To be concrete, this debate camp is centered on the philosophy of "young people inspiring young people," featuring four outstanding students from top international schools in Hong Kong, Shanghai, and Beijing—Theodore, Bella, Ariel, and Congcong—as teaching mentors. From a peer perspective, they create a cross-regional platform for intellectual exchange. The curriculum strictly follows the official standards of the WSDC World Secondary Schools Debate Championship and JWSDC Junior World Debate Championship, focusing on the internationally recognized parliamentary debate format. It systematically teaches argument construction, rebuttal techniques, and interdisciplinary concepts to comprehensively strengthen students' critical thinking skills, which not only broadens students' global perspectives but also effectively cultivates their ability to think independently and express themselves clearly and logically, laying a solid foundation of core competencies for future international engagement and overseas study.

In the first place, on the first day of the camp, a grand opening ceremony was held, attended by Principal Hu Qilin, who delivered a speech. Drawing on the international development needs of youth, Principal Hu shared insights on the value of critical thinking for long-term personal growth, expressing high expectations for the young debaters participating in the training, and encouraging them to speak confidently, enjoy debating, and respect diverse perspectives.

In the second place, the opening lecture officially kicked off the learning session, during which the four mentors introduced themselves and thoroughly explained the full competition formats of WSDC and JWSDC. They clearly outlined key tournament rules such as speaking time limits, speaker roles, and on-site POI (Point of Information) questioning. Following this, they broke down logical approaches to topic analysis and shared effective preparation strategies. At the end of the class, all coaches organized students into teams and led an ice-breaking game, during which students delivered brief arguments on dilemma topics and shared fun stories, quickly overcoming shyness and forming their own dedicated debate teams.

In the third place, after theoretical learning, students moved on to tiered practical teaching: The instructor demonstrated the complete argumentation for the debate topic, focusing on the "criminal justice system" debate. Meanwhile, specialized lectures were given to explain the argumentation framework and speaking skills. What's more, students immediately engage in timed preparation and presentation practice. Afterwards, the instructor provided individual feedback and corrections to address any expression flaws.

In the fourth place, on the second day, there was a special training focusing on various types of debate topics, aiming to enhance the trainees' on-the-spot practical skills. In the morning, Congcong's mentor explained the specific strategies for narrative-type debates. Later on, a short quiz was conducted during the class to review all the knowledge points from the first day. Additionally, two rounds of practical debate on narrative themes were carried out consecutively. There was a 30-minute time limit for preparation and a complete confrontation drill, allowing children to thoroughly understand topics such as "Suffering Shapes Character" and "Hard Work and Success".

In the fifth place, after the lunch break, the course continued to upgrade: Theodore's mentor sorted out the common response strategies for all types of debate topics, concentrated on answering questions and resolving the logical misunderstandings that commonly occurred in the students' practice; in the meantime, they carried out a practical confrontation on the topic of artificial intelligence education. Furthermore, the final course of the day was the special teaching of POI on-site questioning, where the mentor taught the attacking skills of questioning and combined with one-on-one practical training to fill in the weak points in the students' competition confrontation, and comprehensively enhance their on-site response and active attack abilities. Therefore, the entire day's high-density simulation confrontation enabled each young debater to master the complete set of debate actions of presenting an argument, refuting, and questioning.

In the sixth place, on the third morning, the debate topics centered on policies. There were two consecutive rounds of practical policy simulation, focusing on issues such as smoking prohibition and tiered fines, and conducting a complete WSDC confrontation on these topics. Subsequently, the mentors presented a policy demonstration competition to consolidate students' knowledge points related to the obligation of argumentation and policy dissection. All the previous theoretical and simulation training was put into practical operation.

In the seventh place, in the afternoon, the official closing ceremony of this debate camp was held, with the debate topic being: Our institution would prohibit employers from accessing the criminal records of job applicants. The entire event was carried out strictly in accordance with the international WSDC competition standards, in an orderly manner. Four professional mentors, Theodore, Ariel, Bella, and Congcong, were present throughout the event to observe. Also, the school leaders came to the scene to witness the learning achievements of the students. After the competition, the four mentors, based on the complete performance of the entire event, respectively analyzed the advantages and problems of the main arguments of the affirmative and negative teams' opening speakers, the defense and rebuttal of the second speakers, and the summary and elevation of the third speakers, who systematically sorted out the strengths and weaknesses of the teams in terms of logical construction, evidence selection, on-the-spot questioning, and time control, and provided precise and actionable suggestions for optimization and improvement, helping all the students clearly recognize their shortcomings and complete the phased learning review.

Last but not the least, after the debate competition, a formal graduation award ceremony was held. The school leaders and four mentors presented graduation certificates to all the participants. Moreover, the mentor representative summarized the three-day learning content, encouraging students to integrate the habit of critical thinking into their daily study and life, and learn to view diverse viewpoints rationally.

In a nutshell, the three-day public welfare reflection trip has come to a successful conclusion. Nonetheless, the seeds of independent thinking and rational expression have taken root in the hearts of our students. More remarkably, Anqing Foreign Language School will continue to regularly carry out international debate and quality improvement-related public welfare activities. Through diversified practices, our school will broaden the growth boundaries of students and help every young person develop an international perspective and embark on a broader future!