2013年对外经济贸易大学815经济学综合考研真题详解

1、Born to win经济学考研交流群 经济学考研备战群2某产品的市场需求曲线为，市场中有个生产成本相同的厂商，单个厂商的成本函数为。问：（1）若该市场为竞争性市场，市场均衡时的市场价格和单个企业的产量是多少？（4分）（2）长期均衡时该市场中最多有多少个厂商？（2分）（3）若该市场为寡头垄断市场，古诺均衡时的市场价格和单个企业的产量是多少？（4分）答：限于篇幅原因，想要查看完整版真题解析点击加入经济学考研备战群五、证明与简答题（每题8分，共16分）1假设北京的互联网服务是由北京电讯独家提供。北京电讯有两类顾客。第一类顾客是在当地经营的企业，其在目前价格水平上企业需求的价格弹性为1.25；第二类

2、顾客是当地居民，其在目前价格水平上需求的价格弹性是4。北京电讯目前定价对企业客户每单位终端50元钱，而对居民客户服务每单位终端17.5元。请证明北京电讯目前的定价不是最优定价。证明：若北京电讯要使对不同用户群体实行差别定价以实现利润最大化，则价格和产量必须设定在使：。由需求弹性和边际收益关系式可得两个市场的定价应满足：。由已知、，可得，故北京电讯目前的定价不是最优。2根据附加预期的菲利普斯曲线推导国民收入与物价水平之间的关系，并说明滞胀现象的成因。答：限于篇幅原因，想要查看完整版真题解析点击加入经济学考研备战群六、论述题（每题14分，共28分）1材料1：2012年9月13日，美国联邦公开市场委

3、员会会议发布公告称，为支持经济强劲复苏和确保通胀符合目标，美联储将推行进一步的量化宽松政策（简称QE3），并将目前低利率保持至2015年年中。材料2：目前，美国经济正逐步接近所谓“财政悬崖”的威胁。如果美国共和与民主两党组成的跨党派超级委员会未能就削赤达成协议，2013年初便会启动自动削减赤字机制，缩减政府开支，目标是未来十年减少赤字1.2万亿美元，同时税务优惠政策将于2012年底结束，可能不再获得延期，削减财政赤字与加税将造成私人与企业庞大的财政缺口，形成所谓“财政悬崖”。根据模型并结合以上材料分析：（1）如果美国国会不采取任何行动，“财政悬崖”如期发生，将对美国经济产生怎样的影响？（4分）

4、（2）指出美国宏观经济政策将面临的是哪种政策组合？分析这种政策组合的适用范围及可能的结果。（5分）（3）如果美国希望加速经济复苏而保持利率不变，财政和货币政策如何搭配使用？（5分）答：限于篇幅原因，想要查看完整版真题解析点击加入经济学考研备战群2为了达到保护环境、绿色出行的目标，政府对汽油的生产者开征了汽油税。请根据经济学原理分析：（1）汽油税对汽油市场和汽车市场的影响；（4分）（2）汽油税可以被转嫁的原因及转嫁份额的影响因素，并导出消费者所承担的比例。（6分）（3）汽油税可能被超额转嫁的条件。（4分）答：（1）政府对汽油的生产者开征汽油税，会使得汽油市场汽油价格上升，汽油需求量减少。同时由于

5、汽油和汽车是互补品，汽油价格的上升，会使得汽车市场需求结构发生变化。汽油价格上升会使得消费者对大排量汽车需求减少，对汽油排量小的汽车和非燃油汽车需求增加。（2）汽油税可以被转嫁的原因在于汽油生产者可以提高产品的价格从而将部分税收转嫁给消费者。转嫁份额取决于供给曲线和需求曲线的形状，即消费者需求弹性和生产者供给弹性的相对大小。当消费者的需求缺乏弹性而生产者的供给富有弹性，此时汽油税更多的由消费者承担；当消费者的需求富有弹性而生产者的供给缺乏弹性，则汽油税更多的由生产者承担，消费者只承担小部分。如图1-6所示。在图1-6（a）中，需求相对于供给无弹性，税负主要归于消费者。在图1-6（b）中表示需求

6、相对于供给有很大弹性，税负主要归于生产者。图1-6 弹性与税收负担消费者所承担的比例为，该式表明以高价形式转嫁给消费者的税收份额。当时，消费者承担份额为100%，所有税负由消费者承担；当时，份额为0，消费者不承担任何税负，生产者承担全部税负。（3）汽油税可能被超额转嫁的条件汽油生产者为垄断厂商或者寡头，具有很大的垄断势力，可以控制汽油产量，制定远超过平均成本的高价格。消费者的需求完全缺乏弹性，消费者的需求曲线为垂直线，此时，汽油税完全由消费者承担，汽油生产者提高到汽油税之上的价格不仅能弥补税收，同时获得超额利润。由于上述两个条件，从而使得汽油税可能被超额转嫁。七、将下列英语译成汉语1. The

7、 World Economic Prospects （20 分）The global economy has deteriorated further since the release of the July 2012 WEO Update, and growth projections have been marked down. Downside risks are now judged to be more elevated than in the April 2012 and September 2011 World Economic Outlook （WEO） reports. A

8、 key issue is whether the global economy is just hitting another bout of turbulence in what was always expected to be a slow and bumpy recovery or whether the current slowdown has a more lasting component. The answer depends on whether European and U.S. policymakers deal proactively with their major

9、 short-term economic challenges. The WEO forecast assumes that they do, and thus global activity is projected to reaccelerate in the course of 2012; if they do not, the forecast will likely be disappointed once again. For the medium term, important questions remain about how the global economy will

10、operate in a world of high government debt and whether emerging market economies can maintain their strong expansion while shifting further from external to domestic sources of growth. The problem of high public debt existed before the Great Recession, because of population aging and growth in entit

11、lement spending, but the crisis brought the need to address it forward from the long to the medium term.Indicators of activity and unemployment show increasing and broad-based economic sluggishness in the first half of 2012 and no significant improvement in the third quarter. Global manufacturing ha

12、s slowed sharply. The euro area periphery has seen a marked decline in activity, driven by financial difficulties evident in a sharp increase in sovereign rate spreads. Activity has disappointed in other economies too, notably the United States and United Kingdom.Spillovers from advanced economies a

13、nd homegrown difficulties have held back activity in emerging market and developing economies. These spillovers have lowered commodity prices and weighed on activity in many commodity exporters. The result of these developments is that growth has once again been weaker than projected, in significant

14、 part because the intensity of the euro area crisis has not abated as assumed in previous WEO projections. Other causes of disappointing growth include weak financial institutions and inadequate policies in key advanced economies. Furthermore, a significant part of the lower growth in emerging marke

15、t and developing economies is related to domestic factors, notably constraints on the sustainability of the high pace of growth in these economies and building financial imbalances. In addition, IMF staff research suggests that fiscal cutbacks had larger than-expected negative short-term multiplier

16、effects on output, which may explain part of the growth shortfalls.答：限于篇幅原因，想要查看完整版真题解析点击加入经济学考研备战群2. Schooling and Development （20 分）I will illustrate the variety of approaches to development issues that microeconomists have employed by focusing on studies that illuminate and quantify the major mec

17、hanisms posited by growth theorists who highlight the role of education in fostering growth. For example, Lucas （1988） emphasizes the role of education by stressing the importance of learning externalities. But what evidence do we have for these? Theories of long-run growth that span the pre- and po

18、st-Industrial Revolution focus on the interaction between technical change and schooling. Lucas （2002）and Galor and Weft （2000）explain the shift from a stagnant world in a Malthusian equilibrium to one of sustained growth as the result of technical change inducing investments in schooling which lead

19、s to a shift to smaller families. Nelson and Phelps （1966）suggest that a major mechanism by which poor countries develop is through technological transfer, and hypothesize that schooling facilitates such transfers because it improves the ability to master technology. Some key questions suggested by

20、these models are: （i） what is the contribution of schooling to productivity in low-income countries？ （ii） does technical change raise schooling returns, and for whom？（iii）does learning play an important role in adopting and adapting to technical change？（iv）how important are learning and thus schooli

21、ng externalities？ and, （v） does schooling investment respond to variation in returns, whatever their source, or are there important barriers to human capital investment when returns are high？I begin with a basic issue: what are the returns to schooling？ A standard approach in economics has been to u

22、se regressions with wages as the dependent variable and a measure of education as a regressor to estimate the returns from schooling. I will argue that this approach is problematical for identifying the contribution of schooling to productivity in a development context, and is particularly inadequat

23、e for exploring the ways in which education might affect conditions for economic growth. I then discuss microeconomic studies that estimate returns from schooling using alternative approaches, looking at inferences based on how education interacts with policy changes, with technology change, and wit

24、h the marriage market. I then turn to the 4 questions of whether schooling merely imparts knowledge or whether it also facilitates learning particularly in setting undergoing technical change and whether there is social learning that gives rise to educational externalities. I next examine studies th

25、at address the question of the responsiveness of educational investments to changes in schooling returns and whether and where there exist important barriers to such investments when returns appear to justify their increase. I end with brief reflection.答：学校教育和发展我将举例说明发展问题方法的多样性，微观经济学家通过紧扣那些说明并量化主要机制

26、的研究运用发展问题，这些主要机制是由强调教育对经济增长促进作用的理论家假定的。例如，卢卡斯（1988）通过强调外在学习的重要性强调教育的作用。但我们有什么证据证明这些呢？跨越前后工业革命时代的长期经济增长理论重点放在技术变革和教育之间的相互作用上。卢卡斯（2002）、加勒和纬纱（2000）解释在马尔萨斯均衡时从停滞的世界到一个持续增长转变的原因是由于技术变化引起对教育的投资，这样的投资又诱导小家庭的变化。纳尔逊和菲尔普斯（1966年）说，贫穷国家发展的主要机制是通过技术转移，并假定，教育促进了这种转移，因为教育提高了人们掌握技术的能力。这些模型所提出的一些关键问题是：（1）学校教育对低收入国家

27、的生产力的贡献是什么？（2）技术变革是否提高教育回报，为谁提高了？（3）学习是否在采用和适应技术变革中发挥了重要作用？（4）学习和教育外部性有多重要？（5）不论其来源,教育投资能否应对投资回报变化，或者当回报高时，人力资本投资会有障碍吗？我从一个基本问题开始：教育回报是什么？经济学中的标准方法是使用工资作为因变量的回归分析和教育作为回归量去估计学校的回报的方法。我认为，这种做法对识别教育对生产力发展方面的贡献是有问题的，特别是对教育影响经济增长条件的探索方法是不足的。我讨论的微观经济研究，是用不同的方法估计学校教育的回报，在教育如何与政策变化、技术变化、婚姻市场的相互作用的基础上得出推论。接着

28、我又思考以下4个问题，教育是否只是传授知识，教育是否也有助于学习，特别是在经历技术变革的时候，能引起教育的外部性的社会学习是否存在。接下来，我分析的是，解决教育投入在教育收益率变化反应性问题的研究及当回报似乎证明他们是要增加时，是否存在对这些投资回报的重要障碍，若存在，那么障碍在哪儿？似乎能证明他们是要增加的。我以简短的评论结束（文章）。3. The Third Industrial Revolution （10 分）The consequences of all these changes, this report will argue, amount to a third industrial revolution. The first began in Britain in the late 18th century with the mechanisation of the textile industry. In the following decades the use of machines to make things, instead of crafting them by hand, spread around the world. The s