青少年Python编程入门指南：实战与理论

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"Python编程入门指南：《Python Programming for Teens》是青少年学习编程的理想起点。该书由教育者、作者兼Python专家肯尼斯·兰伯特编写，旨在帮助初学者建立坚实的编程基础，为转向其他编程语言和更高级课程做好准备。书中涵盖了关键内容，如问题解决、程序开发以及类和对象的基础概念。作者肯尼斯·兰伯特以青少年读者为目标，通过清晰易懂的文字阐述，使读者在阅读过程中逐步掌握Python语言。本书不仅教授编程原理，还强调实践操作，让学习者通过实际项目来提升技能。学习内容包括但不限于： 1. **Python基础知识**：介绍Python的语法、数据类型、控制结构（如循环和条件语句）以及基本的数据结构（列表、元组、字典）。 2. **解决问题与逻辑思维**：培养读者分析问题、设计算法和编写有效代码的能力，通过实例演示如何运用编程解决实际问题。 3. **程序设计和模块化**：讲解如何组织代码，创建函数和模块，提高代码的可读性和复用性。 4. **面向对象编程**：介绍类和对象的概念，包括继承、封装和多态，帮助理解面向对象编程的核心原则。 5. **实用技巧与最佳实践**：分享编程中的常用工具、库和调试方法，引导读者遵循Python编程社区的最佳实践。 6. **项目实战**：书中包含多个小项目，让读者在实践中巩固所学知识，提升实际操作能力。《Python Programming for Teens》适合对编程感兴趣但无经验的青少年，或者希望为孩子提供编程启蒙的家长。此外，由于该资源是非扫描版，确保了文字的清晰度，便于阅读和学习。对于希望通过Python开启编程之旅的学习者来说，这本书是一个不可或缺的教育资源。访问www.allitebooks.com可以获取更多相关信息和支持，包括版权信息和出版团队成员，表明Cengage Learning PTR对其内容质量和版权保护的承诺。"

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Organization of the Book

The approach in this book is easygoing, with each new concept introduced only when you

need it.

Chapter 1

, “Getting Started with Python,” advises you how to download, install, and start

the Python programming software used in this book. You try out simple program com-

mands and become acquainted with the basic features of the Python language that you

will use throughout the book.

Chapter 2, “Getting Started with Turtle Graphics,” introduces the basic commands for

turtle graphics. You learn to draw pictures with a set of simple commands. Along the

way, you discover a thing or two about colors and two-dimensional geometry.

Chapter 3, “Control Structures: Sequencing, Iteration, and Selection,” covers the program

commands that allow the computer to make choices and perform repetitive tasks.

Chapters 4, “Composing, Saving, and Running Programs,” shows you how to save your

programs in files, so you can give them to others or work on them another day. You

learn how to organize a program like an essay, so it is easy for you and others to read,

understand, and edit. You also learn a bit about how the computer is able to read, under-

stand, and run a program.

Chapter 5, “Defining Functions,” introduces an important design feature: the function. By

organizing your programs with functions, you can simplify complex tasks and eliminate

unnecessary duplications in your code.

Chapter 6, “User Interaction with the Mouse and the Keyboard,” covers features that

allow people to interact with your programs. You learn program commands for respond-

ing to mouse and keyboard events, as well as pop-up dialogs that can take information

from your programs’ users.

Chapter 7, “Recursion,” teaches you about another important design strategy called recur-

sion. You write some recursive functions that generate computer art and fractal images.

Chapter 8, “Objects and Classes,” offers a beginner’s guide to the use of objects and classes

in programming. You learn how to define new types of objects, such as menu items for

choosing colors and grids for board games, and use them in interesting programs.

Chapter 9, “Animations,” concludes the book with a brief introduction to animations. You

discover how to get images to move independently and interact in interesting ways.

Two appendixes follow the last chapter. Appendix A, “Turtle Graphics Commands,”

provides a reference for the set of turtle graphics commands introduced in the book.

Introduction xv

(1646–1716) built another mechanical calculator that included other arithmetic functions

such as multiplication. Leibnitz, who with Newton also invented calculus, went on to pro-

pose the idea of computing with symbols as one of our most basic and general intellectual

activities. He argued for a universal language in which one could solve any problem by

calculating.

Early in the nineteenth century, the French engineer Joseph Jacquard (1752–1834)

designed and constructed a machine that automated the process of weaving. Until then,

each row in a weaving pattern had to be set up by hand, a quite tedious, error-prone pro-

cess. Jacquard’s loom was designed to accept input in the form of a set of punched cards.

Each card described a row in a pattern of cloth. Although it was still an entirely mechani-

cal device, Jacquard ’s loom possessed something that previous devices had lacked—the

ability to carry out the instructions of an algorithm automatically. The set of cards

expressed the algorithm or set of instructions that controlled the behavior of the loom. If

the loom operator wanted to produce a different pattern, he just had to run the machine

with a different set of cards.

The British mathematician Charles Babbage (1792–1871) took the concept of a program-

mable computer a step further by designing a model of a machine that, conceptually, bore

a striking resemblance to a modern general-purpose computer. Babbage conceived his

machine, which he called the Analytical Engine, as a mechanical device. His design called

for four functional parts: a mill to perform arithmetic operations, a store to hold data and

a program, an operator to run the instructions from punched cards, and an output to pro-

duce the results on punched cards. Sadly, Babbage’s computer was never built. The project

perished for lack of funds near the time when Babbage himself passed away.

In the last two decades of the nineteenth century, a U.S. Census Bureau statistician named

Herman Hollerith (1860–1929) developed a machine that automated data processing for

the U.S. Census. Hollerith’s machine, which had the same component parts as Babbage’s

Analytical Engine, simply accepted a set of punched cards as input and then tallied and

sorted the cards. His machine greatly shortened the time it took to produce statistical

results on the U.S. population. Government and business organizations seeking to auto-

mate their data processing quickly adopted Hollerith’s punched card machines. Hollerith

was also one of the founders of a company that eventually became IBM (International

Business Machines).

Also in the nineteenth century, the British secondary school teacher George Boole

(1815–1864) developed a system of logic. This system consisted of a pair of values,

TRUE and FALSE, and a set of three primitive operations on these values, AND, OR,

xviii Introduction

and NOT. Boolean logic eventually became the basis for designing the electronic circuitry

to process binary information.

A half a century later, in the 1930s, the British mathematician Alan Turing (1912–1954)

explored the theoretical foundations and limits of algorithms and computation. Turing’s

most important contributions were to develop the concept of a universal machine that

could be specialized to solve any computable problems and to demonstrate that some pro-

blems are unsolvable by computers.

The First Electronic Digital Computers (1940–1950)

In the late 1930s, Claude Shannon (1916–2001), a mathematician and electrical engineer

at MIT, wrote a classic paper titled “A Symbolic Analysis of Relay and Switching

Circuits.” In this paper, he showed how operations and information in other systems,

such as arithmetic, could be reduced to Boolean logic and then to hardware. For example,

if the Boolean values TRUE and FALSE were written as the binary digits 1 and 0, one

could write a sequence of logical operations to compute the sum of two strings of binary

digits. All that was required to build an electronic digital computer was the ability to rep-

resent binary digits as on/off switches and to represent the logical operations in other

circuitry.

The needs of the combatants in World War II pushed the development of computer hard-

ware into high gear. Several teams of scientists and engineers in the United States, Great

Britain, and Germany independently created the first generation of general-purpose

digital electronic computers during the 1940s. All these scientists and engineers used

Shannon’s innovation of expressing binary digits and logical operations in terms of elec-

tronic switching devices. Among these groups was a team at Harvard University under the

direction of Howard Aiken. Their computer, called the Mark I, became operational in

1944 and did mathematical work for the U.S. Navy during the war. The Mark I was con-

sidered an electromechanical device because it used a combination of magnets, relays, and

gears to store and process data.

Another team under J. Presper Eckert and John Mauchly, at the University of Pennsyl-

vania, produced a computer called the ENIAC (Electronic Numerical Integrator and

Calculator). The ENIAC calculated ballistics tables for the artillery of the U.S. Army

toward the end of the war. Because the ENIAC used entirely electronic components, it

was almost a thousand times faster than the Mark I.

Two other electronic digital computers were completed a bit earlier than the ENIAC.

They were the ABC (Atanasoff-Berry Computer), built by John Atanasoff and Clifford

Introduction xix

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青少年Python编程入门指南：实战与理论

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