Ⅰ 學生不應有任何作業英文辯論
The Case For and Against Homework
Teachers should not abandon homework. Instead, they should improve its instructional quality.
Homework
has been a perennial topic of debate in ecation, and attitudes toward
it have been cyclical (Gill & Schlossman, 2000). Throughout the
first few decades of the 20th century, ecators commonly believed that
homework helped create disciplined minds. By 1940, growing concern that
homework interfered with other home activities sparked a reaction
against it. This trend was reversed in the late 1950s when the Soviets'
launch of
Sputnik led to concern that U.S. ecation lacked rigor; schools
viewed more rigorous homework as a partial solution to the problem.
By
1980, the trend had reversed again, with some learning theorists
claiming that homework could be detrimental to students' mental health.
Since then, impassioned arguments for and against homework have
continued to proliferate.
The Case for Homework
Homework
is typically defined as any tasks 「assigned to students by school
teachers that are meant to be carried out ring nonschool hours」
(Cooper, 1989a, p. 7). A number of synthesis studies have been concted
on homework, spanning a broad range of methodologies and levels of
specificity (see fig. 1). Some are quite general and mix the results
from experimental studies with correlational studies.
The Case Against Homework
Although the research support for homework is compelling, the case against homework is popular. The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning
by Kralovec and Buell (2000), considered by many to be the first
high-profile attack on homework, asserted that homework contributes to a
corporate-style, competitive U.S. culture that overvalues work to the
detriment of personal and familial well-being. The authors focused
particularly on the harm to economically disadvantaged students, who are
unintentionally penalized because their environments often make it
almost impossible to complete assignments at home. The authors called
for people to unite against homework and to lobby for an extended school
day instead.
A similar call for action came from Bennett and Kalish (2006) in The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It.
These authors criticized both the quantity and quality of homework.
They provided evidence that too much homework harms students' health and
family time, and they asserted that teachers are not well trained in
how to assign homework. The authors suggested that indivials and
parent groups should insist that teachers rece the amount of homework,
design more valuable assignments, and avoid homework altogether over
breaks and holidays.
Ⅱ 關於邊聽音樂邊寫作業好嗎的英語辯論賽
德國大學研究發現：
孩子能夠聽音樂和寫作業兩不誤
教育研究
很多家長都為孩子塞著耳機邊內聽音樂邊容寫作業頭疼過。但德國的一項研究發現，只要孩子們聽的是自己最喜歡的音樂，他們能夠做到聽音樂和寫作業兩不誤。
德國多特蒙德科技大學音樂學院24日發表公報說，該校研究人員挑選了88名15歲到17歲的德國10年級中學生，數周內對他們進行測試後發現，孩子們只要聽的是他們最喜歡的音樂，就不會因為聽音樂而分散注意力，也不會影響學習效果。
測試內容包括智力測試和注意力集中測試，參與的學生要在有音樂和沒有音樂的兩種環境下進行測試。不過前提是學生可以自己選擇音樂。
研究人員說，實驗結果令他們「非常吃驚」，有沒有音樂對於學生完成試題完全沒有影響。雖然沒有跡象表明聽音樂有幫助，但顯然也不會分心。
研究人員說，隨著近20年來網路、手機和MP3等媒體和電子產品的普及，音樂在青少年的生活中可謂無處不在，可以說青少年的耳朵已經「起繭子」了。研究人員因此建議，對於孩子們邊寫作業邊聽音樂的行為，家長和老師們完全可以更從容地對待，而不必那麼嚴格控制。
Ⅲ 英語辯論《老師是否應該在課外給學生布置作業》的反方辯詞
參考下文：
學生：我認為家庭作業應該留。
學生B：我認為不應該留家庭作業。
……
主持人：看來同學們對於該不該留家庭作業也是眾說紛紜，今天，我們就來針對這個問題展開一個小小的辯論。
（學生自由選擇正反方）
辯論開始
主持人：首先請正方同學派代表闡述本方觀點。
正方闡述觀點 ×××：我方認為應該留家庭作業，因為我們在學校一節接一節的課程使自已很疲倦，一回家就輕鬆了，能對一天所學的知識進行全方面的整理和復習學習起來也就快了。這樣對一天的知識起到了很好的復習作用。所以我方認為家庭作業應該留。
反方闡述觀點 ×××：我方認為不應該留家庭作業，因為老師留的家庭作業在白天的課堂上都已經講過了，我們這樣的重復寫不是很浪費時間嗎？簡單的看一看，既省時，又省力，這樣不是很好嗎？
正方：有時老師讓我們觀察月亮升起的過程，有時讓我們測量居室面積，這些也是看看就能解決的嗎？
反方：我們有很多人放學後還要去校外學輔導班，回到家已經很晚了，我心裡只想好好睡一覺，哪還顧得上寫作業呢？
正方：這是家長的問題，請不要把責任推到家庭作業上來，再說，你認為是學校的功課重要，還是課外的輔導重要？
反方：但是，我們在學校學了一天的功課，回到家需要的是輕松，不應該是煩惱，白天在學校有很多時間，不是一樣可以寫一些老師該留的作業，為什麼一定要等到晚上呢？這樣白天學，晚上學，不成書獃子了嗎？
正方：請問你所指的時間究竟是什麼時間？
反方：課間、午休、自習課等。
正方：學習時間的安排在講科學性，課間和和午休時間是用來休息的，如果連休息的時間也用來學習，那才是真正的書獃子呢！
……
主持人：宣布辯論結果。
主持人：為了今天的隊會，李雙奇同學還特意為我們准備了一個有趣的小故事，通過剛才的辯論，同學們的精神都很緊張了，下面就讓我們稍加休息，聽聽由×××講給大家的故事，故事的名字叫《滿天的標點符號都是誰丟的》。
小品《放學以後》表演者：×××等五人。
（放學鈴聲響起）
A：哈哈！終於放學了，回家嘍！（背起書包往教室門方向走）
不對，作業還沒劃呢！（返回）喂，老×，今天留的什麼作業
B：語文老師讓我們月亮升起的過程，記錄下你感興趣的東西,還有明天新來的英語老師就要給我們上課了，老師讓我們每人用英語寫一個自我介紹，向英語老師展示一下你的英語水平。
A：啊？這么多！你寫完了嗎？借我抄抄。
B：不借，把作業本還給我！
C：×××，今天的作業很簡單，一會就寫完了，不信你看，我剛才自習課上就把英語自我介紹寫完了。你呀，還是才老老實實地寫吧，少想那些歪門邪道了。
A：你寫完了，快借我抄抄。
C：哎！這下完了，它拿我自我介紹抄，不抄出笑話才怪呢！
（第二天）
英語課上
D：（英語老師）同學們，我姓×，是你們新來的英語老師，你們願意做個自我介紹嗎？
A：老師，我願意！My name is ×××. （同學驚奇）噢！My name ×××. I am a beautiful girl.（同學大笑）
C：我說他得抄出笑話吧！
語文課上
E：（語文老師）上課，同學們好！
生：老師好！
老師：關於昨天的語文作業┄┄
A：老師，讓我來說吧！（一段月亮升起的描寫）
老師：同學們，剛才我是想說：很遺憾，由於昨天晚上陰天，我們沒觀察到月亮升起的過程。如果大家有興趣，我們今天晚上可以繼續觀察。
老師：小品中這位同學的做法很值得我們深思，同學們，你們說我們究竟該以什麼樣的態度對待家庭作業呢？
（辯論開始）
正方：我方認為老師給我們留家庭作業我們應該認真完成。一是老師給我們留家庭作業是讓我們在一天的學習進行一下總結。二是老師給我們留家庭作業是讓我們對一天所學的知識在腦海里形成一個清晰深刻的印象。所以我方認為老師給我們留的家庭作業我們應該認真完成。
反方：可是每天放學後有許多同學和爸爸、媽媽去學課外培訓班，回家已經很晚了，我們多麼想好好睡一覺啊！可又不能不寫老師留的作業，長時間下去，我們會厭煩學習的。
辯論開始 正方在辯論中列舉實例：作文展示、英語演講、繪畫作品、校樂隊同學演奏《我們走在大路上》。
反方；通過辯論以及對方同學的才藝展示，我方認為認真完成家庭作業對我們是有益的。但我方仍然認為有些作業是不必要的。比如重復抄寫詞語等，對此，我們懇請老師在留家庭作業時給予
充分考慮。
雙方總結陳詞。
主持人：既然大家都認為家庭作業是對我們有益的，那麼我見議把認真完成家庭作業寫進我們的班規。（全班進行舉手錶決）從今天開始認真完成家庭作業已經是我們五年二班班規了，希望大能嚴格遵守。
宣布活動結束。
主持人：我們的煩惱很多，但解決的辦法很簡單，今天的隊會我們就解決了一個另我們很困擾的問題。
主持人：我們成長在新世紀的陽光下，希望自已沒有煩惱，快快長大。（音樂響起）
歌曲：《小小少年》 領唱：×××
第六項 中隊輔導員講話。
通過今天的隊會，使我了解了許多我以前從未想過的問題，你們今天提出的每一條見議我都會牢記在心，並在今後的教學中不斷改進，更合理地安排家庭作業。同時，我也希望同學們今後也能象今天這樣，大膽說出你們的想，我們一起想辦法來解決。
Ⅳ 學生該不該寫作業英語辯論、反方 簡單些 快
We will discuss about school students should do their homework or not., I think we shouldn't do our homework.
Firstly,homework will take us a lot of extra-curricular time to finish. many of the time for the development of the hobby is used in doing homework.
secondly ,i don't think we have to do the homework so our academic performance is good, as long as we listen carefully in class, review after class, you do not need to do the homework .at last, other countries have suggested that students increase their self-study ability, Taking part in various activities is more meaningful.
therefore, I think we shouldn't do our homework.
Ⅳ "我們是否需要太多的家庭作業" 英語辯論
Homework is not to go to complete and perfunctory teacher, homework is used to do consolidate learn knowledge. Homework properly, do not need too much can be the pressure in the body. Some people are not doing homework because he was lazy or don't understand how to finish, or because he mastered knowledge, can not do homework. For example, there are some students the basic knowledge master is not very good, it should do more homework, practice more consolidate. And some classmate point is sufficient, can do a small amount of homework. But I suggest that students should do more homework enrich your mind, let your mind rusty, parts does not fall off. Because this world no effort will succeed, not much talent. Please don't take homework as encumbrance, we will fulfill their students doing or other work responsibilities.
（家庭作業並不是為了去完成而敷衍老師的，家庭作業是用來做了鞏固學到的知識點。家庭作業適當就可以，並不需要太多的壓力施加在身上。有些人之所以不做家庭作業是因為他懶惰或不明白怎樣完成，或者是因為他掌握了知識點，可以不做家庭作業。比如有一些同學基礎知識掌握的不是很好，那就應該多做家庭作業，多練習鞏固。而有一些同學一點就通，可以做少量的家庭作業。但是我建議同學們應多做家庭作業豐富自己的頭腦，讓自己的頭腦不生銹，零件不脫落。因為這個世界上沒有不努力就成功的人，也沒有太多的天才。請不要把家庭作業當成累贅，我們要履行自己做學生或其他工作的職責。）
Ⅵ 關於一篇學生應不應該在課堂上做作業的辯論英語作文
We must first clear several premises:
1, the job is appropriate, it does not refer to an excess of jobs;
2, in the form of work is diverse, not only refers to the form of text;
3. The purpose of the job is to consolidate the knowledge, rather than punitive measures;
4, there is a job does not mean that students do not fully grown and mental health.
Criteria:
Are jobs help students improve
Demonstration:
1, for students in terms of learning enough knowledge is a priority, is based on the premise of the future society. Appropriate job to help students master knowledge;
2, compared to instill knowledge, the job can exercise the students ability to think and solve problems, and improve the ability of practical application, or do not leave the job, not only teaching practice, knowledge is certainly mind is not strong;
3, Main: Students not mature, self-discipline is poor, as his job requires appropriate laws in order to improve learning.
4, to emphasize, in addition to students outside school have all-round development, exercise capacity manifold. But no contradiction between these and homework, proper operation will not increase the burden on students, squeeze spare time. Jobs can adopt better and more vivid form, combined with the students' interest, so that students can put more loving and ideas combined with a job, this is the best form.
Finally summary, concluded: There should be a job.
Ⅶ 英語辯論賽 老師應不應該給孩子留多點作業
應該多留，下孩子的自我約束能力比較差，一般情況下是家長很老師在約束，當脫離這種束縛的時候，他們心裡只有一個概念，就是玩，這對小孩來說是種天性，只有布置很多作業的時候，他們會按時完成作業的，因為在他們心裡，不寫完作業老師可能會有責罰的，這是他們心裡的弱點，再說，早早的讓孩子有這種自我約束意識，對以後的成長會有很大的作用的。最後就是，讓他們早點明白老師和家長的良苦用心就。。。。。。
Ⅷ 有關英語辯論賽 我是正方： 用英語說出在家做作業的好處
1.If students do their homework at home,it can develop the independentce of their thinking.
Operating independently is a good way to deepen and steady knowledge,it is also an important means of checking the learning effects.So if students do their homework at home,it can improve their ability of combining the review with practical application.
2.If students do their homework at home,their have no chance to chat with other students,so it is more easy to make them concentrate on their study.
3.If students do their homework at home,they can make most use of the resourse around them.For example,they can search some useful informations on the Internet if possible.Compare with the other students,the computer konws more knowledge,isn't?
Ⅸ 英語辯論賽，是否應該留家庭作業，正方（應該留作業）該說點什麼（英語）
正方：
1 help to consolidate the memory of fundamental knowledge
2 more deep comprehend
3 improve the ability to distribute time efficiently and properly
4 afterall, for a student, using time to study is better than wasting time on video games or other entertainment.
5 doing homework is a right thing, the problem is that the underexercise.
6 for all students, it is a good experience in their lives
7 let students realize their roles (students) and their responsibilities being students.
Ⅹ 英語辯論學生不該做作業的反方辯詞
堂堂中國人何必學外文 所以不用做作業了