After four years of undergraduate tutorial guidance and practice, I have summarized some of my experience. On the basis of fully understanding the learning foundation, professional expertise, learning interest, personality characteristics and other aspects of the students under the guidance, I made targeted training programs for the students of four grades who were with different professional foundations, postgraduate entrance examination intentions and willingness to participate in scientific research activities. The tutor work plan is now under implement, and the training model of the tutorial system is continuously explored in the process of practice.

The graduating class students have passed the study tasks of postgraduate review and re-examination, employment and graduation design. For them, more guidance is given to employment and graduation design. In terms of topic selection for graduation design, considering that some students have gone through scientific research training before who have accumulated some relevant skills and experience, they continued to improve the original topic selection on the original basis which could reflect the typical research topic selection inheritance and continuity. This approach is worthy of further promotion in the graduation design work for follow-up tutorial students.

For the lower grade students, after fully understanding their respective wishes, it was found that most students felt that they had a weak foundation and might not be able to adapt to the requirements of scientific research activities for their English skills and professional abilities in the future. They would continue to complete the follow-up studies in accordance with the professional training program. Soon after entering the university, the freshmen were let to know the research direction of the tutor at the first time, so that they could selectively participate in undergraduate scientific research activities according to their own interests and specialties who were able to improve their professional ability in all aspects. But many of them had no intention. This phenomenon may become a normal state in the future tutorial system training process. It is worth continuing to explore how to ensure the continuity of scientific research activities.

In addition to face-to-face exchanges in scientific research activities, we often interact in QQ groups to understand the mental state of students and the progress of scientific research activities. After arranging their respective scientific research tasks, the group leader is responsible for the specific implementation. Progress files are uploaded to the group space in time to prepare for the next activity. This group takes the form of concentrated participation in scientific research and training activities as the main part and individual exchanges as a supplement. It carries out regular and targeted learning activities for students, so that the communication between teachers and students extends from the classroom to outside the classroom. It will play a pivotal role in improving professional quality for students, scientific research and innovation ability, and students will benefit for life.