Exploration and practice of optimizing econometrics teaching through the “Dual-Method” approach empowered by digital intelligence: A case study of R language
数智赋能下“双法”优化计量经济学教学的探索与实践——以R语言为例

摘要

计量经济学是经济管理类专业的核心课程，涉及经济学、数学、统计学等多学科知识，教学难度较大。当前，经济管理数据量迅猛增长，新的计量技术手段不断出现，计量软件更新迭代，网络学习资源层出不穷，人工智能也开始进入教学过程，学生的学习环境已发生很大变化。本文结合R语言，引入模糊教学法与研究型教学法（简称“双法”），探讨如何帮助学生形成系统化的计量经济学学习方法：用模糊教学法，通过趣味性教学让学生先建立计量经济分析的整体观；用研究型教学法，通过模仿实践和自主探究让学生走完一个规范的实证过程。同时以知识图谱、AI助教和混合式平台为支撑，搭建数字化的教学环境。从省级一流本科课程的建设情况看，“双法”结合能够缓解学生对数理内容的畏难情绪，提高课程目标的达成度，增强学生用数据做实证分析的能力，为普通高校的计量经济学教学改革提供一条可操作的路径。

Abstract

Econometrics is a core course for economics and management majors, involving multidisciplinary knowledge from economics, mathematics, and statistics, which makes it inherently difficult to teach. At present, the volume of economic and management data is growing rapidly, new econometric techniques are constantly emerging, econometric software is being continuously updated, online learning resources are proliferating, and artificial intelligence has begun to enter the teaching process—all of which have brought significant changes to students’ learning environment. Combining these developments with R language, this paper introduces the Fuzzy Teaching Method and the Research-Oriented Teaching Method (referred to as the “Dual-Method” approach) to explore how to help students form a systematic approach to learning econometrics: the Fuzzy Teaching Method helps students first establish a holistic understanding of econometric analysis through engaging and interest-driven instruction, while the Research-Oriented Teaching Method guides students through a standardized empirical research process via imitative practice and independent inquiry. At the same time, a digital teaching environment is constructed with the support of knowledge graphs, AI teaching assistants, and a blended learning platform. Based on the construction and implementation of a provincial first-class undergraduate course, the results show that the integration of the “Dual-Method” approach can alleviate students’ apprehension toward mathematical and statistical content, improve the attainment of course objectives, and enhance students’ ability to conduct empirical analysis using data—thereby providing a feasible and operable pathway for the reform of econometrics teaching in general universities.