英語辯論教程：語言應用類（簡體書）

《英語辯論教程（2019）/高等學校英語拓展系列教程》作者從豐富的國內外英語辯論培訓經驗出發，針對中國學習者在辯論方面的需求和特點，介紹了辯論的基本知識和技巧，重在通過培養思辨能力幫助學習者提高辯論及溝通技能，在語言與觀點的交鋒中錘煉思維，開闊視野。

Gary Rybold，為美國加利福尼亞大學教授，現任美國國際辯論教育協會首席辯論教練，指導的辯論隊連續五年獲得美國大學辯論錦標賽的冠軍。

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 oflnformation warns that “with the amount ofstored information growing at a rate of about 30% a year ，a real change in our human ecology is taking place. Speaalized knowledge is updated so often that it has a half-life-the time a piece ofinformation 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with this quickly changing environment students are still rewarded for memorizing information that will soon be outdated.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 “left with verbalism， whereby learners do nothing more than listen to lectures， take notes， and memorize abstract definitions. Iflanguage instruction is limited to this type of activity，conceptual knowledge will have no power to be generalized to specific concrete commurucative situations and will essentially be useless.”2Debating in English strives to be different from this type ofeducation. 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 partiapate in activities to make these concepts part ofwho you are， so that you can be a better thinker and a better speaker in English.Iflanguage instruction is limited to this type of activity，conceptual knowledge will have no power to be generalized to specific concrete commurucative situations and will essentially be useless.”2Debating in English strives to be different from this type ofeducation. 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 partiapate in activities to make these concepts part ofwho you are， so that you can be a better thinker and a better speaker in English .Iflanguage instruction is limited to this type of activity，conceptual knowledge will have no power to be generalized to specific concrete commurucative situations and will essentially be useless.”2Debating in English strives to be different from this type ofeducation. 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 partiapate in activities to make these concepts part ofwho you are， so that you can be a better thinker and a better speaker in English .Instead you need to partiapate in activities to make these concepts part ofwho you are， so that you can be a better thinker and a better speaker in English.Instead you need to partiapate in activities to make these concepts part ofwho you are， so that you can be a better thinker and a better speaker in English.

Chapter 1 Welcome to Debate
Chapter 2 Fundamentals of Debate
Chapter 3 Critical thinking in Debate
Chapter 4 Developing Effective Public Speaking Skills
Chapter 5 Impromptu and Extemporaneous Speaking
Chapter 6 Listening and Flowing
Chapter 7 Motions
Chapter 8 Researching
Chapter 9 Propositional Case Development
Chapter 10 Oppositional Counter-case Development
Chapter 11 Refutation and Rejoinder
Chapter 12 Logical Fallacies
Chapter 13 Competing in Debate Tournaments
Appendices
Appendix 1 Glossary of Debate Terms
Appendix 2 Fallacy List
Appendix 3 How to Conduct a Debate Tournament