“自由辯論是我們探尋真相的重要途徑。”這是著名作家富蘭克林.松嫩貝克在書本《靈魂食物：改變思維 改變人生》當中的名言。
(資料圖)
而本周五，CBIS PYP六年級的同學們為了探尋超學科主題”共享地球“中動物實驗的真相，自發地組織了一場充滿思維碰撞的英語辯論。
Free debate is an important way for us to explore the truth", said the famous author Franklin Sonnenbeck in his book "Soul Food: Changing Thinking and Changing Life".
This Friday, to explore the truth of animal tests in the interdisciplinary theme "Sharing the Planet", our G6 students spontaneously organized an English debate that was full of thought collisions.
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辯論開始
DEBATE ON!
本次辯論的辯題為：人類是否應該使用動物進行產品實驗。
該辯題來源于一節常規英語詞句探究課，孩子們就課本中有關“動物實驗”的定義進行爭論，并主動要求開展班級辯論。
在辯論前期準備中，孩子們自主選擇立場，并運用學習技能（ATLs）當中的研究技能進行資料審核與收集，并在辯證分析資料后形成自己的觀點與論據；同時，他們也運用社交媒體，例如微信群去共享資訊與傳遞“秘密情報”，充分地體現了他們作為現代學習者的社交技能；孩子們的思維更在“問題預設”中得到充分發展，他們需要運用思維技能預判對方的問題，并利用相關論據進行回應。
The resolution for this debate is "should humans use animals for product experiments", which is originated from a regular English vocabulary-sentence class where children questioned the definition of "animal experiments" in the textbook and actively requested a class debate.
In the preparation phase for the debate, children independently chose their stance and used the research skills in Approaches to Learning (ATLs) to examine and collect data, and form their own arguments and evidences after data analysis. At the same time, they also used social media, such as WeChat groups, to share information and transmit "secret intelligence", which fully reflects their social skills as modern learners. At the same time, children"s thinking was fully developed in the process of "problem presumption" since they need to use their thinking skills to anticipate the other party"s questions and respond with relevant evidences.
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在正式辯論當天，孩子們的表達欲高漲。
他們各自發揮自己獨特的專長，擅長演講的一辯們在立論環節自信地闡述己方立場、觀點與論據；而擅長思辨的二辯三辯們將手中的問題與論據化作思維彈藥與盾牌，在數回合的觀點切磋碰撞中向評委們觀眾們展現自己的思維之光；擅長聆聽與總結的四辨們俯瞰全局，精煉地總結己方對方的觀點論據，并有力地重申己方的立場，為辯論畫上圓滿的句號。
On the day of the debate, the children"s desire for expression surged. They all utilized their special talents. The speakers who excel in speeches confidently articulated their own stance, arguments, and evidences during making of constructive speech. The critical thinkers, the second and third debaters turned their questions and arguments into thinking ammunition and shields, showcasing their light of thinking to the judges and audience through several rounds of free debates. The listeners and summarizers, the fourth debaters overlooked the overall situation, summarized the arguments and evidences of their teammates and opponents in a concise manner, and forcefully reiterated their own positions, drawing a successful conclusion to the debate.
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在辯論結束后，六年級帶隊老師Mr.Jimmy不僅感嘆，自己也是一位學習者，從孩子們的身上，他學習到了思辨能力對于學習者的重要性，也看到了唇槍舌戰間越辯越明的真相。
After the debate, Mr. Jimmy, the sixth grade English teacher, exclaimed that he was also a learner. From the children, he learned the importance of critical thinking skills to learners and got closer to the truth as the debate went on.
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撰稿翻譯 |陳駿
攝影編輯 | 劉楚淵
審核 | 李曉麗
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