2023/1/5 15:33:31 阅读：304 发布者：
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Teaching Reform Conception of Software Engineering Core Courses for Cloud Application
1 Introduction
In the 10 years after the concept of cloud computing was put forward[1-3], compared with the traditional technology and method, the development method, technical architecture, deployment mode and operation and maintenance mode of software system have undergone tremendous changes, which have epoch-making significance. At present, most of the systems developed by software projects in the market are based on the cloud service architecture model. In order to promote the development of digital economy, the state and government encourage the digital transformation of traditional enterprises, in which “Go up to the clouds” is the basic form of transformation landing, which is the general trend. Cloud computing, cloud services, cloud native and other emerging technologies are constantly emerging. In addition, the cloud-based service model will greatly reduce the hardware and software costs and maintenance costs of the system server, and improve operational efficiency and resource utilization, which is in line with the green development direction of “double reduction, low carbon” in China.
However, in the undergraduate training programs of software engineering or computer science majors in many universities in China, the curriculum system related to software engineering lags behind the development of cloud computing technology for freshmen, and graduates can not quickly get started with large-scale “cloud application” development projects in software companies. Similar problems also exist in the training program of software engineering specialty of Harbin Institute of Technology to a certain extent.
In view of this situation, this paper tries to select 3 core courses in the software engineering undergraduate training program of Harbin Institute of Technology (2020 edition) as the baseline, such as “Requirements Analysis and System Design” “Web Development Technology” “Cloud Native Technology”, and puts forward the idea of breaking the barriers between courses to carry out penetrating teaching reform. It aims to train students to have the ability to analyze, design and implement cloud application systems, and to adapt to the new demand for talents in the software development market.
2 Current Situation and Problems of Curriculum System for Cloud Applications
At present, in the undergraduate training program of software engineering or computer specialty in many colleges and universities in China, the curriculum system related to software engineering is still set up in accordance with the traditional method, that is, the mode of programming + traditional basic knowledge of software engineering + experiment/practice/internship. According to the traditional knowledge structure of each stage of the software development life cycle (SDLC), the content of the course is relatively lagging behind the development of the new cloud computing technology and cannot fully meet the actual needs of the development of cloud computing technology. In the face of large-scale “cloud application” development projects in software companies, graduates majoring in software engineering or computer science can not get started quickly. Similar problems also exist in the training program of software engineering specialty of Harbin Institute of Technology to a certain extent. According to the course sequence, in the large credit courses in the 2016 software engineering series of software engineering courses of Harbin Institute of technology include “advanced program design→ software construction→ software process and tools → software architecture and middleware”, which only meets the traditional software development life cycle process and does not match the cloud oriented talent demand of the industry. The guiding ideology of the design and goal of the curriculum system and training program is to enable the graduates to adapt to the actual needs of the software industry. To achieve this goal, the following 3 constraints are needed.
(1) Strategic positioning: It needs to conduct macro positioning from the strategic height, that is, the curriculum system and training program, which is equivalent to the “overall design” of the software engineering project.
(2) Tactical requirements: Give clear teaching requirements from the course syllabus, that is, the refinement of objectives and positioning in (1), which is equivalent to the “detailed design” of software engineering projects.
(3) Combat implementation: Teachers need to implement the positioning and requirements of (1) and (2) in the teaching process, that is, how to achieve. It is equivalent to the “system implementation” of software engineering projects.
3 Teaching Reform Scheme of Software Engineering Core Course for Cloud Application
Faced with the problems raised in the second part of the previous article, how to achieve the goal of training software talents for cloud applications, we put forward a set of teaching reform programs.
3.1 Reform of software engineering series curriculum system and training program
In the process of revising the undergraduate training program of software engineering specialty in the 2020 edition, the software engineering series curriculum scheme in the 2016 edition of the curriculum system has been reformed, and the previous “software engineering series” related to the large credit courses have been reconstructed. It is divided into “Advanced Programming → Software Construction → Requirement Analysis and Design → Software Process and Project Management→ Software Architecture and Middleware→ Software Testing and Quality Assurance”, and courses such as “Web Development Technology → Cloud Native Technology” are added to meet the actual needs of cloud application development. The traditional course syllabus has been revised to incorporate new technologies and methods, and to comply with the requirements of engineering education accreditation for the achievement of graduation goals. In this way, the actual needs of the software industry for new technologies and new methods are fully taken into account from the macro architecture of the training program and curriculum system, which creates conditions for adapting to the new needs of the cloud-oriented application industry.
3.2 Establish a core curriculum group of software engineering for cloud-based applications
Under the framework of the curriculum system and training program of software engineering specialty, how to adapt to the development of the situation and train software talents for cloud-oriented applications, and whether the new requirements of the curriculum system can be implemented to achieve the predetermined goals and expected results, must be achieved through the teaching content and process of teachers, students’ experiments. On the basis of the new curriculum system and the supporting syllabus requirements and practical training system, we must adopt a series of measures, such as reconstructing the teaching content and updating the teaching material content, to carry out the teaching reform with the times, so as to achieve the desired results.
First of all, 3 courses of “Requirements Analysis and System Design” “Web Development Technology” and “Cloud Native Technology” in the undergraduate training program of software engineering major in 2020 edition are selected as the baseline to establish a core course group of software engineering for cloud-based applications. At the same time, we should break the barriers between courses, carry out penetrating teaching reform, focus on integrating the latest cloud computing development technology, and carry out teaching activities around cloud application related cases, so as to train students to have the development ability of requirement analysis, system analysis, system design and system implementation for cloud application system, and train qualified graduates for software companies to adapt to cloud application development.
“Requirements Analysis and System Design” is one of the core professional courses in the undergraduate training program of software engineering major of Harbin Institute of Technology (2020 edition), which is in the core position in the series of courses of software engineering. This course mainly includes requirements analysis, system analysis and system design, which is the most important part of SDLC (Software Development Life Cycle), and plays a very important guiding role for graduates to engage in software development related work, and is very important for students to have the ability to develop complex software systems. The class hours of this course are 36 class hours (lectures 24 + lab 12).
In this training program, “Web development technology” and “Cloud native technology” are 2 software development technology courses, which are closely related to the system implementation in SDLC. The core content of the Web development technology course includes Java/JSP/J2EE and other development technology knowledge based on Java language and B/S architecture, such as Web client and Web backend. The course has 36 class hours (24 classes + 12 experiments). The core content of the cloud native technology course includes cloud architecture/cloud service/cloud storage/cloud cluster and other cloud native development technology knowledge. The course has 32 credit hours (lecture 16 + lab 16).
3.3 Set up a strong software engineering core curriculum reform team
1) In order to ensure the successful implementation of this teaching reform, a teaching reform team with 4 associate vocational teachers has been established. The team members have been engaged in the teaching, research and project development of software engineering courses for many years, and accumulated rich experience and resources.
(1) Team members have taught software engineering courses including software construction, object-oriented technology and UML, software process and tools[4], system analysis and design, user interface design, Java language, C++ language, J2EE. Net, etc., and have profound teaching skills.
(2) The teaching effect of the team members is good, and they have been evaluated as A+/A by students many times.
(3) 3 main members of the team, including the project leader, are industrial teachers from the Software College of Harbin Institute of Technology, have 8-13 years of IT enterprise background, have presided over or participated in more than 20 software development projects, and have rich practical experience.
(4) Team members have presided over or participated in school-level and provincial-level teaching and research projects, and published nearly 20 teaching and research papers.
2) In addition, the educational reform plan will also introduce software companies, namely Chinasoft International, as the support of the industry. The Software College of HIT has had a close cooperation relationship with Chinasoft International Corporation for nearly 20 years.
(1) Chinasoft Corporation has many experts and engineers who have served as members of the teaching guidance committee, visiting professors, part-time teachers and internship tutors of our college for a long time. The construction of our college’s curriculum system and the revision of all previous training programs All of them have the contributions of experts from China Soft Company, and many experts and engineers have been invited to give lectures in the college.
(2) For more than 10 years, our college has sent undergraduates and postgraduates to Chinasoft International Education Company for practical training, and almost every year, several graduates go to Chinasoft International Company or its subsidiaries for employment. Therefore, the close relationship and cooperation foundation between the 2 sides will strongly support and ensure the smooth development and final completion of this educational reform.
4 Objectives and Characteristics of Teaching Reform of Core Courses of Software Engineering for Cloud Applications
4.1 Teaching reform objectives
The objectives of the teaching reform of the core course of software engineering for cloud applications are as follows.
(1) Based on the 2020 edition of the undergraduate training program and curriculum system of software engineering major in Harbin Institute of Technology, 3 courses, namely “Requirements Analysis and System Design” “Web Development Technology” and “Cloud Native Technology”, are selected to carry out a series of bundled teaching reform and practice, and to construct teaching contents and cases suitable for the current software industry for cloud application project development.
(2) The achievements of this teaching reform will be extended to the undergraduate teaching of software engineering or computer science in Harbin Institute of Technology (Weihai) and Harbin Institute of Technology (Shenzhen), and more than 500 students will benefit each year.
(3) The teaching reform results should not only form complete teaching documents, but also compile teaching materials that are highly matched with the training program and the teaching reform program, so as to facilitate the promotion of the teaching reform results.
(4) After the successful trial of this teaching reform achievement in Harbin Institute of Technology, it has the value of popularization to software engineering specialty in other universities in China.
(5) Share the achievements and resources of this teaching reform with the co-built software company to create a training course for trainees in the direction of cloud application.
(6) With the help of the teaching reform results of this project, through at least 3 rounds of teaching practice in the future, at least 1 of the 3 courses will be built into an excellent course in Harbin Institute of Technology.
4.2 Characteristics of teaching reform
The characteristics and highlights of the teaching reform of software engineering core courses for cloud applications can be summarized as “school-enterprise collaboration, aiming at the frontier, service industry”. It is embodied in the following 6 aspects.
(1) Aiming at the frontier of new technology and new application of software development, keeping pace with the times, grasping the new technology direction of “cloud computing/cloud application” to carry out teaching reform, the ultimate goal is to meet the software industry needs of cloud application project development.
(2)“Cloud application” is not a specific technical point, but the general direction of the current software development field and technology development, which is worth investing manpower and material resources in teaching reform, and the application period or validity period of the results will last for a long time.
(3) Many teachers participate in the teaching reform, and many courses are reformed in a coordinated, penetrating and binding way, so that the main links of SDLC can be coherent and consistent.
(4) The results of teaching reform will be solidified through the syllabus, experimental syllabus and textbooks, and will continue to affect at least 2 revision cycles of training programs.
(5) The expected results of the teaching reform will be the construction of supporting teaching materials and teaching resources suitable for the teaching reform route to facilitate students’ learning and reference.
(6) Software companies participate in educational reform, and the implementation process will introduce the actual cases of cloud application projects of software companies, which will be more vivid, concrete, real and effective.
5 Implementation Content and Route of Teaching Reform of Software Engineering Core Courses for Cloud Applications
The teaching reform of software engineering core courses for cloud applications is planned to be completed in 2 years, that is from June 2022 to May 2024. The specific implementation plan is shown in Table 1.
The implementation content and route of the teaching reform of the core course of software engineering for cloud applications are as follows.
1) Revise the syllabus of relevant courses to obtain the knowledge graph.
(1) Deeply study the undergraduate training program of software engineering specialty of Harbin Institute of Technology 2020 edition, and understand its training objectives and graduation requirements.
(2) By investigating the project situation of “cloud application” in software companies (mainly Chinasoft International), analyzing its technical characteristics, and obtaining the knowledge and technology requirements of this type of project.
(3) To clarify the knowledge points of the 3 courses of “Requirements Analysis and System Design” “Web Development Technology” and “Cloud Native Technology”.
(4) According to the technical characteristics and requirements of the “Cloud Application” project, establish the logical relationship of the knowledge points of the 3 courses.
(5) Revise the syllabus (including the experimental syllabus) and give the knowledge map of the course.
2) Compile teaching plans for relevant courses and make PPT and other teaching resources.
(1) According to the requirements of the syllabus and the structure of the knowledge map, compile the teaching plan of each course and make the teaching PPT.
(2) Compile practical project cases of “cloud application” type throughout the 3 courses.
(3) Compile experimental/comprehensive practice instructions.
3) Complete 1-2 rounds of teaching practice, gain implementation experience and improve course content.
(1) According to the schedule of the undergraduate training program of software engineering major of Harbin Institute of Technology (2020 edition), the implementation schedule of 3 courses related to this project is established, that is, “Demand Analysis and System Design” is offered in the autumn semester of sophomore year, “Web Development Technology” is offered in the spring semester of sophomore year, and “Cloud Native Technology” in the spring semester of junior year.
(2) According to the 2-year teaching reform cycle of this project, 1 round of complete teaching implementation process can be completed at the headquarters of hit. If hit is considered (Weihai) and Harbin Institute of Technology (Shenzhen) can complete 2 rounds.
(3) Accumulate teaching practice experience and curriculum resources, and accumulate materials for compiling teaching materials.
4) Summarize the implementation experience and teaching resources to form solidified teaching and research achievements.
(1) Summarize the experience of the 2 rounds of teaching practice, and give the syllabus, course knowledge graph, teaching courseware, experiment/practice guide and other documents that can be shared.
(2) It is planned to compile 1-2 textbooks, which will be named “Practical Course of Requirement Analysis and System Design” and “Cloud Native Technology Practice”, in which a “Cloud Application” project case will be used throughout the chapters of requirement analysis, system analysis and system design, and the contents of architecture design, detailed design and interface design will be closely integrated with cloud native services.
(3) Plan to write and publish 1-2 teaching and research papers, and share the teaching and research achievements in a wider range.
5) Promotion of teaching and research achievements.
(1) After the conclusion of this project, we will further sum up the experience and promote the teaching and research achievements in the software engineering specialty and computer specialty of domestic universities. It is planned to be completed in the form of “software engineering virtual teaching and research room”, various software engineering exchange meetings, training meetings, etc.
(2) Promote the teaching and research achievements of this project to the software industry through the window of Chinasoft International Education Corporation.
References
[1] Yun Q. Brief Discussion on the development trend of cloud primitive[J]. The world of Communications, 2020(33): 41-42. (in Chinese)
[2] Li Z H, Zhang W Q, Chen J Y. Overview of cloud computing and cloud services[J]. Technology Wind, 2016(21): 63-64. (in Chinese)
[3] Li L, Ren Z G, Qu C C. Promoting the construction of new engineering undergraduate courses under the background of integration of industry and education － Taking cloud application system development as an example[J]. The World of Digital Communications, 2020(3): 229-230. (in Chinese)
[4] Fan G X, Guo Y, Tu Z Y, et al. Construction and practices of the course of software process & tools oriented certified in engineering education[J]. Computer Education, 2021(12): 132-139.
• Guoxiang Fan, Yong Guo, Yingxin Tian and Hanchuan Xu are with the National Pilot School of Software, Faculty of Computing, Harbin Institute of Technology, Harbin, 150001, China. E-mail: fgx@hit.edu.cn, guoy@hit.edu.cn, tyx@hit.edu.cn, xhc@hit.edu.cn
• Zhiying Tu is with the School of Computer Science and Technology, Harbin Institute of Technology, Weihai, 264209, China. E-mail: tzy_hit@hit.edu.cn.
Guoxiang Fan is a senior engineer, and received his master’s degree in Software Engineering from Harbin Institute of Technology, China, in 2007. From 1989 to 2002, he worked at Harbin Research Institute of Electrical Machinery, Huayin Securities Company, and Longxiang Software Company to engage in the development of the projects of MIS，GIS and fault diagnosis. he has been working at the National Pilot School of Software, Harbin Institute of Technology since july 2002.
Yong Guo received his Ph.D. from Harbin Institute of Technology. His research interest is software engineering. He is currently working at Harbin Institute of Technology.
引文格式：Guoxiang Fan, Yong Guo, Yingxin Tian, etal. Teaching Reform Conception of Software Engineering Core Courses for Cloud Application[J].计算机教育,2022(12):2-8.
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