《系统分析和设计》教学大纲课程编号： MIS363课程类型：□通识教育必修课□通识教育选修课√专业必修课□专业选修课□□学科基础课总学时：54 学时讲课学时：36 实验（上机）学时：18学分：3适用对象：信管专业大三学生I.Course IntroductionManagement Information Systems (MIS) continues to be an eclectic mix of ideas, theories, and research methodologies. No other academic unit of the university studies the development of informationsystems, at least not from the particular perspective you find in MIS programs. While it is true that computer science departments are involved in building computer systems, computer sciencedevelopment is largely void of context. No one else in theuniversity, and for that matter in business organizations, has the combination of technical knowledge and organizational contextthat informs the systems development perspective of MIS.Accordingly, students will learn all about the particular MIS perspective on systems development in this course. Students will learn about the systems development life cycle and follow it from the birth of a new information system to the system's death and replacement. Along the way, students will learn about the tools, techniques, and methodologies used by systems analysts to develop information systems in organizations.II.Learning ObjectivesUpon completion of this course, students should be able to: •Demonstrate in-depth knowledge of the systems development lifecycleand the ability to explain the role of information systems within organizations•Demonstrate the ability to think critically and manage risk and reward when applying the systems development lifecycle •Demonstrate the ability to use analysis and design methods competently and effectively•Understand and articulate the roles of the system analyst in modern organizations and how the SA functions in each phase of the systems development life cycle. Competence is tested through written exams and by solving group cases.•Use Hypercase, a hypertext-based program to simulate organizational systems problems and develop solutions to them.•Demonstrate the ability to communicate effectively, orally and in writing, individually and in teamsIII.Connection between Teaching Content and Graduation Requirement MIS Undergraduate Program Learning Goals and Outcomes1. Knowledge: Our graduates will have in-depth disciplinary knowledge applicable in local and global contexts. You should be able to select and apply disciplinary knowledge to business situations in a local and global environment.2. Critical thinking and problem solving: Our graduates will be critical thinkers and effective problem solvers. You should be able to identify and research issues in business situations, analyze the issues, and propose appropriate and well-justified solutions.3. Communication: Our graduates will be effective professional communicators. You should be able to:a. Prepare written documents that are clear and concise, usingappropriate style and presentation for the intended audience,purpose and context.b. Prepare and deliver oral presentations that are clear,focused, well-structured, and delivered in a professional manner.4. Teamwork: Our graduates will be effective team participants. You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team’s processes an d ability to achieve outcomes.5. Ethical, social and environmental responsibility: Our graduates will have a sound awareness of the ethical, social, cultural and environmental implications of business practice. You should be able to:a. Identify and assess ethical, environmental and/orsustainability considerations in business decision-making andpractice.b. Identify social and cultural implications of businesssituations.The following table shows how the Course Learning Outcomes relate to the overall Program Learning Goals and Outcomes, and indicates where these are assessed:IV.Teaching methodsThis course consists of lectures, labs, discussions, research paper, group assignments and group presentations. Students must beprepared to discuss the assigned papers or cases before class. V.Topical Course OutlineVI.Course Content HighlightsThe course content is divided into five major parts: Systems AnalysisFundamentals (Part I), Information Requirements Analysis (Part II), The Analysis Process (Part III), The Essentials of Design (Part IV), and Quality Assurance and Implementation (Part V).错误!未找到引用源。

Part I stresses the basics that students need to know about what an analyst does and introduces the three main methodologies of the systems development life cycle (SDLC),agile approaches, and object-oriented analysis with UML, along with reasons and situations for when to use them. Highlights for this part include:•T hree roles of a systems analyst: consultant, supporting expert, and agent of change—along with ethical issues and professionalguidelines for serving as a systems consultant. There is also material on virtual teams and virtual organizations, and the concept of human –computer interaction (HCI) is introduced. The use of open source software (OSS) and how analysts and organizations can participate in open source communities is also introduced.•H ow to initially approach an organization by drawing context-level data flow diagrams, using entity-relationship models, and developing use cases and use case scenarios. It views the organization as a system through the description of enterprise systems (ERP).•P roject management. It introduces new material on when to use cloud services versus purchasing hardware and software. Expanded coverage of project management techniques is also included, including new time estimation techniques for project management.Part II emphasizes the use of systematic and structured methodologies for performing information requirements analysis. Attention to analysis helps analysts ensure that they are addressing the correct problem before designing a system. Highlights for this part include:•A group of interactive methods, including interviewing, Joint Application Design (JAD), listening to user stories, and constructing questionnaires.•A group of unobtrusive methods for ascertaining information requirements of users. These methods include sampling, investigating hard and archival data, and observation of decision makers’ behavior and their physical environment.•A gile modeling and prototyping is innovative in its treatment of prototyping as another data-gathering technique that enables the analyst to solve the right problem by getting users involved from the start. Since agile approaches have their roots in prototyping, it begins with prototyping to provide a proper context for understanding,and then takes up the agile approach. The values and principles, activities, resources, practices, processes, and tools associated with agile methodologies are presented.Part III details the analysis process. It builds on the previous two parts to move students into analysis of data flows as well as structured and semi-structured decisions. It provides step-by-step details on how to use structured techniques to draw data flow diagrams (DFDs). Highlights for this part include:•H ow to create DFD diagrams; how to develop both logical and physical data flow diagrams; and how to partition data flow diagrams.•D ata repository and vertical balancing of data flow diagrams.Extensible Markup Language (XML) and demonstrates how to use data dictionaries to create XML.•M aterial on developing process specifications. A discussion of both logical and physical process specifications shows how to use process specifications for horizontal balancing. It also covers how to diagram structured decisions with the use of structured English, decision tables, and decision trees.•H ow to choose an appropriate decision analysis method for analyzing structured decisions and creating process specifications.•O bject-oriented systems analysis and design; Unified Modeling Language (UML). There is detailed coverage of the use case model, creating the class model diagram with UML, sequence diagrams, creating gen/spec diagrams, use case scenarios, and activity diagrams. Throughseveral examples and Consulting Opportunities, how to use anobject-oriented approach.Part IV covers the essentials of design. It begins with designing output because many practitioners believe systems to be output driven. The design of Web-based forms is covered in detail. Particular attention is paid to relating output method to content, the effect of output on users, and designing good forms and screens. Highlights for this part include:•H ow to design output, including Web displays, audio, and electronic output such as Web pages, email, and RSS feeds. Designing a website for ecommerce purposes is emphasized, and the importance of adding Web 2.0 technologies and social media to corporate and ecommerce websites is explored. Designing apps for smartphones and tablets is included, along with storyboarding, wire framing, and mockups. Output production and XML are required.•I nnovative material on designing for smartphones and tablets as well as designing Web-based input forms and other electronic forms design.Also included is computer assisted forms design.•H ow to use an entity-relationship diagram to determine record keys, as well as providing guidelines for file/database relation design.Students are shown the relevance of database design for the overall usefulness of the system, and how users actually use databases. The concepts of business intelligence (BI) and its relationships to big data, business analytics, and text analytics are also introduced in the context of data warehouses.•H uman-computer interaction (HCI), especially as it relates to interface design. It discusses the importance of HCI in designing systems that suit individuals and assisting them in achieving personal and organizational goals through their use of information technology.Part V concludes the book. Highlights for this part include:•D ata entry procedures and includes material on managing the supply chain through the effective design of business-to-business (B2B) ecommerce.•Q uality approach to improving software design and maintenance.VII.G rade CriterionVIII.Reference Books 错误!未找到引用源。