教育碩士論文答辯經(jīng)驗(yàn)談

　　(一)全力消化自己所寫的論文

　　反復(fù)閱讀、審查自己的論文。對論文內(nèi)容要了如指掌。寫好5-10 分鐘的答辯陳述。陳述特別要注意以下幾點(diǎn)：1.論

　　文的內(nèi)容、目的和意義;所采用的原始資料;2.碩士論文的基本內(nèi)容及主要方法;3.成果、結(jié)論和對自己完成任務(wù)的評價(jià)，強(qiáng)調(diào)論文的新意與獨(dú)創(chuàng)性。(下面附上我的英文陳述稿)

　　(二)準(zhǔn)備參加答辯會(huì)所需攜帶的用品：

　　1.碩士論文的底稿。2.答辯陳述稿。3.主要參考資料，答辯時(shí)雖然不能依賴這些資料，但帶上這些資料，當(dāng)遇到一時(shí)記不起來時(shí)，稍微翻閱一下有關(guān)資料，就可以避免出現(xiàn)答不上來的尷尬和慌亂。

　　(二)碩士論文答辯程序

　　1.研究生向答辯委員進(jìn)行陳述(約5-10分鐘，具體時(shí)間由答辯主席決定)。

　　2.答辯委員會(huì)專家(5位)提問，每人基本上有2-3個(gè)問題;

　　答辯老師一般的提問類型：對選題意義提問、對重要觀點(diǎn)及概念提問、對論文新意提問、對論文細(xì)節(jié)提問、對論文數(shù)據(jù)來源提問、對論文薄弱環(huán)節(jié)提問、對建議可行性提問、對自己所做工作的提問、對超出論文范圍的提問、沒有標(biāo)準(zhǔn)答案的提問、對格式是否規(guī)范化的提問。

　　3.答辯委員會(huì)專家討論、投票。4：1勉強(qiáng)通過;3：2不予通過。

　　整個(gè)程序大概需要一個(gè)小時(shí)。

　　good luck to you!

　　附：論文答辯稿范文

　　in academic year, i studied here for my med degree. a group of teachers in our college began a research program on different aspects of primary school english teaching. ms. huang, my supervisor, was responsible for the research task on primary school english teachers’ in-service education. she knew my interest in the issue of teacher development so she asked me to join in her research. because of her, it was easier for me to get the chance to attend various kinds of in-service education programs in the province.

　　in the same year, zhejiang province launched a project of improving teachers’ quality of primary and secondary schools in rural regions. wenzhou teachers education institute, where i am working took on the task of providing training courses to primary school english backbone teachers from rural regions around the city .as a part of the provincial project. as a teacher educator majored in english teaching, i was responsible for the whole arrangement of the training courses for these bakbone primary school english teachers.

　　in september , i finished my med studies and returned home. on 25th, sept of , i organized a training class for in-service primary school english teachers in rural areas and decided to take this class as my study subject.

　　enlightened by the socio-cultural view of learning, that is, teachers learn best through active involvement and through thinking about and becoming articulate about what they have learned, i arranged the whole training course to promote trainee teachers’

　　active participation as much as possible. for eample, i took trainee teachers to observe class and encouraged them to make a comment afterwards; i invited professor huang who guided trainee teachers to narrate their teaching eperiences in order to draw wisdom from themselves. in this sense, i named my training courses as “participatory training courses”.

　　the training course lasts for five days, during which, i participated in as an organizer of the whole training course, a teacher educator for one subject, a peer learner of the trainee teachers, and meanwhile, a researcher. the research methods adopted in the study are ethnography, narrative inquiry, case story method, interviews and so on. the data collected include field notes of classroom observation, interview recordings, teachers’ feedback journal, and discussion groups’ recordings.

　　the paper attempts to answer the following questions: (1) what kind of knowledge do teachers really need? (2) how do teachers get developed through learning in this in-service training program?

　　by making a narrative inquiry of the training course, i gained a better understanding on what courses satisfy the teachers’ needs and arouse teachers’ awareness of ongoing professional development.

　　the study provided some effective suggestions for promoting teachers professional development in the current frame of teacher training and teacher education. this reaearch deepened my understanding on the issue of teacher education., what’s more, through the research.it is beneficial for me to orgnize other training class.

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