《宏觀經濟學（全英）》-課程教學大綱

PAGEPAGE15《宏觀經濟學（全英）》課程教學大綱一、課程基本信息課程代碼：16004603課程名稱：《宏觀經濟學（全英）》英文名稱：EconomicsPrinciplesandPolicy課程類別：學科基礎課學時：48學分：3適用對象:金融學（“2+2”實驗班）本科生考核方式：考試先修課程：高中數(shù)學、微觀經濟學二、課程簡介作為宏觀經濟學的第一門課，本課程將向學生提供這一領域的基本理論和基本觀點。宏觀經濟學是經濟學中的重要部分，它通過建立基本的理論來解釋現(xiàn)實中的宏觀經濟現(xiàn)象。本課程主要包括兩大方面內容：第一部分主要關于總供給與總需求理論，另一部分是關于宏觀經濟政策，如財政政策、貨幣政策。涉及的專題如下：宏觀政策、經濟增長理論、總需求和需求側均衡、總供給和供給側均衡、財政政策、貨幣政策、財政和貨幣政策的爭議。本課程將更多地側重應用與政策方面。Thisintroductorycourseteachesthefundamentalsofmacroeconomics.Macroeconomicsistheheadline-grabbingpartofeconomics,itbuildsupbasictheoriestoexplainthemacroeconomicphenomenaintherealworld.Theprinciplesofmacroeconomicswillbepresentedinthecontextoftwoparts:aggregatedemandandsupply,macroeconomicpolices(fiscalandmonetarypolicy).Topicsincludemacroeconomicpolicy,economicgrowth,aggregatedemandanddemand-sideequilibrium,aggregatesupplyandsupply-sideequilibrium,fiscalpolicy,monetarypolicyandthedebateoverthetwopolices.Moreofthiscourseisdevotedtoapplicationandpolicy.三、課程性質與教學目的本課程是一門初級水平的宏觀經濟學課程，是金融學（“2+2”實驗班）本科生的學科基礎課。本課程旨在引導學生領會現(xiàn)代宏觀經濟學的基本理論和基本觀點；培養(yǎng)對現(xiàn)實世界經濟現(xiàn)象的觀察能力及探索興趣；了解并嘗試運用所學的經濟理論分析現(xiàn)實宏觀經濟問題。本課程通過學習經濟增長理論，財政政策和貨幣政策等專題，并緊密聯(lián)系我國在改革開放30年取得的經濟建設成果，幫助學生構建基礎的宏觀經濟理論和知識體系并用學到的理論知識分析和解釋中國的宏觀經濟現(xiàn)象，增強“四個自信”，打破“唯西方論”，從而使學生對我國社會主義經濟建設取得的豐碩成果有客觀而正確地認識，并通過“西學中用”，為以后專業(yè)課的學習打下理論和思想基礎。四、教學內容及要求ANINTRODUCTIONTOMACROECONOMICS目的與要求Bytheendofthischapter,studentsshouldunderstand:Thedistinguishbetweenmicroeconomicsandmacroeconomics.KnowaboutsomebasicmacroeconomicconceptsUnderstandingthesupply-and-demandframeworkinmacroeconomics教學內容DRAWINGALINEBETWEENMACROECONOMICSANDMICROECONOMICSAggregationandMacroeconomicsTheFoundationsofAggregationTheLineofDemarcationRevisitedII. SUPPLYANDDEMANDINMACROECONOMICSIII. GROSSDOMESTICPRODUCTMoneyastheMeasuringRod:RealVersusNominalGDPWhatGetsCountedinGDPLimitationsoftheGDP:WhatGDPIsNotIV. THEECONOMYONAROLLERCOASTERGrowth,ButwithFluctuationsInflationandDeflationTheGreatDepressionFromWorldWarIIto1973TheGreatStagflation,1973-1980ReaganomicsanditsAftermathClintonomics:DeficitReductionandTHE“NEWEconomy”TaxCutsandtheBushEconomyV.THEPROBLEMOFMACROECONOMICSTABILIZATION:ASNEAKPREVIEWCombatingUnemploymentCombatingInflationDoesItReallyWork?思考與實踐DoestheeconomyperformbetterunderRepublicanorDemocraticpresidentialadministrations?FindoneexampleofwhentheeconomyperformswellunderaRepublicanpresident,andoneunderaDemocraticpresident.AreperiodsofhighinflationmorecommonduringRepublicanorDemocraticpresidentialadministrations?HowmightyouranswersabovebeinfluencedbytheFederalReserve?教學方法與手段本章教學主要采用課堂講授、多媒體教學等。第二章TWOGOALSOFMACROECONOMICSPOLICY（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:WhatiseconomicgrowthUnderstandingtwogoalsofmacroeconomicpolicy:thegoaloflowunemploymentUnderstandingtwogoalsofmacroeconomicpolicy:thegoaloflowinflation（二） 教學內容I. THEGOALOFECONOMICGROWTHProductivitygrowth:fromlittleacorns…Thecapacitytoproduce:potentialgdpandtheproductionfunctionThegrowthrateofpotentialgdpTHEGOALOFLOWUNEMPLOYMENTThehumancostsofhighunemploymentCountingtheunemployed:theofficialstatisticsTypesofunemploymentHowmuchemploymentis“fullemployment”?Unemploymentinsurance:theinvaluablecushionTHEGOALOFLOWINFLATIONInflation:themythandtherealityInflationasaredistributorofincomeandwealthRealversusnominalinterestratesInflationdistortsmeasurementsOthercostsofinflationLowinflationdoesnotnecessarilyleadtohighInflation思考與實踐Isfastergrowthalwaysbetter?howtododatahunt?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學等。第三章ECONOMICGROWTH:THEORYANDPOLICY（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:thetheoryofeconomicgrowthandthepolicesthatthistheorysuggests.（二） 教學內容THETHREEPILLARSOFPRODUCTIVITYGROWTHLEVELS,GROWTHRATES,ANDTHECONVERGENCEHYPOTHESISGROWTHPOLICY:ENCOURAGINGCAPITALFORMATIONGROWTHPOLICY:IMPROVINGEDUCATIONALTRAININGGROWTHPOLICY:SPURRINGTECHNOLOGICALCHANGETHEPRODUCTIVITYSLOWDOWNANDSPEED-UPINTHEUNITEDSTATESTheU.S.ProductivitySlowdown,1973–1995TheProductivitySpeed-Up,1995–??GROWTHINTHEDEVELOPINGCOUNTRIESTheThreePillarsRevisitedSomeSpecialProblemsoftheDevelopingCountriesFROMTHELONGRUNTOTHESHORTRUN【思政元素融入】西方發(fā)達國家經濟增長vs.我國經濟增長模式通過對我國改革開放30年取得的巨大經濟發(fā)展成果的回顧，讓學生深刻了解我國社會主義經濟建設成就是全體中國人民在黨的領導下共同努力的結果，這一偉大成就在當前全世界各經濟體中都是罕見的。我國的經濟增長有其獨特的發(fā)展路徑。融入方式：小組討論，師生互動思考與實踐Whydoescollegeeducationkeepgettingmoreexpensive?Whytherelativepriceofcollegetuitionkeepsrising?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、分組討論、課堂討論等。第四章AGGREGATEDEMANDANDTHEPOWERFULCONSUMER（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:macroeconomicconcepts：thecircularflowofexpenditureandincome,theconsumptionfunction.（二） 教學內容AGGREGATEDEMAND,DOMESTICPRODUCT,ANDNATIONALINCOMETHECIRCULARFLOWOFSPENDING,PRODUCTIONANDINCOMECONSUMERSPENDINGANDINCOME:THEIMPORTANTRELATIONSHIPTHECONSUMPTIONFUNCTIONANDTHEMARGINALPROPENSITYTOCONSUMEFACTORSTHATSHIFTTHECONSUMPTIONFUNCTIONWHYTHETAXREBATESFAILEDIN1975AND2001THEEXTREMEVARIABILITYOFINVESTMENTTHEDETERMINANTSOFNETEXPORTSHOWPREDICTABLEISAGGREGATEDEMAND?【思政元素融入】引入我國的投資營商環(huán)境與對外開放政策通過對我國政府招商引資政策的實施以及廣東省作為一個外貿大省的介紹，讓學生了解我國經濟的高速增長離不開中央政府及各級地方政府各項政策的大力支持。融入方式：小組討論，PPT討論（三） 思考與實踐Instructionstellstudentstoassumethattheyhavejustgraduatedfromcollege,landedadecentpayingjob,andareconsideringinvestinginahouse.Remindthemthatineconomictermsthismeansbuyinganewly-builthouse,notupdatingacurrenthouse.Askstudentswhatconsiderationsneedtobemade:1.Cantheyhandlethatheftymortgagepayment?2.Whataboutupkeep?Doestheroofneedtobereplaced?3.Whatabouttheconditionoftheyard?4.Howareyougoingtofurnishthehouse?5.Howdoesthelocationofthehouseinfluenceyourdecisiontobuy?6.Howdoesbuyingnewphysicalassetsleadtogreaterproductivecapacity?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、課堂討論等。第五章DEMAND-SIDEEQUILIBRIUM:UNEMPLOYMENTORINFLATION?（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:theaggregatedemandschedule.theconditionsforequilibrium.themultiplier.thetheoryofnationalincomedetermination（二） 教學內容THEMEANINGOFEQUILIBRIUMGDPTHEMECHANICSOFINCOMEDETERMINATIONTHEAGGREGATEDEMANDCURVEDEMAND-SIDEEQUILIBRIUMANDFULLEMPLOYMENTTHECOORDINATIONOFSAVINGANDINVESTMENTCHANGESONTHEDEMANDSIDE:MULTIPLIERANALYSISTheMagicoftheMultiplierDemystifyingtheMultiplier:HowItWorksAlgebraicStatementoftheMultiplierTHEMULTIPLIERISAGENERALCONCEPTOtherMultipliersTHEMULTIPLIERANDTHEAGGREGATEDEMANDCURVE【思政元素融入】通過乘數(shù)的一般性概念讓學生明白世界各國主要經濟體之間經濟聯(lián)系的緊密性，引入經濟熱點詞匯“大循環(huán)”與“雙循環(huán)”。向學生傳達并解讀習近平總書記提出的我國為什么要“推進構建以國內大循環(huán)為主體、國內國際雙循環(huán)相互促進的新發(fā)展格局”這一重要指示。融入方式：小組討論，PPT演示（三） 思考與實踐Whatistherelationshipbetweenthevalueofthemultiplierandthestabilityoftheeconomy?Ifgovernmentpolicycouldinfluencethesizeofthemultiplier,doyouthinkthegovernmentshouldtrytoincreaseorreduceit?EquilibriumGDPcanbelowerthanthefull-employmentlevel,orhigher.Whatchangesinpricesarelikelytooccurwhentherearerecessionaryorinflationarygaps?Howwillthesepricechangesaffectexpenditures,equilibriumGDPandtherecessionaryorinflationarygap?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、課堂討論等。第六章SUPPLY-SIDEEQUILIBRIUM:UNEMPLOYMENTANDINFLATION?（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:aggregatesupplycurve.howboththepricelevelandoutputaredetermined.thegovernmentinterventionintheformofmacroeconomicpolicy.（二） 教學內容THEAGGREGATESUPPLYCURVEWhytheAggregateSupplyCurveSlopesUpwardShiftsoftheAggregateSupplyCurveEQUILIBRIUMOFAGGREGATEDEMANDANDSUPPLYINFLATIONANDTHEMULTIPLIERRECESSIONARYANDINFLATIONARYGAPSREVISITEDADJUSTINGTOARECESSIONARYGAP:DEFLATIONORUNEMPLOYMENT?ADJUSTINGTOANINFLATIONARYGAP:INFLATIONSTAGFLATIONFROMASUPPLYSHOCKAPPLYINGTHEMODELTOAGROWINGECONOMYDemand-SidefluctuationsSupply-SidefluctuationsPUZZLERESOLVED:EXPLAININGTHEROARINGNINETIESAROLEFORSTABILIZATIONPOLICY【思政元素融入】將穩(wěn)定性政策的作用與我國的宏觀調控措施相結合以08年金融危機以及2019年新型冠狀病毒肺炎疫情為切入點，向學生介紹我國政府在面對經濟危機時如何及時采取應對措施來提振經濟，維護社會穩(wěn)定。同時對比國內外應對危機的手段與結果，引導學生進行獨立的思考，用辯證地思維和眼光來認識社會主義制度與資本主義制度。融入方式：課堂討論，PPT演示（三） 思考與實踐Apositivelyslopedaggregatesupplycurveresultsfromtheassumptionthatwhenpricesrise,wagesandothercostsdonotkeeppace,atleastintheshortrun.Doyouthinkthisisarealisticassumption?Why?Whatkindofaggregatesupplycurvewouldexistifeverychangeinthecountry’spriceindexwerematchedimmediatelybyequivalentchangesinfirms’costs?Whatimplicationswouldsuchanaggregatesupplycurvehaveforthestabilityoftheeconomy?Thischaptershowsthatanincreaseinoutputthatfollowsanincreaseinaggregatedemandabovefullemploymentisonlytemporary:eventuallytheeconomyself-adjustsbacktothefullemploymentlevelofGDP.CanyouthinkofasequenceofchangesinaggregatedemandthatwouldkeepGDPatitshighlevel?Whatwouldtheinflationaryconsequencesbe?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、小組討論、課堂討論等。第七章MANAGINGAGGREGATEDEMAND:FISCALPOLICY（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:whetherthegovernmentcancorrectinflationorunemployment.howfiscalpolicyaffectsinterestratesandaggregatedemand.（二） 教學內容INCOMETAXESANDTHECONSUMPTIONSCHEDULETHEMULTIPLIERREVISITEDTheTaxMultiplierIncomeTaxesandtheMultiplierAutomaticStabilizersGovernmentTransferPaymentsPLANNINGEXPANSIONARYFISCALPOLICYPLANNINGCONTRACTIONARYFISCALPOLICYTHECHOICEBETWEENSPENDINGPOLICYANDTAXPOLICYSOMEHARSHREALITIESTHEIDEABEHINDSUPPLY-SIDETAXCUTSSomeFliesintheOintmentTowardAssessmentofSupply-SideEconomics【思政元素融入】結合時事，講解我國的一系列財政政策讓學生應用所學的理論知識，解讀財政部實施的財政政策。融入方式：課堂討論，PPT演示（三） 思考與實踐Becauseitisworriedaboutinflationinthefuture,thegovernmenthasdecidedtorestrictaggregatedemand.Whichtooloffiscalpolicy(orcombination)doyoubelieveitshoulduse:governmentpurchases,taxesortransfers?Why?Somesupply-sideproponentsarguethatincometaxesaresohighthattheydiscouragepeoplefromworkingandearningincome.Howplausibledoyouthinkthisviewis?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、小組討論、課堂討論等。第八章MONEYANDTHEBANKINGSYSTEM（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:whatmoneyisandwhatfunctionsmoneyhasintheeconomy.howthebankingsystemhelpsdeterminethesupplyofmoney.（二） 教學內容THENATUREOFMONEYBarterversusmonetaryexchangeTheConceptualDefinitionofMoneyWhatServesasMoney?HOWTHEQUANTITYOFMONEYISMEASUREDTHEBANKINGSYSTEMHowbankingbeganPrinciplesofBankManagement:ProfitsversusSafetyBankRegulationTHEORIGINSOFTHEMONEYSUPPLYBANKSANDMONEYCREATIONWHYTHEMONEYCREATIONFORMULAISOVERSIMPLIFIEDTHENEEDFORMONETARYPOLICY【思政元素融入】結合時事，講解我國的銀行體系及其運行規(guī)律。讓學生應用所學的理論知識，分析對比中美兩國的商業(yè)銀行體系的異同。融入方式：課堂討論，PPT演示（三） 思考與實踐Thetextdefinestwomeasuresofmoney,M1andM2.M2isaboutfourtimesthesizeofM1.Whichdoyouthinkisthepreferablemeasurement?Why?Bankersfaceatrade-offbetweenprofitsandsafety.Howdotheirdecisionsinthisrespectinfluencethecountry’smoneysupply?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、小組討論、課堂討論等。第九章MANAGINGAGGREGATEDEMAND:MONETARYPOLICY（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:whattheFederalReserveSystemis.thetoolsofmonetarycontrolandtheinfluenceofthemoneysupplyuponGDPandprices（二） 教學內容MONEYANDINCOME:THEIMPORTANTDIFFERENCEAMERICA’SCENTRALBANK:THEFEDERALRESERVESYSTEMOriginsandstructureCentralbankindependenceIMPLEMENTINGMONETARYPOLICY:OPEN-MARKETOPERATIONSTheMarketforBankReservesTheMechanicsofanOpenMarketOperationOpen-MarketOperations,BondPrices,andInterestRatesOTHERMETHODSOFMONETARYCONTROLLendingtobanksChangingreserverequirementsHOWMONETARYPOLICYWORKSInvestmentandInterestRatesMonetaryPolicyandTotalExpenditureMONEYANDTHEPRICELEVELINTHEKEYNESIANMODEL【思政元素融入】結合時事，講解我國的中央銀行如何實施貨幣政策。讓學生應用所學的理論知識，解讀我國央行的貨幣政策是如何實施的。融入方式：課堂討論，PPT演示（三） 思考與實踐Doyoufavorfractionalreservebanking,ordoyouthinkdepositsshouldbebackedupona100percentbasisbyreserves?Whataretheadvantagesanddisadvantagesofa100percentreservesystem?Doyouthinkbankerswouldfavorit?TheFedhasthreebasictoolsthatitcanusetochangethemoneysupply:open-marketoperations,changesinthebanks’requiredreserveratioandchangesinpoliciesregardinglendingtomemberbanks.Whichdoyouthinkisthemostuseful,theleastuseful?DoestheFedreallyneedthreetools—wouldn’tonedojustaswell?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、課堂討論等。第十章THEDEBATEOVERMONETARYANDFISCALPOLICY（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:thequantitytheoryofmoney.howmonetarypolicyaffectsinterestratesandaggregatedemand.thedebateoverwhetherpolicymakersshouldtrytostabilizetheeconomy.（二） 教學內容VELOCITYANDTHEQUANTITYTHEORYOFMONEYSomeDeterminantsofVelocityMonetarism:TheQuantityTheoryModernizedFiscalPolicy,InterestRates,andVelocityApplication:TheMultiplierFormulaRevisitedApplication:TheGovernmentBudgetandInvestmentDEBATE:SHOULDWERELYONFISCALORMONETARYPOLICY?DEBATE:SHOULDTHEFEDCONTROLTHEMONEYSUPPLYORCONTROLINTERESTRATES?TwoimperfectalternativesWhathasthefedactuallydone?DEBATE:THESHAPEOFTHEAGGREGATESUPPLYCURVEDEBATE:SHOULDTHEGOVERNMENTINTERVENE?DIMENSIONSOFTHERULES-VERSUS-DISCRETIONDEBATE【思政元素融入】對比中美兩國財政政策和貨幣政策實施的異同。讓學生應用所學的理論知識，分析和比較中美兩國在實施貨幣政策和財政政策中遇到的困境，了解兩種不同制度下政策實施的優(yōu)劣對比。融入方式：課堂討論，PPT演示（三） 思考與實踐SomequantitytheoristsusetheM×V=P×YequationtoarguethatonlychangesinthemoneysupplycanchangethemoneyvalueofGDP—notinvestmentspending,notexports,notgovernmentspending,nothingbutmoney.Explainwhyyouagreeordisagree.Howaccuratelydoyouthinkforecasterscanpredictthestateoftheeconomyoneyearfromtoday?（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、課堂討論等。第十一章BUDGETDEFICITSINTHESHORTANDLONGRUN（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:whatisfederalgovernment’sbudgetdeficit.howtousethemodeltoanalyzetheeffectsofgovernmentbudgetdeficits.therelationshipbetweenbudgetdeficitsandinflation（二） 教學內容SHOULDTHEBUDGETBEBALANCED?THESHORTRUNTheImportanceofthePolicyMixSURPLUSESANDDEFICITS:THELONGRUNDEFICITSANDDEBT:TERMINOLOGYANDFACTSSomeFactsabouttheNationalDebtINTERPRETINGTHEBUDGETDEFICITORSURPLUSTheStructuralDeficitorSurplusOn-BudgetversusOff-BudgetSurplusesConclusion:WhatHappenedafter1981?WHYISTHENATIONALDEBTCONSIDEREDABURDEN?BUDGETDEFICITSANDINFLATIONTheMonetizationIssueDEBT,INTERESTRATES,ANDCROWDINGOUTTheBottomLineTHEMAINBURDENOFTHENATIONALDEBT:SLOWERGROWTHTHEECONOMICSANDPOLITICSOFTHEU.S.BUDGETDEFICIT【思政元素融入】將美國政府的聯(lián)邦財政赤字與美元霸權相結合。通過學習美國政府當前面對的日益龐大的聯(lián)邦財政赤字，向學生展示美國通過美元霸權，可以綁架全球其他經濟體為其超額支出進行買單。融入方式：課堂討論，PPT演示（三） 思考與實踐Arguefororagainstthesepropositions:a)Thegovernment’sbudgetshouldalwaysbeinbalanceorsurplus.Ifitisindeficit,thecurrentgenerationisimposingburdensuponthefuture.b)Thebudgetneednotbeinbalanceeachyear.Itshouldbeindeficitinrecessionsandinsurplusinboomtimes,sothatoverthelongrun,revenuesequalexpenditures,andthenationaldebtdoesnotgrow.c)Whetherthebudgetshouldbebalanced,indeficitorinsurplusdependsonlyuponwhatisneededtomovetheeconomytoitsfullemploymentlevel.d)Thegovernment’sdeficitisanunimportantfigure,andweshouldstopworryingaboutit.（四） 教學方法與手段本章教學主要采用課堂講授、多媒體教學、課堂討論等。第十二章THETRADE-OFFBETWEENINFLATIONANDUNEMPLOYMENT（一） 目的與要求Bytheendofthischapter,studentsshouldunderstand:whypolicymakersfaceashort-runtradeoffbetweeninflationandunemployment.whytheinflation-unemploymenttradeoffdisappearsinthelongrun.howsupplyshockscanshifttheinflation-unemploymenttradeoff.theshort-runcostofreducinginflation.howpolicymakers’credibilitymightaffectthecostofreducinginflation.（二） 教學內容DEMAND-SIDEINFLATIONVERSUSSUPPLY-SIDEINFLATION:AREVIEWORIGINSOFTHEPHILLIPSCURVEDefinitionofPhillipsCurve:acurvethatshowstheshort-runtradeoffbetweenInflationandunemployment.SUPPLY-SIDEINFLATIONANDTHECOLLAPSEOFTHEPHILLIPSCURVEIn1974,OPECincreasedthepriceofoilsharply.Thisincreasedthecostofproducingmanygoodsandservicesandthereforeresultedinhigherprices.1. DefinitionofSupplyShock:aneventthatdirectlyaltersfirms’costsandprices,shiftingtheeconomy’saggregate-supplycurveandthusthePhillipscurve.Graphically,wecouldrepresentthissupplyshockasashiftintheshort-runaggregatesuppl