【正文】 理信息系統(tǒng)的開發(fā)的基本環(huán)境。圖書館采取手工方式對圖書借閱情況進行人工管理，由于信息比較多，圖書借閱信息的管理工作混亂而又復(fù)雜；一般借閱情況是記錄在借書證上，圖書的數(shù)目和內(nèi)容記錄在文件中，圖書館的工作人員和管理員也只是當(dāng)時對它比較清楚，時間一長，如再要進行查詢，就得在眾多的資料中翻閱、查找了，造成查詢費時、費力。 基于這此問題，我認為有必要建立一個圖書管理系統(tǒng)，使圖書管理工作規(guī)范化，系統(tǒng)化，程序化，避免圖書管理的隨意性，提高信息處理的速 度和準(zhǔn)確性，能夠及時、準(zhǔn)確、有效的查詢和修改圖書情況。采用的數(shù)據(jù)庫是 SQLServer 2021數(shù)據(jù)庫，開發(fā)語言為 ASP作為前臺的開發(fā)工具，用 SQLServer 2021作為后臺支持數(shù)據(jù)庫，通過 ASP 的數(shù)據(jù)庫控件來連接 SQLServer 中并對其編程來實現(xiàn)以下功能：圖書入庫， 圖書信息管理， 圖書瀏覽，圖書檢索，圖書借閱，圖書歸還 、 。 2. 對系統(tǒng)眾多功能模塊的整合是本設(shè)計的難點 3. 軟件的編寫是本次設(shè)計的重點和難點。 2．需求分析。 4．編寫并調(diào)試系統(tǒng)。 設(shè)計（論文）進度計劃： 表 1 論文進度計劃 起止日期 周 次 內(nèi) 容 進 程 3月 9日－ 3月 25日 17 查閱和搜集 相關(guān)資料、文獻及期刊，了解所做課題的相關(guān)內(nèi)容，并著手撰寫開題報告 3月 30日 ——5月 10日 711 完成基于 Web 的圖書管理系統(tǒng)子系統(tǒng)的需求分析、概要設(shè)計。 6月 1號 ——6月 14號 17 撰寫畢業(yè)設(shè)計、準(zhǔn)備答辯 四、主要參考文獻 [1] Leszek . 需求分析與系統(tǒng)設(shè)計 [M] 機械工業(yè)出版社 ,2021 [2] Kenh C. （第 6版） [M] 中國人民大學(xué) , 2021 [3] 張基溫 ,等 . 信息系統(tǒng)開發(fā)案例 (第四輯 )[M] 清華大學(xué)出版社 ,2021 [4] 齊志昌、譚慶平、寧洪 .軟件工程（第二版） [M] 高等教育出版社 ,2021 [5] 張志清 . 管理信息系統(tǒng)實用教程 [M] 電子工業(yè)出版社 ,2021 [6] 薩師煊 . 數(shù)據(jù)庫系統(tǒng)概論（第三版） [M]. 北京：高等教育出版社 2021年 2月 [7] 馮玉才 . 數(shù)據(jù)庫基礎(chǔ)（第二版） [M]. 武漢：華中理工大學(xué)出版社 1993年 [8] 李嚴 于亞芳等 . ASP數(shù)據(jù)庫開發(fā)實例解析 [M]. 北京：機械工業(yè)出版社 2021年 1月 [9] 張立科 . ASP 數(shù)據(jù)庫開發(fā)技術(shù)與工程實踐 [M]. 北京：人民郵電出版社 2021年 5月 [10] 丁貴廣 . ASP編程基礎(chǔ)與實例 [M].機械工業(yè)出版社 . 2021年 9月 [11] 黃雷 .ASP+SQL SERVER項目開發(fā)實踐 .[M] 中國鐵道出版社， 2021 [12] 20210520 [13] 百度百科 Windows 操作系統(tǒng)） 202161 [14] Date CJ. Introduction to Database Systems () AddisonWesley. 2021 [15] 數(shù)據(jù)庫的應(yīng)用 202153 [16] ASP 簡介 202153 [17] Sql server 2021 2021510 五、附件（英文翻譯） EVALUATION OF WEBBASED LIBRARY INSTRUCTION PROGRAMS By Tess Tobin amp。s. Stover and Zink report that with the emergence of the World Wide Web in the early 199039。t matter if the user is connecting to library resources on the puter in the library, elsewhere on campus or from his/her home. Developing an online module can be a challenge for many libraries. As librarians approach this task they should not overlook the groundwork laid by puter scientists in the field of puter interface design and puter/human interaction. The knowledge the instruction librarian brings to the task gathered from their classroom experiences and the findings from puterassisted learning studies need to be considered when planning the design, content and evaluation of a webbased tutorial. What is webbased instruction? Webbased training (WBT) is an innovative approach to distance learning in which puterbased training is transformed by the technologies and methodologies of the World Wide Web (WWW), the Inter, and It allows selfdirected, selfpaced instruction in any topic. WBT is mediarich training fully capable of evaluation, adaptation, and remediation that can provide the available tools to anize and deliver content into wellcrafted teaching systems. WBT has certain distinguishing characteristics, which makes it an ideal tool for bibliographic instruction. WBT is an interactive tool. It expands upon puterbased training with activities like discussion forums, mail lists and chat sessions. The user sets his/her pace and direction. The library instruction literature points to active learning as the best means to deliver bibliographic The interactivity ponent of WBT is a twoway interaction. The user inputs to the system and the system provides feedback that either reinforces the user or provides guidance for learning. This can be measured by having the user select the correct response and guide the user to continue if an incorrect response is made. WBT can also meet the needs of diverse populations and learning styles. The multimedia used with online training modules can help all types of learning styles visual, verbal and aural. Webbased training is not a collection of information pages. Presently, an examination of many library instruction pages shows that libraries have rushed to embrace this new technology and they are using it effectively. Some librarians have created multiple pages full of text with plete verbal explanations of the objectives of the desired library skills. These sites are uninteresting and do not involve the user. Creating a table of contents with links to full page documents is a misuse of the technology and not an interactive learning tool. An interactive ponent such as a quiz or feedback form tests the user39。s OPAC, and leads the user through the steps of locating books, magazines and other library materials. To be effective these tutorials should be learning modules that promote the institutional needs of the library and relate the information library skills the library wises its users to achieve. The next level of tutorial presents the more conceptual aspects of information literacy. These are tutorials on the research process and evaluation of sources. Some of these tutorials review various library worked databases while explaining Boolean and keyword and subject searching techniques. Searching the Inter is a focus of many tutorials, along with interactive modules that offer guidelines on how to evaluate Inter sources. Each tutorial is different in design, content and instruction level, reflecting the personality