看熱訊：PYP英語(yǔ)辯論 | 在唇槍舌戰(zhàn)間迸發(fā)思維之光

“自由辯論是我們探尋真相的重要途徑。”這是著名作家富蘭克林.松嫩貝克在書(shū)本《靈魂食物：改變思維 改變?nèi)松樊?dāng)中的名言。

(資料圖)

而本周五，CBIS PYP六年級(jí)的同學(xué)們?yōu)榱颂綄こ瑢W(xué)科主題”共享地球“中動(dòng)物實(shí)驗(yàn)的真相，自發(fā)地組織了一場(chǎng)充滿思維碰撞的英語(yǔ)辯論。

Free debate is an important way for us to explore the truth", said the famous author Franklin Sonnenbeck in his book "Soul Food: Changing Thinking and Changing Life".

This Friday, to explore the truth of animal tests in the interdisciplinary theme "Sharing the Planet", our G6 students spontaneously organized an English debate that was full of thought collisions.

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辯論開(kāi)始

DEBATE ON!

本次辯論的辯題為：人類(lèi)是否應(yīng)該使用動(dòng)物進(jìn)行產(chǎn)品實(shí)驗(yàn)。

該辯題來(lái)源于一節(jié)常規(guī)英語(yǔ)詞句探究課，孩子們就課本中有關(guān)“動(dòng)物實(shí)驗(yàn)”的定義進(jìn)行爭(zhēng)論，并主動(dòng)要求開(kāi)展班級(jí)辯論。

在辯論前期準(zhǔn)備中，孩子們自主選擇立場(chǎng)，并運(yùn)用學(xué)習(xí)技能（ATLs）當(dāng)中的研究技能進(jìn)行資料審核與收集，并在辯證分析資料后形成自己的觀點(diǎn)與論據(jù)；同時(shí)，他們也運(yùn)用社交媒體，例如微信群去共享資訊與傳遞“秘密情報(bào)”，充分地體現(xiàn)了他們作為現(xiàn)代學(xué)習(xí)者的社交技能；孩子們的思維更在“問(wèn)題預(yù)設(shè)”中得到充分發(fā)展，他們需要運(yùn)用思維技能預(yù)判對(duì)方的問(wèn)題，并利用相關(guān)論據(jù)進(jìn)行回應(yīng)。

The resolution for this debate is "should humans use animals for product experiments", which is originated from a regular English vocabulary-sentence class where children questioned the definition of "animal experiments" in the textbook and actively requested a class debate.

In the preparation phase for the debate, children independently chose their stance and used the research skills in Approaches to Learning (ATLs) to examine and collect data, and form their own arguments and evidences after data analysis. At the same time, they also used social media, such as WeChat groups, to share information and transmit "secret intelligence", which fully reflects their social skills as modern learners. At the same time, children"s thinking was fully developed in the process of "problem presumption" since they need to use their thinking skills to anticipate the other party"s questions and respond with relevant evidences.

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在正式辯論當(dāng)天，孩子們的表達(dá)欲高漲。

他們各自發(fā)揮自己獨(dú)特的專(zhuān)長(zhǎng)，擅長(zhǎng)演講的一辯們?cè)诹⒄摥h(huán)節(jié)自信地闡述己方立場(chǎng)、觀點(diǎn)與論據(jù)；而擅長(zhǎng)思辨的二辯三辯們將手中的問(wèn)題與論據(jù)化作思維彈藥與盾牌，在數(shù)回合的觀點(diǎn)切磋碰撞中向評(píng)委們觀眾們展現(xiàn)自己的思維之光；擅長(zhǎng)聆聽(tīng)與總結(jié)的四辨?zhèn)兏╊郑珶挼乜偨Y(jié)己方對(duì)方的觀點(diǎn)論據(jù)，并有力地重申己方的立場(chǎng)，為辯論畫(huà)上圓滿的句號(hào)。

On the day of the debate, the children"s desire for expression surged. They all utilized their special talents. The speakers who excel in speeches confidently articulated their own stance, arguments, and evidences during making of constructive speech. The critical thinkers, the second and third debaters turned their questions and arguments into thinking ammunition and shields, showcasing their light of thinking to the judges and audience through several rounds of free debates. The listeners and summarizers, the fourth debaters overlooked the overall situation, summarized the arguments and evidences of their teammates and opponents in a concise manner, and forcefully reiterated their own positions, drawing a successful conclusion to the debate.

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在辯論結(jié)束后，六年級(jí)帶隊(duì)老師Mr.Jimmy不僅感嘆，自己也是一位學(xué)習(xí)者，從孩子們的身上，他學(xué)習(xí)到了思辨能力對(duì)于學(xué)習(xí)者的重要性，也看到了唇槍舌戰(zhàn)間越辯越明的真相。

After the debate, Mr. Jimmy, the sixth grade English teacher, exclaimed that he was also a learner. From the children, he learned the importance of critical thinking skills to learners and got closer to the truth as the debate went on.

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撰稿翻譯 |陳駿

攝影編輯 | 劉楚淵

審核 | 李曉麗