《宏观经济学（全英）》-课程教学大纲

PAGEPAGE15《宏观经济学（全英）》课程教学大纲一、课程基本信息课程代码：16004603课程名称：《宏观经济学（全英）》英文名称：EconomicsPrinciplesandPolicy课程类别：学科基础课学时：48学分：3适用对象:金融学（“2+2”实验班）本科生考核方式：考试先修课程：高中数学、微观经济学二、课程简介作为宏观经济学的第一门课，本课程将向学生提供这一领域的基本理论和基本观点。宏观经济学是经济学中的重要部分，它通过建立基本的理论来解释现实中的宏观经济现象。本课程主要包括两大方面内容：第一部分主要关于总供给与总需求理论，另一部分是关于宏观经济政策，如财政政策、货币政策。涉及的专题如下：宏观政策、经济增长理论、总需求和需求侧均衡、总供给和供给侧均衡、财政政策、货币政策、财政和货币政策的争议。本课程将更多地侧重应用与政策方面。Thisintroductorycourseteachesthefundamentalsofmacroeconomics.Macroeconomicsistheheadline-grabbingpartofeconomics,itbuildsupbasictheoriestoexplainthemacroeconomicphenomenaintherealworld.Theprinciplesofmacroeconomicswillbepresentedinthecontextoftwoparts:aggregatedemandandsupply,macroeconomicpolices(fiscalandmonetarypolicy).Topicsincludemacroeconomicpolicy,economicgrowth,aggregatedemandanddemand-sideequilibrium,aggregatesupplyandsupply-sideequilibrium,fiscalpolicy,monetarypolicyandthedebateoverthetwopolices.Moreofthiscourseisdevotedtoapplicationandpolicy.三、课程性质与教学目的本课程是一门初级水平的宏观经济学课程，是金融学（“2+2”实验班）本科生的学科基础课。本课程旨在引导学生领会现代宏观经济学的基本理论和基本观点；培养对现实世界经济现象的观察能力及探索兴趣；了解并尝试运用所学的经济理论分析现实宏观经济问题。本课程通过学习经济增长理论，财政政策和货币政策等专题，并紧密联系我国在改革开放30年取得的经济建设成果，帮助学生构建基础的宏观经济理论和知识体系并用学到的理论知识分析和解释中国的宏观经济现象，增强“四个自信”，打破“唯西方论”，从而使学生对我国社会主义经济建设取得的丰硕成果有客观而正确地认识，并通过“西学中用”，为以后专业课的学习打下理论和思想基础。四、教学内容及要求ANINTRODUCTIONTOMACROECONOMICS目的与要求Bytheendofthischapter,studentsshouldunderstand:Thedistinguishbetweenmicroeconomicsandmacroeconomics.KnowaboutsomebasicmacroeconomicconceptsUnderstandingthesupply-and-demandframeworkinmacroeconomics教学内容DRAWINGALINEBETWEENMACROECONOMICSANDMICROECONOMICSAggregationandMacroeconomicsTheFoundationsofAggregationTheLineofDemarcationRevisitedII. SUPPLYANDDEMANDINMACROECONOMICSIII. GROSSDOMESTICPRODUCTMoneyastheMeasuringRod:RealVersusNominalGDPWhatGetsCountedinGDPLimitationsoftheGDP:WhatGDPIsNotIV. THEECONOMYONAROLLERCOASTERGrowth,ButwithFluctuationsInflationandDeflationTheGreatDepressionFromWorldWarIIto1973TheGreatStagflation,1973-1980ReaganomicsanditsAftermathClintonomics:DeficitReductionandTHE“NEWEconomy”TaxCutsandtheBushEconomyV.THEPROBLEMOFMACROECONOMICSTABILIZATION:ASNEAKPREVIEWCombatingUnemploymentCombatingInflationDoesItReallyWork?思考与实践DoestheeconomyperformbetterunderRepublicanorDemocraticpresidentialadministrations?FindoneexampleofwhentheeconomyperformswellunderaRepublicanpresident,andoneunderaDemocraticpresident.AreperiodsofhighinflationmorecommonduringRepublicanorDemocraticpresidentialadministrations?HowmightyouranswersabovebeinfluencedbytheFederalReserve?教学方法与手段本章教学主要采用课堂讲授、多媒体教学等。第二章TWOGOALSOFMACROECONOMICSPOLICY（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:WhatiseconomicgrowthUnderstandingtwogoalsofmacroeconomicpolicy:thegoaloflowunemploymentUnderstandingtwogoalsofmacroeconomicpolicy:thegoaloflowinflation（二） 教学内容I. THEGOALOFECONOMICGROWTHProductivitygrowth:fromlittleacorns…Thecapacitytoproduce:potentialgdpandtheproductionfunctionThegrowthrateofpotentialgdpTHEGOALOFLOWUNEMPLOYMENTThehumancostsofhighunemploymentCountingtheunemployed:theofficialstatisticsTypesofunemploymentHowmuchemploymentis“fullemployment”?Unemploymentinsurance:theinvaluablecushionTHEGOALOFLOWINFLATIONInflation:themythandtherealityInflationasaredistributorofincomeandwealthRealversusnominalinterestratesInflationdistortsmeasurementsOthercostsofinflationLowinflationdoesnotnecessarilyleadtohighInflation思考与实践Isfastergrowthalwaysbetter?howtododatahunt?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学等。第三章ECONOMICGROWTH:THEORYANDPOLICY（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:thetheoryofeconomicgrowthandthepolicesthatthistheorysuggests.（二） 教学内容THETHREEPILLARSOFPRODUCTIVITYGROWTHLEVELS,GROWTHRATES,ANDTHECONVERGENCEHYPOTHESISGROWTHPOLICY:ENCOURAGINGCAPITALFORMATIONGROWTHPOLICY:IMPROVINGEDUCATIONALTRAININGGROWTHPOLICY:SPURRINGTECHNOLOGICALCHANGETHEPRODUCTIVITYSLOWDOWNANDSPEED-UPINTHEUNITEDSTATESTheU.S.ProductivitySlowdown,1973–1995TheProductivitySpeed-Up,1995–??GROWTHINTHEDEVELOPINGCOUNTRIESTheThreePillarsRevisitedSomeSpecialProblemsoftheDevelopingCountriesFROMTHELONGRUNTOTHESHORTRUN【思政元素融入】西方发达国家经济增长vs.我国经济增长模式通过对我国改革开放30年取得的巨大经济发展成果的回顾，让学生深刻了解我国社会主义经济建设成就是全体中国人民在党的领导下共同努力的结果，这一伟大成就在当前全世界各经济体中都是罕见的。我国的经济增长有其独特的发展路径。融入方式：小组讨论，师生互动思考与实践Whydoescollegeeducationkeepgettingmoreexpensive?Whytherelativepriceofcollegetuitionkeepsrising?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、分组讨论、课堂讨论等。第四章AGGREGATEDEMANDANDTHEPOWERFULCONSUMER（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:macroeconomicconcepts：thecircularflowofexpenditureandincome,theconsumptionfunction.（二） 教学内容AGGREGATEDEMAND,DOMESTICPRODUCT,ANDNATIONALINCOMETHECIRCULARFLOWOFSPENDING,PRODUCTIONANDINCOMECONSUMERSPENDINGANDINCOME:THEIMPORTANTRELATIONSHIPTHECONSUMPTIONFUNCTIONANDTHEMARGINALPROPENSITYTOCONSUMEFACTORSTHATSHIFTTHECONSUMPTIONFUNCTIONWHYTHETAXREBATESFAILEDIN1975AND2001THEEXTREMEVARIABILITYOFINVESTMENTTHEDETERMINANTSOFNETEXPORTSHOWPREDICTABLEISAGGREGATEDEMAND?【思政元素融入】引入我国的投资营商环境与对外开放政策通过对我国政府招商引资政策的实施以及广东省作为一个外贸大省的介绍，让学生了解我国经济的高速增长离不开中央政府及各级地方政府各项政策的大力支持。融入方式：小组讨论，PPT讨论（三） 思考与实践Instructionstellstudentstoassumethattheyhavejustgraduatedfromcollege,landedadecentpayingjob,andareconsideringinvestinginahouse.Remindthemthatineconomictermsthismeansbuyinganewly-builthouse,notupdatingacurrenthouse.Askstudentswhatconsiderationsneedtobemade:1.Cantheyhandlethatheftymortgagepayment?2.Whataboutupkeep?Doestheroofneedtobereplaced?3.Whatabouttheconditionoftheyard?4.Howareyougoingtofurnishthehouse?5.Howdoesthelocationofthehouseinfluenceyourdecisiontobuy?6.Howdoesbuyingnewphysicalassetsleadtogreaterproductivecapacity?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、课堂讨论等。第五章DEMAND-SIDEEQUILIBRIUM:UNEMPLOYMENTORINFLATION?（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:theaggregatedemandschedule.theconditionsforequilibrium.themultiplier.thetheoryofnationalincomedetermination（二） 教学内容THEMEANINGOFEQUILIBRIUMGDPTHEMECHANICSOFINCOMEDETERMINATIONTHEAGGREGATEDEMANDCURVEDEMAND-SIDEEQUILIBRIUMANDFULLEMPLOYMENTTHECOORDINATIONOFSAVINGANDINVESTMENTCHANGESONTHEDEMANDSIDE:MULTIPLIERANALYSISTheMagicoftheMultiplierDemystifyingtheMultiplier:HowItWorksAlgebraicStatementoftheMultiplierTHEMULTIPLIERISAGENERALCONCEPTOtherMultipliersTHEMULTIPLIERANDTHEAGGREGATEDEMANDCURVE【思政元素融入】通过乘数的一般性概念让学生明白世界各国主要经济体之间经济联系的紧密性，引入经济热点词汇“大循环”与“双循环”。向学生传达并解读习近平总书记提出的我国为什么要“推进构建以国内大循环为主体、国内国际双循环相互促进的新发展格局”这一重要指示。融入方式：小组讨论，PPT演示（三） 思考与实践Whatistherelationshipbetweenthevalueofthemultiplierandthestabilityoftheeconomy?Ifgovernmentpolicycouldinfluencethesizeofthemultiplier,doyouthinkthegovernmentshouldtrytoincreaseorreduceit?EquilibriumGDPcanbelowerthanthefull-employmentlevel,orhigher.Whatchangesinpricesarelikelytooccurwhentherearerecessionaryorinflationarygaps?Howwillthesepricechangesaffectexpenditures,equilibriumGDPandtherecessionaryorinflationarygap?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、课堂讨论等。第六章SUPPLY-SIDEEQUILIBRIUM:UNEMPLOYMENTANDINFLATION?（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:aggregatesupplycurve.howboththepricelevelandoutputaredetermined.thegovernmentinterventionintheformofmacroeconomicpolicy.（二） 教学内容THEAGGREGATESUPPLYCURVEWhytheAggregateSupplyCurveSlopesUpwardShiftsoftheAggregateSupplyCurveEQUILIBRIUMOFAGGREGATEDEMANDANDSUPPLYINFLATIONANDTHEMULTIPLIERRECESSIONARYANDINFLATIONARYGAPSREVISITEDADJUSTINGTOARECESSIONARYGAP:DEFLATIONORUNEMPLOYMENT?ADJUSTINGTOANINFLATIONARYGAP:INFLATIONSTAGFLATIONFROMASUPPLYSHOCKAPPLYINGTHEMODELTOAGROWINGECONOMYDemand-SidefluctuationsSupply-SidefluctuationsPUZZLERESOLVED:EXPLAININGTHEROARINGNINETIESAROLEFORSTABILIZATIONPOLICY【思政元素融入】将稳定性政策的作用与我国的宏观调控措施相结合以08年金融危机以及2019年新型冠状病毒肺炎疫情为切入点，向学生介绍我国政府在面对经济危机时如何及时采取应对措施来提振经济，维护社会稳定。同时对比国内外应对危机的手段与结果，引导学生进行独立的思考，用辩证地思维和眼光来认识社会主义制度与资本主义制度。融入方式：课堂讨论，PPT演示（三） 思考与实践Apositivelyslopedaggregatesupplycurveresultsfromtheassumptionthatwhenpricesrise,wagesandothercostsdonotkeeppace,atleastintheshortrun.Doyouthinkthisisarealisticassumption?Why?Whatkindofaggregatesupplycurvewouldexistifeverychangeinthecountry’spriceindexwerematchedimmediatelybyequivalentchangesinfirms’costs?Whatimplicationswouldsuchanaggregatesupplycurvehaveforthestabilityoftheeconomy?Thischaptershowsthatanincreaseinoutputthatfollowsanincreaseinaggregatedemandabovefullemploymentisonlytemporary:eventuallytheeconomyself-adjustsbacktothefullemploymentlevelofGDP.CanyouthinkofasequenceofchangesinaggregatedemandthatwouldkeepGDPatitshighlevel?Whatwouldtheinflationaryconsequencesbe?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、小组讨论、课堂讨论等。第七章MANAGINGAGGREGATEDEMAND:FISCALPOLICY（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:whetherthegovernmentcancorrectinflationorunemployment.howfiscalpolicyaffectsinterestratesandaggregatedemand.（二） 教学内容INCOMETAXESANDTHECONSUMPTIONSCHEDULETHEMULTIPLIERREVISITEDTheTaxMultiplierIncomeTaxesandtheMultiplierAutomaticStabilizersGovernmentTransferPaymentsPLANNINGEXPANSIONARYFISCALPOLICYPLANNINGCONTRACTIONARYFISCALPOLICYTHECHOICEBETWEENSPENDINGPOLICYANDTAXPOLICYSOMEHARSHREALITIESTHEIDEABEHINDSUPPLY-SIDETAXCUTSSomeFliesintheOintmentTowardAssessmentofSupply-SideEconomics【思政元素融入】结合时事，讲解我国的一系列财政政策让学生应用所学的理论知识，解读财政部实施的财政政策。融入方式：课堂讨论，PPT演示（三） 思考与实践Becauseitisworriedaboutinflationinthefuture,thegovernmenthasdecidedtorestrictaggregatedemand.Whichtooloffiscalpolicy(orcombination)doyoubelieveitshoulduse:governmentpurchases,taxesortransfers?Why?Somesupply-sideproponentsarguethatincometaxesaresohighthattheydiscouragepeoplefromworkingandearningincome.Howplausibledoyouthinkthisviewis?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、小组讨论、课堂讨论等。第八章MONEYANDTHEBANKINGSYSTEM（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:whatmoneyisandwhatfunctionsmoneyhasintheeconomy.howthebankingsystemhelpsdeterminethesupplyofmoney.（二） 教学内容THENATUREOFMONEYBarterversusmonetaryexchangeTheConceptualDefinitionofMoneyWhatServesasMoney?HOWTHEQUANTITYOFMONEYISMEASUREDTHEBANKINGSYSTEMHowbankingbeganPrinciplesofBankManagement:ProfitsversusSafetyBankRegulationTHEORIGINSOFTHEMONEYSUPPLYBANKSANDMONEYCREATIONWHYTHEMONEYCREATIONFORMULAISOVERSIMPLIFIEDTHENEEDFORMONETARYPOLICY【思政元素融入】结合时事，讲解我国的银行体系及其运行规律。让学生应用所学的理论知识，分析对比中美两国的商业银行体系的异同。融入方式：课堂讨论，PPT演示（三） 思考与实践Thetextdefinestwomeasuresofmoney,M1andM2.M2isaboutfourtimesthesizeofM1.Whichdoyouthinkisthepreferablemeasurement?Why?Bankersfaceatrade-offbetweenprofitsandsafety.Howdotheirdecisionsinthisrespectinfluencethecountry’smoneysupply?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、小组讨论、课堂讨论等。第九章MANAGINGAGGREGATEDEMAND:MONETARYPOLICY（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:whattheFederalReserveSystemis.thetoolsofmonetarycontrolandtheinfluenceofthemoneysupplyuponGDPandprices（二） 教学内容MONEYANDINCOME:THEIMPORTANTDIFFERENCEAMERICA’SCENTRALBANK:THEFEDERALRESERVESYSTEMOriginsandstructureCentralbankindependenceIMPLEMENTINGMONETARYPOLICY:OPEN-MARKETOPERATIONSTheMarketforBankReservesTheMechanicsofanOpenMarketOperationOpen-MarketOperations,BondPrices,andInterestRatesOTHERMETHODSOFMONETARYCONTROLLendingtobanksChangingreserverequirementsHOWMONETARYPOLICYWORKSInvestmentandInterestRatesMonetaryPolicyandTotalExpenditureMONEYANDTHEPRICELEVELINTHEKEYNESIANMODEL【思政元素融入】结合时事，讲解我国的中央银行如何实施货币政策。让学生应用所学的理论知识，解读我国央行的货币政策是如何实施的。融入方式：课堂讨论，PPT演示（三） 思考与实践Doyoufavorfractionalreservebanking,ordoyouthinkdepositsshouldbebackedupona100percentbasisbyreserves?Whataretheadvantagesanddisadvantagesofa100percentreservesystem?Doyouthinkbankerswouldfavorit?TheFedhasthreebasictoolsthatitcanusetochangethemoneysupply:open-marketoperations,changesinthebanks’requiredreserveratioandchangesinpoliciesregardinglendingtomemberbanks.Whichdoyouthinkisthemostuseful,theleastuseful?DoestheFedreallyneedthreetools—wouldn’tonedojustaswell?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、课堂讨论等。第十章THEDEBATEOVERMONETARYANDFISCALPOLICY（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:thequantitytheoryofmoney.howmonetarypolicyaffectsinterestratesandaggregatedemand.thedebateoverwhetherpolicymakersshouldtrytostabilizetheeconomy.（二） 教学内容VELOCITYANDTHEQUANTITYTHEORYOFMONEYSomeDeterminantsofVelocityMonetarism:TheQuantityTheoryModernizedFiscalPolicy,InterestRates,andVelocityApplication:TheMultiplierFormulaRevisitedApplication:TheGovernmentBudgetandInvestmentDEBATE:SHOULDWERELYONFISCALORMONETARYPOLICY?DEBATE:SHOULDTHEFEDCONTROLTHEMONEYSUPPLYORCONTROLINTERESTRATES?TwoimperfectalternativesWhathasthefedactuallydone?DEBATE:THESHAPEOFTHEAGGREGATESUPPLYCURVEDEBATE:SHOULDTHEGOVERNMENTINTERVENE?DIMENSIONSOFTHERULES-VERSUS-DISCRETIONDEBATE【思政元素融入】对比中美两国财政政策和货币政策实施的异同。让学生应用所学的理论知识，分析和比较中美两国在实施货币政策和财政政策中遇到的困境，了解两种不同制度下政策实施的优劣对比。融入方式：课堂讨论，PPT演示（三） 思考与实践SomequantitytheoristsusetheM×V=P×YequationtoarguethatonlychangesinthemoneysupplycanchangethemoneyvalueofGDP—notinvestmentspending,notexports,notgovernmentspending,nothingbutmoney.Explainwhyyouagreeordisagree.Howaccuratelydoyouthinkforecasterscanpredictthestateoftheeconomyoneyearfromtoday?（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、课堂讨论等。第十一章BUDGETDEFICITSINTHESHORTANDLONGRUN（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:whatisfederalgovernment’sbudgetdeficit.howtousethemodeltoanalyzetheeffectsofgovernmentbudgetdeficits.therelationshipbetweenbudgetdeficitsandinflation（二） 教学内容SHOULDTHEBUDGETBEBALANCED?THESHORTRUNTheImportanceofthePolicyMixSURPLUSESANDDEFICITS:THELONGRUNDEFICITSANDDEBT:TERMINOLOGYANDFACTSSomeFactsabouttheNationalDebtINTERPRETINGTHEBUDGETDEFICITORSURPLUSTheStructuralDeficitorSurplusOn-BudgetversusOff-BudgetSurplusesConclusion:WhatHappenedafter1981?WHYISTHENATIONALDEBTCONSIDEREDABURDEN?BUDGETDEFICITSANDINFLATIONTheMonetizationIssueDEBT,INTERESTRATES,ANDCROWDINGOUTTheBottomLineTHEMAINBURDENOFTHENATIONALDEBT:SLOWERGROWTHTHEECONOMICSANDPOLITICSOFTHEU.S.BUDGETDEFICIT【思政元素融入】将美国政府的联邦财政赤字与美元霸权相结合。通过学习美国政府当前面对的日益庞大的联邦财政赤字，向学生展示美国通过美元霸权，可以绑架全球其他经济体为其超额支出进行买单。融入方式：课堂讨论，PPT演示（三） 思考与实践Arguefororagainstthesepropositions:a)Thegovernment’sbudgetshouldalwaysbeinbalanceorsurplus.Ifitisindeficit,thecurrentgenerationisimposingburdensuponthefuture.b)Thebudgetneednotbeinbalanceeachyear.Itshouldbeindeficitinrecessionsandinsurplusinboomtimes,sothatoverthelongrun,revenuesequalexpenditures,andthenationaldebtdoesnotgrow.c)Whetherthebudgetshouldbebalanced,indeficitorinsurplusdependsonlyuponwhatisneededtomovetheeconomytoitsfullemploymentlevel.d)Thegovernment’sdeficitisanunimportantfigure,andweshouldstopworryingaboutit.（四） 教学方法与手段本章教学主要采用课堂讲授、多媒体教学、课堂讨论等。第十二章THETRADE-OFFBETWEENINFLATIONANDUNEMPLOYMENT（一） 目的与要求Bytheendofthischapter,studentsshouldunderstand:whypolicymakersfaceashort-runtradeoffbetweeninflationandunemployment.whytheinflation-unemploymenttradeoffdisappearsinthelongrun.howsupplyshockscanshifttheinflation-unemploymenttradeoff.theshort-runcostofreducinginflation.howpolicymakers’credibilitymightaffectthecostofreducinginflation.（二） 教学内容DEMAND-SIDEINFLATIONVERSUSSUPPLY-SIDEINFLATION:AREVIEWORIGINSOFTHEPHILLIPSCURVEDefinitionofPhillipsCurve:acurvethatshowstheshort-runtradeoffbetweenInflationandunemployment.SUPPLY-SIDEINFLATIONANDTHECOLLAPSEOFTHEPHILLIPSCURVEIn1974,OPECincreasedthepriceofoilsharply.Thisincreasedthecostofproducingmanygoodsandservicesandthereforeresultedinhigherprices.1. DefinitionofSupplyShock:aneventthatdirectlyaltersfirms’costsandprices,shiftingtheeconomy’saggregate-supplycurveandthusthePhillipscurve.Graphically,wecouldrepresentthissupplyshockasashiftintheshort-runaggregatesuppl