精選英語(yǔ)辯論題目
英語(yǔ)辯論賽越來(lái)越普遍，大家一定還是需要一些英語(yǔ)辯論題目的。下面是小編搜集整理的精選英語(yǔ)辯論題目，歡迎閱讀。更多資訊請(qǐng)繼續(xù)關(guān)注辯論賽欄目!
英語(yǔ)辯論題目
CLASS assignment at a Guangzhou university has provoked controversy after local press reported that a professor asked students to design a hypothetical plan to rob a bank. The professor said the same assignment had been used at the Harvard Business School to train students how to manage human resources.
Many shocked commentators have criticized the assignment as absurd. They suggest that it may even encourage students to commit crime. Such a project wouldn't have any educational value, they argue. Others say that robbing a bank is not necessarily an innovative idea for a college class project; it only shows that the educator has run out of legitimate ideas and methods.
However, a greater number of other commentators support the project. They suggest that such unconventional methods will capture students' imaginations and make the class more interesting.
Students, too, came to the professor's defense, saying it was a very inventive project from which they learned a lot.
Do you think this is a project that should be assigned to a college class?
Yes
It won't turn students into bank robbers. There's no need to make such a fuss over it.
1. College students are adults with a well-grounded sense of right and wrong. Simply being asked by a professor to write a plan for robbing a bank isn't going to provoke them to do carry it out.
2. Not every lesson in a college class has to be about morals or social values. Academic freedom means professors can give students assignments like this, as long as they are challenging and educational.
3. The main problem with the Chinese educational system is its lack of innovation and fresh ideas. Students have been taught for decades to simply recite and repeat. This project is an example of educational innovation and should be encouraged, not criticized.
No
There are better ways to be innovative in the classroom than designing a bank robbery.
1. A bank robbery, however hypothetical, usually involves violence. Although college students probably wouldn't carry out such an act, encouraging them to plan violence is inappropriate.
2. There are better ways to stimulate students' imagination and critical thinking. The fact that the professor chose this particular case means that he is not sensitive enough to the students' real needs.
3. Just because the assignment was used at a US college doesn't mean it's suitable for a Chinese university class. Borrowing "revolutionary" educational methods from abroad without adapting them to the situation in China can lead to problems.
hypothetical假設(shè)的
innovative創(chuàng)新的
legitimate合理的
recite背誦
延伸閱讀：英語(yǔ)辯論賽流程
1、主席致辭：宣布辯題及辯題相關(guān)背景資料;介紹選手包括學(xué)院、專(zhuān)業(yè)、年級(jí)及正反方所持觀點(diǎn)等;介紹評(píng)委及比賽規(guī)則。
2.、比賽階段：
1)正方一辯發(fā)言(7分鐘)
第一分鐘結(jié)束時(shí)--舉牌提示,第六分鐘結(jié)束時(shí)--舉牌提示,第七分鐘結(jié)束時(shí)---舉牌提示
2)反方一辯發(fā)言(8分鐘)
第一分鐘結(jié)束時(shí)--舉牌提示,第七分鐘結(jié)束時(shí)--舉牌提示,第八分鐘結(jié)束時(shí)---舉牌提示
3)正方二辯發(fā)言(8分鐘)
第一分鐘結(jié)束時(shí)--舉牌提示,第七分鐘結(jié)束時(shí)--舉牌提示,第八分鐘結(jié)束時(shí)---舉牌提示
4)反方二辯發(fā)言(8分鐘)
第一分鐘結(jié)束時(shí)--舉牌提示,第七分鐘結(jié)束時(shí)--舉牌提示,第八分鐘結(jié)束時(shí)---舉牌提示
5)反方一辯總結(jié)(4分鐘)
第一分鐘結(jié)束時(shí)--舉牌提示,第三分鐘結(jié)束時(shí)--舉牌提示,第四分鐘結(jié)束時(shí)---舉牌提示
6)正方一辯總結(jié)(5分鐘)
第一分鐘結(jié)束時(shí)--舉牌提示,第四分鐘結(jié)束時(shí)--舉牌提示,第五分鐘結(jié)束時(shí)---舉牌提示
注意事項(xiàng):
在提示牌提示結(jié)束后,有20秒寬限期,發(fā)言者必須在此期間內(nèi)完成自己的發(fā)言,如果超過(guò)寬限期,則扣分.如果發(fā)言者發(fā)言時(shí)間遠(yuǎn)遠(yuǎn)少于規(guī)定時(shí)間,則評(píng)委會(huì)將此看作沒(méi)有充分展開(kāi)自己的觀點(diǎn)而給發(fā)言者扣分.
在前1-4環(huán)節(jié)中,對(duì)方可以根據(jù)發(fā)言者正在申訴的論點(diǎn)提出本方的觀點(diǎn)(point of information,簡(jiǎn)稱(chēng)為POI)提問(wèn)者提出POI的注意事項(xiàng):
1)POI要簡(jiǎn)短，切題，機(jī)智。嚴(yán)禁針對(duì)比賽規(guī)則和個(gè)人提出問(wèn)題;
2)提出POI時(shí)要從座位上起立，并舉手示意.提問(wèn)者可以用類(lèi)似on that point,Sir/Madam的話(huà)引起發(fā)言者的注意;
3)發(fā)言者可以采取以下方式回應(yīng)對(duì)方提出的POI:語(yǔ)言拒絕(類(lèi)似sorry)、接受提問(wèn)(類(lèi)似ok);
4)如果提出POI的要求被發(fā)言者接受，那么POI的陳述要以澄清事實(shí)或提出評(píng)論為形式，用一兩句話(huà)在15秒內(nèi)表達(dá)出來(lái);如果被發(fā)言者拒絕，那么提問(wèn)者坐回原位，準(zhǔn)備下一次提問(wèn);
5)POI只能在前四個(gè)環(huán)節(jié)中提出，最后兩個(gè)環(huán)節(jié)不能提出，前四個(gè)環(huán)節(jié)內(nèi)第一分鐘和最后一分鐘內(nèi)不可以提出POI;
6)發(fā)言者如果接受POI，那么就應(yīng)針對(duì)提問(wèn)并圍繞自己的發(fā)言回答問(wèn)題;
7)除非要提出POI，否則沒(méi)有輪到發(fā)言的辯手不得在別人發(fā)言時(shí)起立。如果辯手違反規(guī)則提問(wèn)或有擾亂正常比賽的行為，那么此選手將被主持人宣布犯規(guī);
8)評(píng)價(jià)POI的提出是否得當(dāng)，應(yīng)該看它對(duì)正反兩方接下來(lái)的'辯論的影響如何;
9)發(fā)言者在發(fā)言時(shí)須至少接受2次POI，提問(wèn)者至少要站起4次示意提POI。辯手若沒(méi)有抓住機(jī)會(huì)提POI或者在發(fā)言中沒(méi)有接受POI，評(píng)委可酌情扣分;
3、觀眾提問(wèn):觀眾可向正反方各提一個(gè)問(wèn)題，由雙方選派一名選手作答。該環(huán)節(jié)在正式比賽結(jié)束后進(jìn)行，增加比賽觀賞性，不影響比賽結(jié)果。
4、評(píng)判團(tuán)評(píng)議裁決：由一名評(píng)委進(jìn)行點(diǎn)評(píng)，向辯論賽主席遞交比賽結(jié)果。附評(píng)分標(biāo)準(zhǔn)
5、評(píng)分標(biāo)準(zhǔn)
1)內(nèi)容:觀點(diǎn)陳述明確，有條理，論點(diǎn)和論據(jù)內(nèi)容是否正確、充實(shí)，引用資料和實(shí)例是否恰當(dāng)。 30%
2)技巧:語(yǔ)言連貫，反應(yīng)迅速，辯手語(yǔ)言是否流暢，說(shuō)理、分析是否透徹，反駁和應(yīng)變能力是否強(qiáng)，說(shuō)服力和邏輯性是否強(qiáng)。 20%
3)各隊(duì)在POI環(huán)節(jié)中的識(shí)辯能力、說(shuō)明能力和邏輯性是否強(qiáng)，接句是否合適，回答是否中肯，反驅(qū)是否有力、有理，反應(yīng)是否機(jī)敏，用語(yǔ)是否得體。 20%
4)遵守比賽規(guī)則，準(zhǔn)確把握時(shí)間。 10%
5)形象氣質(zhì)：儀表，著裝整齊辯手的表情、動(dòng)作是否恰當(dāng)，是否有風(fēng)度及幽默感。 10%
6)團(tuán)隊(duì)合作：全隊(duì)各辯手的論點(diǎn)是否一致，結(jié)構(gòu)是否完整，隊(duì)員之間的配合、合作是否默契。 10%
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