Graduation thesis is necessary for college graduation. Being selected as an excellent thesis by the school shows that your graduation thesis is rich in content, meets the requirements in format and meets the standards of excellent thesis. This is not only your own honor, but also a reward for your efforts, which is also helpful for your job search and employment.

In fact, the requirements of most colleges and universities for undergraduate graduation thesis are relatively simple, that is, the topic is feasible, the framework is clear, the format is standardized, and the narrative is accurate, so that the external and internal aspects of the article can be reasonable.

However, in reality, some students still don't take their graduation thesis seriously, and teachers try their best to help them put forward suggestions for revision, but some students take it for granted, and some even confidently delete the parts that need to be revised to solve the problem from the source.

In this case, the teacher should not be angry with the students, otherwise it will show no accomplishment. If students fail in their graduation thesis, there is no better way for teachers. In desperation, some teachers will revise their own papers for their students.

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Taking thesis as a single assessment method for undergraduate graduation has increased the pressure on teachers and students in colleges and universities, and also caused some damage to academic fairness and development. Therefore, some scholars call for the cancellation of undergraduate graduation thesis. From academia to the public, this appeal has received more and more responses.

But I don't think we should cancel the graduation thesis. We should learn from the Japanese model and adopt diversified assessment methods for undergraduate graduates. It can not only provide sufficient basic training for students who are interested in academic career, but also provide more suitable standards for students who have no intention of taking the academic road. Two principles of giving consideration to the construction of academic echelon in colleges and universities and the cultivation of students' quality and skills.

Of course, the diversified assessment mechanism for undergraduate graduates does not mean that students are divided into three or six grades, nor does it mean that engaging in academic research is superior to engaging in other jobs.

As the Soviet educator Homlinski said: "There are no talented people in the world. The problem is that educators should discover the talents, interests, hobbies and specialties of each student and provide sufficient conditions and correct guidance for their performance and development.