Bridging British Education Virtual Academy 伦桥国际教育

Debating Skills Development Session 辩论技巧发展课程

1. Course Basic Information 1. 课程基本信息

Course Name: LS04DBB 课程名称： LS04DBB

Topic: Critical Thinking and Debate: Examining Assumptions and Societal Views 主题： 批判性思维与辩论：审视假设和社会观点

Date: Date not specified 日期： 日期未指定

Student: Mason, Jaden, Stephen, Chloe 学生： Mason, Jaden, Stephen, Chloe

Teaching Focus 教学重点

Developing critical thinking by deconstructing 'of course' statements and practicing flexible debating positions (Agree/Disagree/Mind Not Made Up).

通过解构“当然如此”的陈述和练习灵活的辩论立场（同意/不同意/未定）来发展批判性思维。

Teaching Objectives 教学目标

Students will identify and analyze underlying assumptions in common societal statements. 学生将识别和分析常见社会陈述中的潜在假设。
Students will practice changing or maintaining their stance during a structured debate. 学生将练习在结构化辩论中改变或维持自己的立场。
Students will apply critical thinking concepts (e.g., considering implications, exploring other points of view) to complex topics. 学生将把批判性思维概念（例如，考虑影响，探索其他观点）应用于复杂主题。

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 Check-in and Student Mood Discussion: Checking in with students (Mason, Jaden, Stephen, Chloe) about their day, discussing Mason's dislike for memorizing Chinese characters and Jaden's school exhaustion.

随意问候与学生心情讨论： 与学生（Mason、Jaden、Stephen、Chloe）问好，讨论他们的一天，讨论Mason不喜欢背诵汉字以及Jaden对学校的疲惫感。

Debate Warm-up: Assumptions and Debate Rules: Introduction to the concept of assumptions being the root of problems. Teacher models changing minds and emphasizes the value of letting arguments change one's view.

辩论热身：假设与辩论规则： 介绍假设是问题的根源这一概念。教师演示如何改变立场，并强调让论点改变自己观点的价值。

Debate 1: Hiring Preferences (Friend vs. Skill): Debating the motion: 'People should be able to hire whomever they want for a job.' Stephen initially agrees but is swayed to disagree. Students explored fairness and business sense.

辩论一：招聘偏好（朋友 vs. 技能）： 辩论议题：“人们应该能够为工作招聘他们想要的任何人”。Stephen最初同意，但后来被说服表示不同意。学生们探讨了公平性和商业考量。

Debate 2: Government-Provided Free Healthcare and Education: Debating free healthcare/education. Chloe/Stephen argued for it (access for the poor); Jaden/Mason argued against it (cost, taxes, government reliability). Teacher compared UK/US models.

辩论二：政府提供的免费医疗和教育： 辩论免费医疗/教育。Chloe/Stephen支持（穷人可及性）；Jaden/Mason反对（成本、税收、政府可靠性）。教师比较了英美模式。

Debate 3: Freedom of Residency: Debating: 'Anyone should be allowed to live in any country they want.' Mason initially agreed but was swayed to disagree due to the lack of rules. Jaden, Stephen, and Chloe landed in the 'Mind Not Made Up' category.

辩论三：居住自由： 辩论：“任何人应该被允许居住在他们想去的任何国家”。Mason最初同意，但因缺乏规则而被说服持不同意见。Jaden、Stephen和Chloe最终处于“未定”类别。

Introduction to Critical Thinking Tips & Debrief: Teacher summarizes the flexibility shown in debates and introduces a five-step process for critical thinking based on provided text.

批判性思维技巧介绍与总结： 教师总结了辩论中展现的灵活性，并根据提供的文本介绍了批判性思维的五个步骤。

Debate 4 Preparation and Execution: Cryogenic Freezing: Students prepared arguments for/against: 'Before you die, would you choose to freeze yourself and deliver it 100 years later?' All students ended up in the 'Mind Not Made Up' category, leaning towards disagreement after discussion.

辩论四准备与执行：低温冷冻： 学生准备了关于“在你死前，你会选择冷冻自己并在100年后解冻吗？”的正反方论点。所有学生最终都处于“未定”类别，在讨论后倾向于不同意。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Hustle ling, jam pack, bustle, exhausting, assumptions, debate, logic, promotion, morale, consequences, restrict, outlawed, cryogenic, extinct, skeleton, cell damage, identity loss, technological understandings.

词汇：
忙碌（Hustle ling）, 挤满的（jam pack）, 喧嚣（bustle）, 筋疲力尽的（exhausting）, 假设（assumptions）, 辩论（debate）, 逻辑（logic）, 晋升（promotion）, 士气（morale）, 后果（consequences）, 限制（restrict）, 禁止（outlawed）, 冷冻的（cryogenic）, 灭绝的（extinct）, 骨骼（skeleton）, 细胞损伤（cell damage）, 身份迷失（identity loss）, 技术理解（technological understandings）。

Concepts:
Critical Thinking, Identifying Bias, Assumptions vs. Facts, Flexibility in Stance, Individual Freedom vs. Community Welfare, Unintended Consequences.

概念：
批判性思维，识别偏见，假设 vs. 事实，立场灵活性，个人自由 vs. 集体福利，意外后果。

Skills Practiced:
Argument formation, countering opposing views, justifying one's position, active listening (integrating teammate points), adapting stance based on evidence.

练习技能：
论点构建，反驳对立观点，证明自己立场，积极倾听（整合队友观点），根据证据调整立场。

Teaching Resources and Materials 教学资源与材料

Teacher-led presentation on 5 steps to improve debate through critical thinking. 教师主导的关于通过批判性思维提高辩论水平的五个步骤的讲解。
The text passage introducing critical thinking techniques. 介绍批判性思维技巧的文本段落。

3. Student Performance Assessment (Mason, Jaden, Stephen, Chloe) 3. 学生表现评估 (Mason, Jaden, Stephen, Chloe)

Participation and Activeness 参与度和积极性

Excellent engagement from all four students across multiple debate rounds. 所有四名学生在多个辩论回合中都表现出极佳的参与度。
Students actively tried to persuade peers and adapt their arguments, especially Stephen's initial shift. 学生积极尝试说服同伴并调整论点，特别是Stephen的初步转变。

Language Comprehension and Mastery 语言理解和掌握

Students grasped the complexity of the motions, particularly evident in the 'Mind Not Made Up' placements. 学生们理解了辩论议题的复杂性，这在“未定”立场中尤为明显。
Comprehension of counter-arguments was strong, particularly when students referenced others' points (e.g., Chloe building on Jaden's point). 对反驳观点的理解很强，特别是当学生引用他人的观点时（例如，Chloe在Jaden观点的基础上进行扩展）。

Language Output Ability 语言输出能力

Oral: 口语：

Fluency is generally high, though students occasionally relied on filler phrases when structuring complex thoughts. 流利度总体很高，尽管学生在构建复杂想法时偶尔会依赖填充语。
Students used strong comparative language (e.g., 'more experienced workers,' 'better overall healthcare'). 学生使用了强有力的比较性语言（例如，“更有经验的工人”，“总体上更好的医疗保健”）。

Written: 书面：

N/A (Oral focus)

不适用（口语重点）

Student's Strengths 学生的优势

Mason provided strong, creative examples to support his points, even when shifting his stance. Mason为自己的观点提供了有力、富有创意的例子，即使在他改变立场时也是如此。
Jaden demonstrated advanced debate awareness by introducing the 'alien species' scenario and effectively using expert references (though one was hypothetical). Jaden通过引入“外星物种”情景并有效地使用专家引述（尽管其中一个可能是假设的），展现了先进的辩论意识。
Stephen showed courage in taking a stand initially and clearly articulated reasons for his second position (supporting free healthcare). Stephen表现出勇气，最初表明了立场，并清晰地阐述了他第二个立场（支持免费医疗）的原因。
Chloe effectively integrated and expanded upon her peers' arguments, showing good collaboration skills. Chloe有效地整合并扩展了同伴的论点，表现出良好的协作能力。

Areas for Improvement 需要改进的方面

All students need to improve debate structure and delivery packaging, especially for the final topic. 所有学生都需要改进辩论结构和表达包装，特别是对于最后一个议题。
Mason and Jaden need to incorporate more verifiable expert opinions rather than just hypothetical scientific scenarios. Mason和Jaden需要纳入更多可验证的专家意见，而不仅仅是假设的科学情景。
Stephen needs to produce more detailed examples to support his positions. Stephen需要提供更多详细的例子来支持他的立场。
Chloe should focus on delivering her strong ideas with clearer introductory and concluding statements. Chloe应该专注于以更清晰的开场白和结束语来表达她出色的想法。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher successfully engaged students in challenging, nuanced debates, forcing them to think critically about implicit biases. 教师成功地引导学生参与了具有挑战性、细致入微的辩论，迫使他们批判性地思考隐含的偏见。
The introduction and application of the 5-step critical thinking model were well-timed as a formal wrap-up to the exercise. 批判性思维五步模型的介绍和应用是作为练习的正式总结，时机把握得很好。

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

The pacing of the first two debates was excellent, allowing for deep exploration of each side. 前两个辩论的节奏非常好，允许对每一方进行深入探索。
The introduction of the 'Mind Not Made Up' category successfully managed the complexity of the later motions where clear binaries were difficult. 在后续议题难以形成明确两极分化时，引入“未定”类别成功地管理了复杂性。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly interactive, intellectually stimulating, and encouraging, with clear respect shown between students and the teacher.

高度互动、智力激发、积极鼓励，学生和教师之间表现出明显的尊重。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Analyzing assumptions) was well met through the initial warm-up debate. 通过初始热身辩论，目标1（分析假设）得到了很好的实现。
Objective 2 (Practicing stance change) was strongly met, as demonstrated by the teacher successfully swaying Stephen. 目标2（练习立场改变）得到了有力实现，正如教师成功说服Stephen所证明的那样。
Objective 3 (Applying critical thinking) was partially met, with strong application in the later debates, especially the final one. 目标3（应用批判性思维）得到部分实现，在后来的辩论中得到了强有力的应用，特别是最后一场。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

The teacher's ability to model flexible debate positions (Agree/Disagree/Not Made Up) provided a safe space for nuanced discussion. 教师在灵活辩论立场（同意/不同意/未定）方面的示范能力为细致的讨论提供了安全空间。
Effective use of counter-questions to expose underlying assumptions in student arguments (e.g., the friend hiring scenario). 有效地运用反问来揭示学生论点中的潜在假设（例如，朋友招聘场景）。

Effective Methods: 有效方法：

Directly challenging initial positions to test the strength of reasoning (e.g., convincing Stephen away from his first point). 直接挑战初始立场以检验推理的强度（例如，说服Stephen放弃他的第一个观点）。
Integrating a formal critical thinking framework into the lesson structure after practical application. 在实际应用后将正式的批判性思维框架融入课程结构中。

Positive Feedback: 正面反馈：

The teacher highly praised the students for their improved debating skills and increased examples in their final topic. 教师高度赞扬了学生们在最后议题中展现出的改进的辩论技巧和更多的例子。

Next Teaching Focus 下一步教学重点

Analyzing the debate motion: 'Pen and papers should be outlawed and replaced with digital products.' 分析辩论议题：“笔和纸张应该被禁止并用数字产品取代。”

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

Speaking & Delivery: 口语与表达：

For Chloe: Focus on developing a clear sentence structure and strong introductory/concluding phrases to package complex arguments effectively. 对于Chloe：专注于发展清晰的句子结构和强有力的开场白/结束语，以便有效地包装复杂的论点。
All students: Work on reducing filler words during preparation time to ensure maximum impact during the two-minute presentation slots. 所有学生：努力减少准备时间内的填充词，以确保在两分钟的陈述环节中发挥最大影响力。

Content & Evidence: 内容与证据：

For Stephen: Prepare concrete, real-life examples for every major argument to add weight and paint a clearer picture for the audience. 对于Stephen：为每一个主要论点准备具体的、现实生活中的例子，以增加分量并为听众描绘更清晰的画面。
For Mason and Jaden: Continue integrating expert opinions, focusing on finding specific, named scientists or studies to reinforce credibility. 对于Mason和Jaden：继续整合专家意见，重点是寻找具体的、有名字的科学家或研究来增强可信度。

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

Review the 5 steps of critical thinking presented in class and think about how they apply to the next debate topic (digital vs. physical tools). 复习课堂上介绍的批判性思维的五个步骤，并思考它们如何应用于下一个辩论主题（数字工具与实体工具的对比）。