Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 0102 Rory 课程名称： 0102 Rory

Topic: Introduction to Fiscal Policy and its relation to Aggregate Demand 主题： 财政政策简介及其与总需求的关系

Date: Current Date (Implied) 日期： 当前日期（推断）

Student: Rory 学生： Rory

Teaching Focus 教学重点

Reviewing macroeconomics objectives and introducing fiscal policy (Government Spending and Taxation) and its impact on Aggregate Demand (AD).

复习宏观经济目标，并介绍财政政策（政府支出和税收）及其对总需求（AD）的影响。

Teaching Objectives 教学目标

Review core macroeconomic objectives. 复习核心宏观经济目标。
Define and explain fiscal policy (Government Spending 'G' and Taxation 'T'). 定义和解释财政政策（政府支出'G'和税收'T'）。
Understand the relationship between fiscal policy components and Aggregate Demand (AD = C + I + G + X - M). 理解财政政策组成部分与总需求（AD = C + I + G + X - M）之间的关系。
Understand the concept of Price Level vs. Inflation derived from the AD diagram. 理解总需求图上价格水平与通货膨胀之间的关系。

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

Greetings and Catch-up: Greetings, checking on student's break/return to school schedule.

问候与近况交流： 问候，了解学生的假期情况和返校时间。

Topic Selection and Review of Macro Objectives: Student confirms discomfort with Theme 2 (Monetary/Fiscal Policy). Teacher reviews macro objectives (Economic Growth, Stable Inflation ~2%, Low Unemployment, Inequality/Stability).

主题选择和宏观目标回顾： 学生确认对主题2（货币/财政政策）不熟悉。教师复习宏观目标（经济增长、稳定通胀约2%、低失业率、公平性/稳定性）。

Introduction to Fiscal Policy (G & T): Defining fiscal policy as Government Spending (G) and Taxation (T). Discussion on G's direct impact on AD through the AD equation (AD=C+I+G+X-M).

财政政策介绍（G与T）： 定义财政政策为政府支出（G）和税收（T）。讨论G如何通过总需求方程（AD=C+I+G+X-M）直接影响AD。

Impact of Taxation and Price Level/Inflation Distinction: Discussion on how T affects Consumption (C) by altering disposable income. Introduction to the AD diagram, explaining that Y-axis Price Level is used to calculate Inflation (% change).

税收影响与价格水平/通胀区分： 讨论T如何通过改变可支配收入影响消费（C）。介绍总需求图，解释Y轴价格水平用于计算通货膨胀（百分比变化）。

Conclusion and Next Steps: Teacher summarizes the need to review fiscal policy components. Requests student to switch camera on for future interaction.

总结与后续步骤： 教师总结需要复习财政政策组成部分。要求学生在未来的课程中打开摄像头以便更好地互动。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Fiscal policy, Monetary policy, Supply side policies, Macro objectives, Economic growth, Inflation, Unemployment, Government spending (G), Taxation (T), Budget deficit/surplus, Aggregate Demand (AD), Consumption (C), Investment (I), Net Trade (X-M), Price Level, Disposable income, Multiplier effect, Capital controls, Depreciation.

词汇：
财政政策，货币政策，供给侧政策，宏观目标，经济增长，通货膨胀，失业率，政府支出（G），税收（T），预算赤字/盈余，总需求（AD），消费（C），投资（I），净贸易（X-M），价格水平，可支配收入，乘数效应，资本管制，贬值。

Concepts:
AD = C + I + G + (X-M); Relationship between Price Level and Inflation (Inflation = % Change in Price Level); Direct vs. Indirect effects of fiscal tools on AD components.

概念：
AD = C + I + G + (X-M)；价格水平与通货膨胀的关系（通货膨胀 = 价格水平的百分比变化）；财政工具对AD组成部分的直接与间接影响。

Skills Practiced:
Recalling and applying basic macroeconomic theory; defining economic terms; analytical reasoning regarding policy impacts.

练习技能：
回忆和应用基础宏观经济理论；定义经济术语；对政策影响进行分析推理。

Teaching Resources and Materials 教学资源与材料

Teacher's verbal explanations and scaffolding questions. 教师的口头解释和脚手架式提问。
Conceptual AD Diagram (Graphical illustration of AD shift and impact on Price Level/Output). 概念性总需求图（AD变动及其对价格水平/产出的影响的图形说明）。

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

Participation and Activeness 参与度和积极性

Student was generally responsive when prompted, showing ability to recall related concepts when guided (e.g., identifying G in the AD equation). 学生在被提问时反应总体积极，在引导下能回忆起相关概念（例如，在AD方程中识别G）。

Language Comprehension and Mastery 语言理解和掌握

Good initial grasp of fiscal policy definition (G & T) and basic impact of G on AD. Struggled slightly with the precise mathematical distinction between Price Level and Inflation. 对财政政策定义（G和T）和G对AD的基本影响有初步掌握。在价格水平和通货膨胀之间的精确数学区别上略有困难。

Language Output Ability 语言输出能力

Oral: 口语：

Student spoke clearly when responding, though responses were sometimes brief or required probing to elaborate on the 'why'. 学生回答时口齿清晰，但回答有时很简短，需要引导才能详细阐述“原因”。

Written: 书面：

N/A (Oral session)

不适用（口语课程）

Student's Strengths 学生的优势

Ability to connect abstract concepts to real-world consequences (e.g., high inflation leading to spending/moving assets overseas). 能够将抽象概念与现实后果联系起来（例如，高通胀导致人们消费/将资产转移到海外）。
Recalled key components of the AD equation when prompted. 被提示时能回忆起总需求方程的关键组成部分。

Areas for Improvement 需要改进的方面

Need to strengthen intuitive understanding of 'why' policies affect specific components of AD (C, I, G). 需要加强对政策影响AD特定组成部分（C, I, G）的直观理解。
Need to clearly differentiate between Price Level (on the diagram) and Inflation (the derived percentage change). 需要清晰区分价格水平（图表上）和通货膨胀（推导出的百分比变化）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher successfully transitioned from macro objectives to the core topic of fiscal policy, using student recall effectively. 教师成功地从宏观目标过渡到财政政策的核心主题，并有效地利用了学生的记忆。
The use of relatable examples (personal income tax, savings during high inflation) helped engagement. 使用贴近生活的例子（个人所得税、高通胀期间的储蓄）有助于提高参与度。

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

The pace was appropriate for introducing complex topics, though the discussion on inflation/savings was quite detailed, which might have slowed the introduction of taxation's impact. 节奏适合引入复杂主题，但关于通胀/储蓄的讨论非常详细，这可能减慢了税收影响的介绍速度。

Classroom Interaction and Atmosphere 课堂互动和氛围

Interactive and inquisitive, though occasionally the student seemed hesitant to volunteer answers until prompted.

互动性强，充满探究精神，尽管学生在被提问前有时显得不愿主动回答。

Achievement of Teaching Objectives 教学目标的达成

Macro objectives were reviewed successfully. Fiscal policy definition was established. The impact of G on AD was explained, but the full impact of T on C and I requires reinforcement. 宏观目标复习成功。财政政策定义已建立。G对AD的影响已解释，但T对C和I的全部影响需要加强。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Effective scaffolding using analogies (Fizzy G&T) to remember concepts. 使用类比（Fizzy G&T）来帮助记忆概念的有效支架作用。
Thorough exploration of the consequences of high inflation (asset protection, capital flight), linking abstract theory to practical behavior. 深入探讨了高通货膨胀的后果（资产保值、资本外逃），将抽象理论与实际行为联系起来。

Effective Methods: 有效方法：

Systematically relating policy tools (G and T) back to the Aggregate Demand equation components (C, I, G). 系统地将政策工具（G和T）与总需求方程的组成部分（C、I、G）联系起来。
Clearly distinguishing between price level on the graph and inflation as a derived percentage change. 清晰地区分图表上的价格水平和作为推导出的百分比变化的通货膨胀。

Positive Feedback: 正面反馈：

Teacher managed the student's engagement well by gently pushing for deeper reasoning. 教师通过温和地敦促学生进行更深层次的推理，有效地管理了学生的参与度。

Next Teaching Focus 下一步教学重点

Deep dive into Taxation (T) and its specific impacts on C and I. 深入研究税收（T）及其对C和I的具体影响。
Introduction to Monetary Policy (Central Bank actions, Interest Rates). 介绍货币政策（中央银行行为、利率）。

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

Macroeconomic Theory Application: 宏观经济理论应用：

For next class, please review the components of AD (C, I, G, X-M) and mentally link them to their fiscal policy drivers (Taxation primarily affects C and I; G is G itself). 为下节课做准备，请复习AD的组成部分（C、I、G、X-M），并在脑海中将它们与财政政策驱动因素联系起来（税收主要影响C和I；G就是G本身）。
Practice calculating inflation rate directly from two given price levels (e.g., from 100 to 105, inflation is 5%). 练习直接从两个给定的价格水平计算通货膨胀率（例如，从100到105，通货膨胀率为5%）。

Classroom Interaction: 课堂互动：

Please switch your camera on for the next session. This will greatly help the teacher gauge understanding through facial expressions and improve overall interaction efficiency. 请在下次课时打开摄像头。这将极大地帮助老师通过面部表情来判断理解程度，并提高整体互动效率。

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

Review notes on Macroeconomic Objectives and the AD equation. 复习宏观经济目标和总需求方程的笔记。
Read ahead briefly on the definitions of expansionary vs. deflationary fiscal policy. 预习关于扩张性财政政策与紧缩性财政政策的定义。