爲什麼計算機專業的學生應該爲開源項目做貢獻？

{"type":"doc","content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"blockquote","content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"本文最初發佈於acm.org網站，經原作者"},{"type":"link","attrs":{"href":"https:\/\/www.spinellis.gr\/index.html.var","title":"","type":null},"content":[{"type":"text","text":"Diomi"}]},{"type":"link","attrs":{"href":"https:\/\/www.spinellis.gr\/index.html.var","title":"","type":null},"content":[{"type":"text","text":"d"}]},{"type":"link","attrs":{"href":"https:\/\/www.spinellis.gr\/index.html.var","title":"","type":null},"content":[{"type":"text","text":"is Spinel"}]},{"type":"link","attrs":{"href":"https:\/\/www.spinellis.gr\/index.html.var","title":"","type":null},"content":[{"type":"text","text":"l"}]},{"type":"link","attrs":{"href":"https:\/\/www.spinellis.gr\/index.html.var","title":"","type":null},"content":[{"type":"text","text":"is"}]},{"type":"text","text":"授權，由InfoQ中文站翻譯並分享。作者聲明保留所有權利。"}]}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"出於許多現實的、歷史的和一些空泛的原因，編程可能是所有計算機科學、信息學、軟件工程和計算機工程課程的必修課。"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"數十年來，這項技能都是計算機專業畢業生與其他學科同學的典型區分點所在。本文提出的觀點認爲，在21世紀，編程熟練度既不能涵蓋市場對計算機畢業生的技能要求，也不能像過去那樣帶來強大的職業競爭力。"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"因此，我建議學校應該鼓勵計算機專業的學生通過他們的課程活動爲開源軟件項目貢獻代碼。我已經在軟件工程課程中實踐和打磨這種方法超過15年了，在我的課程裏開源貢獻是強制的打分點（注2）。"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"基於這方面的經驗，我會在本文中解釋爲什麼做出這種貢獻的能力可以反映現代編程技能的一般水平，並介紹學生可以從這些活動中學到什麼，具體說明如何將開源貢獻練習嵌入到課程中，並總結一些在課程中獲得成功的實踐。"}]},{"type":"heading","attrs":{"align":null,"level":2},"content":[{"type":"text","text":"貢獻是新的編程"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"如今，編程技能只是軟件開發人員應掌握知識和能力的一部分。出現這種情況有兩個原因。首先，現實實踐已經遠遠超出了Fred Brooks在1970年代推廣的首席程序員\/外科醫生模型（注1）所描述的範疇，開發人員今天要面對規模大得多的系統、更先進的工具鏈、普遍的流程自動化，還要參與複雜的團隊合作、工作流程和管理方面的工作。"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"其次，行業最佳實踐與成功的大型開源軟件項目所遵循的實踐業已趨同。企業界已經吸收並貢獻了許多開源開發實踐。因此相應的知識和技能對於志願者項目和企業項目來說是相通的。"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"正因如此，編程教學必須從課堂實驗室教育形態轉向基於組織環境的教育方式。學生在爲開源項目做出貢獻的同時，可以在實踐中獲得廣泛的技能、知識和經驗，讓他們成爲符合現代需求、全面發展的高生產力開發人員，而不是好萊塢電影描繪的那種獨狼程序員。在傳統的編程課程中最難獲得的技能包括以下社交和組織技能："}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"bulletedlist","content":[{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"感知背景和氛圍的能力：瞭解如何在開發工作中融入項目的範圍、使命，如何與同事組成團隊，發展新的領導形式；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"與項目涉及的全球多元化社區互動；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"與團隊協商特性請求、需求和實現選項；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"處理溝通問題，例如無人響應，這在志願者運營的項目中很常見；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"通過問題分類和發佈計劃等實踐，體會將軟件視爲產品的理念；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"接收、討論和處理代碼審查意見。"}]}]}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"對應的技術層面學習成果涵蓋了從分析和評估到應用和創造的領域，包括以下內容："}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"bulletedlist","content":[{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"瀏覽項目的資產，例如軟件代碼、問題、文檔和拉取請求；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"快速評估軟件系統或組件的產品和流程質量，這在現代軟件重用實踐中是很常見的需求；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"配置、構建、運行和調試第三方代碼；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"設置和運行具有不同軟件和硬件需求的軟件密集型系統。在我開設的課程中，涉及的平臺包括手機、汽車電子、應用服務器、數據庫、容器、物聯網設備和嵌入式設備；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"選擇現實的貢獻目標。（一開始，學生往往會高估他們爲項目做出貢獻的能力。）這是敏捷開發衝刺中的一項關鍵活動；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"閱讀第三方代碼，找到需要添加或修復代碼的位置；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"通過添加新特性或修復錯誤來改進大型第三方系統；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"編寫測試，證明自己的貢獻在現在和將來都能按預期運行；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"使用由多種編程語言和工具開發的軟件系統；學生經常驚訝地發現，只掌握集成開發環境（IDE）的相關知識就想爲項目做出貢獻是遠遠不夠的；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"爲他們的工作編寫文檔，通常使用聲明性標記語言，例如Markdown或文檔生成器代碼註釋；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"遵循複雜的配置管理（版本控制）流程，例如處理問題分支和重新提交代碼；"}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"通過預提交和持續集成檢查和測試。"}]}]}]},{"type":"paragraph","att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F.P., Jr. The Mythical Man-Month. Addison-Wesley, Boston, MA, 1975, 32."}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":2,"align":null,"origin":null},"content":[{"type":"text","marks":[{"type":"italic"},{"type":"size","attrs":{"size":10}}],"text":"Spinellis, D. Future CS course already here. Commun. ACM 49, 8 (Aug. 2006), 13;"},{"type":"link","attrs":{"href":"https:\/\/bit.ly\/3bYxSJs","title":"","type":null},"content":[{"type":"text","marks":[{"type":"italic"}],"text":"https:\/\/bit.ly\/3bYxSJs"}],"marks":[{"type":"italic"},{"type":"size","attrs":{"size":10}}]}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":3,"align":null,"origin":null},"content":[{"type":"text","marks":[{"type":"italic"},{"type":"size","attrs":{"size":10}}],"text":"The Joint Task Force on Computing Curricula. Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering. ACM. New York, NY;"},{"type":"link","attrs":{"href":"https:\/\/bit.ly\/3vn04NP","title":"","type":null},"content":[{"type":"text","marks":[{"type":"italic"}],"text":"https:\/\/bit.ly\/3vn04NP"}],"marks":[{"type":"italic"},{"type":"size","attrs":{"size":10}}]}]}]},{"type":"listitem","attrs":{"listStyle":null},"content":[{"type":"paragraph","attrs":{"indent":0,"number":4,"align":null,"origin":null},"content":[{"type":"text","marks":[{"type":"italic"},{"type":"size","attrs":{"size":10}}],"text":"Tucker, B. The flipped classroom. Education Next 12, 1 (Mar. 2012), 82–83."}]}]}]},{"type":"heading","attrs":{"align":null,"level":4},"content":[{"type":"text","text":"作者介紹"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","text":"Diomidis Spinellis（[email protected]）是希臘雅典經濟與商業大學管理科學與技術學院軟件工程課程教授，並在荷蘭代爾夫特大學軟件技術學院教授軟件分析技術。"}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"text","marks":[{"type":"strong"}],"text":"原文鏈接："}]},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null}},{"type":"paragraph","attrs":{"indent":0,"number":0,"align":null,"origin":null},"content":[{"type":"link","attrs":{"href":"https:\/\/cacm.acm.org\/magazines\/2021\/7\/253459-why-computing-students-should-contribute-to-open-source-software-projects\/fulltext","title":"","type":null},"content":[{"type":"text","text":"https:\/\/cacm.acm.org\/magazines\/2021\/7\/253459-why-computing-students-should-contribute-to-open-source-software-projects\/fulltext"}]}]}]}