软件工程领域专业硕士培养模式初探

随着软件工程自身观念、知识、实践、工具等的发展更新,我国软件工程领域专业硕士教育的发展迎来巨大的机遇和挑战。文章介绍GSw2009中的CBOK以及最新的SWEBOK V3两种软件工程知识体系,阐述借鉴GSw E2009的南京大学课程体系和与之配套的工程能力训练系统,结合中国研究生教育的实际,提出将软件工程中的过程管理方法引入教学管理体系。     

专业认证背景下软件工程专业本科教育重构思考

分析现阶段软件工程专业教学与专业认证所要求的人才培养目标之间的矛盾,明确软件工程专业人才培养目标内涵,从课程教学体系和能力训练体系2个角度介绍专业认证背景下的软件工程专业学科教育框架重构,针对学生培养过程控制提出教学组织和学习方式重构策略,并进一步探讨运用信息技术提升和保障专业人才培养质量的方法.     

借鉴CDIO理念的软件工程专业实训体系建设探讨

实训教学是高校实践教学的重要组成部分,是全面提高学生职业素质的重要保障。针对目前软件工程专业实训教学中存在的问题,借鉴CDIO工程教育理念,结合洛阳师范学院软件工程专业实训教学体系改革实际情况,给出了一个实训教学体系建设方案,以期对本科软件工程专业实训教学改革具有指导意义。     

地方高校软件工程专业实践教学改革与创新研究——以井冈山大学为例

以井冈山大学为例,针对地方高校软件工程专业大学生创新实践能力培养及实践教学中存在的问题,探究地方高校软件工程专业创新实践教学模式的改革,研究适应大学生创新实践能力发展的实践教学内容与方法。探讨与IT教育培训机构合作模式下的地方高校软件工程专业创新实践教学对深化实践教学体系改革及促进软件工程专业建设的影响。     

应用型工科院校软件工程专业工程化特色人才培养模式研究

根据我国高等院校软件工程专业教育现状以及应用型本科院校人才培养的基本要求,提出软件工程专业"知识+能力+素养"三位一体的特色专业人才培养模式。打造"软件构造基础、软件开发理论、软件工程应用+核心基础实践、应用专题实践"三段两层的实践教学体系。这种教学体系在实际应用中取得良好的教学效果。     

软件工程本科教学的探索与实践

本文简要回顾了北京大学软件工程教育的发展历史,详细阐述了北京大学如何从充分利用科研实践经验、加强课程体系与教材的研究、注重因材施教三个方面构建软件工程本科教学知识体系;全面总结北京大学软件工程本科教学实践的探索经验。     

软件工程专业课程体系的研究与创新实践

从软件工程教育的教学实际出发,在分析国际软件工程专业规范和总结国内软件工程专业教学实践的基础上,给出南京大学软件工程专业的课程体系,重点阐述侧重树立软件工程理念和培养软件系统构建能力的教学理念,详细讨论软件工程(SE)类课程的创新型设置方案和计算机(CS)类传统课程的改革方案。该课程体系在教育教学改革方面取得很好的成果,可供国际国内软件工程教学计划设计者参考。     

以能力为导向的软件工程专业应用型人才培养

针对目前应用型本科院校软件工程专业大多沿袭传统的研究型本科教育模式,不能适应培养具有创新能力的应用型软件人才的问题,提出通过改革人才培养模式、增加企业实训环节以及按专业能力体系构建专业模块体系等途径,更好地满足软件工程应用型人才培养的需要。同时,阐述模块化教学体系的构建方法,并给出相应的企业实训实施方案。     

应用型本科院校软件工程专业人才培养模式探究

本文探讨了应用型本科院校软件工程专业如何构建适应应用型人才培养要求的软件工程专业教学体系,并介绍了我院的软件工程专业人才培养方案。     

关于软件工程专业教育方案的探讨

本文提出了一个适合国内软件工程专业的教育方案,并给出了软件工程专业教学应该涵盖的基本内容和计划。     

SE2004: Recommendations for Undergraduate Software Engineering Curricula

Universities throughout the world have established undergraduate programs in software engineering, which complement existing programs in computer science and computer engineering. To provide guidance in designing an effective curriculum, the IEEE Computer Society and the ACM have developed the Software Engineering 2004 (SE2004) set of recommendations. The SE2004 document guides universities and colleges regarding the knowledge they should teach in undergraduate software engineering programs. It also provides sample courses and curriculum patterns. SE2004 begins with an overview of software engineering, explaining how it is both a computing and an engineering discipline. It then outlines the principles that drove the document's development and describes expected student outcomes. Next, SE2004 details the knowledge that universities and colleges should teach, known as SEEK (software engineering education knowledge), in a software engineering program. These recommendations are followed by general pedagogical guidelines, sample courses, and sample curriculum patterns     

开设设计模式课程的探讨

本文针对计算机软件工程专业本科生开设"设计模式"课程的必要性和可行性进行分析,并且对课程的具体内容和学时分配做了详尽的论述,旨在进一步完善本科软件工程专业的课程体系,提高毕业生的就业竞争力。     

Master's Degrees in Software Engineering: An Analysis of 28 University Programs

The Software Engineering Institute published the last reference curriculum for a master's in software engineering in 1991. In 2007, a coalition from academia, industry, and government began creating a new reference curriculum. An early step was to establish a baseline of graduate education by surveying 28 master's programs in software engineering. The survey was largely limited to US schools. Key findings showed that the universities viewed software engineering largely as a specialization of computer science, that faculty size is generally small with few dedicated professors, and that new master's programs continue to start despite the decrease in computer science majors over the past few years. We used the IEEE Computer Society's Software Engineering Body of Knowledge (SWEBOK) to structure our analysis of the 28 curricula, focusing primarily on courses and topics required or semirequired of all students. (A course is semirequired if there is at least a 50 percent chance a student must take it.) Major findings show wide variation in the depth and breadth of SWEBOK coverage in required and semirequired courses, less than 40 percent of all programs requiring an introductory course on software engineering, and many universities having required and semirequired courses that are peripheral to SWEBOK.     

软件工程专业离散数学的教学思考

离散数学是软件工程专业的一门重要专业基础理论课,是学生学习后续课程的基础,对提高学生的抽象思维与逻辑思维能力有重要的作用。文章根据高校软件工程专业人才培养的特点,结合教学实践,探讨了教学内容、教学方式等方面的改革。实践证明,该方案对于提高课程教学效果,促进学生各方面能力的提高起到了很好的作用。     

Design of Characteristic Curriculum on Software Engineering Major for Undergraduate-Graduate Education

The concept of "New Engineering" has put forward new challenges to the talents cultivation of universities. Due to some problems of the traditional Software Engineering curriculum, e.g. separated design at undergraduate-level and graduate-level courses, poor curriculum structure, lacking of industry characteristics. This paper proposes an integrated undergraduate-graduate education curriculum for Software Engineering Major, which is based on Software Engineering specialty knowledge system (C-SWEBOK) and focuses on the current national strategic demands. Additionally, the curriculum combines with the University's transportation characteristics, and fuses the discipline of Software Engineering and Intelligent Transportation. The multi-level curriculum designed in this paper is with reasonable structure, complete system, progressive content, and salient feature, which provides the strong support for cultivating high-qualified software talents in line with national strategies and industry needs.     

PEM: The small company-dedicated software process quality evaluation method combining CMMISM and ISO/IEC 14598

Many small software organizations have recognized the need to improve their software product. Evaluating the software product alone seems insufficient since it is known that its quality is largely dependant on the process that is used to create it. Thus, small organizations are asking for evaluation of their software processes and products. The ISO/IEC 14598-5 standard is already used as a methodology basis for evaluating software products. This article explores how it can be combined with the CMMI to produce a methodology that can be tailored for process evaluation in order to improve their software processes. ^SM: CMMI is a service mark of Carnegie-Mellon University. Sylvie Trudel has over 20 years of experience in software. She worked for more than 10 years in development and implementation of management information systems and embedded real-time systems. Since 1996, she works as a process improvement specialist, implementing best practices into organizations processes from CMM and CMMI models. She performed several CMM and CMMI assessments and participated in many other CMM assessments such as CBA IPI, SCE, and other proprietary methods. She obtained a bachelors degree in computer science in 1986 from Laval University in Québec City and a Masters degree in Software Engineering at école de Technologie Supérieure (éTS) in Montréal. Sylvie is currently working as a software engineering advisor at the Centre de Recherche Informatique de Montréal (CRIM). Jean-Marc Lavoie has been working in software development for over 10 years. He performed and published a comparative study between the guide to the SWEBOK and the CMMI in 2003. Jean-Marc obtained a bachelor degree in Electrical Engineering. He is pursuing a Masters degree in Software Engineering at école de Technologie Supérieure (éTS) in Montréal while working as a software architect at Trisotech. Marie-Claude Pare has been working in software development for 7 years. Marie-Claude obtained a bachelor degree in Software Engineering from école Polytechnique in Montréal. She is pursuing a Masters degree in Software Engineering at école de Technologie Supérieure (éTS) in Montréal while working as a software engineer at Motorola GSG Canada. Dr Witold Suryn is a Professor at the école de technologie supérieure, Montreal, Canada (engineering school of the Université du Québec network of institutions) where he teaches graduate and undergraduate software engineering courses and conducts research in the domain of software quality engineering, software engineering body of knowledge and software engineering fundamental principles. Dr Suryn is also the principal researcher and the director of GELOG : IQUAL, the Software Quality Engineering Research Group at école de technologie supérieure. From October 2003 Dr. Suryn holds the position of the International Secretary of ISO/IEC SC7 – System and Software Engineering.     

国外软件工程教学法初探

软件工程课程由于其较强的理论性和实践性,历来是教学的难点。根据软件工程课程的特点,人们提出了不少有效的教学方法。本文阐述国外学者提出的若干软件工程教学方法,以期对我们的教学提供有益的借鉴和参考。最后谈一点体会。     

《软件工程》课程教学的几点思考

<软件工程>是计算机专业的核心基础课程.对<软件工程>课程教学中所遇到的一些问题、如何在教学中强调<软件工程>课程的重点内容,以及在教学中如何对<软件工程>课程进行实践教学等进行了思考,提出了一些想法与方法.     

Development of a Software Engineering Ontology for Multisite Software Development

This paper aims to present an ontology model of software engineering to represent its knowledge. The fundamental knowledge relating to software engineering is well described in the textbook entitled Software Engineering by Sommerville that is now in its eighth edition [1] and the white paper, Software Engineering Body of Knowledge (SWEBOK), by the IEEE [2] upon which software engineering ontology is based. This paper gives an analysis of what software engineering ontology is, what it consists of, and what it is used for in the form of usage example scenarios. The usage scenarios presented in this paper highlight the characteristics of the software engineering ontology. The software engineering ontology assists in defining information for the exchange of semantic project information and is used as a communication framework. Its users are software engineers sharing domain knowledge as well as instance knowledge of software engineering.