1、WORD12/12731234092015年春季學(xué)期劉子瑜 講師中國(guó)農(nóng)業(yè)大學(xué)人文與發(fā)展學(xué)院劉子瑜 講師辦公室：中國(guó)農(nóng)業(yè)大學(xué)西校區(qū)主樓622室聯(lián)系 子信箱：助教：無(wú)教育經(jīng)濟(jì)學(xué) 課程大綱課程號(hào)：73123409上課時(shí)間：周一5-6節(jié)，14:00-15:50上課地點(diǎn)：西校區(qū)，新教2115課程簡(jiǎn)介：教育經(jīng)濟(jì)學(xué)是教育經(jīng)濟(jì)與管理專業(yè)碩士研究生的必修課程。主要探討與教育相關(guān)的經(jīng)濟(jì)問(wèn)題，包括三大模塊，教育成本與收益（含人力資本理論、教育篩選理論、教育的社會(huì)與其他功能、教育收益成本分析等容）、教育財(cái)政與規(guī)劃（含教育公平、擇校與入學(xué)問(wèn)題、）、學(xué)生學(xué)業(yè)成就與其影響因素等容，學(xué)校財(cái)政與撥款制

2、度，教育問(wèn)責(zé)，教育均等與教育公平，教師勞動(dòng)力市場(chǎng)，人力資本投資，教育成本與收益，學(xué)費(fèi)、學(xué)業(yè)貸款和獎(jiǎng)助學(xué)金，教育與社會(huì)經(jīng)濟(jì)增長(zhǎng)，發(fā)展中國(guó)家的教育投資等問(wèn)題。本課程開設(shè)目的有三：第一，了解和學(xué)習(xí)使用相關(guān)理論（教育學(xué)、公共經(jīng)濟(jì)學(xué)、勞動(dòng)經(jīng)濟(jì)學(xué)、宏觀經(jīng)濟(jì)學(xué)、組織理論等）來(lái)探索教育問(wèn)題的方法；第二，熟悉實(shí)證研究的式和一般特征；第三，引導(dǎo)學(xué)生理解并開展原創(chuàng)性研究。先修要求：為更好地理解本課程容，學(xué)生應(yīng)對(duì)微觀經(jīng)濟(jì)學(xué)（Microeconomics）、線性回歸（Univariate Regression）有所掌握，對(duì)多元回歸（Multiple Regression）有所了解。課程涉與大量英文文獻(xiàn)，學(xué)生應(yīng)具備基本的

3、閱讀專業(yè)文獻(xiàn)的能力。課程考核：本課程評(píng)成績(jī)共計(jì)100分，60分與格，成績(jī)由四部分構(gòu)成：出勤分，共16分。每次課程凡按時(shí)到課、不早退者可得1分。遲到、早退者得0.5分。缺勤者得0分。學(xué)生有兩次請(qǐng)假機(jī)會(huì)，請(qǐng)假者計(jì)0.5分。其他情形可酌情與教師商定；課堂表現(xiàn)，共24分。由教師對(duì)學(xué)生課堂討論的表現(xiàn)進(jìn)行打分，從優(yōu)秀到較差分別為1.5分、1分、0.5分，未到課學(xué)生原則上不能獲得該項(xiàng)分?jǐn)?shù)；文獻(xiàn)綜述，共10分。在本課中，學(xué)生應(yīng)自行擬定一個(gè)學(xué)術(shù)問(wèn)題，并開展獨(dú)立研究。任何研究的起點(diǎn)，都應(yīng)是對(duì)已有研究的回顧和評(píng)論。這是文獻(xiàn)綜述的意義和主要容。教師會(huì)提供一篇例文獻(xiàn)綜述。學(xué)生應(yīng)在學(xué)期當(dāng)中完成文獻(xiàn)綜述，并于5月3日提交給

4、教師。文獻(xiàn)綜述按照全面、可信、有價(jià)值三項(xiàng)原則進(jìn)行評(píng)價(jià)，即文獻(xiàn)綜述應(yīng)當(dāng)回顧全部（至少大部分）重要的相關(guān)文獻(xiàn)，并如實(shí)地將已有研究的方法、數(shù)據(jù)、結(jié)論等要點(diǎn)呈現(xiàn)在行文中，最終給出有價(jià)值的評(píng)論和分析。期末論文草稿，共10分。為保證學(xué)生能夠順利開展研究，其論文草稿應(yīng)當(dāng)在6月7日提交給任課教師。論文草稿應(yīng)當(dāng)格式規(guī)、論證充分、有改進(jìn)空間。自主研究展示，共10分。學(xué)生在最后一次課程中進(jìn)行自主研究展示，向其他同學(xué)呈現(xiàn)自己研究的研究問(wèn)題、研究設(shè)計(jì)、數(shù)據(jù)與方法、主要結(jié)論、延伸討論等部分容。期末論文定稿，共30分。學(xué)生應(yīng)在6月30日提交自主研究論文的最終定稿。按照格式與引用、原創(chuàng)性、論證等原則進(jìn)行評(píng)價(jià)。授課方式：研究生

5、學(xué)習(xí)與本科學(xué)習(xí)相比，具有更多自主的、探究的、研討的特征。本課程也會(huì)遵循這一原則，為學(xué)生提供足夠的自主學(xué)習(xí)、探究學(xué)習(xí)、研討學(xué)習(xí)的空間與時(shí)間。本課程共計(jì)16次課，每次2學(xué)時(shí)。其中，第七講、第十三講和第十六講為討論課，教師在課堂上不講授容，僅負(fù)責(zé)引導(dǎo)學(xué)生展開討論、辯論或展示。另外十三次講授課中，也會(huì)安排一定比重的時(shí)間供學(xué)生講評(píng)文獻(xiàn)或討論課程容。課程其他規(guī)定：病假與事假：原則上，學(xué)期中只允許學(xué)生有兩次病假或事假，特殊情況可以酌情放寬，缺勤遲到與早退都會(huì)扣除分?jǐn)?shù)；作業(yè)提交規(guī)定：原則上，所有作業(yè)（包括文獻(xiàn)列表、期末論文草稿和期末論文定稿）都必須通過(guò)email在規(guī)定日期的17:00前提交。答疑時(shí)間：本課程不

6、設(shè)規(guī)定的答疑時(shí)間，學(xué)生可通過(guò)或聯(lián)系教師，預(yù)約答疑。聯(lián)系方式：最好通過(guò)電子方式聯(lián)系教師，教師會(huì)盡量快速回復(fù)。第一講 教育經(jīng)濟(jì)學(xué)導(dǎo)論學(xué)習(xí)目標(biāo)：了解教育經(jīng)濟(jì)學(xué)的學(xué)科發(fā)展歷史，理解教育經(jīng)濟(jì)學(xué)的學(xué)科性質(zhì)和研究對(duì)象，理解教育經(jīng)濟(jì)學(xué)的研究對(duì)象和研究方法，初步知曉教育經(jīng)濟(jì)學(xué)的研究成果，明確教育經(jīng)濟(jì)學(xué)的意義與作用。核心閱讀H. Levin. Mapping the Economics of Education. An Introductory Essay. Educational Researcher, 18(4):1373, 1989.擴(kuò)展閱讀人杰. 國(guó)外教育社會(huì)學(xué)基本文選. 華東大學(xué). 閔維方,丁小浩. 對(duì)

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8、富論. 第十章第一節(jié)“論工資與利潤(rùn)隨勞動(dòng)與資本用途的不同而不同” G. Becker. Investment in human capital: A theoretical analysis. The Journal of Political Economy, 70(5):949, 1962.擴(kuò)展閱讀T.W. Schultz. 1975. “The Value of the Ability to Deal with Disequilibria,” Journal of Economic Literature, 827-846.O. Malamud and A. Wozniak 2012. Th

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10、shenfelter and A. Krueger 1994. “Estimates of the Economic Returns to Schooling from a New Sample of Twins,” American Economic Review. Vol. 84.5, pp. 1157-73.雯,唐紹欣. 西方人力資本理論的新發(fā)展述評(píng)J. 經(jīng)濟(jì)科學(xué),1998,04:95-103. 王開國(guó),宗兆昌. 論人力資本性質(zhì)與特征的理論淵源與其發(fā)展J. 中國(guó)社會(huì)科學(xué),1999,06:33-46. 胡鋒. 國(guó)人力資本理論研究綜述J. 中國(guó)人力資源開發(fā),2002,02:24-26. 明洪

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12、73.郭叢斌. 二元制勞動(dòng)力市場(chǎng)分割理論在中國(guó)的驗(yàn)證J. 清華大學(xué)教育研究,2004,04:43-49.擴(kuò)展閱讀F. Martorell and D. Clark 2010. The Signalling Value of a High School Diploma, Rand Working Paper 780.賴德勝. 勞動(dòng)力市場(chǎng)分割與大學(xué)畢業(yè)生失業(yè)J. 師大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版),2001,04:69-76.郭叢斌,丁小浩. 職業(yè)代際效應(yīng)的勞動(dòng)力市場(chǎng)分割與教育的作用J. 經(jīng)濟(jì)科學(xué),2004,03:74-82.勤. 勞動(dòng)力市場(chǎng)分割理論的最新進(jìn)展J. 經(jīng)濟(jì)學(xué)動(dòng)態(tài),2000,12:53-56

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14、ler, R. Murnane, and J. Willett. Estimating the Labor Market Signaling Value of the GED. The Quarterly Journal of Economics, 115(2):431468, 2000.第四講 教育與經(jīng)濟(jì)增長(zhǎng)學(xué)習(xí)目標(biāo)：理解教育與經(jīng)濟(jì)增長(zhǎng)、教育與技術(shù)進(jìn)步、教育與社會(huì)，以與與就業(yè)、資源利用、實(shí)際收入水平、收入分配結(jié)構(gòu)等的關(guān)系。核心閱讀A. Krueger and M. Lindahl. Education for Growth: Why and For Whom? Journal of Econ

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