java 編程外文翻譯

1、<p><b>　　外文資料原文</b></p><p>　　Thinking In Java 1st</p><p>　　Bruce Eckel</p><p>　　Like any human language, Java provides a way to express concepts. If successful, thi

2、s medium of expression will be significantly easier and more flexible than the alternatives as problems grow larger and more complex.</p><p>　　You can’t look at Java as just a collection of features; some of

3、 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 p

4、rogramming in general. This book discusses 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 <

5、/p><p>　　Throughout, I’ll 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 you’ll be able to feed it

6、to your model and deduce the answer</p><p>　　At about the same time that my first book Using C++ (Osborne/McGraw-Hill 1989) came out, I began teaching that language. Teaching programming languages has become

7、 my profession; I’ve seen nodding heads, blank faces, and puzzled expressions in audiences all over the world since 1989. As I began giving in-house training with smaller groups of people, I discovered something during t

8、he exercises. Even those people who were smiling and nodding were confused about many issues. I found out, by chairing</p><p>　　For a time, I was creating a number of different presentations in fairly short

9、order. Thus, I ended up learning by experiment and iteration (a technique that also works well in Java program design). Eventually I developed a course using everything I had learned from my teaching experience – one tha

10、t 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 learning situation), there are exercises following each</p><p&g

11、t;　　The feedback that I get from each seminar helps me change and refocus the material until I think it works well as a teaching medium. But this book isn’t just a seminar handout – I tried to pack as much information as

12、 I could within these pages and structured it to draw you through onto the next subject. More than anything, the book is designed to serve the solitary reader who is struggling with a new programming language.</p>

13、<p><b>　　譯 文</b></p><p>　　Java 編程思想第一版</p><p><b>　　Trans Bot</b></p><p>　　同人類任何語(yǔ)言一樣，Java為我們提供了一種表達(dá)思想的方式。如操作得當(dāng)，同其他方式相比，隨著問(wèn)題變得愈大和愈復(fù)雜，這種表達(dá)方式的方便性和靈活性會(huì)顯露無(wú)遺。

14、 不可將Java簡(jiǎn)單想象成一系列特性的集合；如孤立地看，有些特性是沒(méi)有任何意義的。只有在考慮“設(shè)計(jì)”、而非考慮簡(jiǎn)單的編碼時(shí)，才可真正體會(huì)到Java的強(qiáng)大。為了按這種方式理解Java，首先必須掌握它與編程的一些基本概念。本書(shū)討論了編程問(wèn)題、它們?yōu)楹螘?huì)成為問(wèn)題以及Java用以解決它們的方法。所以，我對(duì)每一章的解釋都建立在如何用語(yǔ)言解決一種特定類型的問(wèn)題基礎(chǔ)上。按這種方式，我希望引導(dǎo)您一步一步地進(jìn)入Java的世界，使其最終成為您最自然

15、的一種語(yǔ)言。 貫穿本書(shū)，我試圖在您的大腦里建立一個(gè)模型——或者說(shuō)一個(gè)“知識(shí)結(jié)構(gòu)”。這樣可加深對(duì)語(yǔ)言的理解。若遇到難解之處，應(yīng)學(xué)會(huì)把它填入這個(gè)模型的對(duì)應(yīng)地方，然后自行演繹出答案。事實(shí)上，學(xué)習(xí)任何語(yǔ)言時(shí)，腦海里有一個(gè)現(xiàn)成的知識(shí)結(jié)構(gòu)往往會(huì)起到事半功倍的效果。</p><p>　　在我第一本書(shū)《Using C++》面市的幾乎同一時(shí)間（Osborne/McGraw-Hill于1989年出版），我開(kāi)始教授那種語(yǔ)言。程序

16、設(shè)計(jì)語(yǔ)言的教授已成為我的專業(yè)。自1989年以來(lái)，我便在世界各地見(jiàn)過(guò)許多昏昏欲睡、滿臉茫然以及困惑不解的面容。開(kāi)始在室內(nèi)面向較少的一組人授課以后，我從作業(yè)中發(fā)現(xiàn)了一些特別的問(wèn)題。即使那些上課面帶會(huì)心的微笑或者頻頻點(diǎn)頭的學(xué)生，對(duì)許多問(wèn)題也存在認(rèn)識(shí)上的混淆。在過(guò)去幾年間的“軟件開(kāi)發(fā)會(huì)議”上，由我主持C++分組討論會(huì)（現(xiàn)在變成了Java討論會(huì)）。有的演講人試圖在很短的時(shí)間內(nèi)向聽(tīng)眾灌輸過(guò)多的主題。所以到最后，盡管聽(tīng)眾的水平都還可以，而且提供的材料

17、也很充足，但仍然損失了一部分聽(tīng)眾。這可能是由于問(wèn)得太多了，但由于我是那些采取傳統(tǒng)授課方式的人之一，所以很想使每個(gè)人都能跟上講課進(jìn)度。 有段時(shí)間，我編制了大量教學(xué)簡(jiǎn)報(bào)。經(jīng)過(guò)不斷的試驗(yàn)和修訂（或稱“反復(fù)”，這是在Java程序設(shè)計(jì)中非常有用的一項(xiàng)技術(shù)），最后成功地在一門課程中集成了從我的教學(xué)經(jīng)驗(yàn)中總結(jié)出來(lái)的所有東西——我在很長(zhǎng)一段時(shí)間里都在使用。其中由一系列離散的、易于消化的小步驟組成，而且每個(gè)小課程結(jié)束后都有一些適當(dāng)</p&g