Ⅰ 学生不应有任何作业英文辩论
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 关于边听音乐边写作业好吗的英语辩论赛
德国大学研究发现：
孩子能够听音乐和写作业两不误
教育研究
很多家长都为孩子塞着耳机边内听音乐边容写作业头疼过。但德国的一项研究发现，只要孩子们听的是自己最喜欢的音乐，他们能够做到听音乐和写作业两不误。
德国多特蒙德科技大学音乐学院24日发表公报说，该校研究人员挑选了88名15岁到17岁的德国10年级中学生，数周内对他们进行测试后发现，孩子们只要听的是他们最喜欢的音乐，就不会因为听音乐而分散注意力，也不会影响学习效果。
测试内容包括智力测试和注意力集中测试，参与的学生要在有音乐和没有音乐的两种环境下进行测试。不过前提是学生可以自己选择音乐。
研究人员说，实验结果令他们“非常吃惊”，有没有音乐对于学生完成试题完全没有影响。虽然没有迹象表明听音乐有帮助，但显然也不会分心。
研究人员说，随着近20年来网络、手机和MP3等媒体和电子产品的普及，音乐在青少年的生活中可谓无处不在，可以说青少年的耳朵已经“起茧子”了。研究人员因此建议，对于孩子们边写作业边听音乐的行为，家长和老师们完全可以更从容地对待，而不必那么严格控制。
Ⅲ 英语辩论《老师是否应该在课外给学生布置作业》的反方辩词
参考下文：
学生：我认为家庭作业应该留。
学生B：我认为不应该留家庭作业。
……
主持人：看来同学们对于该不该留家庭作业也是众说纷纭，今天，我们就来针对这个问题展开一个小小的辩论。
（学生自由选择正反方）
辩论开始
主持人：首先请正方同学派代表阐述本方观点。
正方阐述观点 ×××：我方认为应该留家庭作业，因为我们在学校一节接一节的课程使自已很疲倦，一回家就轻松了，能对一天所学的知识进行全方面的整理和复习学习起来也就快了。这样对一天的知识起到了很好的复习作用。所以我方认为家庭作业应该留。
反方阐述观点 ×××：我方认为不应该留家庭作业，因为老师留的家庭作业在白天的课堂上都已经讲过了，我们这样的重复写不是很浪费时间吗？简单的看一看，既省时，又省力，这样不是很好吗？
正方：有时老师让我们观察月亮升起的过程，有时让我们测量居室面积，这些也是看看就能解决的吗？
反方：我们有很多人放学后还要去校外学辅导班，回到家已经很晚了，我心里只想好好睡一觉，哪还顾得上写作业呢？
正方：这是家长的问题，请不要把责任推到家庭作业上来，再说，你认为是学校的功课重要，还是课外的辅导重要？
反方：但是，我们在学校学了一天的功课，回到家需要的是轻松，不应该是烦恼，白天在学校有很多时间，不是一样可以写一些老师该留的作业，为什么一定要等到晚上呢？这样白天学，晚上学，不成书呆子了吗？
正方：请问你所指的时间究竟是什么时间？
反方：课间、午休、自习课等。
正方：学习时间的安排在讲科学性，课间和和午休时间是用来休息的，如果连休息的时间也用来学习，那才是真正的书呆子呢！
……
主持人：宣布辩论结果。
主持人：为了今天的队会，李双奇同学还特意为我们准备了一个有趣的小故事，通过刚才的辩论，同学们的精神都很紧张了，下面就让我们稍加休息，听听由×××讲给大家的故事，故事的名字叫《满天的标点符号都是谁丢的》。
小品《放学以后》表演者：×××等五人。
（放学铃声响起）
A：哈哈！终于放学了，回家喽！（背起书包往教室门方向走）
不对，作业还没划呢！（返回）喂，老×，今天留的什么作业
B：语文老师让我们月亮升起的过程，记录下你感兴趣的东西,还有明天新来的英语老师就要给我们上课了，老师让我们每人用英语写一个自我介绍，向英语老师展示一下你的英语水平。
A：啊？这么多！你写完了吗？借我抄抄。
B：不借，把作业本还给我！
C：×××，今天的作业很简单，一会就写完了，不信你看，我刚才自习课上就把英语自我介绍写完了。你呀，还是才老老实实地写吧，少想那些歪门邪道了。
A：你写完了，快借我抄抄。
C：哎！这下完了，它拿我自我介绍抄，不抄出笑话才怪呢！
（第二天）
英语课上
D：（英语老师）同学们，我姓×，是你们新来的英语老师，你们愿意做个自我介绍吗？
A：老师，我愿意！My name is ×××. （同学惊奇）噢！My name ×××. I am a beautiful girl.（同学大笑）
C：我说他得抄出笑话吧！
语文课上
E：（语文老师）上课，同学们好！
生：老师好！
老师：关于昨天的语文作业┄┄
A：老师，让我来说吧！（一段月亮升起的描写）
老师：同学们，刚才我是想说：很遗憾，由于昨天晚上阴天，我们没观察到月亮升起的过程。如果大家有兴趣，我们今天晚上可以继续观察。
老师：小品中这位同学的做法很值得我们深思，同学们，你们说我们究竟该以什么样的态度对待家庭作业呢？
（辩论开始）
正方：我方认为老师给我们留家庭作业我们应该认真完成。一是老师给我们留家庭作业是让我们在一天的学习进行一下总结。二是老师给我们留家庭作业是让我们对一天所学的知识在脑海里形成一个清晰深刻的印象。所以我方认为老师给我们留的家庭作业我们应该认真完成。
反方：可是每天放学后有许多同学和爸爸、妈妈去学课外培训班，回家已经很晚了，我们多么想好好睡一觉啊！可又不能不写老师留的作业，长时间下去，我们会厌烦学习的。
辩论开始 正方在辩论中列举实例：作文展示、英语演讲、绘画作品、校乐队同学演奏《我们走在大路上》。
反方；通过辩论以及对方同学的才艺展示，我方认为认真完成家庭作业对我们是有益的。但我方仍然认为有些作业是不必要的。比如重复抄写词语等，对此，我们恳请老师在留家庭作业时给予
充分考虑。
双方总结陈词。
主持人：既然大家都认为家庭作业是对我们有益的，那么我见议把认真完成家庭作业写进我们的班规。（全班进行举手表决）从今天开始认真完成家庭作业已经是我们五年二班班规了，希望大能严格遵守。
宣布活动结束。
主持人：我们的烦恼很多，但解决的办法很简单，今天的队会我们就解决了一个另我们很困扰的问题。
主持人：我们成长在新世纪的阳光下，希望自已没有烦恼，快快长大。（音乐响起）
歌曲：《小小少年》 领唱：×××
第六项 中队辅导员讲话。
通过今天的队会，使我了解了许多我以前从未想过的问题，你们今天提出的每一条见议我都会牢记在心，并在今后的教学中不断改进，更合理地安排家庭作业。同时，我也希望同学们今后也能象今天这样，大胆说出你们的想，我们一起想办法来解决。
Ⅳ 学生该不该写作业英语辩论、反方 简单些 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 "我们是否需要太多的家庭作业" 英语辩论
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.
（家庭作业并不是为了去完成而敷衍老师的，家庭作业是用来做了巩固学到的知识点。家庭作业适当就可以，并不需要太多的压力施加在身上。有些人之所以不做家庭作业是因为他懒惰或不明白怎样完成，或者是因为他掌握了知识点，可以不做家庭作业。比如有一些同学基础知识掌握的不是很好，那就应该多做家庭作业，多练习巩固。而有一些同学一点就通，可以做少量的家庭作业。但是我建议同学们应多做家庭作业丰富自己的头脑，让自己的头脑不生锈，零件不脱落。因为这个世界上没有不努力就成功的人，也没有太多的天才。请不要把家庭作业当成累赘，我们要履行自己做学生或其他工作的职责。）
Ⅵ 关于一篇学生应不应该在课堂上做作业的辩论英语作文
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 英语辩论赛 老师应不应该给孩子留多点作业
应该多留，下孩子的自我约束能力比较差，一般情况下是家长很老师在约束，当脱离这种束缚的时候，他们心里只有一个概念，就是玩，这对小孩来说是种天性，只有布置很多作业的时候，他们会按时完成作业的，因为在他们心里，不写完作业老师可能会有责罚的，这是他们心里的弱点，再说，早早的让孩子有这种自我约束意识，对以后的成长会有很大的作用的。最后就是，让他们早点明白老师和家长的良苦用心就。。。。。。
Ⅷ 有关英语辩论赛 我是正方： 用英语说出在家做作业的好处
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 英语辩论赛，是否应该留家庭作业，正方（应该留作业）该说点什么（英语）
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 英语辩论学生不该做作业的反方辩词
堂堂中国人何必学外文 所以不用做作业了