Much has already been written on beginning computer science courses; but what has been written has been about how to present programming concepts to students who are new to computer science, about structured programming and GOTO-less programming as well as about the contents of those beginning courses. Design and programming methodology is usually left for a specific course given to junior or senior students. Even though structured programming and some approaches to problem solving are taught, very often methodology is ignored or barely mentioned. And when students do take a course on systems design, the view of methodology they get is obscured by the usually bad habits they have developed during their studies and in their programming projects. This has left the universities open to criticism by industry for not producing people ready for work, or for producing people with bad working habits who have a hard time adjusting to the standards of established organizations. Efforts to remedy that problem have been sporadic, some teachers did introduce methodology in a beginning course, but only to see their efforts reduced to nothing for lack of follow-up.
An experiment to integrate methodology into beginning courses has been made at UQAM where the number of computer science students (more than 900 students in two computer science programs) has made it absolutely necessary to give people good working habits so that the scarce computer resources are used in the most efficient way.
关于开始计算机科学课程的内容已经很多;但是所写的内容是关于如何向刚接触计算机科学的学生介绍编程概念,关于结构化编程和无GOTO编程的知识以及这些入门课程的内容。设计和编程方法学通常留给初中或高中学生的特定课程。即使教授了结构化程序设计和解决问题的一些方法,但方法学常常被忽略或很少提及。当学生参加系统设计课程时,他们学到的方法论的观点会因他们在学习和编程项目中养成的通常不良习惯而被掩盖。这使大学容易受到行业的批评,因为它们没有培养出准备工作的人,也没有培养出工作习惯不好的人,这些人很难适应既定组织的标准。解决该问题的努力是零星的,一些老师确实在开始学习时就介绍了方法论,但是却发现由于缺乏后续行动,他们的努力减少为零。 P>
UQAM进行了将方法论整合到入门课程中的实验,计算机科学专业的学生人数(两个计算机科学专业的900多名学生)使人们有必要养成良好的工作习惯,以便稀缺的计算机资源得到最有效的利用。 P>
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