C++编程入门指南：适合零基础学习者

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"C++编程：适合初学者指南" 这本名为《C++编程：你也能做到》的电子文档专为对计算机编程感兴趣且有一定英文基础的初学者设计。作者弗朗西斯·格拉斯博罗与罗伯塔·艾伦共同编写，旨在提供一个易于理解且实践性强的入门教程。本书强调理论与实践相结合，通过清晰的讲解和逐步的指导，帮助读者快速掌握C++语言的基础知识和核心概念。本书版权属于2004年的约翰·威立公司（John Wiley & Sons Ltd），总部位于英国奇切斯特。联系方式包括电话和电子邮件，方便读者查询订单或客户服务问题。访问该公司的主页，无论是www.wileyeurope.com还是www.wiley.com，都能找到更多相关资源和支持。在版权法的保护下，未经出版商书面许可，除非根据1988年的《版权、设计和专利法》或经版权许可机构（Copyright Licensing Agency Ltd）授权，否则禁止任何形式的复制、存储、传输，包括但不限于复印、录音、扫描等，除非是为了特定目的在计算机系统中输入并执行材料。本书的主要内容可能包括但不限于以下几个部分： 1. C++语言介绍：章节首先会解释C++的历史背景，与其他编程语言的比较，以及为何选择它作为初学者的入门语言。 2. 基础语法：涵盖变量、数据类型、运算符、控制结构（如条件语句和循环）等内容，让读者了解编程的基本逻辑构建。 3. 类和对象：深入解析面向对象编程的核心概念，包括类的设计、构造函数、成员函数和继承。 4. 函数和模块化：讲解如何组织代码，使用函数和类来实现模块化，提高代码的可读性和重用性。 5. 数组和指针：关键概念如动态内存分配、指针操作和数组的应用，帮助理解内存管理和数据结构。 6. 输入输出和文件操作：涉及标准输入输出流、文件读写操作，以及处理用户交互的基本方法。 7. 错误处理和调试：教授如何识别和解决编程中的常见错误，以及使用调试工具进行问题排查。 8. 项目实战：通过实际的小项目来巩固所学知识，如简单的游戏、文本编辑器等，使理论知识得以应用。 9. 进阶话题：对于有进一步兴趣的读者，可能包含更高级的主题，如模板、多线程、STL（标准模板库）等。阅读这本书，初学者不仅能够系统地学习C++，还能培养解决问题的能力和良好的编程习惯，为未来的软件开发生涯打下坚实基础。

How to Use This Book

In my school days I used to read my science textbooks cover to cover in about a week to ten days from the

time they were issued to me. On the other hand, math textbooks took many months to read. Later in life I

found when studying a book that was pushing the boundaries of my knowledge that I usually stopped reading

after about six or seven chapters and took a few weeks, or even months, off before resuming my study by

quickly re-reading the ﬁrst few chapters and then pushing on with the material that had been overwhelming

me ﬁrst time round and moving on to new material, which would again eventually overwhelm me. I would

repeat this process until at the third or fourth shot I would ﬁnally ﬁnish the whole book.

I suppose that with more self-discipline I would take everything more gently and give myself time to

absorb new ideas before pushing on; it just isn’t my w ay. I am always impatient to move on and master new

things so I proceed more like the hare than the tortoise.

Which way you learn does not matter as long as you do not suffer from the illusion that acquiring new

skills is just a few days’ work. Factual textbooks such as those I had for science can be read in a few days or

weeks but we are unreasonable to expect to read a book that is designed to help us acquire a n ew skill in just

a couple of weeks.

Another feature of books introducing skills is that they have to assume the reader will practice. It is no

good reading a book about playing a ﬂute if you wish to become a ﬂautist. It may be technically possible to

read such a book in a few days but that would not turn you into any kind of musician. A single book on ﬂute

playing takes many months to read effectively and at every stage you would read the book with your ﬂute

readily to hand. You would practice and listen to good ﬂautists.

This book is about acquiring a skill and so I have designed it to be used with a computer to hand. I have

also designed it to be studied at whatever pace you feel comfortable with. However I have designed the ﬁrst

seven chapters to work together as a single block. The acceleration from Chapter 1 to Chapter 6 is quite high

and most readers will ﬁnd that they need to take time to digest that material before continuing their studies. I

have written Chapter 7 as a natural break before you proceed with the rest of the book.

Each of the next six chapters (8 to 13) is a unit adding some new material and some new ideas. Many

readers will ﬁnd that they want to take breaks after some or even all those chapters. During those breaks you

will want to use what you have learnt. Some readers will happily plough straight through in much t he same

way that they read the ﬁrst six chapters. That will be ﬁne as long as you set a pace that gives you time to

absorb each of the new ideas and practice using them.

During the study of this middle part of the book you should take time out to think about how what you

are learning can be used to achieve tasks that interest you. That thinking time is best done away from the

book and the computer (much of my thinking is done waiting for buses, enjoying a hot bath or while eating

ameal).

Chapters 14 to 16 are different because their main objective is to consolidate your knowledge and skills

and show how what you have learnt can be put to use to do things that may look difﬁcult. Roberta comments

xiv HOW TO USE THIS BOOK

that she felt that these chapters treated the reader as if they were now a programmer. She is right, and by that

stage in the book you deﬁnitely are a programmer, just an inexperienced one. These chapters both show you

what can be done with what you know and provide you some useful extras that you can use in your own

programming.

The last chapter has the same title as the ﬁrst exactly because you will have come full circle. You start as

someone who has the potential to be a programmer and you ﬁnish as someone who knows they can program.

Whether you move from Chapter 1 to Chapter 17 like a hare or a tortoise or in some other way, getting

to the end is a new beginning and one where you will truly be able to declare ‘‘I can do it, I can program.’’

Study Elements

There are various elements built into this book, all but one of which require your active participation. The

exception is that there are places where I give you an anecdote or an analogy to help you with your

understanding or motivation.

I use two ways of introducing you to new code. Sometimes I work through developing some code

writing about what I am doing at each stage. The purpose is to show you how programs come into existence

on a bit by bit basis. During that process I will expect you to work alongside me and create your copy of the

program by following in my footsteps.

Sometimes I will give you a ﬁnished piece of code and ask you to type it in and correct any typing

errors so that the program works. After you have done that I walk you through the code explaining what the

pieces do and how they work.

Why the two ways? Sometimes experiencing what a program does greatly aids in understanding how it

does it; at other times it is more important to learn how programs come into existence by actually following

the thought processes that lead to the ﬁnished program. Both ways are valuable t o you.

During the course of working through this book you will come across items that are marked as ‘‘tasks’’.

These are things that you should do before going on with reading. Sometimes they will require you to write

a program; sometimes they will simply require that you do something exactly as described. However they

share the property that I consider doing them to be an inherent part of successfully reading this book.

Sometimes you may eventually have to look at a solution that I have provided but you should think of them

as hurdles that you should seriously try to cross without knocking over.

I have also provided exercises. I have tried to choose these so that doing them will help you develop

your programming skills without asking you to write dozens of repetitive programs that lead nowhere. In

general doing the exercises will be good for you but missing a few will not be a disaster. Your personal pride

should motivate you to do the exercises unless they have been marked as ones for specialists (there are a few

marked as ‘‘for mathematicians’’).

There are some places where I explicitly invite you to try something for fun. These are only a reminder

that you should be trying the ideas you ﬁnd in this book and it should be fun. You should be trying things

that you want to show to others. You may be lucky enough to have an appreciative family, friends or

colleagues but i f you haven’t (or even if you have) I want others to see your work and I invite you to send

me things you are proud of so they can be made public via the book’s website. Your best work will deserve a

wider audience so do not be too shy to put it forward.

End of Chapter Elements

Every chapter, bar the last, has an end of chapter section that contains one or more of the following elements:

Roberta’s Comments: In which my student author contributes whatever she feels like writing about the

chapter in hand. They are an example of something you might consider for yourself: keeping a diary of your

experiences. I hope that they will sometimes give you the consolation of discovering that someone else had

problems too, and sometimes allow you to feel superior because you didn’t. However do not feel too

HOW TO USE THIS BOOK xv

superior because the text you have is greatly improved over what she learnt from, largely because of the

effort she made to criticize my work in a positive way.

Hints: Sometimes I provide a hint for a task or exercise to help you succeed in doing the work yourself.

Solutions: Unlike most books, reading the solutions is not a way of cheating. I expect you to read the

solutions when they are provided. Studying the solutions is part of the correct use of the book. Not just

reading the solutions or trying them out, but understanding why they work and perhaps why they are

different from yours.

Summary: This is broken down under three headings. Key Programming Concepts contains the elements

of the chapter that are independent of the programming language. They are the general principles of

programming. C++ Checklist gives you a quick summary of the elements of Standard C++ (i.e. the

common core of C++ available everywhere) covered in the chapter. And ﬁnally there is the Extensions

Checklist which summarizes elements that I have added to C++ via the library I provide for you.

End of the Book

I could have added 100 pages to the end of this book by including printed appendices summarizing the C++

language and library, my library, and details of the way the programming style of this book differs from

common C++ programming styles. Instead you will ﬁnd a single printed Appendix A which lists common

errors that test readers had when trying to get their code to work.

The other four appendices and the glossary are on the CD that comes with the book. You can print

those out if you wish but they will not assist your early efforts when most of their contents will be of no

practical use to you.

You may ﬁnd that there is a greatly extended glossary on the book’s website because I plan to add to it

in response to questions raised by readers such as yourself. If you meet a term that is puzzling you, check the

latest version of the glossary and if it is not there or it still puzzles you, email me and I will do my best to

respond promptly and helpfully.

The CD

The CD that comes with this book contains two elements. The ﬁrst is the software needed by the reader. I will

put that more strongly: you should not use programming software that I have not provided either on the CD

or on the website; if you do then you are on your own. There are many excellent commercial programming

tools available but they are professional tools and as such they are designed to be used by professionals.

The second element is the appendices and glossary. These are provided as Microsoft Word and HTML

ﬁles. That means that you can print them or use them electronically. The former allows you to add your own

annotations and the latter makes it easy to search for a word or phrase.

Installing software from the CD: Unless you have switched off the auto start feature of Windows, the CD

should automatically start and lead you through the process of installing all you need. By default it will offer

to install in C:\tutorial. If you want to install to another drive just change the drive letter. You can install to a

different directory but I would encourage you not to do so. It will make it much easier to follow help

provided by others if you have everything in the standard form provided on the CD. You can manage with

about 100 megabytes of disk storage but around about 250 megabytes will make it more comfortable and

save you from having to clean up intermediate working ﬁles from earlier chapters as you progress through

the book.

Introduction

Before Purchase

If you are trying to decide whether to buy this book please read far enough to reach a conclusion. I will do

my very best to help you reach the right conclusion for you because delighted though I would be to have vast

sales ﬁgures I do not want you to waste your time and money buying something you later regret.

This is a unique book on the subject of computer programming because it has been written for

ordinary people and it attempts, I believe successfully, to make programming accessible to anyone with a

computer (at this stage, one running some version of Microsoft Windows), some curiosity about what

programming is and the willingness to spend some time satisfying that curiosity by learning to program.

This book is a collaboration between me as a technically knowledgeable and experienced teacher and

Roberta, whose qualiﬁcations were exactly those that a reader will need. Roberta’s contribution is small in

textual content and vast in helping me to write a book that can be used by someone whose computing skills

are just enough to load a program, use a word processor, use email and surf the Internet. When she started as

the student half of the authorial team, despite having used a computer for a decade she still had not grasped

the concepts of directory structures and t he like. Her study of mathematics ended at 16 and her mathematical

skills more or less stop with simple arithmetic and those skills needed to keep a set of company accounts.

She had two positive qualiﬁcations; she wanted to discover what programming was about and she was

willing to trust me to show her. Both those are important. If you use this book you will need both those

qualiﬁcations. You need to be willing to put in time and effort to discover the rudiments of programming

and you need to trust us, Roberta and me, to help you achieve that ambition. However given those

qualiﬁcations we promise you that you can learn to program and that long before you ﬁnish this book you

will have written programs for yourself. As long as you have some imagination some of those programs will

be uniquely yours. Roberta had written her ﬁrst entirely original program before she had ﬁnished Chapter 6

and by the time she had ﬁnished her studies she had written several programs for her grandchildren as well

as at least one following her own interests.

I tell you these things because I am certain that anyone who wants to can learn simple programming. I

also believe that many people will ﬁnd programming rewarding in many ways. One of those is the

tremendous sense of achievement that any programmer gets whenever a program ﬁnally works and does

what it is designed to do.

If you browse through the pages of this book you may wonder if you could ever cope

with the weird things written in this font

. There is no need to worry, you will soon ﬁnd that all

that text is just a way to express intentions in a way that a computer can use, and that it isn’t at all weird. It

isn’t English though there is a scattering of English words in it. It is a computer language called C++

(pronounced cee plus plus). Friends, relatives and colleagues who know something about programming may

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