一句话：报告在入门 C/C++ 课程中部署教育性静态分析的经验，并提炼三条可操作洞见。
专业静态分析工具虽广泛用于工业开发，但直接用于教学会面临教学适配与课程整合等挑战。本文报告在上海科技大学 CS100 入门 C/C++ 编程课程中的部署经验，该课程每年服务 250 余名学生。作者从三方面展开：调整规则与反馈以符合教学需求；将用途从风格检查扩展到约束执行和常见错误检测；确保静态分析系统性地融入课程各组成部分。评估基于实际部署经验与学生反馈，并进行了纵向问卷调查。结果显示，学生在课程结束一年多后仍持续应用所学实践，超过 70% 的受访者表示继续运用相关编码实践并能识别代码质量问题。文章最后为考虑在入门编程课程中整合静态分析的教育者提炼了三条可操作洞见。
Static analysis tools are widely used in professional software development, but their direct application to educational contexts presents unique challenges. We report on our experience deploying educational static analysis in CS100, an introductory C/C++ programming course at ShanghaiTech University serving 250+ students annually. Our approach addresses three key aspects: (1) adapting rules and feedback mechanisms for pedagogical appropriateness, (2) extending beyond style enforcement to include constraint enforcement and common mistake detection, and (3) ensuring systematic integration across all course components. Through deployment experience and student feedback evaluation, we distill three actionable insights for educators considering static analysis integration in introductory programming courses. Our longitudinal survey results show that students continue applying learned practices more than one year after course completion, with over 70% reporting continued application of coding practices and recognition of code quality issues.