Java语言程序设计（英文第十版）_java语言编程英语

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To Samantha, Michael, and Michelle

Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook

appear on the appropriate page within text.

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10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-13-376131-2

ISBN 13: 978-0-13-376131-3

iii

PREFACE

Dear Reader,

Many of you have provided feedback on earlier editions of this book, and your comments and

suggestions have greatly improved the book. This edition has been substantially enhanced in

presentation, organization, examples, exercises, and supplements. The new edition:

■ Replaces Swing with JavaFX. JavaFX is a new framework for developing Java GUI pro-

grams. JavaFX greatly simplifies GUI programming and is easier to learn than Swing.

■ Introduces exception handling, abstract classes, and interfaces before GUI programming to

enable the GUI chapters to be skipped completely if the instructor chooses not to cover GUI.

■ Covers introductions to objects and strings earlier in Chapter 4 to enable students to use

objects and strings to develop interesting programs early.

■ Includes many new interesting examples and exercises to stimulate student interests. More

than 100 additional programming exercises are provided to instructors only on the Com-

panion Website.

Please visit

www.pearsonhighered.com/liang for a complete list of new features as well as

correlations to the previous edition.

The book is fundamentals first by introducing basic programming concepts and techniques

before designing custom classes. The fundamental concepts and techniques of selection

statements, loops, methods, and arrays are the foundation for programming. Building this

strong foundation prepares students to learn object-oriented programming and advanced Java

programming.

This book teaches programming in a problem-driven way that focuses on problem solv-

ing rather than syntax. We make introductory programming interesting by using thought-

provoking problems in a broad context. The central thread of early chapters is on problem

solving. Appropriate syntax and library are introduced to enable readers to write programs for

solving the problems. To support the teaching of programming in a problem-driven way, the

book provides a wide variety of problems at various levels of difficulty to motivate students.

To appeal to students in all majors, the problems cover many application areas, including

math, science, business, financial, gaming, animation, and multimedia.

The book seamlessly integrates programming, data structures, and algorithms into one text.

It employs a practical approach to teach data structures. We first introduce how to use various

data structures to develop efficient algorithms, and then show how to implement these data

structures. Through implementation, students gain a deep understanding on the efficiency of

data structures and on how and when to use certain data structures. Finally we design and

implement custom data structures for trees and graphs.

The book is widely used in the introductory programming, data structures, and algorithms

courses in the universities around the world. This comprehensive version covers fundamentals

of programming, object-oriented programming, GUI programming, data structures, algorithms,

concurrency, networking, database, and Web programming. It is designed to prepare students

to become proficient Java programmers. A brief version (Introduction to Java Programming,

Brief Version, Tenth Edition) is available for a first course on programming, commonly known

as CS1. The brief version contains the first 18 chapters of the comprehensive version. The first

13 chapters are appropriate for preparing the AP Computer Science exam.

The best way to teach programming is by example, and the only way to learn program-

ming is by doing. Basic concepts are explained by example and a large number of exercises

what is new?

fundamentals-first

problem-driven

comprehensive version

brief version

AP Computer Science

examples and exercises

data structures

iv Preface

with various levels of difficulty are provided for students to practice. For our programming

courses, we assign programming exercises after each lecture.

Our goal is to produce a text that teaches problem solving and programming in a broad

context using a wide variety of interesting examples. If you have any comments on and sug-

gestions for improving the book, please email me.

Sincerely,

Y. Daniel Liang

y.daniel.liang@gmail.com

www.cs.armstrong.edu/liang

www.pearsonhighered.com/liang

ACM/IEEE Curricular 2013 and ABET

Course Assessment

The new ACM/IEEE Computer Science Curricular 2013 defines the Body of Knowledge

organized into 18 Knowledge Areas. To help instructors design the courses based on this book,

we provide sample syllabi to identify the Knowledge Areas and Knowledge Units. The sample

syllabi are for a three semester course sequence and serve as an example for institutional cus-

tomization. The sample syllabi are available to instructors at

www.pearsonhighered.com/liang.

Many of our users are from the ABET-accredited programs. A key component of the ABET

accreditation is to identify the weakness through continuous course assessment against the course

outcomes. We provide sample course outcomes for the courses and sample exams for measuring

course outcomes on the instructor Website accessible from

www.pearsonhighered.com/liang.

What’s New in This Edition?

This edition is completely revised in every detail to enhance clarity, presentation, content,

examples, and exercises. The major improvements are as follows:

■ Updated to Java 8.

■ Since Swing is replaced by JavaFX, all GUI examples and exercises are revised using

JavaFX.

■ Lambda expressions are used to simplify coding in JavaFX and threads.

■ More than 100 additional programming exercises with solutions are provided to the

instructor on the Companion Website. These exercises are not printed in the text.

■ Math methods are introduced earlier in Chapter 4 to enable students to write code using

math functions.

■ Strings are introduced earlier in Chapter 4 to enable students to use objects and strings to

develop interesting programs early.

■ The GUI chapters are moved to after abstract classes and interfaces so that these chapters

can be easily skipped if the instructor chooses not to cover GUI.

■ Chapters 4, 14, 15, and 16 are brand new chapters.

■ Chapters 28 and 29 have been substantially revised with simpler implementations for min-

imum spanning trees and shortest paths.

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