Thinking in C#

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"《PRENTICE_HALL-Thinking_In_C#》是Bruce Eckel和Larry O'Brien合著的一本关于C#编程的书籍，属于Bruce Eckel的编程思想系列。这本书旨在帮助读者理解C#语言的核心概念，特别是面向对象编程的原则和实践。全书通过丰富的示例和讲解，引导读者逐步掌握C#编程技术。" 本书涵盖了多个关键知识点，包括： 1. **计算机语言基础**：在前言中，作者讨论了学习新编程语言的先决条件，以及学习C#的目标。这部分可能涉及对编程的基本理解，以及为何选择学习C#。 2. **面向对象编程**：书中的第二章介绍了面向对象编程的基础，这是C#的核心特性之一。包括类、对象、封装、继承和多态等概念。 3. **初识对象**：第三章从实际应用出发，让读者了解如何创建和使用对象，以及对象生命周期管理。 4. **程序流程控制**：第四章深入探讨了条件语句、循环结构和跳转语句，这些都是编写任何程序时不可或缺的部分。 5. **初始化与清理**：第五章讲解了变量的初始化、对象的构造与析构，以及如何在C#中有效地进行资源管理。 6. **隐藏实现细节**：第六章讨论了封装的重要性，以及如何通过访问修饰符来保护类的内部实现。 7. **类的复用**：第七章涉及类的继承和多态性，这是代码重用和设计灵活性的关键。 8. **接口与实现**：第八章介绍了接口的作用，它允许不同类之间定义共同的行为，而不关心具体的实现细节。 9. **耦合与内聚**：第九章讨论了软件设计中的两个重要原则，耦合度低和内聚度高可以提高代码的可维护性和可扩展性。 10. **集合与容器**：第十章讲述了如何使用C#中的集合类和数据结构来组织和操作对象。 11. **异常处理**：第十一章介绍了C#中的异常处理机制，包括try-catch-finally语句和自定义异常。 12. **I/O操作**：第十二章涵盖了C#中的输入/输出功能，包括文件读写、流和其他I/O操作。 13. **反射与属性**：第十三章讲解了反射的概念，允许在运行时动态地访问类和对象，以及属性的使用。 14. **Windows窗体编程**：第十四章介绍了如何使用C#创建图形用户界面，包括控件、事件处理和布局管理。 15. **GDI+概述**：第十五章涉及到图形设备接口，用于在Windows应用程序中进行图形绘制。 16. **多线程编程**：第十六章探讨了如何在C#中实现多线程，以利用多核处理器并行执行任务。 17. **XML支持**：第十七章介绍了C#对XML的支持，包括解析、生成和操作XML文档。 18. **Web编程**：第十八章讲解了如何使用C#进行Web开发，可能包括ASP.NET和其他相关技术。此外，书的附录还提供了专门针对Visual Basic和Java程序员的C#入门指南，以及使用NUnit进行测试驱动开发的介绍，还有针对Pocket PC平台的编程指导，C#编程准则以及相关资源列表。书末还包括一个完整的索引，方便读者查找特定主题。通过这些章节，读者将能全面理解C#语言，并具备开发高效、健壮的C#应用程序的能力。

ii Thinking in C# www.ThinkingIn.NET

library classes and methods in the area. Hopefully, some topics will excite your

interest and you will seek out a deeper understanding of the underlying

principles.

Every chapter in this book is worthy of book-length discussion and Thinking in

C# necessarily glosses over many issues. Rather than hide these decisions in

academic rhetoric, this book tries to make explicit the subjective opinions of the

authors, Larry O’Brien and Bruce Eckel. Additionally, neither of us is in the

employ of Microsoft

and both of us are fairly jaded when it comes to languages,

frameworks, and implementations. We do not hesitate to criticize design

decisions with which we disagree nor do we pause when it comes to crediting

Java as an important influence as both a marketing and technical influence on C#

and .NET. Both of us have been programming since the 1970s and writing and

teaching on these subjects since the ’80s, so our opinions may be judged

incorrect, but we come to those opinions by experience.

Prerequisites

This book assumes that you have some programming familiarity: you understand

that a program is a collection of statements, the idea of a

subroutine/function/macro, control statements such as “if” and looping

constructs such as “while,” etc. However, you might have learned this in many

places, such as programming with Microsoft Office’s Visual Basic for Applications

or working with a tool like Perl. As long as you’ve programmed to the point where

you feel comfortable with the basic ideas of programming, you’ll be able to work

through this book.

The book will be easiest for Visual Basic, Delphi, or Java programmers. Visual

Basic programmers will be familiar with many library names and several of the

programming models, Delphi programmers will recognize in C# the influence of

Anders Hejlsberg, and Java programmers will find the hardest thing about

moving to C# is getting used to a different naming convention. If you don’t have a

background in those languages, don’t count yourself out, although naturally it

means that you will be required to expend a little more effort.

This book does not assume that you’re familiar with object-oriented

programming (OOP) and the first half of the book can be seen as an extended

tutorial on object-oriented programming at least as much as a tutorial on C# per

se. No formal background in computer science is expected.

Larry has been paid to write technical white papers for Microsoft.

Preface: Computer Language iii

Although references will often be made to language features in other languages

such as C++ and Java, these are not intended to be insider comments, but instead

to help all programmers put C# in perspective with those languages. All good

programmers are polyglots and the greatest value proposition of the .NET

Framework is that it supports multiple languages.

Learning C#

Picasso is reputed to have said “Computers are worthless; they can only give you

answers.” The same could be said of books. No book can teach you C#

programming, because programming is a creative process. The only way to learn

any language is to use it in a variety of situations, to gradually internalize it as you

solve increasingly difficult problems with it. To learn C#, you must start

programming in C#.

This is not to say that the best way to learn C# is on the job. For one thing,

companies don’t typically allow programmers to work in a language in which they

have no experience. More significantly, your job is to deliver value to your

customers, not to learn the nuances of C# and the .NET Framework.

For many people, seminars are the best environment for rapid learning. There

are many reasons for this: the interactions with the teachers and fellow students,

the explicit dedication of several days to achieving specific educational goals, or

just being out of the office and away from email and meetings. One of the authors

(Bruce) has been teaching object-oriented programming in multiday seminars

since 1989. The structure of this book is highly influenced by those experiences.

As the chair of the C++ and Java tracks at the Software Development conference,

Bruce discovered that speakers tended to give the typical audience too many

topics at once. Sometimes this was because they were striving to present an

example that was “realistic” and therefore unfocused. Other times it stemmed

from a fear of underserving the more experienced in the audience. Over the years,

Bruce developed many presentations, iteratively developing a scope and sequence

for teaching object-oriented programming in a language-specific manner. This

curriculum has been the core of many products: books, CD-ROMs, and seminars

for a variety of languages including C++, Java, and, now, C#.

There are three notable characteristics of this curriculum:

♦ It has a broad scope, from fundamental topics such as “how does one

compile a program?” to professional challenges such as thread-safe

design

iv Thinking in C# www.MindView.net

♦ It is outcome-oriented: the goal is to give the learner the basic skills for

professional object-oriented development in the language

♦ It is dependent on the learner’s active engagement with the samples and

exercises

Although this book is influenced by the seminars and books that preceded it, it is

not just seminar notes. More than anything, the book is designed to serve the

solitary reader who is struggling with a new programming language.

Goals

Like its immediate predecessor Thinking in Java, this book is structured around

the process of teaching the language. In particular, the structure is based on the

way the language can be taught in seminars. Chapters in the book correspond to

what experience has taught is a good lesson during a seminar. The goal is to get

bite-sized pieces that can be taught in a reasonable amount of time, followed by

exercises that are feasible to accomplish in a classroom situation.

The goals of this book are to:

1. Present the material one simple step at a time so that you can easily

digest each concept before moving on.

2. Use examples that are as simple and short as possible. This generally

prevents “real world” problems, but it’s better to understand every detail

of an example rather than being impressed by the scope of the problem it

solves.

3. Carefully sequence the presentation of features so that you aren’t seeing

something that you haven’t been exposed to. Of course, this isn’t always

possible; in those situations, a brief introductory description is given.

4. Give a pragmatic understanding of the topic, rather than a

comprehensive reference. There is an information importance hierarchy,

and there are some facts that 95 percent of programmers will never need

to know and that just confuse people and add to their perception of the

complexity of the language. To take an example from C#, if you

memorize the operator precedence table on page 118, you can write

clever code. But if you need to think about it, it will also confuse the

reader/maintainer of that code. So forget about precedence, and use

parentheses when things aren’t clear.

5. Keep each section focused enough so that the range of topics covered is

digestible. Not only does this keep the audience’s minds more active and

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