1 Moscow State University of Technology “STANKIN” (RUSSIAN FEDERATION)
2 Gazprom Corporate Institute (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 10804-10811
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.2650
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
The article deals with a set of practical methodical techniques based on the principle of naturalness of both structural-functional and object-oriented approaches to analysis and design for the human intelligence. These techniques are based on the freedom of students to choose any understandable and fairly simple activity, the verbal description of which is first structured using functional notation (IDEF0), and then, using simplified formal transformations, is brought to the form of different kinds of object notation (UML-diagrams).

An object-oriented approach to software design and development based on the use of UML notation has won the widest popularity, and often this approach is opposed to well-designed and well-deserved structural and functional software engineering methods based on the use of IDEF0 and DFD notations. Wherein in some cases there is not quite correct substitution, a distortion of meaning, or narrowing applicability range of these methods. Thus, both critics of structural-functional methods and sincere supporters of the object-oriented ones are often restricted by considering these methods to be useful for designing software only, ignoring the main value of them - the possibility of a formal description of business processes in which this software is acquiring some value for the user.

Nevertheless, in preparing and conducting classes both in system and software engineering, the same problem clearly manifests itself: the need for students to demonstrate their abilities for analysis and / or design. The success of students' solving analytical problems as a whole depends on the observability and ability to describe various existing objects. Design, in its turn, is a creative process, and the success of solving even the educational tasks clearly depends on the students' creative abilities and imagination. All professions related to design require developing completely specific skills related to the description of "future" objects, which at the time of design exist only in the mind of the designer himself.

After successful completion of proposed exercises, students acquire the self-confidence necessary for solving more complex problems, as well as primary skills for composing and expressing formal descriptions graphically for both directly observable and not observable or non-existent processes and objects. Thus, the use of even simplified methods of formal conversion allows the fastest way to demonstrate the ability of students to analyze and design.

1. Introduction
2. Natural language into structural diagrams transformations
3. Natural language into object diagrams transformations
4. Natural language into formal ontology model transformation
5. Conclusion
Simulation, model, transformation, structural, functional, object-oriented, design, systems engineering, software engineering, e-learning.