Bridging British Education Virtual Academy 伦桥国际教育

Debate Preparation and Persuasive Devices 辩论准备与说服技巧

1. Course Basic Information 1. 课程基本信息

Course Name: VJ DB B G3 课程名称： VJ DB B G3

Topic: Is digital art just as worthy of regard as classical paintings? 主题： 数字艺术是否与古典绘画具有同等的价值？

Date: Not specified 日期： 未指明

Student: Cassie, Luna 学生： Cassie, Luna

Teaching Focus 教学重点

Reviewing persuasive debate positions and introducing/practicing persuasive devices (facts vs. opinion, statistics, repetition, emotive language).

回顾辩论立场并介绍/练习说服性技巧（事实与观点、统计数据、重复、情感语言）。

Teaching Objectives 教学目标

Students will be able to define and differentiate between facts and opinions in argumentation. 学生将能够定义和区分论证中的事实与观点。
Students will begin to incorporate persuasive devices (statistics, repetition, emotive language) into their debate arguments. 学生将开始将说服性技巧（统计数据、重复、情感语言）融入他们的辩论论点中。
Students will articulate arguments supporting both affirmative (digital art worthy) and negative (classical art superior) positions. 学生将阐述支持正方（数字艺术有价值）和反方（古典艺术更优秀）立场的论点。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Casual Conversation: Teacher and student exchange pleasantries about the weather/vacation.

闲聊： 教师和学生就天气/假期交换问候。

Defining the Debate Motion: Defining the core term 'just as worthy' as 'special and respected'. Assigning affirmative (Cassie: Yes) and negative (Luna: No) roles.

定义辩论主题： 将核心术语“同等有价值”定义为“特别和受尊重”。分配正方（Cassie：是）和反方（Luna：否）角色。

Stating Initial Reasons: Cassie argues digital art requires real talent/hard work. Luna argues classical art has superior texture.

陈述初步理由： Cassie认为数字艺术需要真正的才能和努力。Luna认为古典艺术具有更优越的质感。

Introduction to Persuasive Devices: Detailed review of persuasive language: Reason/Belief statements, 'without a doubt', 'research suggests', facts vs. opinion, statistics, repetition, and emotive language.

说服性技巧介绍： 详细回顾说服性语言：理由/信念陈述、“毫无疑问”、“研究表明”、事实与观点、统计数据、重复和情感语言。

Formal Debate Speeches: Cassie delivers the affirmative speech, utilizing talent, emotional response, and market value (Beeple). Luna delivers the negative speech, focusing on texture, uniqueness, and the artist's 'soul'.

正式辩论陈述： Cassie发表正方陈词，利用才能、情感反应和市场价值（Beeple）。Luna发表反方陈词，侧重于质感、独特性和艺术家的“灵魂”。

Feedback and Device Recognition: Teacher praises both arguments, pointing out successful usage of devices (especially Luna's repetition of 'soul').

反馈与技巧识别： 老师表扬了双方的论点，并指出了技巧的成功运用（尤其是Luna对“灵魂”一词的重复）。

Video Analysis: Watching a video comparing Traditional vs. Digital Art, noting overlaps with prior arguments (tangibility, technology reliance, sharing).

视频分析： 观看对比传统艺术与数字艺术的视频，注意与先前论点（有形性、技术依赖性、分享性）的重叠之处。

Final Scenario: Save the Cat or the Painting?: Students prepare reasons for saving either a cat (Luna/Negative) or a famous painting (Cassie/Affirmative) to practice using learned devices.

结课活动：救猫还是救名画？： 学生准备拯救猫（Luna/反方）或名画（Cassie/正方）的理由，以练习使用所学技巧。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Affirmative, Negative, Worthy, Regards, Classical, Digital art, Texture, Replicate, Imperative, Utterly condemn, Obviously, Research suggests, Overwhelmingly, Abolished, Tangible, Brush strokes, Shading, Emotive, Vulnerable, Abandoned, Copy, Sole, Versatility

词汇：
正方，反方，有价值的，尊重，古典的，数字艺术，质感/纹理，复制，必要的，完全谴责，显然，研究表明，压倒性地，废除，有形的，笔触，阴影，情感的，脆弱的，被遗弃的，复制品，灵魂，通用性

Concepts:
Fact vs. Opinion, Persuasive Devices, Market Value of Art, Artistic Skill Transferability

概念：
事实与观点，说服性技巧，艺术品市场价值，艺术技能的可迁移性

Skills Practiced:
Argument construction, rebuttal development, application of rhetorical devices, active listening in a debate setting.

练习技能：
论点构建，反驳发展，修辞技巧的应用，辩论环境下的积极倾听。

Teaching Resources and Materials 教学资源与材料

List of Persuasive Devices (Handout/Screen Share) 说服性技巧列表（讲义/屏幕分享）
Video: Five Differences Between Traditional Art vs. Digital Art 视频：传统艺术与数字艺术之间的五大区别

3. Student Performance Assessment (Cassie, Luna) 3. 学生表现评估 (Cassie, Luna)

Participation and Activeness 参与度和积极性

Both students demonstrated high engagement, actively taking on and supporting their assigned debate roles. 两位学生都表现出高度参与，积极承担并支持分配的辩论角色。
Cassie was enthusiastic in presenting her points, using comparison effectively. Luna showed strong logical structure in her argument. Cassie在陈述观点时很热情，有效使用了对比。Luna在她的论证中展现了强大的逻辑结构。

Language Comprehension and Mastery 语言理解和掌握

Students showed strong comprehension of the core difference between 'fact' (e.g., chemical composition, statistical data) and 'opinion' (e.g., taste, desirability). 学生对“事实”（例如化学成分、统计数据）和“观点”（例如品味、可取性）之间的核心区别有很好的理解。
They successfully grasped the function of specific persuasive devices like emotive language and statistics. 他们成功理解了特定说服性技巧的功能，如情感语言和统计数据。

Language Output Ability 语言输出能力

Oral: 口语：

Cassie's pacing was energetic, though sometimes quick. Her vocabulary use was strong when citing examples. Cassie的语速很有活力，但有时过快。她在引用例子时词汇运用很扎实。
Luna’s delivery was clearer and more measured than in previous lessons. She used persuasive phrasing naturally. Luna的表达比以往课程更清晰、更沉稳。她自然地运用了说服性短语。

Written: 书面：

N/A (Focus was primarily oral debate preparation and analysis)

不适用（重点主要在于口头辩论准备和分析）

Student's Strengths 学生的优势

Cassie: Effective use of concrete, high-value examples (Beeple's $69M sale) to support her point. Cassie：有效利用具体的、高价值的例子（Beeple的6900万美元销售额）来支持她的观点。
Luna: Deep exploration of the concept of 'soul' and uniqueness in classical art (handwriting analogy). Strong structural coherence. Luna：深入探讨了古典艺术中的“灵魂”和独特性概念（手写类比）。结构连贯性强。
Both: Showed early adoption of the persuasive vocabulary taught during the lesson. 双方：在课堂上展示了对所教说服性词汇的早期采纳。

Areas for Improvement 需要改进的方面

Cassie: Needed to slow down slightly when delivering complex points to ensure clarity. Cassie：需要稍微放慢语速，以确保复杂观点的清晰度。
Luna: Needs practice integrating statistical facts seamlessly into her arguments, though her opinion work was very strong. Luna：需要练习将统计事实无缝地融入她的论证中，尽管她的观点论证非常有力。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The introduction of persuasive devices followed immediately by applying them in structured arguments was highly effective. 说服性技巧的介绍紧接着在结构化论证中的应用，效果非常显著。
Using the video supplement after the students presented allowed them to consolidate their own points before seeing alternative professional arguments. 在学生陈述后使用视频补充材料，使他们能够在看到其他专业论点之前巩固自己的观点。

Teaching Pace and Time Management 教学节奏和时间管理

The pace was fast, especially during the introduction of persuasive devices, which required quick application. 节奏很快，尤其是在介绍说服性技巧时，这要求快速应用。
The pace slowed appropriately during the debate speeches, allowing for detailed feedback. 辩论演讲期间节奏放慢得很合适，允许进行详细的反馈。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly engaged, supportive, and intellectually stimulating, characterized by energetic debate.

高度投入、支持性强且具有智力刺激性，以充满活力的辩论为特征。

Achievement of Teaching Objectives 教学目标的达成

Defining fact/opinion: Successfully achieved. 事实/观点的定义：成功达成。
Incorporating devices: Demonstrated strong initial adoption, especially emotive language and comparison. 技巧的融入：展示了强大的初步采纳，尤其是情感语言和对比。
Articulating positions: Both students delivered comprehensive, well-supported opening speeches. 阐述立场：两位学生都发表了全面、有力的开场陈词。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Clear, step-by-step definition of abstract concepts (e.g., 'just as worthy', 'emotive language'). 对抽象概念（如“同等有价值”、“情感语言”）的清晰、循序渐进的定义。
Immediate integration of new learning into the core debate structure. 将新学习内容立即整合到核心辩论结构中。

Effective Methods: 有效方法：

Using opposing student arguments as immediate examples for device application (e.g., noting Luna's repetition). 使用对立的学生的论点作为技巧应用的即时例子（例如，注意Luna的重复使用）。
Providing concrete, relatable analogies for abstract concepts (e.g., handmade coffee vs. instant coffee for texture/artistry). 为抽象概念提供具体、贴切的类比（例如，用手工咖啡对比速溶咖啡来解释质感/艺术性）。

Positive Feedback: 正面反馈：

Teacher provided specific, reinforcing feedback on technique use during the post-speech analysis. 老师在演讲后分析中对技巧的使用提供了具体、有力的反馈。
The teacher successfully encouraged students to try using the new devices immediately. 老师成功地鼓励学生立即尝试使用新技巧。

Next Teaching Focus 下一步教学重点

Applying persuasive devices consistently and consciously in the next formal debate round. 在下一轮正式辩论中，持续且有意识地运用所学到的说服性技巧。
Developing strong rebuttal strategies using the learned devices. 利用所学技巧发展强有力的反驳策略。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Argumentation & Logic: 论证与逻辑：

When using statistics, Cassie should ensure the source or context is established, even if briefly, to strengthen the 'fact' claim. 在引用统计数据时，Cassie应该确保简要建立来源或背景，以加强“事实”的主张。
Luna should practice framing her strong opinions (like the 'soul' argument) with foundational facts or verifiable concepts next time. Luna下次应该练习用基础事实或可验证的概念来构建她强烈的观点（如“灵魂”论点）。

Delivery & Fluency: 表达与流畅度：

Both students should continue practicing reading complex, unfamiliar vocabulary out loud to improve pacing and pronunciation confidence (e.g., 'abolished', 'imperative'). 两位学生都应继续练习大声朗读复杂、不熟悉的词汇，以提高语速和发音的信心（例如，“abolished”，“imperative”）。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Review the difference between facts/opinion and statistics/emotive language using provided notes. 使用提供的笔记复习事实/观点与统计数据/情感语言的区别。
Prepare arguments for the next scenario: 'If a gallery is on fire, which one will you save? A cat or a famous painting?', aiming to incorporate at least two new persuasive devices. 为下一个情景准备论据：“如果画廊着火，你会救什么？一只猫还是一幅名画？”，目标是纳入至少两种新的说服性技巧。