Traditionally, classroom demonstrations of computer programs have been done on time sharing terminals connected via modems, phones, and phone lines to the university "central" computer. As anyone who has ever conducted such a demonstration knows, this approach is, to say the least, unreliable. It is not uncommon for professors standing in front of their classes to find that one of the elements in the electronic path from the keyboard to the computer and back to the monitors has failed or that the response time of the central computer is now measured in minutes instead of seconds. The result is that the students, while they may be entertained, certainly lose the value of the "on-line" demonstration. This paper discusses an alternative approach to classroom demonstrations---namely the use of the microcomputers.
传统上,计算机程序的教室演示是在通过调制解调器,电话和电话线连接到大学“中央”计算机的分时终端上进行的。曾经进行过这样的示威游行的人都知道,这种方法至少可以说是不可靠的。站在班级前面的教授们发现从键盘到计算机再回到显示器的电子路径中的某一要素发生故障,或者现在以分钟为单位来测量中央计算机的响应时间,这种情况并不少见。而不是秒。结果是,尽管学生可能会很开心,但他们肯定会失去“在线”演示的价值。本文讨论了课堂演示的另一种方法,即使用微型计算机。 P>
机译:通过用BASIC编写的用于64K CP / M和MS-DOS IBM兼容微型计算机的程序来组装重叠的DNA序列
机译:通过用BASIC编写的用于64K CP / M和MS-DOS IBM兼容微型计算机的程序来组装重叠的DNA序列
机译:养猪微机程序-养猪喂食器的开发以完成微机程序
机译:基础编程中的自适应混合课程的领域模型
机译:费城公立学校系统中九至十二年级的中学数学课程的教师对微型计算机的实际使用和对微型计算机使用的认识。
机译:在美国PharmD计划中整合基础和临床科学课程
机译:用于母体血清甲胎蛋白筛选的微机数据库系统,用BasIC编程