学生在个人设计过程中表现出的常见现象:软件设计教育的多场景案例研究

IF 1 Q4 ENGINEERING, ELECTRICAL & ELECTRONIC
T. Fu;R. Sun;C. Li;L. Wang
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引用次数: 0

摘要

通过有效的培训培养学生的软件设计能力一直是软件教育的挑战。本文旨在通过采用多场景案例研究的方法来研究23名本科生在在线教学系统中的独立设计过程,从而解决这一问题。所选的用例场景模型包括事务流图(tfd)、活动图、序列图和实体关系图。通过对学生行为表现和设计成果的分析,发现了一系列普遍现象。这些现象包括常见错误,例如忽略关键步骤、难以区分相似的数据对象以及忽略关键实体或属性。常见的行为包括提供各种解决方案,由于缺乏先前的经验而在实现特定设计目标时面临挑战,以及在使用规定的语法满足需求时遇到困难。帮助学生的常见方法包括提供参考软件,采用团队合作产生想法,并允许迭代修改以改善结果。基于学生表现出的这些常见现象,本文为软件教育者提供了几点建议,以加强学生软件设计能力的发展,主要包括考虑学生之前在作业中的经验,为不熟悉的软件提供设计参考,鼓励同侪讨论和多次迭代,引导学生持续改进而不是忽视非常规的结果。本文发现的常见现象与软件设计教育无缝结合,反映了其独特的特点。这些普遍现象将有助于研究人员了解学生的需求和挑战。此外,研究设计根据学生的软件设计结果分析学生的行为,为该领域提供了一个新的视角。此外,本文得出的结论为旨在提高软件设计课程课堂体验的教育者提供了有价值的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Common phenomena exhibited by students in their individual design processes: A multi-scenario case study on software design education
Cultivating students' software design capabilities through effective training has always been a challenge in software education. This paper is aimed at addressing this issue by adopting a multi-scenario case study approach to examine the independent design processes of 23 undergraduate students on an online teaching system. The selected case scenario models include transaction flow diagrams (TFDs), activity diagrams, sequence diagrams, and entity-relationship (ER) diagrams. By analyzing students' behavioral performances and design outcomes, a series of common phenomena are identified. These phenomena encompass common errors, such as overlooking key steps, struggling to distinguish similar data objects, and omitting critical entities or attributes. Common behaviors include offering various solutions, facing challenges in achieving specific design goals due to a lack of prior experience, and experiencing difficulties meeting requirements using prescribed syntax. Common approaches to assist students include providing reference software, adopting teamwork for idea generation, and allowing iterative modifications to improve outcomes. Based on these common phenomena exhibited by students, several recommendations are provided for software educators to enhance the development of students' software design capabilities, which mainly include considering students' prior experience in assignments, providing design references for unfamiliar software, encouraging peer discussions and multiple iterations, and guiding students towards continuous improvement rather than disregarding unconventional outcomes. The common phenomena identified in this paper seamlessly integrate with software design education, reflecting its distinct characteristics. Those common phenomena will help researchers understand student needs and challenges. Additionally, the research design, which analyzes student behaviors based on their software design outcomes, provides a fresh perspective in the field. Furthermore, the conclusions drawn in this paper offer valuable insights for educators who aim to enhance classroom experiences in software design courses.
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来源期刊
SAIEE Africa Research Journal
SAIEE Africa Research Journal ENGINEERING, ELECTRICAL & ELECTRONIC-
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