Details of thesis defense work

Details of thesis defense work

Graduation thesis defense is an important form of formal review of thesis that is organized, prepared, planned and appraised. The following are the thesis defense work details that I compiled. I hope it will be helpful to everyone.

In order to further improve the postgraduate thesis defense work, the specific work rules are now stipulated as follows:

1. Defense principles

1. Thesis defense is held in a public manner, and the defense arrangements of each department must be announced one week in advance. Teachers and classmates from inside and outside the school are allowed to attend;

2. The defense committee must adhere to a scientific attitude of seeking truth from facts and fully assess The degree applicant’s academic level and scientific research ability.

2. Defense Form

1. A banner indicating the secondary discipline of the degree applicant must be hung at the thesis defense venue;

2. Defense Committee The chairman presides over the meeting;

3. Degree applicants must abide by the defense etiquette;

4. Degree applicants must make an unscripted thesis report under a computer slide presentation. The reporting time for master's students is 15 ~25 minutes, doctoral students report 30-40 minutes;

5. Each expert will ask no less than 2 questions, and the questions should focus on the central argument of the paper;

6. The defense team must submit two photos of each applicant's thesis defense to the discipline, department and graduate school for archiving;

7. Within ten days after the thesis defense, the defense secretary will organize the approval materials for the degree application and divide them into Put it into the science and technology and personnel information portfolio and submit it to the Graduate School.

3. Defense Procedure

1. The chairman of the defense committee announces the list of members of the defense committee and the defense secretary;

2. The defense secretary announces the names of the respondent and supervisor, Thesis title, etc.;

3. The tutor or secretary introduces the applicant’s resume, completion of the study plan, academic performance, comments published in the forum and published papers;

4. Application The person reporting the dissertation;

5. Questions from the members of the defense committee, and questions from the non-voting persons (with the approval of the chairman of the defense committee);

6. The applicant’s defense;

7. The defense meeting is adjourned and the defense committee discusses: the secretary reads out the opinions of the thesis reviewers and votes by secret ballot. The defense is passed if two-thirds of all members agree. The results are graded step by step according to thesis review standards, and an overall evaluation is made, and whether or not the defense is passed. Recommendation for awarding the degree;

8. Defense review meeting, the chairman of the defense committee announces the comments and results of each dissertation, and whether it is recommended to award the degree;

9. The applicant makes a statement ;

10. The chairman of the defense committee announced the end of the defense and took a group photo.

4. Defense etiquette

1. Applicants should be energetic, neatly dressed, men should wear suits, women should wear business attire, wear light makeup, and no jewelry;

　2. Arrive at the defense venue ten minutes in advance;

3. Salute the expert group and those present before reporting the paper, and thank the expert group and those present after the defense;

4 . Applicants waiting for defense are not allowed to make loud noises or move around the venue at will;

5. All participants should turn off their mobile phones or set them to silent, and in special circumstances should go outside the venue to answer the call;

6. Applicants need to stand and listen when the chairman of the defense committee announces thesis comments.

Thesis defense process

General defense procedures

1. Half a month before the thesis defense meeting, students must submit the graduation thesis approved and signed by the instructor in triplicate, together with the outline, draft, etc. to the defense committee. The chief defense teacher of the defense committee will carefully study the thesis based on , formulate the questions to be asked, and then hold a defense meeting.

2． At the defense meeting, students are first asked to spend about 15 minutes outlining the title of the paper and the reasons for choosing this topic, and introducing the main arguments, arguments and writing experience of the paper in more detail.

3. The main respondent teacher asked questions. The main respondent teacher usually asks three questions. After the teacher asks the question, some schools stipulate that students can prepare independently for 15-20 minutes before answering on the spot. However, the Correspondence School of the Central Party School stipulates that after the main respondent teacher raises the question, students are required to answer immediately on the spot (there is no preparation time). ), answer any questions. It can be conversational, or it can be that the main respondent teacher asks three questions at once, and the students answer them one by one in order after listening clearly and writing them down. According to the specific situation of the student's answer, the main respondent teacher and other respondent teachers can interject appropriate questions at any time.

4． After the students answer all the questions one by one, they exit. The defense committee collectively decides whether to pass or fail based on the quality of the paper and the defense situation, and formulates grades and comments.

5． Recall the students, and the main defense teacher will summarize the thesis and defense process in person, affirm their strengths and weaknesses, point out their errors or shortcomings, and provide necessary supplements and guidance. At the same time, he will announce to the students that they have passed or failed. Not passed. As for the results of the paper, they are generally not announced on the spot.

The Correspondence School of the Central Party School of the Communist Party of China stipulates that for students who fail to pass the defense, they will put forward suggestions for modification and allow students to wait for six months to defend separately.

How to ask questions in the defense

At 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 performance of the students' defense level. It is necessary for the main respondent teacher to pay attention to his own questioning method.

1. When asking questions, follow the principle of easy questions first and difficult questions later. The main respondent teacher usually asks three or more questions to each respondent. It is better to ask these questions in the order of easier ones first and then more difficult questions. The first question asked should generally be considered as a question that students can answer and answer well. If students answer the first question well, they will relax their nervousness and enhance their confidence that "I" can answer the question well, which will help them to perform at a normal level in the defense of the next few questions. On the contrary, if the first question cannot be answered, the students will be burdened with psychological baggage, which will increase tension and cause panic. This will inevitably affect the responses to the following questions, making it difficult to correctly check the students' responses. Ability and academic level.

2． Questions should be asked in a step-by-step manner. In order to correctly test students' mastery of basic professional knowledge, sometimes it is necessary to divide a big question into several small questions and adopt a step-by-step questioning method. For example, if there is a paper "A Brief Discussion on Science and Technology as the Primary Productive Productivity", the probing level questions asked by the main respondent teacher are composed of the following four small questions.

(1) What is science and technology?

(2) Is science and technology an independent factor of productivity? After the students give the correct answer, the third short question is asked immediately : Namely

(3) Science and technology is not an independent factor of productivity, so why is it also a productivity?

(4) How do you understand that science and technology is the primary productive force? Through such questions and based on the students' responses, we can more accurately measure how solidly the students have mastered basic knowledge.

If none of these four questions can be answered, it means that the student has not mastered the basic professional knowledge well; if all four questions can be answered correctly, it means that the student has a solid grasp of the basic knowledge; if he can answer any of them 2-3, or if you can answer a little bit of each small question, but the answers are not comprehensive or correct, it means that the student has a general grasp of basic knowledge. Without this step-by-step questioning method, it would be difficult to accurately measure a student's mastery of basic professional knowledge. If the above question is asked like this: Could you please talk about why science and technology is the primary productive force? Students are likely to restate the main content of the paper. In this way, it is difficult to know exactly whether the student's grasp of basic knowledge is good, poor, or average.

3． When the respondent's views are inconsistent with your own, you should discuss them with a gentle attitude and a discussion tone, that is, you should have an "elderly" demeanor, perform good deeds, and avoid being condescending or rude. Don’t think of yourself as the master of “truth” and easily use negative assertions such as “not right”, “wrong” and “fallacy”. We must remember the motto "What is right may not be right, and what is wrong may be right", and we must consider what is good and what is good. If the author's point of view is reasonable and well-founded, even if it is diametrically opposed to his own point of view, he should recognize it and be willing to accept it. If the author's point of view is not mature and complete, it should be discussed in good faith and peacefully, and students should be given equal rights to defend or refute. When your own point of view is not acceptable to the author, you should not bully others with power, use power to suppress reason, let alone speak rudely. Although during the defense process, the status of the defending teacher and the students is unequal (one is the reviewer and the other is the person being assessed), they are completely equal in terms of personality. During the defense, mutual respect must be reflected and open-mindedness must be achieved. It is normal for the opinions to be difficult to unify for a while. You don’t have to impose your views on others, just put your own views out there for the other person’s reference. In fact, as long as the respondent teacher speaks politely and peacefully, it will be easier for the students to accept and consider your point of view, and it will be easier for the students to re-examine their own points of view and achieve the purpose of jointly exploring the truth.

4． When students’ answers fail to answer the point or the question cannot be answered at the moment, heuristic and guided questioning methods should be used. Teachers who have participated in the thesis defense committee may have encountered this situation: the students cannot answer the questions you asked, and some of them just "stay" helplessly; some of them ramble and talk in circles with you, but in fact they are also Don't know the answer. When encountering this situation, the respondent teacher should neither let the students "stay" there in embarrassment nor allow them to talk to their whims, but should inspire or guide them in a timely manner. There are many reasons why students cannot answer the question. Some of them are that they originally mastered the knowledge in this area but became confused because the question was completely unexpected, or they had a temporary "perceptual blind spot" and were unable to answer the question. At this time, with a little guidance and inspiration, students can "recall" the knowledge and answer the questions well. Only if someone is still unable to answer or answer the question through inspiration and guidance, can it be determined that he does not possess this knowledge. ;