【正文】 .................................................................................... 5 第二章：安裝與啟動 ........................................................................................................ 6 21 TCP/IP 協(xié)議設(shè)置參考 ........................................................................................... 6 22 系統(tǒng)安裝 ............................................................................................................. 8 安裝中心服務(wù)器 ................................................................................................. 8 安裝管理機(jī) ...................................................................................................... 14 安裝教師機(jī) ...................................................................................................... 19 安裝學(xué)生機(jī) ...................................................................................................... 23 23 卸載 系統(tǒng) ......................................................................................... 27 第三章：中心服務(wù)器使用 ............................................................................................... 28 第四章：管理機(jī)程序使用 ............................................................................................... 29 41 班級模型編輯器使用 ................................................................................... 29 42 管理機(jī)使用 ................................................................................................. 32 第五章：教師機(jī)程序使用 ............................................................................................... 35 51 教師機(jī)界面 ........................................................................................................ 35 52 教師機(jī)功能列表 ................................................................................................. 36 53 教師機(jī)基本操作 ................................................................................................. 36 54 主菜單操作 ........................................................................................................ 37 55 主功能操作 ........................................................................................................ 59 56 輔助功能操作 .................................................................................................... 62 第六章：學(xué)生機(jī)程序使用 ............................................................................................... 67 Lear n Gener al Secr et ar y on t wo t o lear n a str engt hening f our Consciousnesses im por t ant speech caused a st r ong r eact ion in t he count r y. Tim e, wat ching r ed t r easur e, t he or igin of build ing t he par t y back t o power , how t o st r engt hen ser vices f or t he m asses, im pr ove par t y cohesion, f ight ing t o be e t he gr ass r ot s par t y m em ber s and m asses hot t opic. Gr ass r oots part y or ganizations t wo is t o st r engt hen t he ser vice of par ty m em bers and cadres, t he pioneer spir it . Dist ribut ion of gr ass r oot s par t y or ganizations in al walks of people, clot hing, shelt er , which belongs t o t he ner ve endings of t he part y or ganization and m ent s r eput at ion has a dir ect per ception of t he m asses. Str engt hen t he par t y ahead of t he pedal spir it 。s pur poses. Second, t o est ablish a sense of dept h. Learning and do not Chu dr awn, entir ely dif f erent , but t he anic unit y of t he whole. Two lear ning education, we need t o explor e int egr ating lear ning in do, exhibit do in Science. To avoid t he lear ni g int o sim ple r oom inst r uction, do int o a m onot one f or doing. Should explor ation lear n in t he has do, do in t he has lear n of education and pr actice of car rier , m akes gener al gr ass r oot s m em ber s can in lear n in t he has do of achievem ent s sense, in do in t he has lear n of get sense, r eal m akes par t y of t heory br ain int o hear t , put f or people ser vice concept out side of Yu shaped. Thir d, t o adher e t o long t erm t he awar eness. St yle constr uct ion on t he r oad f or ever , t wo had t o cat ch t he long t erm. Two st udy and educat ion, by no m eans, assault style wind spor t, but t he r ecur r ent educat ion wit hin t he par t y. I n r ecent year s, t he par t y39。在長期的改進(jìn)完善中，功能不斷增加與整合，逐步發(fā)展到現(xiàn)在這樣一個功能系統(tǒng)化、專業(yè)化，功能完備、分門別類，能充分滿足各種教學(xué)使用需要。首先，產(chǎn)品的各種界面與功能都嚴(yán)格的遵循了相關(guān)的國際與行業(yè)標(biāo)準(zhǔn)，采用標(biāo)準(zhǔn)化體系與架構(gòu)。 st r engt hen t he par ty m em bers and cadres success does not have t o be m e and t he f ir st t o bear har dships, t he last t o service spir it t o set t he par ty39。s pur poses. Second, t o establish a sense of dept h. Learning and do not Chu dr awn, entir ely dif f er ent , but t he or ganic unit y of t he whole. Two lear ning education, we need t o explor e int egrat ing learning in do, exhibit do in Science. To avoid t he learning int o sim ple r oom inst r uct ion, do int o a m onotone f or doing. Should explor ation lear n in t he has do, do in t he has lear n of educat ion and pr actice of carr ier , m akes general gr ass root s m ember s can in lear n in t he has do of achievem ent s sense, in do in t he has lear n of get sense, r eal m akes par ty of t heor y br ain int o hear t , put f or people ser vice concept outside of Yu shaped. Thir d, t o adhere t o long t er m t he awar eness. St yle const r uct ion on t he r oad f or ever , t wo had t o cat ch t he long t er m. Two study and educat ion, by no m eans, assault st yle wind sport , but t he r ecur rent educat ion wit hin t he par t y. I n r ecent year s, t he par t y39。s hist or ical exper ience accum ulated. Two is our par ty under the new hist or ical condit ions, st rengt hen t he par ty39。 5．系統(tǒng)與設(shè)備環(huán)境適應(yīng)性好。產(chǎn)品經(jīng)過長期持續(xù)穩(wěn)定的版本改進(jìn)技術(shù)積累與完善，目前產(chǎn)品的程序代碼已經(jīng)非常的穩(wěn)定技術(shù)非常的成熟。該系統(tǒng)提供一種全新的教學(xué)工具，突破傳統(tǒng)教室對時空的限制，在網(wǎng)絡(luò)中以多媒體互動來實現(xiàn)傳統(tǒng)課堂教學(xué)中老師與學(xué)生、學(xué)生與學(xué)生間的交流與教學(xué)，可廣泛適用于網(wǎng)絡(luò)教學(xué)、語音多媒體教學(xué)、培訓(xùn)與展示 、通用管理與教學(xué)工具、訓(xùn)練與會議交流等等。s f r esh and nat ur