臺灣博碩士論文加值系統

隨著SWEBOK及SE2004的定稿確認，軟體工程專業化進入另一里程碑，軟體工程教育也逐漸受到關注，學界開始探討「大學的軟體工程教育課程需要什麼樣的支援？」，而面對軟體工程實務中之流程及團隊、專案導向特質等，該教什麼(what to teach)與該如何教(how to teach)才能傳遞軟體工程專業知識與技能正是本研究目標。
本研究著眼於軟體工程教育的執行與改善，以情境式的認知學徒學習理論，應用於軟體工程教學中之流程、團隊、專案及社會互動性的理解與探究。由於兼具問題解決本質與研究本質，因此本研究採用「行動研究」之研究方法，依循ADDIE課程發展模式，以單一學期軟體工程課程為時程；三階段之軟體開發流程循環為運作；修課學生及其團隊學習及專案實務運用軟體工程教育內容為觀察及紀錄之行動研究客體，進行為期十八週之教學行動。在行動螺旋達到教導軟體工程專業知識與技能傳遞的目標，在研究螺旋提出認知學徒制與軟體流程之整合模式，並建立證據導向的軟體工程科學知識。
研究結果顯示需求階段之教學活動(啤酒遊戲、力山VCR、需求提案、團隊對殺)有顯著相關，並有助於引發學習動機與專案差異性發展。而瀑布式階段之活動可有效作為UPEDU階段的學習鷹架；UPEDU開發流程亦可提升學生對風險與品質的概念。此外，統計檢定顯示本教學活動與成果並不具性別之差異，但具團隊差異。顯示教學設計普遍適用於不同性別，同時也證明軟體工程實務之團隊特質之存在與差異。

The final release of SWEBOK and SE2004 marks a key milestone for the profession of software engineering. The discipline of software engineers and the practices of software engineering education receive more attention. The academic circle begins conferring with “What support will be needed for undergraduate software engineering programs?”. As team-based, project-oriented and process-centered are all common characteristics in the professional practices of software engineering, we have been interested in examining the issues about what to teach and how to teach, in such context to effectively communicate knowledge and techniques to students.
This research focuses on pedagogical execution and improvement in a software engineering course. Cognitive apprenticeship learning theory is adopted to frame project, process, team, and sociology factors in the course context. As both aspects of problem solving and research are involved, an action research is adopted as the methodology. Following the ADDIE instruction design model, we conduct the educational research in an 18-week semester with three iterations of software development, with students and project teams as the subject of study. Along the action spiral, we effectively communicate software engineering knowledge, skills and attitude to the students. Along the research spiral, we develop an integrated model of cognitive apprenticeship and software process, and establish interesting facts as evidence-based software engineering knowledge.
Our study shows that designed teaching activities during requirements elicitation phase are not only relevant, but contributive to raise motivation and facilitate project development. Further, activities during waterfall phase are effective in scaffolding the ensuring UPEDU phases. Finally the UPEDU process does raise students’ awareness and conceptualization of software risks and software quality. In addition, the statistics based on several hypothesis testing shows no gender difference in course achievement in our designed teaching activities, but matters of team-based competition and collaboration do make a difference in the course achievement.

摘要 I
Abstract II
誌 謝 IV
目 錄 V
圖表索引 VII

1 緒論 1
1.1 研究背景 1
1.2 研究動機 2
1.3 研究目的 3
1.4 研究方法 4
1.5 研究範圍與限制 4
1.6 研究流程 6
1.7 論文架構 7

2 文獻探討 8
2.1 軟體開發流程 (Software Development Process) 8
2.2 教學理論(Instruction Theory) 12
2.3 課程發展模式─ADDIE模式 27
2.4 軟體工程教育研究 29

3 研究方法 32
3.1 行動研究 32
3.2 研究架構 36
3.3 研究流程 37

4 研究設計 40
4.1 4P+T 教學回顧 40
4.2 ADDIE 課程發展 44

5 行動研究 60
5.1 需求階段 60
5.2 瀑布式流程階段 74
5.3 UPEDU流程階段 81

6 分析與討論 87
6.1 學習歷程側寫 (Learning process profile) 87
6.2 認知學徒制四大構面 92

7 結論與建議 94
7.1 結論 94
7.2 未來研究建議 95

參考文獻 96

附 錄 103
附錄一、需求階段問卷 103
附錄二、瀑布式階段問卷 106
附錄三、UPEDU階段問卷 111
附錄四、軟體工程教學整體問卷 115
附錄五、團隊對殺教學法說明 103

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