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辯論式學(xué)習(xí)，即全體學(xué)生始終圍繞同一辯題，自主選擇觀點，形成正反兩方，通過一定的組織形式，在課堂上運用自己所收集到的信息說明自己對某一事物的見解，并力求駁倒對方的論點。

Argumentative learning refers to that all students fall into the affirmative side and the negative side according to the opinions they choose based on the same debate topic. The students are encouraged to express their understanding towards a certain point of view by taking advantage of information collected and to refute others.

在學(xué)習(xí)了“科技與生活”這一主題時，蘇城外的高中部學(xué)生不禁深思——“既然科技能帶給我們?nèi)绱硕嗟膶崟r信息，那我們能否帶手機(jī)來學(xué)校呢？”

While learning the topic of “technology and life”, high school students in Soochow Foreign Language School can’t help thinking “Now that the technology can make us accessible to so much instant information, are we allowed to bring our cellphones to school?”

今天，在蘇城外國語國際高中部的英語課堂上，就出現(xiàn)了一場針鋒相對的辯論，到底誰能在這場唇槍舌戰(zhàn)中更勝一籌，讓我們拭目以待吧！

So here comes a hot debate on this topic, and let’s see who will be the final winner?

任課教師簡介Techer Profile

Joanna Zhou graduated from Anhui University with a master’s degree in English Translation and Interpretation. She has been engaged in English teaching for nearly 4 years, with 2 years in IBDP English B. She is awarded with primary and secondary first-grade teaching qualification.

Now she works as the English subject leader and EE coordinator in SCFLS senior high school.

本次課堂的教學(xué)目標(biāo)是：學(xué)生通過課堂辯論的形式探究“中學(xué)生該不該在學(xué)校佩戴手機(jī)”，并依托辯論中形成的個人觀點及學(xué)過的基礎(chǔ)寫作知識，對一現(xiàn)象的優(yōu)劣進(jìn)行辯證的思考，并以辯論和論文的形式呈現(xiàn)。

Teaching objectives: Students are expected to explore “Whether middle school students should be allowed to bring their cellphones to school?” in the form of debate, and to thoroughly think about the debate topic and finally generate a paragraph writing based on their personal perspectives and writing skills learned.

第二輪：自由辯論環(huán)節(jié)。正反方辯手自由輪流發(fā)言，時間為10分鐘。

Round 2: Free debate for 10 minutes.

第三輪：結(jié)辯環(huán)節(jié)。正反雙方代表針對辯論會整體態(tài)勢進(jìn)行總結(jié)陳詞，時間分別為2分鐘。

Round 3: Concluding speech. The representatives of the affirmative and the negative made a conclusion based on the debate process within 2 minutes.

雙方辯論期間，正反雙方的兩位記錄員分別將各方的主要觀點記錄在黑板上，供辯論之后的寫作參考。

Notice: During the debate, two recorders made notes of the gist on the blackboard for the affirmative and the negative respectively.

辯論后學(xué)生就辯論的形式和內(nèi)容進(jìn)行提問式反思。

我在辯論中知悉了對方的哪些觀點？

這些觀點是否同我的觀點根本矛盾且不可調(diào)和？

我是如何通過辯論這種形式獲取知識的？

Students reflected on the debate form and topic by asking questions. For example, what opinions have I got during the debate? Do these opinions contradict with mine? How do I achieve knowledge through the debate?

針對“中學(xué)生該不該在學(xué)校佩戴手機(jī)”這一論題，正反雙方學(xué)生分別就各自在辯論中的觀點來組織語言，完成一個段落的寫作。在此之前，老師和學(xué)生一起回顧了段落寫作的結(jié)構(gòu)，即一個完整的段落需包含主題句、支撐句及總結(jié)句，并介紹了如何通過使用舉例子、列數(shù)據(jù)、對比等方法展開對論點的陳述，為學(xué)生接下來的寫作做好了鋪墊。

Each student was expected to express their opinions in an academic paragraph after the debate. Before this, the paragraph structure, which had already been taught, was reviewed again to get the students ready for their writing.

寫作結(jié)束后，學(xué)生根據(jù)所給的段落寫作標(biāo)準(zhǔn)檢查清單，與同伴互改作文。

Students were asked to exchange their writing with peers and do evaluation according to the paragraph criteria checklist given.

中文撰稿：周慧

 英文翻譯：周慧 

攝影：宋柏霖

英文審核：語言中心

編輯、排版、審核：校長辦公室 宣傳辦