1. General procedures for graduation project defense

1. 1. Students must submit their graduation design in triplicate, together with the outline and draft, to the defense committee before the thesis defense meeting 1 week, and the main defense teacher of the defense committee will work out the questions to be asked on the basis of careful study of the graduation design, and then hold a defense meeting.

1.2. At the defense meeting, let the students use 10 minutes to summarize the topic and the reasons for choosing the topic, and introduce the main arguments, arguments and writing experience of the paper in detail.

1.3. The main defense teacher asked questions. The main defense teacher usually asks three questions. After the main defense teacher asks questions, students are required to answer immediately on the spot (there is no preparation time) and be ready to answer questions at any time. It can be a dialogue or the main defense teacher asks three questions at a time, and the students listen clearly and write them down and answer them one by one. According to the specific situation of students' answers, the main defense teacher and other defense teachers can ask appropriate questions at any time.

1.4. After the students answered all the questions one by one, they left. According to the quality of the paper and the defense situation, the defense Committee collectively decides whether to pass or not, and formulates achievements and opinions.

1.5. When recalling students, the main defense teacher should summarize the situation in the process of thesis and defense, affirm its advantages and disadvantages, point out its mistakes or shortcomings, make necessary supplements and guidance, and announce whether it is passed or not. As for the results of the paper, it is generally not announced on the spot. For students who fail to pass the defense, put forward amendments and allow students to defend separately.

2. The way the presiding teacher asks questions

In the graduation design defense meeting, the way the main defense teacher asks questions will affect the realization of the purpose of organizing the defense meeting and the students' defense level. It is necessary for the presiding teacher to pay attention to his own way of asking questions.

2. 1. Ask questions according to the principle of easy before difficult. From the main defense teacher.

Generally, each respondent has to ask three questions, which are best asked in the order from easy to difficult. The first question asked should generally be considered as a question that students can answer and answer well. When the students answer the first question well, they will relax their nervousness, enhance my confidence that I can answer well, and help me to play a normal level in the defense of the following questions. On the other hand, if you can't answer the first question, it will give students 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 students' defense ability and academic level.

2.2. Ask questions step by step. In order to correctly test students' mastery of professional basic knowledge, it is sometimes necessary to divide a big question into several small questions and ask questions step by step.

2.3. When the respondent's point of view is different from his own, discuss with him in a gentle way and in a discussion tone, and don't easily use negative judgments such as wrong, wrong and fallacy. If the author's views are immature and imperfect, they should be discussed in good faith and peacefully, giving students equal rights to defend or refute. It is normal to show mutual respect and modesty in defense, and it is difficult to unify views for a while.

Second, graduation design defense skills

Students should first introduce the outline of the paper, which is called "self-report". It should be emphasized that "self-report" is not "self-reading". The important skill here is to be careful not to read the report verbatim and turn it into "reading". "Scripting" is the first taboo. This part can include writing motivation, reasons, research direction, topic comparison, research scope, the latest research results around this topic, my new insights, new understandings or new breakthroughs in the paper. Be concise. Can't take up too much time, usually limited to ten minutes. The so-called "cutting the complexity and leaving the quilt clear, the painting is always familiar", that is to say, try to write the words rich and to the point. We should highlight the key points and express our greatest gains, deepest experience, essence and most distinctive parts. It should be noted here that the theme is unknown; Second, avoid vague content and ramble; Three bogeys are dull and unfocused.

When defending, students should pay attention to manners and manners, which is the first signal to enter people's emotional channel. If the respondents can present a good image with good manners and manners in the first two minutes, it will be a good start. Some people decompose human posture into the smallest units to study (such as head, shoulders, chest, spine, waist, etc.) ). They think that a concave chest means cowardice and inferiority, and a high chest means high mood-but excessive is arrogance and conceit; Shoulders, hands and neck are showing integrity and strength, and the back is straight, reflecting seriousness and self-confidence. But if it is too much, it will be considered rigid and conservative, slightly bent down, and slightly inclined can appear modest and polite. Dr. Sun Yat-sen once said, "Even if the audience is in awe of his manners, the format of his actions must make the audience have a quiet and meticulous atmosphere." His wise words really inspired us a lot.

When listening to the teacher's questions, you should master the following skills:

Calm down, listen and remember.

Concentrate and think seriously.

We should be confident and open-minded.

Seeking truth from facts, never demanding.