The preparation part mainly examines students' ability to consult materials, analyze problems and solve problems. However, in order to successfully complete the defense teacher's questions, defense students rarely solve problems through independent thinking. It is often the defense teacher who asks questions, and other students are responsible for one question separately. The respondent students completed the record and the answers to several questions have been made. If you can't answer one or two questions, you can also boldly ask the teacher to answer them.
2. Answer irrelevant questions.
Answering questions is the last link in the defense of accounting papers. The main problems in this link are: low accuracy of answering questions, hesitation in speaking, low voice and difficulty in listening clearly. Investigate its reason, the former is that the accounting knowledge learned is not firmly grasped or the record problem is wrong. The latter is shallow, timid, afraid of making mistakes, poor language skills or unable to answer, and wants to muddle through.
3. The introduction paper is unclear.
Because the students majoring in accounting don't take enough exercise at ordinary times, the overall reflection of paper reading guidance is that students are unfamiliar with the paper and the content of reading guidance is not clear, which is far from the expected goal. The main performance is to go to extremes: either write the title of the paper on the blackboard first, and then read the outline; Or read the whole article quickly. The disadvantage of introducing accounting papers in this way is that the former is too simple. The defense teacher can't know the content of the paper in detail and can't ask appropriate questions; Although the latter overcomes the shortcomings of the former, it often exceeds the prescribed time, leaving a bad first impression on the defense teacher. The defense teacher is not only easy to get tired, but also difficult to grasp the key points. He asked questions according to the "key words" he remembered, which would inevitably affect the defense effect.
4. Asking questions is inappropriate.
Due to students' introduction of papers and teachers' subjective reasons, teachers' questions are not standardized in quantity, quality and methods, which are random, mainly as follows: in quantity, there are as few as 2 13 questions and as many as 20 questions; In terms of quality, it is either too simple or too complicated; In the way, I prefer to say what I have learned, what I don't like or haven't learned. Besides, there are even irresponsible teachers who ask some misleading questions, such as how many sets of accounts are you going to make after you join the work. 5. The problem record is inaccurate. Recording questions are the middle link of accounting thesis defense, which examines students' reflective ability, sketching ability and comprehensive ability. Judging from the practice of defense, the shortcomings reflected in the recorded questions are: asking questions out of context to the defense teacher, losing three times and pulling four times, being vague, and recording Zhang San's questions under Li Si's name. As a result, the answers to questions are full of loopholes and jokes, and the feelings of the defense teachers are seriously bruised.
6. The assessment score is not standardized.
The evaluation score of accounting graduation thesis is not standardized, which is manifested as: scoring the overall impression. I think it's too annoying to grade one by one according to the indicators. In this way, the teacher's questions are often given a high score if they are answered correctly, and a low score if they are not answered correctly. There is no overall consideration, that is, how many questions are there in * * *, and how many questions are answered correctly, how many points should be scored. Teachers focus on their own questions, which seriously dampened the enthusiasm of students who answered questions.