第一篇：國(guó)際貿(mào)易雙語(yǔ)教案Chap024 (15)（范文）

Chapter 14Trade Policies for Developing Countries

One possible approach to the problem of declining primary product prices is to form international cartels to raise their prices.OPEC did this for oil in the 1970s.The analysis of a cartel as a group that has monopoly power because it controls a large part of the world’s production indicates the limits to this power and why cartels usually erode over time.Demand becomes more elastic over time, new competing supplies from outside the cartel enter the market, increasing the noncartel supply elasticity and decreasing the cartel’s market share, and cheating by cartel members often increases over time.The oil price increase from 1999 through 2005 indicates that OPEC still has some power, but other factors also seem to be important in this price rise.Outside of oil, the prospects for even temporary success of primary product cartels seem poor, and there are currently no effective cartels.14-2 Chapter 14Trade Policies for Developing Countries

2.The four arguments in favor of ISI are the infant-industry argument, the developing-government argument, the chance to improve the terms of trade for a large importing country, and economizing on market information.The conditions under which ISI is likely to be better than alternative strategies include the following.First, being a large country is probably important, not only for the terms of trade effect, but also because a large domestic market makes it possible for a number of domestic firms to compete for sales while still achieving scale economies.Second, conditions favoring the maturing of infant industries, such as a trainable labor force or spillovers from technology brought into domestic production, are probably important.Third, it is probably useful for the government to have poor ability to raise revenues using more broadly based taxes, so that tariff revenues are important to the government budget.Fourth, it is probably useful that poor information makes evaluation of opportunities for successful export products difficult.ISI should be accompanied by investment in training and education, investment in domestic infrastructure such as roads and other domestic transportation facilities, and a competent and honest civil service.Two forces are likely to drive toward a deteriorating terms of trade—a decrease in the prices of the primary product exports relative to the prices of the manufactured good imports.First, the global demand for primary products is likely to rise more slowly than the global demand for manufactured goods will rise, as global incomes rise, because primary products have lower income elasticities of demand(Engel’s Law).Second, new synthetic substitutes are likely to be developed for some of the primary products, lowering global demand for the primary products.Two forces are likely to drive toward an improved terms of trade.First, natural limits could restrain global supply of some primary products.Second, slow growth in primary-product productivity is likely to limit cost decreases, so primary product prices do not fall as much as(or rise more than)the cost and prices of manufactures that experience more rapid productivity growth.In addition, more rapid quality improvements in manufactured products effectively increase the country’s terms of trade.4.14-4 Chapter 14-Trade Policies for Developing Countries

6.First, taxing exports of primary products could improve the country’s international terms of trade, if the country is large enough to affect international prices(the optimal export tax, the counterpart of the optimal import tariff presented in Chapter 8, and the national equivalent of the international cartel analyzed in this chapter).If there are net national gains, they are likely to be largest in the first years after the export tax is imposed, before the monopoly power of the country is eroded(in ways shown in the discussion of an international cartel).Second, taxing exports of primary products will induce resource reallocations to other production sectors, including manufactured goods that can replace imports and perhaps develop into new export industries.Third, the revenues from the export tax can be used to pay for national public goods like education and infrastructure.Or, these revenues can be used to subsidize infant industries that can develop into mature, internationally competitive industries in the future.Drawbacks loom large in practice.First, the country may lack monopoly power, in which case the export tax just distorts domestic resource allocation and creates deadweight losses.Second, the government often lacks information about which new industries to encourage.Third, the additional revenues are often siphoned off to the private wealth of government officials.The prediction is that the shift to an outward oriented policy will result in an increase in India’s growth rate, so that it is among the higher growth rates for developing countries.The data shown in Figure 14.1 is consistent with the prediction.India’s rate of growth of per capita GDP was 4.2 percent, among the higher growth rates shown for developing countries.8.10.a.Unilaterally taxing grain exports has the advantage of being collectible by a small customs staff at the nation’s major border crossings, as in the developing-government argument.The export-tax revenues could be invested in public goods such as health, education, and infrastructure, or they could be used to subsidize other promising sectors of the economy.However, Ukraine probably cannot force up the world price of grain, because it is not large enough, given severe competition from other grain exporters.So the export tax probably would cause only misallocation of domestic resources.b.An international grain cartel is politically unlikely and would break down almost immediately, given competition from suppliers that would stay outside the cartel and cheating by members of the cartel.c.This classic infant-industry argument has possibilities, but all of Chapter 10’s doubts about its wisdom are reinforced by this chapter’s recitation of the evidence about how poorly ISI has worked in practice.14-5

第二篇：國(guó)際貿(mào)易雙語(yǔ)教案Chap024 (16)

Chapter 15Multinationals and Migration: International Factor Movements A useful framework for understanding why MNEs exist stresses five elements.First, firms face inherent disadvantages in operating affiliates in foreign countries.Second, to overcome the disadvantages and to be successful with its FDI, a firm must have some firm-specific advantages not held by its local competitors in the foreign country.These advantages may be technologies, marketing assets, managerial capabilities, or access to large amounts of financial capital.Third, location factors, such as comparative advantage or government barriers to trade, influence where production should occur(export or FDI).Fourth, there may be advantages to using the firm’s advantages internally within the MNE, rather than incurring the transactions costs and risks of selling or renting these assets to independent firms(license or FDI).Fifth, FDI can be part of global oligopolistic rivalry.(The box on CEMEX shows the roles of firm-specific assets and oligopolistic rivalry in the growth of this MNE based in Mexico.)

The taxation of the profits of multinational firms raises important issues.Although the details are overwhelming, the general approach to how the profits are taxed is that the profits of the foreign affiliates are taxed by the host country and the profits of the parent company on its own activities are taxed by the home country.To minimize total taxes paid worldwide, multinationals can try to locate activities in low-tax countries.More controversially, multinational firms can use transfer pricing on transactions that occur within the global organization to show more of their profits in countries where they will be lightly taxed.Governments know this incentive.They often attempt to police transfer pricing to assure that transfer prices are similar to market prices, but this determination is often difficult, so the firms have some scope to manipulate transfer pricing.Multinational firms are active in international trade in goods and services, and about one-third of world trade is intra-firm trade between units of multinational firms in different countries.Although some FDI is a substitute for trade, because local production replaces products that otherwise would be imported, FDI and trade are also often complements.This is especially true when multinational firms exploit differences in comparative advantages by locating different stages of production in different countries.It can also be true when better local marketing by an affiliate leads to increased sales of some products that the multinational firm produces in other countries, even if other parts of the firm’s product line are produced locally by the affiliate.Most studies conclude that FDI overall is somewhat complementary to international trade in products.Economic analysis indicates that the home(or source)country can receive net benefits from its outward FDI, because the gains to the owners of the MNEs exceed the losses to workers and other providers of resource inputs.There are several other sources of possible loss to the home country.The government may lose tax revenues as profits are now shown in foreign affiliates.Positive externalities may be lost when the activities are shifted out of the country.The multinationals may gain too much influence over the country's foreign policies.While there are some arguments for the home county to tax or restrict outbound FDI, the actual policies of the major home countries are neutral to mildly supportive toward outward FDI.15-2 Chapter 15Multinationals and Migration: International Factor Movements The basic analysis of the effects of migration indicates that the receiving country gains economic well-being.There are several other possible effects of immigration.First, immigrants often bring external benefits through knowledge spillovers.Second, immigrants can bring external costs through increased congestion and crowding.Third, immigrants can raise social frictions based on bigotry, which can become severe during periods when the rate of immigration is high.In addition, in a number of receiving countries the fiscal effects of immigration have become increasingly controversial.The box “Are Immigrants a Fiscal Burden?” summarizes recent studies for the United States and Sweden.For a receiving country like the United States, the fiscal effects of immigration depend on whether providing government goods and services to the immigrants requires an expansion in spending on these goods and services, in order to maintain the same level of consumption value to natives in the country.Presumably, any transfer payments received by immigrants are an expansion of government expenditures, but the effects on other government goods and services are debatable.One way to examine this is to look at a snapshot for a single year.The net effect is not easy to determine.Another way to look at this is to examine the net effects over the entire lifetimes of immigrants and their descendants.One careful recent study of the United States concludes that the average net fiscal effect is slightly negative for the typical immigrant and substantially positive for the immigrant’s descendants.In addition, the study concludes that the net fiscal effect of the immigrant depends on the immigrant’s level of education, used as indicator of labor skill and earnings potential.Immigrants with a high school education or less impose a net cost;immigrants with some college provide a net benefit.Because the average education and earnings of immigrants has been declining relative to those of natives, for the United States since about 1980, the fiscal balance is probably shifting toward immigrants being a fiscal burden.The analysis has implications for the policies used by receiving countries to limit immigration.First, the types of immigrant admitted have an impact on which native group suffers loss.Second, the types of immigrants admitted have an impact on the net fiscal effects.To gain greater fiscal benefits(and to minimize the negative impact on low-skilled native workers who already have low earnings), the receiving country should skew its immigration policies to favor young adults with some college education.However, for countries like the United States, this would mean shifting away from other worthy goals pursued by their current immigration policies, including family reunification and assisting refugees.Tips

Figure 15.1 has quite a bit of information that can be used to generate class discussion, including the identity of the major home countries(why these are the major home countries?), the relatively small amount of FDI into developing countries and more generally what countries and regions host most FDI(why?), and the specific pattern of FDI for each home country(why?).Migration is a sensitive topic, and any presentation needs to keep its scientific standards up, by distinguishing what is known or plausibly estimated from what is common folklore.15-4 Chapter 15Multinationals and Migration: International Factor Movements

c.FDI.Additional purchases of ownership of a foreign company by the U.S.investor that then owns more than 10 percent of the foreign affiliate.d.The $100,000 is FDI, because the Brazilian affiliate is owned by the U.S.firm.The loan from the Brazilian bank is not FDI because it is not foreign, and because it is not direct(the Brazilian bank does not own equity in the Brazilian company).8.Labor groups seek restrictions on the flow of direct investment out of the United States because outward FDI tends to lower labor income.This reduction may occur for three major reasons.First, the FDI is shifting jobs out of the United States, so some U.S.workers lose as they become unemployed.Second, the general decrease in demand for labor puts downward pressure on wage rates.Third, the bargaining power of unionized labor is reduced when companies can threaten to shift production out of the United States.Unions cannot bargain so effectively to gain higher wages.Standard economic analysis shows that the losses to labor generally are more than offset by the gains to the owners of the companies undertaking the FDI.This standard analysis suggests that labor is mainly defending its special interest.But, there are other possible effects that would favor restricting outbound FDI in the national interest of the home country.The home government may lose tax revenue when profits are shown in foreign affiliates, and external technological benefits may shift out of the country.If these other effects are large enough, then the opposition of U.S.labor to outward FDI may also be in the national interest.10.First, in 1924, the United States passed a law that severely restricted immigration, using a system of quotas by national origin.Second, the Depression, with its very high rates of labor unemployment, probably reduced the economic incentive to immigrate, because potential immigrants would expect that it would be very difficult to find employment.12.The reduction in the annualized cost of migration would lead to more migration(the number of migrants would be greater than 20 million).In the new equilibrium, with a smaller gap(c), the wage rate after migration would be greater than $3.20 in the South, and less than $5.00 in the North.Each of the areas of gain and loss(a, b, d, e, and f)would be larger.14.This statement is probably false.The migrants do improve their economic well-being.But once they leave they are no longer part of the sending country.The sending country can lose in two ways.First, analysis of the labor-market effects of emigration indicates that, while workers remaining in the sending country gain, employers and others in the sending country lose more, so the net effect on the sending country is a loss.Second, the net fiscal effect of emigration is probably a loss for the sending country.The emigrants have often received education paid for by the government, but the emigrants shift to paying taxes to the receiving-country government once they leave.We should also note one major way that the sending country can gain—emigrants often send back remittances to relatives and friends.The overall effect on the sending country is then unclear, but a loss is likely unless remittances are large.15-6 Chapter 15-Multinationals and Migration: International Factor Movements 16.Here are several arguments.First, Japan is already a crowded place, with many Japanese living in densely populated metropolitan areas(especially Tokyo).Allowing more immigrants will add to the external costs of congestion, because most immigrants will want to live and work in urban areas.Second, increased immigration will add to social frictions.It will not be easy to change Japanese attitudes against foreigners.Instead, the immigrants are likely to face substantial discrimination based on prejudice.Japan’s policy must be decided with this reality in mind.Third, the immigrants easily could be a net fiscal burden.If the policy is not suitably selective, Japan will receive many immigrants who have little education and low labor skills.These immigrants will pay low taxes, but they will receive substantial benefits from Japanese government programs, including government-financed medical care.Fourth, the native groups that will lose from increased immigration include lower skilled Japanese workers who already have low earnings.The Japanese government should not institute a policy change that harms the least well off within the country, even if it might bring net gains to the country overall.15-7

第三篇：國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)研究

國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)研究

摘要:國(guó)際貿(mào)易專業(yè)推行雙語(yǔ)教學(xué)是順應(yīng)我國(guó)高等教育與國(guó)際接軌和改革發(fā)展和培養(yǎng)國(guó)際化高級(jí)人才的需要。本文從國(guó)際貿(mào)易專業(yè)的性質(zhì)出發(fā)，分析了該專業(yè)實(shí)施雙語(yǔ)教學(xué)的必要性。同時(shí)，對(duì)該專業(yè)實(shí)施雙語(yǔ)教學(xué)的模式、目標(biāo)體系以及教學(xué)實(shí)踐環(huán)節(jié)進(jìn)行探討，以期能促進(jìn)國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)工作的開(kāi)展。

關(guān)鍵詞:國(guó)際貿(mào)易;雙語(yǔ)教學(xué);教學(xué)方法

隨著我國(guó)對(duì)外開(kāi)放日益深入, 國(guó)際貿(mào)易規(guī)模飛速發(fā)展,市場(chǎng)對(duì)國(guó)際貿(mào)易的從業(yè)人員提出了更高的要求。從業(yè)人員不但要熟練貿(mào)易業(yè)務(wù), 而且還要會(huì)外語(yǔ)。雙語(yǔ)教學(xué)必須從源頭、從學(xué)校抓起。國(guó)際貿(mào)易專業(yè)開(kāi)展“雙語(yǔ)教學(xué)”的目的不在于推進(jìn)專業(yè)英文教學(xué), 而是要培養(yǎng)學(xué)生成為在應(yīng)用外語(yǔ)中更新知識(shí)、開(kāi)拓視野, 在工作中更好地交流的“ 面向國(guó)際市場(chǎng)競(jìng)爭(zhēng)、具備國(guó)際經(jīng)營(yíng)頭腦”的國(guó)際商務(wù)參與者和管理者。

自2004 年大部分開(kāi)設(shè)國(guó)際貿(mào)易專業(yè)的高校多在國(guó)際貿(mào)易課程中推行雙語(yǔ)教學(xué)改革。在專業(yè)課程中推行雙語(yǔ)教學(xué)，依據(jù)專業(yè)特點(diǎn)，課程在學(xué)生專業(yè)知識(shí)結(jié)構(gòu)中的地位與作用，具體結(jié)合課程教學(xué)大綱，設(shè)置雙語(yǔ)教學(xué)這種課堂組織形式的教育教學(xué)目標(biāo)，從而選擇適當(dāng)?shù)慕虒W(xué)方法與技巧，使系統(tǒng)的專業(yè)知識(shí)學(xué)習(xí)與學(xué)生英語(yǔ)語(yǔ)言能力提高有機(jī)結(jié)合，達(dá)到更好的教學(xué)效果，應(yīng)該是可行的思路，本文結(jié)合自己的教學(xué)體會(huì)，對(duì)這一問(wèn)題做初步探討。

一、國(guó)際貿(mào)易專業(yè)開(kāi)展雙語(yǔ)教學(xué)的必要性

1.推動(dòng)“雙語(yǔ)教學(xué)”是國(guó)際貿(mào)易專業(yè)適應(yīng)我國(guó)教育教學(xué)改革的大環(huán)境的需要

2001年教育部頒發(fā)的《關(guān)于加強(qiáng)高等學(xué)校本科教學(xué)工作提高教學(xué)質(zhì)量的意見(jiàn)》(教高字[2001]4號(hào))中就提出，“本科教育要?jiǎng)?chuàng)造條件使用英語(yǔ)等外語(yǔ)進(jìn)行公共課和專業(yè)課教學(xué)。對(duì)高新技術(shù)領(lǐng)域的生物技術(shù)、信息技術(shù)等專業(yè),以及為適應(yīng)我國(guó)加入WTO后需要的金融、貿(mào)易、法律等專業(yè),更要先行一步,力爭(zhēng)3年內(nèi),外語(yǔ)教學(xué)課程達(dá)到所開(kāi)課程的5%-10%?！?2005年1月,教育部在《關(guān)于進(jìn)一步加強(qiáng)高等學(xué)校本科教學(xué)工作的若干意見(jiàn)》(教高[2005]1號(hào))文件中再一次明確提出“要提高雙語(yǔ)教學(xué)課程的質(zhì)量,繼續(xù)擴(kuò)大雙語(yǔ)教學(xué)課程的數(shù)量”的要求。

2.國(guó)際貿(mào)易專業(yè)課推行雙語(yǔ)教學(xué)是適應(yīng)WTO的要求的需要

隨著世界經(jīng)濟(jì)的一體化進(jìn)程的加快與世界文化的融合,要求通過(guò)提高高校國(guó)際貿(mào)易學(xué)的雙語(yǔ)教學(xué),培養(yǎng)既有豐富專業(yè)知識(shí),熟悉中國(guó)國(guó)情,又有較好外語(yǔ)水平,精通WTO規(guī)則和世界經(jīng)濟(jì)的國(guó)際化的人才。從這個(gè)意義上講,國(guó)際貿(mào)易專業(yè)課雙語(yǔ)教學(xué)勢(shì)在必行。在國(guó)際貿(mào)易學(xué)專業(yè)推行“雙語(yǔ)教學(xué)”的目的不在于推進(jìn)專業(yè)英文教學(xué),其真正目的在于培養(yǎng)學(xué)生――未來(lái)的商務(wù)人士、創(chuàng)業(yè)者,應(yīng)用外語(yǔ)在工作中交流,或應(yīng)用外語(yǔ)在專業(yè)上學(xué)習(xí),更新知識(shí),自我提高能夠具備同合作伙伴、國(guó)際競(jìng)爭(zhēng)對(duì)手溝通和對(duì)抗的能力,真正成為“面向國(guó)際市場(chǎng)競(jìng)爭(zhēng)、具備國(guó)際經(jīng)營(yíng)頭腦”的國(guó)際商務(wù)參與者和管理者。上述人才培養(yǎng)目標(biāo)的實(shí)現(xiàn),離不開(kāi)與國(guó)際先進(jìn)教學(xué)模式的接軌,離不開(kāi)對(duì)西方先進(jìn)管理思想與方法的研究和借鑒,更離不開(kāi)英語(yǔ)這一國(guó)際貿(mào)易通用語(yǔ)言的運(yùn)用和英語(yǔ)思維能力的培養(yǎng)。

二、國(guó)際貿(mào)易實(shí)務(wù)開(kāi)展雙語(yǔ)教學(xué)的主要模式

國(guó)際貿(mào)易實(shí)務(wù)的教學(xué)內(nèi)容具有國(guó)際性, 其教學(xué)目標(biāo)具有外向性的特點(diǎn)。國(guó)際貿(mào)易實(shí)務(wù)教學(xué)目標(biāo)的涉外性和教學(xué)內(nèi)容的國(guó)際性,決定了該課程進(jìn)行雙語(yǔ)教學(xué)的必要性。同時(shí),國(guó)際貿(mào)易實(shí)務(wù)雙語(yǔ)教學(xué)不僅是貿(mào)易全球化發(fā)展趨勢(shì)的必然要求, 而且也是培養(yǎng)國(guó)際性、復(fù)合型經(jīng)濟(jì)人才的需要。具體而言,在實(shí)踐中, 開(kāi)展國(guó)際貿(mào)易實(shí)務(wù)存在三種模式。

1.簡(jiǎn)單滲透型

在國(guó)際貿(mào)易教學(xué)中以中文授課為主, 用英語(yǔ)講授一些國(guó)際貿(mào)易術(shù)語(yǔ), 并穿插使用一些常規(guī)的課堂用語(yǔ), 學(xué)生的考試采用中文形式。這種模式對(duì)教師的英語(yǔ)水平要求不高, 適合英語(yǔ)基礎(chǔ)和接受能力相對(duì)薄弱的學(xué)生。從教學(xué)效果上看, 學(xué)生容易形成系統(tǒng)的以中文為媒介的知識(shí)體系,而英文掌握的只是零散的一些專業(yè)詞匯。雙語(yǔ)教學(xué)的最高目標(biāo)是在專業(yè)文獻(xiàn)的使用上、專業(yè)實(shí)務(wù)具體操作上能夠做到雙語(yǔ)自由轉(zhuǎn)換。這種雙語(yǔ)教學(xué)模式由于中英兩種語(yǔ)言的比重十分不平衡,教學(xué)過(guò)程中英文信息量不足,所培養(yǎng)的學(xué)生就其專業(yè)的英文知識(shí)而言十分有限, 很難達(dá)到雙語(yǔ)教學(xué)的真正目標(biāo)要求。這顯然是簡(jiǎn)單滲透型的雙語(yǔ)教學(xué)模式的不足之處。

2.過(guò)渡型(混合型)

在雙語(yǔ)教學(xué)中以英語(yǔ)為主,采用英語(yǔ)板書和原版教材, 在英語(yǔ)授課的同時(shí)輔以中文解釋和說(shuō)明,學(xué)生的作業(yè)、考試用英語(yǔ)出題,但用中文回答。這是目前我國(guó)國(guó)際貿(mào)易雙語(yǔ)教學(xué)中采用最多的一種模式,穿插過(guò)渡型雙語(yǔ)教學(xué)模式的優(yōu)點(diǎn)在于雙語(yǔ)的比重趨向均衡,采用這種教學(xué)模式與上種模式相比,教學(xué)過(guò)程中的英語(yǔ)信息量有了明顯增加,但是對(duì)教師和學(xué)生要求相對(duì)提高了,特別是學(xué)生必須具備較高的英文水平,否則很難感知英文教材,更難聽(tīng)懂英文講授。

3.浸入型(全英語(yǔ)型)

在雙語(yǔ)教學(xué)中基本上使用英語(yǔ),采用原版專業(yè)教材,課堂板書用英文,學(xué)生的作業(yè)、考試用英文出題, 學(xué)生答題一般用英語(yǔ)。這種模式的特點(diǎn)是對(duì)教師和學(xué)生的外文水平都有較高的要求。

以上三種方式各有所長(zhǎng)。浸沒(méi)式雙語(yǔ)教學(xué)讓學(xué)生有一個(gè)很好的語(yǔ)言環(huán)境, 因此教學(xué)效果較好, 但是對(duì)老師和學(xué)生的要求都比較高, 尤其是語(yǔ)言環(huán)境的創(chuàng)造有諸多困難。過(guò)渡式雙語(yǔ)教學(xué)將第二語(yǔ)言逐步引入教學(xué)全過(guò)程維持式雙語(yǔ)教學(xué)則是將第二語(yǔ)言作為教學(xué)語(yǔ)言的同時(shí), 繼續(xù)用母語(yǔ)來(lái)維持學(xué)生理解的一種的教學(xué)模式, 這兩種模式比較適合雙語(yǔ)教學(xué)的起始階段, 但母語(yǔ)與非母語(yǔ)的比重難以把握。在我們的教學(xué)實(shí)踐中, 主要采用以英語(yǔ)浸沒(méi)式教學(xué)法為主, 輔以參與法的教學(xué)模式。

三、國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)的目標(biāo)體系

雙語(yǔ)教學(xué)的目標(biāo)體系是國(guó)際貿(mào)易專業(yè)教學(xué)目標(biāo)的重要組成部分, 它包括雙語(yǔ)教學(xué)的課程體系、雙語(yǔ)教學(xué)的能力體系兩大部分。雙語(yǔ)教學(xué)的課程體系包括國(guó)貿(mào)專業(yè)知識(shí)、國(guó)貿(mào)專業(yè)英語(yǔ)素養(yǎng)兩部分。雙語(yǔ)教學(xué)的能力體系包括英語(yǔ)應(yīng)用能力和社會(huì)適應(yīng)能力兩部分。

1.國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)的總目標(biāo)

通過(guò)雙語(yǔ)教學(xué), 不僅要求學(xué)生掌握專業(yè)知識(shí)和英語(yǔ)技能, 更要重視學(xué)生對(duì)專業(yè)知識(shí)與英語(yǔ)技能的應(yīng)用。通過(guò)本專業(yè)的學(xué)習(xí), 學(xué)生將提高專業(yè)知識(shí)水平, 加深對(duì)國(guó)際貿(mào)易業(yè)務(wù)的理解；學(xué)會(huì)運(yùn)用外語(yǔ)技能, 增強(qiáng)學(xué)生外貿(mào)業(yè)務(wù)的實(shí)踐能力和創(chuàng)新能力；增強(qiáng)學(xué)生人際交往技能和團(tuán)隊(duì)意識(shí)；樹立學(xué)生的自信心, 激發(fā)學(xué)生的潛能, 增強(qiáng)其就業(yè)競(jìng)爭(zhēng)能力。

2.國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)課程目標(biāo)

雙語(yǔ)教學(xué)課程目標(biāo)是雙語(yǔ)教學(xué)目標(biāo)體系的重要組成部分, 包括國(guó)貿(mào)專業(yè)知識(shí)、國(guó)貿(mào)專業(yè)英語(yǔ)素養(yǎng)兩大部分, 它涵蓋了國(guó)際貿(mào)易專業(yè)學(xué)生必修的全部專業(yè)知識(shí)課程。在雙語(yǔ)教學(xué)安排上從兩大塊來(lái)完成這兩部分的教學(xué)任務(wù), 一部分國(guó)貿(mào)專業(yè)知識(shí)的中文講授包含了五大主干課程, 另一部分國(guó)貿(mào)專業(yè)英語(yǔ)素養(yǎng)的雙語(yǔ)講授包含了四大主干課程。

雙語(yǔ)教學(xué)課程的目標(biāo)分類方法有利于教師實(shí)施課程標(biāo)準(zhǔn), 使整個(gè)課程目標(biāo)落到實(shí)處。雙語(yǔ)教學(xué)的實(shí)施是在國(guó)貿(mào)專業(yè)知識(shí)掌握的基礎(chǔ)上來(lái)開(kāi)展的, 學(xué)生在學(xué)習(xí)相關(guān)專業(yè)知識(shí)的基礎(chǔ)上進(jìn)行國(guó)貿(mào)實(shí)務(wù)的雙語(yǔ)學(xué)習(xí), 將有助于學(xué)生的理解, 減少許多國(guó)貿(mào)專業(yè)詞匯帶來(lái)的學(xué)習(xí)障礙。

雙語(yǔ)教學(xué)課程體系目標(biāo)兩大部分是互相聯(lián)系的整體,每個(gè)部分各有側(cè)重。國(guó)貿(mào)專業(yè)知識(shí)目標(biāo)要求學(xué)生熟練掌握貿(mào)易理論、專業(yè)國(guó)貿(mào)知識(shí)和貿(mào)易慣例, 培養(yǎng)學(xué)生全球貿(mào)易觀念, 掌握基本的國(guó)際貿(mào)易技能和方法。

3.國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)能力目標(biāo)

雙語(yǔ)教學(xué)能力體系目標(biāo)主要指學(xué)生通過(guò)雙語(yǔ)的學(xué)習(xí)所獲得的用英語(yǔ)處理國(guó)貿(mào)實(shí)務(wù)的技能, 它包括英語(yǔ)應(yīng)用能力和社會(huì)適應(yīng)能力兩大部分。實(shí)現(xiàn)雙語(yǔ)教學(xué)能力體系目標(biāo), 一方面可通過(guò)校內(nèi)實(shí)驗(yàn)室模擬國(guó)貿(mào)實(shí)務(wù)操作環(huán)境的測(cè)評(píng)、模擬國(guó)貿(mào)場(chǎng)景交易的測(cè)評(píng)、單證制作及審核測(cè)試、函電寫作測(cè)試等來(lái)反映學(xué)生雙語(yǔ)學(xué)習(xí)所獲得的能力水平；另一方面也可通過(guò)校外的實(shí)訓(xùn)實(shí)習(xí)基地參與國(guó)貿(mào)實(shí)際業(yè)務(wù)各環(huán)節(jié)的實(shí)踐來(lái)測(cè)評(píng)學(xué)生的社會(huì)適應(yīng)能力。

四、國(guó)際貿(mào)易專業(yè)課堂雙語(yǔ)教學(xué)的探討

1.在教學(xué)組織中貫徹教育目標(biāo)

涉外經(jīng)濟(jì)活動(dòng)人才經(jīng)常從事國(guó)際經(jīng)濟(jì)業(yè)務(wù)，有更多的時(shí)間和機(jī)會(huì)接觸英語(yǔ)國(guó)家的思想觀念，行為方式等。我門常常把培養(yǎng)國(guó)際性人才作為國(guó)際貿(mào)易專業(yè)人才培養(yǎng)的高境界，這是因?yàn)槲覀兩钪?，在?jīng)濟(jì)全球化日益形成的今天，以開(kāi)放的心態(tài)面向世界的重要性。因此，在雙語(yǔ)課教學(xué)中，我們應(yīng)該首先樹立學(xué)生“民族性最鮮明的，也最富有國(guó)際性”的觀念，把我們國(guó)家處理國(guó)際經(jīng)濟(jì)、外交關(guān)系的基本原則貫穿于教學(xué)中，講清楚社會(huì)、經(jīng)濟(jì)、文化進(jìn)步中的開(kāi)放與保持民族意識(shí)，民族認(rèn)同感，民族自尊、自豪的關(guān)系，使我們的專業(yè)教育目標(biāo)通過(guò)教學(xué)實(shí)現(xiàn)。

2.正確設(shè)立課堂教學(xué)目標(biāo)，以專業(yè)知識(shí)為主線組織英文書面信息呈現(xiàn)，以母語(yǔ)為主，闡釋復(fù)雜深?yuàn)W觀點(diǎn)

我們知道，課堂教學(xué)是實(shí)現(xiàn)課程教育教學(xué)目標(biāo)的一個(gè)環(huán)節(jié)。專業(yè)課的雙語(yǔ)教學(xué)不同于大學(xué)英語(yǔ)等公共英語(yǔ)課教學(xué)，語(yǔ)言只是工具。依據(jù)課程教學(xué)大綱，每一次課堂教學(xué)時(shí)間內(nèi)，基本教學(xué)目標(biāo)是掌握系統(tǒng)的專業(yè)知識(shí)，而不是形成英語(yǔ)的聽(tīng)說(shuō)讀寫譯等語(yǔ)言能力。為此，宜采用英文呈現(xiàn)有關(guān)專業(yè)知識(shí)的書面信息。

3.注意調(diào)動(dòng)學(xué)生的積極性，破除學(xué)生害怕出錯(cuò)、不敢自由表達(dá)的畏懼心理，樹立學(xué)生表達(dá)思想的信心

在第二語(yǔ)言不熟練，或者沒(méi)有經(jīng)常性使用時(shí)，每要表達(dá)一定意思，總會(huì)出現(xiàn)先出考慮語(yǔ)法對(duì)不對(duì)的現(xiàn)象，這樣反而妨礙了思想的表達(dá)。為此，課堂上要鼓勵(lì)學(xué)生大膽開(kāi)口，不怕出錯(cuò)，凡不涉及基本概念，基本理論思想被曲解，就不糾正學(xué)生，盡量避免使用試錯(cuò)、負(fù)強(qiáng)化等教學(xué)手段，而是通過(guò)正強(qiáng)化，總結(jié)等方式來(lái)傳達(dá)正確信息。

4.嚴(yán)格使用學(xué)習(xí)評(píng)估方法

蘭伯特(Lambert)的態(tài)度/動(dòng)機(jī)模式(attitude/motivation model)認(rèn)為，在雙語(yǔ)學(xué)習(xí)方面，性向和態(tài)度是兩個(gè)重要的、相對(duì)獨(dú)立的影響因素；雙語(yǔ)學(xué)習(xí)不僅需要某種認(rèn)知能力，而且需要一種積極的態(tài)度；態(tài)度關(guān)系到動(dòng)機(jī)。因此，雙語(yǔ)能力基于性向、態(tài)度、動(dòng)機(jī)的程度以及態(tài)度與動(dòng)機(jī)之間的關(guān)系。依據(jù)這種理論，雙語(yǔ)教學(xué)應(yīng)該采用英文試題進(jìn)行考試，這樣不僅能夠使學(xué)生明確學(xué)習(xí)要求的嚴(yán)肅性，而且可以利用學(xué)生重視考試的心理，強(qiáng)化課堂學(xué)習(xí)的直接動(dòng)機(jī)。

課堂教學(xué)組織技巧是教師使有組織的教育形式在明確的教學(xué)目標(biāo)，有重點(diǎn)的內(nèi)容組織，系統(tǒng)并賦予連貫性的師生互動(dòng)下收到實(shí)際效果的主要途徑，也是教師“教育藝術(shù)”的展示平臺(tái)，各個(gè)教師可能有自己的獨(dú)特做法和經(jīng)驗(yàn)，但是，從整體上把握專業(yè)培養(yǎng)目標(biāo)，把其作為處理教學(xué)中語(yǔ)言能力形成與系統(tǒng)專業(yè)知識(shí)講述的大原則，有助于組織起知識(shí)傳授與技能形成相融合的課堂教學(xué)環(huán)境。

參考文獻(xiàn)：

[1]姜 瑾:雙語(yǔ)教學(xué)面面觀[J].天津外國(guó)語(yǔ)學(xué)院學(xué)報(bào),2003,(1).[2]王振宇 鄧 弘:國(guó)際貿(mào)易主干課程雙語(yǔ)教學(xué)的思考[J].江西教育科研,2004.(3).[3]羅鄭勝:國(guó)際經(jīng)濟(jì)與貿(mào)易專業(yè)（本科）培養(yǎng)目標(biāo)及知識(shí)、能力、素質(zhì)結(jié)構(gòu)分析.鄭州經(jīng)濟(jì)管理干部學(xué)院學(xué)報(bào)，2005(12).[4]石碧濤:雙語(yǔ)教學(xué)實(shí)驗(yàn)環(huán)節(jié)探索―――以《國(guó)際貿(mào)易實(shí)務(wù)》為例[J].高教探索,2007(6).[5]馬小輝:國(guó)際貿(mào)易專業(yè)雙語(yǔ)教學(xué)實(shí)踐及問(wèn)題研究[J].黑龍江教育,2007,(4).[6]陳燕:國(guó)際貿(mào)易專業(yè)課推行雙語(yǔ)教學(xué)的SWOT分析[J].甘肅聯(lián)合大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版).2008,(5).

第四篇：國(guó)際貿(mào)易雙語(yǔ)教案Chap024 (14)（xiexiebang推薦）

Chapter 13Trade and the Environment

In our formal analysis we begin with the case in which pollution caused by an activity within the country has effects only on this country.We use tools similar to those that we developed in Chapter 10.If the country simply allows the pollution to occur, with no government policy to limit the negative externality, we show that free trade can make the country worse off, and that the country can export the wrong products.This occurs because of the marginal external costs, in our example resulting from pollution that accompanies domestic production of the export good.A government policy that taxes pollution or production that causes pollution(or that establishes suitable property rights)can reverse these effects, assuring that the country exports and imports the appropriate products and gains from free international trade.Domestic producers subject to the pollution-related tax may complain that other countries, especially the countries that become the suppliers of the country’s imports, are not imposing a comparable pollution-related tax on their firms.They may complain that the foreign firms are engaged in “eco-dumping.” From the perspective of the importing country, lax foreign controls should not matter to its well-being, as long as the foreign pollution does not affect it.The analysis of transborder pollution raises new issues.We use the example of production activity in one country that pollutes a river flowing into a neighboring country.The best solution would balance the gains to the polluting country from dumping waste into the river with the costs of pollution to the receiving country.Generally, this best solution is less pollution than the amount that occurs with no government policy, but more than zero pollution.However, the government in the polluting country may resist imposing a pollution tax(or some other way to limit pollution by its firms), because it bears the national costs while the other country gets the national benefits.If international negotiations fail, what should the receiving country do? It cannot tax the foreign pollution or even the foreign production that causes pollution.If the receiving country imports the product from the polluting country, it could try to reduce the foreign production and pollution by restricting its imports.The country will gain if its benefits from lower foreign pollution exceed the usual deadweight losses of protection.(If instead the receiving country is an exporter of this product to the polluting country, it could subsidize its exports.)However, the WTO generally interprets its environmental exceptions narrowly, so it is not clear that the WTO would uphold the import restriction(or export subsidy), if the polluting country complained to the WTO.The difficulty of addressing transborder pollution is also shown through a discussion of the slow progress that NAFTA has made in attempting to ameliorate environmental problems along the Mexico-U.S.border.13-2 Chapter 13Trade and the Environment The chapter concludes with the presentation of the results of a recent IMF study that estimates what a sensible global approach to global warming would look like.A policy response consistent with the specificity rule is to tax consumption(or production)of fossil fuels on a global scale.The IMF concludes that such a global approach could stabilize greenhouse gas concentrations at a reasonable level with only modest costs in terms of foregone production of regular products(results summarized in the new Figure 13.6).The economics are promising, so the challenge is negotiating such a global agreement.Tips

The material of this chapter lends itself to additional examples.The instructor can introduce extra material in lecture, in class handouts, or in additional readings.Some examples include the threat to the marine population of the Galapagos, water quality and air quality along the Rio Grande, the U.S.diversion of water in the Colorado River before it gets to Mexico, or the paper factory in Uruguay that is opposed by Argentina.You may also find useful global data available on the Web site of the World Resources Institute, cited in Appendix A of the textbook.As interesting examples are included in the discussion, we recommend keeping economic principles in full view.It is useful to remind students that: ? incentive distortions and imperfect property rights are crucial causes of environmental problems, whether these problems are international or not;? there are two basic policy approaches—the(Pigovian)tax-and-subsidy approach, and the(Coasian)property-rights approach;? we keep discovering new uses for the specificity rule introduced in Chapter 10;and ? this rule almost never recommends trade policy as a first-best approach to environmental problems.An instructor may want to consider an assignment in which students(working individually or in groups)report on a country’s environmental problems and policies or report on an international environmental issue.Suggested answers to questions and problems(in the textbook)2.Disagree.The distortion caused by pollution is the result of the difference between the private costs and the social costs of the activity that creates the pollution.Because the person choosing to take an action that creates pollution does not care about the external costs of the pollution, he tends to create too much pollution.Free trade does not alter the fact the there will remain a gap between private cost and the social cost(inclusive of the cost of pollution).13-4 Chapter 13Trade and the Environment 10.The success of the Montreal Convention in limiting CFCs was largely due to these facts:(a)the scientific evidence that CFCs were depleting the ozone was clear;(b)relatively few countries and companies accounted for most of the world’s production of CFCs, limiting the number of negotiating parties;(c)these countries are located at high latitudes, where the danger of ozone depletion was greatest;(d)these countries are rich and therefore relatively willing to make economic sacrifices to protect the environment;and(e)reasonable substitutes for CFCs became available.The conditions surrounding the emission of carbon dioxide and other greenhouse gases are not as favorable.The science that links greenhouse gases to global warming and its effects is less certain.The burning of fossil fuels does concentrate somewhat in the richer countries, especially the United States, but all countries burn fuels and release greenhouse gases, and the emissions are growing fastest in some of the developing countries.There are no reasonable and acceptable substitutes that can be used on a large scale to replace the burning of fossil fuels for energy and heat.Because the conditions are less favorable, the negotiations over an agreement to limit the emission of greenhouse gases have been relatively unproductive.13-6

第五篇：雙語(yǔ)教案

來(lái)自九年義務(wù)教育初中化學(xué)教科書

Properties of Carbon Dioxide

Outline: 1.physical properties of carbon dioxide 2.chemical properties of carbon dioxide 3.Uses of carbon dioxide

15化學(xué)1班

譚雪鋒 2015364138 2017/4/21Good morning, everyone.Welcome to my classroom.Let’susknow an important gas.Every day we need to breath, what is gas of breath outside? Can you guess it, my dear student?

Yes, it is carbon dioxide.Carbon Dioxide is important for living things, so what important properties does it have? Who can tell me its physical properties?(As some students said, it is…colourless)First,Look at the picture.When carbon dioxide is poured into a paper bag.Watch if the two paper bags still balance.Why?From the experiment we know that carbon dioxide is a colorless gas and the bag fill with carbon dioxide is tilted, which shows carbon dioxide has a higher density than air.That is reason why… Besides,Usually,about 1 volume of carbon dioxide dissolve in 1 volume of water.My dear, look at the experiment.Place two burning candles on each of a 2-step holder made of a galvanized iron sheet.Put the holder inside a beaker(as shown in picture)and pour carbon dioxide along the beaker’s wall.Pay attention to what happens to the burning candles when the carbon dioxide is poured.What does the experiment show? Who can tell me? In the experiment, the candle flame go out.And the candle on the lower step goes out first.The experiment show two things:first, carbon dioxide does not burn, nor help burning;second, carbon dioxide has a bigger density than air.After learn many properties of carbon dioxide,you may be a little tired.Now,let’s enjoy the interesting experiment.Bubble carbon dioxide into a test tube filled with a solution of purple litmus.Watch how litmus solution changes color.After that, heated it and watch again the litmus changes color.After watch the video, we can easily know the color changed red.Why it can change red? Who knows?(that is because carbon dioxide dissolves in water to form carbonic acid(H2CO3)).Good jod!

Ok, let’s continue to watch.When carbon dioxide is blown into a clear limewater, what does it will be? Who can tell me why?(clear limewater become cloudy, because white precipitates of calcium carbonate are made)Yes,you are right.After know about physical and chemical properties of carbon dioxide, we need to know about its uses.As we know, carbon dioxide is used for put out fires.it is also used in industry for manufacture.and gas fertilizer.Moreover, dry ice can be used to preserve food or artificial rainfall.Last but not important, plants need carbon dioxide during photosynthesis.Finally, let’s us do a summary.At this calss, we know about carbon dioxide’s physical properties and chemical properties.Besides, we also know the uses of carbon dioxide.and many interesting experiments.Class is over, thank you!