Examples of Economics Education Papers

1、 An Analysis of Traditional Education from the Perspective of Economics

Traditional education mostly appears in the form of school education, that is, the educated accept various forms of educational activities in various schools. This is true of primary education, secondary education or higher education in traditional education, which is generally composed of three elements: teachers, students and textbooks. Teachers are the center, assisted by teachers' teaching and teaching demonstration, Pass on the teaching content to the students. If we look at traditional education from the perspective of economics, we will find that there are some limitations in traditional education:

（1） Scarcity of resources in traditional education

Human beings do not exist in this world in isolation. All human activities must be directly or indirectly linked with specific resources. Without resources, human survival and development will be impossible. From the perspective of economics, resources are precious because of their scarcity. Scarcity means that the resources owned by society are limited, while the needs of human survival and development are unlimited. As far as human needs are concerned, any resources in the world may be scarce, and resources cannot meet all people's needs or hopes. Due to the scarcity of resources, the management and rational allocation of social resources are particularly important. What economics studies is exactly how society manages and reasonably allocates its scarce resources to maximize the use of limited resources. In most societies, resources are not allocated by a dictator with full authority, but by the joint action of millions of families and enterprises. Among many teaching resources, teaching places, teaching equipment, and the quantity and quality of teachers are all indispensable parts of traditional teaching. The scarcity of resources itself determines some drawbacks in traditional education:

1. Scarcity of teaching places

Because the school must have a series of site conditions such as campus, classroom, playground, office space, dormitory, canteen, etc., the school building itself is a scarce resource. For some underdeveloped areas, due to the impact of economic factors, there is no normal teaching place or the requirements of normal teaching cannot be met, and the basic conditions of school buildings are not available; Or even if the school has normal teaching places, due to its own size, the number of students it can accommodate is limited.

2. Scarcity of teaching resources

1、 Western Economics Should Cultivate Students' Rational Thinking Ability

From the perspective of educational function, an important task of western economics teaching is to give more help to students to increase their own ability, help them learn to use rational thinking to treat life and work, and use economics to obtain a valuable life. The writer Bernard Shaw once said, "Economics is an art that makes people happy." The European formal education theory in the 18th century also believed that the main task of teaching was not to give students much knowledge, but to cultivate students' ability, especially the so-called understanding or understanding ability and thinking ability. Keynes once pointed out that "economics is a method and a thinking skill to help people who own it to draw correct conclusions." Observing the disciplinary characteristics of western economics, the author believes that it is "rational thinking", and economics is a science that studies how people choose under rational conditions. Therefore, teachers of western economics courses should train students in rational thinking to cultivate their ability to think correctly.

2、 Western economics should train students' ability

Competence is the quality reflected in completing a goal or task. Amartya Sen (1992) believes that ability is "a person's freedom to make choices in different lives". "Ability refers to one of the most basic freedoms, that is, the range of choices a person has that can bring him what kind of life." (Derez and Sen, 1995) Jing Weimin and Zhou Liqun (2008) believe that economists should have the ability to analyze and solve problems. Xu Chenggang (2006) believed that a good economist should have at least three abilities: observation, analysis and creativity. In the teaching process of western economics, the author realized that while teaching students book knowledge and research methods, they should also understand the way of thinking of economics, learn to think about society and choose life like economists, and benefit from it.

（1） Observation ability

Observation ability refers to the ability to find problems and ask questions in the observation of reality. From the perspective of epistemology, economic theory is a way of thinking to understand the relationship between the subject and the object, explain it, and try to constantly approach the objective reality. To cultivate students' observation ability, first of all, they should understand and master economic theories, including market supply and demand, producer behavior, consumer behavior, government behavior, economic growth and economic cycle, establish observation coordinates and benchmarks, and observe things in this way. Secondly, students' "problem consciousness" should be cultivated. When teaching courses, we should not only explain the theories and methods in books, but also guide students to observe social phenomena and explain practical problems according to the theories they have learned. In essence, this teaching process should guide students to internalize the basic theories and knowledge of economics, and cultivate students' intuitive thinking on economic problems.

（2） Analytical capability

[Abstract] At present, the existing problems in the training mode of international trade master's degree in local colleges and universities in China are: the training objectives are not clear, and the training mode is relatively single; The structure of teaching staff is single, and the curriculum system is imperfect; Inadequate innovation ability and few practice opportunities; There is a shortage of students in local colleges and universities, and the quality is relatively poor. In order to promote the reform of the cultivation mode of master's degree in international trade, we should integrate educational resources and build a joint cultivation mode of government, industry, university, research and application; Improve the training program, and the training goal is mainly applied and innovative; Strengthening discipline construction and building multi-level teacher structure; Strengthen the cultivation of graduate students' innovation ability; Improve the quality assurance system. Through these measures, resources will be comprehensively integrated to form a positive interaction and cultivate high-level innovative and application-oriented talents in international trade for China's social and economic development.

[Key words] Politics, industry, education, research and application; International trade; Postgraduate training mode

Since the reform and opening up, after more than 30 years of development, China's graduate education has trained a large number of high-level talents for the country. A large number of graduate students have become the backbone of all industries in China, providing valuable human resources for socialist modernization and the development of the country's economy and society. Based on the strategic goal of cultivating high-level talents independently in China, China's graduate education has initially established a relatively complete graduate training system. However, compared with international high-level graduate education, China's graduate education started late, lacked training experience, weak innovation and application ability, and graduates could not meet the needs of social and economic development. In 2010, it was mentioned in the Outline of the National Medium and Long term Talent Development Plan (2010-2020): "implement the policy of industry university research cooperation to cultivate innovative talents; implement the postgraduate education innovation plan, establish a two-way exchange system for high-level talents in universities, scientific research institutes and enterprises, and implement the" double tutorial system "of industry university research joint cultivation of graduate students." In 2011, the Ministry of Education put forward the "Innovation Capability Improvement Plan for Colleges and Universities", which requires that colleges and universities should vigorously promote in-depth cooperation with scientific research institutions and industry enterprises, establish collaborative innovation strategic alliances, and promote resource sharing. In 2016, the Central Committee of the Communist Party of China emphasized in the Opinions on Deepening the Reform of the Talent Development System and Mechanism: "Explore the establishment of a talent training mechanism oriented by innovation and entrepreneurship, and improve the collaborative education model of 'government, industry, university, research and application'." It can be seen that the current training model of master's degree students should deepen the reform in the direction of 'government, industry, university, research and application'.

1、 Problems in the current training mode of international trade master students in local colleges and universities

The postgraduate education of international trade in China has long been aimed at cultivating teaching and research talents with the ability to independently engage in scientific research or teaching work, while it is relatively weak in the cultivation of innovative and applied talents. In 2016, there were about 124 colleges and universities across the country to enroll master's degree students in international trade, and thousands of master's degree students in international trade were trained for the country every year. On the whole, however, the current training mode of Master of International Trade is not perfect, mainly in the following aspects:

（1） The training objectives are not clear and the training mode is relatively simple

The goal of postgraduate education in China is to cultivate academic and research talents, while the major of international trade puts forward higher requirements for the application and practicality of postgraduate. The goal of cultivating master's degree students in international trade in colleges and universities is to cultivate a comprehensive and solid theoretical foundation in economics and international trade as well as systematic expertise in foreign trade and economic cooperation, be able to investigate and study practical international economic and trade issues, have basic international exchange ability, and go to the foreign trade department All kinds of foreign-related enterprises are engaged in middle and high level practical work of foreign trade and economic cooperation, or engaged in relevant teaching and research work in scientific research institutions of colleges and universities. However, from the perspective of curriculum, colleges and universities still devote most of their energy to the cultivation of academic talents, which makes it difficult to cultivate innovative and applied international trade talents. Therefore, the training objectives of master's degree students in international trade are not clear, and the positioning of academic or applied talents is not clear. In addition, the current postgraduate training model in China is relatively simple. After students pass the entrance examination, during the training process, quality supervision and evaluation links such as course assessment, scientific research paper assessment and dissertation defense are stipulated, but the evaluation system and management system of these links are not too strict. After three years of study, academic research and thesis defense, you can generally get credits and graduate successfully. The "strict in and lenient out" postgraduate training mode has affected and reduced the quality of postgraduate education, evaluated their ability and level through students' conditions, ignored the cultivation of practice and innovation ability of postgraduate, and caused the phenomenon that the trained talents do not meet the needs of employers.

1、 Introduction

The report of the Party points out that we should speed up the construction of an innovative country. To build an innovative country, the key is to cultivate innovative talents, and the foundation is to strengthen innovation and entrepreneurship education. The quality and level of innovation and entrepreneurship education are inseparable from the cultivation of innovative talents and the construction of innovative countries. In 1998, China's universities launched innovation and entrepreneurship education. Tsinghua University held the first "Entrepreneurship Plan Competition", took the lead in setting up the direction of "innovation and entrepreneurship management", and opened the course of "high-tech entrepreneurship management". In 1999, the Action Plan for Revitalizing Education for the 21st Century proposed to "strengthen entrepreneurship education for teachers and students". In the same year, the Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Education Reform and Comprehensively Promoting Quality Education pointed out that "higher education should attach importance to cultivating college students' innovative ability, practical spirit and entrepreneurial spirit". In 2002, nine universities including Tsinghua University were identified by the Ministry of Education as pilot universities for entrepreneurship education. In 2010, the Outline of the National Medium and Long term Education Reform and Development Plan (2010-2020) proposed to "strengthen employment and entrepreneurship education and employment guidance services". In the same year, the Opinions on Vigorously Promoting Innovation and Entrepreneurship Education in Colleges and Universities and Self employment Work of College Students required that innovation and entrepreneurship education in colleges and universities should be geared to all students and integrated into the whole process of talent cultivation. In 2012, the report of the 18th National Congress of the Communist Party of China pointed out that we should cultivate students' innovative spirit and practical ability. In 2014, the Premier put forward the new concept of "mass entrepreneurship and innovation" for the first time. In 2015, the Implementation Opinions on Deepening the Reform of Innovation and Entrepreneurship Education in Colleges and Universities pointed out that deepening the reform of innovation and entrepreneurship education in colleges and universities is a breakthrough to promote the comprehensive reform of higher education. In 2017, the Ministry of Education issued the Regulations on the Management of Students in Ordinary Institutions of Higher Learning, which explained that students can be converted into credits when they participate in innovation and entrepreneurship, social practice activities, etc., to achieve the docking between innovation and entrepreneurship education and credits. With the attention of the Party and the state, the practice of "innovation and entrepreneurship education" in China is showing a thriving trend of development. "Innovation and entrepreneurship education" is entering various colleges and universities such as comprehensive, normal, science and engineering, medical science, agriculture and forestry, and has gradually converged from the peripheral and marginal state to the center, which has become a hot spot in the current reform of higher education. How is the research progress of innovation and entrepreneurship education at present? What is its research direction, scope, theme and trend? In order to fully understand the development of innovation and entrepreneurship education in China, this paper analyzes the main characteristics of the core literature of innovation and entrepreneurship education research, and provides reference for promoting the research and development of innovation and entrepreneurship education in China.

2、 Literature data sources and research methods

（1） Literature data source

In this study, CNKI was used as the retrieval database, advanced retrieval was used, and "innovation and entrepreneurship education" was used as the title of the article. The retrieval method was "accurate". In the journal source category, core journals and CSSCI database were checked, and 549 documents were retrieved as the source data of this study. It is found through search that the earliest paper on "innovation and entrepreneurship education" published in China's core journals began in 2001, so this paper takes the period from 2001 to 2017 as the literature data analysis period.

（2） Research methods

This research mainly adopts the bibliometric method to make a quantitative analysis of the original literature from the year of publication, source journals, author distribution, research institutions, fund distribution, keywords, etc., sort out the research themes of innovation and entrepreneurship education development, understand and analyze the main characteristics of innovation and entrepreneurship education research, and look forward to its research trends.

[Abstract] The construction of administrative management team is an important part of the construction of first-class higher vocational colleges. Based on the analysis of the current situation and problems of the incentive of administrative management team in higher vocational colleges, it is found that the construction of administrative management team directly restricts the development of colleges and universities due to the constraints of educational policy system and the imperfection of assessment and evaluation system. In view of this, it is necessary to highlight the professionalization and professionalism of the administrative management team. At the same time, drawing on the western incentive theory, building a scientific and reasonable salary system and assessment incentive mechanism is the proper way to strengthen the construction of the administrative management team in higher vocational colleges.

[Key words] Universities; Administrative team building; excitation mechanism

1、 Question raising

In recent years, with the deepening of the reform of the market economy system and the education policy, the scale of higher vocational colleges has expanded rapidly, but the quality problem has gradually become prominent. For this reason, the State Council issued the Decision on Accelerating the Development of Modern Vocational Education during the "12th Five Year Plan", proposing to accelerate the development of modern vocational education, and comprehensively promote the construction of world-class universities and disciplines. In 2016, the Department of Education and the Department of Finance of Guangdong Province issued the Notice on the Implementation of the Construction Plan of Guangdong's First class Higher Vocational Colleges (YJGH [2016] No. 155), clearly proposing to implement the construction plan of Guangdong's first class higher vocational colleges and build 18 first class higher vocational colleges in Guangdong Province. The strategic fulcrum of the construction of first-class higher vocational colleges is first-class teachers and first-class management. As the main body of implementing university management, the administrative team of colleges and universities is responsible for the management of the development direction of the school, teacher construction, talent training, campus construction and other important tasks. The construction and management of the administrative team of colleges and universities has also become a hot spot in the field of higher education research. Therefore, in the new situation, it is an urgent task for the future development to implement the strict governance of the Party in an all-round way, deepen the reform of the cadre and personnel system, and create a loyal, clean and responsible team of high-quality cadres. In addition, strengthening the construction of the administrative team and stimulating the enthusiasm and creativity of the administrative team are of great significance for promoting the reform, innovation and stable development of colleges and universities, and improving the overall school running level and efficiency. Therefore, based on the western classical incentive theory, this paper analyzes the incentive mechanism of university administrative staff and explores its optimization path.

2、 Literature review

（1） Overview of incentive theory

Incentive is the core of management. Its essence is to stimulate people's internal motivation, mobilize people's enthusiasm, and guide people to take corresponding actions to achieve the set goals according to the goals pursued by organizations or individuals. The process of encouragement is the basic psychological process of human behavior under internal and external stimulation. At present, the incentive theory in academia is mainly divided into content based incentive theory (including Maslow's hierarchy of needs theory, Herzberg's two factor theory, McClellan's achievement needs theory, and Alderfer's ERG Need theory), process incentive theory (Fromm, Porter, Lawler's expectation theory, Adams's fairness theory), and behavior modification incentive theory (Skinner's reinforcement theory, Hyde, Ross's attribution theory).

Absrtact: In recent years, the problem of language violence among primary and secondary school teachers has received more and more attention from the academic community. In the past ten years, researchers have comprehensively and scientifically defined the connotation of language violence, and studied the causes and countermeasures of language violence of primary and secondary school teachers from two aspects: teachers' own factors and social environment factors. However, the current research in the academic circle lacks in-depth theoretical discussion, and the research method is also relatively simple. At the same time, the multidisciplinary comprehensive research is not enough, lacking the research on teachers' humanistic care, and the in-depth personalized research is also insufficient.

Key words: language violence; teacher; Primary and secondary schools; review

The newly revised Law on the Protection of Minors was officially implemented on June 1, 2007, which clearly stipulates that "the human dignity of minors shall be respected". With the implementation of the new version of the Law on the Protection of Minors, the phenomenon of teachers' corporal punishment of students in primary and secondary schools in China is also gradually reducing, but along with it, some ways such as insult, abuse, sarcasm and ridicule are gradually rising. This is called verbal violence. Although it is not corporal punishment, it can do more harm to students' psychology than corporal punishment. Newspapers, television, the Internet and other media often disclose the phenomenon of language violence and its consequences, hoping to make people pay enough attention to the phenomenon of language violence. But even so, teacher language violence is still a common phenomenon in current primary and secondary schools. Taking CNKI as the data source, this paper analyzes and summarizes 15 research literatures on language violence of primary and secondary school teachers collected in the past ten years, with a view to helping people understand the phenomenon of teacher language violence in depth and providing reference for research on coping with teacher language violence.

1、 A Survey of the Research on Language Violence of Primary and Secondary School Teachers

The research method mainly uses the literature research method. Based on the analysis of 15 literatures on language violence of primary and secondary school teachers in the past ten years, it is found that apart from Sun Caixia's master's thesis Research on Language Violence of Primary and Secondary School Teachers written by Henan University, which uses the literature research method, supplemented by the research method of combining investigation and case study, and the Research Report on Language Violence of Teachers written by Zhang Xuemei In addition to the investigation method, the other 13 researchers used the literature research method to study the problem of language violence of primary and secondary school teachers.

The research perspective is the combination of the social perspective of social legislation, teaching environment, teachers' own quality accumulation and improvement, and the family perspective of parental supervision and feedback. The articles from the social perspective include "Research Report on Teacher Language Violence", "Research on Language Violence of Primary and Secondary School Teachers" and "Analysis of Teacher Classroom Violence"; Articles from the school perspective include "Causes of Language Violence among Primary School Teachers and Countermeasures", "Research on Language Violence among Primary and Secondary School Teachers", "Causes and Countermeasures of Campus Violence", "Analysis of Teachers' Classroom Violence" and "Elementary Exploration of Language Violence among Primary and Secondary School Teachers"; Articles from the perspective of family include "The harm of teacher language violence and its countermeasures", "The causes and countermeasures of campus violence" and "Research report on teacher language violence". Because researchers are asking

The combination of multiple perspectives is adopted in the research of the topic, so the perspective classification of the article is also overlapping.

Summary:

Due to the hierarchical phenomenon in colleges and universities, statistical discrimination is widespread in college students' employment. In order to reduce the statistical discrimination in the employment of ordinary colleges and universities, it is necessary to carry out the reform of the "four-dimensional integration" teaching model. From four aspects of theoretical teaching, case teaching, experimental teaching and practical teaching, this paper takes the finance major as an example to propose the relevant content framework, hoping to improve the comprehensive professional quality of ordinary college students, reduce statistical discrimination, and promote the classified development of colleges and universities.

key word:

obtain employment; Statistical discrimination; Four-dimensional integration; teaching model

In reality, college students face statistical discrimination in employment. Most enterprises, especially the relatively excellent ones, have more serious statistical discrimination against academic qualifications, which leads to the negative mentality of college students and the inability to find suitable jobs. It also causes the brain drain of competent college graduates and the decline of social efficiency. The perspective of this paper "statistical discrimination in college students' employment" is a common phenomenon in reality. For its existence, mainstream economics and behavioral finance have given a more reasonable explanation. Both the information asymmetry theory and the halo effect analysis objectively and truly analyze the reasons for the existence of employment discrimination. However, there is a clear lack of corresponding theoretical guidance and practical solutions to this problem. This paper takes the finance major as an example to build a "four-dimensional integration" teaching model, and theoretically tries to put forward an analytical framework for solving this problem. The ultimate orientation is to put forward effective reform programs to reduce statistical discrimination from the perspective of practice, and make the model replicable and generalizable.

1、 "Four dimensional integration" teaching model framework

The "four-dimensional integration" teaching mode is to implement the "four-dimensional integration" teaching mode of theoretical teaching+case teaching+experimental teaching+practical teaching. The goal of teaching reform is to achieve "eight modernizations": standardized curriculum system, structured teaching programs, diversified teaching methods, unified same curriculum, modular practical teaching, internationalized teacher construction, and self-conscious learning of students, Diversified information exchange. Through multi-directional and multi angle reform and innovation, efforts should be made to improve the teaching quality of courses and the comprehensive quality of students, enhance students' practical working ability, and thus reduce employment discrimination. The specific framework includes the following aspects:

[Abstract] With the development and maturity of the discipline of adult education, China's adult education research has begun to carry out systematic and profound research in its professional field in a more professional manner. The research orientation of adult education in China has gradually shifted from "adult education" to "adult ontology", from "human capital" to "cultural capital", and from "stage development theory" to "lifelong development theory". Research methodology has shifted from transplant research to construction research, from speculative research to empirical research, and from single discipline research to interdisciplinary research. The research content shows a new trend, which is reflected in a broader trend in the research field, research hotspots in line with the reality of social change and development, and research focuses on constantly seeking local characteristics.

[Key words] Adult education; Adult education research; Turn of the times

With the development and maturity of the discipline of adult education, adult education research in China has begun to conduct systematic and profound research in this field in a more professional manner. Especially in recent years, there have been new turns in the research orientation, research methodology and research content of adult education. These new turns indicate that the research orientation of adult education pays more attention to the subject feature of "adults", research methodology shows a more diversified trend, and research content is gradually moving forward in depth.

1、 A shift in research orientation

From "adult education" to "adult noumenon"

At the beginning of the development of the discipline of adult education, many scholars have interpreted the concept of this discipline as "adult pedagogy" (i.e., adult pedagogy) and "adult education learning" (i.e., the science of adult education) from the perspectives of word formation, research object, research category, and research focus, and have conducted a comprehensive interpretation and interpretation of this concept. This interpretation and interpretation has influenced the research paradigm and theoretical development of adult education discipline in a certain historical period. It can be said that from "adult pedagogy" to "science of adult education", the disciplinary development of adult pedagogy has undergone an important turn. From focusing on "adults" to focusing on "education", the enthusiasm for "science" has replaced the care for "practice". This kind of "subject" has led to the tension between the internal theory and practice of adult education. (1) While grasping the core concept of "adult", adult education research should not ignore the life world and existence of adults. On the basis of rethinking and updating the traditional research object and category of adult education, adult education research tries to gradually shift from "adult education" to "adult ontology" with a clear "adult" consciousness. Focusing on the life world and life existence closely related to adults has become the value orientation of contemporary adult education research in China. Guided by this value orientation, adult learning, adult life, adult emotion, adult occupation, adult demand, and adult development have become important categories of adult education theory research. The subject shift of adult education research is further confirmed by the high-frequency words in 2016, such as continuing education in colleges and universities, non academic education, training of urbanized migrant workers and professional farmer education, and the construction of a learning society. The shift of adult education research from "adult education" to "adult noumenon" has won greater discourse power and methodology for the development of adult education discipline, and ensured the direction and smooth development of discipline construction.

2. From "human capital" to "cultural capital"