毕业论文质量高低既反映学生的学习科研能力，又反映学校的教育教学水平，需要得到重视和保障。在社会经济快速发展的背景下，我国高等教育逐步实现普及化。2020年，高等教育毛入学率达54.4%。随着高等教育规模扩大，本科毕业论文质量却出现下滑趋势。北京师范大学力求培养适合新时代的“研究型”教师，因此，本文对该校地理师范专业的本科毕业论文质量及其影响因素进行研究，并据此提出本科毕业论文质量提升建议。

本文以北师大地理师范专业2018届-2020届本科毕业论文为例。首先，从论文内容、论文成绩、论文成果三个角度出发，分析本科毕业论文质量现状。发现本科毕业论文的选题热点主要集中在“地理”和“教学”上，体现出地理师范专业的特点。论文篇幅和总文字复制比均符合学校规定，文献引用规范。地理师范生对于研究方法的理解和运用还需加强。本科毕业论文质量整体较好，论文成绩主要集中在“良”这一等级，没有出现本科毕业论文质量存在严重问题的情况。本科毕业论文成果发表率为11.3%，发表情况最好的一届是2019届，最受地理师范生青睐的论文发表期刊为《中学地理教学参考》。

其次，基于文献研究，设计本科毕业论文质量影响因素研究变量测量量表，经探索性因子分析后，提取了７个影响因素公因子，分别为：指导教师作用、科研环境、论文相关教学活动、学生的知识技能水平、学生的学术态度、学生的自主程度和外界压力。经逐步回归分析，发现学生的自主程度对论文成绩产生显著的正向影响。

再次，为深入了解北师大地理师范专业的本科毕业论文质量及其影响因素关系，基于定量研究的结果，对8位地理师范生和4位地理学部教师进行半结构化访谈，对访谈内容进行整理、归纳，得出以下结论：（1）学生的自主程度对本科毕业论文质量的正向影响大；（2）指导教师的态度比职称和专业背景对本科毕业论文质量的影响更为突出；（3）选题机制及选题时间优化对本科毕业论文质量产生积极影响；（4）科研环境和就业环境对本科毕业论文质量影响不显著。

最后，本文从学校、部院系、指导教师、学生四个层面对本科毕业论文质量提升提出以下建议：（1）学校应提议各部院系提前本科毕业论文的准备工作，将选题和开题时间提前至大三下期；（2）地理学部应在本科一年级开设有关论文写作或方法论的课程，培养学生的写作能力和科研能力；（3）指导教师应重视本科毕业论文指导工作，鼓励学生加入自己的研究团队；（4）地理师范生应在选题前主动关注和了解自己感兴趣的研究领域，在选题和选指导教师时不放低对自己的要求，在研究过程中积极主动地投入自己的时间和精力。

The quality of graduation thesis reflects not only the learning and scientific research ability of students, but also the education and teaching level of the school, which needs to be emphasized and guaranteed. In the context of rapid social and economic development, China’s higher education has gradually achieved popularization. In 2020, the gross enrollment rate of higher education will reach 54.4%. With the expansion of the scale of higher education, the quality of undergraduate thesis has shown a downward trend. Beijing Normal University (BNU) strives to train "research-oriented" teachers suitable for the new era. Therefore, this article researches the quality and influencing factors of the undergraduate thesis of BNU’s geographical teaching major, and proposes suggestions for improving the quality of undergraduate thesis based on this.

This article takes the Class 2018 to Class 2020 undergraduate thesis of BNU's geographical teaching major as an example. First, analyze the quality status of undergraduate thesis from the three perspectives of thesis content, thesis score and thesis achievement. The topic selection focuses mainly on "geography" and "teaching", reflecting the characteristics of the geographical teaching major. The length of the undergraduate thesis and the copy ratio of the total text are in line with the school's regulations. The literature citation standards. Students' understanding and application of research methods need to be strengthened. The quality of the undergraduate thesis is generally good, and the grades of the thesis are mainly concentrated in the "good" level. There is no serious problem with the quality of the undergraduate thesis. The publication rate of undergraduate thesis results was 11.3%, and the most published paper was in 2019. The most popular journal for thesis publications of geography teachers is "Teaching Reference of Middle School Geography".

Secondly, based on literature research, design a variable measurement scale for the research variables affecting the quality of undergraduate thesis. After exploratory factor analysis, seven common factors of influencing factors were extracted, namely: the role of instructors, scientific research environment, thesis-related teaching activities, Students' knowledge and skill level, students' academic attitude, students' degree of autonomy and external pressure. After stepwise regression analysis, it is found that the degree of student autonomy has a significant positive impact on the essay score.

Thirdly, in order to gain insight into the quality of undergraduate thesis and its influencing factors for the geographical teaching major of BNU, based on the results of quantitative research, semi-structured interviews were conducted with 8 students majoring in geographical teaching and 4 teachers from the Faculty of Geographical Science. After sorting and summarizing, the following conclusions are drawn: (1) The degree of student autonomy has a great positive impact on the quality of undergraduate thesis; (2) The attitude of the instructor has a more prominent influence on the quality of the undergraduate thesis than the title and professional background; (3) Optimizing the topic selection mechanism and topic selection time has a positive impact on the quality of undergraduate graduation thesis; (4) The scientific research environment and employment environment have no significant impact on the quality of the undergraduate thesis.

Finally, this article proposes the following suggestions for improving the quality of undergraduate graduation thesis from the four levels of school, department, instructor, and student: (1) The school should propose that all departments advance the preparation of the undergraduate thesis, and advance the time of the thesis topic selection and the thesis proposal to the the second semester of junior year; (2) The department should offer courses related to thesis writing or methodology in first year of undergraduate to cultivate students’ writing ability and research ability; (3) Instructors should attach importance to undergraduate thesis guidance and encourage students to join their own research team; (4) Students should actively pay attention to and understand the research fields they are interested in before selecting topics, do not lower their requirements when selecting topics and instructors, and actively invest their time and energy in the research process.