導語：對於論文答辯，我們有著怎樣的感想呢?有著怎樣的心得體會呢?下面是小編分享的碩士論文答辯有感，歡迎大家閱讀。
碩士論文答辯有感篇一：
09年5月23日，是我參加復旦大學工程碩士論文答辯的日期。
下午答辯，我上午演練了下PPT，然後到學校打探上午答辯同學的情況。上午同學講9個人裡面有1個人沒通過，感覺還是有些緊張。
我們答辯的是有3個評委老師加1名答辯祕書，評委中兩個是我們上課的老師，另一個是校外請來的專家。
答辯流程是：首先準備10分鐘左右的PPT，電腦給你記時，一般頁數在20頁左右，有圖有表即可，超過時間太多可能會影響老師對你的印象。剩餘20分鐘時間由3位評委輪流提問，讓你記錄下來集中回答，然後在電腦上記錄問答內容。
我簡潔扼要的準備了PPT，PPT的內容不是太主要，大致反映你的研究過程和成果就可以，關鍵是效果，字型要夠大，版面要清晰，會給老師好的'印象。我那PPT是經過修飾過，所以被老師表揚。我的臨場發揮一般，主要是靠PPT講，老師提出我不夠自信，要是能自由的講解出來，估計會加分吧。
論文的評判標準其實主要還是看你的論文題目摘要和結論是否和專案管理專業相匹配，是否具有研究價值，這是判斷你是否能夠通過論文答辯的標準。寫作的水平與態度是通過論文答辯成績來反映的，當然PPT及參加答辯人員的綜合水平也是區分你成績的一個附加標準。
論文答辯的成績分：優、良、中、及格、不及格五個等級。一般情況工程碩士很少能拿到優的，能得到良已經算比較好的，不及格一般也是有一定比例，拿及格成績據說是有放你通過的成分在裡面。
我們這一組答辯一共9個人，2個良，3箇中，3個及格，1個不及格。我的答辯成績為良，我覺得有兩個主要原因：第一、我的論文部分內容是我在權威雜誌上已經發表的，這是加分的地方;第二、我的寫作相對規範，論文題目來自工作，選題符合專案管理專業的要求。
碩士論文答辯有感篇二：
(一)全力消化自己所寫的論文
反覆閱讀、審查自己的論文。對論文內容要了如指掌。寫好5-10 分鐘的答辯陳述。陳述特別要注意以下幾點：1.論文的內容、目的和意義;所採用的原始資料;2.碩士論文的基本內容及主要方法;3.成果、結論和對自己完成任務的評價，強調論文的新意與獨創性。(下面附上我的英文陳述稿)
(二)物質準備：準備參加答辯會所需攜帶的用品：
1.碩士論文的底稿。2.答辯陳述稿。3.主要參考資料，答辯時雖然不能依賴這些資料，但帶上這些資料，當遇到一時記不起來時，稍微翻閱一下有關資料，就可以避免出現答不上來的尷尬和慌亂。
(二)碩士論文答辯程式
1.研究生向答辯委員進行陳述(約5-10分鐘，具體時間由答辯主席決定)。
2.答辯委員會專家(5位)提問，每人基本上有2-3個問題;
答辯老師一般的提問型別：對選題意義提問、對重要觀點及概念提問、對論文新意提問、對論文細節提問、對論文資料來源提問、對論文薄弱環節提問、對建議可行性提問、對自己所做工作的提問、對超出論文範圍的提問、沒有標準答案的提問、對格式是否規範化的提問。
3.答辯委員會專家討論、投票。4：1勉強通過;3：2不予通過。
整個程式大概需要一個小時。
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 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.