Java编程入门：问题解决方法

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"Introduction to Programming with Java" 这是一本关于Java编程的入门学习参考资料，由John S. Dean、Raymond H. Dean合著，适合初学者使用。本书采用问题解决的方法来引导读者理解编程概念，旨在帮助读者掌握Java编程的基础知识。在Java编程世界中，基础知识包括了解基本语法、数据类型、变量、控制流程（如条件语句和循环）、方法（函数）定义与调用、数组以及对象和类的概念。Java是一种面向对象的语言，这意味着它鼓励通过封装、继承和多态性来组织代码。书中可能会详细解释这些概念，并通过实例演示如何在实际编程中应用它们。问题解决方法通常涉及将大问题分解为小问题，然后逐步解决每个小问题。作者可能通过提供实际的编程挑战和案例研究，使读者有机会应用所学知识，从而加深对编程概念的理解。这种教学方式有助于培养读者的逻辑思维能力和独立解决问题的能力。此外，书中的例子可能涵盖I/O操作（如文件读写）、异常处理、集合框架（如ArrayList和HashMap）以及基本的图形用户界面（GUI）编程，这些都是Java开发者必须掌握的重要技能。书中还可能介绍如何使用集成开发环境（IDE），如Eclipse或IntelliJ IDEA，这些工具能提高开发效率。在深入学习之前，读者需要了解计算机科学的基本原理，例如算法和数据结构，尽管这本书可能是作为入门教程，但理解这些基础知识对于后续的学习至关重要。书中可能也会提供一些基本的算法示例，如排序和搜索，帮助读者开始编程实践。 “Introduction to Programming with Java”是一本全面的指南，适合那些希望进入Java编程领域的初学者。它不仅讲解了语言基础，还强调了问题解决策略，这对于任何程序员来说都是宝贵的技能。通过阅读和实践书中的例子，读者可以建立起坚实的编程基础，为进一步的Java学习和开发工作打下坚实的基础。

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While the art of program design and the science of computerized problem-solving are developed

throughout the textbook, in Chapter 8, we focus on these aspects in the context of OOP. This chapter begins

with an organized treatment of programming style. It includes recommendations on how to use methods

to further the goal of encapsulation. It describes the major programming paradigms—top-down design,

bottom-up design, using pre-written software for low-level modules, and prototyping.

Chapter 9

Some Java textbooks teach how to implement class members before they teach how to implement instance

members. With that approach, students learn to write class members inappropriately, and that practice is

hard to break later on when instance members are  nally covered. Proper programming practice dictates

that programmers (beginning programmers certainly included) should implement instance members more

often than class members. Thus, we teach how to implement instance members early on, and we postpone

how to implement class members until Chapter 9.

Chapter 10

In Chapter 10, we describe different ways to store related data. We present array basics and several impor-

tant array applications—searching, sorting, and histogram construction. We present more advanced array

concepts using two-dimensional arrays and arrays of objects. Finally, we look at a more powerful form of an

array—an ArrayList.

Chapter 11

Early on, students need to be immersed in problem-solving activities. Covering too much syntax detail early

can detract from that objective. Thus, we initially gloss over some less-important syntax details and come

back to those details later on in Chapter 11. Chapter 11 provides more details on items such as these:

• the byte and short primitive types

• the Unicode character set

• type promotions

• post x versus pre x modes for the increment and decrement operators

• the conditional operator

• short-circuit evaluation

Chapters 12–13

We describe class relationships in Chapters 12 and 13. We spend two full chapters on class relationships be-

cause the subject matter is so important. We take the time to explain class relationship details in depth and

provide numerous examples. In Chapter 12, we discuss aggregation, composition, and inheritance. In Chap-

ter 13, we discuss more advanced inheritance-related details such as the Object class, polymorphism,

abstract classes, and interfaces.

Chapters 14–15

We cover exception handling in Chapter 14 and  les in Chapter 15. We cover exception handling prior to

 les because  le-handling code utilizes exception handling; for example, opening a  le requires that you

check for an exception.

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Chapters 16–17

We cover event-driven GUI programming at the end of the book in Chapters 16 and 17. By learning event-

driven GUI programming late, students are better able to grasp its inherent complexities.

Appendices

Most of the appendices cover reference material, such as the ASCII character set and the operator prece-

dence table. But the last two appendices cover advanced Java material—recursion and multithreading.

Subject-Matter Dependencies and

Sequence-Changing Opportunities

We’ve positioned the textbook’s material in a natural order for someone who wants fundamentals  rst and

also wants an early introduction to OOP. We feel that our order is the most ef cient and effective order for

learning how to become a pro cient OOP programmer. Nonetheless, we realize that different readers have

different content-ordering preferences. To accommodate those different preferences, we’ve provided some

built-in  exibility. Figure 0.1 illustrates that  exibility by showing chapter dependencies and, more impor-

tantly, chapter non-dependencies. For example, the arrow between Chapter 3 and Chapter 4 means that

Chapter 3 must be read prior to Chapter 4. And the lack of an arrow between Chapters 1 and 2 means that

Chapter 1 may be skipped.

Here are some sequence-changing opportunities revealed by Figure 0.1:

• Readers can skip Chapter 1 (Introduction to Computers and Programming).

• For an earlier introduction to OOP, readers can read the OOP overview section in Chapter 6 after read-

ing Chapter 1. And they can learn OOP syntax and semantics in Chapter 6 after  nishing Java basics in

Chapter 3.

• For additional looping practice, readers can learn about arrays in Chapter 10 after  nishing loops in

Chapter 4.

• Readers can skip Chapter 15 (Files).

Note Figure 0.1’s dashed arrow that connects Chapter 3 to Chapter 15. We use a dashed arrow to indicate

that the connection is partial. Some readers may wish to use  les early on for input and output (I/O). Those

readers should read Chapter 3 for Java basics and then immediately jump to Chapter 15, Sections 15.3 and

15.4 for text- le I/O. With a little work, they’ll then be able to use  les for all their I/O needs throughout the

rest of the book. We say “with a little work” because the text- le I/O sections contain some code that won’t

be fully understood by someone coming directly from Chapter 3. To use the text- le I/O code, they’ll need

to treat it as a template. In other words, they’ll use the code even though they probably won’t understand

some of it.

To support content-ordering  exibility, the book contains “hyperlinks.” A hyperlink is an optional jump

forward from one place in the book to another place. The jumps are legal in terms of prerequisite knowl-

edge, meaning that the jumped-over (skipped) material is unnecessary for an understanding of the later

material. We supply hyperlinks for each of the non-sequential arrows in Figure 0.1. For example, we supply

hyperlinks that go from Chapter 1 to Chapter 6 and from Chapter 3 to Chapter 11. For each hyperlink tail

end (in the earlier chapter), we tell the reader where they may optionally jump to. For each hyperlink target

end (in the later chapter), we provide an icon at the side of the target text that helps readers  nd the place

where they are to begin reading.

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Acknowledgments

Anyone who has written a textbook can attest to what a large and well-orchestrated team effort it requires.

Such a book can never be the work of only one person or even a few. We are deeply indebted to the team at

McGraw-Hill Higher Education who have shown continued faith in our writing and invested generously in it.

It was a pleasure to work with Alan Apt during the book’s two-year review period. He provided ex-

cellent guidance on several large design issues. We are grateful for the tireless efforts of Rebecca Olson.

Rebecca did a tremendous job organizing and analyzing the book’s many reviews. Helping us through the

various stages of production were Project Manager Kay Brimeyer and Designer Laurie Janssen. We would

also like to thank the rest of the editorial and marketing team, who helped in the  nal stages: Raghu Srini-

vasan, Global Publisher; Kristine Tibbetts, Director of Development; Heidi Newsom, Editorial Assistant;

and Michael Weitz, Executive Marketing Manager.

All the professionals we have encountered throughout the McGraw-Hill organization have been won-

derful to work with, and we sincerely appreciate their efforts.

We would like to acknowledge with appreciation the numerous and valuable comments, suggestions, and

constructive criticisms and praise from the many instructors who have reviewed the book. In particular,

William Allen, Florida Institute of Technology

Robert Burton, Brigham Young University

Priscilla Dodds, Georgia Perimeter College

Jeanne M. Douglas, University of Vermont

Dr. H.E. Dunsmore, Purdue University

Deena Engel, New York University

Michael N. Huhns, University of South Carolina

Ibrahim Imam, University of Louisville

Andree Jacobson, University of New Mexico

Lawrence King, University of Texas, Dallas

Mark Llewellyn, University of Central Florida

Blayne E.May eld, Oklahoma State University

Mary McCollam, Queen’s University

Hugh McGuire, Grand Valley State University

Jeanne Milostan, Vanderbilt University

Shyamal Mitra, University of Texas, Austin

Benjamin B.Nystuen, University of Colorado, Colorado Springs

Richard E. Pattis, Carnegie Mellon University

Tom Stok ke, University of North Dakota

Ronald Taylor, Wright State University

Timothy A.Terrill, University at Buffalo, The State University of New York

Ping Wu, Dell Inc

We would also like to thank colleagues Wen Hsin, Kevin Burger, John Cigas, Bob Cotter, Alice

Capson, and Mark Adams for helping with informal quick surveys and Barbara Kushan, Ed Tankins,

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