教育硕士文答辩验谈—心体会
东北师05届温州部分教育硕士月底月初赴师参加毕业文答辩学员答辩应注意事项清楚心理点安答辩验整理资料供家参考
（）全力消化写文
反复阅读审查文文容指掌写510 分钟答辩陈述陈述特注意点：1文容目意义采原始资料2硕士文基容方法3成果结完成务评价强调文新意独创性（面附英文陈述稿）
（二）物质准备：准备参加答辩会需携带品：
1硕士文底稿2答辩陈述稿3参考资料答辩时然赖资料带资料遇时记起时稍微翻阅关资料避免出现答尴尬慌乱
（二）硕士文答辩程序
1研究生答辩委员进行陈述（约510分钟具体时间答辩席决定）
2答辩委员会专家（5位）提问基23问题
答辩老师般提问类型：选题意义提问重观点概念提问文新意提问文细节提问文数源提问文薄弱环节提问建议行性提问做工作提问超出文范围提问没标准答案提问格式否规范化提问
3．答辩委员会专家讨投票4：1勉强通3：2予通
整程序概需时
Good Luck to You
附：答辩陈述稿Presentation
In 2005 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’ inservice 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 inservice 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 2006 I finished my MED studies and returned home On 25th Sept of 2006 I organized a training class for inservice primary school English teachers in rural areas and decided to take this class as my study subject
Enlightened by the sociocultural 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 example 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 experiences 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 inservice 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 researchit is beneficial for me to orgnize other training class
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东北师05届温州部分教育硕士月底月初赴师参加毕业文答辩学员答辩应注意事项清楚心理点安答辩验整理资料供家参考
（）全力消化写文
反复阅读审查文文容指掌写510 分钟答辩陈述陈述特注意点：1文容目意义采原始资料2硕士文基容方法3成果结完成务评价强调文新意独创性（面附英文陈述稿）
（二）物质准备：准备参加答辩会需携带品：
1硕士文底稿2答辩陈述稿3参考资料答辩时然赖资料带资料遇时记起时稍微翻阅关资料避免出现答尴尬慌乱
（二）硕士文答辩程序
1研究生答辩委员进行陈述（约510分钟具体时间答辩席决定）
2答辩委员会专家（5位）提问基23问题
答辩老师般提问类型：选题意义提问重观点概念提问文新意提问文细节提问文数源提问文薄弱环节提问建议行性提问做工作提问超出文范围提问没标准答案提问格式否规范化提问
3．答辩委员会专家讨投票4：1勉强通3：2予通
整程序概需时
Good Luck to You
附：答辩陈述稿Presentation
In 2005 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’ inservice 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 inservice 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 2006 I finished my MED studies and returned home On 25th Sept of 2006 I organized a training class for inservice primary school English teachers in rural areas and decided to take this class as my study subject
Enlightened by the sociocultural 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 example 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 experiences 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 inservice 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 researchit is beneficial for me to orgnize other training class
文档香网(httpswwwxiangdangnet)户传
《香当网》用户分享的内容，不代表《香当网》观点或立场，请自行判断内容的真实性和可靠性！
该内容是文档的文本内容，更好的格式请下载文档
