General procedure of graduation thesis defense.
First, graduates must submit their graduation thesis in triplicate half a month before the thesis defense meeting, together with the outline and draft, which have been approved and signed by the tutor. The main defense teacher of the defense Committee will draw up the questions to be asked on the basis of carefully studying the graduation thesis, and then hold a defense meeting.
Second, at the defense meeting, let graduates spend about 15 minutes outlining the topic of the thesis and the reasons for choosing this topic, and introduce the main arguments, arguments and writing experience of the thesis in detail.
Third, the main defense teacher asked questions. The main defense teacher usually asks three questions. After the teacher asks questions, some schools stipulate that students can prepare independently 15? Come back to the scene to answer after 20 minutes, and the Credit College of the Central Party School stipulates that after the main defense teacher asks questions, graduates are required to answer them immediately on the spot (there is no preparation time) and answer them whenever they ask questions. It can be a dialogue, or it can be that the chief debater asks three questions at a time. After listening carefully and writing it down, the graduates will answer them one by one in order. According to the specific situation of graduates' answers, the main defense teacher and other defense teachers can ask questions at any time.
Fourthly, the graduates leave after answering all the questions one by one, and the defense committee collectively decides whether to pass or not according to the quality of the thesis and the defense situation, and draws up the scores and comments.
Fifthly, when recalling graduates, the main defense teacher will summarize the situation in the process of thesis defense for graduates, affirm their advantages and disadvantages, point out their mistakes or shortcomings, make necessary supplements and guidance, and announce the approval or disapproval of graduates. As for the results of the paper, it is generally not announced on the spot. Most colleges stipulate that for graduates who fail to pass the defense, they should put forward amendments and allow graduates to defend separately after half a year.
The way the presiding teacher asks questions.
In the graduation thesis defense meeting, the way the main defense teacher asks questions will affect the realization of the purpose of organizing the defense meeting and the display of the postgraduate defense level. It is necessary for the presiding teacher to pay attention to his own way of asking questions.
First, ask questions to implement the principle of easy before difficult. Generally, the main defense teacher will ask each respondent three or more questions, and it is best to ask these questions in the order from easy to difficult. The first question asked should generally be considered as one that graduates can answer and answer well. When graduates answer the first question well, they will relax their nervousness and strengthen their mental health? Me? Being able to answer confidently is conducive to the normal level of defense in the following questions. On the other hand, if you can't answer the first question, graduates will have a psychological burden, aggravate their nervousness and produce panic, which will inevitably affect the defense of the following questions, so it is difficult to correctly test the defense ability and academic level of graduates.
Second, ask questions step by step. In order to correctly test graduates' mastery of professional basic knowledge, it is sometimes necessary to divide a big question into several small questions and ask questions step by step. For example, if there is a paper on "Science and technology are the primary productive forces", the test level question given by the examiner and the defense teacher consists of the following four small questions. (1) What is technology? (2) Is science and technology an independent factor of productivity? After the graduates gave the correct answer, they immediately asked the third small question: (3) Science and technology are not independent factors of productivity, so why is it productivity? (4) How to understand that science and technology are the primary productive forces? Through this type of question, according to the graduates' defense situation, we can accurately measure the solid degree of graduates' mastery of basic knowledge. If these four questions can't be answered, it means that graduates haven't mastered the basic professional knowledge well; If all four questions can be answered correctly, it shows that the graduate has a solid grasp of basic knowledge; If you can answer two of them? 3, or every small question can be answered a little, but the answer is not comprehensive, or not very correct, indicating that the graduate has a general grasp of basic knowledge. If this step-by-step questioning method is not adopted, it will be difficult to accurately measure a graduate's mastery of professional basic knowledge. If the above question is the way to ask questions: please talk about why science and technology are the primary productive forces? Graduates are likely to repeat the main content of the paper. In this way, it is difficult to know exactly whether graduates have a good, poor or average grasp of basic knowledge.
Third, when the respondent's point of view deviates from his own, we should discuss it with him in a gentle way and in a discussion tone, that is, should there be? Elder? Manner, practice your skills, and avoid condescending and swearing. No need? The truth? Master pretends to be useful? No? 、? Wrong? 、? Fallacy? Waiting for a negative judgment. Remember? Yes, maybe not, and maybe not? Motto, have good advice. If the author's point of view is reasonable and well founded, even if it is completely contrary to his own point of view, he should recognize it and be willing to accept it. If the author's views are immature and imperfect, they should be discussed in good faith and peacefully, giving graduates the same right to defend or refute. When your opinion cannot be accepted by the author, don't bully others, let alone insult others. Although in the process of defense, the status of defense teachers and graduates is not equal (one is the examiner and the other is the examinee), but they are completely equal in personality. It is normal to show mutual respect and modesty in defense, and it is difficult to unify views for a while. You don't have to impose your own views on others, just take your own views out for the other party's reference. In fact, as long as the defense teacher speaks tactfully and peacefully, it will be easier for graduates to accept and consider your point of view, and it will be easier to re-examine their own point of view, so as to achieve the goal of * * * exploring the truth together.
Fourthly, when the graduates' answers can't hit the point or can't be answered for a while, heuristic and guided questioning methods should be adopted. Teachers who have participated in the thesis defense Committee may have encountered such a situation: graduates can't answer your questions and are somewhat helpless? Stay? Use; Some ramble with you and beat around the bush, but in fact he doesn't know the answer. In this case, the defense teacher can't embarrass the graduates? Stay? You can't let it talk to you there, but you should inspire or guide it in time. There are many reasons why graduates can't answer, some of which are because the questions are completely unexpected, and they have mastered this knowledge originally, or are they temporary? Blind spot of perception? And can't answer. At this time, with a little guidance and inspiration, you can become a graduate? Memories Knowledge, answer questions well. Only through inspiration and guidance can we judge that he really doesn't have this knowledge when he still can't answer and get to the point.