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Self-examination graduation thesis defense process detailed explanation

2018-03-20 11:12:38

The thesis defense teacher's questioning method: the question should implement the principle of easy first and difficult later, and the question should implement the gradual in-depth method. When the respondent's point of view is different from his own point of view, he should carry out the discussion with a gentle attitude and a negotiating tone, that is, he should have an "elder" demeanor, implement good skills, and avoid condescending and rude words. When students can't answer the question to the point or can't answer the question at the moment, they should use a heuristic and guided questioning method.

Steps/methods
1

General procedure of thesis defense 1. Half a month before the thesis defense meeting, students must submit the graduation thesis approved and signed by the instructor in triplicate together with the outline and draft to the defense committee. On the basis of careful study of the thesis, the principal defense teacher of the defense committee will work out the questions to be asked, and then the defense meeting will be held. 2. In the defense meeting, let the students spend about 15 minutes to outline 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 detail. 3. The host teacher asked questions. The host teacher usually asks three questions. After the teacher asks questions, some schools stipulate that students can prepare for 15? After 20 minutes, answer again on the spot, either in a conversational manner or by the host teacher who asks three questions at once. Students will answer them one by one after listening clearly and writing them down. According to the specific situation of the student's answer, the principal defense teacher and other defense teachers can have appropriate questions at any time. 4. After the students have answered all the questions one by one, the defense committee will decide whether to pass or not according to the quality of the thesis and the defense situation, and draw up the results and comments. 5. Recall students, by the main defense teacher face to face on the thesis and defense of the situation in the process of summary, affirm its advantages and strengths, point out its mistakes or shortcomings, and make necessary supplements and guidance, at the same time, face to face to announce the passing or not. As for the grade of the thesis, it is usually not announced on the spot.

2

In the graduation thesis defense meeting, the way in which the principal defense teacher asks questions will affect the realization of the purpose of the defense meeting and the performance of the student's defense level. It is necessary for the teacher to pay attention to his own way of asking questions.

3

The principal respondent teacher generally asks three or more questions to each respondent. The questions to be asked should be asked in the order of easy first and then difficult. The first question asked should generally be considered to be the one that the student can answer and answer well. If students answer the first question well, they will relax their tension and enhance the confidence of "I" to answer well, which is conducive to playing a normal level in the defense of several questions in the future. On the contrary, if the first question can not be answered, the student will carry the psychological burden, increase tension, panic, which will inevitably affect the defense of the following questions, and therefore it is difficult to correctly check the student's defense ability and academic level.

4

Practice a step-by-step approach to questioning. In order to correctly test the students' mastery of basic professional knowledge, sometimes it is necessary to divide a big question into several small questions and take a step-by-step and in-depth questioning method. For example, if there is a paper "on science and technology is the first productive force", the detection level question given by the main defense teacher is composed of the following four small questions. What is science and technology? (2) Is science and technology an independent factor of productivity? After the students have given the correct answer, a third small question is raised: (3) Science and technology is not an independent factor of productivity, why is it also productive force? (4) How do you understand that science and technology are the primary productive forces? Through such questions, according to the students' defense situation, it can be more correct to measure the solid degree of students' grasp of basic knowledge. If none of these four small questions can be answered, it indicates that the student has not mastered the basic professional knowledge; If all four questions can be answered correctly, it shows that the student has a solid grasp of basic knowledge; What if you could answer two of them? 3, or each small question can answer a little, but the answer is not comprehensive, or not very correct, indicating that the student has a general grasp of basic knowledge. If it is not adopted this step-by-step in-depth questioning method, it is difficult to accurately measure the situation of a student's mastery of professional basic knowledge. If the above question is put like this: Please tell me why science and technology are the primary productive forces? Students are likely to repeat the main content of the paper. This makes it difficult to know for sure whether the student's mastery of the basics is good, bad, or average. 3. When the respondent's point of view is different from his own point of view, he should discuss with him in a gentle attitude and a deliberative tone, that is, he should have an "elder" manner, practice good skills, and avoid condescending and rude words. Do not pretend to be the possessor of "truth" and easily use negative statements such as "wrong", "wrong" and "fallacy". To remember the "yes may not, non may have yes" motto, to have a good flow of weight. If the author's point of view is reasonable and well-supported, even if it is diametrically opposed to his own point of view, he should be recognized and willing to accept it. If the author's point of view is not mature and perfect, it should also be kindly and discussed, and give students equal rights to defend or refute. When one's own point of view is not acceptable to the author, one should not deceive others with power, or pressure reason with power, let alone speak harshly. Although in the process of defense, the status of the defense teacher and the student is not equal (one side is the examination and verification, the other is the examination), but in personality is completely equal. In the defense to reflect mutual respect, to be open-minded and generous, the point of view is difficult to unify, it is normal. You don't have to force your point of view on others, just put your point of view out there for reference. In fact, as long as the defense teacher speaks politely, the easier it is for the students to accept and consider your point of view, the easier it is for them to re-examine their own point of view, and achieve the purpose of exploring the truth together. 4. When students can't answer the question to the point or can't answer the question at the moment, they should use a heuristic and guided questioning method. The teachers who have participated in the thesis defense committee may have encountered such a situation: the students can not answer the questions you ask, and some of them have no choice but to "stay"; Some are rambling, and you go around in circles, in fact, he does not know the answer. In this case, the defense teacher can neither let the students embarrassed "stay" there, nor let them talk, but should be inspired or guided in time. Students can not answer for a variety of reasons, some of which have mastered this knowledge only because the question is completely unexpected and appear confused, or there is a temporary "perceptual blind spot" and can not answer. At this time, as long as a little guidance and inspiration, you can make students "recall" knowledge and answer questions well. Only through inspiration and guidance still can not answer or answer the point, can judge that he does not have this knowledge.

5

Students want to pass the defense and really give full play to their own level in the defense, in addition to making full preparation before the defense, but also need to understand and master the essentials of the defense and the art of defense. (1) Bring necessary materials and supplies First of all, to attend the defense meeting, students should bring the manuscript of the paper and main reference materials. As mentioned earlier, some colleges and universities have stipulated that students can prepare for a certain amount of time after the defense teacher asks a question at the defense meeting before answering it in person. In this case, the necessity of carrying the paper manuscript and main reference materials is self-evident. In the process of answering, it is also allowed to look at their own papers and relevant reference materials, although the defense can not rely on these information, but with these information, when you encounter a moment of memory, a little leafing through the relevant information, you can avoid the embarrassment and panic of not being able to answer. Secondly, you should also bring a pen and notebook in order to record the questions and valuable opinions raised by the main defense teacher. By recording, you can not only reduce the tension, but also better understand the key and essence of the teacher's questions, but also remember while thinking, so that the process of thinking becomes very natural. (2) To have confidence, do not be nervous on the basis of full preparation, do not have to be nervous, to have confidence. It is important to build up confidence and eliminate nervousness, because excessive nervousness will make it impossible to answer questions that could have been answered. Only with confidence and calmness can you perform well in the defense. And confidence mainly comes from good preparation in advance. (C) After listening to the questions and thinking before answering the questions, the students should pay attention to listen carefully, and write down the answers to the questions in the book, and carefully explore the key point and essence of the questions asked by the chief defense teacher. Don't give a hasty answer without knowing the meaning of the question. If the question is not clear, you can ask the teacher to repeat it. If you do not understand some concepts in the question, you can ask the teacher to explain it, or speak out your understanding of the question, and ask if it is the meaning, and then answer after getting a positive answer. Only then will it be possible to avoid answering the wrong question. That's the point. (4) Answer the question to be concise, clearly hierarchical after understanding the exact meaning of the question asked by the main defense teacher, to respond in a short time, to be confident in smooth language and positive tone to tell their ideas, do not hesitate. Answer the question, first to grasp the key, concise and to the point, do not ramble, so that people after listening to the gist; Second, we should strive to be objective, comprehensive, dialectical, leave room, and avoid saying "death"; The third is to analyze in detail and have distinct levels. In addition, pay attention to clear words, moderate voice and so on. Sometimes the teacher of the defense committee is not satisfied with the answer given by the respondent, and will ask further questions to find out whether the author of the paper has really understood and mastered the question. In such a case, the respondent may, if he is sure to speak clearly, declare reasons for his reply; If you are not sure, you can carefully try to answer, as much as you can answer, even if it is not very precise, it does not matter, as long as it is related to the question, the teacher will guide and inspire you to get to the point; If it is really a problem that you have not understood, you should be realistic and say that you have not yet understood this problem, and that you must seriously study this issue in the future, and you must not force arguments and quibble. Because the teacher of the defense committee may have had a special study on this issue, and it is impossible to deceive him. Here we should understand that it is not unusual for students to be asked a certain question at the defense meeting, because the members of the defense committee are usually experts in the subject. It is natural that they cannot answer one of their questions. Of course, none of the questions can be answered, and it's not normal to not know all of them. (6) When the main point of view in the thesis is different from the point of view of the main defense teacher, you can debate with it in the defense, sometimes the main defense teacher will put forward a different point of view from the basic point of view of your paper, and then ask you to talk about your views, at this time, you should try your best to defend your own point of view and refute the idea that is opposite to your own point of view. Among the questions asked by the principal defense teacher, some are basic knowledge questions and some are academic discussion questions. For the former kind of questions, you are required to give a correct and comprehensive answer, which is not negotiable. The latter kind of questions, right and wrong is not settled, people with different views can discuss each other. If you have written a paper whose basic ideas have been well thought out by yourself, and are reasonable, well-grounded, and self-consistent, don't go along with it and give up your own ideas just because the members of the defense committee have different opinions. Otherwise, it is tantamount to denying yourself the paper you worked so hard to write. You should know that some defense teachers put forward views that are different from your thesis, not his own views, he put forward nothing but to listen to your evaluation and views on this point of view, or to test your defense ability or your firm degree of their own views. To say the least, even if it is to ask the teacher's own point of view, you should hold the attitude of "I love my teacher, I love the truth more", and argue with it. However, debate with the defense teacher should be measured and use appropriate arguments. Generally speaking, we should mainly defend our own views, refute the arguments of the other side as much as possible in euphemistic language, consult the tone, use the method of saying, saying, and saying around, and input their views into the other side without traces, so that they are clear and sincere or dark. Let the teacher feel that although they accept your advice, their self-esteem has not been hurt. For example, in a defense meeting, when a teacher explained the monopoly high profit, he said that the monopoly high profit is more than the average profit. The respondent heard that the teacher's explanation was wrong. He said in a puzzled tone: "Then, how to understand that the monopoly high profit is that the monopoly price is higher than the cost price?" The teacher asked the question after listening to a startled, after a while, loudly said: "Good question!" From the cheers of the questioning teacher, we knew that he had agreed with you with great conviction. In such a debate, the defense teacher will not only not embarrass you, but will think that you have a level and a solid foundation. The process of thesis defense is also a process of academic exchange of ideas. The respondent should see it as an opportunity to learn from the teacher and experts, ask for guidance, and ask questions. Therefore, during the whole defense process, the respondent should respect the teachers of the defense committee, and behave in a civilized and polite manner, especially when the questions raised by the defense teacher are difficult to answer, or the defense teacher's views are different from his own. At the end of the defense, no matter what the defense situation is, you should calmly and politely exit. In addition, after the graduation thesis defense, the author should carefully listen to the judgment of the defense committee, further analyze and think about the opinions put forward by the defense teacher, and summarize the experience and lessons of the thesis writing. On the one hand, it is necessary to find out what scientific research methods you have learned and mastered through this graduation thesis writing, and improve your ability to raise questions, analyze problems, solve problems and scientific research. What shortcomings still exist, as the future study of other topics for reference. On the other hand, we should seriously consider the questions and opinions raised by the defense teacher at the thesis defense meeting, revise our thesis, deepen our research, and carefully revise our thesis, so as to obtain in-depth development and achieve greater results.

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