Graduation thesis defense questions

Graduation thesis defense questions

The quality of the thesis is directly related to graduation and subsequent employment issues. There is an important procedure after writing the graduation thesis - the graduation thesis defense. If the defense is not successful, it may have some impact on graduation. Below are the questions I collected about the graduation thesis defense. Let's take a look!

Graduation thesis defense questions

1. Why did you choose this topic?

2. What is the significance and purpose of studying this topic? ?

3. How is the basic framework and structure of the full text arranged?

4. What is the logical relationship between the various parts of the full text?

5. In the process of researching this topic, what different opinions were discovered? How did you gradually understand these different opinions? How did you deal with them?

6. Although it is not discussed in the paper, it is related to it. What are the more closely related issues?

7. What are the issues that I have not yet figured out and have not discussed thoroughly in the paper?

8. What are the arguments when writing the paper? What is the main basis?

Tourism thesis defense questions and answers

1. What research methods related to this major were used in your graduation thesis?

Answer : This article is conducted in the form of academic papers, mainly through reading books, newspapers and periodicals, and browsing websites to find a large amount of relevant materials and information, comprehensive and systematic analysis

and using the economic principles and analytical methods learned to analyze how to Combining its own advantages

Learning from domestic and foreign advanced models and experiences

Carrying out in-depth exploration and analysis of the development of Pingdu City’s tourism industry and refining its successful experience

And combine the knowledge learned to propose improvement suggestions and improvement methods for the deficiencies

2. What are the core concepts in the paper? Use your own words to give a high-level summary

Answer: The tourism industry has It has become a new economic growth point in Pingdu area. Its development speed is astonishing and its profitability is high. However, behind the rapid development of Pingdu City’s tourism industry, we need to see the various shortcomings and limiting factors in the development process to study the development of Pingdu City’s tourism industry. The ideas and countermeasures can help us understand the future development direction and development strategies of Pingdu City's tourism industry, which will help us give full play to Pingdu City's comprehensive advantages and better develop the tourism industry.

3. Think from the opposite perspective: What will happen if you don’t do what you said?

Answer: It will hinder the scientific, healthy and sustainable development of the tourism industry. , thereby slowing down the region’s economic development.

4. What is the relationship between the theoretical basis of the paper and the main framework? What is the most important theoretical basis?

Answer: Provide theoretical basis for the main framework of the paper. The framework directly reflects the theory. Theoretical concepts and main theoretical foundations: the development laws of modern tourism industry, principles of regional tourism planning, and tertiary industry economics.

5. What do you think the results will be after your research? What are the positive or negative effects?

Answer: First of all, I must positively interpret the nature of my thesis as an undergraduate degree. I have indeed completed my study tasks carefully for my graduation thesis, but if I apply the framework and introduction of the thesis in practice, it is still superficial and immature, and the result may become a theoretical success or a practical application. It has shortcomings, but it also provides a meager supplement to related theoretical research.

Positive: Analyze the current situation through social surveys and data review, raise targeted issues and solve problems.

Negative: The theory is too strong and its practical application needs to be discussed. The actual operation needs to be carried out step by step according to the actual situation of different tourism industry points in different places.

6. What research perspective is your thesis based on? Is it a management, education, psychology or sociological perspective? A social perspective

The source of social materials and industrial data collection is society.

7. Is the research object of the paper an individual or a group? Is it a point-based research or an area-based research?

8. In front of the big social industry, it belongs to the individual research of the tourism industry, but in this The collection of points is a comprehensive study involving all aspects of the tourism industry, comprehensive factors, pros and cons

9. Are the conclusions, suggestions or strategies in the paper feasible and operable?

< p>Answer: Yes, although there are certain shortcomings compared to expert research and guidance, based on data review and social research, the conclusions and suggestions and strategies put forward are still valid based on the actual local conditions and the efforts of all walks of life. Certain feasibility and operability.

10. Are the research objects comparable?

Answer: Does the research framework comply with the paper specifications (rather than the logic of writing a book)? There are certain development trends among different industries. Similarity matches.

Teacher’s method of asking questions during thesis defense

1. When asking questions, follow the principle of easy questions first and then difficult questions.

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. Ask questions in a step-by-step and in-depth 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: (3) Science and technology is not an independent factor of productivity. Why is it said to be 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 the solidity of the students' mastery of 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. , speaking rudely. 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, you must respect each other and be open-minded. It is normal for your 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 the student’s answer does not 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 can't 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.

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