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家教信息管理系统—计算机毕业设计(论文)

2017-12-20 50页 doc 482KB 21阅读

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家教信息管理系统—计算机毕业设计(论文)家教信息管理系统—计算机毕业设计(论文) 家教信息管理系统 目录 摘要„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 第1章 前言„„„„„„„„„„„„„„„„„„„„„„„„„ 2 第2章 编程环境基础知识„„„„„„„„„„„„„„„„„ 3 2.1 ASP简介………………………………………………………………… 3 2.2IIS简介………………………………………………………………… 4 2.3数据库系统简介……………………………………………………… 4 2.3.1数据库…………………………………...
家教信息管理系统—计算机毕业设计(论文)
家教信息管理系统—计算机毕业(论文) 家教信息管理系统 目录 摘要„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 第1章 前言„„„„„„„„„„„„„„„„„„„„„„„„„ 2 第2章 编程环境基础知识„„„„„„„„„„„„„„„„„ 3 2.1 ASP简介………………………………………………………………… 3 2.2IIS简介………………………………………………………………… 4 2.3数据库系统简介……………………………………………………… 4 2.3.1数据库………………………………………………………………… 4 2.3.2数据库管理系统……………………………………………………… 4 4 2.3.3数据模型……………………………………………………………… 第3章 需求分析………………………………………………………… 5 3.1功能需求………………………………………………………………… 5 3.2系统运行环境………………………………………………………… 5 3.3 功能需求描述………………………………………………………… 5 第4章 总体设计………………………………………………………… 6 4.1系统模块结构设计…………………………………………………… 6 4.1.1网站内容与网站目录……………………………………………………6 4.1.2 开发与设计的总体思想……………………………………………… 7 4.1.3系统功能设计……„„„„„„„„„„„„„„„„„„„„ 7 4.2数据库设计„„„„„„„„„„„„„„„„„„„„„„„„ 7 4.3数据库的实现„„„„„„„„„„„„„„„„„„„„„„„7 第5章 详细设计„„„„„„„„„„„„„„„„„„„„„„ 14 5.1家教信息管理系统首页„„„„„„„„„„„„„„„„„ 12 5.1.1功能描述„„„„„„„„„„„„„„„„„„„„„„„„ 12 „„„„„„„„„„„„„„„„„„„„„„„„ 12 5.1.2 IPO图 5.1.3名称、标识 、使用的文件或数据库„„„„„„„„„„„„„ 12 12 5.1.4界面设计„„„„„„„„„„„„„„„„„„„„„„„ 5.1.5程序的设计与实现„„„„„„„„„„„„„„„„„„„ 12 5.2家教注册模块 5.2.1功能描述„„„„„„„„„„„„„„„„„„„„„„„„ 15 5.2.2 IPO图„„„„„„„„„„„„„„„„„„„„„„„„„15 5.2.3名称、标识 、使用的文件或数据库„„„„„„„„„„„„„15 5.2.4界面设计„„„„„„„„„„„„„„„„„„„„„„„„16 5.2.5程序的设计与实现„„„„„„„„„„„„„„„„„„„„16 5(3学生注册模块„„„„„„„„„„„„„„„„„„„„„„ 21 5.3.1功能描述„„„„„„„„„„„„„„„„„„„„„„„„21 5.3.2 IPO图„„„„„„„„„„„„„„„„„„„„„„„„„21 5.3.3名称、标识 、使用的文件或数据库„„„„„„„„„„„„ 21 5.3.4界面设计„„„„„„„„„„„„„„„„„„„„„„„„ 22 5.3.5程序的设计与实现„„„„„„„„„„„„„„„„„„„„ 22 5.4家教信息浏览模块„„„„„„„„„„„„„„„„„„„„28 5.4.1功能描述„„„„„„„„„„„„„„„„„„„„„„„„28 5.4.2 IPO图„„„„„„„„„„„„„„„„„„„„„„„„„28 5.4.3名称、标识 、使用的文件或数据库„„„„„„„„„„„„„28 5.4.4界面设计„„„„„„„„„„„„„„„„„„„„„„„„29 5.4.5程序的设计与实现„„„„„„„„„„„„„„„„„„„„29 5.5学生信息浏览模块„„„„„„„„„„„„„„„„„„„„31 5.5.1功能描述„„„„„„„„„„„„„„„„„„„„„„„„31 5.5.2 IPO图„„„„„„„„„„„„„„„„„„„„„„„„„31 5.5.3名称、标识 、使用的文件或数据库„„„„„„„„„„„„„31 5.5.4界面设计„„„„„„„„„„„„„„„„„„„„„„„„32 5.5.5程序的设计与实现„„„„„„„„„„„„„„„„„„„„32 5.6家教个人管理模块„„„„„„„„„„„„„„„„„„„„35 5.6.1功能描述„„„„„„„„„„„„„„„„„„„„„„„„35 5.6.2 IPO图„„„„„„„„„„„„„„„„„„„„„„„„„35 5.6.3名称、标识 、使用的文件或数据库„„„„„„„„„„„„„35 5.6.4界面设计„„„„„„„„„„„„„„„„„„„„„„„„36 5.6.5程序的设计与实现„„„„„„„„„„„„„„„„„„„„36 5.7 信息检索模块„„„„„„„„„„„„„„„„„„„„„„46 5.7.1功能描述„„„„„„„„„„„„„„„„„„„„„„„„46 5.7.2 IPO图„„„„„„„„„„„„„„„„„„„„„„„„„46 5.7.3名称、标识 、使用的文件或数据库„„„„„„„„„„„„„46 5.7.4界面设计„„„„„„„„„„„„„„„„„„„„„„„„47 5.7.5程序的设计与实现„„„„„„„„„„„„„„„„„„„„49 第6章 测试和维护„„„„„„„„„„„„„„„„„„„„ 49 6.1测试方法„„„„„„„„„„„„„„„„„„„„„„„„„ 49 6.2系统维护„„„„„„„„„„„„„„„„„„„„„„„„„ 49 结束语„„„„„„„„„„„„„„„„„„„„„„„„„„„„ 50 致谢„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„50 参考文献„„„„„„„„„„„„„„„„„„„„„„„„„„„50 摘要 【论文摘要】我使用MACROMEDIA公司的Dreamweaver MX制作页面,用VB开发语言做连接数据库的程序,使用ACCESS制作系统的数据库,做一个具有学生注册、家教注册、学生信息、家教信息、学生信息管理、家教信息管理、信息检索功能的小型的网站信息管理系统。 根据网站信息管理系统的开发为背景,论述了整个系统的开发过程,系统的结构及系统开发的基本原理和方法。全系统共分前言、编程环境基础知识、 需求分析 、系统设计、系统实施、系统运行及维护、开发总结等几章。详细论述了需求分析、系统设计的技术及应用、系统的功能等内容。 【关键词】家教信息 管理 系统设计 ASP 第一章 前言 Internet是目前世界上最大的计算机互联网络,它遍布全球,将世界各地各种规模的网络连接成一个整体。作为Internet上一种先进的,易于被人们所 Wide Web(简称WWW)发展十分迅速,成为目前世界接受的信息检索手段,World 上最大的信息资源宝库。据估计,目前Internet上已有上百万个Web站点,其内容范围跨越了教育科研、文化事业、金融、商业、新闻出版、娱乐、体育等各个领域,其用户群十分庞大,因此,建设一个好的Web站点对于一个机构的发展十分重要。近年来,随着网络用户要求的不断提高及计算机科学的迅速发展,特别是数据库技术在Internet中的广泛应用,Web站点向用户提供的服务将越来越丰富,越来越人性化。 在Internet飞速发展的今天,互联网成为人们快速获取、发布和传递信息的重要渠道,它在人们政治、经济、生活等各个方面发挥着重要的作用.因此网站建设在Internet应用上的地位显而易见,它已成为政府、企事业单位信息化建设中的重要组成部分,从而倍受人们的重视。本系统为家教服务提供一个交流的平台,使学生能够在本系统中找到适合自己的家教,也使有做家教意愿的人群能够发布自己的简历。 要实现这样的功能,离不开后台数据库的支持。用户验证信息,收集到的用户点击信息,主题层次信息,分析得出的关联等大量的数据都由数据库管理系统管理。本文中数据库服务器采用了Microsoft Access数据库作为ODBC(Open DataBase Connectivity )数据源,并以先进的ADO(ActiveX Data Objects)技术进行数据库存取等操作,使Web与数据库紧密联系起来。 整个个性化页面生成系统主要由使用Dreamweaver_MX开发的关联规则采掘系统和利用IIS+ASP技术实现的个性化Web页面生成器两部分组成。关联规则采掘系统对数据库中的历史记录进行分析,产生用户关联规则表;页面生成器则负责记录用户行为和根据关联表动态生成用户个性化Web页面。二者通过数据库服务器和Web服务器连接。 本文作者主要完成Web服务器端的学生注册、家教注册、学生信息、学生信息浏览、家教信息浏览、信息检索功能模块的设计。实现与完善以及整个实验网站的组织建立和测试工作。 第二章 编程环境基础知识 2(1 ASP简介 A S P Microsoft Active Server Pages (ASP)实际上是将标准的H T M L A S P像标准的H T M L文件一样包含H T M L语文件拓展了一些附加特征, 句并且在一个浏览器上解释并显示。但它为H T M L编写人员提供了在服务器端运行脚本的环境,使H T M L编写人员可以利用V B S c r i p t和J S c r i p t或其他第三方脚本语言来创建A S P,实现过去需要编写复杂的C G I程序才能实现的有动态内容的网页,如计数器等。一个A S P文件的后缀为. a s p,其中包含实现动态功能的V B S c r i p t或J S c r i p t语句,如果去掉那些V B S c r i p t或J S c r i p t语句,它和标准的H T M L文件没有任何区别。A S P提供了一些内建对象 。利用这些内建对象,你可以使脚本更加强大;这些对象会允许从浏览器中接收和发送信息。例如,利用r e q u e s t对象,你可以接收用户的H T M L表单中的信息并加以处理。A S P包含标准的A c t i v e X组件 ,这些组件可以实现一些复杂的功能,如使用数据库等. A S P就是由服务器端脚本、对象以及组件拓展过的标准网页并为其提供了运行的环境。而它的网页并不是在建立初期存在的,而是当某个浏览器向它提出请求时,它才根据需要产生所需要的标准网页,这克服了过去H T M L编写的网页的静态缺点,从而使网页上可以有许多动态的信息存在。如:当前的计算机时间、计数器的计数值等。 A S P是一套服务器端的脚本运行环境,当用户从浏览器向We b服务器请求.asp 文件时, ASP 脚本开始运行,然后Web 服务器调用A S P,A S P全面读取请求的文件,执行所有的脚本命令,并将标准的Web 页传送给浏览器,而并不包含你所写的脚本命令。A S P的每一个命令都首先被用来生成H T M L文件, A S P允许生成动态内容.下载对于Web 服务器来说, A S P与H T M L有着本质的区别, H T M L不经任何处理送回给浏览器另一方面,对于浏览器来说, A S P和H T M L几乎是没有区别的,仅仅是后缀为. a s p和. h t m的区别,当我们在客户端提出对A S P的申请后,我们的浏览器接受的是H T M L的文件。因此它根据以上特性,我们用A S P可以方便地实现诸如表格信息收集、计数器、留言簿、板、A S P还可以轻松地实现对页面内容的动态控制,为不同的浏览者定制不同的页面内容 . ASP的内部对象特点:ASP提供了6个功能强大的内部对象,每个对象具有各自的属性(Property)、方法(Method),有的还拥有数据集合(Collection)与事件(Event),它们共同完成Web中的一些重要工作。这6个对象及其功能描述如下表所示: ASP 内部6大对象及其功能 对象名称 功能描述 Request 从客户端取得信息 Response 将信息送给客户端 Server 提供一些Web服务器工具 Session 储存在一个Session内的用户信息,该信息仅可被该用户访问 Application 在一个ASP-Application中让不同的客户端共享信息 ObjectContext 配合Microsoft Transaction服务器进行分布式事务处理 合理地运用这些对象可以使原本复杂,烦琐的工作变得简捷而条理清晰。 2(2IIS简介 Wsb服务器是Web应用程序的心脏。IIS(Internet Information Server)是微软推出的Windows NT Option Pack的主要成员,作为Win2000server的扩展,自推出以来已经有了很大发展,其体系结构是当今市场上最受关注的Web服务器之一。新推出的IIS4.0版本增强了系统安全性,具有服务器端脚本开发调试,内容管理和站点分析,崩溃防护,内置JAVA虚拟机及全面支持ASP等强大功能。 2(3数据库系统简介 2(3(1数据库 数据库是存储在计算机内、有组织、可共享的数据集合。数据库中的数据按一定的数据模型组、描述和存储,具有较少的数据冗余度,较高的数据独立性和可扩展性,并且数据库中的数据可为各种合法用户共享。 2(3(2数据库管理系统 数据库管理系统(Data Manipluation Language,DML)是一个软件系统,主要用来定义和管理数据库,处理数据库与应用等程序之间的联系。数据库管理系统是数据库系统的核心组成部分。它建立在操作系统之上,对数据库进行统一的管理和控制。 2(3(3数据模型 数据模型是对数据的特点及数据之间的和种抽象表示,它包括数据结构、数据操作和完整性约束3部分。主要的数据模型有:网状模型、层次模型和关系模型。 第三章 需求分析 从小学到高中,很多学生家长抱着望子成龙的心态都不遗余力为孩子找合适的家教,而很多在校的大学生也通过当家教增加一点收入,所以开发一个家教信息管理系统,满足双方的需要很有必要的事情. 3(1功能需求 本系统为家教服务提供了一个交流的平台,使学生能够在本系统中找到适合自己的家教,也使有做家教意愿的人群能够发布自己的简历. 系统的功能主要包括: (1) 家教可以注册一个网络昵称发布自己的求职信息以及个人的详细情况. (2) 学生可以注册一个网络昵称发布自己的需求信息以及个人的详细情况. (3) 用户可以分页浏览所有家教发布的求职信息及个人信息. (4) 学生可以分页浏览所有家教发布的需求信息及个人信息. (5) 家教可以登录网站修改自己的求职信息和个人信息. (6) 学生可以登录网站修改自己需求的信息和个人信息. (7) 学生和家长都可以检索信息. 3(2系统运行环境 (1)硬件环境 ?处理器:Intel Pentium III 或更高 ?内存: 256MB ?硬盘空间:10MB ?显卡: SVGA 显示适配器 ?网络配置:宽带网络 (2)软件环境 ?操作系统:Windows 2000/Windows XP ?Web服务器:IIS 5.0 ?数据库:Microsoft Access 2000 ?浏览器:Internet Explorer 5.0 ?编程工具:Dreamweaver MX 2004 3.3 功能需求描述 本系统共分七大模块.功能模块图如下图所示 家教注册模块 学生注册模块 家教信息浏览模块 家教信息管理系 学生信息浏览模块 统 家教个人信息管理模 块 学生个人信息管理模 块 信息检索模块 第四章 总体设计 4(1系统模块结构设计 4.1.1网站内容与网站目录 (1) 网站内容 家教信息管理系统 家教 学生 运动 登注浏信信 登 注 浏 信 信 录 册 览息息 录 册 览息息信管检 信管检息 理 索 息 理索 工 作 修修求求修修需需 改改职职改改求求 密个信信密个信信 码 人息息码 人息息 信发删信发删 息 布 除 息 布 除 (2)网站目录 image db Studentreg.asp Index.asp Studentdetailreg.as student p Dealstudentreg.asp Teacherreg..asp jjgl Teacherreg.asp teacher Dealteacherreg.asp Changepw.asp teacheralter Changepersoninfo.asp Putout.asp Delinfo.asp Tdealsearch.asp search Sdealsearch.asp 4.1.2 开发与设计的总体思想 本系统的功能是为有家教老师需求的人和有做家教愿望的人提供一个交流的网络平台,让这部分人能够更方便地交流。所以本系统采用B/S架构开发设计,只要拥有一个浏览器,任何人都可以在本系统中发布信息、查询信息 4.1.3系统功能设计 (1)家教注册模块 家教注册模块提供了两个表单供家教注册。第一个表单用于填写家教登录网站时需要的昵称和密码,若填写正确则进入第二个表单继续填写个人详细情况,所有必需信息填写完毕后重定向到家教的个人信息管理区,家教可以发布自己的求职信息 (2)学生注册模块 学生注册模块提供了两个表单学生注册。第一个表单用于填写学生登录网站时需要的昵称和密码,若填写正确则进入第二个表单继续填写个人详细情况,所有必需信息填写完毕后则重定向到学生的个人信息管理区,学生可以发布自己的家教需求信息。 (3)家教个人信息管理模块 家教利用注册模块的昵称和密码登录网站,判断无误则进入家教个人信息管理,家教可以 在此修改自己的密码、个人信息、发布求职信息或删除已发布的求职信息。本模块的功 能如图4-1所示: 修改密码 修改个人信息 家教个人信息管理模块 求职信息发布 求职信息删除 图4-1家教个人信息管理模块 (4)学生个人信息管理模块 学生利用注册模块的昵称和密码登录网站,判断无误则进入学生个人信息修改发布区,学生可以在此修改自己的密码、个人信息、发布家教需求信息或删除已发布的需求信息。本模块的各功能结构如图4-2所示: 修改密码 学生个人信息管理模块 修改个人信息 需求信息发布 需求信息删除 -2学生个人信息管理模块 图4 (5)家教信息浏览模块 家教信息模块主要是以表格形式发布家教的求职信息,表格共分三列,分别是“求职信息的内容”、“发布时间”、“发布人”。通过单击“发布人”的超链接可以查看其个人的详细情况。如果求职信息较多,模块提供了分页浏览的功能。 (6)学生信息浏览模块 学生信息模块主要是以表格形式显示学生的家教需求信息,表格共分三列,分别是“需求家教的信息内容”、“发布时间”、“发布人”。通过单击“发布人”的超链接可以查看发布信息的学生的个人详细情况。本模块也提供了分页浏览的功能。 (7)信息检索模块 用户可以通过信息检索模块对学生所发布的家教需求信息、家教所发布的求职信息进行查询。家教信息检索可以通过“讲授科目”、“学历”、“性别”三项进行单一查询或组合查询。而学生信息检索则可以通过“辅导科目”、“学习程度”、“性别”三项进行单一查询或组合查询。查询结果以列表形式显示出来。本模块的子模块示意图如图4-3所示: 学生信息检索子模块 信息检索模块 家教信息检索子模块 图4-3信息检索模块 4(2数据库设计 (1)概念结构设计: 本系统面向的对象是学生用户和家教用户,在数据库需求分析时主要考虑二个方面的需求。家教信息管理功能和学生信息管理功能。 2)逻辑结构设计: ( ?学生注册:包括编号、用户名、密码。 ?学生详细信息:包括编号、用户名、真实姓名、性别、年龄、学习程度、邮箱、电话、住址、寻找家教情况、辅导的科目1、辅导的科目2、详细内容、发布时间。 ?学生发布信息:包括编号、用户名、需求科目、详细内容、发布日期。 家教注册:包括编号、用户名、密码。 ?家教注册:包括编号、用户名、密码。 ?家教详细信息:包括编号、用户名、真实姓名、性别、年龄、身份证、学历文凭、邮箱、电话、住址、 家教的聘用状态、讲授的科目1、讲授的科目2、 备注。 ?家教发布信息:包括编号、用户名、科目类别、详细内容、发布日期。 (3)物理结构设计: 系统数据库为db文件夹下的info.mdb,包括六个表格studentreg、studentdetail、 studentinfo、teacherreg、teacherdetail、teacherinfo。 1(学生注册表(见表4-2-1) 标识:studentreg 用于存储学生登录个人信息管理模块时所需要的用户名和密码。 -2-1 学生注册表 表4 名称 字段名称 类型 主键 编号 Id 自动编号 是 用户名 Snick 文本 否 密码 spass 文本 否 E—R图(图4-2-1) studengreg id snick spass 图4-2-1 2(学生详细信息表(见表4-2-2) 标识:studentdetail。 用于存储学生一些个人信息 表4-2-2 学生详细信息表 名称 字段名称 类型 主键 编号 Id 自动编号 是 用户名 Snick 文本 否 真实姓名 Sname 文本 否 性别 Sex 文本 否 年龄 Age 数字 否 学习程度 Grade 文本 否 邮箱 Email 文本 否 电话 Tele 文本 否 住址 Address 文本 否 寻找家教情况 State 文本 否 辅导的科目1 Tutorship`1 文本 否 辅导的科目2 Tutouship2 文本 否 备注 demo 备注 否 3(学生发布信息表(见表4-2-3) 标识:studentinfo 用于存储学生发布的需求家教信息。 -2-3 学生发布信息表 表4 名称 字段名称 类型 主键 编号 Id 自动编号 是 用户名 Snick 文本 否 需求科目 Needsubject 文本 否 详细内容 Needcontent 文本 否 发布日期 puttime 日期/时间 否 E—R图(图4-2-2) Studentinfo id snick needsubject needcontent puttime 图4-2-2 4(家教注册表(见表4-2-4) 标识:teacherreg 用于存储家教登录个人信息管理模块时所需要的用户名和密码。 表4-2-4学生注册表 名称 字段名称 类型 主键 编号 Id 自动编号 是 用户名 nick 文本 否 密码 pass 文本 否 E—R图(图4-2-3) teacherreg id nick pass 图4-2-3 5(家教详细信息表(见表4-2-5) 标识:teacherdetail。 用于存储家教一些个人信息 表4-2-5 学生详细信息表 名称 字段名称 类型 主键 编号 Id 自动编号 是 用户名 nick 文本 否 真实姓名 name 文本 否 性别 Sex 文本 否 年龄 Age 数字 否 身份证 ipcard 文本 否 邮箱 Email 文本 否 电话 Tele 文本 否 住址 Address 文本 否 家教的聘用状态 State 文本 否 讲授的科目1 subject`1 文本 否 讲授的科目2 subject2 文本 否 备注 demo 备注 否 6.家教发布信息表(见表4-2-6) 标识:studentinfo 用于存储家教发布的需求家教信息。 表4-2-6 学生发布信息表 名称 字段名称 类型 主键 编号 Id 自动编号 是 用户名 nick 文本 否 科目类别 sort 文本 否 详细内容 content 文本 否 发布日期 puttime 日期/时间 否 E—R图(图4-2-4) studentinfo id nick sort content puttime 图4-2-4 第五章 详细设计 5(1家教信息管理系统首页 5(1(1功能描述: 用户可以选择一种身份登录,若选择“家教”,则登录成功进入家教的个人信息管理模块,若选择“学生”,则登录成功进入学生的个人管理模块 5(1(2 IPO图 输入(I):访问系统首页 处理描述(P):?连接info.mdb数据库,查询studentinfot和cherinfo两个表, 将其中数据按时间降序排列; ?分别显示家教和学生的列表页面 输出(O):家教和学生的列表页面 5(1(3名称:系统首页 标识:Index.asp 使用的文件或数据库:Studentinfo和studentinfo 4界面设计 5(1( 图5-1 系统首页界面 5(1(5程序的设计与实现 <% set conn=Server.CreateObject("ADODB.Connection") conn.Open "Dbq=" & Server.Mappath("db/info.mdb") & ";Driver={Micosoft Access Driver (*.mdb)}" StrSql="Select content from teacherinfo order by puttime desc" for i=1 to 5 If rs.Eof then Exit For End If response.Write("
" & rs("content")) rs.MoveNext Next %>
<% strSql1="select needcontent from studentinfo order by puttime desc" Set rs1=conn.Execute(strSql1) For i=1 to 5 If rs.Eof then Exit For End If response.Write("
" & rs1("content")) rs.MoveNext Next %>
登录区
家教 学生
用户:
密码:
<% If Request.Form("login")<>"" then user=Request.Form("user") pw=Request.Form("pw") rd=Request.Form("rd") Set conn=Server.CreateObject(ADODB.Connection) conn.Open "Dbq=" & Server.Mappath("db/info.mdb") & ";Driver={Micosoft Access Driver (*.mdb)}" if rd="家教" then strSql="select * from teacherreg where nick='" & user & "' and pass='" & pw &"' Set rs=conn.Execute(strSql) if rs.EOF then Response.Write("用户名或密码输入错误!") else Session("teacher")=user Response.Redirect("teacheralter.asp") end if Else strSql="select * from studentreg where snick= „" & user & "?and spass=„" & pw & ?"" Set rs=conn.Execute(strSql) if rs.EOF then Response.Write("用户名或密码输入错误!") else Session("student")=user Response.Redirect("stundentalter.asp") end if end if end if %> 5(2家教注册模块 5(2(1功能描述: 家教用户在本模块注册用户名、设置密码、录入自己的详细信息。注册完毕,用户进入家教的个人信息管理模块。 5(2(2 IPO图 输入(I):单击“家教注册”链接 处理描述(P):?显示注册用户名、设置密码页面 ?验证用户名是否与数据库中其他用户名重复,如果重复用户需 要重新注册,否则进入详细信息录入界面 ?用户录入信息完毕,单击“提交”按钮,信息被保存到数据库 中。 输出(O):家教个人信息管理模块界面 5(2(3名称:家教注册 teacherreg.asp、teachererdetail.asp、dealteacherreg.asp 标识: teacherreg和teacherdetail 使用的文件或数据库: 5(2(4界面设计 图5-2 家教注册页面界面一 图5-3 家教注册页面界面二 5(2(5程序的设计与实现 (1)teacherreg.asp文件用来注册用户名密码。其中包括五个表单元素,如表5-1 所示: 表5-1 teacherreg.asp页面所使用的表单元素表 名称 表单元素类型 Value值 含义 Teacher 文本框 用户填写 用户名 Pass1 密码框 用户填写 密码 Pass2 密码区 用户填写 确认密码 St Submit按钮 下一步 提交表单 rt reset按钮 重置 重置表单 ASP代码如下:
学生注册
用户名:
密码:
确认密码:
<% if Request.Form("st")<>"" then student=Request.Form("student") pass1=Request.Form("pass1") pass2=Request.Form("pass2") if student="" then response.Write("用户名不得为空") elseif pass1<>pass2 then Response.Write("两次输入的密码不同,请重新输入") else Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="select*from studentreg where snick='" & student&"'" set rs=conn.Execute(strSql) if not rs.Eof then response.Write("该用户名已经在") strSql="insert into teacherreg(snick,spass) values('"& student & "','" & pass1 & "')" conn.Execute(strSql) session("student")=student response.Redirect("studentdetailreg.asp") end if end if %> (2)teacherdetailreg.asp 本文件显示一个表单,用来使注册成功的用户录入其个人的详细信息。文件中包含的表单元素如表5-2所示: 表5-2 teacherdetailreg.asp页面所使用的表单元素表 名称 表单元素类型 Value值 含义 Tname 文本框 用户填写 注册用户真实姓名 Sex 单选按钮组 用户选择 性别:男、女 Age 文本框 用户填写 年龄 Idcard 文本框 用户填写 身份证号 Select 下拉列表框 用户选择 学历:大学本科、大 学专科、硕士研究生 Work 文本框 用户填写 职业 Email 文本框 用户填写 邮箱 Tele 文本框 用户填写 电话 Address 文本框 用户填写 地址 Subject1 文本框 用户填写 讲授的科目1 Subject2 文本框 用户填写 讲授的科目2 Demo 文本框 用户填写 备注信息 St Submit按钮 提交 提交表单 rt reset按钮 重置 重置表单 详细代码如下: <% if session("student")="" then response.Write("您无权访问本页面") else %>
学生详细信息录入
姓名:
性别:
年龄:
学习程度:
邮箱:
电话:
住址:
辅导科目一:
辅导科目二:
备注信息:
<% end if %> (3)detailteacherreg.asp 详细代码如下: <% Dim sname,sex,age,select,email,tele,address,tutouship1,tutorship2,demo nick=Request.Form("sname") sex=Request.Form("sex") age=Request.Form("age") grade=Request.Form("select") email=Request.Form("email") tele=Request.Form("tele") address=Request.Form("address") tutorship1=Request.Form("tutorship1 ") tutorship2=Request.Form(" tutorship2") demo=Request.Form("demo") Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn srtSql="insert intostudentdetail(snick,sname,sex,age, grade, email,tele,address,s tate,tutouship1,tutorship2,demo)" &_ "values('" & session("student") & "', '" & snick & "','" & sex & "' ,'" & age & "','" & grade & "', &_ email & "','" & tele & "','" & address & "','末找到','" & tutorship1` & "','" & tutorship2 & "','" & demo & "' )" Set rs=conn.Execute(strSql) Response.Redirect("studentalter.asp") %> 5.3学生注册模块 5(3(1功能描述: 学生用户在本模块注册用户名、设置密码、录入自己的详细信息。注册完毕,用 户进入学生的个人信息管理模块。 5(3(2 IPO图 输入(I):单击“学生注册”链接 处理描述(P):?显示注册用户名、设置密码页面 ?验证用户名是否与数据库中其他用户名重复,如果重复用户需 要重新注册,否则进入详细信息录入界面 ?用户录入信息完毕,单击“提交”按钮,信息被保存到数据库 中。 输出(O):学生个人信息管理模块界面 5(3(3名称:学生注册 标识:studentreg.asp、studentdetail.asp、deastudentreg.asp 使用的文件或数据库:Studentreg和studentdetail 5(3(4界面设计 图5-4 学生注册页面界面一 图5-5 学生注册页面界面二 5(3(5程序的设计与实现 (1)studentreg.asp文件用来注册用户名密码。其中包括五个表单元素,如表表5-3所示: 表5-3 studentreg.asp页面所使用的表单元素表 名称 表单元素类型 Value值 含义 student 文本框 用户填写 用户名 Pass1 密码框 用户填写 密码 Pass2 密码区 用户填写 确认密码 St Submit按钮 下一步 提交表单 rt reset按钮 重置 重置表单 ASP代码如下:
家教注册
用户名:
密码:
确认密码:
<% If Request.Form("st")<>"" then teacher=Request.Form("teacher") pass1=Request.Form("pass1") pass2=Request.Form("pass2") if teacher="" then Response.Write ("用户名不得为空") elseif pass1<>pass2 then Response.Write("两次输入的密码不同,请重新输入") else Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="select*from teacherreg where nick=," & teacher & ", Set rs=conn.Execute(strSql) if rs.EOF then Response.Write("该用户名已存在!") else strSql="insert into teacherreg(nick,pass) values ("' & & "','" & pass1 & "')" conn.Execute(strsql) session("teacher")=teacher Response.Redirect(teacherdetailreg.asp) end if end if end if %> (2)studentdetailreg.asp 本文件显示一个表单,用来使注册成功的用户录入其个人的详细信息。文件中包含的表单元素如表5-4所示: 表5-4 studentdetailreg.asp页面所使用的表单元素表 名称 表单元素类型 Value值 含义 sname 文本框 用户填写 注册用户真实姓名 Sex 单选按钮组 用户选择 性别:男、女 Age 文本框 用户填写 年龄 Select 下拉列表框 用户选择 学习程度:小学生、 初中生、高中生、大 学生 Email 文本框 用户填写 邮箱 Tele 文本框 用户填写 电话 Address 文本框 用户填写 住址 tutouship1 文本框 用户填写 辅导科目1 tutouship2 文本框 用户填写 辅导科目2 Demo 文本框 用户填写 备注信息 St Submit按钮 提交 提交表单 rt reset按钮 重置 重置表单 详细代码如下: <% if session("teacher")="" then response.write("您无权访问本页面") else %>
家教详细信息录入
姓名:
性别: 男 女
年龄:
身份证号:
学历:
职业:
邮箱:
电话:
住址:
讲授科目一:
讲授科目二:
备注:
<% end if %> (3)detailtstudentreg.asp 详细代码如下: <% nick=Request.Form("tname") sex=Request.Form("sex") age=Request.Form("age") idcard=Request.Form("idcard") diploma=Request.Form("select") work=Request.Form("work") email=Request.Form("email") tele=Request.Form("tele") address=Request.Form("address") subject1=Request.Form("subject1") subject2=Request.Form("subject2") demo=Request.Form("demo") conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") srtSql="insert into teacherdetail(nick,name,sex,age,idcard,diploma,work,email,address,s tate,subject1,subject2,demo)" &_ "values('" & session("teacher") & "', '" & nick & "','" & sex & "' ,'" & age & "','" & idcard & "','" & diploma & "',&_ work & "','" & email & "','" & tele & "','" & address & "','待聘 ','" & subject1 & "','" & subject2 & "','" & demo & "' )" Set rs=conn.Execute(strSql) Response.Redirect("teacheralter.asp") %> 5(4家教信息浏览模块 5(4(1功能描述: 显示所有尚未被聘用的家教信息,包括他们发布的求职信息和个人信息。 5(4(2 IPO图 输入(I):单击导航条“家教信息”链接 处理描述(P):?从teacherinfo表中查询家教发布的信息内容,发布时间和昵称 ?分页显示查询结果 输出(O):显示家教信息页面 5(4(3名称:家教信息 teacherinfo.asp 标识: 使用的文件或数据库:teacherinfo 5(4(4界面设计 图5-6 家教信息浏览模块界面 5(4(5程序的设计与实现 <% Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="Select content,puttime,nick from teacherinfo order by puttime desc" Set rs=Server.CreateObject(ADODB,Recordset) rs.open strSql,conn,1,3 rs.PageSize=5 page=1 if Not IsEmpty(Request("Page")) then Page=CIntRequest("Page")) if Page>rs.PageCount=rs.PageCount else rs.AbsolutePage=Page end if else Page=1 End if else rs.AbsolutePage=Page For i=1 To rs.PageSize if rs.EOF then Exit For End If Response.Write("
求职信息的内容 发布时间 发布人
" & rs("content") & "" & rs("puttime") & "" & rs("nick") & "") rs.MoveNext %>

<% if Page>1 then Response.Write("首页   ") Response.Write(" 上一页  ") end if if Page下一页  ") Response.Write("尾页  ") end if %> <% nick=Request("name") Set conn=Server.CreateObject("ADODB.Connection") conn.ConnectionString="Provider=Microsoft.Jet.OLEDB.4.0;" & "Data Source=" & Server.Mappath("db/info.mdb") conn.Open trSql="Select * from teacherdetail where nick='" & nick &"'" Set rs=Server.CreateObject(ADODB,Recordset) rs.open strSql,conn,1,3 %>
<%=nick%>个人信息
真实姓名: <%=rs("name")%>
性别: <%=rs("sex")%>
年龄: <%=rs("age")%>
身份证: <%=rs("idcard")%>
学历: <%=rs("select")%>
职业: <%=rs("work")%>
邮箱: <%=rs("Email")%>
电话: <%=rs("Tele")%>
住址: <%=rs("address")%>
讲授科目1: <%=rs("subject1")%>
讲授科目2: <%=rs("subject2")%>
5(5学生信息浏览模块 5(5(1功能描述: 显示所有尚未找到家教的学生信息,包括他们发布的家教需求信息和个人信息。 5(5(2 IPO图 输入(I):单击导航条“学生信息”链接 处理描述(P):?从studentinfo表中查询学生发布的信息内容,发布时间和昵称; ?分页显示查询结果 输出(O):显示学生信息页面 5(5(3名称:学生信息 标识:studentinfo.asp 使用的文件或数据库:studentinfo 5(5(4界面设计 图5-7 学生信息浏览模块界面 5(5(5程序的设计与实现 <% Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="Select & From needcontent,puttime,snick from studentinfo order by puttime desc" Set rs=Server.CreateObject(ADODB,Recordset) rs.open strSql,conn,1,3 rs.PageSize=5 page=1 if Not IsEmpty(Request("Page")) then Page=CIntRequest("Page")) if Page>rs.PageCount=rs.PageCount else rs.AbsolutePage=Page end if else Page=1 End if else rs.AbsolutePage=Page For i=1 To rs.PageSize if rs.EOF then Exit For End If Response.Write("
求职信息的内容 发布时间 发布人
" & rs("needcontent") & "" & rs("puttime") & "" & rs("snick") & "") rs.MoveNext %>

<% if Page>1 then Response.Write("首页   ") Response.Write(" 上一页  ") end if if Page下一页  ") Response.Write("尾页  ") end if %> <% nick=Request("name") Set conn=Server.CreateObject("ADODB.Connection") conn.ConnectionString="Provider=Microsoft.Jet.OLEDB.4.0;" & "Data Source=" & Server.Mappath("db/info.mdb") conn.Open trSql="Select * from studentdetail where snick='" & snick &"'" Set rs=Server.CreateObject(ADODB,Recordset) rs.open strSql,conn,1,3 %>
<%=nick%>个人信息
真实姓名: <%=rs("sname")%>
性别: <%=rs("sex")%>
年龄: <%=rs("age")%>
学习程度: <%=rs("select")%>
邮箱: <%=rs("Email")%>
电话: <%=rs("Tele")%>
住址: <%=rs("address")%>
辅导科目一: <%=rs(" tutouship1")%>
讲授科目二: <%=rs("tutouship2")%>
5(6家教个人管理模块 5(6(1功能描述: 家教用户在系统首页的登录区输入正确的用户名和密码,选择“家教”身份,即 可登录到家教个人信息管理模块。用户可以在本模块修改密码、修改个人信息、 重复发布求职信息和删除已发布的求职信息。 5(6(2 IPO图 本模块主要的功能页面有四个 1)修改密码页面(Changepw.asp) 输入(I):新密码、确认密码 处理描述(P):?判断两次密码是否相等; ?如果相等,修改teacherreg表中pass字段值为新的密码 输出(O):密码修改成功 2)修改个人信息页面(Changepersoninfo.asp) 输入(I):对页面已有的文本框的值进行修改 处理描述(P):?连接数据库; ?对表teacherdetail执行update SQL语句 输出(O): 修改成功 3)求职信息发布页面(Putout.asp) 输入(I): 讲授科目、发布信息内容、提交。 处理描述(P):?连接数据库; ?对表teacherinfo执行insert SQL语句: 输出(O): 信息发布成功 4)求职信息删除页(Delinfo.asp) 输入(I):单击“删除”链接。 处理描述(P):?连接数据库; ?对表teacherinfo执行delete SQL语句: 输出(O): 信息发布成功 5(6(3名称 :家教个人管理模块主页面 标识:Teacheralter.asp 使用的文件或数据库:teacherinfo 、teacherdetail 5(6(4程序的设计与实现 本模块使用框架结构,共使用8个文件实现功能。 (1) 家教个人管理模块主页面Teacheralter.asp 图5-8 家教个人信息管理模块主界面 代码如下: (2) 修改密码页面Changepw.asp 图5-8 家教个人信息管理模块主界面—修改密码页面 本页面令用户能够能够修改自己的登录密码。首先页面显示一个包含新密码和确 认密码的两个密码框的表单,代码如下:
新密码:
确认密码:
<% if Request.From("st")<>"" then nick=session("teacher") new1=Request.Form("new1") Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="uptate teacherreg set pass='" & new1 & "' where nick='" & nick & "'" conn.Execute(strSql) Response.Write("密码修改成功") End if %> (3) 修改个人信息页面Changepersoninfo.asp 图5-8 家教个人信息管理模块主界面—修改个人信息页面 该文件的实现思路是先从数据库的表中teacherdetail 取出当前用户的对应记录, 用rs变量保存这个结果集。代码如下: <% Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn turnnew=Request("turnnew") If turnnew="" then sql="select*from teacherdetail where nick='"&session("teacher")&"'" Set rs=Server.CreateObject("ADODB.Recordeset") rs.Open sql,conn,1,1 %> 这段代码所得到的结果集中只储 /tr> <
家教修改
姓名:
性别: 男 女
年龄:
身份证号:
学历:
职业:
邮箱:
电话:
住址:
讲授科目一:
讲授科目二:
备注:
<% if turnnew<>"" then nick=Request.Form("tname") sex=Request.Form("sex") age=Request.Form("age") idcard=Request.Form("idcard") diploma=Request.Form("select") work=Request.Form("work") email=Request.Form("email") tele=Request.Form("tele") address=Request.Form("address") subject1=Request.Form("subject1") subject2=Request.Form("subject2") searchstate=Request.Form("searchstate") demo=Request.Form("demo") sql="updata teacherdetail set name=," & name & ",,sex=," &_ sex & ",,age=" & age & ",diploma=," & diploma &",,idcard=," & idcard & ",,work=," & work &_ ",,email='" & email & "',tele='" & tele &_ "',address='" & address & "',subject1='" & jubject1 &_ "',subject2='" & jubject2&_ "',atate='" & searchstate & "',demo='" & de,p &_ "', where nick='" & session("teacher") &"'" conn.Execute(sql) Response.Write("修改成功") End if %> 表5-5 Changepersoninfo.asp页面所使用的表单元素表 名称 表单元素类型 Value值 含义 name 文本框 <%=rs(“name”)%> 注册用户真实姓名 Sex 单选按钮组 <%=rs(“sex”)%> 性别:男、女 Age 文本框 <%=rs(“ age”)%> 年龄 Idcard 文本框 <%=rs(“idcard”)%身份证号 > Diploma 文本框 <%=rs(“diploma”)学历:大学本科、大 %> 学专科、硕士研究生 Work 文本框 <%=rs(“work”)%> 职业 Email 文本框 <%=rs(“email”)%> 邮箱 Tele 文本框 <%=rs(“ tele”)%> 电话 Address 文本框 <%=rs(“address”)住址 %> state 文本框 <%=rs(“state”)%> 聘用状态 Subject1 文本框 <%=rs(“subject1”讲授的科目1 )%> Subject2 文本框 <%=rs(“subject2”讲授的科目2 )%> Demo 文本框 <%=rs(“demo”)%> 备注信息 St Submit按钮 修改 提交表单 rt reset按钮 重置 重置表单 (4)求职信息发布页面(Putout.asp) 图5-9 家教个人信息管理模块主界面—求职信息发布页面 这个文件是将用户输入求职信息保存到数据库的teacherinfo表中。页面包括的表单元素如表5-6所示。 表5-6 puttout.asp页面所使用的表单元素表 名称 表单元素类型 Value值 含义 subject 文本框 用户填写 讲授科目 info 文本框 用户填写 发布的信息内容 St Submit按钮 提交 提交表单 rt reset按钮 重置 重置表单 <% if Request.From("st")<>"" then nick=session("teacher") subject=Request.From("subject") info=Request.From("info") Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="insert into teacherinfo(nick,sort,content) values('" & nick & "','" & subject & "','" & info & "')" conn.Execute(strSql) Response.Write("信息发布成功") End If %>
讲授科目:
发布信息内容:
(5)求职信息删除页(Delinfo.asp) 图5-10 家教个人信息管理模块主界面—求职信息删除页面 本页面将当前用户所发布的所有信息的内容和发布时间显示出来,在每条信息后面有一个“删除”链接,当用户要删除某些信息时,只要单击这个链接即可。代码如下: <% Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn flag=Request("del") if flag<>"" then delSql="delete from teacherinfo whert id=" & flag conn.Execute(delSql) End if %> <% nick=session("teacher") strSql="Select * from teacherinfo where nick'" & nick & "'" Set rs=conn.Execute(strSql) Do While Not rs.EOF Response.Write("
家教的求职信息内容 发布时间 是否删除
"&rs("content")&"&rs("putttime") &_ delifo.asp?del=" & rs("ic") & ",>删除") "
5.7 信息检索模块 5(7(1功能描述: 所有用户都可以使用本模块的功能查找家教或学生信息。信息检索主页面包括两种功能:家教信息检索和学生信息检索 5(7(2 IPO图 1) 家教信息检索的IPO图 输入(I):讲授科目、学历、性别 处理描述(P):?查询符合条件的未被聘用的家教的用户名和所发布信息的内容; ?显示查询结果 输出(O):家教信息的查询结果 2)学生信息检索的IPO图 输入(I):辅导科目、学习程度、性别 处理描述(P):?查询符合条件的未被聘用的学生的用户名和所发布信息的内容; ?显示查询结果 输出(O):学生信息的查询结果 5(7(3名称:显示信息检索表单的主页面、处理家教信息检索的文件和处理学生信息检索的文件 标识:search.asp、tdealsearch.asp、sdealsearch.asp 使用的文件或数据库:teacherdetail、teacherinfo和studentinfo 5(7(4界面设计 图5-11 信息检索界面 5(7(5程序的设计与实现 (1) search.asp 使用了两个表单显示家教信息检索和学生信息检索的输入页面。具体的表单元素如表表5-7所示。 表5-7 search.asp页面所使用的表单元素表 名称 表单元素类型 Value值 含义 Subject 文本框 用户填写 家教可以讲授的科目 Select 下拉列表框 用户选择 家教的学历:大学本科、大学 专科、硕士研究生、博士研究 生 Sex 单选按钮组 用户选择 家教的性别:男、女 Search1 submit提交按钮 检索 用来提交家教检索区的表单 Rt reset重置按钮 重置 用来重置家教检索区的表单 Tutporship 文本框 用户填写 学生需要辅导的科目 Select 下拉列表框 用户选择 学生的学习程度:小学生、初 中生、高中生、大学生 Sex 单选按钮组 用户选择 学生的性别:男、女 Search2 submit提交按钮 检索 用来提交学生检索区的表单 rt reset重置按钮 重置 用来重置学生检索区的表单 (2) tdealsearch.asp 用来处理检索家教的信息,将符合要求的家教信息列表显示。代码如下: 符合条件的家教发布信息内容 <% Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="select nick from teacherdetail" subject=Request.Form("subject") diploma=Request.Form("select") sex=Request.Form("sex") if subject<>"" then strSql=strSql & :where (subject1 like ,%:& subject & :%, or subject2 ,%:& subject & "%, like )" End If if diploma<>"" then strSql=strSql & " and diploma='" & diploma & "'" End If if sex<>"" then strSql=strSql & " and sex='" & sex & "'" End If strSql=strSq; & " and state='待聘'" Set rs=conn.Execute(strSql) Do While Not rs.EOF Response.Write("" & rs("nick") & "") strSql1="select content from teacherinfo where nick='" & rs("nick") & "' order by puttime desc" Set rs1=conn.Execute(strSql1) if Not rs1.EOF then Response.Write("" & rs1("content")) End If rs.MoveNext Loop %> (3) sdealsearch.asp 用来处理检索家教的信息,将符合要求的家教信息列表显示。代码如下: <% Dim db,conn conn="driver={microsoft access driver (*.mdb)};dbq=" &server.MapPath("db\info.mdb") Set db=Server.CreateObject("ADODB.Connection") db.Open conn strSql="select snick from studentdetail" tutorship=Request.Form("tutorship ") grade=Request.Form("grade") sex=Request.Form("sex") if tutouship<>"" then strSql=strSql & "where (tutouship1='%" & tutouship & "%' or tutouship2 '%" & tutorship & "%' )" End If if grade<>"" then strSql=strSql & " and grade='" & diploma & "'" End If if sex<>"" then strSql=strSql & " and sex='" & sex & "'" End If strSql=strSq; & " and state='未找到'" Set rs=conn.Execute(strSql) Do While Not rs.EOF Response.Write("" & rs("nick") & "") strSql1="select needcontent from studentinfo where snick='" & rs("snick") & "' order by puttime desc" Set rs1=conn.Execute(strSql1) if Not rs1.EOF then Response.Write("" & rs1("needcontent")) End If rs.MoveNext Loop %> 第6章、测试和维护 6.1测试方法 6.2系统维护 网站的维护主要包括以下内容 , 家教管理,在家教管理模块修改密码、修改个人信息、重复发布求职信息 和删除已发布的求职信息。 , 学生管理,在学生管理模块修改密码、修改个人信息、重复发布需求信息 和删除已发布的需求信息。 , 站内信息管理 结束语 一个完整的家教信息管理系统创建完毕了。在本系统中,对模拟实际情况进行了详尽的系统需求分析,并给出了系统需求分析典型分析步骤。在系统的总体设计部分,介绍了系统开发与设计的总体思想。系统开发与设计的总体的总体思想是系统开发的主线。在本系统的总体设计部分给出了系统模块结构图,并对各个模块的设计过程进行了阐述,根据软件工程的基本,还对系统的流程进行了描述,并进行了数据库设计。整个系统设计部分为整个程序构建了骨架,并在详细设计中由各个功能模块实现各个细节部分。 致谢 通过这次家教信息管理网站设计,使我曾加了很多的知识,也掌握了很多网页设计的操作技巧,虽然仍有很多不足之处,有在改良和增进,但这以不重要,重要的是我对网页的设计又有了更深的了解。这次毕业设计过程中,得到了很多的网络设计朋友的帮助和老师的指点,才得以完成,他们给我提供了很多有关网页设计的书和材料,并抽出时间帮我修改与纠正,在此表示衷心的感谢~ 参考文献 [1]梁旭.ASP信息系统设计与开发实例.北京:机械工业出版社,2005 [2]邓文渊,陈俊荣.ASP与网络数据库技术.北京:中国铁道出版社,2003 [3]陈建伟,李美军.ASP动态网站开发教程.北京:清华大学出版社,2005 [4]李奎春,张巍.ASP+ACCESS 2000 网络应用系统开发与实例.北京:人民邮电出版社.2005 [5]杜宏毅等.完全接触ASP之VBScript.北京:电子工业出版社.2002 FROM my father I received the best inheritance, namely a "good temper." "And who was my father?" That has nothing to do with the good temper; but I will say he was lively, good-looking round, and fat; he was both in appearance and character a complete contradiction to his profession. "And pray what was his profession and his standing in respectable society?" Well, perhaps, if in the beginning of a book these were written and printed, many, when they read it, would lay the book down and say, "It seems to me a very miserable title, I don't like things of this sort." And yet my father was not a skin-dresser nor an executioner; on the contrary, his employment placed him at the head of the grandest people of the town, and it was his place by right. He had to precede the bishop, and even the princes of the blood; he always went first,- he was a hearse driver! There, now, the truth is out. And I will own, that when people saw my father perched up in front of the omnibus of death, dressed in his long, wide, black cloak, and his black-edged, three-cornered hat on his head, and then glanced at his round, jocund face, round as the sun, they could not think much of sorrow or the grave. That face said, "It is nothing, it will all end better than people think." So I have inherited from him, not only my good temper, but a habit of going often to the churchyard, which is good, when done in a proper humor; and then also I take in the Intelligencer, just as he used to do. I am not very young, I have neither wife nor children, nor a library, but, as I said, I read the Intelligencer, which is enough for me; it is to me a delightful paper, and so it was to my father. It is of great use, for it contains all that a man requires to know; the names of the preachers at the church, and the new books which are published; where houses, servants, clothes, and provisions may be obtained. And then what a number of subscriptions to charities, and what innocent verses! Persons seeking interviews and engagements, all so plainly and naturally stated. Certainly, a man who takes in the Intelligencer may live merrily and be buried contentedly, and by the end of his life will have such a capital stock of paper that he can lie on a soft bed of it, unless he prefers wood shavings for his resting-place. The newspaper and the churchyard were always exciting objects to me. My walks to the latter were like bathing-places to my good humor. Every one can read the newspaper for himself, but come with me to the churchyard while the sun shines and the trees are green, and let us wander among the graves. Each of them is like a closed book, with the back uppermost, on which we can read the title of what the book contains, but nothing more. I had a great deal of information from my father, and I have noticed a great deal myself. I keep it in my diary, in which I write for my own use and pleasure a history of all who lie here, and a few more beside. Now we are in the churchyard. Here, behind the white iron railings, once a rose-tree grew; it is gone now, but a little bit of evergreen, from a neighboring grave, stretches out its green tendrils,and makes some appearance; there rests a very unhappy man, and yet while he lived he might be said to occupy a very good position. He had enough to live upon, and something to spare; but owing to his refined tastes the least thing in the world annoyed him. If he went to a theatre of an evening, instead of enjoying himself he would be quite annoyed if the machinist had put too strong a light into one side of the moon, or if the representations of the sky hung over the scenes when they ought to have hung behind them; or if a palm-tree was introduced into a scene representing the Zoological Gardens of Berlin, or a cactus in a view of Tyrol, or a beech-tree in the north of Norway. As if these things were of any consequence! Why did he not leave them alone? Who would trouble themselves about such trifles? especially at a comedy, where every one is expected to be amused. Then sometimes the public applauded too much, or too little, to please him. "They are like wet wood," he would say, looking round to see what sort of people were present, "this evening; nothing fires them." Then he would vex and fret himself because they did not laugh at the right time, or because they laughed in the wrong places; and so he fretted and worried himself till at last the unhappy man fretted himself into the grave. Here rests a happy man, that is to say, a man of high birth and position, which was very lucky for him, otherwise he would have been scarcely worth notice. It is beautiful to observe how wisely nature orders these things. He walked about in a coat embroidered all over,and in the drawing-rooms of society looked just like one of those rich pearl-embroidered bell-pulls, which are only made for show; and behind them always hangs a good thick cord for use. This man also had a stout, useful substitute behind him, who did duty for him, and performed all his dirty work. And there are still, even now, these serviceable cords behind other embroidered bell-ropes. It is all so wisely arranged, that a man may well be in a good humor. Here rests,- ah, it makes one feel mournful to think of him!-but here rests a man who, during sixty-seven years, was never remembered to have said a good thing; he lived only in the hope of having a good idea. At last he felt convinced, in his own mind, that he really had one, and was so delighted that he positively died of joy at the thought of having at last caught an idea. Nobody got anything by it; indeed, no one even heard what the good thing was. Now I can imagine that this same idea may prevent him from resting quietly in his grave; for suppose that to produce a good effect, it is necessary to bring out his new idea at breakfast, and that he can only make his appearance on earth at midnight, as ghosts are believed generally to do; why then this good idea would not suit the hour, and the man would have to carry it down again with him into the grave- that must be a troubled grave. The woman who lies here was so remarkably stingy, that during her life she would get up in the night and mew, that her neighbors might think she kept a cat. What a miser she was! Here rests a young lady, of a good family, who would always make her voice heard in society, and when she sang "Mi manca la voce,"* it was the only true thing she ever said in her life. * "I want a voice," or, "I have no voice." Here lies a maiden of another description. She was engaged to be married,- but, her story is one of every-day life; we will leave her to rest in the grave. Here rests a widow, who, with music in her tongue, carried gall in her heart. She used to go round among the families near, and search out their faults, upon which she preyed with all the envy and malice of her nature. This is a family grave. The members of this family held so firmly together in their opinions, that they would believe in no other. If the newspapers, or even the whole world, said of a certain subject, "It is so-and-so;" and a little schoolboy declared he had learned quite differently, they would take his assertion as the only true one, because he belonged to the family. And it is well known that if the yard-cock belonging to this family happened to crow at midnight, they would declare it was morning, although the watchman and all the clocks in the town were proclaiming the hour of twelve at night. The great poet Goethe concludes his Faust with the words, "may be continued;" so might our wanderings in the churchyard be continued. I come here often, and if any of my friends, or those who are not my friends, are too much for me, I go out and choose a plot of ground in which to bury him or her. Then I bury them, as it were; there they lie, dead and powerless, till they come back new and better characters. Their lives and their deeds, looked at after my own fashion, I write down in my diary, as every one ought to do. Then, if any of our friends act absurdly, no one need to be vexed about it. Let them bury the offenders out of sight, and keep their good temper. They can also read the Intelligencer, which is a paper written by the people, with their hands guided. When the time comes for the history of my life, to be bound by the grave, then they will write upon it as my epitaph- "The man with a cheerful temper." E OLD MAN DOES IS ALWAYS RIGHT by Hans Christian Andersen I WILL tell you a story that was told me when I was a little boy. Every time I thought of this story, it seemed to me more and more charming; for it is with stories as it is with many people- they become better as they grow older. I have no doubt that you have been in the country, and seen a very old farmhouse, with a thatched roof, and mosses and small plants growing wild upon it. There is a stork's nest on the ridge of the gable, for we cannot do without the stork. The walls of the house are sloping, and the windows are low, and only one of the latter is made to open. The baking-oven sticks out of the wall like a great knob. An elder-tree hangs over the palings; and beneath its branches, at the foot of the paling, is a pool of water, in which a few ducks are disporting themselves. There is a yard-dog too, who barks at all corners. Just such a farmhouse as this stood in a country lane; and in it dwelt an old couple, a peasant and his wife. Small as their possessions were, they had one article they could not do without, and that was a horse, which contrived to live upon the grass which it found by the side of the high road. The old peasant rode into the town upon this horse, and his neighbors often borrowed it of him, and paid for the loan of it by rendering some service to the old couple. After a time they thought it would be as well to sell the horse, or exchange it for something which might be more useful to them. But what might this something be? "You'll know best, old man," said the wife. "It is fair-day to-day; so ride into town, and get rid of the horse for money, or make a good exchange; whichever you do will be right to me, so ride to the fair." And she fastened his neckerchief for him; for she could do that better than he could, and she could also tie it very prettily in a double bow. She also smoothed his hat round and round with the palm of her hand, and gave him a kiss. Then he rode away upon the horse that was to be sold or bartered for something else. Yes, the old man knew what he was about. The sun shone with great heat, and not a cloud was to be seen in the sky. The road was very dusty; for a number of people, all going to the fair, were driving, riding, or walking upon it. There was no shelter anywhere from the hot sunshine. Among the rest a man came trudging along, and driving a cow to the fair. The cow was as beautiful a creature as any cow could be. "She gives good milk, I am certain," said the peasant towe could keep him in the room with us. Perhaps it would be more profitable to have a sheep than a cow. Shall I exchange?" The man with the sheep was quite ready, and the bargain was quickly made. And then our peasant continued his way on the high-road with his sheep. Soon after this, he overtook another man, who had come into the road from a field, and was carrying a large goose under his arm. "What a heavy creature you have there!" said the peasant; "it has plenty of feathers and plenty of fat, and would look well tied to a string, or paddling in the water at our place. That would be very useful to my old woman; she could make all sorts of profits out of it. How often she has said, 'If now we only had a goose!' Now here is an opportunity, and, if possible, I will get it for her. Shall we exchange? I will give you my sheep for your goose, and thanks into the bargain." The other had not the least objection, and accordingly the exchange was made, and our peasant became possessor of the goose. By this time he had arrived very near the town. The crowd on the high road had been gradually increasing, and there was quite a rush of men and cattle. The cattle walked on the path and by the palings, and at the turnpike-gate they even walked into the toll-keeper's potato-field, where one fowl was strutting about with a string tied to its leg, for fear it should take fright at the crowd, and run away and get lost. The tail-feathers of the fowl were very short, and it winked with both its eyes, and looked very cunning, as it said "Cluck, cluck." What were the thoughts of the fowl as it said this I cannot tell you; but directly our good man saw it, he thought, "Why that's the finest fowl I ever saw in my life; it's finer than our parson's brood hen, upon my word. I should like to have that fowl. Fowls can always pick up a few grains that lie about, and almost keep themselves. I think it would be a good exchange if I could get it for my goose. Shall we exchange?" he asked the toll-keeper. hapter I of Volume I IT is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife. However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered as the rightful property of some one or other of their daughters. ``My dear Mr. Bennet,'' said his lady to him one day, ``have you heard that Netherfield Park is let at last?'' Mr. Bennet replied that he had not. ``But it is,'' returned she; ``for Mrs. Long has just been here, and she told me all about it.'' Mr. Bennet made no answer. ``Do not you want to know who has taken it?'' cried his wife impatiently. ``You want to tell me, and I have no objection to hearing it.'' This was invitation enough. ``Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four to see the place, and was so much delighted with it that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas, and some of his servants are to be in the house by the end of next week.'' ``What is his name?'' ``Bingley.'' ``Is he married or single?'' ``Oh! single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!'' ``How so? how can it affect them?'' ``My dear Mr. Bennet,'' replied his wife, ``how can you be so tiresome! You must know that I am thinking of his marrying one of them.'' ``Is that his design in settling here?'' ``Design! nonsense, how can you talk so! But it is very likely that he may fall in love with one of them, and therefore you must visit him as soon as he comes.'' ``I see no occasion for that. You and the girls may go, or you may send them by themselves, which perhaps will be still better; for, as you are as handsome as any of them, Mr. Bingley might like you the best of the party.'' ``My dear, you flatter me. I certainly have had my share of beauty, but I do not pretend to be any thing extraordinary now. When a woman has five grown up daughters, she ought to give over thinking of her own beauty.'' ``In such cases, a woman has not often much beauty to think of.'' ``But, my dear, you must indeed go and see Mr. Bingley when he comes into the neighbourhood.'' ``It is more than I engage for, I assure you.'' ``But consider your daughters. Only think what an establishment it would be for one of them. Sir William and Lady Lucas are determined to go, merely on that account, for in general, you know they visit no new comers. Indeed you must go, for it will be impossible for us to visit him, if you do not.'' ``You are over-scrupulous, surely. I dare say Mr. Bingley will be very glad to see you; and I will send a few lines by you to assure him of my hearty consent to his marrying which ever he chuses of the girls; though I must throw in a good word for my little Lizzy.'' ``I desire you will do no such thing. Lizzy is not a bit better than the others; and I am sure she is not half so handsome as Jane, nor half so good humoured as Lydia. But you are always giving her the preference.'' ``They have none of them much to recommend them,'' replied he; ``they are all silly and ignorant like other girls; but Lizzy has something more of quickness than her sisters.'' ``Mr. Bennet, how can you abuse your own children in such way? You take delight in vexing me. You have no compassion on my poor nerves.'' ``You mistake me, my dear. I have a high respect for your nerves. PERSONS OF THE DIALOGUE: An ATHENIAN STRANGER; CLEINIAS, aCretan; MEGILLUS, a Lacedaemonian Athenian Stranger. Tell me, Strangers, is a God or some man supposedto be the author of your laws? Cleinias. A God, Stranger; in very truth a, God: among us Cretans heis said to have been Zeus, but in Lacedaemon, whence our friend herecomes, I believe they would say that Apollo is their lawgiver: wouldthey not, Megillus? Megillus. Certainly. Ath. And do you, Cleinias, believe, as Homer tells, that every ninthyear Minos went to converse with his Olympian sire, and was inspiredby him to make laws for your cities? Cle. Yes, that is our tradition; and there was Rhadamanthus, abrother of his, with whose name you are familiar; he is reputed tohave been the justest of men, and we Cretans are of opinion that heearned this reputation from his righteous administration of justicewhen he was alive. Ath. Yes, and a noble reputation it was, worthy of a son of Zeus. Asyou and Megillus have been trained in these institutions, I dare saythat you will not be unwilling to give an account of your governmentand laws; on our way we can pass the time pleasantly in about them,for I am told that the distance from Cnosus to the cave and templeof Zeus is considerable; and doubtless there are shady places underthe lofty trees, which will protect us from this scorching sun.Being no longer young, we may often stop to rest beneath them, and getover the whole journey without difficulty, beguiling the time byconversation. Cle. Yes, Stranger, and if we proceed onward we shall come to grovesof cypresses, which are of rare height and beauty, and there are greenmeadows, in which we may repose and converse. Ath. Very good. Cle. Very good, indeed; and still better when we see them; let usmove on cheerily. Ath. I am willing-And first, I want to know why the law has ordainedthat you shall have common meals and gymnastic exercises, and weararms. Cle. I think, Stranger, that the aim of our institutions is easilyintelligible to any one. Look at the character of our country: Creteis not like Thessaly, a large plain; and for this reason they havehorsemen in Thessaly, and we have runners-the inequality of the groundin our country is more adapted to locomotion on foot; but then, if youhave runners you must have light arms-no one can carry a heavyweight when running, and bows and arrows are convenient because theyare light. Now all these regulations have been made with a view towar, and the legislator appears to me to have looked to this in allhis arrangements:-the common meals, if I am not mistaken, wereinstituted by him for a similar reason, because he saw that while theyare in the field the citizens are by the nature of the casecompelled to take their meals together for the sake of mutualprotection. He seems to me to have thought the world foolish in notunderstanding that all are always at war with one another; and if inwar there ought to be common meals and certain persons regularlyappointed under others to protect an army, they should be continued inpeace. For what men in general term peace would be said by him to beonly a name; in reality every city is in a natural state of war withevery other, not indeed proclaimed by heralds, but everlasting. And ifyou look closely, you will find that this was the intention of theCretan legislator; all institutions, private as well as public, werearranged by him with a view to war; in giving them he was under theimpression that no possessions or institutions are of any value to himwho is defeated in battle; for all the good things of the conqueredpass into the hands of the conquerors. Ath. You appear to me, Stranger, to have been thoroughly trainedin the Cretan institutions, and to be well informed about them; willyou tell me a little more explicitly what is the principle ofgovernment which you would lay down? You seem to imagine that a wellgoverned state ought to be so ordered as to conquer all other statesin war: am I right in supposing this to be your meaning? Cle. Certainly; and our Lacedaemonian friend, if I am notmistaken, will agree with me. Meg. Why, my good friend, how could any Lacedaemonian say anythingelse? Ath. And is what you say applicable only to states, or also tovillages? Cle. To both alike. Ath. The case is the same? Cle. Yes. an Stranger. And now we have to consider whether the insightinto human nature is the only benefit derived from well orderedpotations, or whether there are not other advantages great and much tobe desired. The argument seems to imply that there are. But how and inwhat way these are to be attained, will have to be consideredattentively, or we may be entangled in error. Cleinias. Proceed. Ath. Let me once more recall our doctrine of right education; which,if I am not mistaken, depends on the due regulation of convivialintercourse. Cle. You talk rather grandly. Ath. Pleasure and pain I maintain to be the first perceptions ofchildren, and I say that they are the forms under which virtue andvice are originally present to them. As to wisdom and true and fixedopinions, happy is the man who acquires them, even when declining inyears; and we may say that he who possesses them, and the blessingswhich are contained in them, is a perfect man. Now I mean by educationthat training which is given by suitable habits to the first instinctsof virtue in children;-when pleasure, and friendship, and pain, andhatred, are rightly implanted in souls not yet capable ofunderstanding the nature of them, and who find them, after they haveattained reason, to be in harmony with her. This harmony of thesoul, taken as a whole, is virtue; but the particular training inrespect of pleasure and pain, which leads you always to hate whatyou ought to hate, and love what you ought to love from thebeginning of life to the end, may be separated off; and, in my view,will be rightly called education. Cle. I think, Stranger, that you are quite right in all that youhave said and are saying about education. Ath. I am glad to hear that you agree with me; for, indeed, thediscipline of pleasure and pain which, when rightly ordered, is aprinciple of education, has been often relaxed and corrupted inhuman life. And the Gods, pitying the toils which our race is bornto undergo, have appointed holy festivals, wherein men alternaterest with labour; and have given them the Muses and Apollo, the leaderof the Muses, and Dionysus, to be companions in their revels, thatthey may improve their education by taking part in the festivals ofthe Gods, and with their help. I should like to know whether acommon saying is in our opinion true to nature or not. For men saythat the young of all creatures cannot be quiet in their bodies orin their voices; they are always wanting to move and cry out; someleaping and skipping, and overflowing with sportiveness and delight atsomething, others uttering all sorts of cries. But, whereas theanimals have no perception of order or disorder in their movements,that is, of rhythm or harmony, as they are called, to us, the Gods,who, as we say, have been appointed to be our companions in the dance,have given the pleasurable sense of harmony and rhythm; and so theystir us into life, and we follow them, joining hands together indances and songs; and these they call choruses, which is a termnaturally expressive of cheerfulness. Shall we begin, then, with theacknowledgment that education is first given through Apollo and theMuses? What do you say? Cle. I assent. Ath. And the uneducated is he who has not been trained in thechorus, and the educated is he who has been well trained? Cle. Certainly. Ath. And the chorus is made up of two parts, dance and song? Cle. Trheir faces differ? Ath. Good, my friend; I may observe, however, in passing, that inmusic there certainly are figures and there are melodies: and music isconcerned with harmony and rhythm, so that you may speak of a melodyor figure having good rhythm or good harmony-the term is correctenough; but to speak metaphorically of a melody or figure having a"good colour," as the masters of choruses do, is not allowable,although you can speak of the melodies or figures of the brave and thecoward, praising the one and censuring the other. And not to betedious, let us say that the figures and melodies which are expressiveof virtue of soul or body, or of images of virtue, are withoutexception good, and those which are expressive of vice are the reverseof good. Cle. Your suggestion is excellent; and let us answer that thesethings are so. Ath. Once more, are all of us equally delighted with every sort ofdance? Cle. Far otherwise. Ath. What, then, leads us astray? Are beautiful things not thesame to us all, or are they the same in themselves, but not in
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