Kilka uwag na temat unifikacji programów nauczania przedmiotów ilościowych wykładanych w uczelniach ekonomicznych

• Autorzy: Michał Kolupa

Warianty tytułu

Some Remarks on Unifying Teaching Programs of Quantitative Subjects Taught at Economic Universities

• Języki publikacji: PL

Abstrakty

Na początku moich rozważań podejmuję próbę określenia tego, co oznacza unifikacja. Unifikacja oznacza ujednolicenie programów, ale nigdy nie treści programowych, co wyjaśnię za chwilę. Metody ilościowe realizowane w uczelniach ekonomicznych obejmują obok triady - matematyka, statystyka, ekonometria - również inne przedmioty zmatematyzowane takie, jak np. ekonomia matematyczna, prognozowanie i symulacje oraz np. portfolio selection. Przedmioty zaliczane do wyżej wspomnianej triady są jednakże podstawowymi, co oznacza, iż sugestie dotyczące programów nauczania odnoszą się przede wszystkim do przedmiotów owej triady. (fragment tekstu)

EN

At the beginning of my considerations I will make an attempt to define what is meant by unification. Unification means unifying programs but never the contents of programs. I explain that in terms of an example of matrix definition. Each of quantitative subjects comprises both lectures and classes. I am not addressing the problem of dividing the number of hours into these which are meant for lectures and those which are devoted for classes. At this point I have the following suggestions. Suggestion 1: Not always what is done at lecture is reflected at the classes and the other way around. This means that some topics can be discussed only at the lecture and some only at the classes. The next suggestion is contained in the following sentence. Suggestion 2: Both at the lectures and at the classes it is important to take care of elementary presentation. Elementary does not mean washed out of intellectual values and due to this easy to get acquainted with by listeners. I remind that elementary is not synonymous to easy. I firmly stick to the elementary presentation of issues because the graduates of secondary schools not well up in mathematics have troubles with understanding this subject. Suggestion 3: We are to teach quantitative methods and not reckoning. Suggestion 4: What is important in statistics should also be reflected at statistics and econometrics classes. Suggestion 5: Similar problems should be served to students on all universities. This means that a sort of a data basis should be created and every year up-dated. The internet is very useful in this context and should be taken advantage of. Suggestion 6: I think so because this is the place where subjects belonging to the triad should be placed and to the use of which we should encourage students. This idea can be effectively supervised by the Committee of Statistics and Econometrics of the Polish Academy of Sciences. Each of these suggestions is illustrated with examples and discussed in details. (original abstract)

Słowa kluczowe

PL

Statystyka; Edukacja ekonomiczna; Program nauczania; Matematyka; Ekonometria

EN

Statistics; Economic education; Curriculum; Mathematics; Econometrics

• Czasopismo: Acta Universitatis Lodziensis. Folia Oeconomica
• Rocznik: 2007
• Tom: 205 Unifikacja programów nauczania przedmiotów ilościowych
• Strony: 205--210

Twórcy

autor

Michał Kolupa

• Wyższa Szkoła Społeczno-Ekonomiczna w Warszawie