第8版：软件工程经典与面向对象方法升级

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• The iterative-and-incremental life-cycle model has been introduced as early as possible, namely,

in Chapter 2. Furthermore, as with all previous editions, numerous other life-cycle models are

presented, compared, and contrasted. Particular attention is paid to agile processes.

• In Chapter 3 (“The Software Process”), the workﬂ ows (activities) and processes of the

Uniﬁ ed Process are introduced, and the need for two-dimensional life-cycle models is

explained.

• A wide variety of ways of organizing software teams are presented in Chapter 4 (“Teams”),

including teams for agile processes and for open-source software development.

• Chapter 5 (“The Tools of the Trade”) includes information on important classes of

CASE tools.

• The importance of continual testing is stressed in Chapter 6 (“Testing”).

• Objects continue to be the focus of attention in Chapter 7 (“From Modules to Objects”).

• Design patterns remain a central focus of Chapter 8 (“Reusability and Portability”).

• The IEEE standard for software project management plans is again presented in

Chapter 9 (“Planning and Estimating”).

• Chapter 11 (“Requirements”), Chapter 13 (“Object-Oriented Analysis”), and Chapter 14

(“Design”) are largely devoted to the workﬂ ows (activities) of the Uniﬁ ed Process. For

obvious reasons, Chapter 12 (“Classical Analysis”) is largely unchanged.

• The material in Chapter 15 (“Implementation”) clearly distinguishes between imple-

mentation and integration.

• The importance of postdelivery maintenance is stressed in Chapter 16.

• Chapter 17 provides additional material on UML to prepare the student thoroughly for

employment in the software industry. This chapter is of particular use to instructors who

utilize this book for the two-semester software engineering course sequence. In the second

semester, in addition to developing the team-based term project or a capstone project, the

student can acquire additional knowledge of UML, beyond what is needed for this book.

• As before, there are two running case studies. The MSG Foundation case study and the

Elevator Problem case study have been developed using the Uniﬁ ed Process. As usual,

Java and C++ implementations are available online at www.mhhe.com/schach.

• In addition to the two running case studies that are used to illustrate the complete life

cycle, eight mini case studies highlight speciﬁ c topics, such as the moving target prob-

lem, stepwise reﬁ nement, design patterns, and postdelivery maintenance.

• In all the previous editions, I have stressed the importance of documentation, mainte-

nance, reuse, portability, testing, and CASE tools. In this edition, all these concepts are

stressed equally ﬁ rmly. It is no use teaching students the latest ideas unless they appreci-

ate the importance of the basics of software engineering.

• As in the seventh edition, particular attention is paid to object-oriented life-cycle mod-

els, object-oriented analysis, object-oriented design, management implications of the

object-oriented paradigm, and the testing and maintenance of object-oriented software.

Metrics for the object-oriented paradigm also are included. In addition, many briefer

references are made to objects, a paragraph or even only a sentence in length. The reason

is that the object-oriented paradigm is not just concerned with how the various phases

are performed but rather permeates the way we think about software engineering. Object

technology again pervades this book.

Preface xv

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• The software process is still the concept that underlies the book as a whole. To control the pro-

cess, we have to be able to measure what is happening to the project. Accordingly, the emphasis

on metrics continues. With regard to process improvement, the material on the capability matu-

rity model (CMM), ISO/IEC 15504 (SPICE), and ISO/IEC 12207 has been retained.

• The book is still language independent. The few code examples are presented in C++

and Java, and I have made every effort to smooth over language-dependent details and

ensure that the code examples are equally clear to C++ and Java users. For example,

instead of using cout for C++ output and System.out.println for Java output, I have

utilized the pseudocode instruction print . (The one exception is the new case study,

where complete implementation details are given in both C++ and Java, as before.)

• As in the seventh edition, this book contains over 600 references. I have selected current

research papers as well as classic articles and books whose message remains fresh and rel-

evant. There is no question that software engineering is a rapidly moving ﬁ eld, and students

therefore need to know the latest results and where in the literature to ﬁ nd them. At the same

time, today’s cutting-edge research is based on yesterday’s truths, and I see no reason to

exclude an older reference if its ideas are as applicable today as they originally were.

• With regard to prerequisites, it is assumed that the reader is familiar with a high-level

programming language such as C, C#, C++, or Java. In addition, the reader is expected

to have taken a course in data structures.

Why the Classical Paradigm Is Still Included

There is now almost unanimous agreement that the object-oriented paradigm is superior

to the classical paradigm. Accordingly, many instructors who adopted the seventh edition

of Object-Oriented and Classical Software Engineering chose to teach only the object-

oriented material in that book. However, when asked, instructors indicated that they prefer

to adopt a text that includes the classical paradigm.

The reason is that, even though more and more instructors teach only the object-oriented

paradigm, they still refer to the classical paradigm in class; many object-oriented techniques are

hard for the student to understand unless that student has some idea of the classical techniques

from which those object-oriented techniques are derived. For example, understanding entity-

class modeling is easier for the student who has been introduced, even superﬁ cially, to entity-

relationship modeling. Similarly, a brief introduction to ﬁ nite state machines makes it easier for

the instructor to teach statecharts. Accordingly, I have retained classical material in the eighth

edition, so that instructors have classical material available for pedagogical purposes.

The Problem Sets

As in the seventh edition, this book has ﬁ ve types of problems. First, there are running

object-oriented analysis and design projects at the end of Chapters 11, 13, and 14. These

have been included because the only way to learn how to perform the requirements, analy-

sis, and design workﬂ ows is from extensive hands-on experience.

Second, the end of each chapter contains a number of exercises intended to highlight key

points. These exercises are self-contained; the technical information for all the exercises

can be found in this book.

xvi Preface

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Third, there is a software term project. It is designed to be solved by students working

in teams of three, the smallest number of team members that cannot confer over a standard

telephone. The term project comprises 15 separate components, each tied to the relevant

chapter. For example, design is the topic of Chapter 14, so in that chapter the component of

the term project is concerned with software design. By breaking a large project into smaller,

well-deﬁ ned pieces, the instructor can monitor the progress of the class more closely. The

structure of the term project is such that an instructor may freely apply the 15 components

to any other project that he or she chooses.

Because this book has been written for use by graduate students as well as upper-class

undergraduates, the fourth type of problem is based on research papers in the software

engineering literature. In each chapter, an important paper has been chosen; wherever pos-

sible, a paper related to object-oriented software engineering has been selected. The student

is asked to read the paper and answer a question relating to its contents. Of course, the

instructor is free to assign any other research paper; the For Further Reading section at the

end of each chapter includes a wide variety of relevant papers.

The ﬁ fth type of problem relates to the case study. This type of problem was ﬁ rst intro-

duced in the third edition in response to a number of instructors who felt that their students

learn more by modifying an existing product than by developing a new product from scratch.

Many senior software engineers in the industry agree with that viewpoint. Accordingly, each

chapter in which the case study is presented has problems that require the student to modify

the case study in some way. For example, in one chapter the student is asked to redesign the

case study using a different design technique from the one used for the case study. In another

chapter, the student is asked what the effect would have been of performing the steps of the

object-oriented analysis in a different order. To make it easy to modify the source code of the

case study, it is available on the Web at www.mhhe.com/schach.

The website also has material for instructors, including a complete set of PowerPoint

lecture notes and detailed solutions to all the exercises as well as to the term project.

Material on UML

This book makes substantial use of UML (Uniﬁ ed Modeling Language). If the students do not

have previous knowledge of UML, this material may be taught in two ways. I prefer to teach

UML on a just-in-time basis; that is, each UML concept is introduced just before it is needed.

The following table describes where the UML constructs used in this book are introduced.

Section in Which the Corresponding

Construct UML Diagram Is Introduced

Class diagram, note, inheritance (generalization), Section 7.7

aggregation, association, navigation triangle

Use case Section 11.4.3

Use-case diagram, use-case description Section 11.7

Stereotype Section 13.1

Statechart Section 13.6

Interaction diagram (sequence diagram, Section 13.15

communication diagram)

Preface xvii

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Alternatively, Chapter 17 contains an introduction to UML, including material above and

beyond what is needed for this book. Chapter 17 may be taught at any time; it does not depend

on material in the ﬁ rst 16 chapters. The topics covered in Chapter 17 are as follows:

Section in Which the Corresponding

Construct UML Diagram Is Introduced

Class diagram, aggregation, multiplicity, Section 17.2

composition, generalization, association

Note Section 17.3

Use-case diagram Section 17.4

Stereotype Section 17.5

Interaction diagram Section 17.6

Statechart Section 17.7

Activity diagram Section 17.8

Package Section 17.9

Component diagram Section 17.10

Deployment diagram Section 17.11

Online Resources

A website to accompany the text is available at www.mhhe.com/schach. The website

features Java and C++ implementations as well as source code for the MSG case study for

students. For instructors, lecture PowerPoints, detailed solutions to all exercises and the term

project, and an image library are available. For details, contact your sales representative.

Electronic Textbook Options

E-books are an innovative way for students to save money and create a greener environment

at the same time. An e-book can save students about half the cost of a traditional textbook

and offers unique features like a powerful search engine, highlighting, and the ability to

share notes with classmates using e-books.

McGraw-Hill offers this text as an e-book. To talk about the e-book options, contact your

McGraw-Hill sales representative or visit the site www.coursesmart.com to learn more.

Acknowledgments

I greatly appreciate the constructive criticisms and many helpful suggestions of the reviewers

of the seven previous editions. Special thanks go to the reviewers of this edition, including

xviii Preface

Ramzi Bualuan

University of Notre Dame

Ruth Dameron

University of Colorado, Boulder

Werner Krandick

Drexel University

Mike McCracken

Georgia Institute of Technology

Nenad Medvidovic

University of Southern California

Saeed Monemi

California Polytechnic University, Pomona

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