Java编程入门：面向跨学科的实践方法（第2版）

JAVA

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"《Introduction to Programming in Java: An Interdisciplinary Approach, 2nd Edition》是罗伯特·西德威克（Robert Sedgewick）和凯文·韦恩（Kevin Wayne）合著的一本面向科学和技术领域学生的Java编程入门教材。这本书通过实例驱动的方式，强调了编程在现实应用中的重要性，不仅适用于计算机科学学生，也适合其他科学和技术领域的专业人士。" 本书的核心知识点包括： 1. **基本编程元素**：介绍变量、赋值语句、内置数据类型（如整型、浮点型、字符串等）、条件语句（if-else结构）、循环（for、while等）、数组以及输入/输出（I/O）操作，包括图形和声音的处理。这些是编程的基础，使读者能够理解并操作程序的基本结构。 2. **函数、模块和库**：探讨如何将程序组织成可独立调试、维护和重用的组件，强调函数的使用、模块化编程和利用库（library）来扩展功能。这有助于提高代码的可读性和可维护性。 3. **算法和数据结构**：涵盖排序和搜索算法（如冒泡排序、快速排序、二分查找等）、栈、队列以及符号表（symbol table）。这些是解决问题的关键工具，帮助读者理解和实现更复杂的程序逻辑。 4. **跨学科应用**：书中提供了来自应用数学、物理学、化学、生物学和计算机科学的实际应用案例，让编程学习更具实际意义，同时帮助读者建立起不同学科之间的联系。此外，本书的特点在于它的**第二版**更新，可能包含了对Java新版本的适应，对旧版教材中的一些内容进行了修订和完善，以适应不断发展的Java语言和技术生态。书中的例子和练习旨在激发学生对编程的兴趣，使他们能够在实践中掌握技能，而不仅仅是理论知识。对于初学者来说，本书提供了一个逐步学习Java编程的良好框架，同时鼓励他们在解决实际问题中运用所学知识。而对于有一定经验的程序员，本书也可以作为回顾基础和学习新应用的参考。通过阅读和实践本书，读者将能够熟悉Java语言，理解编程的核心概念，并具备解决实际问题的能力。

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Goals We cover the CS1 curriculum, but anyone who has taught an introduc-

tory programming course knows that expectations of instructors in later cours-

es are typically high: Each instructor expects all students to be familiar with the

computing environment and approach that he or she wants to use. For example, a

physics professor might expect students to design a program over the weekend to

run a simulation; a biology professor might expect students to be able to analyze

genomes; or a computer science professor might expect knowledge of the details

of a particular programming environment. Is it realistic to meet such diverse ex-

pectations? Is it realistic to offer a single introductory CS course for all students, as

opposed to a different introductory course for each set of students?

With this book, and decades of experience at Princeton and other institutions

that have adopted earlier versions, we answer these questions with a resounding

yes. The most important reason to do so is that this approach encourages diversity.

By keeping interesting applications at the forefront, we can keep advanced students

engaged, and by avoiding classifying students at the beginning, we can ensure that

every student who successfully masters this material is prepared for further study.

What can teachers of upper-level college courses expect of students who have

completed a course based on this book?

This is a common introductory treatment of programming, which is analo-

gous to commonly accepted introductory courses in mathematics, physics, biology,

economics, or chemistry. An Introduction to Programming in Java strives to pro-

vide the basic preparation needed by all college students, while sending the clear

message that there is much more to understand about computer science than just

programming. Instructors teaching students who have studied from this book can

expect that they will have the knowledge and experience necessary to enable them

to effectively exploit computers in diverse applications.

What can students who have completed a course based on this book expect to

accomplish in later courses?

Our message is that programming is not difﬁcult to learn and that harness-

ing the power of the computer is rewarding. Students who master the material in

this book are prepared to address computational challenges wherever they might

appear later in their careers. They learn that modern programming environments,

such as the one provided by Java, help open the door to any computational prob-

lem they might encounter later, and they gain the conﬁdence to learn, evaluate, and

use other computational tools. Students interested in computer science will be well

prepared to pursue that interest; students in other ﬁelds will be ready to integrate

computation into their studies.

xvi

Online lectures A complete set of studio-produced videos that can be used in

conjunction with this text is available at

http://www.informit.com/title/9780134493831

As with traditional live lectures, the purpose is to inform and inspire, motivating

students to study and learn from the text. Our experience is that student engage-

ment with such online material is signiﬁcantly better than with live lectures be-

cause of the ability to play the lectures at a chosen speed and to replay and review

the lectures at any time.

Booksite An extensive body of other information that supplements this text

may be found on the web at

http://introcs.cs.princeton.edu/java

For economy, we refer to this site as the booksite throughout. It contains material

for instructors, students, and casual readers of the book. We brieﬂy describe this

material here, though, as all web users know, it is best surveyed by browsing. With

a few exceptions to support testing, the material is all publicly available.

The booksite contains a condensed version of the text narrative for reference

while online, hundreds of exercises and programming problems (some with solu-

tions), hundreds of easily downloadable Java programs, real-world data sets, and

our I/O libraries for processing text, graphics, and sound. It is the web presence

associated with the book and is a living document that is accessed millions of times

per year. It is an essential resource for everyone who owns this book and is critical

to our goal of making computer science an integral component of the education

of all college students.

One of the most important implications of the booksite is that it empowers

teachers and students to use their own computers to teach and learn the material.

Anyone with a computer and a browser can begin learning to program by following

a few instructions on the booksite. The process is no more difﬁcult than download-

ing a media player or a song.

For teachers, the booksite contains resources for teaching that (together with

the book and the studio-produced videos) are sufﬁciently ﬂexible to support many

of the models for teaching that are emerging as teachers embrace technology in the

21st century. For example, at Princeton, our teaching style was for many years based

on offering two lectures per week to a large audience, supplemented by two class

sessions per week where students meet in small groups with instructors or teaching

xvii

assistants. More recently, we have moved to a model where students watch lectures

online and we hold class meetings once a week in addition to the two class sessions.

Other teachers may work completely online. Still others may use a “ﬂipped” model

involving enrichment of the lectures after students watch them.

For students, the booksite contains quick access to much of the material in the

book, including source code, plus extra material to encourage self-learning. Solu-

tions are provided for many of the book’s exercises, including complete program

code and test data. There is a wealth of information associated with programming

assignments, including suggested approaches, checklists, FAQs, and test data.

For casual readers, the booksite is a resource for accessing all manner of extra

information associated with the book’s content. All of the booksite content pro-

vides web links and other routes to pursue more information about the topic under

consideration. There is far more information accessible than any individual could

fully digest, but our goal is to provide enough to whet any reader’s appetite for

more information about the book’s content.

Acknowledgments This project has been under development since 1992, so

far too many people have contributed to its success for us to acknowledge them all

here. Special thanks are due to Anne Rogers, for helping to start the ball rolling; to

Dave Hanson, Andrew Appel, and Chris van Wyk, for their patience in explaining

data abstraction; and to Lisa Worthington and Donna Gabai, for being the ﬁrst to

truly relish the challenge of teaching this material to ﬁrst-year students. We also

gratefully acknowledge the efforts of /dev/126 ; the faculty, graduate students, and

teaching staff who have dedicated themselves to teaching this material over the past

25 years here at Princeton University; and the thousands of undergraduates who

have dedicated themselves to learning it.

Robert Sedgewick

Kevin Wayne

February 2017

UR GOAL IN THIS CHAPTER IS to convince you that writing a program is easier than

writing a piece of text, such as a paragraph or essay. Writing prose is difﬁcult:

we spend many years in school to learn how to do it. By contrast, just a few build-

ing blocks sufﬁce to enable us to write programs that can help solve all sorts of

fascinating, but otherwise unapproachable, problems. In this chapter, we take you

through these building blocks, get you started on programming in Java, and study

a variety of interesting programs. You will be able to express yourself (by writing

programs) within just a few weeks. Like the ability to write prose, the ability to pro-

gram is a lifetime skill that you can continually reﬁne well into the future.

In this book, you will learn the Java programming language. This task will be

much easier for you than, for example, learning a foreign language. Indeed, pro-

gramming languages are characterized by only a few dozen vocabulary words and

rules of grammar. Much of the material that we cover in this book could be ex-

pressed in the Python or C++ languages, or any of several other modern program-

ming languages. We describe everything speciﬁcally in Java so that you can get

started creating and running programs right away. On the one hand, we will focus

on learning to program, as opposed to learning details about Java. On the other

hand, part of the challenge of programming is knowing which details are relevant

in a given situation. Java is widely used, so learning to program in this language

will enable you to write programs on many computers (your own, for example).

Also, learning to program in Java will make it easy for you to learn other languages,

including lower-level languages such as C and specialized languages such as Matlab.

1.1 Your First Program . . . . . . . . . . . .2

1.2 Built-in Types of Data . . . . . . . . . . 14

1.3 Conditionals and Loops. . . . . . . . . 50

1.4 Arrays . . . . . . . . . . . . . . . . . . . 90

1.5 Input and Output . . . . . . . . . . . 126

1.6 Case Study: Random Web Surfer. . . 170

Elements of Programming

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