1705135909
这一章节主要讲解了如何通过表达成为一个更加优秀的辩手。这章的开始我们提到了辩论和表达的一些基础特征，比如演讲时要有裁判意识，使用即兴的表达，以及注意语境等。然后我们着重讨论了高效表达中肢体语言的运用和声音的控制，并提供了一些具体的技巧，帮助大家通过肢体语言和声音控制提高表达效果。
1705135910
1705135911
需要强调的是，应用这些表达技巧的前提是保证表达的自然性。换言之，如果辩手为了使用技巧而忽略了表达的自然性，只会适得其反，让自己的演讲变得生硬而机械。辩手们需要明确，说话是很自然的人类行为。我们每天日常交流的时候从不需要关注这些所谓的表达技巧。应用这些技巧的目的是为了提高大家的自然表达，而不是代替自然的表达方式。
1705135912
1705135913
罗马帝国时期的著名演讲老师马库斯·法比尤斯·昆体良曾说过——“艺术的顶峰是看不见艺术。”（Roberts, 1922: 43-45）辩手们如果能够应用本章中涉及的技巧去提高自己自然演讲的水平，就能够有效减少演讲中的刻意感，从而使自己的表达更加完美。
1705135914
1705135916
14.6 Terms and Concepts from Chapter 14
1705135917
1705135918
Check your memory and comprehension by describing or defining these key terms and concepts:
1705135919
1705135920
· Matter
1705135921
1705135922
· Manner
1705135923
1705135924
· Extemporaneous speaking
1705135925
1705135926
· Stance
1705135927
1705135928
· Eye contact
1705135929
1705135930
· Facial expression
1705135931
1705135932
· Gesture
1705135933
1705135934
· Rate of speech
1705135935
1705135936
· Pause
1705135937
1705135938
· Volume
1705135939
1705135940
· Tone
1705135941
1705135943
14.7 Discussion Questions for Chapter 14
1705135944
1705135945
· How are elements like stance, eye, contact, facial expression, and gestures important to delivery?
1705135946
1705135947
· How should debaters best control eye contact in Western cultures? In Eastern cultures?
1705135948
1705135949
· How do elements like speaking rate, pauses, volume, and tone contribute to effective delivery?
1705135950
1705135952
14.8 Exercises for Chapter 14
1705135953
1705135954
· Exercise 1:
1705135955
1705135956
The purpose of this exercise is to allow students to see the effectiveness of their natural manner of delivery and contrast it to their manner of delivery in a debate. Have a student prepare an argument and present the argument to a group of students. Video recording this speech is best, but if this is impossible, comments from the group of students also work well. After the presentation of the argument, ask the students to sit quietly and imagine a very memorable incident in their lives. Tell the students to bring their memories of that incident into the foreground of their consciousness imagining that they were physically present in the time and place that the incident occurred. After they have sat quietly and contemplated this incident, have each student stand and describe the incident to the other group of students. Discuss the differences in delivery between the students’ argumentative speeches and their descriptions of the incident.
1705135957
1705135958
[
上一页 ]
[ :1.705135909e+09 ]
[
下一页 ]