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The Comparative Study Of Software Development Practicum Undergraduate Curriculum In Colleges & Universities Between China And The United States

Posted on:2016-11-14Degree:MasterType:Thesis
Country:ChinaCandidate:X L LanFull Text:PDF
GTID:2297330464454700Subject:Comparative Education
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With the high-developed science and technology today, the software industry has become one of the most important industries in countries around the world. The ability to develop software is one of the most fundamental abilities for the software engineer. The level of software developing ability possessed by talents of software engineer will influence the quality of talents in the software industry directly. Since Software Engineering Training is an essential course for undergraduates to develop their software engineering ability, the thesis makes a comparative study between the course in China and that in the United States, in an effort to make a comparison, between the two countries, of the processes in which the software engineering ability is cultivated, and to provide some suggestions for the improvement of this course.Literature study is adopted in the thesis to collect typical research works on the course of Software Engineering Training in China and the United States. Then, comparative study is employed on the guiding files, objectives, contents, resources and implementation of Software Engineering Training of both sides and features of the course in the two countries are analyzed. Through the comparison, suggestions are provided for the improvement of this course in China. The thesis consists of six parts as the following:The first part compares and analyzes the guideline documents of the integrated training course for undergraduate universities in China and the United States. Different education systems lead to the differentof guidelinemakers. The level of scientific and technological development couse the differences cultivate standard. The series of guideline documents of the US guides the curriculum objective and supervises the quality of education, But the standard of China is restricted by the development of social science and technology..The second part chooses two representatives of Software Engineering Training Course in China and the United States as the study objects to make a comparative analysis of their course objectives. The course objective in the US emphasizes that students should complete the "end software product" and pay close attention to the quality of software products. This objective focuses on the combination of Behavioral objectives and expressive objectives. According to the national condition of China, students’level and the course requirement of Software Engineering Specifications in Institutions of Higher Education, undergraduate universities in China adjust the course objectives and lower the requirement of the course, which results in inadequate attention paid to the end software product and its quality. The course objective in China puts more emphasis on Behavioral objectives than that in the US.The third part compares and analyses the contents of Software Engineering Training Course in China and the US. The thesis finds out that the US introduces the latest technological development in the software industry in the course contents which are based on the subject knowledge system of software engineering, while the course contents in China are extracted from the required course contents of Software Engineering Specifications in Institutions of Higher Education. Sensitivity towards new technologies of the course contents in China still needs to be improved.The fourth part is the comparative analysis of the resource construction of the Software Engineering Training Course in China and the United States. Generally, the universities in the United States offer the conspectus of the course to the public and pay attention to the practice and timeliness while doing the textbook and the reference book selection. And the project of the course comes from the reliable and comprehensive source with the support of the free network teaching platform. When it comes to China, the conspectus performs ability of the course and the newer rate of the textbook and the reference book need to be improved. And the source of the project is very narrow. Many universities still use the virtual project training. China is now gradually interested in the development of the curriculum network platform and the construction of the supporting laboratory.The fifth part compares and analyzes the implementation of the undergraduate Software Engineering development practice curriculum in colleges and universities in China and the United States. During the process of carrying out the course, the universities in the USA emphasize the guidance of the teachers and self-learning ability of the students. Interschool exchange between teachers and students goes widely. The teaching schedule is emphasized on training design capacity. During the teaching process, "agile development" process is used commonly, creating a real project sources and the environment to consolidate and enhance the ability in the iterative updates. The course widely adopts the project teaching method, combines lecture and discuss deeply inside and outside the school, and pays attention to excavating students’ability to solve problems. In the evaluation process, evaluation subjects come from intramural and external-campus. It focuses on the combination of formative evaluation and summative evaluation to promote the fairness and effectiveness of evaluation. In China, the implementation process of the curriculum focuses on the leading role of the teachers, and the students mainly accept what teachers teach. The curriculum mainly uses the project teaching method. Influenced by the level of students, higher-level colleges and universities begin to use "agile development" process, while lower-level colleges and universities still use the "waterfall" process. It takes into account the objectivity and fairness of the teaching evaluation, but still needs to pay attention to the difficulty, discrimination, reliability and validity of evaluation.The sixth part gives some suggestions to China on the undergraduate Software Engineering development practice curriculum in the United States. In conclusion, the undergraduate Software Engineering development practice curriculum of our country should strengthen practical teaching philosophy. When teachers compile the course content, they should keep pace with the times and focus on a degree of flexibility. They should fully develop, utilize curriculum resources and enhance the contemporaneity of resource construction. Also, they should carry out a variety of software development practice based on the experience of students, to increase the authenticity of software development projects and enhance students’ software development capabilities. Moreover, multinational evaluation method and assessment method are recommended to promote the fairness, scientific and effectiveness of evaluation.
Keywords/Search Tags:software Development Practicum Curriculum, Curriculum Objectives, Curriculum Content, Curriculum Resources, Curriculum Implementation
PDF Full Text Request
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