UML与Java实战：面向对象软件工程

面向对象

软件工程

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"面向对象软件工程实践开发使用UML和Java" 本书《面向对象软件工程实践开发使用UML和Java》第二版，由Timothy C. Lethbridge和Robert Laganière共同撰写，旨在深入探讨如何运用面向对象的思维方式和UML（统一建模语言）进行软件开发，同时结合Java编程语言进行实际操作。面向对象编程是现代软件开发中的核心概念，它通过将数据和操作这些数据的方法封装在一起，提高了代码的可维护性和复用性。在面向对象软件工程中，UML作为主要的建模工具，提供了多种图表类型，如类图、序列图、协作图、状态图等，来帮助开发者清晰地表达系统设计。类图用来描绘类与类之间的关系，包括继承、关联、聚合和组合等。序列图和协作图则关注对象间的交互顺序和通信方式，有助于理解系统的动态行为。状态图则展示了对象在其生命周期中的状态转换。书中可能涵盖了以下知识点： 1. **面向对象基础**：解释了类、对象、封装、继承、多态等面向对象编程的基本概念，以及如何在Java中实现这些概念。 2. **UML建模**：详细介绍了UML的各种图表及其用途，如何绘制和解析UML图以辅助软件设计。 3. **需求分析**：如何收集和分析用户需求，将业务逻辑转化为软件需求规格说明书。 4. **设计模式**：讨论了常见的设计模式，如工厂模式、单例模式、观察者模式等，它们是解决软件开发中常见问题的模板，可以提高代码的可读性和可扩展性。 5. **软件生命周期**：介绍软件开发的各个阶段，包括需求分析、系统设计、编码、测试和维护，并强调每个阶段的重要性。 6. **Java编程**：深入讲解Java语言特性，如异常处理、集合框架、IO流、多线程等，以及如何利用Java实现面向对象的设计。 7. **软件质量保证**：讨论了单元测试、集成测试和系统测试，以及如何使用JUnit等工具进行自动化测试。 8. **项目管理**：可能会涵盖敏捷开发方法，如Scrum或Kanban，以及版本控制工具如Git的使用。 9. **案例研究**：通过真实或模拟的项目案例，展示如何将理论知识应用于实际开发，帮助读者巩固理解。 10. **最佳实践**：提供关于代码组织、文档编写、代码审查等方面的指导，提升团队协作效率和软件质量。通过学习这本书，读者不仅能掌握面向对象软件工程的基本理论，还能熟练运用UML进行系统建模，同时具备使用Java进行实际开发的能力。这是一本对于软件工程初学者和专业开发人员都非常有价值的参考资料。

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iii

Preface

Our focus in this book is software engineering knowledge and skills that readers

can put into immediate practical use. The book is designed to be used in second-

year post-secondary software engineering courses, although it has been used in

introductory software engineering courses at all levels. It will also be valuable to

programming practitioners who want to develop a better understanding of

modern software engineering.

We have taught software engineering courses for fourteen years, and have

attempted to tune the book so that it is both useful and enjoyable to students.

Feedback from former students has been gratifying – some have reported that they

regularly use it as a reference in their jobs. Our industrial experience performing

software development, consulting and professional training has also allowed us to

focus on material that is important to the employers of these students.

Using the book in a software engineering degree program

Software

engineering is becoming an established discipline, separate from

computer

science

and computer engineering. As a witness to this, in 2004 The

IEEE Computer Society and the ACM approved

Software Engineering 2004

(SE2004), a document outlining what should be taught in any undergraduate

software engineering program. Timothy Lethbridge played a leading role in that

project, and this book is specifically designed as a textbook for SE2004 course

SE201. See the web site http://sites.computer.org/ccse.

At the University of Ottawa, we teach the material in this book over a 12-week

period during the first semester of the second year. By that time, students have

completed two semesters of computer science – including object-oriented

programming in Java. They take a course in data structures and algorithms in

parallel with this course, and subsequently take advanced software engineering

courses that expand their knowledge of the material we introduce here.

Students who have studied the material in this course should be particularly

employable in summer jobs, co-op and sandwich work terms, and other forms

of industrial placement. Employers are looking for students who understand

what constitutes a good requirement, can apply fundamental design principles,

Lethbridge.book Page xv Tuesday, November 16, 2004 12:22 PM

xvi

Preface

can use UML properly, can translate requirements and designs into good quality

programs, and can effectively test those programs. This book gives a practical

grounding in all of these skills.

The book is structured so that in a 12-week course or unit, it can be taught

using three hours a week of classroom instruction, plus regular supervised and

unsupervised laboratory time. Each year we assign a selection of the exercises,

many of which students work on in groups. This second edition of the book

updates many exercises and introduces many new ones.

Suggested background

Prior to studying this book, readers should

understand

the basic notions of

object-oriented programming, although Chapter 2 gives a brief review of these

concepts. We have selected Java as the language used for programming examples

since it is a complete, simple and popular object-oriented language. Motivated

readers who know other object-oriented languages should be able to pick up the

necessary Java from the material provided in Chapter 2 and the book’s web site,

and as they work through the exercises.

Material on the web site

We have prepared a web site with many resources to support readers and

teachers. The address is http://www.lloseng.com.

Here you will find sets of presentation slides, source code, answers to exercises,

links to all the web-based references, a knowledge base summarizing many of the

concepts presented, videotapes of lectures, and various other learning aids.

There is also a publisher’s website at http://www.mhhe.com/lethbridge, where

you will find lecturer’s password-protected resources.

Themes taught throughout the book

Woven throughout the book are nine themes that we believe are basic to

contemporary software engineering. Each of these themes is revisited in many

chapters, and is taught in the context of concrete examples and exercises.

Understanding the customer and the user

. We emphasize domain analysis as

well as gathering and validating requirements. We place these in the context of

use case analysis and usability. Readers are asked to think in terms of what the

customer’s problem really is, what is realistic, etc. The purpose of software

engineering is described at the beginning of the book as solving customers’

problems, rather than developing software for its own sake.

Basing development on solid principles and reusable technology

. We

emphasize the necessity for software engineers to understand design principles

and have a thorough grasp of suitable technology before embarking on a

project. To ensure this is the case for the design work in this book, we first

review object-oriented principles. Later we discuss frameworks, a series of

design principles, and many design and architectural patterns.

Lethbridge.book Page xvi Tuesday, November 16, 2004 12:22 PM

xvii

Preface

Visual modeling using UML

. We present key elements of UML, particularly

class, interaction and state diagrams. We do not cover all of UML and we do

not restrict our discussion to UML alone since it does not cover all of software

engineering. We emphasize that UML diagrams do not solve problems by

themselves, but are one of the many tools that software engineers should use as

a regular part of their work. For the second edition, we have updated the book

so that it is compliant with UML 2.0.

Evaluation of alternatives in requirements and design

. Throughout the book

we present alternatives with their advantages and disadvantages. We encourage

readers to record the rationale for each choice.

Object orientation

. We cover all aspects of object-oriented development,

including analysis, design, and programming. Ensuring that the reader sees

how to take projects all the way to implementation means that he or she gets

more than just an abstract view of the development process, and appreciates

the reasons for many design principles.

Quantitative and logical thinking

. We cover the essentials of software metrics

in several different chapters so that students can learn to think quantitatively.

We also promote the judicious application of logic as embodied in OCL and

assertions.

Iterative and agile development

. We strongly emphasize that readers should

follow an iterative approach to development. As project work, readers are asked

to perform requirements analysis, design and implementation very near the

beginning of the book, and then again several times throughout the book. To

accomplish this we introduce a complete project in Chapter 3. Initially, readers

are asked to make only a small change to this project in order to begin to

understand it. In Chapter 4, readers are then asked to write and review

requirements for new features to add to the system – again they design and

implement the features. Later, readers learn more details of topics such as

design and quality assurance, and are asked to apply what they learn to

successively more advanced changes to their project. Concepts from the agile

movement are also emphasized: developing in very small increments, test-first

development, etc.

Communicating effectively using documentation

. We encourage readers to

practice writing informative but concise documentation; we provide templates

and examples of each type of document.

Risk management in all software engineering activities

. Throughout the

book, we discuss many aspects of risk management, including evaluating

potential costs and risks on a regular basis, balancing risks with benefits,

avoiding doing work that is not worthwhile, and evolving plans as we learn

more information. We point out that the knowledge learned from the other

themes above can be applied to reduce risk.

Lethbridge.book Page xvii Tuesday, November 16, 2004 12:22 PM

xviii

Preface

Changes in the second edition

In the second edition, we have made a wide variety of small changes to keep up

with changes in the field. The following are some of the more significant

changes:

■

Covers UML 2.0.

■

Moves all discussion of use cases to Chapter 4.

■

Introduces model-driven development.

■

Discusses web-based software architectures and middleware.

■

Integrates discussion of agile approaches, and techniques made popular by

those approaches including refactoring and test-driven development.

■

Covers more of the essentials of measurement and metrics.

■

Incorporates many new and changed exercises. All exercises have been given a

new numbering scheme to prevent confusion with those in the first edition.

Structure of the book

Size

The book is small enough so that instructors can realistically require students to

read it all during a 12-week course. We present a suggested schedule below.

Depth

Rather than covering all aspects of software engineering, we present in

reasonable depth a cohesive collection of material that will give readers a

foundation in topics central to the field. We focus on material that is

immediately applicable in industrial software projects.

Examples and

exercises

Readers can practice applying the concepts, since we provide an extensive

set of examples and exercises. One set of project exercises is based on a fully

implemented

small system, which we provide. This means that, rather than

always programming from scratch, readers are able to spend their time

thinking about higher-level analysis and design issues, yet they can still

practice implementation of their ideas. Readers also come to appreciate

reuse, since the implemented system is based on a framework that is

applicable to a wide variety of client–server systems. The exercises vary

widely in difficulty; some are easy and simply encourage the reader to think

about what they have read; others are intended to motivate advanced

readers. Many exercises have fully explained answers available in the

student’s answer manual; other answers are available in a manual only

available to instructors.

Sequencing

The sequence of material in the book is designed to allow students to rapidly

start work on real problems requiring analysis, design and implementation. As

readers perform several iterations of project work, we introduce topics they

will need in each iteration. The early part of the book, for example, introduces

the knowledge about object orientation and architecture that they will need to

Lethbridge.book Page xviii Tuesday, November 16, 2004 12:22 PM

xix

Preface

understand the project work. Then we move on to

requirements

and object-

oriented analysis, focusing initially on use cases and static modeling. Later, we

introduce dynamic modeling.

Use of this book in a 12-week course

The following is a suggested schedule for using this book in a second-year

university course. For the main body of the book, Chapters 3 to 10, the allocated

time corresponds roughly to the length of each chapter.

The authors use this book in a 12-week course, where each week has three

hours of lecture as well as three hours of lab and tutorial time. Students are

expected to read all the chapters, although the lectures focus most heavily on the

core material in Chapters 3 through 10, and particularly Chapters 3, 5, 8 and 9.

We also anticipate that students work on a selection of exercises with

deliverables about four times during the course. We also expect them to deliver

three iterations of the project. We have provided suggested project activities at

the end of many chapters.

Week 1

Chapters 1 and 2: Introduction and review (1 week).

Weeks 2–3

Chapter 3: Reuse and the client–server framework (1.5 weeks).

Project work: learning to use the client–server framework by making a minor

change to a system implemented using it.

Weeks 3–4

Chapter 4: Domain analysis, use cases and requirements (1.5 weeks).

Project work: adding features following requirements analysis.

Weeks 4–5

Chapter 5: OO analysis and modeling (1.5 weeks).

Project work: adding features that require considerable modeling.

Week 6

Chapter 6: Design patterns (1 week).

Week 7 Chapter 7: Use cases and user interfaces (0.5 weeks).

Project work: adding a GUI.

Weeks 8–9 Chapter 8: Dynamic modeling (1.5 weeks).

Weeks 9–10 Chapter 9: Design principles and architecture (1.5 weeks).

Project work: detailed design of some features.

Week 11 Chapter 10: Testing (1 week).

Project work: preparing a test plan.

Week 12 Chapters 11 and 12: Introduction to project management and review (1 week).

Other orderings are possible. In particular, the order in which Chapters 6

through 11 can be covered is flexible. Also, parts of many chapters could be

skipped in order to give greater emphasis to other material.

Lethbridge.book Page xix Tuesday, November 16, 2004 12:22 PM

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