics teaching
When students can't fully grasp the basic principles and skillfully apply them in a certain period of time, they should take the application ability as the basic goal and introduce the basic principles with mathematical deduction as the main content. From another point of view, it is to introduce the real acquisition method of quantitative analysis ability (that is, imitating actual cases) into teaching to make it more efficient.
Second, empirical analysis: undergraduate econometrics teaching strategies
(A) the setting of teaching objectives About the setting of teaching objectives of econometrics
There is usually controversy between theory and application. In any subject, the most ideal situation is of course to skillfully apply and develop the principle on the basis of fully understanding the ins and outs. However, the proof and development of theory often need a solid theoretical foundation, and individual researchers need long-term specialized training. Under the background of high division of labor in modern science, the development and application of scientific theory have a clear division of labor. This is especially true of econometrics. For undergraduates majoring in economics, their subject foundation and class hours are limited, so they can't do a lot of theoretical study. Therefore, skilled application should be the primary goal. Although from the logical structure, modern scientific theories can be used normally only when the basic principles are correct, that is, principles are the basis of application, from the general law of human cognition, skilled cognition and application are more helpful to learn and master the principles of a set of theoretical tools, and vice versa. Therefore, students majoring in economics should master the basic methods of econometrics at the operational level and understand the principles of econometrics at the ideological level.
(B) the selection of teaching content and the ranking of advantages and disadvantages in logical structure.
Econometrics course can be divided into basic methods, software applications, economic principles, mathematical statistics principles and other basic parts. In order to achieve the teaching goal set according to the suboptimal principle, it is necessary to select and sort the contents in the above-mentioned learning and teaching. Econometric analysis depends largely on calculation tools, and to some extent, the emergence and development of econometrics depends on the progress of calculation methods and technologies. With the appearance and upgrade of modern computers, econometric analysis is basically done by various professional software, such as AMOS, AUTOBOX, DATADESK, SPSS, EVIEWS, MATLAB, GAUSS, STATVIEW and so on. Therefore, the teaching and learning of econometrics must rely on one of the softwares. Most textbooks in China use EVIEWS as the software to demonstrate the logical process, and its interface operation must be included in the teaching process. However, the basic framework of econometric analysis process using software operation is based on the basic method of econometric analysis. Whether it is classical econometrics or modern econometrics, the basic calculation steps include regression method, statistical test, econometric test and correction. Therefore, the teaching of basic methods should be the primary content, and the application of software should also be based on this. On the one hand, we should practice the basic steps, on the other hand, we should master the basic skills of analysis. Econometrics is not statistics, so the pure technical content of the above two aspects needs to be implemented under the provisions of economic principles. Any parameter should conform to the principles of economics and common sense. At the same time, the study of economic principles can be taught through other professional courses, and students can grasp the economic significance of parameters through brief introduction. Therefore, the principles of economics need to be placed after the first two contents, and students can learn higher-level econometric courses. Is the principle of mathematical statistics the basis of the whole econometrics? Technical basis? Complex econometric analysis and theoretical research of econometrics must be proficient in this part. At the undergraduate level, there is no need to conduct comprehensive and strict mathematical statistics training. At present, the biggest problem in the teaching method of econometrics is that the above contents are not properly selected and sorted out, but satisfied as much as possible? Optimal conditions? Too much emphasis on the principle of mathematical statistics is often placed in the most important position in teaching. Results At each stage, students can't master the basic content, and often repeat the basic methods and software applications, with poor results. Therefore, the above contents must conform to? Suboptimal principle? Make a ranking and choose the teaching focus at different stages. The basic order should be: first, the basic methods (such as various conditions and parameter ranges), second, the application of software, and then the principles of economics and mathematical statistics. At the undergraduate stage, we must solve the problem of using basic methods and software to avoid repeated learning.
The teaching method is similar to other economic and management courses.
The teaching of econometrics is divided into three parts: theoretical teaching, experiment and course paper. Theoretical teaching should focus on solving the problems of analytical methods, and make students understand the mathematical statistics principle of econometric analysis through introduction; The experiment corresponds to the application of software, and through a lot of software operation and result analysis, students can skillfully carry out the actual analysis steps; This course paper corresponds to the principles of economics. Through the quantitative analysis of actual economic phenomena, students are trained to establish econometric models of specific economic phenomena and have the ability to explain econometric results. Time is limited in the course stage, and students should aim at mastering the use of tools. As for its economic connotation and analytical skills, it should be arranged in students' own study and research plans. Therefore, the teaching method in the course stage should focus on the first two, and the course thesis method can be implemented in the academic year thesis and graduation thesis (design) stage.
(D) the progress of teaching methods and computer technology
Multimedia and case teaching have become the basic means of economics teaching at present. In the teaching of econometrics, we should make the content correspond to the teaching means more pertinently. There are many mathematical deductions, examples and explanations in econometrics, which need a lot of data and their processing. If the original blackboard writing is adopted, it will inevitably waste classroom time, so econometrics should vigorously promote multimedia teaching. On the other hand, multimedia teaching omits the actual operation process, which not only helps teachers to improve the speed of logic promotion, but also increases the intensity and burden of students' thinking, which leads to students' inability to understand the teaching content in time and weakens their impression of the classroom learning content. Therefore, multimedia teaching is more suitable for introductory content, such as the above principles of mathematical statistics. It is understandable that case teaching is regarded by many scholars as an important way to improve students' interest in econometrics teaching. However, the primary task of econometrics in undergraduate stage is to master analytical means, not to cultivate analytical skills. So the center of case teaching should be the analysis process, not the modeling and economic analysis stage? Although both of them effectively stimulate students' interest in learning.
Three. conclusion
The teaching effect of econometrics is generally poor, and the fundamental reason lies in the contradiction between the huge knowledge system of econometrics and the limited class hours. According to? Suboptimal principle? We should make proper positioning and choice in content and goal. Basic analysis methods (steps) and software operation are the primary objectives and contents of teaching, and these two problems must be solved in the undergraduate stage, otherwise it will lead to the common phenomenon now? Different levels of courses must be repeated operation training. As for the principles of economics, it should be carried out as a comprehensive training part in students' academic papers or graduation thesis. As the scientific basis of econometrics, the principle of mathematical statistics should be solved in complex econometric analysis and theoretical research. For this level of courses, it is suitable to use language or demonstration for introductory teaching.