How to explain the deficiencies in graduation thesis defense

1. The introduction to the paper is unclear.

Due to insufficient training in daily life, the accounting students’ overall reflection on thesis introduction is: the students are not familiar with the thesis, the content of the introduction is unclear, and it is far from the expected goal. The main manifestation is to go to extremes: either write the thesis title on the blackboard first, and then read the outline; or seize the time and read the full text. The disadvantages of introducing the accounting paper in this way are: the former is too simple and the defending teacher cannot understand the content of the paper in detail and cannot ask appropriate questions; although the latter overcomes the shortcomings of the former, it often exceeds the allotted time, leaving a bad first impression for the defending teacher. At first glance, the defense teacher is not only easily tired, but also has difficulty grasping the key points. He often asks questions based on memorized keywords, which is inevitably tricky and weird, which affects the effectiveness of the defense.

2. Asking questions is inappropriate.

Due to the reasons for the defending students to introduce thesis and the subjective reasons of the defending teachers, the answering teachers still lack unified standards in the quantity, quality and method of asking questions, and are very arbitrary. The main manifestations are: in terms of quantity, there are few questions. Then there are 2 to 3 questions, or as many as 20 or more; in terms of quality, they are either too simple or too complex; in terms of method, mention more those you like and have studied, and less mention those you don’t like or have not studied. In addition, there are even irresponsible teachers who ask misleading questions, such as how many sets of accounts you plan to make after you start working.

3. Recording issues is inaccurate.

Recording questions is an intermediate link in the accounting thesis defense. This link assesses the responding students' reflecting ability, sketching ability, and comprehensive ability. Judging from the practice of the defense, the shortcomings reflected in the recorded questions include: taking the answering teacher's questions out of context, throwing away three and four, being vague, Zhang San's questions were recorded under Li Si, etc. As a result, firstly, the answers to the questions were full of loopholes and jokes, and secondly, the respondent teacher's feelings were seriously hurt.