International trade plan for social studies.

When studying this topic, intracourse and interdisciplinary connections are well traced. Intracourse: the processes of globalization, the role of the economy in the life of society and its relationship with other spheres of public life, the economic policy of the state, factors of economic growth in the conditions of the country's economic development, indicators and indicators of the national economy. Interdisciplinary: history (economic development of Russia and foreign countries in the XX century; economic reforms of the 1980s-1990s in Russia); geography (international division of labor, economic integration, international trade, global problems, etc.). All this allows you to rely on the previously acquired knowledge of students, to attract a variety of additional material, including those prepared by the students themselves, as well as to devote considerable time to independent work during the lesson.

The lesson is built on the basis of an activity-based approach, an active and interactive strategy of interaction and cooperation between students, teachers and students. Schoolchildren use a variety of sources of information - dictionaries, electronic resources, text and statistical materials, implement ICT competencies (making Power Point presentations, searching for the necessary data on the Internet). In the process of group work, students enter into communication with each other, jointly solve the assigned tasks, learn to correctly formulate the results of their activities and present them. All are included in the educational process.

The lesson allows you to apply an individual approach to students (selection of a group of experts, distribution of roles within groups), to fully implement the informative-communicative and activity competencies they have formed.

The lesson is intended for schoolchildren studying social studies at a basic level.

Technologies used: group work, ICT, independent work.

The lesson is designed for two hours.

Lesson objectives:

• to form the concept of "world economy";
• to reveal the importance of the integration of an individual state into the world economy as a factor in its economic development;
• to form information and communication and activity competencies

Lesson Objectives:

• to characterize the main components of the system of international economic relations;
• analyze both the advantages and negative aspects of the state's foreign trade policy;
• substantiate the inconsistency of the influence of globalization processes on various aspects of the world economy;
• develop the logical skills of students in the process of completing educational assignments;
• develop the ability to work with various sources of information, correctly design, present and evaluate the products of their activities;
• learn to cooperate and interact in a group.

New concepts:"Theory of absolute advantage" and "theory of comparative advantage" in foreign trade , "Free trading", "quotas", "embargo", "dumping"

Equipment:

• School Dictionary of Social Studies, Economic Dictionary
• Interactive whiteboard, multimedia complex
• Laptops
• Handouts (Assignment Packages)
• Score sheets

Lesson type: studying new material with elements of generalization and systematization of knowledge

Plan.

1. What is the world economy?

a) the concept of "world economy"
b) international economic relations and their components;
c) the international division of labor: causes and consequences,
d) the world labor market, the international movement of capital, the world monetary system;

2. Economic integration.

3. International trade:

a) the concepts of "export", "import", "balance";
b) the theory of absolute and the theory of comparative advantages in foreign trade;
c) features of the development of Russian trade.

4. State policy in the field of international trade:

a) "protectionism" and "free trade" (free trade);
b) methods of protectionist policy;
c) World Trade Organization.

5. Global problems of the economy: globalization of the world economy, its positive and negative consequences, contradictions

The class is divided into 5 groups:

1 - “experts” (prepare messages on previously distributed topics, mini-presentation on the question “What is the world economy?”, Act as experts on plan issues, advise groups and evaluate the products of their activities);
Groups 2-5 work on the questions suggested by the teacher, using the appropriate paragraph text, handouts, Internet, dictionaries for analysis.
At the beginning of the lesson, the teacher informs about the goals of studying this topic, emphasizes its integrating, systematizing nature and sets learning task:
"As a result of the work on the proposed problems, each group should compose a mini-presentation (no more than 5 slides) and comments to it"(in the absence of laptops, the final product can be drawn up on sheets of Whatman paper with colored markers).

I. Updating basic knowledge

1. Conversation:

1) Remember the sections of economic science, what is the subject of their research?
2) From the course in economic geography, remember what we call "international division of labor", "economic integration"?

International division of labor- This is the specialization of countries in the production of a particular product.

Economic integration(integration, from Lat. integratio - restoration) - interaction and mutual adaptation of national economies of different countries, leading to their gradual economic merger.
(Students are given the task in advance to repeat these concepts from the course in social studies and economic geography).
The material is consolidated through a presentation ( Appendix 2 )

2. Using the "basket of ideas" method, the teacher, with the help of the students, formulates the points of the lesson plan (the plan is displayed in the form of slides, Appendix 2 )

II. Learning new material

1. Acquaintance with the concepts of "world economy", "international economic relations" occurs in the process of acquaintance with the text of the textbook corresponding to the article in the School Dictionary.

2 ... Teacher information

The teacher reminds students of the process of shaping the world economy. (It arose in the middle of the 19th century with the development of a large machine industry and the emergence in connection with this of the international division of labor. By the beginning of the 20th century, the world economy becomes global, since all countries of the world are included in it)
3. Conversation on the question: What are its main prerequisites for the international division of labor?

• natural conditions of the country - climate, geographic location, availability of minerals and other natural resources, for example, countries that have certain minerals (remember the location of minerals from geography), they sell them to those countries where they do not exist, and in exchange they buy those products which they do not produce themselves;
• the level of economic and scientific and technological development (from the section on economic growth, you know that countries develop unevenly: economically developed countries, as a rule, specialize in the production of finished goods, and developing countries - in the production of raw materials);
• established traditions in the production of certain goods (for example, France is famous for its cosmetics, and Brazil for its coffee).

4. Students' messages on the topics: "International movement of capital", "World labor market", "World monetary system"

Pupils write down the definitions in a notebook:

International capital movement – this is the premises and the functioning of capital abroad with the aim of increasing it; capital is exported in loan and entrepreneurial form.

World labor market- free movement of labor between countries.

World monetary system - a set of economic and legal relations associated with the functioning of the currency.

5 ... Group work.

Group 2 ("World economy. Economic integration")

– Analyze the handouts (task package # 1, Annex 1 ), relevant articles of the economic dictionary, Internet resources and answer questions:
1) What are the main reasons for the integration processes in the world, types of integration
2) Describe the largest regional integration associations
3) Name the main stages in the development of integration processes in Europe. How did the European Economic Community expand?

Group 3 ("International Trade")

– Read the text of the paragraph (point 2) and answer the questions:

1) What is international trade, export, import, trade balance?
2) What countries choose to be the object of international exchange?
3) What is the essence of the theories of absolute and relative advantages in foreign trade?

– Analyze the handouts (tables, task package # 2, Annex 1 ) and answer the questions:

1) What changes have occurred in the development of world trade during the twentieth century?
2) Which countries hold leading positions in international trade at the present stage?

– Analyze the handouts (tables, task package # 2, Annex 1 ) and answer the questions:

1) What conclusions can be drawn about the nature of Russia's exports and imports?
2) What are the main trade partners of Russia?
3) How can the trade structure of Russia be improved?

Group 4 ("State policy in the field of international trade")

– Read the text of paragraph (point 3), document on p. 126 "Benefits from Free Trade", relevant articles of the economic dictionary, Internet resources and answer the questions:
1) Describe the essence and main directions of foreign trade policy of states.
2) Identify their positive and negative features.
3) What are the main methods and forms of government regulation of foreign trade?

Group 5 ("Global problems of the economy")

Read the text of the paragraph (pp. 122-124), handouts (package with tasks # 3, Annex 1 ), Internet resources and answer the questions:

1) What is economic globalization?
2) What are the prerequisites for globalization? The role of TNCs in this process.
3) Positive and negative consequences of globalization.
4) What is the essence of the Center-Periphery problem?
5) Russia - Center or Periphery?

6. Presentation of the results of the work (for each group no more than 5-6 minutes). The approximate results of the work are reflected in the presentation ( Appendix 2 ):

7. Presentation by an expert on the topic "World Trade Organization" (if time permits)

III. Consolidation of the studied material

IV. Reflection and Lesson Summary

1. Self-assessment of group work (group elders)
2. Presentation of experts, assessment of the work of the groups
Expert Scorecard

The work of the experts is evaluated by the teacher.

V. Homework

1. Paragraph 10 (all)

Level 1: task 3
Level 2: solve problems ( Appendix 3 )
Level 3: writing an optional essay: "Thoughts of the Wise" (p.127) or "Is it beneficial for Russia to join the WTO?"

Task package for group 2

1. The text "Economic integration in the modern world

2. Tables:

• Stages of development of regional economic integration
• Stages of enlargement of the EEC / EU member states
• Comparative characteristics of the EU, NAFTA and APEC

Group 3 Assignment Package

• Change in the twentieth century. commodity structure of world trade, in%
• The share of individual countries in world exports and imports, in%
• The share of the most important trading partners in the total volume of exports and imports of Russia, 2003
• Commodity structure of foreign trade of the Russian Federation, 2003

Group 5 Activity Pack

1. Texts "The main stages of development of transnational corporations", "The pace and characteristics of economic development at the turn of the 20th century."
2. Tables:

• The largest TNCs in the world and their market value
• The largest TNCs in the world in 2007
• External debt of the largest debtor countries (USD million)

This lesson is integrated. 4 teachers take part in it: a teacher of general knowledge, a history teacher, a geography teacher and an English teacher. The lesson is recommended for conducting in specialized classes or classes with advanced study of the English language. The lesson is designed for 45 minutes, includes various types and forms of work - individual, group, interactive technologies. A presentation has been developed for the lesson.

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Baranova Irina Vladimirovna,

Social studies teacher,

MBSO school No. 23 in Oryol

Methodical development of a social studies lesson in grade 11 on the topic: "World economy"

Grade 11

Subject: Social Studies

Textbook Social Science Grade 11. Ed. L.N. Bogolyubova, L.F. Ivanova. - M., Education, 2009.

Goals and objectives of the lesson:

The purpose of the lesson: Consider the basic principles of the functioning of the world economy.

Lesson Objectives

1. To acquaint students with the structure of the world economy; with the peculiarities of foreign trade and factors influencing this process in the modern world; with various options for foreign trade policy on the example of protectionism and free trading (free trade);

2. To promote the development of economic thinking based on an understanding of the place and role of Russia in international economic relations.

3. Promote the development of the ability to carry out economic analysis, assess the consequences of foreign trade policy.

4. Continue to improve the ability to compose a basic outline of the lesson.

Lesson idea: in the modern world, everything is interconnected: politics, spirituality, life and, of course, the economy. During the lesson, students should understand that the modern world cannot develop outside the processes of world integration and globalization, but these processes must be coordinated and directed, including in the economic sphere.

Lesson equipment:computer, projector, screen, textbookSocial studies grade 11. Ed. L.N. Bogolyubova, L.F. Ivanova. - M., Enlightenment, 2009., outline diagram, economic map of the world, textbook English. Grade 11.

Lesson plan:

1. Motivation

3. International division of labor

4. Foreign trade policy

5. World Trade Organization.

6. Summing up.

7. Reflection.

8. Homework.

1. Motivation. (slide 1) Hello guys! Today we continue to study the economic sphere of society. The topic of our lesson is "World Economy". I'm sure you know a lot of proverbs and sayings.

(slide 2) The purpose of our lesson: Consider the basic principles and features of the functioning of the world economy. In the lesson, we will study the basic concepts of the world economy, talk about the international division of labor, methods of trade policy and the world trade organization. Each of you has a supporting note on the table (Appendix 1), throughout the lesson you will work with it, and at the end of the lesson you will have to present the resulting product.

2. World economy, basic concepts of the world economy.

(slide 3) Teacher: Why do countries trade? Is it possible to isolate oneself from each other? (frontal survey, children's answers)

Until now, we have examined the national economy and have not said anything about relations with the outside world. But in our life there are a lot of such connections. We go to the store and see there, along with domestic ones, a lot of goods from different countries of the world. In firms, organizations and at home, many have imported computers, equipment or household appliances, also from different countries. People from Russia go to work or study abroad, while from other countries, on the contrary, they come to study and work in Russia.

All this speaks of the connections and dependence of various countries from each other within the framework of the world economy.

What is the global economy?

(slide 4) Teacher:indeed, the world economy – it is a set of economies of individual countries, interconnected by a system of international economic relations.

The backbone of the world economy is international trade.

The basic concepts of world trade are Exports, Imports and Trade Balances.

Let's remember what import and export are?

Frontal survey (student response)

(Slide 5) Teacher: Import - this is the import of goods, works, services, results of intellectual activity, etc. into the customs territory of the country from abroad without obligations for re-export.

Export Is a type of foreign economic activity aimed at selling goods and services abroad.

On the slide, you see a new concept for you - the trade balance - the difference between the value of exports and imports.

Do you think it is good or bad to have a trade surplus? Why?

Frontal survey (student responses)

Teacher: In world practice, it is generally accepted that a negative balance is a bad trend, since excessive imports contribute to the flooding of the market with imported goods, infringement of the interests of domestic producers.International Monetary Fund in its recommendations and conditions for issuing loans indicates the need and usefulness for the economy to have a positive trade balance. At the same time, for several years in a row,USA negative balance reaches several tens of billions of dollars. At the same time, living conditions in the United States served as a standard of well-being for others.

What do you think will be the basis of international trade and the entire world economy?

Frontal survey (student responses)

Teacher: Indeed, this is the international division of labor, which forms the basis of international trade in goods and services, this is the international movement of capital and labor, this is currency relations. Many countries have generally united into blocs and removed almost all barriers to the movement of goods, capital and labor. This phenomenon is called integration. But the beginning of all these processes in the world economy is the international division of labor.

(Slide 6) Geography teacher: International division of labor -it is an inevitable result of the development of human society, associated with the growth of commodity production and exchange.

What are the main forms of MGRT? (slide 7)

Frontal survey (student responses)

Geography teacher:The main reasons for MGRT stem from the fact that there are always differences between individual territories: (examples are given on the map)

1) in a geographical position (land, seaside, neighboring, that is, advantageous or disadvantageous);

2) in natural conditions and resources;

3) in conditions of social and economic development;

4) in historical traditions.

Examples:

Traditionally, carpets were woven in the countries of Southwest Asia(slide 8) , the famous Persian carpets, this is still a brand;

Rice-growing has been developed in the countries of Southeast Asia since ancient times(slide 9), since the climate here is warm and humid;

Manufacturing of precision engineering products in Japan ( slide 10 ) - robots, computers, televisions, etc. (this country is poor in natural resources).

(slide 11) MGRT- expressed in the specialization of individual countries in the production of certain types of products or services and the exchange of them.

Please provide examples of the branches of international specialization of the countries of the modern world

Frontal poll. Students' answers:

Japan - automotive industry;

Canada - grain farming;

India - textile industry;

Russia - oil and gas industry.

Geography teacher:Before you cards with tasks.Define the name of the country by branches of international specialization:

Individual survey. Students' answers:

1) equipment for nuclear power plants, aluminum, perfumery, wheat, sugar, wine exports:

A) France

B) Poland

C) Germany

2) lumber, paper, sea vessels, dairy products - the main export:

A) Finland

B) Bulgaria

In Spain

3) cars, motorcycles, chemicals, shoes, fruits, vegetables, citrus - leading

export items:

A) Italy

B) Great Britain

In Sweden.

Geography teacher:thus, we see that the international division of labor covers most of the countries of the world. MGRT has a long historical tradition(slide 12).

Teacher of history:This is the first form of economic relations between countries. From history you remember that in the XVII-XVIII centuries. the largest trading power was the Netherlands, followed by Great Britain.

Back in the 17th century. economists wondered: "Why do countries trade with each other?" At the time, they believed that foreign trade created the wealth associated with gold, and encouraged governments to export more goods in order to get more gold for the country, and to import less so that there was no outflow of gold.

But already in the second half of the 18th century, when the industrial revolution began in England, that is, the transition from manufacture to factory production, the attitude towards trade changed. ( slide 13) Scottish scholar Adam Smith (1723-1790) criticized the idea of ​​wealth as the possession of a large amount of gold and showed how the state gets rich, and how it lives, and why it does not need gold when simple product has "(A. Pushkin).

A. Smith highly appreciated the division of labor and believed that it was profitable for citizens of any country to buy foreign goods, especially if they were sold cheaper than domestic ones. The scientist developedthe theory of absolute advantage in foreign trade,the essence of which is that some countries can produce goods more efficiently than others, and therefore have absolute advantages in free trade with other countries. Russia, for example, has absolute advantages in gas, of which it produces the most in the world. Our country supplies gas to the developed countries of Europe in exchange for equipment, since its production in Russia is less efficient.

(slide 14) Another English economist David Ricardo (1772-1823) developedthe theory of comparative advantage in foreign trade.Its essence was that a country benefits if it specializes in the production of those goods, the average cost of which is relatively less than in the production of the same goods in other countries. D. Ricardo, as an example of a mutually beneficial exchange between England and Portugal, cited the exchange of goods such as cloth (remember that England was the "workshop of the world"?) And wine, since Portugal is located south of England and the natural conditions there are more favorable for growing grapes.

There are two main methods of international trade in history.

(Slad 15) English teacher:

To begin with, we’ll listen to several people talking about some events of local economy. You need to say what exact measures of economic regulation you heard (an excerpt sounds, the text of the passage is attached)

Students suggest answers:

A import control, quota

B Tariffs

C Taxation

D Export ban

Are these regulations or restrictions? Are they tariff or non- tariff?

Let’s discuss this and other measures as a part of general picture.

Please, read the document, I have prepared, and be ready to explain the approaches to international trade

Red group - protectionism, yellow group tariff / non-tariff, green group - free trade (students are divided into three groups according to the color of the envelope chosen earlier, and they are preparing to give definitions and examples of the concepts of "free trading", "protectionism", "tariff and non-tariff methods ")

So let, s sum up what you have found out

During the discussion of concepts, a general structural diagram is created.

• Protectionism - barriers to international trade to protect local production. These barriers include tariffs and non-tariffs barriers
• Tariffs- are basically tax on imports.
  For example, China starts to export saris to India, therefore local Indian producers are going out of business. India could put a tariff on the import of saris to discourage China from exporting saris to protect their domestic market.
• Non-tariffs -are less direct protectionist measures used to reduce the measure of import in the country.
  For example,
  * Quotas. (A limit on the number of imports into a country)
  * Subsides (are when the government give money to local producers to drop their price so the consumer will buy the local product instead of the imported one)
  * VER (Voluntary Exports Restrains), where both countries agree not to send things to each other thus benefiting from it.
  * Excessive Standard Requirements, could be health / safety requirements or anything that basically makes it hard to import.

Social Studies Teacher:As you just found out, Russia, like many others, even the most developed countries, has not abandoned the policy of protectionism, using different methods of regulating foreign trade.

(slide 17) There are tariff and non-tariff methods of protectionist policy.Using pp. 121-122 of the textbook, reveal the essence of the concepts: customs tariffs for exports and imports, customs unions, quotas, embargo, product standardization.(independent work on the textbook, frontally, orally)

TO tariff regulation methodsincludes customs tariffs on imports and export tariffs, as well as customs unions.

Customs tariffs on imports -these are duties on imported goods imported into

country, levied by customs authorities when crossing the state border. Usually, the tariffs for finished products are quite high, and for raw materials and materials, they are lower.

Why do you think these tariffs are set?

The goal of such a policy is to raise the domestic price of imported goods above the world price and thus protect domestic producers from foreign competitors.

Export tariff -it is a tariff on goods of domestic producers in order to restrict exports in order to maintain supply in the domestic market, especially if prices for this product are kept by the state below the world level. Most often, developing countries and countries with economies in transition resort to such methods. In addition, the established export duties provide additional revenue to the state budget.

Customs unions -these are associations of countries that eliminate all customs barriers among themselves, but establish them for third countries. An example is the European Union, which included the former Baltic republics of the USSR (Latvia, Lithuania, Estonia), or the Asia-Pacific Community, which includes Russia.

TO non-tariff regulation methodsinternational trade include the establishment of quotas, export credits, economic sanctions (embargo), dumping, etc.

Establishing quotas -these are quantitative restrictions on the import or export of a certain product. For example, the United States is trying to restrict the import of Japanese cars and electronics to insulate domestic manufacturers from competition. Russia did not set quotas, but increased tariffs on the import of imported cars, especially used ones, which have already worked for 5-7 years and the price of which is very low in order to protect their manufacturers, and in this way limited the import of cars.

Another technique of hidden protectionism for goods imported from abroad is the establishment of standards for a particular product. Standards are associated with classification, labeling, product testing and are often introduced under the pretext of protecting public safety and health. For example, the labeling should indicate the composition of the product; if it is food, the food additives must be indicated. If they do not meet Russian standards, then the import of these products will be prohibited.

Economic sanctions - embargo – it is a complete prohibition of trade with any other country established by the state. The embargo is mainly used to put pressure on this country for political reasons. For example, the United States, which did not want to tolerate a pro-communist country next to it, declared a complete embargo on Cuba in 1962. Sometimes an embargo can also be declared on certain goods. So, the United States in the early 1980s. announced an embargo on the supply of computers to the USSR under the pretext that this could strengthen the military potential of the Soviet Union.

International trade is developing very rapidly and therefore needs regulation by an international organization(slide 18). Such an organization was created and began to operate in 1948 - this is the General Agreement on Tariffs and Trade. In 1995, it was transformed into the WTO - the World Trade Organization, which regulates about 90% of world trade (160 states).

The goal of this organization is to create the most favored nation treatment for its members in trade, eliminate discrimination and create a level playing field for all participants. The WTO sets general tariffs and fights against non-tariff restrictions on trade - quotas, government subsidies to export industries, tax incentives for export enterprises.

Reflection. Today we examined the main issues of the world economy. Let's go back to our reference diagram (slide 19). You have a few more minutes to complete this diagram.

Let's check what you did.

Students' answers.

Social Studies Teacher:Let's check our pivotal notes. (slide 20).

Thus, we have obtained a basic outline that will be useful to you in preparation for the unified state exam.

Our lesson is coming to an end. Some of you got grades today (grading)

Let's write down the homework: § 10, answer the questions from the "Test yourself" section, complete the assignments from the "In the classroom and at home" section, report on global economic problems.

Thank you for the lesson.

Discipline: World Economy

Lecture

Topic: World Trade

Plan:

1. World trade

2. Reasons for the formation of international trade

2.1. Division of labor: meaning and essence

2.2. International division of labor and factors of its development

3. Forms of organization of international trade

3.1. Exchange trade

3.2. International bidding

3.3. International auctions

3.4. Standard operations of buying and selling goods

3.5. International lease operations

3.6. International countertrade

1. World trade

International trade ( MT ) is a specific form of exchange of products of labor between sellers and buyers of different countries, which is the initial type of world economic relations. Within the framework of this definition, it seems appropriate to pay special attention to the following four circumstances:

First, it follows from the above definition that the exchange of labor products does not always have to take the form of trade, i.e. purchase and sale, which involves identifying specific causes that give rise to MT;

Secondly, we are talking about such a type of foreign economic activity in which only the act of selling the produced product is transferred outside the national territory, but not its complete or even partial creation;

Third, the products of labor currently circulating through the channels of international trade are quite diverse, their most general classification presupposes the allocation of three fundamentally different groups: goods, services, intellectual property rights;

Fourthly, both logically and historically, international trade forms the foundation on which the entire diverse totality of the modern system of international economic relations grows, which, in turn, makes one think about the dialectical relationship between various types of foreign economic activity.

The concept of "international trade" should be distinguished from those close to it in meaning, often used in everyday speech as a synonym, but at the same time not identical to it (and to each other) terms "international trade" and "World trade".

Let's deal with the last one first. Assessing the situation on the market of each individual country and their entire aggregate as a whole, we must state that in the overwhelming majority of cases both goods produced by domestic companies and products of foreign manufacturers are represented there. Accordingly, sales and purchase transactions are concluded and implemented for both one and other products, forming a complex of exchange transactions called world trade. It is, therefore, more than the totality of relations, which is the direct object of consideration of this topic, to that part of them, into which the sellers and buyers of one country enter.

The main difference between the concepts of "international trade" and "foreign trade" is that, speaking of the latter, we assess the analyzed phenomenon from the point of view of a particular country or group of countries (foreign trade of Russia, foreign trade of Great Britain, foreign trade of the Baltic countries, etc.) .NS.). Here everything outside the national territory acts as external in relation to it. But when it comes to international trade, we mean activities carried out within the framework of the global economy. In relation to it, external ones could only be trade relations with extraterrestrial civilizations. Thus, it turns out that international trade is the totality of foreign trade of all countries in the world. At the same time, foreign trade of individual states and regions acts as constituent elements of international trade.

Foreign trade operations, considered in a generalized form, imply either the export of manufactured products outside the national territory, or, conversely, its import from abroad. Accordingly, they talk about export or about import.

At the same time, both export and import operations, in turn, are not something homogeneous. They can be divided into smaller groups - varieties. Most often, you can meet with the classification of foreign trade transactions depending on the origin and destination of the products. The point in this case is that from the point of view of the impact on the economies of countries participating in international trade, various types of foreign trade operations are unequal.

Consequently, the degree of their state regulation may also vary, for example, the amount of customs duties levied or the established rights and obligations of the owner in terms of the use of products circulating through the channels of international trade. For this purpose, various types of customs regimes are applied 1. Among them, in particular, stand out:

export - a regime under which goods in free circulation in the customs territory of Russia are exported from it without an obligation to re-import;

re-export- a regime under which goods previously imported into Russia are exported from its customs territory without payment or with a refund of the paid amounts of import customs duties and taxes;

temporary export- a regime under which goods in free circulation in the customs territory of the Russian Federation can be temporarily used outside its borders with full conditional exemption from payment of export customs duties;

special treatment in relation to the export of goods intended for the prevention and elimination of natural disasters and other emergencies. In this case, full exemption from customs duties, taxes, prohibitions and restrictions of an economic nature is provided.

If we look at export from the point of view of the formation of the management and marketing strategies of a company, then we get at least two possible classifications of it. On the one hand, there are passive and active export. The first of them involves the periodic export of surplus products from the customs territory of the country, if any. The second takes place when a firm not only sets, but also realizes the goal of expanding the scale of its operations through the sale of products in a specific foreign market or several such markets. On the other hand, distinguish indirect and direct export. In the first case, it is supposed to use the services of independent intermediaries - export agents, sales firms, etc. In the second case, the manufacturer of the product itself directly carries out export operations.

Consider the quantitative parameters of the development of international trade.

International (and equally foreign) trade is primarily characterized by three major indicators:

1) total volume (turnover);

2) commodity (industry) structure;

3) geographical structure.

Turnover volume, assessed at the level of an individual country (or group of countries), is equal to the sum of all exports and all imports.

To assess the results of foreign trade activities, it is very often necessary to compare data on the volume of trade for several years. In this case, we can use two calculation options: firstly, the calculation of turnover in actual (current) prices and, secondly, the calculation of turnover in constant prices. Each of these metrics has advantages and disadvantages, but both are important for analysis. Indeed, when using current prices, we have an idea of ​​the real amount of money that the state, on the one hand, receives through the sale of manufactured products abroad, and on the other hand, pays to suppliers of imported goods and services. As for the turnover in constant prices, here, abstracting from the price changes caused by fluctuations in the market environment, we more clearly imagine the real dynamics of the movement of goods and services as such.

As already noted, international trade is the totality of the foreign trade of all countries in the world. Does this mean that by summing up the indicators of the foreign trade turnover of the states that make up the world economy, we will get the value of the turnover of international trade? In other words, can we use the following formula to calculate this indicator:

It would be wrong to do so. The fact is that within the framework of the world economy, the export of some countries is at the same time the import of others. This means that, using formula (2), we will inevitably face the situation of the so-called repeated counting. In order to avoid it, it is necessary to summarize for all countries only one of the types of foreign trade operations - either export or import. We get the following formula:

Let's see how our theoretical calculations are supported by statistical data. The WTO, the most authoritative institution in the world in these matters, defines the total volume of world merchandise exports 1 in 2002 at $ 6,240 billion, and in 2008 at $ 16,127 billion (including re-exports). As for world merchandise imports, according to the WTO, its value for the same years amounted to $ 6,500 and $ 16,415 billion, respectively. A similar discrepancy occurs in the data for other years.

The inequality of the volume of world exports and imports is explained by the difference in the methods of statistical estimates of foreign trade operations. Accounting for export deliveries, as a rule, is carried out in the so-called prices FOB(free on board, free on board), including all costs associated with the delivery of goods to the side of the ship and its further shipment at the port. In the case of land transportation, the FOB price corresponds to the price of the goods on the condition of "free-land border of the exporting country", which also reflects the total cost of production and delivery of the goods directly to the border of the exporting country. As for import supplies, their accounting is carried out, as a rule, in the so-called prices CIF(cost, insurance, freight; cost, insurance, freight), taking into account the costs of delivering goods to the specified port of destination, i.e. including the costs of insurance of cargo in transit and its transportation (sea freight) to the port of destination. The concept of the CIF price for sea transportation corresponds to the concept of "free-border of the importing country" for land transportation.