教育碩士論文答辯經(jīng)驗(yàn)

　　很多學(xué)員對(duì)答辯的應(yīng)當(dāng)注意的事項(xiàng)不是很清楚，心理有點(diǎn)不安。下面是小編為大家提供的關(guān)于教育碩士論文答辯的相關(guān)經(jīng)驗(yàn)，內(nèi)容如下：

　　(一)全力消化自己所寫(xiě)的論文

　　反復(fù)閱讀、審查自己的論文。對(duì)論文內(nèi)容要了如指掌。寫(xiě)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(duì)自己完成任務(wù)的評(píng)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)物質(zhì)準(zhǔn)備：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(lài)這些資料，但帶上這些資料，當(dāng)遇到一時(shí)記不起來(lái)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(lái)的尷尬和慌亂。

　　(三)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(zhuān)家(5位)提問(wèn)，每人基本上有2-3個(gè)問(wèn)題;

　　答辯老師一般的提問(wèn)類(lèi)型：對(duì)選題意義提問(wèn)、對(duì)重要觀(guān)點(diǎn)及概念提問(wèn)、對(duì)論文新意提問(wèn)、對(duì)論文細(xì)節(jié)提問(wèn)、對(duì)論文數(shù)據(jù)來(lái)源提問(wèn)、對(duì)論文薄弱環(huán)節(jié)提問(wèn)、對(duì)建議可行性提問(wèn)、對(duì)自己所做工作的提問(wèn)、對(duì)超出論文范圍的提問(wèn)、沒(méi)有標(biāo)準(zhǔn)答案的提問(wèn)、對(duì)格式是否規(guī)范化的提問(wèn)。整個(gè)程序大概需要一個(gè)小時(shí)。

　　good luck to you!

　　附：我的答辯陳述稿presentation

　　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 i

　　n 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 obs

　　ervation, interview recordings, teachers’ feedback journal, and discussion groups’ recordings.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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