1. Students must submit their graduation thesis in triplicate, together with the outline and draft, half a month before the thesis defense meeting, which has been approved and signed by the tutor. The main defense teacher of the defense Committee will work out the questions to be asked on the basis of carefully studying the graduation thesis, and then hold a defense meeting.

2. At the defense meeting, let students spend about 15 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.

3. The main defense teacher asks questions. The main defense teacher usually asks three questions. After the teacher asks questions, some schools stipulate that students can prepare for 15-20 minutes independently, and then come back to answer on the spot, while the Correspondence College of the Central Party School stipulates that students are required to answer on the spot immediately after the main defense teacher asks questions (there is no preparation 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.

Students quit after answering all the questions one by one. 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.

5. Recall the students, the main defense teacher will summarize the situation in the process of thesis and defense for the students, affirm their advantages and disadvantages, point out their mistakes or shortcomings, make necessary supplements and guidance, and announce the approval or disapproval of the students. As for the results of the paper, it is generally not announced on the spot.

At this stage, for those students who fail to pass the defense, suggestions for revision are put forward, and students are allowed to reply separately after half a year.

Second, the main defense teacher's questioning method

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 students' defense level. It is necessary for the presiding teacher to pay attention to his own way of asking questions.

1. Ask questions according to 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 a question that students can answer and answer well. When students answer the first question well, they will relax their nervousness and enhance their confidence that they can answer well, which will help them to play their normal level in the defense of the next few 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. 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. For example, there is a paper on "Science and technology are the primary productive forces", and the test level questions given by the examiners are composed of the following four small questions. (1) What is technology? (2) Is science and technology an independent factor of productivity? After the students gave the correct answer, they immediately asked the third little question: (3) Science and technology are not independent factors of productivity, so why is it said to be productivity? (4) How to understand that science and technology are the primary productive forces? Through such questions, according to the students' defense, the students' solid mastery of basic knowledge can be accurately measured. If you can't answer any of these four small questions, it means that the student has not mastered the basic professional knowledge well; If all four questions can be answered correctly, it shows that the student has a solid grasp of basic knowledge; If you can answer 2-3 of them, or you can answer a little of each small question, but the answers are incomplete or incorrect, it means that the student has mastered the basic knowledge in general. If you don't take this step-by-step way of asking questions, it will be difficult to accurately measure a student'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? Students may repeat the main content of the paper. It is difficult to know exactly whether students' mastery of basic knowledge is good, poor or average.

When the respondent's point of view is different from his own, we should discuss with him in a gentle way and in a discussion tone, that is, we should be "elders", practice our skills, and avoid condescending and insulting.

Don't pretend to be the master of "truth" and easily use negative judgments such as "wrong", "wrong" and "fallacy". Remember the adage that "what is right is not necessarily right, and what is wrong may be right" and have a good opinion. 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 students equal rights to defend or refute. When your point of view cannot be accepted by the author, you should not bully the weak, oppress the reason with power, and be rude. Although in the process of defense, the status of the defense teacher and the students 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 euphemistically and peacefully, it is easier for students to accept and consider your point of view, and it is easier to re-examine their own points of view, so as to achieve the goal of exploring the truth together.

4. When students can't answer questions 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: students can't answer your questions, and some just "stay" helplessly; 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 neither make the students embarrassed to "stay" nor let them talk to each other, but should enlighten or guide them in time. There are many reasons why students can't answer, some because the questions are completely unexpected, or because of a temporary "blind spot of perception". At this time, with a little guidance and inspiration, students can "recall" what they have learned and 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.

Third, students should pay attention to defense.

In order to successfully pass the defense and truly show their level in the defense, students should not only make full preparations before the defense, but also understand and master the essentials and art of the defense.

(a) Bring necessary information and supplies.

First of all, students should bring papers and main reference materials when attending the defense meeting. As mentioned above, some colleges and universities stipulate that students can prepare for a certain period of time after the main defense teacher asks questions at the defense meeting, and then answer them face to face. In this case, the necessity of carrying papers and main reference materials is self-evident. Even like the Correspondence College of the Central Party School, after teachers ask questions, they don't give students time to prepare and ask for answers on the spot. But in the process of answering, you are also allowed to look through your own papers and related reference materials. Although you can't rely on these materials when defending, you can take them with you. When you can't remember for a moment, you can avoid the embarrassment and confusion of not answering. Secondly, you should also bring a pen and notebook to record the questions and valuable opinions and opinions raised by the main defense teacher. By recording, you can not only ease your nervousness, but also better understand the key and essence of the teacher's question. At the same time, you can think while recording and make the thinking process natural.

(2) Be confident and don't be nervous.

On the basis of full preparation, there is no need to be nervous and have confidence. It is very important to build confidence and eliminate tension and panic, because excessive tension will make the questions that can be answered impossible. Only if you are confident and calm, your defense will have a good performance. Self-confidence mainly comes from making full preparations in advance.

(3) After listening to the question clearly, think about it before you answer.

When the main defense teacher asks questions, the students should listen attentively and write down the answers to the questions in the notebook, and carefully examine what is the key and essence of the questions raised by the main defense teacher. Don't answer the question if you don't know its meaning. If you are not clear about the question, you can ask the teacher to say it again. If you don't understand some concepts in the question, you can ask the teacher to explain it, or you can express your understanding of the question, and ask if it means this, and then answer it after you get a positive answer. It is possible to avoid answering irrelevant questions. The answer is to the point.

(4) Answer questions concisely.

After knowing the exact meaning of the questions raised by the main defense teacher, you should respond in a short time, speak your thoughts confidently in fluent language and positive tone, and do not hesitate. To answer questions, first, we must grasp the key points, be concise and to the point, and don't ramble, so that people can't get to the point after listening; Second, strive to be objective, comprehensive and dialectical, leaving room to avoid saying "death"; Third, it is necessary to make a concrete analysis and have a clear hierarchy. In addition, pay attention to clear words, moderate voice and so on.

(5) Don't argue with unanswerable questions.

Sometimes the teacher of the defense committee is not satisfied with the answer given by the respondent, and will ask further questions to find out whether the author really understands and grasps this question. In this case, if the respondent is sure to make it clear, he can state the reasons for his defense; If you are not sure, you can try to answer carefully and answer as much as you can, even if it is not exact, it doesn't matter. As long as it is related to the question, the teacher will guide and inspire you to get to the point; If it's really a problem you haven't figured out, you should be realistic and explain that you haven't figured it out, and say that you must study this problem carefully in the future, and you can't argue irrationally and quibble. Because the teacher of the defense Committee may have studied this problem specially, no matter how clever he is, he can't fool him. It should be understood here that it is not surprising that a student was asked a question at the defense meeting, because the members of the defense Committee are generally experts in this field. It is natural that they can't answer one of their questions. Of course, not all questions can be answered, and it is not normal to ask three questions without knowing.

(6) When the main viewpoints in the paper are different from those of the main defense teachers, you can argue with them.

In the defense, sometimes the main defense teacher will put forward a point of view different from the basic point of view in your paper, and then please talk about your point of view. At this time, you should try your best to defend your point of view and refute the opposite point of view. Among the questions asked by the main defense teacher, there are some basic knowledge questions and some academic inquiry questions. For the former question, it is not negotiable to ask you to give a correct and comprehensive answer. The latter question is still inconclusive, and people with different views can discuss it with each other. If the basic ideas of your thesis are well thought out and justified, don't give up your own ideas just because the members of the defense Committee put forward different opinions. Otherwise, it is tantamount to denying your hard-earned paper. You know, some defense teachers put forward different views from your paper, not his own. He just wants to hear your comments and opinions on this point of view, or to test your defense ability, or your firmness in your own point of view. To say the least, even if you ask the teacher your own opinion, you should argue with him with the attitude of "I love the teacher and I love the truth more". But when arguing with the defense teacher, we should pay attention to the discretion and use appropriate arguments. Generally speaking, we should give priority to defending our own views, refute each other's arguments in euphemistic language as much as possible, and input our views into each other in a questioning tone without showing any trace, so as to convince them orally or secretly. Let the teacher who asked questions feel that although he accepted your opinion, his self-esteem was not hurt. For example, at a defense meeting, when a teacher explained the monopoly of high profits, he described the monopoly of high profits as the part of profits higher than the average profit. The students who answered the questions realized that the teacher's explanation was wrong. He said in a calm and puzzled tone: "Then, if the monopoly price is higher than the cost price, how do you understand the monopoly with high profits?" The teacher who asked questions froze after listening. After a while, he said loudly, "Good question!" From the cheers of the questioning teacher, we know that he has completely agreed with you. In this kind of debate, the defense teacher will not embarrass you, but will think that your level is good and your foundation is solid.

(7) be polite.

The process of thesis defense is also the process of academic thought exchange. Respondents should regard it as a good opportunity to learn from the defense teachers and experts, ask for advice and ask questions. Therefore, during the whole defense process, the respondent should respect the teachers of the defense committee and behave politely, especially when the questions raised by the main defense teacher are difficult to answer or the defense teacher's views are different from his own. After the defense is over, leave calmly and politely, regardless of the defense situation.

In addition, after the graduation thesis defense, the author should listen carefully to the judgment of the defense Committee, further analyze and think about the opinions put forward by the defense teacher, and summarize the experience and lessons of thesis writing. On the one hand, through this graduation thesis writing, I want to know what scientific research methods I have learned and mastered, and my ability to ask questions, analyze, solve problems and conduct scientific research has been improved. What are the shortcomings, as a reference for studying other topics in the future. On the other hand, we should seriously think about the questions and opinions raised by the defense teachers at the thesis defense meeting, revise our own papers, deepen our research, and seriously revise our own papers to achieve in-depth development and achieve greater results. To improve their knowledge and ability.