VC＋＋与MATLAB的混合编程研究

应用VC＋＋与Matlab的混合编程方法可以充分发挥VC＋＋和Matlab的各自优势,提高仿真和开发效率。着重探讨了VC＋＋与Matlab的混合编程方法,并阐述了混合编程的基本步骤、编程过程中遇到的关键问题及其解决方案;最后,分析了各种方法的优缺点和适用场合。     

VC＋＋与MTALAB的混合编程的研究

本文分析了MATLAB和VC＋＋各自的编程优缺点,通过MATLAB和VisualC＋＋联合应用,可将两者的优点结合起来。重点介绍了MEX文件与MATLAB引擎两种途径,并且举例说明了其在图像处理中的应用。结果表明,采用VC＋＋和MALAB混合编程简化了编程步骤,降低了编程难度,较好地发挥了VC＋＋和MALAB软件的整体优势。     

MicrosoftC／C＋＋和BorlandC＋＋编程环境比较

本文从ＭｉｃｒｏｓｏｆｔＣ／Ｃ＋＋和ＢｏｒｌａｎｄＣ＋＋在编程环境，编程工具，内存模式，关键字，浮点数结构等方面的详细比较，旨在为程序员提供一些资料，帮助编程环境转换。     

Windows标准控件在Visual C＋＋编程中的使用研究

Windows标准控件是Windows系统预定义的一些行为标准化了的窗口,一般用于Win-dows窗口应用程序中充当与用户交互的元素,其使用方法是Visual C＋＋程序员应该熟练掌握的。介绍Visual C＋＋编程中常用的Windows预定义标准控件,重点介绍了这些控件编程的一般方法,并给出控件编程的实例。     

VC＋＋与MATLAB混合编程在语音处理中的应用

分析了MATLAB和VC＋＋各自的编程优缺点,列举了VC＋＋调用MATLAB几种常见方法。着重介绍用MATLAB引擎法实现对系统外部读入的语音文件进行增强处理。结果表明编程效率大大提高,且效果增强明显。     

C＋＋模板类型系统Concepts初探

介绍了C＋＋标准为了适应泛型编程的大规模运用，在语言核心方面对泛型编程能力将要作出的改进，概述了C＋＋模板类型系统Concepts的主要功能和语言要素以及标准库支持，并给出一些例子进行说明。最后，简单介绍了现有的Concepts实现。     

Visual C＋＋（MFC）与Visual C＋＋（.NET）应用于游戏设计

游戏是现在非常流行的行业之一,涉及非常广泛包括设计,开发,推广,管理等等。编程工具在游戏的开发阶段起到了决定性作用。本文将通过引入游戏产业,指出Visual C基础构架的一些资料,讨论Visual C＋＋（MFC）和Visual C＋＋（.NET）这两种游戏编程方法。     

完备地实现C＋＋多态性

多态性是C＋＋的一个重要特性。程序员可以通过使用C＋＋的多态性来编写灵活多样的程序,但是由于多态性比较复杂,程序中可能会隐藏一些漏洞。为了避免产生这些漏洞,MISRAC＋＋推荐了一些编程规则。     

VisualC＋＋编程方法一则

本文以如何定做状态条为例，介绍了一种在Ｗｉｎｄｏｗｓ环境下用ＶｉｓｕａｌＣ＋＋编程的方法与技巧－找到用ＭＦＣ编程时所使用的类的原始定义，利用系统提供的源码来编程，并使用该方法解决了复杂的多档多视应用中的一个基本问题。     

VC＋＋编程实现多模式的全文检索

介绍了经典的多模式匹配算法WU—Manber,分析了设计思路及数据结构,并用VC＋＋编程实现。     

Which way of design programming activities is more effective to promote K-12 students' computational thinking skills? A meta-analysis

Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K-12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K-12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta-analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K-12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K-12.     

Students working for students on programming courses

In this paper we offer a report on a university-level programming laboratory course that has been designed on top of a programming library. The course enforces soft skills, such as code inspection and team working, sharpens implementation skills and creates a bridge between introductory, language-specific instruction and senior-year full-blown programming projects that are usually large but not attending to soft skills. Quite as importantly, it has also delivered a working research tool.     

试析SAP编程技巧

通过对SAP编程过程中应用到的部分技巧进行介绍和分析,使读者能够逐步深入SAP编程并掌握SAP开发技能,快速成长为SAP实用型人才。     

Skill Progression Demonstrated by Users in the Scratch Animation Environment

The Scratch environment exemplifies a tool+community approach to teaching elementary programming skills, as it includes a website where users can publish, discuss, and organize animations that are programs. To explore this environment's effectiveness for helping people to develop programming skills, a quantitative analysis of 250 randomly selected users' data, including more than 1,000 of their animations, was performed. Skill based on 4 models that had proven useful in prior empirical studies was measured. Overall, mixed results about the environment's effectiveness were found. Among users who do not drop out, an increasing progression in social skills was found. However, an extremely high drop-out rate was also observed. Moreover, a flat or decreasing level of demonstrated skill was observed on virtually every measure. These results call into question whether simply combining an animation tool and an online community is sufficient for keeping people engaged long enough to learn elementary programming skills.     

基于Linux系统分析计算机C语言编程技巧

C语言程序设计是高效计算机专业学生必修的一门基础课程,同时也是后续课程的入门课程,对于掌握基本计算机技术有着重要意义。尤其在Linux系统下,该系统在所有操作系统中占着重要地位,如何掌握计算机C语言编程技巧是当务之急。为此,本文重点探讨基于Linux系统分析计算机C语言编程技巧。     

改进型时间触发嵌入式系统编程模式

对于成本敏感的嵌入式系统,通常因为资源有限而难以采用抢先式实时多任务操作系统。传统的基于超级循环的前后台编程方法和基于时间触发的合作式多任务编程方法对任务的划分需要较高的技巧。本文通过对基于时间触发合作式调度器的改进,建立了一种适用于小型嵌入式系统的通用编程模式,使这类系统的编程变得清晰、简单。     

基于计算思维的Python程序设计课程教学探讨

在程序开发技术的日新月异的背景下,学生不光需要学习计算机程序编写技能,还必须具有良好的计算思维能力。程序设计课程是计算机教学体系中的主要课程,涉及程序编程的基本思想。Python编程语言由于其源代码开放、语言结构和格式简单、可灵活扩展等特点,逐渐成为计算机编程的主流语言。基于此,本文介绍了Python程序设计教学中的计算思维的渗透路径,探讨了基于计算思维培养的了Python程序设计课程教学策略。     

Can experts' explanations help students develop program design skills?

This paper reports and experimental investigation of the effectiveness of case studies for teaching programming. A case study provides an “expert commentary” on the complex problem-solving skills used in constructing a solution to a computer programming problem as well as one or more worked-out solutions to the problem. To conduct the investigation, we created case studies of programming problems and evaluated what high school students in ten Pascal programming courses learned from them. We found that the expert's commentary on the decisions and activities required to solve a programming problem helped students gain integrated understanding of programming. Furthermore, the expert's commentary imparted more integrated understanding of programming than did the worked-out solution to the problem without the expert's explanation. These results support the contention that explicit explanations can help students learn complex problem-solving skills.We developed case studies for teaching students to solve programming problems for the same reasons that they have been developed in other disciplines. The case method for teaching complex problem solving was first used at Harvard College in 1870 and has permeated curricula for business, law and medicine across the country. These disciplines turned to the case method to communicate the complexity of real problems, to illustrate the process of dealing with this complexity and to teach analysis and decision making skills appropriate for these problems.     

VB教学中“面向对象”思维的教学方法研究

《Visual Basic程序设计》作为计算机基础教育重要课程,其主要的目的是培养学员具备基本的简单编程能力。本文分析并讨论了VB编程有效的、快速的教学方法,使学员掌握＂面向对象＂程序设计的教学方法和技巧。     

机器人和图形化编程在软件工程教育中的创新应用(英文)

Problem solving is an important skill for a computer scientist.Mindstorm based robots have been used previously,for teaching programming to computing and engineering students here we look at problem solving.These approaches focus upon the development of problem solving skills and not on learning a new programming language from the outset.Therefore,initially,any programming is kept simple with the minimum of commands,with 'objects' unknowingly used,as these are later introduced/learnt during the programming stage of the computing module.This work suggests that using LEGO robots within the teaching of problem solving and the resulting java GUI emulation has some benefits for the students when learning to program.