英語(yǔ)辯論教程

前言

　　Technology and globalization have spread opportunities around the world.Yet these same forces have also brought about changes at an unprecedented pace.Peter Lyman of the UC Berkeley School of Information warns that“with the amount of stored information growing at a rate of about 30％a year，a real change in our human ecology is taking place.Specialized knowledge is updated SO often that it has a half-life-the time a piece of information stays current——as short as five years".　　Even with this quickly changing environment students are still rewarded for memorizing information that will soon be outdated.Worse yet，students cram for exams and as soon as the test is over they forget most ofwhat they“knew."　　Specifically，in language instruction we can be“l(fā)eft with verbalismJ whereby learners do nothing more than 1isten to lecturesJ take notes，and memorize abstract definitions.If language instruction is limited to this type of activity， conceptual knowledge will have no power to be generalized to specific concrete　　communicative situations and will essentially be useless".　　Debating in English strives to be different from this type of education.Of course，you will need to learn concepts in this book.But these concepts should not be treated as checkmarks for taking an exam.Instead you need to participate in activities to make these concepts part ofwho you are，SO that you can be a better thinker and a better speaker in English.

內(nèi)容概要

　　本書作者從豐富的國(guó)內(nèi)外英語(yǔ)辯論培訓(xùn)經(jīng)驗(yàn)出發(fā)，針對(duì)中國(guó)學(xué)習(xí)者在辯論方面的需求和特點(diǎn)，介紹了辯論的基本知識(shí)和技巧，重在通過培養(yǎng)思辨能力幫助學(xué)習(xí)者提高辯論及溝通技能，在語(yǔ)言與觀點(diǎn)的交鋒中錘煉思維，開闊視野?！　∵x材精要，涉及辯論形式、評(píng)判規(guī)則、思辨技巧、陳詞技巧、資料收集、辯題分析、立論駁論等基本內(nèi)容?！　?nèi)容講解清晰簡(jiǎn)潔，輔以具體的舉例說明，易于理解掌握。　　活動(dòng)設(shè)計(jì)易于操作，以小見大，針對(duì)性強(qiáng)?！　∫运急娣椒ê图记傻呐囵B(yǎng)與運(yùn)用為切入點(diǎn)，促進(jìn)學(xué)習(xí)者辯論水平及思維能力的提高?！　∨涮捉虒W(xué)資源豐富。隨書所附DVD包含國(guó)內(nèi)最為普及的兩種辯論形式的錄像。更多教學(xué)資源及辯論錄像將通過高等英語(yǔ)教學(xué)網(wǎng)陸續(xù)提升。

書籍目錄

Chapter 1  Welcome to DebateChapter 2  Fundamentals of DebateChapter 3  Critical thinking in DebateChapter 4  Developing Effective Public Speaking SkillsChapter 5  Impromptu and Extemporaneous SpeakingChapter 6 Listening and FlowingChapter 7 Motions  Chapter 8  ResearchingChapter 9  Propositional Case DevelopmentChapter 10  Oppositional Counter-case DevelopmentChapter 11  Refutation and RejoinderChapter 12 Logical FallaciesChapter 13  Competing in Debate TournamentsAppendices   Appendix 1  Glossary of Debate Terms   Appendix 2 Fallacy List   Appendix 3 How to Conduct a Debate Tournament

章節(jié)摘錄

　　Hierarchy of values.Any motion being debated could involve many different values.Some of these values might be in conflict with each othe which means the values cannot all be achieved equally at the same time.If they are in conflict，the propositional team should set up a hierarchy of values within the framework of the context or in the order of importance.In terms of our example on technologv the highest value could be"naximizing the learning of the students."However，if PPT is used in an oral English classroom，a conflicting value may be PPT is"easier for the teacher to lecture：If the students find the PPT lecture unengaging，we need to ask in the context of an oraI communication class：Which is a higher value-ease of lecturing for the teacher，or engagement of the students for maximizing the learning.　　Criteria.Once the hierarchy is established，how will we know whether it is met or not？In the above example，how much involvement is necessary for students to have a better educational experience for developing oral communication sldlls？ This criterion could be established in a manner that points in a direction such as anything that reduces student discussion would lessen the educational experience.Another approach is to establish how much time should be spent in lecturing and how much time spent in activities.If the evidence says at least a 50％involvement is best for learningJ then anything less caused by technology would 1essen the educational experience.

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