Abstract

Game theory plays a vital role in the teaching of economics. Because of its highly abstract characteristics, this course has high requirements for teachers’ professional knowledge. In ordinary colleges, the faculty of this course is usually limited, while the backgrounds of students that took the course are diverse, which leads to a contradiction between limited faculty and diversification of teaching contents. This paper puts forward two paths: modularization of teaching content and stratification of teaching content, and makes a specific analysis by using the teaching example of p-beauty contest.