Graduation thesis defense is an important form of organized, prepared, planned and evaluated papers. In order to do a good job in the defense of graduation thesis, the school, the defense Committee and the respondent (the author who wrote the graduation thesis) should make full preparations before the defense meeting.

First, the preparatory work for the school

The preparation before the defense, for the school, is mainly to do the organization work before the defense. These organizational tasks mainly include: examining and approving students' qualifications to participate in graduation thesis defense, organizing defense committees, drawing up graduation thesis performance standards, and arranging defense venues.

(A) review the qualifications of students to participate in graduation thesis defense

Students who take part in graduation thesis defense must have certain conditions. These conditions are:

1. must be fresh graduates who have completed all the courses prescribed by institutions of higher learning and previous students who meet the relevant regulations and have been approved by the school.

2. All the courses that students have studied must be tested and passed; In a school that implements the credit system, students must obtain credits that the school allows them to graduate.

3. The graduation thesis written by students must be guided by a tutor, who signed and agreed to participate in the defense.

The above three conditions must be met at the same time, and both are indispensable. Only college students who meet the above three conditions are eligible to participate in the graduation thesis defense. On the other hand, college students who meet the above three conditions, except those who are approved under special circumstances, must defend their thesis, and they are not allowed to graduate until the defense is passed.

(2) Organizing joint defense committees or joint defense teams.

For the defense of graduation thesis, a defense committee or defense team must be established. The defense Committee is an important organizational guarantee for reviewing and fairly evaluating graduation thesis and evaluating the results of graduation thesis.

The defense Committee is organized by the school and the relevant departments entrusted by the school. The national defense commission is generally composed of three to five people, two of whom should have senior or intermediate titles, and a member with higher academic level is determined as the chairman, who is responsible for convening meetings of the national defense commission.

(C) the development of graduation thesis performance standards

After the graduation thesis defense, the defense committee shall evaluate the thesis performance according to the graduation thesis and the author's defense. In order to make the grading moderately balanced, schools should formulate grading principles or standards in advance.

Graduation thesis scores are generally divided into five grades: excellent (90- 100), good (80-89), medium (70-79), passing (60-69) and failing (below 60). The Correspondence College of the Central Party School adopts a four-level scoring system, namely excellent (equivalent to 90- 100), good (equivalent to 75-89), passing (equivalent to 60-74) and failing (below 60). See Chapter 10 of this book for the specific grading standards of Level 4.

(4) the layout of the defense venue

The venue layout of the graduation thesis defense meeting will affect the atmosphere of the thesis defense meeting and the mood of the respondent, and then affect the quality and effect of the defense meeting. Therefore, schools should pay attention to the design and layout of defense venues and strive to create a good defense environment.

Second, the establishment of members of the National Defense Commission

After the members of the defense Committee are determined, the defense papers should generally be distributed to the members of the defense Committee half a month before the defense meeting. After receiving the papers, the members of the defense committee should carefully read every paper to be defended, find out the unclear, detailed, inaccurate, incomplete, contradictory and worth discussing in the paper, and draw up the questions that need to be answered or further elaborated by the author at the paper defense meeting.

How many questions and what questions will the defense teacher ask in the defense? This is a problem that every student who needs to take part in the defense is very concerned about, and it is also a very complicated and difficult problem to grasp. Because each paper has its own content, form, characteristics and shortcomings. According to the different situations of the thesis, the questions that the defense teacher intends to ask must be different. On the other hand. Even the same paper, different defense teachers will ask different questions. So as far as a paper is concerned, it is difficult to tell exactly what questions the presiding teacher will ask. It is neither necessary nor beneficial for the author to guess questions when preparing his defense. However, this does not mean that the teacher's questions are arbitrary and irregular, and students do not need to prepare. In fact, the questions raised by the defense teacher have a certain scope and follow certain principles. It is helpful for students to understand the scope and principles of the defense teacher's questions. The following are some explanations of the teacher's rules. First of all, the topic selection scope of the defense teacher is strictly defined, that is, the questions raised by the defense teacher at the paper defense meeting are only within the academic scope of the paper, and generally they will not and cannot raise questions unrelated to the content of the paper. This is the topic selection scope of the defense teacher. In this large range, the presiding judge will generally put forward three questions from three aspects: testing authenticity, testing ability and making up for deficiencies. (1) Authenticity test is to ask questions around the authenticity of graduation thesis. Its purpose is to check whether the paper was written by the students themselves. It is difficult to answer such a question if the paper is not written through hard work, but only copied from other people's achievements or written by others. (2) Test level questions refer to questions related to the main content of graduation thesis, such as how to test students' level, whether the basic knowledge is solid, and how to ask the breadth and depth of knowledge, mainly including the basic concepts, basic theories and basic principles involved in the thesis. (3) To make up for the deficiency refers to the weak links in the graduation thesis, such as unclear, not detailed, incomplete, inaccurate and contradictory places in the thesis, which require the author to supplement or explain in the defense. For example, in a paper entitled "My Opinions on Introducing the Joint-stock Cooperative System into Agricultural Development", the chief debater raised the following three questions: (1) Please briefly talk about the academic controversy over the nature of the joint-stock cooperative system. (2) What is the difference between cooperative economy and joint-stock economy? (3) Is there a contradiction between stabilizing the household contract responsibility system and developing the joint-stock cooperative system? Please briefly explain the reasons. For another example, in the article Thinking and Countermeasures of Mountainous Economy Pushing to the Market, the three questions raised by the presiding teacher are: (1) What materials did you collect when you wrote this paper, and how did you collect them? (2) What does the market mean? Related to this, how do you understand the market economy? (3) Please talk about the advantages and disadvantages of pushing the mountain economy to the market. Of course, in the process of defense, according to the content of the paper and the specific situation of defense, the defense teacher can also intervene appropriately. For example, in the first paper mentioned above, the defense teacher felt that students were very vague about cooperative economy. Just after the students answered the second question, they asked such a question, "Please talk about several forms of cooperative system in rural areas of China in the 1950s. What are their differences in nature?" By asking and answering these questions, the defense Committee will know whether the graduation thesis was written by the students themselves, that is, it will check the authenticity of the thesis; Generally speaking, it also finds out the depth and breadth of the knowledge students have learned, as well as their on-site coping ability and thorough understanding of the knowledge; At the same time, we can also find out the reasons for the weak links in the paper. It is beneficial to make a reasonable and fair evaluation of the quality of the paper and the students' knowledge and ability.

The main defense teacher also needs to follow the following principles in the process of specific questions:

First, the principle of combining theoretical problems with practical problems. Generally speaking, one of the three questions should be about basic theoretical knowledge, and the other is about asking students to use what they have learned to analyze and solve practical problems.

Second, the principle of moderate depth and difficult collocation. In other words, among the three questions, there should be questions that are easy to answer, but also questions with certain depth and difficulty. At the same time, the difficulty of asking questions in the paper should be related to the tutor's suggestion. If the tutor recommends papers with excellent grades, it should be more difficult to answer the teacher's questions; It is suggested that the defense teacher ask a relatively shallow paper and pass the grade, so it is easier to answer some questions.

Third, the principle of combining point and surface, depth and breadth.

Fourth, the principle of various forms and matching sizes.

Third, the preparation of the defense (the author of the paper)

Preparation before defense is the most important thing for the respondent. To ensure the quality and effect of thesis defense, the key lies in the respondent. The author of the paper should pass the defense in order. After submitting the paper, he should not feel relieved, but should take the time to actively prepare his defense. So, what preparations do respondents need to make before replying?

First of all, write a brief introduction to the graduation thesis, the main contents should include the title of the thesis, the name of the instructor, the motivation of choosing the topic, the main arguments, arguments and writing experience of the thesis, as well as the theoretical and practical significance of this topic.

Secondly, we should be familiar with the full text of our paper, especially the main part and conclusion part, and make clear the basic viewpoints and basis of the paper; Understand the exact meaning of the main concepts used in this paper and the main contents of the basic principles used; At the same time, we should carefully examine and repeatedly scrutinize whether there are contradictions, fallacies, one-sided or ambiguous places in the article, and whether there are any places that contradict the party's principles and policies. If you find the above problems, you should make full preparations-supplement, amendment, explanation, etc. As long as we carefully fortify and plug all loopholes, we can be confident and calmly fight in the defense process.

Third, we should know and master the knowledge and materials related to our thesis. To what extent has the academic community studied this topic? What are the controversies at present? How many representative views are there? What are the representative works and articles? What kind of views and reasons do you prefer? Sources and versions of important citations; The sources and channels of demonstration materials and so on. These knowledge and materials should be well understood and mastered before the defense.

Fourthly, what other problems should be involved or solved in the paper, but they can't be touched because they are unable to do so, and what other problems are not involved or rarely involved in the paper, but they have been contacted in the research process and have some opinions, but they are not written because they feel irrelevant to the center of the paper.

Fifth, for the authors of excellent papers, it is necessary to find out which viewpoints are inherited or borrowed from other people's research results, which are their own innovative viewpoints, and how these new viewpoints and new opinions are formed.

For the above contents, the author should make full preparations before replying, write an outline after thinking and sorting out, and keep it in his mind so that he can have a clear idea and answer calmly when replying.

Just work hard and relax. Haha, bet on Lao Zi.