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經(jīng)濟學基礎(chǔ) 
定 價：49.8 元
9 7 5 8 0 7 4 1 7 2 7 1 8 讀者對象:高職高專、職業(yè)本科在校學生；繼續(xù)教育本�？茖W生；企業(yè)人員；經(jīng)濟學愛好者等。 
本書立足經(jīng)濟全球化與我國經(jīng)濟高質(zhì)量發(fā)展背景，結(jié)合職業(yè)教育人才培養(yǎng)需求編寫而成。其特色鮮明：一是強化價值導向，以習近平經(jīng)濟思想為指引，通過“案例—素養(yǎng)目標”等路徑，引領(lǐng)學生樹立正確三觀；二是體例新穎，以案例為載體構(gòu)建四大模塊，展現(xiàn)鮮活生活趣事與經(jīng)濟熱點，增強教材可讀性與趣味性；三是凸顯應(yīng)用，設(shè)計多層次遞進應(yīng)用板塊，理實一體，強化知識應(yīng)用，培養(yǎng)學生職業(yè)崗位能力；四是中高本聯(lián)合、校企協(xié)同，滿足貫通培養(yǎng)需要，融入校企精專知識。本書既可作為高職高專、職業(yè)本科在校學生的教材用書，也可作為企業(yè)人員、經(jīng)濟學愛好者的學習用書。
潘鳳釵，女，二級教授。30年主講高職本科、�？啤⒊扇吮究啤督�(jīng)濟學基礎(chǔ)》課程。數(shù)十年潛心教學改革創(chuàng)新與教材建設(shè)。先后獲省部級教科研成果32項。主持獲國家、省教學成果獎一等獎3項；主編"十四五”"十二五”"十一五”職業(yè)教育國規(guī)教材、浙江省重點建設(shè)教材等4部。副主編"十四五”國規(guī)教材、普通高教精品教材等3部。累計發(fā)行量逾10萬冊。
模塊一 認識經(jīng)濟學
案例一 富甲天下，經(jīng)世濟民—走進經(jīng)濟學世界 ···························································.3 案例導學 ··················································································································.3 素養(yǎng)目標 ··················································································································.3 學習目標 ··················································································································.3 思維導圖 ··················································································································.4 學習任務(wù) ··················································································································.4 子案例一 在食堂吃飯你會排哪一隊？—稀缺性與選擇 ································.4 子案例二 數(shù)字化時代的生活—經(jīng)濟學學什么 ················································.7 子案例三 賣桔者言—經(jīng)濟學怎么學······························································.13 綜合實訓：案例評析 ·····························································································.16 學以致用：綜合練習 ·····························································································.17 榮譽殿堂：現(xiàn)代經(jīng)濟學之父—亞當·斯密 ······················································.17 微閱讀：經(jīng)濟學發(fā)展新成就（一） ·····································································.17 模塊二 微觀經(jīng)濟學應(yīng)用（個體） 案例二 鸚鵡也能成為經(jīng)濟學家—價格機制的神奇 ·····················································.21 案例導學 ················································································································.21 素養(yǎng)目標 ················································································································.21 學習目標 ················································································································.21 思維導圖 ················································································································.22 學習任務(wù) ················································································································.22 子案例一 暢通產(chǎn)銷對接，滿足個性化需求：定制消費 讓供需匹配更精準 ···.22 子案例二 當明前茶遭遇“倒春寒”—供給分析 ··········································.27 子案例三 “供”“求”相遇—均衡分析 ························································.32 綜合實訓：案例評析 ·····························································································.39 學以致用：綜合練習 ·····························································································.39 榮譽殿堂：新古典綜合派創(chuàng)立者、第一位獲得諾貝爾經(jīng)濟學獎的美國人—保羅·薩繆爾森 ····························································································.40 微閱讀：經(jīng)濟學發(fā)展新成就（二） ·····································································.40 案例三 “谷賤傷農(nóng)”—經(jīng)濟學中的彈性 ·····································································.41 案例導學 ················································································································.41 素養(yǎng)目標 ················································································································.41 學習目標 ················································································································.41 思維導圖 ················································································································.42 學習任務(wù) ················································································································.42 子案例一 黃金和食鹽都漲價了—需求價格彈性 ··········································.42 子案例二 如果你的收入增加了，你會買什么？—彈性的類型 ···················.48 子案例三 “薄利”一定“多銷”嗎？—彈性理論的應(yīng)用···························.52 綜合實訓：案例評析 ·····························································································.55 學以致用：綜合練習 ·····························································································.56 榮譽殿堂：新古典學派創(chuàng)始人—阿爾弗雷德·馬歇爾 ··································.56 微閱讀：經(jīng)濟學發(fā)展新成就（三） ·····································································.56 案例四 怎么花錢更開心—消費者的最優(yōu)選擇 ·····························································.57 案例導學 ················································································································.57 素養(yǎng)目標 ················································································································.57 學習目標 ················································································································.58 思維導圖 ················································································································.58 學習任務(wù) ················································································································.58 子案例一 第一杯與第一百杯奶茶—欲望與效用 ··········································.58 子案例二 “新增”帶來的“新增”—邊際效用分析與消費者均衡 ···········.63 子案例三 每個人都是平衡高手—無差異曲線分析與消費者均衡 ···············.67 綜合實訓：案例評析 ·····························································································.75 學以致用：綜合練習 ·····························································································.76 榮譽殿堂：邊際三杰—英國的杰文斯、奧地利的門格爾和法國的瓦爾拉斯 ····.77 微閱讀：經(jīng)濟學發(fā)展新成就（四） ·····································································.77 案例五 以最少的投入賺最多的錢—生產(chǎn)者最優(yōu)選擇 ·················································.78 案例導學 ················································································································.78 素養(yǎng)目標 ················································································································.79 學習目標 ················································································································.79 思維導圖 ················································································································.79 學習任務(wù) ················································································································.79 子案例一 三個和尚沒水吃—生產(chǎn)要素的投入 ··············································.79 子案例二 產(chǎn)量決策“紅綠燈”—成本分析 ··················································.88 子案例三 數(shù)字經(jīng)濟時代小成本創(chuàng)業(yè)背后的邏輯—如何實現(xiàn)利潤最大化？ ···.97 綜合實訓：案例評析 ·····························································································.98 學以致用：綜合練習 ·····························································································.98 榮譽殿堂：“創(chuàng)新理論”鼻祖—約瑟夫·阿洛伊斯·熊彼特 ·························.99 微閱讀：經(jīng)濟學發(fā)展新成就（五） ·····································································.99 模塊三 微觀經(jīng)濟學應(yīng)用（市場） 案例六 打破壟斷，促進競爭—營造公平競爭的市場環(huán)境 ·······································.103 案例導學 ··············································································································.103 素養(yǎng)目標 ··············································································································.103 學習目標 ··············································································································.104 思維導圖 ··············································································································.104 學習任務(wù) ··············································································································.104 子案例一 糧農(nóng)能影響糧價嗎？—完全競爭市場分析 ································.104 子案例二 阿里巴巴被罰的冤嗎？—完全壟斷市場分析 ····························.108 子案例三 為何同一產(chǎn)品存在價格差異？—價格歧視 ································.110 子案例四 如何在競爭中脫穎而出？—壟斷競爭市場分析·························.113 子案例五 價格聯(lián)盟的傷害—寡頭壟斷市場分析 ········································.117 綜合實訓：案例評析 ···························································································.119 學以致用：綜合練習 ···························································································.120 榮譽殿堂：首位預測到美國經(jīng)濟崩潰的經(jīng)濟學家—弗里德里希·哈耶克 ···.120 微閱讀：經(jīng)濟學發(fā)展新成就（六） ···································································.121 案例七 完善分配制度，公平分好“蛋糕”—走共同富裕之路 ································.122 案例導學 ··············································································································.122 素養(yǎng)目標 ··············································································································.123 學習目標 ··············································································································.123 思維導圖 ··············································································································.123 學習任務(wù) ··············································································································.124 子案例一 影視和體育明星們的高收入？—生產(chǎn)要素價格的決定 ·············.124 子案例二 完善分配制度，扎實推進全體人民共同富裕 —工資、利息、 地租、利潤理論 ···············································································.127 子案例三 以完善再分配調(diào)節(jié)機制推動共同富裕 —社會收入分配與分配政策 ·································································································.134 綜合實訓：案例評析 ···························································································.139 學以致用：綜合練習 ···························································································.140 榮譽殿堂：馬克思主義創(chuàng)立者—卡爾·馬克思 ············································.141 微閱讀：經(jīng)濟學發(fā)展新成就（七） ···································································.141 模塊四 宏觀經(jīng)濟學應(yīng)用 案例八 創(chuàng)造收入，共奔未來—國民收入的決定 ·······················································.145 案例導學 ··············································································································.145 素養(yǎng)目標 ··············································································································.146 學習目標 ··············································································································.146 思維導圖 ··············································································································.146 學習任務(wù) ··············································································································.146 子案例一 股票投資屬于國民收入嗎？—國民收入核算 ····························.146 子案例二 人們?yōu)槭裁礋嶂杂趽屜M券？—簡單的國民收入決定模型 ·····.151 子案例三 尋找均衡（一）—IS-LM 模型 ····················································.155 子案例四 尋找均衡（二）—總需求—總供給模型 ····································.158 綜合實訓：案例評析 ···························································································.162 學以致用：綜合練習 ···························································································.163 榮譽殿堂：“�？怂埂獫h森模型”的創(chuàng)立者—約翰·希克斯和阿爾文·漢森 ·····························································································································.163 微閱讀：經(jīng)濟學發(fā)展新成就（八） ···································································.163 案例九 擺脫通脹，走出困境—人人都是職場小能手 ···············································.164 案例導學 ··············································································································.164 素養(yǎng)目標 ··············································································································.164 學習目標 ··············································································································.165 思維導圖 ··············································································································.165 學習任務(wù) ··············································································································.165 子案例一 小鎮(zhèn)的失業(yè)謎題 ···············································································.165 子案例二 津巴布韋的一億元只能買個包子？—通貨膨脹理論 ·················.170 子案例三 菲利普斯曲線—通貨膨脹與失業(yè)的關(guān)系 ····································.178 綜合實訓：案例評析 ···························································································.181 學以致用：綜合練習 ···························································································.181 榮譽殿堂：現(xiàn)代宏觀經(jīng)濟學的締造者—埃德蒙·菲爾普斯 ·························.181 微閱讀：經(jīng)濟學發(fā)展新成就（九） ···································································.181 案例十 滄海橫流，挺立潮頭—實現(xiàn)高質(zhì)量發(fā)展 ·······················································.182 案例導學 ··············································································································.182 素養(yǎng)目標 ··············································································································.183 學習目標 ··············································································································.183 思維導圖 ··············································································································.183 學習任務(wù) ··············································································································.184 子案例一 一份成色好分量足的成績單—經(jīng)濟增長 ····································.184 子案例二 應(yīng)對周期調(diào)整，力爭較高經(jīng)濟增速—經(jīng)濟周期·························.191 綜合實訓：案例評析 ···························································································.196 學以致用：綜合練習 ···························································································.197 榮譽殿堂：新古典宏觀經(jīng)濟學的重要代表人物—芬恩·基德蘭德和愛德 華·普雷斯科特 ··································································································.197 微閱讀：經(jīng)濟學發(fā)展新成就（十） ···································································.198 案例十一 自由市場經(jīng)濟的脆弱—宏觀經(jīng)濟調(diào)控 ·······················································.199 案例導學 ··············································································································.199 素養(yǎng)目標 ··············································································································.199 學習目標 ··············································································································.200 思維導圖 ··············································································································.200 學習任務(wù) ··············································································································.200 子案例一 守護“菜籃子”“米袋子”—宏觀經(jīng)濟政策 ······························.200 子案例二 加稅還是減稅？—財政政策的運用 ············································.206 子案例三 政府缺錢怎么辦？—貨幣政策的運用 ········································.211 子案例四 供給側(cè)結(jié)構(gòu)性改革—供給管理政策 ············································.216 綜合實訓：案例評析 ···························································································.219 學以致用：綜合練習 ···························································································.219 榮譽殿堂：宏觀經(jīng)濟學之父—約翰·梅納德·凱恩斯 ································.220 微閱讀：經(jīng)濟學發(fā)展新成就（十一） ·······························································.221 案例十二 開放經(jīng)濟，合作共贏—擴大經(jīng)貿(mào)“朋友圈” ···········································.222 案例導學 ··············································································································.222 素養(yǎng)目標 ··············································································································.223 學習目標 ··············································································································.223 思維導圖 ··············································································································.223 學習任務(wù) ··············································································································.223 子案例一 共建“一帶一路”知多少—開放經(jīng)濟及其決定因素 ·················.223 子案例二 錢會越來越“不值錢”—匯率的影響 ········································.225 子案例三 國際資本流動—開放經(jīng)濟的均衡 ················································.231 綜合實訓：案例評析 ···························································································.235 學以致用：綜合練習 ···························································································.236 榮譽殿堂：新經(jīng)濟地理學開創(chuàng)者—保羅·克魯格曼 ····································.236 微閱讀：經(jīng)濟學發(fā)展新成就（十二） ·······························································.236
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