Description of software requirements for four arithmetic exercises in primary school
Task 1:
The process of software development is "what users need most", and requirements analysis is a step-by-step analysis of what users need. Software requirements analysis largely determines whether the software can be developed. Therefore, software requirements should be based on user requirements, requiring authenticity and accuracy. Provide protection for software product managers to evaluate software product costs and edit software development plans.
The subjects of this survey were students, parents, and teachers.
Students: Phone or WeChat to contact the younger siblings at home and their classmates as the research objects.
Parents: Students mobilize parents, some parents in the circle of friends.
Teacher: I mainly teach by support, students with some educational experience, and primary school teachers who I often contact and have a good relationship with.
Questionnaire design: https://www.wjx.cn/jq/22496705.aspx :
Questionnaire QR code:
Questionnaire survey results (partial screenshots):
Survey object classification:
Student (25): Grade studied
Expected answer time:
Teacher (11): Expected time for answering questions
Answer mode:
suggestion:
Analysis of the survey results:
Most of the respondents are students (although some invalid questionnaires are not excluded), and teachers and parents are basically the same. It can basically reflect user needs.
Questions asked by respondents and where we need improvement:
(1) The interface design is not very beautiful.
(2) There are fewer functions in the answering system.
(3) Analyze and correct the wrong questions and re-answer the wrong questions.
Task 2:
We need to build a "model" for things to describe things, their properties, the relationships between things (static), and the information transfer between things (dynamic).
Here's a link to the prototype we built with the ink knife tool:
Task 3:
1 Introduction
a. The name of the software system to be developed: Elementary school four arithmetic practice software
b. The task proposer of this project: At first, this project was just a task assigned by the teacher. Originally, it was enough to complete the task. However, in the subsequent design, we will solve the problem step by step and improve it. Who proposed the task is no longer the case It's too important, the important thing is that this is a try, a learning. Developers: Me and twinning companions. User and the computing center or computer network implementing the software:
b. Developer: The programmer who developed the product described in this document.
c. User: primary school students and teachers who are tested through the primary school students' four arithmetic practice system.
b. There is a unified class management, teachers can arrange students to do after-school exercises in a unified way, and have appropriate rewards.
c. Parents are usually busy and cannot always supervise their children to complete their homework.
d. The teacher has the greatest authority over the software.
b. The ability of developers is lacking and needs to be improved.
(1) User registration/login/forgotten password function
The user is required to enter a username and password to log in to the answering page.
(2) Countdown function:
The countdown will prompt the user to answer the question. If the time exceeds the specified time, it will be regarded as a wrong answer and will be scored as zero.
(3) Answer record and statistical functions:
The program records the user's answering result. When the program exits and restarts, it can display the result of the last test for the user, and ask the user whether to perform a new round of testing.
(4) Multi-run function:
The program allows users to perform multiple rounds of testing, and provides a histogram of user scores for multiple rounds of testing
Note: Parents and students can share the same account, and the teacher has the maximum authority (can view students' answer sheets).
(1) The computer randomly selects 20 mixed formulas of addition, subtraction, multiplication and division from the question bank file: integer formulas within 100, formulas with brackets, and true fraction formulas, and students give answers to systematically determine right or wrong;
(2) The program allows users to conduct multiple rounds of tests, and provides users with a histogram of scores for multiple rounds of testing;
(3) The program records the user's answering results. When the program exits and restarts, it can display the results of the last test for the user, and ask the user whether a new round of testing can be performed;
(4) The test has a timing function. During the test, the consumption time after the user starts to answer the question is dynamically displayed.
Use the three key elements of the scene; object (user), action (requirement), situation (scene).
That is, the usage scenario speaks of a question about " who is going to solve what in what situation ". However, these three must undergo a certain chemical reaction to generate a scene under a specific demand.
For elementary school four arithmetic practice software, there are the following scenarios:
Scenario 1: First of all, elementary school students do not have mobile phones at school. However, it can be requested by the teacher to conduct answering exercises or tests in the school computer room. (in school)
Scenario 2: The teacher arranges the students to practice after class. After returning home, the students log in to their accounts to answer the questions. Teachers can check students' answers and make timely arrangements for teaching progress.
Scenario 3: Students want to do questions by themselves to improve their computing ability, but when parents and teachers are not around and they cannot judge right or wrong, students can run this software.
| field | accuracy |
| username | 1-10 characters |
| password | 5-20 characters, including upper and lower case letters, numbers, underscores |
| Entered answer | Integer, Fraction, Negative |
| Test function | operate | expected results | acceptance |
| question | Enter the answer page to see if the system automatically generates a question | The question is automatically generated and the answer input box is displayed | Yes |
| Timing function | The prompt page has a countdown, and the answer page shows how long the question has been answered | display correctly | Yes |
| Summary of grades | The answer is completed, the score is given, the wrong question is displayed, and the correct answer is given | The score is given, the wrong question can be displayed, the correct answer is not given | no |
| Histogram Analysis | A histogram showing the scatter of scores after multiple rounds of testing | correctly given | Yes |
NABCD Model Analysis
1. N (Need, demand) What needs of users does your idea solve?
a. It solves the need that teachers must correct and guide teachers when assigning homework. Students can know their answers through the software, which improves students' computing ability.
b. The function of interesting answering questions has been added to promote students' interest in learning.
2. A (Approach, practice) You get the demand, what should you do next?
Make adjustments according to user needs, for example, beautify the interface and add interesting answering functions.
3. B (Benefit) What benefits does your product bring to users?
Reduce the time for teachers to mark homework, make timely adjustments according to students' answers, and make appropriate adjustments to the teaching progress.
4. C (Competitors) What is your advantage over competitors and other ways?
There are many functions, beautiful interface, convenient and fast operation.
5. How does D (Delivery, promotion) put our products in the hands of users?
Promote from your classmates and acquaintances. You can also use social software such as WeChat to promote.
Experimental summary
(3) Questionnaire design: The simpler the way of answering the questions, the better, and try to avoid difficult questions to answer, which will cause the respondents to feel bored. (Because in the process of this investigation, we found that the respondents did not complete all the content that was typed in to express their opinions, only some people filled it in)
The above are the conclusions drawn during this questionnaire survey. I believe that these problems can be well avoided when designing a questionnaire survey in the future learning process.