1、电子科技大学成都学院本科毕业设计论文 外文资料原文 Thinking In Java 1st Bruce Eckel Like any human language, Java provides a way to express concepts. If successful, this medium of expression will be significantly easier and more flexible than the alternatives as problems grow larger and more complex. You cant look at Java a
2、s just a collection of features； some of the features make no sense in isolation. You can use the sum of the parts only if you are thinking about design, not simply coding. And to understand Java in this way, you must understand the problems with it and with programming in general. This book discuss
3、es programming problems, why they are problems, and the approach Java has taken to solve them. Thus, the set of features I explain in each chapter are based on the way I see a particular type of problem being solved with the language. In this way I hope to move you, a little at a time, to the point
4、where the Java mindset becomes your native tongue. Throughout, Ill be taking the attitude that you want to build a model in your head that allows you to develop a deep understanding of the language； if you encounter a puzzle youll be able to feed it to your model and deduce the answer At about the s
5、ame time that my first book Using C+ (Osborne/McGraw-Hill 1989) came out, I began teaching that language. Teaching programming languages has become my profession； Ive seen nodding heads, blank faces, and puzzled expressions in audiences all over the world since 1989. As I began giving in-house train
6、ing with smaller groups of people, I discovered something during the exercises. Even those people who were smiling and nodding were confused about many issues. I found out, by chairing the C+ track at the Software Development Conference for the past few years (and now also the Java track), that I an
7、d other speakers tended to give the typical 外文资料原文 audience too many topics too fast. So eventually, through both variety in the audience level and the way that I presented the material, I would end up losing some portion of the audience. Maybe its asking too much, but because I am one of those peop
8、le resistant to traditional lecturing (and for most people, I believe, such resistance results from boredom), I wanted to try to keep everyone up to speed. For a time, I was creating a number of different presentations in fairly short order. Thus, I ended up learning by experiment and iteration (a t
9、echnique that also works well in Java program design). Eventually I developed a course using everything I had learned from my teaching experience one that I would be happy giving for a long time. It tackles the learning problem in discrete, easy-to-digest steps and in a hands-on seminar (the ideal l
10、earning situation), there are exercises following each of the short lessons. I now give this course in public Java seminars, which you can find out about at http:/www.BruceE. (The introductory seminar is also available as a CD ROM. Information is available at the same Web site.) The feedback that I
11、get from each seminar helps me change and refocus the material until I think it works well as a teaching medium. But this book isnt just a seminar handout I tried to pack as much information as I could within these pages and structured it to draw you through onto the next subject. More than anything
12、, the book is designed to serve the solitary reader who is struggling with a new programming language. 电子科技大学成都学院本科毕业设计论文 译文 Java 编程思想第一版 Trans Bot 同人类任何语言一样， Java 为我们提供了一种表达思想的方式。如操作得当，同其他方式相比，随着问题变得愈大和愈复杂，这种表达方式的方便性和灵活性会显露无遗。 不可将 Java 简单想象成一系列特性的集合；如孤立地看，有些特性是没有任何意义的。只有在考虑 设计 、而非考虑简单的编码时，才可真正体会到 J
13、ava 的强大。为了按这种方式理解 Java，首先必须掌握它与编程的一些基本概念。本书讨论了编程问题、它们为何会成为问题以及 Java 用以解决它们的方法。所以，我对每一章的解释都建立在如何用语言解决一种特定类型的问题基础上。按这种方式，我希望引导您一步一步地进入 Java 的世界，使其最终成为您最自 然的一种语言。 贯穿本书，我试图在您的大脑里建立一个模型 或者说一个 知识结构 。这样可加深对语言的理解。若遇到难解之处，应学会把它填入这个模型的对应地方，然后自行演绎出答案。事实上，学习任何语言时，脑海里有一个现成的知识结构往往会起到事半功倍的效果。 在我第一本书 Using C+面市的几乎同
14、一时间（ Osborne/McGraw-Hill 于1989 年出版），我开始教授那种语言。程序设计语言的教授已成为我的专业。自1989 年以来，我便在世界各地见过许多昏昏欲睡、满脸茫然以及困惑不解的面容。开始在室内面 向较少的一组人授课以后，我从作业中发现了一些特别的问题。即使那些上课面带会心的微笑或者频频点头的学生，对许多问题也存在认识上的混淆。在过去几年间的 软件开发会议 上，由我主持 C+分组讨论会（现在变成了Java 讨论会）。有的演讲人试图在很短的时间内向听众灌输过多的主题。所以到最后，尽管听众的水平都还可以，而且提供的材料也很充足，但仍然损失了一部分听众。这可能是由于问得太多了，但由于我是那些采取传统授课方式的人之一，所以很想使每个人都能跟上讲课进度。 有段时间，我编制了大量教学简报。经过不断的试验和修订（或称 反复 ，这是
