如果你在学习Scrum时，似乎懂了，但说得话又说不出个所以然，下面的方法就帮到你了。
第一：Scrum的三个角色。
PERFECT Scrum Master:
Product Backlog management and Product Planning knowledge in Agile environment to help PO maximize team’s value.
Efficiency improvement through introducing changes and continuous improvement to build learning organization.
Retrospective and reflection advocate and facilitate to utilize people’s inner value.
Facilitate Scrum events to create flow and self organizing team.
Eliminate impediments to help team focus.
Coach team on self organizing and cross function to maximize organizational throughput.
Teach PO and Team Agile and Scrum knowledge to create a solid foundation of way of working.
AWESOME PO
Authority as the single person to decide and manage Product Backlog.
Work with team closely to let team clearly understand Product Backlog.
Estimation done by team is trusted.
Satisfaction conditions of Product Backlog Item are clearly stated.
Orderly manage Product Backlog.
Maximize value of product and team’s work.
Evolving Product Backlog based on user and market feedback.
SUCCEED Team
Self organizing
Unified title
Cross functional
Count of team members is 3~9
Empowered by organizing to self manage to improve effectiveness and efficiency.
Encouraged to share responsibility and accountability
Done product incremental is the expected output.
第二：Scrum的三个物件。
DEEP PB (Product Backlog)
Detail appropriately
Emergent
Estimated
Prioritized
5P SB (Sprint Backlog)
Product Backlog Items selected are the input of Sprint Backlog
Plan works needed in enough details
Product Incremental in Done status is the forecasted output by Sprint Backlog.
Progress of Sprint Backlog should be easily sensed in daily stand by team
Purpose(Goal) of Sprintis used to cohere all works and people.
SOLID PI (Product Increment)
Sum of Product Backlog Items completed
Optimize predictability and control risk.
Loop of feedback is short.
Increment on all previous Sprints’work
Done to be in a usable status
第三：五价值观。
SCRUM Values
openneSs
Courage
Respect
focUs
committMent
第四：五个仪式。
5 Ceremonies are:
Product Backlog Refinement
Sprint Planning
Daily Stand
Sprint Review
Sprint Retrospective
可按who,when, what-input, what-process, what-output, why, how long, how frequent, how学习。具体不展开。
本文仅为学习方法展示，不代表完整的Scrum。完整的Scrum请参阅Scrum指南。
附录：
皮亚杰把儿童的认知发展分成以下四个阶段：
1.感知运算阶段（感觉-动作期，SensorimotorStage，0-2岁）这个阶段的儿童的主要认知结构是感知运动图式，儿童借助这种图式可以协调感知输入和动作反应，从而依靠动作去适应环境。通过这一阶段，儿童从一个仅仅具有反射行为的个体逐渐发展成为对其日常生活环境有初步了解的问题解决者。
⒉前运算阶段（前运算思维期，PreoperationalStage，2-7岁）儿童将感知动作内化为表象，建立了符号功能，可凭借心理符号（主要是表象）进行思维，从而使思维有了质的飞跃。
⒊具体运算阶段（具体运算思维期，ConcreteOperations Stage，7-11岁）在本阶段内，儿童的认知结构由前运算阶段的表象图式演化为运算图式。具体运算思维的特点：具有守恒性、脱自我中心性和可逆性。皮亚杰认为，该时期的心理操作着眼于抽象概念，属于运算性（逻辑性）的，但思维活动需要具体内容的支持。
⒋形式运算阶段（形式运算思维期，Formal Operational Stage，从11岁开始一直发展）这个时期，儿童思维发展到抽象逻辑推理水平。其思维形式摆脱思维内容，形式运算阶段的儿童能够摆脱现实的影响，关注假设的命题，可以对假言命题作出逻辑的和富有创造性的反映。同时儿童可以进行假设一演绎推理。