国际贸易双语教案问题答案Pugel_14_SG_AKEY (4)
CHAPTER 4 TRADE: FACTOR AVAILABILITY AND FACTOR
PROPORTIONS ARE KEY Objectives of the Chapter
The previous chapter laid the foundation for our basic model in which international trade is driven by price differentials resulting only from differences in (constant) costs of production. In the real world, however, production costs are rarely constant, and demand-side factors such as tastes may affect pre-trade price differentials. Chapter 4 extends our model of international trade to account for increasing costs and for heterogeneous tastes. Here, the production possibility curve may be non-linear, and the pre-trade prices of goods will be determined by a country’s pre-trade production point on that curve. Tastes, as represented by community indifference curves, help us understand how the pre-trade point is established. Because international taste differentials do not seem to be the major determinant of pre-trade prices, we focus our attention once again on supply-side differences in developing the Heckscher-Ohlin model of international trade. A simple H-O model posits a world with two factors of production and two goods. Countries can be characterized as relatively abundant in one factor or another; goods can be characterized as intensively using one factor or another in production. As with all trade, we assume that a country will export the good that it produces relatively cheaply compared to the rest of the world, and will import the good that it produces relatively expensively. Using H-O, we can conclude that a country will export the good that intensively uses its relatively abundant (i.e., cheap) factor of production and will import the good that intensively uses its relatively scarce (i.e., costly) factor of production.
After studying Chapter 4, you should be able to
1. explain how increasing marginal costs affect the shape of the production possibility curves.
2. describe how tastes can be represented by community indifference curves.
3. show how the theory of comparative advantage developed in Chapter 3 can be generalized to include:
a. increasing marginal costs.
b. differences in tastes.
c. differences in resource endowments.
d. differences in how intensively goods use factors of production.
4. use the production possibility curves and the community indifference curves to illustrate how trade
affects
a. the production patterns in each country.
b. the consumption patterns in each country.
c. the overall well-being in each country.
Important Concepts
Community indifference curve:An illustration of the different combinations of two goods that
would provide the community (here, the nation) with the same
level of well-being.
Factor abundance (scarcity): A country is relatively abundant (scarce) in a factor of production
if the ratio of the endowment of that factor to other factors in the
country is higher (lower) than in the rest of the world.
Factor intensity: A good is intensive in a factor of production if the value of that
factor accounts for a greater share of total production cost in that
good than in any other good.
Heckscher-Ohlin (H-O) theory: A country will export the good that intensively uses the country’s
abundant (cheap) factor of production and will import the good
that intensively uses its scarce (expensive) factor of production. Terms of trade:The ratio of the price received for a country’s exports to the price it
pays for its imports.
Warm-up Questions
True or False? Explain.
1. T / F Under the Heckscher-Ohlin theory, a country is considered “land abundant” if it has more
acres of land than another country.
2. T / F With increasing marginal costs, countries will not necessarily s pecialize completely in
the production of one good.
3. T / F The Heckscher-Ohlin theory assumes both countries have the same preferences for goods.
4. T / F The Hecksher-Ohlin theory assumes both countries have the same access to production
technologies.
5. T / F If factor intensities do not differ between goods, the H-O theory cannot tie trade patterns
so tightly to differing factor endowments between countries.
Multiple Choice
1. The Hecksher-Ohlin theory indicates that
A. nations with much labor relative to other resources cannot have any comparative advantage in
production.
B. a nation with a high ratio of labor to non-labor resources should minimize its participation in
international trade.
C. a nation relatively rich in non-labor resources will gain the most from international trade.
D. nations will be led by international market forces to specialize in the production and export of
goods that heavily use their relatively abundant factors.
2. For Heckscher-Ohlin, the most important cause of the differences in relative commodity prices
is the difference between countries in
A. factor endowments.
B. national income.
C. technology.
D. tastes.
3. Country J has 1 million machines and 1 million workers, while country K has 2 million machines
and 3 million workers. If computers are produced mostly by capital and beer is produced mostly by labor, the H-O model predicts that
A. Country K will export computers in exchange for beer.
B. Country J will export computers in exchange for beer.
C. Country J is too small to be of economic interest to Country K.
D. c omputers and beer don’t mix, so trade cannot increase either country’s well-being.
4. When production is characterized by increasing costs, trade will be beneficial only if the
countries involved have
A. similar tastes but different production possibility curves.
B. different tastes but similar production possibility curves.
C. different tastes and different production possibility curves.
D. any combination of tastes and production possibility curves that yield different pre-trade price
ratios in the two countries.
5. Smith, Ricardo, and Hecksher & Ohlin are alike in that
A. they believed international trade was driven by differences in autarkic prices.
B. they believed production occurred under constant costs.
C. they believed everyone could be made better off through free trade.
D. they spent way too much time thinking.
Problems
1. Let’s try an application of the Heckscher-Ohlin model to our countries of Leinster and Saxony,
which produce and consume bread and telephones. You may assume that the only two factors of production are labor and land.
a. If Leinster has 8 million acres of land and 2 million laborers, while Saxony has 2 million
acres of land and 400,000 laborers, which country is “labor abundant”? Which country is
“land abundant”? Explain.
b. If labor accounts for 80 percent of the total cost of producing telephones but only 20 percent
of the total cost of producing bread, which country is more likely to export telephones?
Which country is more likely to export bread? Why?
2. Suppose that Leinster’s laborers traditionally work five days a week, while Saxons usually work
seven days a week. How might that difference in labor hours per week cause you to modify your answer above? What does this tell you about potential limitations in the simple H-O model?
3. Consider two countries that have exactly the same increasing-cost production possibility curves.
Show how a difference in the tastes of t he two countries’ residents can then determine the pattern of trade between the two countries.
4. Is it possible for two countries that have very different supply and demand characteristics to have
no economic reason to trade with each other?
5. How would the predictions of the H-O theory change if the two factors of production are equally
suited to producing the two goods in the two countries?
Discussion Topics
1. Can a country do anything to modify its relative factor endowments?
2. Are there reasons for a country to want relative abundance in one factor rather than another?
3. How might we include technology as a factor of production? How does the international mobility
of technology then complicate the predictions of Heckscher-Ohlin regarding trade patterns?
国际经济与贸易(双语)-教学大纲
《国际经济与贸易》教学大纲 课程编号：112602B 课程类型：□通识教育必修课□通识教育选修课 □专业必修课√专业选修课 □学科基础课 总学时：32 讲课学时： 32 学分：2 适用对象：金融学（国际金融英文班） 先修课程：经济学、金融学 一、教学目标 本课程的主要目标：本门课程的教学，旨在使学生了解和掌握《国际经济学》中的主要理论和研究方法，并能灵活运用所学的理论和方法研究和分析国际经济领域的问题和现象，认识现象和问题的本质属性。 Through the teaching of this course, students should know and seize the major theories and inquisitive method of the international economics. Meanwhile, students should be able to research and analyze some problem and phenomena and understand the substantial properties in the field of international economy according to the theories and methods studied in this course. 二、教学内容及其与毕业要求的对应关系 要求学生掌握国际贸易基本理论、基本知识，了解当代国际贸易的热点问题及发展趋势，把握国际贸易理论研究前沿。学完本课程后，应达到以下基本要求：
1、了解国际贸易理论前沿和发展状况，能够理解和掌握国际贸易基本概念、历史、理论、政策、新趋势和新实践等基本知识，掌握国际贸易基本方法和基本知识； 2、了解国际贸易实践，通过案例教学把握国际贸易的实际情况，能够理论联系实际解决问题，具有分析和解决国际贸易实际问题的能力和研究、分析和编写报告的能力； 3、使学生能够运用所学知识，正确分析和解释国际贸易问题与现象。提高学生应用国际贸易的基本知识分析和处理国际贸易问题的能力。为学生进一步学好其他相关课程，以及毕业后能顺利从事国际金融等相关工作打下坚实的基础。 三、各教学环节学时分配（黑体，小四号字） 四、教学内容 Chapter 1Introduction
国际贸易实务名词中英文对译
合同的标的至货物的交付 商品的名称name of commodity 凭买方样品买卖sale by seller’s sample 凭买方样品买卖sale by buyer’s sample 代表性样品representative sample=原样original sample =标准样品type sample 复样duplicate sample=留样keep sample 对等样品counter sample=回样return sample 色彩样品color sample 花样款式样品pattern sample 参考样品reference sample 免费样品free sample 推销样品selling sample 装运样品shipping sample ，shipment sample 到货样品outturn sample 检验用样品sample for test
凭文字说明买卖sale by description 凭规格买卖sale by specification 凭等级买卖sale by grade 凭标准买卖sale by standard 良好平均品质Fair Average Quality 或F.A.Q 凭产地名称或凭地理标志买卖sale by name of origin , or sale by geographical indication 凭说明书和图样买卖sale by description and illustration Quality and technical data to be strictly in conformity with the description submitted by the seller 仅供参考For Reference Only 质量公差quality tolerance 毛重gross weight 以毛作净gross for net 净重net weight 按实际皮重real tare , or actual tare 按平均皮重average tare 按习惯皮重customary tare 按约定皮重computed tare 按公量计重conditioned weight 按理论重量计重theoretical weight 法定重量legal weight
国际贸易说课稿
国际贸易基础知识倾销与反倾销说课稿 国际贸易基础知识说课稿：倾销与反倾销 尊敬的评委： 您们好！ 我今天说课的课题是《倾销与反倾销》。 教材地位 本节课内容选自高教版中等职业教育国家规划教材《国际贸易基础知识》。 “教材是教师教学的资源和工具”。教师要“尊重教材、钻研教材、整合教材”。 从整本书的知识体系结构来看，倾销与反倾销是第二大模块中的必修内容，从框图来看，倾销与反倾销是国际贸易基本原理的重点内容之一。因此，我将教材内容加以整合，将第六章第一节鼓励出口措施中商品倾销和第四章第二节进口附加税中的反倾销税，组成一个专题模块，并结合温州地区、全国众多出口产品屡遭反倾销调查的大背景，系统学习该模块知识。该知识要求学生熟练掌握，具有重要的现实指导意义，同时增强学生将来从事国际贸易工作的信心和决心。 教学理念 本节课，我的核心理念是创设开放、合作、竞争的学习氛围。提升学生的关键能力，即专业能力、方法能力和社会能力。 专业能力：掌握专业知识。 方法能力：具备从事职业活动所需的工作方法和学习方法。 社会能力：具备从事职业活动所需要的行为能力，包括人际交往、参与意识，自信心，成功欲，积极性，主动性，灵活性，语言文字表达能力等。 说学情 我所教的07（3+2）国贸班，是高二学生，总共30人。该班已多次开展小组合作学习，初步形成了开放、合作、竞争的学习氛围。学生学习目的明确，思维活跃，对喜闻乐见的实例比较感兴趣，对学习抽象的理论知识存在畏难情绪，缺乏主动性。 教学目标 基于以上分析，教学目标的确定，尽可能的靠近学生的“最近发展区”，激发学生的学习兴趣，为此，教学目标确定如下： 知识目标： ①掌握倾销含义 ②掌握倾销构成要件 ③理解出口企业应对反倾销调查的主要措施 能力目标： ①结合案例学习，提高学生的思辨能力。 ②通过小组合作学习，提升学生的关键能力。 情感目标： ①通过小组合作学习，让学生学会沟通、学会合作、学会创新 ②通过小组合作学习成果的展示，让学生体会学习的乐趣，感受成功的喜悦 为更好地完成既定的课堂教学任务，在教学过程中，我特别注重三维目标的有机整合。 教学重难点 判断商品是否构成倾销，必须掌握倾销的构成要件，因此，本节课的教学重点是倾销的构成要件 目前，中国出口的产品屡遭国外反倾销调查，出口企业如何应对反倾销调查就成为一个具有现实意义的问题。所以，本节课的教学难点，我设定为： 我国出口企业应对反倾销调查的主要措施 说教法 教师之为教，不在全盘授予，而在相机诱导。依据教学目标，结合学生现有的认知水平，本节课主要运用以下三种教法：1、案例教学法2、交互式教学法3、赏识教学法 案例教学法，通过一个贴近学生生活、切合知识点的案例（欧盟对中国出口(大部分为温州出口)的打火机进行反倾销立案调查）贯穿教学活动的始末，引发求知欲，使学生在分析、讨论的过程中感悟倾销构成要件的真正内涵。
国际贸易双语教案问题答案Pugel_14_SG_AKEY (9)
CHAPTER 9 NONTARIFF BARRIERS TO IMPORTS Objectives of the Chapter This chapter notes the numerous other ways to restrict foreign trade without using a tariff. Nontariff barriers (NTBs) have gained importance since World War II as a result of continuous multilateral negotiations to cut tariffs. Many of these barriers reduce imports to a fixed amount by either setting an import quota or coercing the exporting country to limit its exported quantity. Other barriers restrict the quantity of imports through discrimination by quality or content. Import tariffs, import quotas, and voluntary export restraints (VERs) all have the same effects on the home country’s producers and consumers:the producers win and the consumers lose. The major difference in economic impact comes in who receives the profits from higher-priced imports. In the case of a tariff, the government collects the revenue in the form of the import tax. In the case of a quota, the government may auction rights to import the limited quota amount (in which case the quota looks just like a tariff), or the government may use some alternative form of license distribution such as favoritism (in which case the cronies who receive the licenses get the windfall). With a VER, the windfall goes to the agents in the exporting country who get the privilege of selling expensive imports to the country. After studying Chapter 9 you should know 1. the rationale behind imposing nontariff trade barriers. 2. the import quota and reasons for using it. 3. how a tariff and a quota can be equivalent. 4. the ways to allocate import licenses. 5. the comparisons between import quotas and VERs. 6. other costs that arise from erecting import barriers, such as foreign retaliation. Important Concepts Domestic content requirements: Directs that a product made or assembled in a country must have a certain amount of “domestic value,” in the form of local factors of production that are used in (or locally made components that are part of) the finished product. Fixed favoritism: A way of allocating import licenses in which the government simply assigns fixed shares to firms, often based on the shares of imports the firms had before the quota was imposed. Import license: A legal right to import goods subject to quotas or other nontariff barriers. Import licenses can be allocated by governments using competitive auction, fixed favoritism, or resource-using application procedures. Import quota: A limit on total quantity of imports allowed into a country each year. Import quotas are the most common nontariff trade barrier.
国际贸易基础知识教学说课
国际贸易基础知识教学 说课 集团公司文件内部编码：（TTT-UUTT-MMYB-URTTY-ITTLTY-
教材名称：《国际贸易基础知识》 版本：高教京版、第3版 主编：肖文、应颖 出版社：高等教育出版社 教材分析与处理 1．教材分析 《国际贸易基础知识》一书是由肖文、应颖主编的中等职业教育国家规划教材，该课程是商贸类专业的主干课程之一。 2．教材处理 由于本节课内容上有一定的难度，而且教材本身并没有做很多的解释。鉴于这种情况，我在实际教授过程中对教材内容作如下安排：由于采用纯教师讲授，学生死记硬背，效果势必不理想，故利用任务导向教学法和案例教学法结合，安排学生自主学习、自主探究、小组合作讨论、归纳等方法，激发学生的学习兴趣，加强学生动手能力和团队协作学习能力的培养。 教学设计理念 教学设计是建构以学生发展为本的课堂教学模式。通过引入任务驱动机制和竞赛机制等机制，充分调动学生学习积极性，挖掘学生自主学习潜能，实现教学过程的“师生共同参与、相互作用、创造性地实现教学目标的过程”。 教师从传授知识的角色向教学促进者的角色转化，成为教学活动的组织者、引导者和合作者，强调在课堂教学中体现教师的“教”与学生的“学”的整合。使学生获得广泛的学习体验，促进学生全面、和谐地发展。让学生成为课堂的主体。通过让学生动口、动
脑、动手和各种参与活动，让学生在演练、尝试中不知不觉地掌握知识，实现寓教于乐，使学生在轻松的氛围中快乐的学习。 教学方法 本次课主要采用的教学方法有：合作学习法、案例教学法、分层教学法、任务导向教学法等。 教案纸 课题第六章非关税壁垒措施第二节非关税壁垒—进品配额制 教学目标(包括知识目标、能力目标、情感目标)掌握非关税壁垒的概念和特点 掌握非关税壁垒的种类 理解非关税措施的影响 全面理解非关税措施对贸易的意义 教材分析（包括教学重点、教学难 点）重点：1、进口配额制定义及相关概念 2、绝对配额和关税配额的分析难点：进口配额的效应与关税的效应 教学方法 （包括教法、 学法） 案例讨论、多媒体辅助、讨论法、提问法 教学过程设计 教学环节时间 安排 主要内容 师生双边活动及 教法运用 备注 复习旧课导入新课讲授新课5’ 10’ ’ 非关税措施的含义 非关税措施的特点 2009年4月20日，美国钢铁 工人联合会申请对中国产乘用 车轮胎发起特保调查。9月12 日，美国总统奥巴马宣布，对 从中国进口的所有小轿车和轻 型卡车轮胎实施为期三年的惩 罚性关税。白宫发言人说，在 现行进口关税(3.4%-4.0%)的基 提问学生 分组讨论，分析 问题，发言表达 观点 1、美国为什么 提出“特保”？ 2、“特保”为 什么针对中国？ 3、“特保”为 什么选择轮胎行
国际贸易说课稿
国际贸易说课稿 This manuscript was revised by the office on December 22, 2012
国际贸易基础知识倾销与反倾销说课稿 国际贸易基础知识说课稿：倾销与反倾销 尊敬的评委： 您们好！ 我今天说课的课题是《倾销与反倾销》。 教材地位 本节课内容选自高教版中等职业教育国家规划教材《国际贸易基础知识》。 “教材是教师教学的资源和工具”。教师要“尊重教材、钻研教材、整合教材”。 从整本书的知识体系结构来看，倾销与反倾销是第二大模块中的必修内容，从框图来看，倾销与反倾销是国际贸易基本原理的重点内容之一。因此，我将教材内容加以整合，将第六章第一节鼓励出口措施中商品倾销和第四章第二节进口附加税中的反倾销税，组成一个专题模块，并结合温州地区、全国众多出口产品屡遭反倾销调查的大背景，系统学习该模块知识。该知识要求学生熟练掌握，具有重要的现实指导意义，同时增强学生将来从事国际贸易工作的信心和决心。 教学理念 本节课，我的核心理念是创设开放、合作、竞争的学习氛围。提升学生的关键能力，即专业能力、方法能力和社会能力。 专业能力：掌握专业知识。 方法能力：具备从事职业活动所需的工作方法和学习方法。 社会能力：具备从事职业活动所需要的行为能力，包括人际交往、参与意识，自信心，成功欲，积极性，主动性，灵活性，语言文字表达能力等。 说学情 我所教的07（3+2）国贸班，是高二学生，总共30人。该班已多次开展小组合作学习，初步形成了开放、合作、竞争的学习氛围。学生学习目的明确，思维活跃，对喜闻乐见的实例比较感兴趣，对学习抽象的理论知识存在畏难情绪，缺乏主动性。 教学目标 基于以上分析，教学目标的确定，尽可能的靠近学生的“最近发展区”，激发学生的学习兴趣，为此，教学目标确定如下： 知识目标： ①掌握倾销含义 ②掌握倾销构成要件 ③理解出口企业应对反倾销调查的主要措施 能力目标： ①结合案例学习，提高学生的思辨能力。 ②通过小组合作学习，提升学生的关键能力。 情感目标： ①通过小组合作学习，让学生学会沟通、学会合作、学会创新 ②通过小组合作学习成果的展示，让学生体会学习的乐趣，感受成功的喜悦 为更好地完成既定的课堂教学任务，在教学过程中，我特别注重三维目标的有机整合。 教学重难点 判断商品是否构成倾销，必须掌握倾销的构成要件，因此，本节课的教学重点是倾销的构成要件 目前，中国出口的产品屡遭国外反倾销调查，出口企业如何应对反倾销调查就成为一个具有现实意义的问题。所以，本节课的教学难点，我设定为：我国出口企业应对反倾销调查的主要措施 说教法 教师之为教，不在全盘授予，而在相机诱导。依据教学目标，结合学生现有的认知水平，本节课主要运用以下三种教法：1、案例教学法2、交互式教学法3、赏识教学法 案例教学法，通过一个贴近学生生活、切合知识点的案例（欧盟对中国出口(大部分为温州出口)的打火机进行反倾销立案调查）贯穿教学活动的始末，引发求知欲，使学生在分析、讨论的过程中感悟倾销构成要件的真正内涵。 交互式教学法，教师指导与学生学习交互，学生与学生之间交流交互，教师及时捕捉学生观点的闪光瞬间，善于归纳总结学生的观点。 赏识教学法，教师要承认学生的差异，关注学生的学习，赏识学生的见解，增强学生的自信。
国际贸易双语教案Chap024 (7)
Chapter 6 Scale Economies, Imperfect Competition, and Trade Overview For the 14th edition, this chapter has a new name, and much of it has been rewritten to be clearer and more accessible to students. Standard trade theory presented in chapters 3-5 is based on perfect competition, with constant returns to scale at the level of the individual firm and constant or increasing cost of expanding production at the level of the industry. Comparative advantage predicts that countries will trade with other countries that are different (the source of the comparative cost differences) and that each country will export some products and import other, quite different products. While much international trade conforms to these patterns, a substantial amount does not. Most obviously, industrialized countries trade a lot with each other, and in much of their trade each is exporting and importing similar products. This chapter looks at three theories of trade based on market structures that differ from the standard theory. Each of these theories includes a role for scale economies, so that unit costs tend to decline as output increases. The first section of the chapter defines and examines scale economies, including a new Figure 6.1 that shows the average cost function with scale economies, as well as an explanation of the difference between scale economies that are internal to the individual firm, and scale economies that are external to the firm but apply to a cluster of firms in a geographic area. The next section of the chapter defines intraindustry trade (IIT), in which a country both exports and imports the same product or very similar product varieties. It explains how IIT is measured for an individual product, with examples shown in a new Figure 6.2. The importance of IIT in a country’s overall trade is the weighted average of the IIT shares for each of the individual products. The new Figure 6.3 provides original information on the overall importance of IIT.
最新《国际贸易实务》课程标准
《国际贸易实务》课程标准 适用专业：电子商务、商务管理、 会计、金融证券 编制人：方铮炀 编制单位：财经系 审核人： 系部主任：杨新颖 编制日期：2014 年12 月30 日 郑州信息工程职业学院教务处制
目录 一、课程基本情况 二、课程概述 （一）课程的性质与定位 （二）课程基本理念 （三）课程设计思路 三、课程目标 （一）知识目标 （二）能力目标 （三）素质目标 四、与前后课程的联系 五、课程内容标准 （一）课程总体设计 （二）项目（单元）设计 六、课程实施建议 （一）教学组织实施 （二）师资条件要求 （三）教学条件基本要求 七、教学资源基本要求 （一）教材的选用与编写 （二）网络资源建设 （三）信息化教学资源建设 （四）其它教学资源的开发与利用 八、考核方式与标准 九、其它 《国际贸易实务》课程标准一、课程基本情况
二、课程概述 （一）课程的性质与定位 《国际贸易实务》课程是国际商务、报关与国际货运、国际经济与贸易专业 学生必修的专业主干课，是专业英语、涉外会计等其他涉外经济类专业学生学习的专业必修课。本课程是一门主要研究国际商品交换的基本知识、基本规则和具体操作技术的学科，也是一门具有涉外经济活动特点的实践性很强的综合性、应用性科学。 （二）课程基本理念 《国际贸易实务》课程是物流专业及其相关专业课程体系中的一门专业基 础理论课程。本课程的目的是使学生懂得国际贸易发生的基本原因，熟悉基本的国际贸易政策和措施，具备一定的国际贸易政策环境分析能力，能够判断、解决现实中的国际贸易问题，为从事国际贸易以及相关专业的工作准备必要的理论基础。 本课程对学生从事国际贸易职业能力的培养和职业素养养成起着重要支撑 作用，任何具体的微观国际贸易业务，总是在一定的宏观政策环境中进行的，通过学习，学生具备了宏观的国际贸易理论政策知识，便于今后学习具体的国际贸易职业课程，也为学生职业生涯的可持续发展提供了思维能力的锻炼。 （三）课程设计思路 本课程总体设计思路是以外贸业务员的工作内容为教学内容，按进出口业务流程组织教学过程，将校内实训室和校外实习基地作为第二课堂，采用教、学、做三位一体的教学模式，突出对学生职业能力的培养。 （一）内容设计 按照对外经贸企业或岗位的业务工作内容和相关职业资格考试对从业人员基础知识、操作技能、职业素养等的要求，进行教学内容的选取和重、难点确定。在课程内容安排上，按照选用教材的章节顺序，以国际货物买卖合同的订立与履行为主线，将进出口业务各个环节串联起来，具体讲授国际货物买卖的基本知识与流程、进出口业务的主要操作技能与方法、国际贸易惯例的相关案例与规定。（二）教学设计 在教学过程设计上，既强调学生理解并掌握国际贸易操作的基础知识，又注重学生动手实践能力的培养，并将职业素养教育融入到教学活动中。采用讲授法、讨论法、分组教学法、案例分析教学法、任务式教学法、角色模拟教学法等形式多样的教学方法，综合运用多媒体、实训软件等教学手段，以期实现教学目标、达到预期的教学效果。大力开发课程资源，完善精品课程建设，将课堂讲授与网络教学相结合，促进学生自主学习。 三、课程目标 通过学习本课程，学生应具备从事国际贸易相关工作的职业能力，熟知 国际贸易惯例、熟悉国际贸易流程、具备独立开展进出口业务的技能，既能胜任外贸一线岗位，又具备可持续发展能力。 （一）知识目标 使学生熟知外贸业务的专业术语和专业知识，通晓外贸业务操作的程序步骤 和外贸合同的各项条件，理解国际法律法规及贸易惯例对外贸操作的主要规定。
国际经济学说课稿
《国际经济学》说课稿 各位评委老师： 你们好！今天我说的课题是：《国际经济学》第一章绪论。 我将从“教材分析——对学生的分析——教法和学法——教学内容和教学过程——教案设计——教学效果预测”六个方面将本章的知识细化。 一、教材分析 （一）本节的地位和作用 本节内容选自高等教育出版社面向21世纪课程教材《国际经济学》第一章绪论部分。 人常说，好的开始是成功的一半。所以本章在国际经济学的教学中具有重要的地位，它介绍了本课程的研究对象、学科的现状和发展、课程的内容和重要性，以及学习目的、方法等，因此，绪论讲的好与否, 将对学生后来的学习兴趣、学习态度、学习方法甚至专业思想的巩固影响甚大。 所以，上好绪论部分对于整个《国际经济学》课程和牢固学生专业思想方面都具有重要意义。（二）教学目标 根据教学大纲、教材特点以及学生的整体认知水平和实际基础能力，我确定本章的教学目标如下：1.知识学习目标 A．学生能够理解国际经济学的重要性； B．学生能够掌握国际经济学的研究对象，研究内容和研究方法； C．学生能够了解国际经济学理论的发展过程； 2.能力素质目标 学生通过本章的学习，能够发现身边的一些国际经济现象，把理论知识与实践应用有机结合起来，使学生充分发挥想象力，培养学生的主动学习能力和独立分析思考各种国际经济现象的能力，切实提高学生的分析问题和解决问题能力。 2.情感培养目标 通过本章的学习，培养学生团结合作精神和认真严谨的学习态度，从现实的生活经历与体验出发，激发学生学习兴趣。 （三）教学重点和难点 1.重点 理解学习国际经济学的重要性，掌握国际经济学在研究对象、内容及研究方法上的特征。 2.难点 国际经济学的研究对象和研究方法 二、对学生的分析 在开学之初,尤其是新教材的第一节课,学生大都抱着极大的热情和兴趣来上课，教师要珍惜这种热情和兴趣，从第一讲开场白就应该把学生引入新学科的境地，引进所学专业的大门，采取各种方式启发学生热爱本专业，诱发他们的学习兴趣和求知欲望，调动其学习的主动性和积极性，这就需要教师的热情,以及热情后面的知识精装——认真备课和对课堂的精心策划。 三、教法和学法 （一）教学方法 根据学校培养应用型人才的理念，我坚持以学生为主体，教师为主导原则，主要运用案例法，启发诱导法、问题探究法，讲解法等教学方法开展课堂活动。 根据本节课的特点结合学生的实际情况，我具体采用以下教学方法，具体如下： 1.案例教学法：在讲解国际经济学的重要性时，通过两个案例让学生直观的感受到国家之间的相互依存的程度是不断在增加的。 2.多媒体演示法
国际贸易双语教案Chap024 (9)
Chapter 8 Analysis of a Tariff Overview This chapter starts the analysis of government policies that limit imports, by examining the tariff—a government tax on imports. Early in the chapter, the first in a new series of boxes on Global Governance introduces the World Trade Organization (WTO), created in 1995, which subsumed the General Agreement on Tariffs and Trade (GATT), formed in 1947. The major principles of the WTO include trade liberalization, nondiscrimination, and no unfair encouragement of exports. Eight completed rounds of multilateral trade negotiations have been successful in lowering tariffs imposed on most nonagricultural imports into industrialized countries. The box also notes the different path that developing countries have taken to their tariff reductions. In addition to beginning the examination of the role and activities of the WTO, the chapter has two major purposes. First, the analysis shows the effects of a tariff when the importing country is small, so that its import policies have no effect on world prices. Second, the analysis of a large importing country—one whose policies can affect world prices—shows that a large country can use a tariff to lower the price that it pays foreigners for its imports. We begin by examining the effects of a tariff imposed by a small country (contrasted with free trade), using supply and demand within the importing country. Since foreign exporters do not change the price that they charge for the product, the domestic price of the imported product rises by the amount of the tariff. Domestic producers competing with these imports can also raise their domestic prices as the domestic price of imports rises. Domestic producers gain when the government imposes a tariff on competing imports. They get a higher price for their products, they produce and sell a larger quantity (a movement along the domestic supply curve), and they receive more producer surplus. (The effects of the entire tariff system on domestic producers can be more complicated than this, because other tariffs can raise the costs of materials and components. The box on “The Effective Rate of Protection” discusses this more complete analysis, focusing on the effects of the tariff system on value added per unit of domestic production.) Domestic consumers of the product are also affected by the imposition of the tariff. They must pay a higher price (for both imported and domestically produced products), they reduce the quantity that they buy and consume (a movement along the domestic demand curve), and they suffer a loss of consumer surplus. The government also collects tariff revenue, equal to the tariff rate per unit imported times the quantity that is imported with the tariff in place (less than the free-trade import quantity).
《国际贸易实务》教学大纲.doc
《国际贸易实务》教学大纲 第一讲导论、国际贸易术语（1） 【教学目的和要求】 1、掌握国际贸易的特点 2、了解国际货物买卖使用的法律与惯例 3、了解本课程的研究的对象 4、了解国际货物买卖合同的主要条款 5、认真阅读本课程的学习方法 6、认真阅读贸易术语的产生与发展。 7、认真阅读并知晓有关贸易术语的国际贸易惯例。 8、掌握国际贸易惯例的性质与作用。 【课程知识点】 1、国际货物买卖适用的法律与惯例 2、国际货物买卖合同及其特点 3、国际贸易术语及其含义和作用 4、有关贸易术语的国际贸易惯例：《1932年华沙－牛津规则》、《1941年美国对外贸易定义修订本》、《2000年国际贸易术语解释通则》 5、国际贸易惯例的性质与作用 【复习思考题】 1、在我国进出口贸易中为什么要遵循《联合国国际货物销售合同公约》的有关规定? 2、根据我国合同法规定，合同应包括哪些主要内容? 3、进口贸易和出口贸易的一般业务程序各包括哪些环节和内容? 4、国际贸易惯例与法律有何联系与区别?如合同内容与惯例有冲突以什么为准? 5、当事人可否在合同中作出与惯例不符的规定? 6、有关贸易术语的国际惯例都有哪些?各有何不同? 7、学习和掌握国际贸易惯例的意义何在? 第二讲国际贸易术语（2） 【教学目的和要求】 1、了解E组贸易术语的主要特点 2、掌握F组贸易术语的特点 3、重点掌握FCA和FOB贸易术语的特点及其注意的问题。
4、重点掌握C组贸易术语中有关CIF贸易术语的特点及其注意的问题 5、重点掌握CIP贸易术语的有关特点 【课程知识点】 1、EXW贸易术语的特点 2、FAS贸易术语的特点 3、FOB、CFR和CIF贸易术语的买卖双方基本责任义务的划分、特点和使用的注意问题 4、FCA、CPT和CIP贸易术语的买卖双方基本责任义务的划分、特点和使用的注意问题 【复习思考题】 1、简述EXW术语的含义及卖方完成交货的条件。 2、《2000通则》对FCA条件下卖方交货的地点、风险划分的界限及买卖双方各自承担的责任和费用问题是如何规定的? 3、FAS术语与FCA术语有何共同点和区别? 4、如何理解按FOB术语成交时以船舷为界划分风险的问题? 5、CFR与FOB术语的异同点是什么? 6、请指出CPT、CIP和FCA三种术语之间的联系与区别。 第三讲国际贸易术语（3） 【教学目的和要求】 1、掌握D组贸易术语的特点 2、重点掌握DES贸易术语及其注意的问题。 3、重点掌握常用贸易术语的变形及其涵义 4、重点掌握贸易术语与合同的关系。 5、重点掌握选用贸易术语时应该注意的问题。 【课程知识点】 1、DAF贸易术语的含义及其使用中的注意问题 2、DES贸易术语的含义及其使用中的注意问题 3、DEQ贸易术语的含义及其使用中的注意问题 4、DDU贸易术语的含义及其使用中的注意问题 5、DDP贸易术语的含义及其使用中的注意问题 6、E、F、C、D三组不同的贸易术语的特点 7、FOB、CFR和CIF三种不同贸易术语的变形及其含义 8、贸易术语与合同的关系 9、风险转移问题 10、包装和检验问题 11、选用贸易术语应注意的问题 【复习思考题】 1、请比较DES与CIF术语的区别。 2、《2000通则》对DEQ术语作了什么新的规定?
国际贸易双语教案问题答案Pugel_14_SG_AKEY (4)
CHAPTER 4 TRADE: FACTOR AVAILABILITY AND FACTOR PROPORTIONS ARE KEY Objectives of the Chapter The previous chapter laid the foundation for our basic model in which international trade is driven by price differentials resulting only from differences in (constant) costs of production. In the real world, however, production costs are rarely constant, and demand-side factors such as tastes may affect pre-trade price differentials. Chapter 4 extends our model of international trade to account for increasing costs and for heterogeneous tastes. Here, the production possibility curve may be non-linear, and the pre-trade prices of goods will be determined by a country’s pre-trade production point on that curve. Tastes, as represented by community indifference curves, help us understand how the pre-trade point is established. Because international taste differentials do not seem to be the major determinant of pre-trade prices, we focus our attention once again on supply-side differences in developing the Heckscher-Ohlin model of international trade. A simple H-O model posits a world with two factors of production and two goods. Countries can be characterized as relatively abundant in one factor or another; goods can be characterized as intensively using one factor or another in production. As with all trade, we assume that a country will export the good that it produces relatively cheaply compared to the rest of the world, and will import the good that it produces relatively expensively. Using H-O, we can conclude that a country will export the good that intensively uses its relatively abundant (i.e., cheap) factor of production and will import the good that intensively uses its relatively scarce (i.e., costly) factor of production. After studying Chapter 4, you should be able to 1. explain how increasing marginal costs affect the shape of the production possibility curves. 2. describe how tastes can be represented by community indifference curves. 3. show how the theory of comparative advantage developed in Chapter 3 can be generalized to include: a. increasing marginal costs. b. differences in tastes. c. differences in resource endowments. d. differences in how intensively goods use factors of production. 4. use the production possibility curves and the community indifference curves to illustrate how trade affects a. the production patterns in each country. b. the consumption patterns in each country. c. the overall well-being in each country.