一句话：总结十年在本科软件工程 capstone 课程中嵌入结构化反思的经验，指出真实赞助项目与多元形成性反馈是关键支撑。
有效的反思是专业软件工程实践的核心能力，但在教育场景中难以培养：学生常把反思视为技术工作的附属，缺乏脚手架时往往停留在表层观察，错失专业能力成长的机会。本文报告了在美国 ABET 认证的本科计算机科学项目中，将结构化反思持续十年嵌入由两门课程组成的 capstone 序列的经验。作者描述了如何在真实、由外部赞助的项目情境中设计并实施反思活动，并配合多种形成性反馈机制。实践表明，当反思被嵌入真实项目而非孤立作业时最为有效，能够帮助学生把课堂学习与专业实践连接起来。论文以经验总结的形式呈现设计决策、实施方式与反复出现的模式，为在软件工程课程中系统化培养反思能力提供可借鉴的路径。
Effective reflection is essential to professional software engineering practice, yet remains difficult to cultivate in educational contexts. Students often perceive reflective activities as secondary to technical work, and, without scaffolding, they rarely move beyond surface-level observations, missing opportunities to build professional skills. This paper reports on ten years of embedding structured reflection into a two-course capstone sequence in an ABET-accredited undergraduate Computer Science program. Our experience shows that reflection is most powerful when embedded within authentic, externally sponsored projects supported by multiple forms of formative feedback. The integration helps students bridge classroom learning with professional practice.
@inproceedings{paperbot11963,
title = {Bridging Education and Practice: Lessons Learned from 10 Years of Using Reflective Practices in a Software Engineering Studio},
author = {Stan Kurkovsky and Chad Williams},
booktitle = {ICSE},
year = {2026},
doi = {10.1145/3786580.3786963}
}