From Abstract Model to Thinking Internalization: The Logical Reconstruction and Practical Approach of Microeconomic Curriculum Reform

As the basic core curriculum of economics and management majors, microeconomics has long faced triple difficulties of “model abstraction is difficult to understand, theory and reality are difficult to connect, and value shaping is difficult to integrate.” Based on the systematic investigation of the practice of teaching reform in many universities in recent years, this paper proposes that the curriculum reform of microeconomics should shift from the paradigm of “knowledge transmission” to the paradigm of “thinking internalization.” The core approach of the reform is to build a trinity teaching mode of “digital intelligent tool support, situational ideological and political integration, and ability-based evaluation.” Specifically, visual interaction technology is used to solve the problem of model abstraction, the logical chain of “theoretical analysis reality mapping value sublimation” is used to realize the organic integration of Ideological and political elements, and the assessment mechanism is reconstructed with the “344” ability-based evaluation system. This paper holds that the deep mission of microeconomic teaching reform is to help students complete the cognitive transition from “reciting economic conclusions” to “thinking like economists.”