Model essay on econometrics 1: formative evaluation econometrics
1 Feasibility and necessity of formative assessment
The Fourth Military Medical University is the first medical college in China to offer undergraduate majors in statistics, followed by Sun Yat-sen University, Weifang Medical College, Binzhou Medical College and other colleges. The training goal of this major is to cultivate applied professionals who can adapt to the needs of future economic, social and scientific development, develop morally, intellectually, physically and aesthetically, master the basic theories and methods of statistics, skillfully use computers to analyze data, engage in statistical investigation and statistical analysis in health administrative organs, health and epidemic prevention and medical related departments, or engage in scientific research and teaching in medical and health education institutions.
Undergraduate students majoring in statistics (health statistics) in our hospital began to enroll students in 2006. The main courses involved in the friendship program can be divided into seven categories: medical courses (including basic medicine, clinical medicine and preventive medicine), statistics courses, mathematics courses, economic management courses, computer courses, foreign language courses and humanities and social sciences courses. Econometrics, as one of the core courses of economic management specialty, is a compulsory course for statistics specialty.
Through the study of this course, students can further understand and master the methods and basic theories of econometric analysis on the basis of statistics and economics they have already studied, study the quantitative laws of economic problems through models, make correct predictions on the prospects of economic problems, and improve their ability to discover, analyze and solve problems, as well as their ability to analyze and solve practical problems in related fields by using statistical theories and methods. The traditional course evaluation of econometrics adopts summative evaluation, that is, students' grades consist of final examination papers and usual grades (including attendance and homework).
Many years' teaching practice shows that summative evaluation has some defects, such as focusing on results rather than process, single evaluation subject and lack of comprehensiveness of evaluation content. Do you want to get it in one exam? Unfair evaluation methods also have a negative impact on students, resulting in some surprise and cheating before the exam, which is not conducive to the improvement of teaching quality and students' quality. Up to now, there is no literature on the application of formative assessment in econometrics course, but the wide application of formative assessment in other disciplines shows that it plays an obvious role in improving students' grades and enhancing their learning motivation and self-confidence. Therefore, it is necessary to explore the specific scheme of formative evaluation of econometrics curriculum application.
2 Analysis of survey results
Self-control? Formative evaluation questionnaire of econometrics course? To investigate students' understanding and attitude towards formative assessment, so as to improve formative assessment. Among the undergraduates who offer econometrics courses in grade 20 1 1, two classes are selected for cluster adjustment. 80 questionnaires were distributed and 80 valid questionnaires were collected, and the effective questionnaire recovery rate was 100%. Tuni i.
The results of the questionnaire survey show that, firstly, in terms of cognition, 9 1.25% students think that the main body of formative evaluation should be the combination of teachers and students; Secondly, attitude, 90.00% students are interested in econometrics, and 98.75% students think it is necessary and necessary to implement formative evaluation in econometrics assessment; Thirdly, the evaluation of teaching effect, 87.50% of students' overall evaluation of teachers' teaching is excellent; Finally, from the results, 95.00% students think that their mastery of econometrics has improved through this semester's study, and 87.50% students' self-evaluation score is above 80 points.
It can be seen that the implementation of formative assessment in econometrics assessment has been supported by the vast majority of students and achieved good results. On the basis of ensuring the combination of teachers' evaluation and students' self-evaluation, fully implement it? Student-centered? Our educational philosophy can improve students' interest and confidence in learning, enhance learning effect and promote the improvement of teaching quality and students' quality.
3 Conclusion
To sum up, formative assessment has broad application prospects in econometrics assessment, and it is a modern assessment method that conforms to the trend of teaching reform. In practical application, it is necessary to optimize the teaching content of econometrics and reform the teaching methods and means. We can first build and improve the curriculum evaluation system combining formative evaluation and summative evaluation, and then gradually transition to formative evaluation. At the same time, the successful experience of formative assessment in econometrics course assessment has important reference significance for other courses assessment reform of statistics major in medical colleges.
The second model of econometrics: econometric research in independent colleges
1 concept analysis of econometrics curriculum threshold in independent colleges
Econometrics is a methodological subject that uses regression models to analyze data. The primary econometrics course at undergraduate stage mainly covers econometric data, unitary linear regression model, multiple linear regression model, regression estimator theory, heteroscedasticity, sequence correlation and so on. According to the development of econometric theory and method, the concept of threshold in econometrics can be summarized into the following three groups: First, regression hypothesis. Regression hypothesis is a reasonable hypothesis introduced to analyze the regression results, and different properties of regression coefficient estimators can be obtained under different assumptions. Regression hypothesis is the basis of the whole regression method, and all parameter estimation and hypothesis testing related to regression are closely related to regression hypothesis. At the same time, the violation of regression hypothesis is also the focus of econometric theory development, so regression hypothesis is one of the threshold concepts of econometrics. Secondly, the estimator of regression coefficient is unbiased, effective and consistent. Unbiasedness, validity and consistency are the basic criteria for evaluating estimators, and the unbiasedness, validity and consistency of regression coefficient estimators are the core of regression theory. The whole theory of primary econometrics ultimately boils down to these three properties of regression coefficient estimator, and these three properties are closely related to regression hypothesis, so the unbiased, effective and consistent regression coefficient estimator is the second threshold concept of econometrics. Third, heteroscedasticity. Heteroscedasticity is the performance of regression results when they violate the hypothesis of regression homovariance. The appearance of heteroscedasticity is the normal state of regression analysis, whether for cross-sectional data or time series data. Therefore, the test and correction of heteroscedasticity is an important content of primary econometrics, and it is also a basic problem that needs attention in the empirical study of economy and finance. So heteroscedasticity is the third threshold concept of econometrics. The above three threshold concepts are the key for students to master econometric theory, and they are closely related in concept. Based on this, the teaching methods of econometrics course will be discussed below.
2 Based on the threshold concept of econometrics teaching in independent colleges
Because the teaching methods of independent colleges mainly emphasize the application and practice of theories and methods, the general principle of econometrics teaching in independent colleges based on the concept of threshold is still based on the understanding and practical application of the concept of threshold. Specifically, we need to pay attention to the following three aspects: First, arrange the teaching content reasonably. In order to highlight the three threshold concepts, we put forward three threshold concepts in the first introduction class. When introducing the principle and method of regression analysis, the purpose and essence of each hypothesis are explained in detail, so that students can understand the specific conditions of fairness, effectiveness and consistency in the teaching of three properties of regression estimator, and clearly realize that heteroscedasticity is against the hypothesis. In the specific teaching process, the concepts of three thresholds and their relationships are introduced with enough time, so as to construct the overall knowledge and method system of econometrics. Second, show the concrete application of the threshold concept with software. The teaching of econometrics in independent colleges should be completely from the perspective of application, and the concept, principle and method of econometrics should be displayed with software. For the three threshold concepts, about 40% of the time can be used to explain the reasons and essence of the concepts, and about 60% of the time can be used to explain how to use Eviews and other econometric software to solve specific regression analysis modeling and hypothesis testing problems. Third, by trying to write academic papers, strengthen the comprehensive application of the concept of threshold. Writing empirical academic papers is one of the better ways to carry out comprehensive training of econometric methods. By selecting topics, collecting data, establishing regression models, estimating parameters, testing hypotheses, testing and correcting possible heteroscedasticity and sequence correlation, students can feel the methods and steps of econometrics to solve comprehensive problems. And reflect them by writing papers, and then exchange discussions to deepen their understanding of the concept of econometric threshold. The teaching design of econometrics in the above three aspects is helpful for students to firmly grasp the threshold concept of econometrics and improve their ability to solve practical problems.
3 Teaching practice of econometrics in independent colleges based on the concept of threshold
Take zhejiang university city college as an example. Zhejiang university city college is an independent college oriented to training applied talents, and it is also one of the earliest and most famous independent colleges in China. Econometrics is a compulsory course for finance majors in zhejiang university city college, which was offered in the last semester of junior year. The teaching goal of econometrics course in zhejiang university city college is to improve students' ability to establish regression models, and the teaching is based on Eviews software. The teaching hours per week are 2 hours for theory (teacher's lecture) and 2 hours for advantage experiment (student's practice), with special emphasis on students' understanding and mastery of the concept of econometrics threshold. Therefore, the research of econometrics teaching in zhejiang university city college has reference significance for the research of econometrics teaching in independent colleges. The teaching content of econometrics in zhejiang university city college is the traditional primary econometrics teaching content. When teaching regression hypothesis, teachers focus on the purpose and rationality of regression hypothesis, and explain the verification of regression hypothesis through software, so that students can understand and master regression hypothesis. In the teaching of unbiased, effective and consistent regression coefficient estimator, students can understand the conditions of the three properties and master the theory of linear regression estimator through detailed analysis of different assumptions on which the three properties are based. In particular, an experimental class of about 10 hour was specially arranged to exchange papers on econometrics, requiring students to choose their own topics, collect data, establish regression models, estimate and test heteroscedasticity, sequence correlation and model setting, and write small papers and show them in class. In order to evaluate the teaching effect, 65438 students in grade 2065 with 438+00 and 24 students in 0 teaching classes were selected for teaching satisfaction rating, with a full score of 5. Students' satisfaction with all the items of econometrics course is over 97%, and the overall average satisfaction is over 99%. Thus, the teaching effect of zhejiang university city college Applied Statistics course is very successful.
4 conclusion
Regression hypothesis, unbiased estimation of regression coefficient, validity and consistency and heteroscedasticity are three threshold concepts of econometrics course. The teaching of econometrics based on the concept of threshold lies in reasonably arranging the teaching content, using software to show the specific application of the concept of threshold, and trying to write academic papers to strengthen the comprehensive application of the concept of threshold. The analysis of the teaching practice of econometrics course in zhejiang university city college shows that the teaching method of econometrics based on the threshold concept proposed in this paper has good applicability and student satisfaction to the teaching of econometrics course in independent colleges.
Model essay 3 on econometrics: Research-oriented teaching path of econometrics course for economic majors in colleges and universities
I. Introduction
Professor Ernest L. Boyer, a great American educator in the second century and famous for advocating research-based teaching, thinks? The best university education means active study and well-trained exploration, which enables students to have the ability of reasoning and thinking. All teachers should constantly improve teaching contents and methods, and encourage students to learn actively through creative teaching? .
In 2005, the Ministry of Education clearly put forward the key points for the first time in "Several Opinions on Further Strengthening Undergraduate Teaching in Colleges and Universities". Actively promote research-based teaching and improve college students' innovative ability? ,? Vigorously strengthen practical teaching and improve college students' practical ability? ,? Let college students conduct preliminary exploratory research by participating in teachers' scientific research projects or independently determining topics to carry out research? .
Second, literature review
In recent years, many universities in China have promoted the implementation as a whole? Research teaching? , has been proved to be? What is the successful mode of cultivating innovative talents? One. Many college teachers and scholars put it? Research teaching? Integrate ideas into teaching reform and actively explore suitable? Research teaching? The matching curriculum structure system, teachers' teaching incentive mechanism and innovative credit system provide institutional guarantee for its effective development.
Liu Zanying and others (2007) comprehensively summarized and compared the experience of research-based teaching in foreign universities, which provided inspiration and reference for the development of research-based teaching in Chinese universities [1]. Liu Zhiyun (2006) thinks that research? Teaching? With what? Study? It reflects the interactive relationship between teachers and students. Teachers should not only impart existing knowledge, but more importantly, create a situation conducive to students' participation in research and active exploration, and encourage, guide and help students to study, think and study. At the same time, students do not passively accept learning, but actively seek knowledge, and need to interact with teachers in time [2]. Wang Lan et al. (2007) hold that research-based teaching is not only a teaching idea, but also a teaching model and teaching method.
It is a complete, harmonious and unified teaching that combines teachers' research teaching with students' research learning, in-class teaching with extracurricular practice, relying on textbooks and extensive reading, and teachers' guidance with students' self-study. Long et al. (20 10) discovered research through research? Study? Ask students to be present? Study? Medium? Research? , in? Research? Medium? Study? Students' research is different from teachers' research. Students' research emphasizes the process of research and exploration. Through research and exploration, they learn knowledge and cultivate their ability to find and solve problems [4]. Wang Feng and others (20 14) think that research? Study? And research? Teaching? Is a complementary and inseparable unity, and its internal connection is through? Research? This link can be concretized, and the strategies for effectively implementing research-based teaching are put forward from the aspects of equal and cooperative teacher-student relationship, incentive of research-based learning methods, construction of teachers, process management and system evaluation [5].
In addition, Xiao Ping et al. (2005), Liu Maojun (2005), Jiang Naihua (20 10) and Li Shengqing (2009) respectively put forward the research-oriented teaching mode. Project-centered model? 、? Retrospective model? , a wing? Mode？ What about four in one? Mode？ [6][7][8][9]。
Third, the course nature of econometrics
The importance of econometrics is self-evident. Nobel laureate in economics r? Klein said:? Econometrics occupies the most important position in economic disciplines. ? Famous economist p? Samuelson also pointed out that economics after World War II is the era of econometrics. From 1969, the first Nobel Prize in Economics was awarded to R? Frish and the father of econometric modeling J? Since Ding Bogen, more than 95% of the award-winning achievements are closely related to econometrics.
The Steering Committee of Economics Teaching of China Ministry of Education will also? Econometrics? It is listed as one of the eight core courses of economics. Econometrics is a comprehensive course with strong theory, application, practice, experience and arduousness, which is closely related to advanced mathematics, probability theory, mathematical statistics and macro-microeconomics. What did Kennedy think? Lack of adequate communication between theoretical econometric economists and applied econometric economists leads to serious disconnection between theory and practice, and even confusion [10]? . Guy orcutt once said. Doing econometrics is like trying to study the laws of electricity by playing the radio? , showing its difficulty. Therefore, the undergraduate study will focus more on empirical econometric research, which requires high quality of statistical data, otherwise the econometric model will be perfect, and it can only be? Garbage in, garbage out? And collecting data itself is an art to some extent.
Fourthly, the path choice of research teaching.
1. Strengthen the research-based training of freshmen and pave the way for the research-based learning of seniors.
Econometrics is a compulsory course for students majoring in economics. If there is no certain research training in the early stage, students will not be able to adapt to the sudden implementation of research teaching and will be at a loss. Therefore, it is suggested that students should be instilled with the concept of research-based learning as soon as they enter school, so that students can learn from the traditional educational model. Passive receiver? Where to? Active participants? Change. The specific method is to set it in the freshman stage? Freshman discussion class? The project is presided over by experienced teachers in related majors. The purpose of the course is to guide disciplines, broaden students' horizons and stimulate their interest in scientific research, focusing on letting students understand the significance of scientific research to professional learning. At the same time, we can also try to properly intervene in research-based learning training in basic courses such as microeconomics, macroeconomics and applied statistics, so that students in the basic learning stage can be inspired by research-based learning. With Charles, president of MIT? In west's words, it is. Guide young people into scientific research as soon as possible? .
2. Reasonable time arrangement and targeted content plan are the key to the implementation of research-based teaching.
European and American universities generally have the characteristics of diversity and hierarchy in the curriculum of econometrics, such as Yale University, Harvard University, Cambridge University, University of Chicago, Massachusetts Institute of Technology and so on. Basically, econometrics is divided into several more detailed courses or into different levels such as basic, advanced and advanced. However, domestic universities generally only offer econometrics as a separate course. Compared with foreign universities, domestic econometrics has relatively few class hours. The author investigated Peking University, Tsinghua University, Zhejiang University, Nanjing University, Fudan University, Wuhan University, Jilin University, Renmin University, Xiamen University, Nankai University and other 10 representative comprehensive universities, Southwestern University of Finance and Economics, Dongbei University of Finance and Economics, Shanghai University of Finance and Economics and Zhongnan University of Economics and Law, as well as China University of Mining, Youshi University, China Geo University and China Agricultural University. Six universities, such as Huazhong Agricultural University, which have outstanding characteristics in geology, minerals and agriculture and forestry, found that the class hours of this course are roughly divided into 48 hours and 64 hours, with 3 to 4 credits. Even according to the arrangement of 64 hours per semester, it is still very difficult for students to fully master the theory, methods and applications of econometrics. From the perspective of semester arrangement, except for the fourth or sixth semester of individual schools, it is more reasonable for most colleges and universities to arrange in the fifth semester. On the one hand, they have just learned the principles of micro, macroeconomics and statistics in their sophomore year, so they can strike while the iron is hot and effectively reduce the forgetting effect. On the other hand, it can also lay a foundation for social practice and even graduation thesis (design) in the middle and late stage of university.
The choice of teaching content will also greatly affect the development of research-based teaching of this course. According to the Basic Requirements for Undergraduate Teaching of Economics formulated by the Ministry of Education of People's Republic of China (PRC), econometrics should include an overview, simple linear regression and multiple linear regression models of classical single equations, single equation models with relaxed classical assumptions (including multiple linear, heteroscedasticity, autocorrelation and model specification error), simultaneous equation models and applied econometrics models.
In the overview part, through the introduction of 1 ~ 2 classic econometrics academic papers covering the main contents of the book as much as possible, students can have a general understanding of econometrics and initially guide them into the research-based learning system. The classical one-dimensional linear regression module should focus on the partial correlation analysis and the elaboration of several classical assumptions, given that the basic methods of OLS have been basically mastered in the course of statistical principles. This part mainly focuses on classroom teaching and principle learning. The research focuses on the last three modules, especially the multiple * * * linearity, heteroscedasticity and autocorrelation in the chapter of single equation model with relaxed classical assumptions, and the chapter of measuring economic model with time series.
3. Choose suitable teaching materials to lay the foundation for the implementation of research-based teaching. There are many econometrics textbooks at home and abroad, and the author thinks that choosing appropriate textbooks and supporting reference books has a very critical impact on the effect of research-based teaching. Teaching materials should not only provide students with systematic knowledge, but also give them some thoughts on economic practice. Therefore, for this course, it is best to adopt the strategy of synchronous matching of main and auxiliary teaching materials. The main teaching materials mainly provide students with basic theories and knowledge, and at the same time pay attention to systematicness and absorb cutting-edge achievements. As far as possible, the auxiliary teaching materials contain cases that can update data in real time. The analysis and interpretation of classic cases are undergraduates? Imitation research? Starting point.
After years of teaching practice, the teaching mode of econometrics in our school has been dominated by teachers from the beginning? Explain theoretical models and methods? Later, teacher-student interaction? Measurement model+case practice? Then try to explore the current student-oriented? Research teaching? The textbooks used have also experienced repeated attempts and summaries. It is suggested that the main textbook should be Econometrics written by Professor Li Zinai of Tsinghua University or Professor Pang Hao of Southwestern University of Finance and Economics, and the supporting reference books should be Econometrics Fundamentals written by Damodar N.Gujarati or Introduction to Econometrics: Modern Views written by woodridge and the user's guide provided by EVIEWS software (I and II). This combination can well meet the demand of research-based teaching for teaching materials.
4. Multi-party cooperation and resource sharing provide a guarantee for the implementation of research-based teaching. Breaking through the traditional teaching mode and implementing research-based teaching put forward high requirements for schools, colleges and course teaching teams. Schools should formulate guidelines for the implementation of research-based teaching and organize seminars and exchange activities on research-based teaching throughout the school, because the process of implementing research-based teaching is not a process in which one or two colleges, one or two majors and one or two courses can form an atmosphere. It is not only a process of changing teaching methods and teaching models, but also a process of innovating educational ideas and concepts. Carry out the teaching management system under the research-based teaching mode in the whole school, re-recognize the objectives, methods and methods of teaching management activities from the perspective of research, actively carry out management innovation, and create a free, open, inclusive and friendly service soft environment for the development of research-based teaching. At the college level, we should combine the construction of top-quality courses as far as possible, provide high-quality teaching resources for research-oriented teaching, actively strive to realize the networking of course teaching resources, support and build a teaching material system based on top-quality textbooks, and educate students to establish? Research is the new normal? The concept of learning encourages students to actively explore, experience and solve research problems based on real tasks [1 1]. In addition to relying on their own scientific research projects, the curriculum teaching team should also attract undergraduates to participate in the research, and encourage students to set up their own projects and establish a systematic curriculum project library in combination with economic reality.
The research-oriented teaching of econometrics also needs a lot of resources from the whole school. Data sharing, software sharing and books sharing all need perfect campus network construction and management. In addition to classrooms and laboratories, teachers and students can also access databases, download updated data and call professional statistical software anytime and anywhere. Strengthen the improvement of the construction of research learning places such as classrooms, laboratories and discussion rooms, and strive to achieve it? Small class teaching? And then what? Group experiment? Provide software and hardware guarantee for research teaching.
5. From point to line, from line to surface, construct the overall framework of research teaching. Economics has various undergraduate majors offering econometric courses, such as economics, statistics, finance, international economy and trade. The gender ratio, student source category, subject foundation and major focus of students of different majors are different, and the class style and study style of the same major are also different. Therefore, teachers with certain scientific research foundation and research ability can be selected, and classes with excellent academic atmosphere in related majors can be selected for pilot projects. Choose knowledge points and relativity that are relatively easy to understand? Specification (or standard)? Economic problems are the starting point of research-based teaching in this course. By imitating standard cases, students are guided to choose a research project in the form of a group, and members of the group (project team) are required to draw up a unified project proposal, clarify the research background and significance, sort out the review literature, set the research methods and technical routes, rationally divide the work, and finally display the research results and communicate with each other. Teachers can answer questions at any time during students' project research.
In this way, multiple research projects can be connected in series to form a more perfect one? Line 4? Causality line, teaching and research feedback interaction line, theory and practice integration line, extracurricular complementarity line. This way of teachers' guidance and students' independent research and learning can fully stimulate students to choose research topics in all directions and collect data in multiple ways, which can not only provide supplementary information for teachers' scientific research, but also allow students to dabble in more disciplines and enrich their knowledge during the research process; Under the leadership of the project leader's organization, all members Qi Xin worked together and brainstormed, which not only avoided the phenomenon of hitchhiking, but also greatly expanded the participation of students; The research process and final effect of the project can also be used as an important part of the whole assessment, thus expanding the content of the assessment.
Verb (abbreviation of verb) conclusion
Econometrics is a course closely related to the real economy and society. The econometric methods and models involved can be closely combined with economic phenomena such as family (or individual) economic behavior (income, savings, consumption, investment, etc.). ) and enterprise management activities (human resource management, production cost control, marketing strategy formulation, etc. ) In the micro field, especially in the macroeconomic fields such as economic growth, employment and inflation, regional economic and social differences, fiscal policy and monetary policy formulation. We can analyze single cross-sectional data (or time series data) and study mixed data (panel data). Besides numerical data, we can also construct corresponding measurement models for classified data. We not only study the superficial phenomenon of economy and society, but also mine the essential law behind the phenomenon through data analysis. The wide application of econometrics provides strong feasibility for students to choose topics and carry out research-based teaching.
Undergraduate students majoring in economics should focus on empirical research when studying econometrics. Many times, economic theory can't give the exact answer to relevant economic phenomena. The only feasible way is? Seriously collect data and conduct in-depth empirical analysis? . For students who are new to metrology, it is an important way to deepen their understanding through project research and processing real data. Therefore, the implementation of research-based teaching? Dirty students' hands and desks? Only in this way can we really learn empirical research and understand the true meaning of econometrics.
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