It often happens in college undergraduate thesis defense meetings: high-quality papers can't get high marks. Is that weird? No wonder. Why? Because of the mistakes in the defense, this paper intends to analyze the reasons for the failure of the defense, hoping that the students who are about to defend their graduation thesis will succeed.

First, lack of self-confidence

Many students were well prepared, but they just lacked confidence in themselves and were afraid of not answering well. As a result, I got stage fright at the beginning of introducing the paper and didn't dare to lift my head. Their voices are pitifully low, and they just want to finish their speech as soon as possible. Answering the teacher's question is even more frightening. Originally, it was a common-sense question, but it was too nervous to answer it, or it was hesitant, and the preface didn't match the latter, which made people unable to start.

Think about it, even you don't have confidence in your paper, and you don't have the courage to introduce it to everyone. How can you expect the defense teacher to give it high marks? Remember, self-confidence is half the battle. Lack of self-confidence means failure.

Second, the introduction is lengthy.

Introducing your paper should be focused and concise. Some students are afraid that others can't understand the paper, and they can't wait to tell the whole content of the paper. Therefore, it is comprehensive and complicated. It should be noted that the defense teacher has a good idea about your paper, so you can only focus on the nature of the paper and say a lot when answering questions. In fact, even if the teacher has not read your paper in advance, he will listen to you.

Remember, few but good introductions are the most valuable and popular.

Third, favor one over the other.

When answering teachers' questions, some students arrange their own answer order according to the teacher's professional title, that is, answer the professor's questions first, then answer the lecturer's questions, and even don't answer the teachers' questions with low professional titles, which shows a tendency of favoritism and dampens some teachers' self-esteem. Moreover, because this order of answering questions does not take into account the difficulty of the questions, it is often difficult for professors to ask questions that they are not ready or can't give satisfactory answers. In this way, they fell into a dilemma at the beginning of the defense, which brought a shadow to the later defense, and even the whole defense was completely lost because of the failure of the opening.

The correct way is to arrange your own question-and-answer sequence according to the difficulty of the questions, that is, to answer your most prepared and confident questions first, then answer the questions that you can answer well after thinking, and finally answer the "difficult questions", or honestly admit that you can't answer them and are willing to do further thinking.

Fourth, refuse to admit mistakes.

No article can be perfect, there will always be some shortcomings or deficiencies, which is normal. However, some students do not have a correct understanding of this, fearing that others will find the shortcomings of the paper, thus affecting the evaluation of the paper. When the teacher put forward his shortcomings, he tried his best to defend himself and refused to admit his mistakes. Some were minor faults that had nothing to do with the overall situation, but they admitted that they had done nothing, but because he didn't want to make any concessions, the defense deviated from the normal track and walked around in a corner.

Admitting mistakes does not mean failure. If you recognize the mistake, correct it immediately, and make a new explanation on the basis of re-understanding, you will turn defeat into victory. Therefore, in the process of defense, when the teacher points out the shortcomings, he should humbly admit that there is a new understanding to make a new explanation: no new understanding can mean further thinking in the future, so the effect will be better.

Five, casually answer

Some students in the process of defense, the teacher interrupted the question, think the question is very simple. As a result, they often say something thoughtless in their answers, and even make common sense mistakes, which puts them in a passive position and makes them regret it.

It should be noted that the defense teachers are all colleagues in this major. Generally speaking, the questions raised are all put forward after some thinking and have certain pertinence. Therefore, all the questions raised by the teacher should be treated with caution, thought carefully and never answered hastily.

Sixth, poor posture

Gesture is also a kind of "language", which can convey all kinds of information. In the field of defense, only dignified and generous, elegant and beautiful movements, people will have a good impression on it. Some students just don't pay attention to this. Some students are disheveled, some shake their heads when they talk, some scratch their heads from time to time, and some even lean back in their chairs with their left hands propped up to answer the teacher's questions. These bad gestures left a bad impression on the teacher.

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