Teaching Cybersecurity: A Handbook for Teaching the Cybersecurity Body of Knowledge in a Conventional Classroom
暫譯: 教授網路安全：傳統教室中教授網路安全知識體系的手冊

Shoemaker, Daniel, Sigler, Ken, Shoemaker, Tamara

Teaching Cybersecurity: A Handbook for Teaching the Cybersecurity Body of Knowledge in a Conventional Classroom

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商品描述

Let's be realistic here. Ordinary K-12 educators don't know what "cybersecurity" is and could probably care less about incorporating it into their lesson plans. Yet, teaching cybersecurity is a critical national priority. So, this book aims to cut through the usual roadblocks of confusing technical jargon and industry stovepipes and give you, the classroom teacher, a unified understanding of what must be taught. That advice is based on a single authoritative definition of the field. In 2017, the three societies that write the standards for computing, software engineering, and information systems came together to define a single model of the field of cybersecurity. It is based on eight building blocks. That definition is presented here. However, we also understand that secondary school teachers are not experts in arcane subjects like software, component, human, or societal security. Therefore, this book explains cybersecurity through a simple story rather than diving into execution details. Tom, a high school teacher, and Lucy, a middle school teacher, are tasked by their district to develop a cybersecurity course for students in their respective schools. They are aided in this by "the Doc," an odd fellow but an expert in the field. Together they work their way through the content of each topic area, helping each other to understand what the student at each level in the educational process has to learn. The explanations are simple, easy to understand, and geared toward the teaching aspect rather than the actual performance of cybersecurity work. Each chapter is a self-contained explanation of the cybersecurity content in that area geared to teaching both middle and high school audiences. The eight component areas are standalone in that they can be taught separately. But the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field.

商品描述(中文翻譯)

讓我們現實一點。普通的 K-12 教育工作者對「網路安全」的概念並不熟悉，並且可能對將其納入課程計畫不太在意。然而，教授網路安全是國家的重要優先事項。因此，本書旨在突破通常的技術術語和行業壁壘，為您，教室教師，提供一個統一的理解，讓您知道必須教授的內容。這些建議基於該領域的單一權威定義。2017 年，三個負責制定計算、軟體工程和資訊系統標準的學會共同定義了網路安全領域的單一模型。這一模型基於八個基本構件。這個定義在此呈現。然而，我們也理解中學教師並不是在軟體、元件、人類或社會安全等深奧主題上的專家。因此，本書通過一個簡單的故事來解釋網路安全，而不是深入執行細節。高中教師 Tom 和中學教師 Lucy 被他們的學區指派開發一門針對各自學校學生的網路安全課程。他們在這方面得到了「Doc」的幫助，這位怪異但在該領域的專家。兩人一起逐步了解每個主題領域的內容，互相幫助理解每個教育階段的學生需要學習的內容。這些解釋簡單易懂，並且更側重於教學方面，而非實際執行網路安全工作的細節。每一章都是針對中學和高中受眾的網路安全內容的獨立解釋。這八個組件領域是獨立的，可以單獨教授。但真正的價值在於讀者將獲得一個全面但易於理解的複雜領域的全貌。

作者簡介

Dan Shoemaker, PhD, is a distinguished visitor of the IEEE, full professor, senior research scientist, and program director at the University of Detroit Mercy's Center for Cyber Security and Intelligence Studies. Dan is a former chair of the Cybersecurity & Information Systems Department and has authored numerous books and journal articles focused on cybersecurity.

Ken Sigler is a faculty member of the Computer Information Systems (CIS) program and Chair of Curriculum Instruction at Oakland Community College in Michigan. Ken's research is in the areas of software management, software Assurance, cybersecurity management and cybersecurity education in which he has published several books and articles.

Tamara Shoemaker is Director for Cyber Security & Intelligence Studies at the University of Detroit Mercy. She spearheaded the development of two university department's community outreach and development strategy, CIS (Cyber security programs) and the Criminal Justice (CJ, and Intelligence Analysis). Tamara coordinates projects with government entities, academic organizations, industry and law enforcement agencies locally, nationally and internationally.

作者簡介(中文翻譯)

丹·舒梅克（Dan Shoemaker），博士，是IEEE的傑出訪客、全職教授、高級研究科學家及底特律慈悲大學網路安全與情報研究中心的計畫主任。丹曾擔任網路安全與資訊系統系的系主任，並撰寫了多本專注於網路安全的書籍和期刊文章。

肯·西格勒（Ken Sigler）是密西根州奧克蘭社區學院計算機資訊系統（CIS）計畫的教職員，並擔任課程教學主任。肯的研究領域包括軟體管理、軟體保證、網路安全管理及網路安全教育，並在這些領域發表了多本書籍和文章。

塔瑪拉·舒梅克（Tamara Shoemaker）是底特律慈悲大學網路安全與情報研究的主任。她主導了兩個大學系所的社區外展與發展策略，分別是CIS（網路安全計畫）和刑事司法（CJ，及情報分析）。塔瑪拉協調與政府機構、學術組織、產業及執法機構的專案，涵蓋地方、國家及國際層面。

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