【導(dǎo)讀】術(shù)本身正對(duì)教育的改革產(chǎn)生深遠(yuǎn)的影響?，F(xiàn)代化的學(xué)校少不了現(xiàn)代化的教學(xué)設(shè)。施、設(shè)備的武裝。建設(shè)“校園一卡通”，為學(xué)校的教師、學(xué)生和教學(xué)管理人員提。要前提和基本途徑，所以，“校園一卡通”的建設(shè)勢(shì)在必行。要求，基于目前現(xiàn)狀“一卡通”應(yīng)運(yùn)而生。所謂“一卡通”即在學(xué)校內(nèi)，凡有現(xiàn)。金、票證或需要識(shí)別身份的場(chǎng)合均采用卡來完成。此種管理模式代替了傳統(tǒng)的消。費(fèi)管理模式，為學(xué)校的管理帶來了高效、方便與安全。建立先進(jìn)的信息管理系統(tǒng)。息化管理的重要舉措之一。校園智能卡可供學(xué)生用于校園內(nèi)部處理雜務(wù)，購(gòu)買食。品、飲料、書本，借閱圖書，查資料，洗澡等。學(xué)生只需在管理中心開設(shè)帳戶并。獨(dú)具特點(diǎn)的通用查詢子系統(tǒng)使其可充當(dāng)管。件共同構(gòu)成了校園卡管理中心。實(shí)現(xiàn)全校各類數(shù)據(jù)的統(tǒng)一性和規(guī)范性；功能齊全；充分考慮系統(tǒng)的可擴(kuò)展、可維護(hù)。行數(shù)據(jù)交換，主干網(wǎng)的安全是整個(gè)校園一卡通系統(tǒng)運(yùn)行的安全保證。VB是以人們所熟知的BASIC語(yǔ)言為基。VisualBasic除了繼承原有BASIC語(yǔ)言簡(jiǎn)單易學(xué)的

　　

【正文】 出現(xiàn)讓人不滿意的結(jié)果。這也讓我體會(huì)到了，互相幫助的重要性。 這次畢業(yè)設(shè)計(jì)采用 Visual Basic 語(yǔ)言（以下簡(jiǎn)稱 VB）編寫， VB簡(jiǎn)單易學(xué)，容易掌握，而且也容易理解，尤其是它面向?qū)ο蟮木幊谭匠?，更讓人覺得直觀不煩瑣，一目了然。但是 VB 也有許多的不足之處，比如：不夠靈活，做出來的界面比較呆板。 Office中的 Access數(shù)據(jù)庫(kù)一致 ,而且簡(jiǎn)單易學(xué) .不僅如此 VB6 有基于 Web 的應(yīng)用 ,這架起了和遠(yuǎn)程通信的橋梁。 設(shè)計(jì)也有不少的不足之處：系統(tǒng)的功能不夠完善，只能說是一個(gè)簡(jiǎn)單的校園一卡通系統(tǒng) 。 沒有彈性的分析和“一卡通”運(yùn)行過程中存在的問題等等，這些問題都因?yàn)闀r(shí)間的關(guān)系和自身 掌握的知識(shí)不夠多，不夠熟練而沒有完善。 致 謝 在本次畢業(yè)設(shè)計(jì)的設(shè)計(jì)制作過程中，我之所以能順利完成任務(wù)，除去自身的努力之外，很大程度上要?dú)w功于我的指導(dǎo)老師和同學(xué)，她們給我提供了很大的幫助，她們認(rèn)真的做我的測(cè)試用戶、不厭其煩的為我提出了系統(tǒng)的不足之處和改進(jìn)方法、指導(dǎo)我、督促我，讓我從中得到很多編程技巧和經(jīng)驗(yàn)，在此表示誠(chéng)摯的感謝。 參 考文獻(xiàn)： 8. 網(wǎng)冠科技 . Visual Basic 時(shí)尚編程百例 . 北京：機(jī)械工業(yè)出版社， 2021 9. Carl Franklin，（瀟湘工作室 譯） .Visual Basic Inter 編程指南 .北京人民郵電出版社， 1999 10. 朱錦坤，紀(jì)哲銳 .Visual Basic 多媒體與因特網(wǎng)應(yīng)用 . 北京：清華大學(xué)出版社， 1999 11. 馬錦忠，陸正康等 .數(shù)據(jù)庫(kù)系統(tǒng)概論 .南京：南京大學(xué)出版社， 1995 12. 沈德金，陳粵初 .MCS51 系列單片機(jī)接口電路與應(yīng)用程序?qū)嵗?. 北京：北京航天航空大學(xué)出版社， 1991 13. 薛鈞義等 .MCS51/96 系列單片機(jī)微型計(jì)算機(jī)及其應(yīng)用 . 西安： 西安交大出版社 14. 陳春玲 .軟件工程與數(shù)據(jù)庫(kù)概論 . 西電科大版， 1999 附 錄 A 關(guān)于系統(tǒng)結(jié)構(gòu)的幾點(diǎn)說明 1 鍵盤的處理 可以這么說，在 windows 里，最快的操作是鼠標(biāo)鍵盤，而不是只有一種輸入設(shè) 掌握鍵盤的處理，將會(huì)使程序增色不少?；谶@種思想，進(jìn)行軟件設(shè)計(jì)時(shí)，做了如下考慮： 2 界面上的按鈕設(shè)置 將界面上的特殊按鈕如“確定”的 Default 屬性設(shè)置為 True，達(dá)到按回車鍵與單擊該按扭效果相同；而“結(jié)束”、“退出”的 Cancel 屬性設(shè)置為 True，則達(dá)到按 Esc 鍵與單擊該按鈕效果相同。 如果使用 MDI 窗體 運(yùn)用了 VB 中的 MDI 窗體來實(shí)現(xiàn)本程序，即多文檔窗體的應(yīng)用，將每個(gè)子窗體的 Mdichild的屬性值設(shè)置為“ True”。還有將 MDI和其它子窗體的 WindowState設(shè)置“ 2Maxmize” 裝入窗體時(shí)，希望能在屏幕上居中，這樣看起來比較美觀。實(shí)現(xiàn)的方法是將窗 的 StartUpPosition 屬性值設(shè)置為“ 2屏幕中心”。 附錄 B 系統(tǒng)主要使用控件及其簡(jiǎn)介 1 系統(tǒng)主要使用控件 xi. Label 控件 Label 控件用于在窗體或其他容器中顯示標(biāo)簽，它通常用于識(shí)別其他控件，用來說明它們的意義或用法，還可以用于顯示標(biāo)題、說明性文字或幫助信息等。 xii. TextBox 控件 Text Box 控件用來在程序中提供一個(gè)文本框，可以顯示或輸入文本，它也是程序用戶進(jìn)行交互的常用方式，比如要求用戶輸入密碼、查詢條件等，甚至允許用戶進(jìn)行大段的文本編輯操作。 xiii. Fram 控件 該控件的任務(wù)是在窗體中繪制一個(gè)很有立體感的框架，常用的屬性是 Caption 屬性，用以顯示框架的標(biāo)題與其它空間配合好似用，使窗體布局看起來整齊，美觀。 xiv. Command Button 控件 是一種常用的控件，主要有 Caption 屬性，它決定顯示在命令按鈕上的文字， Click 事件是最常用的事件。 xv. ComboBox 控件 它融合了 TextBox 和 ListBox 控件兩者的功能，既允許用戶鍵入新內(nèi)容，又允許用戶在列表中進(jìn)行選擇，常用的事件有 Click 和Change 事件。 xvi. WebBrowser 控件 是一個(gè) Activex控件通過它可以把 Inter的瀏覽功能加到應(yīng)用程序中，在 Visual Basic 的窗體上顯示 Web 文檔，最常用的方法是Navigate 方法，該方法用來移到 URL或打開 HTML 文件。 xvii. SS Tab 控件 能在窗體上產(chǎn)生文件夾標(biāo)記效果，通過該控件的“屬性頁(yè)”對(duì)話框，設(shè)計(jì)所需要的框架，使界面有層次感。 xviii. Data 控件 主要用于數(shù)據(jù)庫(kù)內(nèi)容的綁定，主要屬性有 Connect, Database Name, Record Source 屬性。 xix. MsFlex Grid 控件 主要用于顯示數(shù)據(jù)庫(kù)表的記錄主要用于非綁定的形式，若和 Data 控件連接使用，只能用于瀏覽數(shù)據(jù)，保證用戶數(shù)據(jù)的安全。用 Allow Add等屬性實(shí)現(xiàn)在控件中加入、刪除記錄等功能。 xx. 菜單編輯器： 打開方式： 3. 從 VB “工具”菜單中，單擊“菜單編輯器”命令； 4. 直接單擊標(biāo)準(zhǔn)工具欄中的“菜單編輯器”按鈕； 使用鍵盤快捷鍵 Ctrl + E。 tern University to do his advanced studies, all on full financial scholarships. The other father never finished the eighth gr ade. Both men were successful in their careers, working hard all their lives. Both earned substantial ines. Yet one struggled financially all his life. The other would bee one of the ric hest men in Hawaii. One died leaving tens of millions of dollars to his family, charities and his church. The other left bills to be paid. Both men were strong, charismatic and influential. Both men offered me advice, but they did not advise the same things. Both men believed strongly in education but did not remend the same course of study. If I had had only one dad, I would have had to accept or reject his advice. Having two dads advising me offered me the choice of contrasting points of view。 one of a rich man and one of a poor man. Instead of simply accepting or rejecting one or the other, I found myself thinking more, paring and then choosing for myself. The problem was, the rich man was not rich yet and the poor man not yet poor. Both were just starting out on their careers, a nd both were struggling with money and families. But they had very different points of view about the subject of money. For example, one dad would say, The love of money is the root of all evil. The other, The lack of money is the root of all evil. As a young boy, having two strong fathers both influencing me was difficult. I wanted to be a good son and listen, but the two fathers did not say the same things. The contrast in their points of view, particularly where money was concerned, was so extreme that I grew curious and intrigued. I began to start thinking for long periods of time about what each was saying. Much of my private time was spent reflecting, asking myself questions such as, Why does he say that? and then asking the sa me question of the other dad39。s statement. It would have been much easier to simply say, Yeah, he39。s right. I agree with that. Or to simply reject the point of view by saying, The old man doesn39。t know what he39。s talking about. Instead, having two dads whom I loved forced me to think and ultimately choose a way of thinking for myself. As a process, choosing for myself turned out to be much more valuable in the long run, rather than simply accepting or rejecting a single point of view. One of the reasons the rich get richer, the poor get poorer, and the middle class struggles in debt is because the subject of money is taught at home, not in school. Most of us learn about money from our parents. So what can a poor parent tell their child about money? They simply say Stay in school and study hard. The child ma y graduate with excellent grades but with a poor person39。s financial programming and mindset. It was learned while the child was young. Money is not taught in schools. Schools focus on scholastic and professional skills, but not on financial skills. This explains how smart bankers, doctors and accountants who earned excellent grades in school may still struggle financially all of their lives. Our staggering national debt is due in large part to highly educated politicians and government officials making financial decisions w ith little or no training on the subject of money. I often look ahead to the