财政学戴罗仙第三版课后题答案

面向21世纪课程教材普通高等教育“十一五”国家级规划教材高等学校经济学类、工商管理类核心课程教材《财政学》课后思考题及答案（第三版）储敏伟杨君昌主编高等教育出版社HIGHER EDUCATION PRESS目录第一章导论：什么是财政学 (1)一、名词解释 (1)二、问答题 (1)第二章财政依据与财政职能 (3)一、名词解释 (3)二、问答题 (4)第三章财政目标与公共选择 (5)一、名词解释 (5)二、问答题 (6)第四章财政支出概述 (7)一、名词解释 (7)二、问答题 (7)第五章财政购买性支出（上） (9)一、名词解释 (9)二、问答题 (9)第六章财政购买性支出（下） (11)一、名词解释 (11)二、问答题 (12)第七章财政转移性支出 (14)一、名词解释 (14)二、简答题 (14)第八章财政收入概述 (17)一、名词解释 (17)二、简答题 (17)第九章税收原理 (20)一、名词解释 (20)二、问答题 (22)第十章商品课税制度 (28)一、名词解释 (28)二、问答题 (28)第十一章所得课税 (31)一、名词解释 (31)二、问答题 (32)第十二章财产税和其他税种 (37)一、名词解释 (37)二、问答题 (37)第十三章公债理论 (41)一、名词解释 (41)二、问答题 (41)第十四章政府预算与执行（上） (45)一、名词解释 (45)二、问答题 (45)第十五章政府预算与执行（下） (48)一、名词解释 (48)二、问答题 (48)第十六章财政政策分析（上） (50)一、名词解释 (50)二、问答题 (51)第十七章财政政策分析（下） (53)一、名词解释 (53)二、问答题 (54)第十八章政府间财政关系 (56)一、名词解释 (56)二、问答题 (57)第十九章开放经济下的国际财政关系 (63)一、名词解释 (63)二、问答题 (63)第二十章国际税收关系及其处理 (66)一、名词解释 (66)二、问答题 (66)第一章导论：什么是财政学一、名词解释经济学：经济学是这样的一门学问：它研究人们如何借助于经济制度，最大限度地利用稀缺的资源来最好地达到配置效率与分配公平两大经济目标。

参考答案第一篇财政篇第一章一、选择题1. ABC2. ABCD3. ABC4. B5. CE6. B二、判断题1. ×2. √3. ×4. ×注：其他类型题答案略去，请参见教材。

第二章一、选择题1. C2. D3. A4. D5. B6. C7. C8. B9. D 10. A11. A CE 12. BE 13. BD 14. BCE 15. A BD二、判断题1.×2.×3.×4. √5.×6. √7.×8. √9. √ 10.×注：其他类型题答案略去，请参见教材。

第三章一、选择题1. B2. BD3. AD4. ABCD5. AB6. A二、判断题1. ×2. √3. ×4. √5. ×注：其他类型题答案略去，请参见教材。

第四章一、选择题1. ABC2. ADE3. A4. C5. B6. C7. C8. D9. ABC 10. B二、判断题1. ×2. ×3. ×4. √5. ×注：其他类型题答案略去，请参见教材。

第五章一、选择题1. C2. A3. B4. A5. D6. ABCDE7. ABCD8. AB9. ABC 10. A B二、判断题1. √2. √3. √4. ×5. √注：其他类型题答案略去，请参见教材。

第六章一、选择题1. ABC2. A BCD3. ABC4. A C5. BD6. BC二、判断题1. ×2. ×3. √4. ×5. √6. ×7. ×8. ×注：其他类型题答案略去，请参见教材。

第二篇税收篇第七章一、选择题1. AD2. ACD3. ABC4. A5. C二、判断题1. ×2. √3. ×4. ×注：其他类型题答案略去，请参见教材。

《财政学》练习题及参考答案一、选择题1.一些人享用公共物品带来的利益而不能排除其他一些人同时从公共物品中获得利益，是（ C ）A. 竞争性B. 排他性C. 非竞争性D. 非排他性2.公共支出结构中，购买性支出占较大比重，说明政府注重履行（ B ）A. 调节收入分配的职能B. 资源配置的职能C. 促进经济稳定发展的职能D. 保证社会安定3.文教科卫支出属于一种（ A ）A. 社会消费性支出B. 积累性支出C. 转移性支出D. 生产性支出4.社会保障制度的核心是（ B ）A. 社会救济B. 社会保险C. 社会福利D. 社会优抚5.在税收要素中，体现纳税人负担轻重的最主要要素是（ A ）A. 税率B. 附加和加成C. 起征点D. 减免税6.在下列税种中税负不易转嫁的税种是（ B ）A. 增值税B. 公司所得税C. 消费税D. 营业税7.消费税的征收环节是（ A ）A. 生产环节B. 流通环节C. 交换环节D. 消费环节8.个人所得税的税率采用了（ B ）A. 比例税率和全额累进税率B. 比例税率和超额累进税率C. 比例税率和超率累进税率D. 超额累进税率和定额税率9.我国预算收支起止的有效期限是（A ）A. 1月1日—12月31日B. 当年7月1日—次年6月30日C. 当年4月1日—次年3月31日D. 当年10月1日—次年9月30日10.汲水政策是汉森的财政政策理论，这种政策的载体是（B ）A. 公共税收B. 公共投资C. 国债D. 补贴11.下述不属于财政学实证分析范畴的问题是（ A ）A. 我国税收的累进度应该多大？B. 某项公共支出的主要受益者是哪些群体？C. 降低关税之后我国进出口结构会出现怎样的变化？D. 发行一定规模的国债能在多大程度上拉动经济？12.社会主义市场经济体制下财政的职能包括（ C ）A. 筹集资金，供给资金，调节经济B. 资源配置，调节经济，发展经济C. 资源配置，收入再分配，经济稳定D. 收入分配，稳定经济，发展经济13.公共卫生的资金筹集主要解决者是（ A ）A. 财政拨款B. 个人付费C. 商业保险D. 银行贷款14.社会救济属于（ B ）A. 购买性支出B. 转移性支出C. 积累性支出D. 生产性支出15.目前，我国财政收入的最主要形式是（）A. 税收收入B. 企业收入C. 债务收入D. 事业收入16.国家以社会管理者身份参与企业分配的形式是（ A ）A. 税收B. 国债C. 利润上缴D. 股息或红利17.供给弹性大，需求弹性小的商品（ A ）A. 易转嫁B. 不易转嫁C. 不确定D. 和税负转嫁无关18.假定某纳税人的所得额为3500元，按全额累进税率征税，根据规定，所得额在1000元以下者，税率为10%，所得额在1001元至4500元者，税率为20%。

财政学课后练习题及答案(doc 29页)第一章财政学导论第一部分单项选择题1、下述（）研究课题反映了财政学的特点。

A、国民经济中货币与产品之间的关系及其对经济的影响B、国民经济中各产业部门之间的相互关系及其对经济的影响C、国民经济中各地区之间的相互关系及其对经济的影响D、国民经济中公共部门与私人部门之间的相互关系及其对经济的影响2、如果学校是政府办的，但办学的成本全部通过向学生收费来补偿，在这种情况下，教育在提供方式和生产方式上采取了下述哪种组合?( )A、公共提供，公共生产B、公共提供，私人生产C、市场提供，公共生产D、市场提供，私人生产3、下述（）问题不属于财政学实证分析范畴。

A、我国税收的累进度应该多大？B、某项公共支出的主要受益者是哪些群体？3、公共部门与私人部门有哪些区别？政府部门与公共企业部门有哪些区别？4、政府取得收入有哪些方式？这些方式各自有什么特性？5、公共提供与公共生产有何联系？有何区别？参考答案：第一部分单项选择题1、D2、 C3、 A4、 C5、 D第二部分多项选择题1、A、B2、A、D3、A、B、C、D4、A、C5、B、C第四部分名词解释1、财政学：财政学是研究政府经济行为的学科。

它研究政府行为对经济产生的影响，政府适当的职能范围和方式以及政府的决策过程。

2、公共部门经济学：财政学的另一个称呼，解释同财政学。

3、实证分析：以确认事实，弄清因果关系为主题的研究分析。

它要回答的问题“是什么”、“会怎样”以及“为什么”。

实证分析可以分为理论实证分析和经验实证分析。

4、规范分析：以确定评价标准，分清是非和优劣程度为主题的研究分析，它回答的问题是“该怎样”。

规范分析涉及价值判断和伦理观念。

5、公共部门：是政府组织体系的总称。

所有属于政府所有，使用公共财产和公共资金，在一定程度上贯彻和执行政府意图的实体（机关、事业和企业单位）都属于公共部门。

6、政府部门：是指公共部门中不从事产品或服务的生产和销售，主要依靠税收取得收入，免费或部分免费地为社会提供产品或服务的那个子部门。

o r t h P u b l i s h e r s , B C S ,D o N o t D u p l i c a t eSolutions and ActivitiesforCHAPTER 3EMPIRICAL TOOLS OF PUBLIC FINANCE Questions and Problems1. Suppose you are running a randomized experiment and you randomly assign study participants into control and treatment groups. After making the assignments, you study the characteristics of the two groups and find that the treatment group has a lower average age than the control group. How could this arise?Random draws do not guarantee that the average of all demographic and other variables will be exactly the same for groups, although if the size of the groups is large, they should converge to the same value. One reason the average ages might differ in this experiment is that the samples are too small. Imagine tossing a coin 10 times. You would expect to get ap-proximately 5 heads and 5 tails, but you would not assume that your coin was biased if you instead got 6 or 7 heads. However, if you tossed the coin a very large number of times and got heads in 60% or 70% of the tosses, you would tend to conclude that the coin was biased.The law of large numbers says that the more times a fair coin is tossed, the closer the per-centage of heads will tend to be toward 50%. Similarly with the groups from the randomized experiment: it is possible for the average age of the treatment and control groups to be quite different if the sample size is small, but as the sample size gets larger, these differences should disappear.2. Why is a randomized trial the “gold standard” for solving the identification problem?If participant assignment to the treatment group and the control group is truly random and the groups are large enough, it is statistically unlikely that membership in one group or the other will be biased in a way that is related to the question being studied. On average, the two groups will have the same characteristics. This would not be true if subjects were al-lowed to choose their own groups, because people with certain traits in common may be more or less likely to select a given group.3. What do we mean when we say that correlation does not imply causality? What are some of the ways in which an empirical analyst attempts to disentangle the two?Correlation merely means that two events tend to occur together; causality means that one event causes the other. Correlation can occur when a third event causes both of the other events. For example, ice cream consumption and air-conditioning use tend to happen to-gether. They are correlated, but their relationship is not causal. A third event, hot weather,causes the other two events. The point of much empirical work is to control for possible variables that might cause other events (that are not causally related) to occur together. Randomized trials, regression analysis of data that include control variables, and quasi-experiments are all ways to investigate causal relationships by controlling for other possible mechanisms that might influence the variables of interest.o r t h P u b l i s h e r s , B C S , D o N o t D u p l i c a t e4. A researcher conducted a cross-sectional analysis of children and found that average test performance of children with divorced parents was lower than average test per-formance of children of intact families. This researcher then concluded that divorce is bad for children’s test outcomes. What is wrong with this analysis?This is a clear example of using correlation to infer causality. Perhaps the causality is re-versed: it could be that parents of children who perform poorly on tests feel stressed, which leads to higher divorce rates, or a third variable might explain both events: perhaps residence in a close-knit community both enhances scholastic performance and deters divorce. In ei-ther case, we would observe lower scores among children with divorced parents, but in nei-ther case would the divorced parents be the cause of the lower scores. In assessing the results of any study, researchers should consider all possible explanations for what was ob-served and then control for alternative explanations.5. A study in the Annals of Improbable Research once reported that counties with large numbers of mobile home parks had higher rates of tornadoes than did other counties.The authors conclude that mobile home parks cause tornado occurrences. What is an alternative explanation for this fact?This conclusion illustrates another obvious confusion of correlation with causation. Per-haps tornadoes are more frequently reported for neighborhoods with mobile home parks be-cause even a very small tornado will damage a mobile home, but tornadoes may not do damage (and thus go unreported) in a neighborhood with masonry or wood homes (the Three Little Pigs theory). Perhaps people who have more resources are better able to choose safer locations to live in, leaving “tornado alley” neighborhoods to mobile home residents. Torna-does occur much more frequently in some parts of the country than in others; perhaps these areas also have a higher share of mobile home parks.6. What are some of the concerns with conducting randomized trials? How can quasi-experiments potentially help here?Randomized trials are expensive: the validity of each study relies on the law of large numbers, and the greater the number of participants needed, the more expensive the data. It may be possible to run trials only by recruiting voluntary participants for them. If the people who respond to recruiting efforts differ in some way from the rest of the population, the results of the experiments may be unrepresentative of effects on the population at large. Attrition can also pose problems. It may be impossible to pre-vent some participants in a study from leaving town or otherwise ceasing to participate.If this attrition is nonrandom, it can undermine the initial randomization of the experi-ment and lead to biased results. Human subject approval is required to subject people to experimental practices, since subjecting individuals to intrusive or dangerous proce-dures can raise serious ethical concerns. Quasi-experiments allow researchers to take advantage of naturally occurring changes. For example, tax laws change periodically.Researchers can observe behavior before and after a tax-law change to investigate its effects. In some instances, where every taxpayer in a jurisdiction is affected by a change, there are sufficient numbers of participants to create a valid experimental pool.And there is no need to divide the participants into control and treatment groups be-cause the date of the change divides the sample. Similarly, some changes in laws affect one group of people but not another group; thus, the legal distinction may create a control (unaffected) group and a treatment (affected) group.7. You are hired by the government to evaluate the impact of a policy change that affectsone group of individuals but not another. Suppose that before the policy change,members of a group affected by the policy averaged $17,000 in earnings and mem-bers of a group unaffected by the policy averaged $16,400. After the policy change,o rt h P u b l i s h e r s , B C S , D o N o t D u p l i c a t emembers of the affected group averaged $18,200 in earnings while members of the unaffected group averaged $17,700 in earnings.a. How can you estimate the impact of the policy change? What is the name for this type of estimation?The question here is one of differences in changes: both groups experienced a change in earnings, but it is not immediately obvious whether either group experienced a bigger change. The appropriate approach to estimate the impact on each group is called a differ-ence-in-differences approach.Treatment group difference: $18,200 – $17,000 = $1,200Control group difference: $17,700 – $16,400 = $1,300Thus, we estimate that the impact of the policy change was to lower earnings by $100.b. What are the assumptions you have to make for this to be a valid estimate of the impact of the policy change?The essential assumption you have to make is that trends in earnings would have been the same for the two groups had there been no policy change. If, for some reason, one group would have experienced larger income growth than the other in the absence of the policy change, then the difference in difference estimate will be biased.8. Consider the example presented in the appendix to this chapter. Which coefficient es-timates would be considered “statistically significant” or distinct from zero?There are two ways to determine at a glance whether a coefficient is statistically distinct from zero. The first way is to consider whether zero falls in the range bounded by two standard errors less than the estimate and two standard errors greater than the estimate. The second way is to divide the coefficient estimate by the standard error. If the quotient is approximately two or greater, the estimate can be considered statistically significant. By these standards, the estimated coefficient for the indicator, or dummy, variable “Black” is not distinct from zero; neither are the estimated coefficients for living in a central city, another urban area, or a rural area. All of the other variables pass this test of statistical significance: White, High School Dropout, High School Graduate, Some College, Age, TANF, and the constant term.9. A researcher wants to investigate the effects of education spending on housing prices, but she only has cross-sectional data. When she performs her regression analysis, she controls for average January and July temperatures. Why is she doing this? What other variables would you control for, and why?This researcher has access to very limited data and would like to control for the charac-teristics of the location of the housing stock. Housing prices reflect, among other things, the desirability of house location, and the researcher thinks that climate must affect desirability.She is unable to use historical prices to look at changes in price for a single location over time because she has only cross-sectional data, so she must use the data she has to control for systematic differences. Examples of other variables she could include are: local unem-ployment rates, average population age, number of school-age children, etc.10. It is commonly taught in introductory microeconomics courses that minimum wages cause unemployment. The federally mandated minimum wage is $7.25, but approxi-mately 12 states have higher state-mandated minimum wages. Why can’t you test the “minimum wages cause unemployment” theory by simply comparing unemployment rates across states with different minimum wages? Can you think of a better way to test it?The problem with this test is that all states are not the same. Different states have popu-lations with different characteristics and different preferences. Some of these characteristicso r t h P u b l i s h e r s , B C S , D o N o t D u p l i c a t emay be related to both the choice of the state-level minimum wage and the unemployment level. For example, consider states with a large number of people who have taken an eco-nomics course. People in these states may be inclined to favor low minimum wages (based on what they were taught in their introductory micro class) and also may find it very easy to get a job (they have studied economics, after all!). This would lead us to observe a relation-ship between unemployment rates and minimum wages across states even without any of the direct causation suggested by economic theory.A better way to test this would be to look at how unemployment rates changed after a new minimum wage law was passed in one state compared with the change in unemploy-ment rates in a nearby state that did not change its law. This is the approach taken, for exam-ple, in Card and Krueger (1994).Advanced Questions11. Suppose that your friend Oscar has collected data and determined that towns with newly constructed high schools tend to have higher SAT scores than other towns. He tells you that he has proved that new high schools cause higher SAT scores. When you object that “correlation does not imply causation,” he is ready with more data. He shows you convincing evidence that SAT scores tend to increase shortly after towns build new high schools, but that there is no tendency for new high schools to be built in towns that have recently seen large increases in SAT scores. Is this enough evi-dence to prove that new high schools cause higher SAT scores, or can you think of an alternative explanation for Oscar’s data?The timing evidence is certainly more convincing than simple correlations—and it strongly suggests that SAT scores do not cause new schools to be built. However, there are alternative explanations to the conclusion that new schools cause higher SAT scores. For ex-ample, consider a town that has recently experienced a wave of “yuppification”—a number of young, well-educated couples have recently moved to what was traditionally a more blue-collar town. As these new couples have children who begin to approach high school age,they may vote to raise taxes to build a new school for their children. Their children—the children of well educated parents—are likely to do well on their SATs. This story would thus lead to the pattern Oscar found in these towns: a new high school gets built shortly before the children of better-educated parents begin to take their SATs. But in this story, the new school does not cause better SAT scores.12. Researchers often use panel data (multiple observations over time of the same peo-ple) to conduct regression analysis. With these data, researchers are able to compare the same person over time in order to assess the impacts of policies on individual be-havior. How could this provide an improvement over cross-sectional regression analysis of the type described in the text?Panel data sets allow researchers to control for attributes of a person that do not change over time. For example, it is particularly hard to obtain data about attitudes, preferences for leisure, familial or cultural values, and the like, but these traits are likely to be fairly stable in adults. Therefore a researcher can control for these unobservable, or unmeasurable, influ-ences on behavior by using panel data. In effect, the researcher can hold the person’s under-lying preferences and attitudes constant while observing their responses to policy over time.13. Suppose that your state announced that it would provide free tuition to high-achieving students graduating from high school starting in 2009. You decide to see whether this new program induces families with high-achieving children graduating in 2009 or later to purchase new cars. To test your findings, you use a “falsificationo r t hP ul i s h e r s , Bo N o t D u p l i c a t eexercise”: you observe the new-car-purchasing behavior of families with children graduating in 2008. Why is this a useful exercise?Suppose that you had found large increases in new-car purchases amongst students grad-uating high school starting in 2009. While it is suggestive, this does not necessarily imply that the increases in new-car purchases are a result of the new program. There may be other reasons for increased new-car purchases that happened to occur at the same time—for exam-ple, a price war amongst car manufacturers. The “falsification exercise” can help to rule out many of these other explanations. For example, if the falsification exercise “works,” you will not observe any change in the new-car purchases by families of 2008 graduates. This helps to rule out things like “price wars” that would affect families of 2008 graduates as well as families of 2009 graduates. It therefore makes you more confident that the increase in new-car purchases was a result of the policy, not of something else. Conversely, if the falsifica-tion exercise “fails” and you observe a similar increase in new-car purchases by families of 2009 graduates, you would have to re-think your results. The falsification exercise would suggest to you that something other than the policy was driving changes in car purchases.Either way, the falsification exercise helps you to better understand your results.14. Your state introduced a tax cut in the year 1999. You are interested in seeing whether this tax cut has led to increases in personal consumption within the state.You observe the following information:a. Your friend argues that the best estimate of the effect of the tax cut is an increase in consumption of 30 units, but you think that the true effect is smaller, because consumption was trending upward prior to the tax cut. What do you think is a bet-ter estimate?Prior to the tax cut, there was a steady increase in consumption of 10 units every two years. If that trend had continued, and there had not been a tax cut, you might have pre-dicted that consumption in 2000 would be 330. The actual consumption was 350, so an ar-gument could be made that the additional increase of 20 units can be attributed to the tax cut, over and above the general trend.b. Suppose that you find information on a neighboring state that did not change its tax policy during this time period. You observe the following information in that state:Given this information, what is your best estimate of the effect of the tax cut on consumption? What assumptions are required for that to be the right estimate of the effect of the tax cut? Explain.This new information suggests that growth in consumption would have been evengreater than the past trend indicates even if there had been no tax cut. We can make use ao r t h P u b l i s h e r s , B C S , D o N o t D u p l i c a t e 1998-2000 difference in consumption in your state: 301998-2000 difference in consumption in neighboring state: 20Difference in difference estimate: 30 – 20 = 10We therefore estimate that the tax cut increased consumption by 10 units. For this estimate to be correct, it must be the case that the trends in the two states would have been the same except for the tax cut in your state. This is suggested by the common trends prior to the tax cut, but the common trend before doesn’t guarantee that the common trend would have continued. Other consumption-affecting policy changes im-posed at the same time as the tax cut, in either state, could make the estimates incorrect,for example. Or there may have been a sudden employment boom in the neighboring state that did not affect your state (a large company decided to build a new plant there, for ex-ample). The difference in difference estimate relies on no such sudden changes occurring in state-specific consumption trends.Activities and Projects Understanding and interpreting empirical data takes practice, as does identifying alternative ex-planations for apparent relationships among variables. Following are some ways of developing these skills:1.Ask students to name several pairs of phenomena that are correlated, and then ask them to decide whether they are causally related and if so the direction of that causality. This task can be jump-started with some examples:• Wages and gender, race, or ethnicity • Crime rates and race or ethnicity, which could segue into a discussion of profiling • Geographic location and socioeconomic variables (for example, the prevalence of high-poverty states in the South)2.Ask students to brainstorm possible explanations for puzzling correlations (possibly from pairs named in the previous exercise) and then to determine what evidence or data could be used to eliminate or bolster some of those explanations.3.A number of articles in the labor economics literature use control variables in fairly trans-parent ways to explain the gender gap in wages. Examples from this literature could be used to illustrate empirical techniques. See, for example, “Trends in the Well-Being of American Women: 1970–1995” by Francine Blau, Journal of Economic Literature (March 1998).。

财政学习题及参考答案一、单选题（共40题，每题1分，共40分）1、通过惩罚性的政府收费消除某些“负外部性”，核定收费的标准一般是“负外部性”治理成本，这种治理成本是指（）。

A、边际社会成本B、边际社会成本与边际私人成本之差C、边际私人收益D、边际私人成本正确答案：B2、中国国债的偿还期限是（）。

A、10年B、1年C、2年D、I-IO年正确答案：D3、公债的发型方式不包括（）。

A、抽签法B、包销法C、公募法D、公卖发正确答案：A4、由中央政府和地方政府共同承担的财政职能是（）。

A、经济稳定与发展职能B、收入分配职能C、资源配置职能D、宏观调控职能正确答案：C5、我国现行的财政体制是（）。

A、分税制财政体制B、统一领导,分级管理体制C、财政包干体制D、统收统支体制正确答案：A6、社会救济属于（）。

A、积累性支出B、转移性支出C、购买性支出D、生产性支出正确答案：B7、关于社会保险和社会救济的说法，不正确的是（）。

A、社会救济是一种事后救济，社会保险是防患于未然的预防性措施B、社会救济具有无偿性，社会保险必须以预先缴纳一定费用为前提C、社会救济具有普遍性，社会保险具有特定性D、社会救济和社会保险都属于社会保障的内容。

正确答案：C8、公债与其他财政收入形式明显区别是（）。

A、有偿性B、强制性C、灵活性D、直接返还型正确答案：A9、假设消费者只消费A与B两种产品，如果政府对A进行补贴，对消费者而言产生了（）效应，消费者用节省下来的钱增加对B的消费，则产生了（）效应。

A、收入效应规模效应B、替代效应收入效应C、替代效应收入效应D、收入效应替代效应正确答案：D10、以下对财政平衡的认识，错误的是（）oA、财政平衡要关注中央预算平衡和地方预算平衡。

B、财政平衡是相对的.大体的平衡，而非绝对的平衡。

C、财政平衡有真假之分，中国假平衡真赤字由来已久。

D、财政平衡有动态和静态平衡之分。

E、财政平衡是宏观经济总体平衡的必然要求。

课后习题参考答案①第1章导论1．(1)政府提供各种产品和服务供电、供水、供气公共道路、公共汽车、公共电视节目公立学校、国家助学贷款医疗保障、失业保险扶贫、补贴、抚恤计划……(2)我们为享用政府提供的产品和服务缴款使用费：电费、水费……税收：流转税、所得税、财产税……专项税(费)：社会保险税(费)……2．（1）规范分析。

公平问题涉及价值判断。

（2）实证分析。

本论述分析限制小汽车进口政策的经济效应。

（3）规范分析。

政策的优劣问题涉及价值判断。

（4）实证分析。

本论述分析利率上升对储蓄的影响。

尽管出现“有利于”一词，但非价值判断。

（5）实证分析。

本论述的本意是表达“收入差距扩大”与“经济发展”相伴生的问题，尽管出现“正常”一词，但非价值判断。

第2章财政的目标与评价标准1．(1)①两点说明：(1)在许多时候，没有正确的答案，只有相对合理的答案；(2)有任何疑义，请发送电邮至：linzy123@.所谓帕累托效率，指的是不可能通过资源的重新配置，达到使某个人的境况变好而不使其他任何人境况变差的结果。

或者说，不存在帕累托改善。

2．(1)在社会福利不变的情况下，牛郎增加一单位的效用可替代织女减少一单位的效用。

(2)在社会福利不变的情况下，牛郎增加一单位的效用可用来替代织女1/2 个单位效用的减少。

第3章财政的起因及其职能1．(1) 海潮的发生概率是一个常识，因此信息不对称的问题不会太大。

道德风险可能成为问题：拥有保险的人可能住得离海滩更近。

不过，防潮险市场的运行效率相对较高。

（2）无论是对消费者的医疗保险市场，还是对医生的误断保险市场来，均存在严重的信息不对称问题。

因此，这一市场是缺乏效率的。

(3）在监管到位的股票市场中，信息充分，买者、卖者众多，一般视为有效率。

(4)就个人电脑来说，信息充分，竞争充分。

不过，有些厂商可能会运用垄断势力，尤其在软件市场。

2．(1)、(2)、(3)、(4)(1)只有少数几家厂商提供电信服务，其运用垄断势力抬高服务价格。

财政学课后习题答案详解第一章财政概念和财政职能复习与思考1.学习财政学为什么要从政府与市场的关系说起？答：在市场经济体制下，市场是一种资源配置系统，政府也是一种资源配置系统，二者共同构成社会资源配置体系。

而财政是一种政府的经济行为，是一种政府配置资源的经济活动，所以明确政府与市场的关系是学习财政学和研究财政问题的基本理论前提。

不明确政府与市场的关系，就难以说明为什么有市场配置还要有政府配置，政府配置有什么特殊作用，政府配置的规模多大为宜，政府采取什么方式配置资源等。

什么是市场？完整的市场系统是由家庭、企业和政府三个相对独立的主体组成的。

在市场经济下，政府构成市场系统的一个主体，这是毋庸置疑的。

比如，政府为市场提供xx基础实施、教育和社会保障之类的公共物品和准公共物品，同时从市场采购大量的投入品和办公用品。

但政府又是一个公共服务和政治权力机构，具有与市场不同的运行机制，因而在市场中又具有特殊功能和特殊的地位，可以通过法律、行政和经济等手段，“xx”于市场之上介入和干预市场。

因此，为了说明政府与市场的关系，需要先从没有政府的市场系统说起，这时市场只有两个主体，即家庭和企业。

2.什么是市场失灵？答：市场失灵是和市场效率对应的。

市场的资源配置功能不是万能的，市场机制本身也存在固有的缺陷，这里统称为“市场失灵”。

市场失灵主要表现在：(1)垄断。

(2)信息不充分和不对称。

(3)外部效应与公共物品。

4）收入分配不公。

(5)经济波动。

3.参考图1—1，思考政府在市场经济体制下的经济作用。

答：西方新凯恩斯主义提出一种新型的政府－市场观，认为现代经济是一种混合经济（指私人经济和公共经济），政府和市场之间不是替代关系，而是互补关系。

图1－1说明了有政府介入的市场，政府与家庭、企业之间的收支循环流程。

图1-1 政府与家庭、企业之间的收支循环流程图我国在明确提出我国经济体制改革的目标是社会主义市场经济体制的时候，曾对社会主义市场经济体制做出一个简明的概括：“就是要使市场在社会主义国家宏观调控下对资源配置起基础性作用……。

第一章市场失灵与财政职能复习思考题一、名词解释财政：国家为了满足社会公共需求对剩余产品进行分配而产生的经济行为。

私人商品：由市场提供用来满足个人需要的商品和服务。

公共商品：由国家机关和政府部门提供用来满足社会公共需求的商品和服务。

外部效应：指私人费用与社会费用或私人得益与社会得益之间的非一致性，或者说是某人或某企业的行为影响了其他人或企业，却没有为之承担相应的成本费用或没有获得相应的报酬。

财政职能：即财政经济职能，是指财政在一定经济模式下内在的、客观上固有的经济功能。

二、单项选择题1.财政分配的主体是（B ）。

A.社会B.国家C.市场D.企业2.财政分配的主要对象是（D ）。

A.社会总产品价值B.物化劳动价值C.必要劳动产品价值D.剩余产品价值3.财政分配的最基本特征是（C ）。

A.强制性B.无偿性C.国家主体性D.公共性4.下列选项中，属于财政现象的是（B ）。

A.企业引进外资B.企业购买公债C.企业发行股票D.企业购买金融债券5.下列关于财政收支活动的说法，正确的是（D ）。

A.既包括国民收入初次分配，也包括国民收入再分配B.是指国民收入初次分配C.既不是国民收入初次分配，也不是国民收入再分配D.是指国民收入再分配6.经济学的核心问题始终是（C ）。

A.经济稳定B.经济公平C.高效配置资源D.国民收入初次分配三、多项选择题1.下列选项中，属于财政收入现象的有（ACE）。

A.税收B.财政拨款C.行政性收费D.财政补贴E.国债2.下列选项中，属于纯公共商品的有（ACE）。

A.法律法规B.教育C.行政管理D.社会保障E.货币发行3.财政调节居民个人收入水平的主要手段包括（AC）。

A.税收B.发行国债C.转移支出D.投资优惠E.罚款4.政府职能包括（ACD）。

A.政治职能B.政府行为C.经济职能D.社会管理职能E.决定企业生产5.宏观经济稳定的含义有（ACE）。

A.充分就业B.经济发展C.物价稳定D.进出口相等E.国际收支平衡四、判断题1.财政分配区别于其他分配形式的根本标志是分配对象不同。

第一章财政概念和财政职能思考题1、学习财政学为什么要从政府与市场的关系说起?2、什么是市场失灵?3、为什么会出现政府干预失效?4、区分公共物品与私人物品的基本标准，并说明公共商品的特征。

5、如何理解财政的特殊性?6、研究财政职能的基本思路。

自测题一、选择题1、下列属于混合商品的是( )。

A、法律法规B、教育C、行政管理D、社会保障E、货币发行2、经济稳定的关键在于( )。

A、充分就业B、物价稳定C、社会总供给和总需求的均衡D、国际收支平衡3、政府干预失效的原因和表现可能发生在（）A、政府决策失误B、政府提供信息不及时甚至失真C、政府职能的“越位”和“缺位”D、寻租行为4、基尼系数在( )时收入分配的差距是合理的。

A、0.2B、 0.3C、0.3～0.4D、 0.45、经济学家用来说明收入状况的图形是( )。

A、洛沦兹曲线B、拉弗曲线C、生产可能性曲线D、无差异曲线6、财政的基本职能是（）。

A、资源配置职能B、调节收入分配职能C、组织生产和销售职能D、经济稳定与发展职能7、完整的市场体系是哪几个相对独立的主体组成的（）A、家庭B、企业C、政府D、中介8、政府干预手段包括：（）A、立法和行政手段B、组织公共生产和提供公共物品C、财政手段D、强制手段9、一般来说，下列哪些物品是纯公共物品（）A、国防B、花园C、教育D、桥梁10、公共商品的基本特征是（）。

A、生产或提供的不可分性B、非竞争性C、规模效益较大D、非排他性E、具有自然垄断性二、判断题1、外部效应的不可分割性是公共物品的重要特征之一。

（）2、教育是一种典型的混合物品。

（）3、公共商品最重要的标志是消费的非排他性。

( )4、企业垄断会获得额外利润，因而不会损失市场效率。

（）5、财政保持经济稳定增长的基本手段是财政政策。

（）6、税收是政府调节收入分配的唯一手段。

（）7、当基尼系数G=1时，收入分配绝对不公平。

( )8、当基尼系数G=O时，收入分配绝对不公平。