METHODS AND STRATEGIES OF USING DEBATES IN SECONDARY SCHOOLS
DOI:
https://doi.org/10.5281/zenodo.18428196Keywords:
debate-based learning, secondary education, teaching strategies, critical thinking, communicative competence, classroom interaction, student-centered approachAbstract
This article examines the methods and strategies of using debates as an effective pedagogical tool in secondary schools. Debate-based instruction is considered a learner-centered approach that promotes critical thinking, communicative competence, argumentation skills, and active student engagement. The study analyzes various debate formats applicable to secondary education, including structured debates, role-based debates, and problem-solving debates, and explores their methodological value in classroom practice. Special attention is given to the teacher’s role in planning, moderating, and assessing debate activities, as well as to the challenges that may arise during their implementation. The article also highlights the contribution of debates to the development of students’ cognitive, social, and linguistic skills. Based on theoretical analysis and pedagogical practices, the study demonstrates that debates, when used systematically and purposefully, significantly enhance students’ academic performance, motivation, and collaborative learning abilities. The findings suggest that integrating debates into the secondary school curriculum supports the development of higher-order thinking skills and prepares learners for active participation in academic and social discourse.
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