【正文】 專業(yè)管理、課程開課信息管理、討論區(qū)管理。 數(shù)據(jù)引擎： MS SQL Server 2021 。 界面一致性： 在界面設計中應該保持界面的一致性。 布局合理化原則： 應注意在一個窗口內(nèi)部所有控件的布局和信息組織的藝術性，使得用戶界面美觀。 5） 信息不能帶有判斷色彩，即任何情況下不能指責用戶。 8） 按功能對動作分類，并按此排列屏幕布局，設計者應 提高命令和動作組織的內(nèi)聚性。 7） 高效地使用顯示器的顯示空間。 （ 2） 教師信息（管理員輸入） 。 （ 10） 學習公告信息 （教師輸入） 。 （ 6） 討論區(qū)信息 （學生、教師、管理員查看） 。 數(shù)據(jù)庫中表的最大行數(shù)：無限制，但需求磁盤空間支持 。 系統(tǒng)實現(xiàn) 系統(tǒng)數(shù)據(jù)流圖 在本系統(tǒng)中，有四類數(shù)據(jù)流圖： 和管理員相關的，和教師相關的，和學生相關的和短消息相關的。其中以 ASP 技術應用最廣泛，且相關網(wǎng)絡資源多，有豐富的中文參考資料，開發(fā)工具比較成熟，能快速構建網(wǎng)絡應用程序，所以很 多 教學網(wǎng)站的建設者都選用了該技術作為平臺制作技術[22]。在 ASP 腳本中可以方便地引用系統(tǒng)組件和 ASP 的內(nèi)置組件，還能通過定制 ActiveX Server Component（ ActiveX 服務器組件）來擴充功能。在 ASP 中， ADO 可以看作是一個服務器 組件（ Server Component），簡單地說，它是一系列的對象。學生只能下載與自己有關的課程的學習資料。 （ 4） 討論區(qū)程序設計： 此部分程序類似 于 BBS，在此模塊，學生、老師和管理員均可以發(fā)帖，但只有老師和管理員有管理帖子的權限。 討論區(qū)版塊是程序中比較大的一塊。 3 按照需求文檔進行數(shù)據(jù)庫設計，形成數(shù)據(jù)庫設計文檔。本文能夠成功的完成，要特別感謝我的導師齊建東老師的關懷和教導。t. It wouldn39。s getting late. It39。t playing a game. So at last he got to his specialty. He sometimes wished he could claim the story for his own. but the fact was he could not make up stories. He no longer tried to. Instead, he cribbed from every fairy tale and fantasy story he could find. If he had a genius, it was in adapting some of the elements to fit the world she knewwhile keeping it strange enough to enthrall herand in adlibbing the end to personalize it. It was a wonderful tale he told. It had enchanted castles sitting on mountains of glass, moist caverns beneath the sea, fleets of starships, and shining riders astr ide horses that flew the galaxy. There were evil alien creatures, and others with much good in them. There were drugged potions. Scaled beasts roared out of hyperspace to devour plas. Amid all the turmoil strode the Prince and Princess. They got into frightful jams and helped each other out of them. The story was never quite the same. He watched her ey es. When they wandered, he threw away whole chunks of story. When they widened, he knew what parts to plug in later. He tailored it to her reactions. The child was sleepy. Sooner or later she would surrender. He needed her in a trance state, neither awake nor asleep. That was when the story would end . 北京林業(yè)大學畢業(yè)設計論文 22 . . . and though the healers labored long and hard, they could not save the Princess. She died that night, far from her Princ e. , Her mouth was a little round o. Stories were not supposed to end that way. Is that all? She died and she never saw the Prince again? Well, not quite all. But the rest of it probably isn39。What is this?39。m not sure of. Because, though everyone new the Sorcerer was a wise and powerful man, he was also known as a great liar. He said that the Star stone was capable of capturing the essence of a person at the moment of her death. All her wisdom, all her power, all her knowledge and beauty and strength w ould f low into the stone and be held there, timelessly. In suspended animation, Radiant breathed. Precisely. When they heard this, the people were amazed. They buffeted the Sorcerer with questions, to which he gave few answers, and those only grudgingly. Finally he left in a huff. When he was gone, everyone talked long into the night about the things he had said. Some felt the Sorcerer had held out hope that the Princess might yet live on. That if her body was frozen, the Prince, upon his return, might somehow infuse her essence back within her. Others thought the Sorcerer had said that was impossible, that the Princess was doomed to a halflife, locked in the stone. But the opinion that prevailed was this: The Princess would probably never e fully back to life. But her essence might flow from the Star stone and into ano ther, if the right person could be found. All agreed this person must be a young maiden. She must be beautiful, very smart, swift of foot, loving, kind . . . oh, my, the list was very long. Everyone doubted such a person could 。Why was 1 not told?39。t tell it to you. Ian felt pleasantly tired. His throat was a little raw, making him hoarse. Radiant was a warm weight on his lap. You have to tell me, you know, she said reasonably. He supposed she was right. He took a deep breath. All right. At the funeral, all the greatest people from that part of the galaxy were in attendance. Among them was the greatest Sorcerer who ever lived. His name . . . but I really shouldn39。s gone home. You39。m cold, she said. Here. He took off his jacket. She looked at his hands as he wrapped it around her, and she reached out and touched the hardness of his shoulder. You sure must be strong, she mented. Pretty strong. I work hard, being a pusher. Just what is a pusher? she said, and stifled a yawn. Come sit on my lap, and I39。 Family[J],Volume 8,Number 1,February 2021, [14] 趙守凱 .常用軟件教學網(wǎng)站的構建及教學體會 [J].科技平臺 ,2021:2627. [15] 駱志煌 ,張小明 ,陳亞東 .淺議教師個人教學網(wǎng) 站的發(fā)展空間 [J].中小學信息技術教育 ,2021,10(.第 45期 ):3637. [14] 王海燕 ,李芒 .讓師生實現(xiàn)零距離的心靈觸摸 [J].電化教育研究 ,2021(第 2期 ):25. [16] 衛(wèi)春芳 .個人教學網(wǎng)站的建立 [J].計算機時代 ,2021:89. [17] 劉波 ,王本玉 ,王磊 .建立教學網(wǎng)站實現(xiàn)網(wǎng)上信息交流和信息管理 [J].邵陽學院學報 (自然科學 ),2021,10(第 5期 ):1215. [18] 胡小榮 ,李建平 .基于 ASP技術的高等數(shù)學輔助教學網(wǎng)絡平臺 [J].數(shù)學理論與應用 ,2021,12(第 4期 ):4042. [19] 陸繼遠 ,朱銀昌 ,趙不賄 .構建基于 BS模式的教學網(wǎng)站 [J].應用奇葩 ,2021:44. [20] 胡貞華 ,何思安 .電子商務教學網(wǎng)站的建設 [J].韶關學院學報 (自然科學版 ),2021,12:35. [21] 陳陽 ,胡孝忠 ,汪千松 ,田麗 . ASP技術在多媒體教學網(wǎng)站開發(fā)中的應用 [J].網(wǎng)絡信息技術 ,2021:37. [22] 王曼珠 ,劉欣 ,曾萍 .基于 ASP教學網(wǎng)站管理系統(tǒng)的設計 [J].電氣電子教學學報 ,2021,6(第 3期 ):11. [23] Bagno,Estheri,Levy,Semadar, can a website forphysics teacher server as a tool for profession[J] Of Sicence Education and Technology,Volume 15,Number 34,October 2021,(5) [24] Anderson,E.。 2 分頁問題主要是 沒有實現(xiàn)像論壇那樣顯示一個數(shù)字列，只有單純的首頁尾頁、上一頁下一頁。北京林業(yè)大學畢業(yè)設計論文 15 3 結論 系統(tǒng)核心界面最終效果 系統(tǒng)部分界面： 登錄頁面、學生主頁、教師主頁、管理員主頁 ： 圖 登錄頁面圖 Diagram of login web form 圖 . 學生頁面圖 北京林業(yè)大學畢業(yè)設計論文 16 Diagram of student web form 圖 教師頁面圖 Diagram of teacher web form 圖 教師頁面圖 Diagram of administrator web form 北京林業(yè)大學畢業(yè)設計論文 1