Graduation thesis defense process
First, the general program of graduation thesis defense
1. Participants must submit the graduation thesis approved by the instructor and signed the opinion in triplicate, together with the outline and draft, to the defense committee half a month before the thesis defense meeting. The main replying committee of the defense committee is carefully studying the basis of the graduation thesis. On the list, ask questions to ask questions and then hold a defense meeting.
2. In the defense meeting, let the students use 15 minutes or so to summarize the title of the paper and the reasons for choosing the topic, and introduce the main arguments, arguments and writing experience of the paper in more detail.
3. The main reply teacher asked questions. The main reply teacher usually asks three questions. After the teacher asks questions, some schools stipulate that students can prepare for 15-20 minutes independently and then answer them on the spot. The Central Party School Correspondence School stipulates that after the main reply teacher asks questions, he asks the students to immediately answer them on the spot. Answer. It can be conversational, or the main defense teacher can ask three questions at a time. After the students have clearly recorded them, they will answer them one by one in order. According to the specific situation of the students, the main reply teacher and other respondents can have appropriate interrogation at any time.
4. After answering all the questions one by one, the students will leave the game one by one. The defense committee will collectively decide whether to pass or not based on the quality of the paper and the defense, and draw up the results and comments.
4. Recall the students, the main reply teacher will summarize the situation in the paper and the defense process for the students, affirm their advantages and strengths, point out their mistakes or deficiencies, and add necessary and guidance, and at the same time announce the passage or Fail. As for the results of the thesis, it is generally not announced on the spot.
The Correspondence School of the Party School of the Central Committee of the Communist Party of China stipulates that the trainees who cannot pass the defense should propose amendments and allow the trainees to reply separately after half a year.
Second, the main answer to the teacher's questioning method
At the graduation thesis defense meeting, the way the main respondent's questioning will affect the realization of the purpose of the organization's defense meeting and the level of the student's defense. The main defense teacher needs to pay attention to his own way of asking questions.
1. Ask questions to implement the principle of easy and difficult. The main respondent teacher usually asks three or more questions for each respondent. These questions should be asked in the order of easy and difficult. The first question asked should generally take into account the questions answered and answered by the participants. When the students answer the first question well, they will relax their nervousness and enhance the confidence that “I” can answer, which will help to play a normal level in the defense of several questions. On the other hand, if the first question of the question is not answered, the student will be burdened with psychological burdens, increase tension and cause confusion. This will inevitably affect the defense of the latter questions, and it is therefore difficult to correctly check the student's reply. Ability and academic level.
2. Ask questions to implement a step-by-step approach. In order to correctly detect the mastery of the students' professional basic knowledge, it is sometimes necessary to divide a big problem into several small questions and adopt a step-by-step method of asking questions. If there is a paper on "Science and Technology is the First Productive Force", the question of the proficiency of the main defense teacher is composed of the following four small problems. What is science and technology? Is science and technology an independent factor of productivity? After the students have answered correctly, the third small question is raised: science and technology are not an independent factor of productivity. Why is it also productivity? You are How to understand that science and technology are the primary productive forces? Through such questions, according to the students' defenses, it is possible to accurately measure the solidity of the students' basic knowledge. If these four small questions, one can't answer, it means that the professional basic knowledge of the students is not well mastered; if the four questions can be answered correctly, the basic knowledge of the students is very solid; if you can answer the questions 2-3, or every small question can answer a little, but the answer is not comprehensive, or not very correct, indicating that the basic knowledge of the student is generally master. If this step-by-step questioning method is not adopted, it will be difficult to accurately measure the situation in which a student has mastered the basic knowledge of the profession. If the above question uses such a questioning method: Please talk about why science and technology are the primary productive forces? The students are likely to repeat the main contents of the paper. This makes it difficult to know exactly whether the student's basic knowledge is good, bad, or average.
3. When the respondent's point of view is contrary to his own point of view, he should discuss it with a gentle attitude and discuss the tone, that is, to have the "elderly" demeanor, to perform good deeds, to avoid condescending, and to speak out. Don't take the "truth" to master yourself, and easily use negative words such as "not right", "wrong", "paradox". It is necessary to remember the maxim that "there may be no, the non-existent may be yes", and there must be a good amount of goodness. If the author's point of view is justified and well-founded, even if it is completely opposed to his own point of view, it should be recognized and willing to accept it. If the author's point of view is not mature and perfect, it should be discussed in good faith and peacefully, and the participants should have equal rights to defend or refute. When your point of view cannot be accepted by the author, you can't use the power to deceive people, but you should not be arrogant. Although in the course of the defense, the status of the responding teacher and the student is unequal, but the personality is completely equal. It is normal to reflect mutual respect in the defense and to be open-minded. It is difficult to unify the viewpoint for a time. You don't have to impose your own opinions on people, just show your opinions and give them a reference. In fact, as long as the responding teacher is polite and peaceful, it is easier for the students to accept and consider your point of view. It is easier to re-examine their views and achieve the purpose of exploring the truth together.
4. When the student's answer does not answer the question or the question that cannot be answered at one time, a heuristic and guided questioning method should be adopted. Teachers who have participated in the thesis defense committee may have encountered such a situation: the students can't answer the questions you asked, and some of them can't help but “stay”; some are swaying, and you are around the circle, in fact, he is also I don't know the answer. In this case, the respondent teacher can neither let the students "stay" there, nor can they listen to their gods, but should inspire or guide them in time. There are many reasons why students can't answer them. Some of them are originally familiar with this knowledge, but they are flustered because the problem is completely out of his expectation, or they are unable to answer the temporary “perceive blind spots”. At this time, with a little guidance and inspiration, the students can “recall” the knowledge and answer the questions. Only by inspiration and guidance can still not answer or answer the point, can be judged that he does not have this knowledge.
Third, the students should pay attention to the questions
Participants must successfully pass the defense and truly play their own level in the defense. In addition to making full preparations before the defense, they also need to understand and master the art of defense and the art of defense.
Carry the necessary materials and supplies
First, the participants participate in the defense meeting, and they must carry the draft of the paper and the main reference materials. As mentioned above, some institutions of higher learning stipulate that in the defense meeting, after the main reply teacher asks questions, the trainees can prepare for a certain period of time and then answer in person. In this case, the necessity of carrying the papers and the main reference materials is It goes without saying. Even if the teacher asks questions like the Central Party School Correspondence School, he will not prepare time for the students and ask for an answer on the spot. However, in the process of answering, it is also allowed to look at your own papers and related reference materials. Although you can't rely on these materials when you reply, you can bring these materials. When you can't remember them for a while, you can read the relevant information a little. Avoid the embarrassment and confusion that can't be answered. Secondly, you should also bring a pen and a notebook to record the questions and valuable opinions and opinions put forward by the main respondent teacher. Through the record, not only can the tension be relieved, but also the key and substance of the teacher's question can be better understood. At the same time, the thinking can be made and the process of thinking becomes natural.
Be self-confident, don't be nervous
On the basis of adequate preparation, there is no need to be nervous and self-confidence. It is important to build confidence and eliminate tension and panic, because excessive tension can make answers to questions that could have been answered. Only with confidence and calmness will you be able to perform well in your defense. Self-confidence comes mainly from prior preparation.
After listening to the questions, after thinking, answer again
When the main reply teacher asks questions, the trainees should concentrate on listening carefully and answer the questions in the book. Carefully consider the key and essence of the questions raised by the main answering teacher. Don't rush to answer the questions without clearing the meaning. If you are not clear about the question, please ask the teacher to say it again. If you don't understand some of the concepts in the question, you can ask the teacher to explain it, or explain your understanding of the problem, and ask if it means this, and then answer it if you get a positive answer. Only in this way can it be avoided to answer questions. Answer the idea.
Answer questions in a concise and clear manner
After clarifying the exact meaning of the question raised by the main respondent teacher, it is necessary to respond in a short period of time, and to confidently express your thoughts in a fluid language and a positive tone, do not hesitate. To answer questions, one must grasp the key points, be concise and concise, don't let the East pull and pull, so that people can't take it after listening; Second, we must strive for objective, comprehensive, dialectical, leave room for it, and avoid saying "death"; distinct. Also pay attention to clear words, moderate sound and so on.
Can't argue against questions that cannot be answered
Sometimes the teacher of the defense committee is not satisfied with the answer made by the respondent, and will further ask questions to find out whether the author of the paper has actually figured out and mastered the problem. In this case, if the respondent is sure to make it clear, he can affirm the reason for the reply; if he is not sure, he can try to answer it carefully, and how much can be answered if he can answer it. Even if it is not true, it does not matter. As long as it is related to the problem, the teacher will guide and inspire you to cut into the topic; if it is indeed a problem that you have not figured out, you should truthfully explain that you have not figured out the problem, and that you must seriously study this issue in the future. Don’t be arrogant . Because the teacher of the defense committee may have had a special study on this issue, and it is impossible to deceive him if he is brilliant. Here we should understand that it is not surprising that a student is asked to live in a defense meeting because the members of the defense committee are generally experts in the discipline. It is natural that they can't answer a question they ask. Of course, all the questions can't be answered. If you don't know, it's not normal.
When the main point of the paper is inconsistent with the opinion of the main defense teacher, you can debate it.
In the defense, sometimes the main answering teacher will put forward a different point of view from the basic point of view in your thesis, and then ask you to talk about it. At this time, you should fully defend your point of view and refute the idea of opposing your own point of view. Among the questions asked by the main responding teacher, some are basic knowledge questions, some are academic exploratory questions. For the former type of questions, you are required to make a correct and comprehensive answer, which is not deliberative. The latter type of problem is not conclusive, and people with different opinions can negotiate with each other. If the basic point of the paper you have written is self-considered, well-founded, well-founded, and self-explanatory, don't give up your views because of the different opinions of the members of the defense committee. Otherwise, it means that you have negated your hard-working papers. You should know that some of the arguments put forward by the respondent teacher that are contrary to your thesis are not his own views. He is asking to listen to your comments and opinions on this viewpoint, or to test your ability to reply or Your firmness in your opinion. To take a step back, even if you ask the teacher's own point of view, you should also hold the attitude of "I love my teacher, I love the truth more", and strive to argue with it. However, in the debate with the defense teacher, it is necessary to pay attention to the measurement and use appropriate disciplinary techniques. Generally speaking, it should be based on the maintenance of one's own point of view. Refuting the other party's arguments should use euphemistic language as much as possible. Ask for the tone, use the side to talk, secretly say, around the way of saying, and enter your own opinions without any trace. The other party, let them be sensible and convinced or concealed. Let the questioning teacher feel that although accepting your opinion, his self-esteem has not been harmed. For example, in a defense meeting, when a teacher explained the monopoly of high profits, he said that the monopoly high profits were said to be higher than the average profit. The respondent’s student heard the teacher’s explanation wrong. In a calm and incomprehensible tone, "So, how do you understand the monopoly of high profits when the monopoly price is higher than the cost price?" The teacher who asked the question listened, and after a while, loudly said: "Good question!" From the cheers of the questioning teacher, we know that he has agreed with your opinion with conviction. In such a debate, the defense teacher will not only be embarrassed by you, but will instead think that you have a level and a solid foundation.
To be civilized and polite
The process of defense of the thesis is also the process of academic exchange of ideas. The respondent should regard it as a good opportunity to learn from the defense teachers and experts, request guidance, and ask questions. Therefore, throughout the defense process, the respondent should respect the teacher of the defense committee, behave in a civilized and polite manner, especially when the questions raised by the main defense teacher are difficult to answer, or when the defense teacher’s point of view is contrary to his own point of view. More attention should be paid to this. At the end of the defense, regardless of the defense situation, we must withdraw gracefully and politely.
In addition, after the graduation thesis defense, the author should listen carefully to the judgment of the defense committee, further analyze and think about the opinions raised by the defense teacher, and summarize the experience and lessons of thesis writing. On the one hand, it is necessary to find out which scientific research methods have been learned and mastered through this graduation thesis writing, and have improved in raising questions, analyzing problems, solving problems and scientific research capabilities. What are the shortcomings that can be used as a reference for future research on other topics. On the other hand, we must seriously consider the issues and opinions raised by the defense teachers, revise their own thesis, deepen the research, carefully modify their own thesis, seek deep development, and achieve greater results. Make yourself better in knowledge and ability
1. Participants must submit the graduation thesis approved by the instructor and signed the opinion in triplicate, together with the outline and draft, to the defense committee half a month before the thesis defense meeting. The main replying committee of the defense committee is carefully studying the basis of the graduation thesis. On the list, ask questions to ask questions and then hold a defense meeting.
2. In the defense meeting, let the students use 15 minutes or so to summarize the title of the paper and the reasons for choosing the topic, and introduce the main arguments, arguments and writing experience of the paper in more detail.
3. The main reply teacher asked questions. The main reply teacher usually asks three questions. After the teacher asks questions, some schools stipulate that students can prepare for 15-20 minutes independently and then answer them on the spot. The Central Party School Correspondence School stipulates that after the main reply teacher asks questions, he asks the students to immediately answer them on the spot. Answer. It can be conversational, or the main defense teacher can ask three questions at a time. After the students have clearly recorded them, they will answer them one by one in order. According to the specific situation of the students, the main reply teacher and other respondents can have appropriate interrogation at any time.
4. After answering all the questions one by one, the students will leave the game one by one. The defense committee will collectively decide whether to pass or not based on the quality of the paper and the defense, and draw up the results and comments.
4. Recall the students, the main reply teacher will summarize the situation in the paper and the defense process for the students, affirm their advantages and strengths, point out their mistakes or deficiencies, and add necessary and guidance, and at the same time announce the passage or Fail. As for the results of the thesis, it is generally not announced on the spot.
The Correspondence School of the Party School of the Central Committee of the Communist Party of China stipulates that the trainees who cannot pass the defense should propose amendments and allow the trainees to reply separately after half a year.
Second, the main answer to the teacher's questioning method
At the graduation thesis defense meeting, the way the main respondent's questioning will affect the realization of the purpose of the organization's defense meeting and the level of the student's defense. The main defense teacher needs to pay attention to his own way of asking questions.
1. Ask questions to implement the principle of easy and difficult. The main respondent teacher usually asks three or more questions for each respondent. These questions should be asked in the order of easy and difficult. The first question asked should generally take into account the questions answered and answered by the participants. When the students answer the first question well, they will relax their nervousness and enhance the confidence that “I” can answer, which will help to play a normal level in the defense of several questions. On the other hand, if the first question of the question is not answered, the student will be burdened with psychological burdens, increase tension and cause confusion. This will inevitably affect the defense of the latter questions, and it is therefore difficult to correctly check the student's reply. Ability and academic level.
2. Ask questions to implement a step-by-step approach. In order to correctly detect the mastery of the students' professional basic knowledge, it is sometimes necessary to divide a big problem into several small questions and adopt a step-by-step method of asking questions. If there is a paper on "Science and Technology is the First Productive Force", the question of the proficiency of the main defense teacher is composed of the following four small problems. What is science and technology? Is science and technology an independent factor of productivity? After the students have answered correctly, the third small question is raised: science and technology are not an independent factor of productivity. Why is it also productivity? You are How to understand that science and technology are the primary productive forces? Through such questions, according to the students' defenses, it is possible to accurately measure the solidity of the students' basic knowledge. If these four small questions, one can't answer, it means that the professional basic knowledge of the students is not well mastered; if the four questions can be answered correctly, the basic knowledge of the students is very solid; if you can answer the questions 2-3, or every small question can answer a little, but the answer is not comprehensive, or not very correct, indicating that the basic knowledge of the student is generally master. If this step-by-step questioning method is not adopted, it will be difficult to accurately measure the situation in which a student has mastered the basic knowledge of the profession. If the above question uses such a questioning method: Please talk about why science and technology are the primary productive forces? The students are likely to repeat the main contents of the paper. This makes it difficult to know exactly whether the student's basic knowledge is good, bad, or average.
3. When the respondent's point of view is contrary to his own point of view, he should discuss it with a gentle attitude and discuss the tone, that is, to have the "elderly" demeanor, to perform good deeds, to avoid condescending, and to speak out. Don't take the "truth" to master yourself, and easily use negative words such as "not right", "wrong", "paradox". It is necessary to remember the maxim that "there may be no, the non-existent may be yes", and there must be a good amount of goodness. If the author's point of view is justified and well-founded, even if it is completely opposed to his own point of view, it should be recognized and willing to accept it. If the author's point of view is not mature and perfect, it should be discussed in good faith and peacefully, and the participants should have equal rights to defend or refute. When your point of view cannot be accepted by the author, you can't use the power to deceive people, but you should not be arrogant. Although in the course of the defense, the status of the responding teacher and the student is unequal, but the personality is completely equal. It is normal to reflect mutual respect in the defense and to be open-minded. It is difficult to unify the viewpoint for a time. You don't have to impose your own opinions on people, just show your opinions and give them a reference. In fact, as long as the responding teacher is polite and peaceful, it is easier for the students to accept and consider your point of view. It is easier to re-examine their views and achieve the purpose of exploring the truth together.
4. When the student's answer does not answer the question or the question that cannot be answered at one time, a heuristic and guided questioning method should be adopted. Teachers who have participated in the thesis defense committee may have encountered such a situation: the students can't answer the questions you asked, and some of them can't help but “stay”; some are swaying, and you are around the circle, in fact, he is also I don't know the answer. In this case, the respondent teacher can neither let the students "stay" there, nor can they listen to their gods, but should inspire or guide them in time. There are many reasons why students can't answer them. Some of them are originally familiar with this knowledge, but they are flustered because the problem is completely out of his expectation, or they are unable to answer the temporary “perceive blind spots”. At this time, with a little guidance and inspiration, the students can “recall” the knowledge and answer the questions. Only by inspiration and guidance can still not answer or answer the point, can be judged that he does not have this knowledge.
Third, the students should pay attention to the questions
Participants must successfully pass the defense and truly play their own level in the defense. In addition to making full preparations before the defense, they also need to understand and master the art of defense and the art of defense.
Carry the necessary materials and supplies
First, the participants participate in the defense meeting, and they must carry the draft of the paper and the main reference materials. As mentioned above, some institutions of higher learning stipulate that in the defense meeting, after the main reply teacher asks questions, the trainees can prepare for a certain period of time and then answer in person. In this case, the necessity of carrying the papers and the main reference materials is It goes without saying. Even if the teacher asks questions like the Central Party School Correspondence School, he will not prepare time for the students and ask for an answer on the spot. However, in the process of answering, it is also allowed to look at your own papers and related reference materials. Although you can't rely on these materials when you reply, you can bring these materials. When you can't remember them for a while, you can read the relevant information a little. Avoid the embarrassment and confusion that can't be answered. Secondly, you should also bring a pen and a notebook to record the questions and valuable opinions and opinions put forward by the main respondent teacher. Through the record, not only can the tension be relieved, but also the key and substance of the teacher's question can be better understood. At the same time, the thinking can be made and the process of thinking becomes natural.
Be self-confident, don't be nervous
On the basis of adequate preparation, there is no need to be nervous and self-confidence. It is important to build confidence and eliminate tension and panic, because excessive tension can make answers to questions that could have been answered. Only with confidence and calmness will you be able to perform well in your defense. Self-confidence comes mainly from prior preparation.
After listening to the questions, after thinking, answer again
When the main reply teacher asks questions, the trainees should concentrate on listening carefully and answer the questions in the book. Carefully consider the key and essence of the questions raised by the main answering teacher. Don't rush to answer the questions without clearing the meaning. If you are not clear about the question, please ask the teacher to say it again. If you don't understand some of the concepts in the question, you can ask the teacher to explain it, or explain your understanding of the problem, and ask if it means this, and then answer it if you get a positive answer. Only in this way can it be avoided to answer questions. Answer the idea.
Answer questions in a concise and clear manner
After clarifying the exact meaning of the question raised by the main respondent teacher, it is necessary to respond in a short period of time, and to confidently express your thoughts in a fluid language and a positive tone, do not hesitate. To answer questions, one must grasp the key points, be concise and concise, don't let the East pull and pull, so that people can't take it after listening; Second, we must strive for objective, comprehensive, dialectical, leave room for it, and avoid saying "death"; distinct. Also pay attention to clear words, moderate sound and so on.
Can't argue against questions that cannot be answered
Sometimes the teacher of the defense committee is not satisfied with the answer made by the respondent, and will further ask questions to find out whether the author of the paper has actually figured out and mastered the problem. In this case, if the respondent is sure to make it clear, he can affirm the reason for the reply; if he is not sure, he can try to answer it carefully, and how much can be answered if he can answer it. Even if it is not true, it does not matter. As long as it is related to the problem, the teacher will guide and inspire you to cut into the topic; if it is indeed a problem that you have not figured out, you should truthfully explain that you have not figured out the problem, and that you must seriously study this issue in the future. Don’t be arrogant . Because the teacher of the defense committee may have had a special study on this issue, and it is impossible to deceive him if he is brilliant. Here we should understand that it is not surprising that a student is asked to live in a defense meeting because the members of the defense committee are generally experts in the discipline. It is natural that they can't answer a question they ask. Of course, all the questions can't be answered. If you don't know, it's not normal.
When the main point of the paper is inconsistent with the opinion of the main defense teacher, you can debate it.
In the defense, sometimes the main answering teacher will put forward a different point of view from the basic point of view in your thesis, and then ask you to talk about it. At this time, you should fully defend your point of view and refute the idea of opposing your own point of view. Among the questions asked by the main responding teacher, some are basic knowledge questions, some are academic exploratory questions. For the former type of questions, you are required to make a correct and comprehensive answer, which is not deliberative. The latter type of problem is not conclusive, and people with different opinions can negotiate with each other. If the basic point of the paper you have written is self-considered, well-founded, well-founded, and self-explanatory, don't give up your views because of the different opinions of the members of the defense committee. Otherwise, it means that you have negated your hard-working papers. You should know that some of the arguments put forward by the respondent teacher that are contrary to your thesis are not his own views. He is asking to listen to your comments and opinions on this viewpoint, or to test your ability to reply or Your firmness in your opinion. To take a step back, even if you ask the teacher's own point of view, you should also hold the attitude of "I love my teacher, I love the truth more", and strive to argue with it. However, in the debate with the defense teacher, it is necessary to pay attention to the measurement and use appropriate disciplinary techniques. Generally speaking, it should be based on the maintenance of one's own point of view. Refuting the other party's arguments should use euphemistic language as much as possible. Ask for the tone, use the side to talk, secretly say, around the way of saying, and enter your own opinions without any trace. The other party, let them be sensible and convinced or concealed. Let the questioning teacher feel that although accepting your opinion, his self-esteem has not been harmed. For example, in a defense meeting, when a teacher explained the monopoly of high profits, he said that the monopoly high profits were said to be higher than the average profit. The respondent’s student heard the teacher’s explanation wrong. In a calm and incomprehensible tone, "So, how do you understand the monopoly of high profits when the monopoly price is higher than the cost price?" The teacher who asked the question listened, and after a while, loudly said: "Good question!" From the cheers of the questioning teacher, we know that he has agreed with your opinion with conviction. In such a debate, the defense teacher will not only be embarrassed by you, but will instead think that you have a level and a solid foundation.
To be civilized and polite
The process of defense of the thesis is also the process of academic exchange of ideas. The respondent should regard it as a good opportunity to learn from the defense teachers and experts, request guidance, and ask questions. Therefore, throughout the defense process, the respondent should respect the teacher of the defense committee, behave in a civilized and polite manner, especially when the questions raised by the main defense teacher are difficult to answer, or when the defense teacher’s point of view is contrary to his own point of view. More attention should be paid to this. At the end of the defense, regardless of the defense situation, we must withdraw gracefully and politely.
In addition, after the graduation thesis defense, the author should listen carefully to the judgment of the defense committee, further analyze and think about the opinions raised by the defense teacher, and summarize the experience and lessons of thesis writing. On the one hand, it is necessary to find out which scientific research methods have been learned and mastered through this graduation thesis writing, and have improved in raising questions, analyzing problems, solving problems and scientific research capabilities. What are the shortcomings that can be used as a reference for future research on other topics. On the other hand, we must seriously consider the issues and opinions raised by the defense teachers, revise their own thesis, deepen the research, carefully modify their own thesis, seek deep development, and achieve greater results. Make yourself better in knowledge and ability
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