Bridging British Education Virtual Academy 伦桥国际教育

Review of Globalization and Trade Risks 全球化与贸易风险回顾

1. Course Basic Information 1. 课程基本信息

Course Name: A-level Economics 课程名称： A-Level 经济学

Topic: Globalization, Protectionism, and WTO 主题： 全球化、保护主义与WTO

Date: December 12th 日期： 12月12日

Student: Rory 学生： Rory

Teaching Focus 教学重点

Reviewing globalization effects, comparative advantage shift, threats to globalization (nationalism, protectionism), and the role of the WTO, linking to current economic theories like the Lewis model.

回顾全球化的影响、比较优势的转变、全球化的威胁（民族主义、保护主义）以及WTO的作用，并与刘易斯模型等经济理论联系起来。

Teaching Objectives 教学目标

Review and solidify understanding of the causes and effects of globalization. 复习和巩固对全球化成因和影响的理解。
Discuss the shift in China's comparative advantage. 讨论中国比较优势的转变。
Analyze the threats to globalization, including protectionism (tariffs) and nationalism (Brexit). 分析全球化的威胁，包括保护主义（关税）和民族主义（英国脱欧）。
Introduce and relate the Lewis model to historical and modern labor migration patterns. 介绍并关联刘易斯模型与历史和现代的劳动力迁移模式。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Warm-up and Topic Confirmation: Greeting and confirming the current school topic: Globalization, trade, and the WTO.

热身与主题确认： 问候并确认学校当前的主题：全球化、贸易和WTO。

Globalization in Practice and Opportunity Cost: Teacher uses personal context (nationality, teaching online) to illustrate globalization, linking it to opportunity cost for the teacher's time.

全球化实践与机会成本： 老师利用个人背景（国籍、在线教学）来说明全球化，并将其与教师时间的机会成本联系起来。

E-commerce and Comparative Advantage Shift: Discussing the rise of direct-to-consumer platforms (like Shein/Temu) and the shift in China's comparative advantage away from cheap labor.

电子商务与比较优势转变： 讨论直接面向消费者的平台（如Shein/Temu）的兴起，以及中国比较优势从廉价劳动力向高端的转变。

The Lewis Model and Labor Migration: Detailed discussion on the Lewis model: rural-to-urban migration in China, its effect on suppressing wages, and the implications of this labor pool drying up.

刘易斯模型与劳动力迁移： 详细讨论刘易斯模型：中国从农村到城市的迁移，这对工资的抑制作用，以及这个劳动力池枯竭的影响。

Threats to Globalization: Protectionism (Trump) and Nationalism (Brexit): Analyzing Trump's motivation for tariffs (political vs. economic) and discussing Brexit reasons: immigration impact on labor supply and common external tariffs (EU Customs Union).

全球化威胁：保护主义（特朗普）与民族主义（英国脱欧）： 分析特朗普实施关税的动机（政治 vs. 经济），并讨论英国脱欧的原因：移民对劳动力供给的影响和共同对外关税（欧盟关税同盟）。

WTO and Structural Unemployment: Briefly defining the WTO (Geneva-based regulator) and linking manufacturing relocation to structural unemployment, touching upon the AI threat.

WTO与结构性失业： 简要定义WTO（日内瓦为基地）并讨论制造业转移与结构性失业的联系，触及人工智能的威胁。

Wrap-up, UCAS, and Homework: Checking UCAS application status, recommending revision over the Christmas break, and concluding the session.

总结、UCAS申请与作业布置： 检查UCAS申请状态，建议圣诞假期进行复习，并结束课程。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Globalization, Comparative Advantage, WTO (World Trade Organization), Lewis Model, Protectionism, Tariff, Nationalist Movements, Supply Chain, Structural Unemployment, Frictional Unemployment, Customs Union, Common External Tariff, Welfare System, UCAS.

词汇：
全球化, 比较优势, 世界贸易组织 (WTO), 刘易斯模型, 保护主义, 关税, 民族主义运动, 供应链, 结构性失业, 摩擦性失业, 关税同盟, 共同对外关税, 福利系统, UCAS（大学和学院招生服务）。

Concepts:
Opportunity Cost, Shift in Comparative Advantage (from labor-intensive to technology/capital-intensive), Rural-to-Urban Migration Dynamics, Economic vs. Political Drivers of Protectionism, Impact of Immigration on Labor Supply, Regulatory Power of the EU vs. National Sovereignty.

概念：
机会成本, 比较优势的转变（从劳动密集型转向技术/资本密集型）, 城乡迁移动态, 保护主义的经济驱动因素与政治驱动因素, 移民对劳动力供给的影响, 欧盟的监管权与国家主权。

Skills Practiced:
Economic concept recall (Lewis Model, structural unemployment), application of theory to current events (Brexit, US politics), critical analysis of trade policies, discussion and explanation.

练习技能：
经济学概念回忆（刘易斯模型、结构性失业）, 理论在时事中的应用（英国脱欧、美国政治）, 贸易政策的批判性分析, 讨论和解释。

Teaching Resources and Materials 教学资源与材料

Teacher's contextual examples (Personal nationality, teaching setup). 教师的背景案例（个人国籍、教学设置）。
Reference to A-Level syllabus topics (Lewis Model, WTO). 提及A-Level课程主题（刘易斯模型、WTO）。
Visual aid (Drawing a square to explain the EU Customs Union structure). 视觉辅助工具（画一个方块解释欧盟关税同盟结构）。

3. Student Performance Assessment (Rory) 3. 学生表现评估 (Rory)

Participation and Activeness 参与度和积极性

Student engaged actively, providing relevant examples for concepts like Trump's tariffs and Brexit causes. 学生积极参与，为特朗普关税和英国脱欧原因等概念提供了相关的例子。
Student demonstrated effort in recalling specific economic terms (e.g., structural unemployment) from prior learning. 学生努力回忆了先前学过的特定经济术语（例如，结构性失业）。

Language Comprehension and Mastery 语言理解和掌握

Good initial understanding of globalization effects. Struggled slightly with the precise definition of the WTO initially, but grasped the concept of a regulatory body. 对全球化影响有良好的初步理解。最初对WTO的确切定义略有挣扎，但把握了监管机构的概念。
Successfully followed the complex logic of the Lewis Model application and the connection between increased labor supply and wage depression. 成功理解了刘易斯模型应用的复杂逻辑以及劳动力供给增加与工资下降之间的联系。

Language Output Ability 语言输出能力

Oral: 口语：

Fluency is generally good, especially when discussing familiar topics or reacting to the teacher's prompts. 流利度总体良好，尤其是在讨论熟悉的话题或回应老师的引导时。
Occasionally hesitated when asked for precise definitions (e.g., WTO), suggesting a need to consolidate factual knowledge. 在被要求提供精确定义时偶尔会犹豫（例如，WTO），表明需要巩固事实知识。

Written: 书面：

N/A (Lesson was purely oral discussion.)

不适用（课程纯为口头讨论。）

Student's Strengths 学生的优势

Strong ability to connect economic theory to real-world political and social phenomena (Brexit, US politics). 能够将经济理论与现实世界的政治和社会现象（英国脱欧、美国政治）联系起来的强大能力。
Good recall of foundational concepts when prompted (e.g., structural unemployment). 在被提示时，对基础概念（如结构性失业）有良好的回忆。
Shows critical thinking regarding the motivations behind economic policies. 表现出对经济政策背后动机的批判性思维。

Areas for Improvement 需要改进的方面

Needs to solidify definitions and functions of specific international organizations like the WTO. 需要巩固像WTO这样的特定国际组织的定义和职能。
Could benefit from more structured note-taking or review outside of class to prepare for specific definitions. 可以在课外进行更有条理的笔记记录或复习，以便准备特定的定义。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

High effectiveness in using topical, engaging examples (Trump, Brexit, China's development) to explain abstract economic concepts. 非常有效地利用时事热点（特朗普、英国脱欧、中国发展）来解释抽象的经济概念。
The teacher managed the Socratic dialogue well, guiding the student towards deeper understanding, especially on the Lewis model. 老师很好地引导了苏格拉底式的对话，引导学生深入理解，尤其是在刘易斯模型上。

Teaching Pace and Time Management 教学节奏和时间管理

Pace was appropriately adjusted based on student engagement; accelerated through well-understood areas and slowed down for complex models (Lewis Model). 根据学生的参与度适当调整了节奏；在理解良好的领域加速，在复杂的模型（刘易斯模型）上放慢了速度。
The length of complex segments (like Brexit causes) was well-managed to maintain student focus. 复杂部分的长度（如英国脱欧原因）得到了很好的管理，以保持学生的注意力。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, challenging, and intellectually stimulating, with a relaxed conversational tone despite the complexity of the economic topics.

引人入胜、富有挑战性且具有智力刺激性，尽管经济主题复杂，但语气轻松随意。

Achievement of Teaching Objectives 教学目标的达成

Most objectives were met, with a strong review of globalization consequences and threats. 大部分目标已达成，对全球化的后果和威胁进行了扎实的复习。
The connection to the Lewis Model was successfully established, linking macro trends to micro labor dynamics. 成功建立了与刘易斯模型的联系，将宏观趋势与微观劳动力动态联系起来。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Excellent ability to contextualize theory with contemporary global events. 能够将理论与当代全球事件相结合的卓越能力。
Effective use of personal anecdotes to explain global interconnectedness. 有效地利用个人轶事来解释全球互联性。

Effective Methods: 有效方法：

Socratic questioning to elicit student knowledge and deepen analysis (e.g., asking 'Why does Trump care?'). 苏格拉底式提问，以引出学生的知识并深化分析（例如，问“特朗普为什么在乎？”）。
Using visual aids briefly to clarify complex structural concepts (EU diagram). 简要使用视觉辅助工具来阐明复杂的结构概念（欧盟图表）。

Positive Feedback: 正面反馈：

The teacher praised the student's recognition of structural unemployment from previous study. 老师赞扬了学生对先前学习中结构性失业的认识。
The teacher acknowledged the student's examples regarding immigration and Brexit were relevant. 老师肯定了学生关于移民和英国脱欧的例子是相关的。

Next Teaching Focus 下一步教学重点

Solidify understanding of the World Trade Organization (WTO) structure and rules, potentially contrasting it further with the EU. 巩固对世界贸易组织（WTO）的结构和规则的理解，可能进一步将其与欧盟进行对比。
Review the concepts linking protectionism, trade wars, and their impact on economic welfare. 复习连接保护主义、贸易战及其对经济福利影响的概念。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Knowledge Consolidation: 知识巩固：

Review the exact mandate and location of the WTO to ensure factual accuracy for exams. 复习WTO的确切职权和地点，以确保考试事实准确性。
Create flashcards for key institutional acronyms (WTO, EU) and models (Lewis Model) for quick recall. 制作关键机构首字母缩写（WTO、EU）和模型（刘易斯模型）的抽认卡以便快速回忆。

Speaking & Communication: 口语与交流：

Practice articulating definitions clearly and concisely when first asked, minimizing reliance on examples to define terms. 练习在被问到时清晰、简洁地阐述定义，尽量减少对举例来定义术语的依赖。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Revise the 'Globalization' chapter over the Christmas break, focusing on theory review. 利用圣诞假期复习“全球化”章节，重点关注理论复习。
Look for contemporary articles discussing the recent slowdown or 'de-globalization' trends to prepare for advanced discussions. 寻找关于近期放缓或“去全球化”趋势的当代文章，为进阶讨论做准备。