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例如，《在恋爱关系中，应该追求等价的付出·在恋爱关系中，不应该追求等价的付出》一题，辩之竹内共收录26场比赛。我们为您提供这26场比赛的论点、判断标准提取，以及总计数百条论据的提取，还有Deepseek的辩题分析。这可以帮您更好备赛。
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你们准备好了，可以自己开始。
我是反方，对吧？ 对。
好的，你们准备好了吗？ 差不多了，开始吧。
Hello everyone. In our daily life, pressure can be seen everywhere. Today what I want to say is that pressure is motivation to students. There are three reasons why I say this.
Okay. In my opinion, I think the pressure is a killer for students. It leads to stress, anxiety, and even depression. It creates a great deal of distress and can have long - term and negative impacts on mental health and academic performance.
你们准备好了，可以自己开始。
我是反方，对吧？ 对。
好的，你们准备好了吗？ 差不多了，开始吧。
Hello everyone. In our daily life, pressure can be seen everywhere. Today what I want to say is that pressure is motivation to students. There are three reasons why I say this.
Okay. In my opinion, I think the pressure is a killer for students. It leads to stress, anxiety, and even depression. It creates a great deal of distress and can have long - term and negative impacts on mental health and academic performance.
以下为ai总结(感谢来自 刘圣韬 学长的精彩ai prompt！基座大模型为豆包。)
重要概念定义
- 压力：未明确给出定义，但从双方表述可推测为学生在生活或学习中面临的一种外在或内在的促使其行动或产生心理负担的因素。
- 动力：能推动学生前进、促使其积极行动的力量。
- 杀手：对学生产生严重负面作用，如导致压力、焦虑、抑郁等，影响心理健康和学业表现的因素。
判断标准
未明确提及判断压力是动力还是杀手的标准。
分论点与事实佐证
正方
- 分论点：压力是学生的动力。
- 事实佐证：未给出。
- 分论点如何服务于判断标准：由于未明确判断标准，暂无法说明。
反方
- 分论点：压力是学生的杀手。
- 事实佐证：压力会导致学生产生压力、焦虑和抑郁，对心理健康和学业表现有长期负面影响。
- 分论点如何服务于判断标准：由于未明确判断标准，暂无法说明。
结论
正方认为压力是学生的动力，反方认为压力是学生的杀手，但双方均未充分论证。
本环节金句
- Today what I want to say is that pressure is motivation to students.
- In my opinion, I think the pressure is a killer for students.
- It leads to stress, anxiety, and even depression. It creates a great deal of distress and can have long - term and negative impacts on mental health and academic performance.
刚刚我问了A，他说双方交锋的形式是这样的：一方先说自己的观点，然后反问对方，对方回答后再反问回来。
有人问：“要进行几个回合？”
回答是：没有规定回合数，把时间用完就行。问和答的时间都算在自己的时间内，对方说话时，对方的计时器在动；自己不说话时，自己的计时器就停止，有点像中文辩论的计时方式。
有人提出：“我觉得这种方式不好把控时间，控制计时的人不知道对方什么时候说完。”
另一个人回应：“确实，我也这么觉得。要不还是用我们之前的方式吧，我感觉之前练得更好一点。昨天那种有点像激励演讲，立论都没立住，就不好进行对辩了。”
有人问：“那还是像昨天一样吗？你们觉得呢？”
有人说：“你说的那种方式，就是对方说话时计时，不说话时暂停，这种方式可以，但不好把控，我不知道什么时候该暂停。”
有人提议：“要不试一下，我好像弄好了，我帮你们弄。”
“我听着。那我来操作一下。” “OK，我可以共享。能看到吗？” “可以看到。是这个吧。等一下，启动这个就开始计时，对吧？” “对。如果要暂停，点中断就行了，对吧？” “什么中断吗？我试试。就比如说我现在讲，然后……” “哦，对对对，直接点就行。那你再点一下启动，还是继续计时吗？这怎么办呀？” “应该是。你再点一下启动，它就暂停了，直接反复点就行。” “可以可以，重置一下。”
“好的，就是先陈述自己的观点，然后反问对方，对方回答后再反问回来，就这样循环，直到时间用完。” “对对，就是这样子，好难呀。你准备好了吗？” “OK。我没搞过这个东西，好难呀。”
“先讲观点，然后反问，最后是谁来着？我来反问，OK，那我开始了啊。好，3，2，1。
I think more pressure is a motivation to students because more pressure can arouse the students' potential to do something. Under the pressure, they can finish something more effectively beyond their ability in common situations. I want to ask you: Do you think pressure will kill students? Do you think pressure is the killer to students? Will pressure suppress students' potential?
No. Actually, the students have many knowledge areas to study. If they have too many pressures, this pressure can be particularly damaging for students who struggle academically or who feel they don't meet society's expectations. It can cause them to lose interest in learning, feel low - spirited, and even develop a negative self - image.
OK. But you can acknowledge that pressure is good to students in some situations. And such situations are not rare in our daily life. In most of the time, pressure is a motivation to students, right?
No. I think pressure can stifle creativity and individuality. When students feel pressured to meet a standard of success, this can lead to a lack of diversity and innovation as students are discouraged from exploring their unique interests and challenges.
OK. That's because the pressure is beyond their endurance. If the pressure is within a reasonable limit, they can take this pressure and turn it into motivation. Then this pressure will have a good influence on them. For example, they can improve their focus, facilitate their growth, and even learn how to manage their time under pressure. There are a lot of benefits of pressure to students.
And I still want to say that in most of the time, pressure is not the killer to students. That's all.
But you know the constant focus on achievement can lead to social isolation and a lack of support for students who are struggling. Therefore, we must recognize the negative impact of pressure on students and take measures to make it less harmful. It can cause them to lose interest in learning, feel upset, and even develop a negative impact on their life.
“OK，这个好难控制。
In conclusion, pressure is good to students and it can motivate students to do things they can't do in common life. So I think students shouldn't be so afraid of pressure. They can just turn pressure into motivation in their life instead of fearing it away. That's all.
In summary, I think pressure is probably a danger for students, causing stress and long - term harm to mental health and academic performance. We must be aware of students' well - being and create a supportive environment for them. Okay.
“好难呀，我感觉我逻辑都不清晰。” “我也觉得，而且我觉得控制计时的人也很难，可能不知道对方什么时候在思考，什么时候结束。哎，要不我来共享，然后你来辩。” “好的好的，那我来。那我们说哪个问题，就是文档里面第一个，从上往下数的那个。” “Advertisement，对对对，你要正方还是反方？”
刚刚我问了A，他说双方交锋的形式是这样的：一方先说自己的观点，然后反问对方，对方回答后再反问回来。
有人问：“要进行几个回合？”
回答是：没有规定回合数，把时间用完就行。问和答的时间都算在自己的时间内，对方说话时，对方的计时器在动；自己不说话时，自己的计时器就停止，有点像中文辩论的计时方式。
有人提出：“我觉得这种方式不好把控时间，控制计时的人不知道对方什么时候说完。”
另一个人回应：“确实，我也这么觉得。要不还是用我们之前的方式吧，我感觉之前练得更好一点。昨天那种有点像激励演讲，立论都没立住，就不好进行对辩了。”
有人问：“那还是像昨天一样吗？你们觉得呢？”
有人说：“你说的那种方式，就是对方说话时计时，不说话时暂停，这种方式可以，但不好把控，我不知道什么时候该暂停。”
有人提议：“要不试一下，我好像弄好了，我帮你们弄。”
“我听着。那我来操作一下。” “OK，我可以共享。能看到吗？” “可以看到。是这个吧。等一下，启动这个就开始计时，对吧？” “对。如果要暂停，点中断就行了，对吧？” “什么中断吗？我试试。就比如说我现在讲，然后……” “哦，对对对，直接点就行。那你再点一下启动，还是继续计时吗？这怎么办呀？” “应该是。你再点一下启动，它就暂停了，直接反复点就行。” “可以可以，重置一下。”
“好的，就是先陈述自己的观点，然后反问对方，对方回答后再反问回来，就这样循环，直到时间用完。” “对对，就是这样子，好难呀。你准备好了吗？” “OK。我没搞过这个东西，好难呀。”
“先讲观点，然后反问，最后是谁来着？我来反问，OK，那我开始了啊。好，3，2，1。
I think more pressure is a motivation to students because more pressure can arouse the students' potential to do something. Under the pressure, they can finish something more effectively beyond their ability in common situations. I want to ask you: Do you think pressure will kill students? Do you think pressure is the killer to students? Will pressure suppress students' potential?
No. Actually, the students have many knowledge areas to study. If they have too many pressures, this pressure can be particularly damaging for students who struggle academically or who feel they don't meet society's expectations. It can cause them to lose interest in learning, feel low - spirited, and even develop a negative self - image.
OK. But you can acknowledge that pressure is good to students in some situations. And such situations are not rare in our daily life. In most of the time, pressure is a motivation to students, right?
No. I think pressure can stifle creativity and individuality. When students feel pressured to meet a standard of success, this can lead to a lack of diversity and innovation as students are discouraged from exploring their unique interests and challenges.
OK. That's because the pressure is beyond their endurance. If the pressure is within a reasonable limit, they can take this pressure and turn it into motivation. Then this pressure will have a good influence on them. For example, they can improve their focus, facilitate their growth, and even learn how to manage their time under pressure. There are a lot of benefits of pressure to students.
And I still want to say that in most of the time, pressure is not the killer to students. That's all.
But you know the constant focus on achievement can lead to social isolation and a lack of support for students who are struggling. Therefore, we must recognize the negative impact of pressure on students and take measures to make it less harmful. It can cause them to lose interest in learning, feel upset, and even develop a negative impact on their life.
“OK，这个好难控制。
In conclusion, pressure is good to students and it can motivate students to do things they can't do in common life. So I think students shouldn't be so afraid of pressure. They can just turn pressure into motivation in their life instead of fearing it away. That's all.
In summary, I think pressure is probably a danger for students, causing stress and long - term harm to mental health and academic performance. We must be aware of students' well - being and create a supportive environment for them. Okay.
“好难呀，我感觉我逻辑都不清晰。” “我也觉得，而且我觉得控制计时的人也很难，可能不知道对方什么时候在思考，什么时候结束。哎，要不我来共享，然后你来辩。” “好的好的，那我来。那我们说哪个问题，就是文档里面第一个，从上往下数的那个。” “Advertisement，对对对，你要正方还是反方？”
以下为ai总结(感谢来自 刘圣韬 学长的精彩ai prompt！基座大模型为豆包。)
双方讨论流程
- 规则讨论阶段
- 明确双方交锋形式为一方先说观点，然后反问对方，对方回答后再反问回来，无规定回合数，把时间用完即可，问和答时间都算在自己时间内，类似中文辩论计时方式。
- 有人提出这种方式不好把控时间，建议用之前的方式，也有人提议尝试新方式并进行计时操作演示，包括启动、暂停、重置计时等。
- 模拟辩论阶段
- 正方提出“more pressure is a motivation to students”，理由是压力能激发学生潜力，使其更有效地完成超出平常能力的事情，并反问反方压力是否会扼杀学生、抑制学生潜力。
- 反方回应压力对学业困难或觉得不符合社会期望的学生有特别大的伤害，会导致他们失去学习兴趣、情绪低落、产生负面自我形象。
- 正方再次强调压力在某些情况下对学生有益，多数时候是一种动力。
- 反方反驳压力会扼杀创造力和个性，使学生缺乏多样性和创新。
- 正方指出压力在合理范围内可转化为动力，带来提高专注力、促进成长、学会管理时间等好处，且多数时候压力不是学生的杀手。
- 反方强调持续关注成绩会导致学生社交孤立和缺乏支持，要认识到压力的负面影响并采取措施减轻危害。
- 总结与后续安排阶段
- 正方总结压力对学生有益，能激励学生做平常做不到的事，学生不应害怕压力，应将其转化为动力。
- 反方总结压力可能对学生是危险，会对心理健康和学业成绩造成长期伤害，要关注学生福祉并创造支持性环境。
- 双方表示辩论和控制计时都有难度，决定换一人共享，继续选择文档里第一个关于“Advertisement”的问题进行辩论，并商量正反方选择。
本环节金句
- “I think more pressure is a motivation to students because more pressure can arouse the students' potential to do something. Under the pressure, they can finish something more effectively beyond their ability in common situations.”
- “If the pressure is within a reasonable limit, they can take this pressure and turn it into motivation. Then this pressure will have a good influence on them. For example, they can improve their focus, facilitate their growth, and even learn how to manage their time under pressure.”
- “In summary, I think pressure is probably a danger for students, causing stress and long - term harm to mental health and academic performance. We must be aware of students' well - being and create a supportive environment for them.”
