debate is one of the ways to strengthen critical thinking, conductive to the training of inductive, analytical as well as reasoning ability. Through verbal interactions, your argument is clearly explicated and the fallacy of your opponent is exposed. It is stimulatingly interesting to employ debated and the fallacy of your opponent is exposed. It is stimulatingly interesting to employ debated as a teaching method in history class. Based on historical classics, students are required to simulate the debating scenes in history. In Yen T'ieh Lun: Discourses on Salt and Iron, Huan Kuan of Han Dynasty vividly depicted the arguments among the government and the public, debating on issues concerning foreign relations, economic policies, as well as principles and ideas of managing the state. During these two years, I have been experimenting this new method in my teaching. Although the world today is completely different form that of two millennia ago, the tension between the officials and the people has not changed much, especially in political and economic issues. Through my well-planned guidance, students usually have a great performance. In such a way, historical materials are thus endowed with new significance due to the process of questioning, reflection and discussion. On the one hand, the debate teaching method helps broaden students' knowledge in history and develop their critical thinking and reasoning. On the other hand, students will learn how to respect different opinions. For historical education, this new approach contributes a lot to the improvement of teaching method and teaching material in the historical field.