为了助力学生特长发展，丰富校园文化生活，贯彻我校“中国核、世界流”的理念，杭校初中部开展了第三届中文辩论赛。本次中文辩论赛对6-9年级全体同学开放，自4月开始报名，经过重重选拔，一共20余位辩手脱颖而出，参与到最终决赛中。

在中国文化周的周五（5月19日），比赛正式在大礼堂拉开序幕，六、七年级针对“楚汉之争，刘邦/项羽，谁才是真正的英雄”展开了激烈的讨论，八、九年级则专注于探讨科举制度利大于弊还是弊大于利。

——6&7年级——

楚汉之争，刘邦/项羽谁才是真正的英雄？

本场比赛由7-2班的刘之尧同学担任主席，在双方问好之后，正反方一辩首先开始了开篇陈词。

正方的观点是楚汉之争，刘邦才是真正的英雄。正方提出英雄应该善于用人而非只顾自己，他应该能从长远发展去提升集体利益。他们对比刘邦和项羽，指出项羽是个人主义英雄，用鸿门宴的例子证明项羽的自傲。相反地，反方对英雄的定义则是，英雄应有极强个人风格、能舍己为人。他们在同一个鸿门宴的例子上运用不同角度证明了他们自己的观点。

在赛场上，双方最大的争议是如何定义英雄。正反方各执一词，在攻辩和自由辩环节用刘邦抛弃妻儿和项羽不听人言等例子分别反驳对方。双方一番唇枪舌战，引得观看的老师和同学们频频鼓掌叫好。

经过两位四辩精彩的总结陈词，最终7年级的吴昊楠同学摘得最佳辩手称号，6年级队伍获得了优胜队伍的荣誉。

——8&9年级——

科举制度利大于弊还是弊大于利？

本场比赛由8-1班的肖然泽同学担任主席，在介绍完到场嘉宾评委后，比赛正式开始。

正方的观点是科举制度利大于弊。正方将“科举制度利大于弊”定义为“科举制度是最适合时代环境的选用人才的制度”，并分析科举制度对个人、国家以及世界而言的无可替代的价值。反方的观点是科举制度弊大于利。在开篇立论时就提出不以科举制度与前朝对比所得的好处，只探讨科举制度本身的弊端。

在辩论场上，双方就科举制度能否真正选拔人才、寒门子弟能否实现阶层跨越等问题展开了针锋相对的辩论。

整个赛场上，八年级辩手们从容不迫，引经据典，九年级辩手们经验老道，侃侃而谈，双方你来我往互不相让，看的台下观众连连喝彩。经过评委们的投票，8年级的魏道从同学获得最佳辩手称号，9年级被评为本次比赛的优胜队伍。

唇齿之战，辩场相约。让我们共同期待下一届中文辩论赛！

The third Chinese debate competition of Hangzhou Bay Bilingual School

As a means to help students develop their specialties, enrich their campus cultural life, and implement the concept of "China core and world flow" in our school, Hangzhou Bay Bilingual School held the Third Chinese Debate Competition. The Chinese debate competition is open to students within a wide array—Grades 6-9. Since April, the registration of the debate contest commenced. After many rounds of elections, a total of more than 20 debaters stood out and participated in the final round.

On Friday of the Chinese Culture Week (May 19), the competition was officially held in the auditorium. “Whether Liu Bang or Xiang Yu is the real hero” is the motion for the sixth and seventh grades’ debate, while the eighth and ninth grades focused on discussing the advantages and disadvantages of the imperial examination system in ancient China.

6 & 7 Grade: Whether Liu Bang or Xiang Yu is the real hero.

 The affirmative side’s argument was that during the battle between Chu and Han, Liu Bang was the real hero. The affirmative side proposed that heroes should be collectivist heroes who are good at caring for others rather than caring for themselves, moreover, they are people who consider long-term interests. By comparing and contrasting, affirmative pointed out that Xiang Yu was an individualist while Liu Bang was a collectivist. Conversely, the opposite side defines a hero as a man with true grit and would sacrifice himself for his will. Both sides proved their own views from different perspectives in the same example of the Hongmen banquet.

During the debate, the biggest dispute between the two sides is how to define the term “hero”, and the positive and negative sides argue with each other. During the free debate section,each side proved their argument by pointing out Liu Bang abandoned his wife and children and Xiang Yu did not listen to others, respectively. This round of debate attracted teachers and students’ frequent applaud.

After two wonderful summaries of the four arguments, grade 7 Wu Haonan won the title of the best debater, and the sixth grade team won the honor of the winning team.

8 & 9 Grade: The advantages of the imperial examination system outweigh the disadvantages or the disadvantages outweigh the advantages of the imperial examination

 Affirmative’s view is that the advantages of the imperial examination system outweigh the disadvantages. Affirmative defines "the advantages of the imperial examination system outweigh the disadvantages" as "the imperial examination system is the most suitable and least destination system for the society and empire", they analyzed the irreplaceable value of the imperial examination system to individuals, the country and the world as firm proof for their argument. The opposition side’s argument is that the imperial examination system did more harm than good.

 During the opening establishment of the arguments, opposition believes that the motion is not to discuss the imperial examination system’s potency in lateral times, or to compare the system to previous systems. Opposition discussed the disadvantages of the imperial examination system itself. In the debate, both sides argued whether if the imperial examination system can really select talent, if citizens who suffer poverty can achieve a high social hierarchy.

Speaking of the round as a whole, the eighth grade debaters citied sources, the ninth grade debaters are experienced, both sides interacted frequently, the audience repeatedly cheered. After the voting of the judges, Wei Daocong from Class 8-1 won the title of the best debater. Finally, grade 9 was awarded as the winning team of this debate. Principal Jin was invited to give the award to them.

Let's look forward to the next Chinese debate competition!

中：8-3 顾诗韵

英：8-3 陈熠欣

图：杭校初中部

编辑：杨晨