The purp ose of this work is to show some methodological aspects of software engineering, reflecting the departmental view that has developed over the years on issues of training specialists in the field of PT, and also highlight and briefly characterize modern innovations that are currently used for p ractical implementation of the educational process on the basis of the ontological approach and the use of tutoring integrated expert systems (IES) to support basic courses / disciplines. The formation of the modern scientific and educational appearance of the department in the field of PT is naturally associated with the historical, conceptual and technological integration of three specializations (“Computer Software”, “Intelligent Systems and Technologies” and "Automated Information Systems") within the “Software Engineering” training area, which is reflected in the creation of a single ontological space of knowledge and skills on the basis of which, using the technology of teaching IES, competence-oriented models of graduates were constructed. The ontological approach integrates heterogeneous knowledge, data, documents (FSES standards) and others allows you to effectively organize the educational process in the field of "Software Engineering" using the most modern technologies in the development and use of intelligent systems of various classes.
The origins of the term “Software Engineering” (SE) in our country has long been
preceded by the term “Programming technology” (PT), which denotes methods, means and
tools that ensure the process of creating software systems [
1 The work was performed with the Russian Foundation for Basic Research support (Project No. 18-01-00457). Modern understanding of SE was summarized in 2004 in SWEBOK (Software Engineering Body of Knowledge) - as a system of methods, tools and disciplines for planning, developing, operating and maintaining software systems, including readiness for implementation. In 2014, SWEBOK v3.0 was published, which received international recognition as ISO / IEC Technical Report 197596: 2015.
These definitions are so close that, in the opinion of many experts [
The purpose of this work is to show some methodological aspects of software
engineering, reflecting the departmental view that has developed over the years on issues
of training specialists in the field of PT, and also highlight and briefly characte rize
modern innovations that are currently used for practical implementation of the
educational process on the basis of the ontological approach and the use of tutoring integrated
expert systems (IES) to support basic courses / disciplines [
Students studying at the Department of Cybernetics the basics of PT today have little
idea that all the programs and curricula of specialization of the CS were compiled and
implemented in close scientific and technical cooperation with such basic enterprises
of the domestic industry as [
Thus, research and development in conjunction with the above -listed enterprises played an important role for the educational process of the department, ensuring the delivery of fundamental programming courses, the theory of building translators, and tools for supporting the development, operation and maintenance of software systems.
Another important historical prerequisite for the formation, evolution of development and modern view of the PT is the close interaction of the CS specialization with other specializations - “Systems of artificial intelligence” (the modern name is “Intelligent Systems and Technologies”) and “Information and Mathematical Software of the Automated Control System” (modern name "Automated Information Systems").
For example, the main accents of the scientific school of Professor L.T. Kuzin [
As the language of the implementations of the corresponding translators, the domestic language REFAL was used, which was the “calling card” of all the solutions of the department, which had a strong programmer school in th e field of creating translators and specialized tools. Accordingly, courses on the basics of designing and programming intelligent systems of various architectural typologies, learning problem-oriented and domain-specific languages for AI (PROLOGUE, LISP), and tools were developed and tested for the educational process (INTER-EXPERT, ECO, Level 5 Object, G2, etc.).
Therefore, the formation of the modern scientific and educational appearance of the department in the field of PT is naturally associated with the historical, conceptual and technological integration of all three specializations within the “Software Engineering” training area, which is reflected in the creation of a single ontological space of knowledge and skills for training specialists in "Software Engineering". 3
Experience has shown that the main criterion for future success of students in the field of PT is the inculcation of skills in computational, algorithmic and logical thinking within the framework of basic courses in programming, modern tools and design technologies for information and intelligent systems of various architectural typologies.
Among the languages traditionally studied today in introductory programmin g
courses dominate Python, Java, as well as C and C++. There are many studies [
In particular, the use of OOP paradigms adds another level of abstractions that require an understanding of the basics of class design and the skills to integrate them into existing software products. Based on this, the most important component of the curriculum of “Software Engineering” is the consideration of various programming paradigms so that in the future, graduates can choose the most appropriate type of programming language to solve specific practical problems .
For example, the study of functional programming languages (Common Lisp, Scheme, Haskell, and others) and Prolog-type logic programming languages allows students to solve problems in the field of AI. Familiarity with the basics of scripting languages such as Python, used when working with web applications, as well as with the principles of event-oriented programming, allows you to understand how to create applications that interact with the user.
It is important to note that the development of universal applications for solving complex interdisciplinary tasks (in particular, the creation of intelligent systems for particularly important sectors of the economy) makes it possible to disco ver in practice the advantages of various languages and programming tools.
Mastering universal programming languages (C, C ++, etc.) allows you to gain experience that can be used to solve problems in the field of system programming and create various problem-oriented and subject-oriented specialized tools to support the development of a wide class of intelligent and informational systems (like CASE-tools, intelligent packages, Workbench-systems, etc.).
In general, based on the experience of building co mpetence-oriented models of
graduates (bachelors and masters) in the field of PT, it is necessary to provide solutions to
the following important tasks in the organization of the modern educational process:
conceptual understanding of the programming process and instilling
computational and logical thinking skills for the implementation of specific tasks in the form
of a program and / or a software system;
selection and use of various programming paradigms, including OO-oriented,
functional, logical, environment-oriented, and various types of programming
languages, as well as the development of competence in the use of a particular language;
application of new approaches from the field of AI by presenting typical
knowledge from the field of programming in th e form of plans for solutions [
A significant role in solving the above problems is currently assigned to the
organization of the educational process on a single conceptual and methodological basis,
which is carried out by attracting methods of ontological engineering and the
technology of teaching IES [
Let us consider some features of professional and universal competences represented
in professional standards [
It is important that within the framework of these courses and research projects students implement individual educational projects, during the course of which the following professional competencies are acquired: requirements elicitation (for software, information software and user interface); selecting of a life cycle model; using metrics to measure project properties; selecting of the style (approach) to the software implementation and the rules (standard) of the programming style; estimation of the project functions coverage by its program implementation; designing of user interface and interface specifications; justification of the interface compliance specification to the needs of the potential user; documenting model, information, operational, functional, architectural and other aspects of the project; documenting solutions to test cases and selected real-world problems; documentation of trial operation and commercial implementation . 5
Starting from 2008, the Department of Cybernetics has already gained considerable
experience in developing and using teaching IES and web -based IES for individual
courses / disciplines that operate on the basis of the applied ontology “Intelligent
Systems and Technologies” (a detailed description of the methods and tools for developing
of tutoring IES can be found in [
The ontology model in accordance with c [
Automated support for the construction of applied ontologies for each course /
discipline based on this model is carried out using special too ls that function as part of the
AT-TECHNOLOGY workbench [
From a methodological point of view, it is important to note that by creating the
ontology “Intelligent Systems and Technologies” (which currently has about 900
vertices from 6 courses / disciplines) it was possible to build a single ontological
knowledge and skills space, which allows:
implement the training cycle in accordance with the curriculum and teaching
materials (lectures, practical exercises, etc.);
provide a fully functional construction of competence-oriented models of
students for the entire period of study (bachelor, master), and as a final result the formation
of models of future professionals, including individual psychological portraits);
compare the current competencies of the trainees with the target ones, identify
the so-called “problem areas” [
An example of the implementation of the processes of au tomated construction of
competence-oriented models of specialists in the field of knowledge engineering based
on the ontology "Intelligent Systems and Technologies" is given in [
Thus, the ontological approach integrates heterogeneous knowle dge, data, documents (FSES standards) and others allows you to effectively organize the educational process in the field of "Software Engineering" using the most modern technologies in the development and use of intelligent systems of various classes .