網(wǎng)絡(luò)考試系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)閱卷子系統(tǒng)畢業(yè)設(shè)計(jì)論文.doc

畢畢 業(yè)業(yè) 設(shè)設(shè) 計(jì)計(jì)( 論論 文文) 網(wǎng)絡(luò)考試系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)網(wǎng)絡(luò)考試系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn) 閱卷子系統(tǒng)閱卷子系統(tǒng) 論論文作者姓名：文作者姓名： 申申請(qǐng)請(qǐng)學(xué)位學(xué)位專業(yè)專業(yè)： ： 申申請(qǐng)請(qǐng)學(xué)位學(xué)位類(lèi)別類(lèi)別： ： 指指導(dǎo)導(dǎo)教教師師姓姓名名（ （職職稱稱） ）： ： 論論文提交日期：文提交日期： 網(wǎng)絡(luò)考試系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)網(wǎng)絡(luò)考試系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn) 閱卷子系統(tǒng)閱卷子系統(tǒng) 摘摘 要要 網(wǎng)絡(luò)化教育代表了教育改革的一個(gè)發(fā)展方向,已經(jīng)成為現(xiàn)代教育的一個(gè)重要 特征,并對(duì)教育的發(fā)展形成新的推動(dòng)力。隨著 internet/intranet 的迅速發(fā)展和廣泛 普及，網(wǎng)絡(luò)考試系統(tǒng)成為現(xiàn)代教育技術(shù)未來(lái)發(fā)展方向之一。作為網(wǎng)絡(luò)考試的一 個(gè)子系統(tǒng)網(wǎng)絡(luò)閱卷子系統(tǒng)，也成為一個(gè)重要的研究領(lǐng)域?，F(xiàn)代網(wǎng)絡(luò)考試作 為一種新的考試手段已經(jīng)開(kāi)始進(jìn)入人們的生活，正在給傳統(tǒng)教育模式帶來(lái)新的 變革，并對(duì)教育的發(fā)展形成新的推動(dòng)力。網(wǎng)絡(luò)閱卷子系統(tǒng)突破了傳統(tǒng)考試方式 的時(shí)空限制，使閱卷方式更為靈活，同時(shí)充分利用計(jì)算機(jī)進(jìn)行自動(dòng)閱卷功能， 大大減輕了教師的工作量。 本設(shè)計(jì)的開(kāi)發(fā)是基于 b/s 結(jié)構(gòu)，采用 asp 程序設(shè)計(jì)語(yǔ)言及 access 數(shù)據(jù)庫(kù) 進(jìn)行設(shè)計(jì)與開(kāi)發(fā)；本文首先介紹系統(tǒng)開(kāi)發(fā)背景、目的意義，并對(duì)閱卷子系統(tǒng)的 設(shè)計(jì)進(jìn)行了詳細(xì)的需求分析；然后給出了閱卷子系統(tǒng)的設(shè)計(jì)方案及系統(tǒng)的具體 實(shí)現(xiàn)步驟，主要功能包括前臺(tái)操作、閱卷系統(tǒng)、成績(jī)查詢、系統(tǒng)管理及維護(hù)等 功能模塊；最后，通過(guò)綜合測(cè)試與分析，說(shuō)明該系統(tǒng)運(yùn)行穩(wěn)定、可靠，具有一 定的實(shí)用價(jià)值。 關(guān)鍵詞關(guān)鍵詞： b/s 結(jié)構(gòu)；閱卷系統(tǒng)；成績(jī)查詢；系統(tǒng)管理；系統(tǒng)維護(hù) design and implementation of online exam system marking subsystem abstract the network education has represented a direction in education reform, which has already become a characteristic of the modern education, and has formed the new propelling force to the education development. along with the rapid development and the widespread of internet/intranet, the online exam system will establish in the modern education technology for the future development. the network marking as a subsystem of the online exam system also will become an important research area. the online exam learning takes one new examination method that has already started to enter our life, is bringing the new transformation for the traditional education pattern, and forming the new propelling force to the education development. the network marking system breaks through the limitation of space and time in the traditional test, which causes the marking way to be more flexible, simultaneously makes full use of the computer automatically marking the examination paper, and greatly reduces the administrative personnel and teachers workload. this paper introduces design and implementation of marking subsystem based on b/s, using access database applications and asp programmingat first, this paper introduces the development background, goal and significance. whats more, this paper makes demand analysis for this system. then the design idea and concrete implementation steps of this system are provided. this systems mainly functions include: foreground operation, marking system, results inquiry, system management, system maintenance and so on. at last, by integrate testing and analyzing, it shows that this system runs stably and credibly, which has some real value. key words: b/s structure; marking system; results inquiry; system management; system maintenance 目目 錄錄 論文總頁(yè)數(shù)：26 頁(yè) 1 引言1 1.1背景.1 1.2國(guó)內(nèi)外研究現(xiàn)狀.1 1.3本系統(tǒng)研究的意義.1 1.4 本系統(tǒng)的研究方法.1 1.5 本文的主要工作.2 1.5.1 研究的主要內(nèi)容2 1.5.2 論文各章節(jié)安排2 2 系統(tǒng)需求分析2 2.1 教師角色.2 2.2 學(xué)生角色.3 2.2.1 查詢成績(jī)3 2.2.2 新聞瀏覽3 2.2.3 修改個(gè)人信息3 2.3 管理員角色.3 2.3.1 考后管理3 2.3.2 管理員管理3 2.3.3 系統(tǒng)初始化3 3 閱卷子系統(tǒng)的總體設(shè)計(jì)3 3.1 開(kāi)發(fā)工具和程序的運(yùn)行環(huán)境.3 3.1.1 開(kāi)發(fā)工具3 3.1.2 程序的運(yùn)行環(huán)境4 3.2 系統(tǒng)結(jié)構(gòu)構(gòu)建.4 3.3 數(shù)據(jù)庫(kù)設(shè)計(jì).4 3.3.1 數(shù)據(jù)庫(kù)類(lèi)型4 3.3.2 數(shù)據(jù)庫(kù)需求分析4 3.3.3 數(shù)據(jù)庫(kù)物理設(shè)計(jì)5 3.3.4 數(shù)據(jù)庫(kù)邏輯設(shè)計(jì)5 3.3.5 數(shù)據(jù)庫(kù)表的字段定義6 4 閱卷子系統(tǒng)的具體實(shí)現(xiàn)7 4.1 前臺(tái)登錄模塊.8 4.1.1 流程分析8 4.1.2 效果圖8 4.1.3 代碼分析9 4.2 閱卷模塊.11 4.2.1 流程分析11 4.2.2 代碼分析11 4.3 成績(jī)查詢模塊.14 4.3.1 流程分析14 4.3.2 代碼分析14 4.4 后臺(tái)管理模塊.15 4.4.1 流程分析15 4.4.2 效果圖16 4.4.3 代碼分析16 5 系統(tǒng)綜合測(cè)試與分析20 5.1 系統(tǒng)綜合.20 5.2 系統(tǒng)測(cè)試.20 5.3 系統(tǒng)分析.21 結(jié) 論22 參考文獻(xiàn)24 致 謝25 聲 明26 第 1 頁(yè) 共 26 頁(yè) 1 引言引言 1.11.1 背景背景 伴隨著網(wǎng)絡(luò)技術(shù)的飛速發(fā)展，網(wǎng)絡(luò)技術(shù)已經(jīng)應(yīng)用到我們生產(chǎn)和生活的各個(gè) 方面，成為不可缺少的工具。隨著科技的進(jìn)步與經(jīng)濟(jì)的繁榮，校園計(jì)算機(jī)網(wǎng)絡(luò) 的建立與應(yīng)用已相當(dāng)普遍，我們可以在已經(jīng)建成的校園網(wǎng)上開(kāi)發(fā)網(wǎng)絡(luò)考試系統(tǒng)， 發(fā)揮網(wǎng)絡(luò)的資源整和優(yōu)勢(shì)，使有限的資源得到充分的利用，加大信息的流動(dòng)效 率，實(shí)現(xiàn)信息量的相對(duì)增加。這樣，一方面可以使當(dāng)前相當(dāng)急迫的人與資源的 矛盾得到高效、合理的解決；另一方面又實(shí)現(xiàn)了教學(xué)工作的信息化，符合當(dāng)今 社會(huì)發(fā)展的方向，并為以后的改進(jìn)和發(fā)展提供了余地。 1.21.2 國(guó)內(nèi)外研究現(xiàn)狀國(guó)內(nèi)外研究現(xiàn)狀 internet 技術(shù)的發(fā)展使得閱卷的技術(shù)手段和載體發(fā)生了革命性的變化，inter net 的開(kāi)放性、分布性的特點(diǎn)和基于 internet 的巨大的計(jì)算能力使得閱卷突破了 時(shí)間和空間的限制?；?internet 的閱卷系統(tǒng)正成為國(guó)內(nèi)外教育機(jī)構(gòu)的研究熱點(diǎn) 之一。與傳統(tǒng)閱卷模式相比，網(wǎng)上考試閱卷具有無(wú)可比擬的優(yōu)越性，它可以將 傳統(tǒng)閱卷過(guò)程中的各個(gè)環(huán)節(jié)縮小到一至兩個(gè)環(huán)節(jié)，幾乎屏蔽了所有人工直接干 預(yù)閱卷活動(dòng)的可能性，不但能夠節(jié)約大量的時(shí)日、人力、物力與財(cái)力，而且還 可以大幅度提高考試成績(jī)的客觀性和公正性。隨著網(wǎng)絡(luò)閱卷技術(shù)的普及和提上 日程，越來(lái)越新的技術(shù)和功能都在出現(xiàn)，這為老師的以前手動(dòng)式閱卷工作將帶 來(lái)巨大的變化。 1.31.3 本系統(tǒng)研究的意義本系統(tǒng)研究的意義 本畢業(yè)設(shè)計(jì)的目的主要是為了檢查使學(xué)生綜合運(yùn)用以前所學(xué)知識(shí)（包括以 前所學(xué)的一些關(guān)于網(wǎng)絡(luò)技術(shù)、編程技術(shù)、數(shù)據(jù)庫(kù)、網(wǎng)絡(luò)與信息安全等知識(shí)）的 能力，開(kāi)發(fā)一個(gè)網(wǎng)絡(luò)閱卷系統(tǒng)；既能鍛煉自己的實(shí)際動(dòng)手能力，又能引導(dǎo)自己 進(jìn)行一次模擬實(shí)際產(chǎn)品的開(kāi)發(fā)，對(duì)于以后工作能力的培養(yǎng)具有重要的意義。 1.41.4 本系統(tǒng)的研究方法本系統(tǒng)的研究方法 本畢業(yè)設(shè)計(jì)要求設(shè)計(jì)一個(gè)功能較完善的網(wǎng)絡(luò)考試系統(tǒng)，實(shí)現(xiàn)閱卷、成績(jī)查 詢、系統(tǒng)管理功能。因此，本次畢業(yè)設(shè)計(jì)應(yīng)首先分析網(wǎng)絡(luò)考試系統(tǒng)的相關(guān)功能， 結(jié)合本次畢業(yè)設(shè)計(jì)的相關(guān)要求寫(xiě)出需求分析；其次，綜合運(yùn)用以前所學(xué)的相關(guān) 知識(shí)（包括計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)、編程技術(shù)、數(shù)據(jù)庫(kù)、信息安全等相關(guān)知識(shí)） ，選擇 所熟悉的開(kāi)發(fā)工具進(jìn)行本畢業(yè)設(shè)計(jì)的開(kāi)發(fā)；在設(shè)計(jì)中以需求分析為基礎(chǔ)，寫(xiě)出 系統(tǒng)開(kāi)發(fā)計(jì)劃、實(shí)現(xiàn)流程及相關(guān)問(wèn)題的實(shí)現(xiàn)方法；同時(shí)，在開(kāi)發(fā)設(shè)計(jì)與實(shí)現(xiàn)中， 要保存好相關(guān)的設(shè)計(jì)文擋，為后面的畢業(yè)論文的寫(xiě)作準(zhǔn)備材料；最后，系統(tǒng)開(kāi) 發(fā)完畢后，進(jìn)行調(diào)試和試運(yùn)行，做好調(diào)試和試運(yùn)行的相關(guān)記錄，也為后面的畢 第 2 頁(yè) 共 26 頁(yè) 業(yè)論文的寫(xiě)作準(zhǔn)備材料。 1.5 本文的主要工作本文的主要工作 1.5.1 研究的主要內(nèi)容研究的主要內(nèi)容 綜合運(yùn)用以前所學(xué)的專業(yè)知識(shí)，設(shè)計(jì)開(kāi)發(fā)一個(gè)網(wǎng)絡(luò)考試系統(tǒng)的閱卷子系統(tǒng)， 本設(shè)計(jì)要求完成部分任務(wù)閱卷、成績(jī)查詢、系統(tǒng)管理等功能，具體包括以 下內(nèi)容： （1）閱卷子系統(tǒng)：包括評(píng)分、成績(jī)統(tǒng)計(jì)及排序、相關(guān)信息的維護(hù)等功能。 （2）成績(jī)查詢：包括提供考生成績(jī)的詳細(xì)查詢。 （3）系統(tǒng)管理包括用戶及權(quán)限的管理：包括用戶的登錄及相關(guān)信息的維護(hù)， 用戶的身份有系統(tǒng)管理員、一般用戶（普通老師）和學(xué)生，用戶的身份不同， 其權(quán)限（或使用的系統(tǒng)資源）也不同） 。 1.5.2 論文各章節(jié)安排論文各章節(jié)安排 本文首先介紹系統(tǒng)開(kāi)發(fā)環(huán)境和運(yùn)行平臺(tái)、asp 編程技術(shù)及數(shù)據(jù)庫(kù)的相關(guān)知 識(shí)，并對(duì)閱卷子系統(tǒng)的設(shè)計(jì)進(jìn)行了詳細(xì)的需求分析；然后給出了閱卷子系統(tǒng)的 設(shè)計(jì)方案及系統(tǒng)的具體實(shí)現(xiàn)步驟，主要功能包括前臺(tái)操作、閱卷系統(tǒng)、成績(jī)查 詢、系統(tǒng)管理及維護(hù)等功能模塊；最后，通過(guò)綜合測(cè)試與分析得出結(jié)論。 2 系統(tǒng)需求分析系統(tǒng)需求分析 本系統(tǒng)的用戶可分為教師，學(xué)生，系統(tǒng)管理員三類(lèi)?？紤]到系統(tǒng)的安全性 ，本系統(tǒng)共分成三個(gè)界面：一個(gè)界面用于老師登錄，主要進(jìn)行身份的識(shí)別和管 理員處的密碼獲?。灰粋€(gè)界面用于考生登錄，主要負(fù)責(zé)修改個(gè)人資料、瀏覽考 試新聞、查詢以往考試成績(jī)等；另外一個(gè)界面用于管理員，主要負(fù)責(zé)進(jìn)行基本 資料、新聞、成績(jī)的管理以及查詢等。從總體上考慮，系統(tǒng)應(yīng)該實(shí)現(xiàn)下列功能 。 2.1 教師角色教師角色 對(duì)教師來(lái)說(shuō)，主要負(fù)責(zé)考場(chǎng)、考試等相關(guān)管理。其相關(guān)管理功能包括：對(duì) 生成試卷待考的考場(chǎng)宣布開(kāi)考，同時(shí)生成一個(gè)屬于此考場(chǎng)的隨機(jī)驗(yàn)證密碼（考 生登錄考場(chǎng)時(shí)，監(jiān)考教師提供給考生） ；對(duì)考場(chǎng)進(jìn)行管理包括對(duì)單一考生實(shí)行鎖 定、解鎖、交卷，或者對(duì)一個(gè)考場(chǎng)全部考生實(shí)行全部鎖定、全部解鎖、全部交 卷操作，被鎖定的考生將不能繼續(xù)答卷。此外，被鎖定的考生、已經(jīng)登錄非法 退出考試界面的考生、不能提供考場(chǎng)隨機(jī)驗(yàn)證密碼的考生都不能登錄考試系統(tǒng)。 （可以最大限度的杜絕考試作弊事件的發(fā)生）未登錄的考生、被解鎖的考生需 要提供考場(chǎng)隨機(jī)驗(yàn)證密碼、考生準(zhǔn)考證號(hào)碼、考生賬號(hào)密碼才能夠登錄考試系 第 3 頁(yè) 共 26 頁(yè) 統(tǒng)，進(jìn)行在線考試。交卷后，考生本人或者監(jiān)考教師均不能再修改考試信息。 2.2 學(xué)生角色學(xué)生角色 在本網(wǎng)絡(luò)考試系統(tǒng)中，對(duì)學(xué)生來(lái)說(shuō)，能為他們提供包括成績(jī)查詢、瀏覽考 試新聞、修改個(gè)人信息等功能。 2.2.1 查詢成績(jī)查詢成績(jī) 學(xué)生可以在線查詢自己以前參加過(guò)的每門(mén)課程的考試相關(guān)信息。 2.2.2 新聞瀏覽新聞瀏覽 學(xué)生可以瀏覽最新發(fā)布的考試信息。 2.2.3 修改個(gè)人信息修改個(gè)人信息 學(xué)生可以修改自己的個(gè)人資料以及密碼。 2.3 管理員角色管理員角色 在本網(wǎng)絡(luò)考試系統(tǒng)中，對(duì)管理員來(lái)說(shuō)，能為他們提供包括考后管理，管理 員管理，系統(tǒng)初始化等功能。 2.3.1 考后管理考后管理 考試結(jié)束后，系統(tǒng)立即為考生判分，并且把考生答題信息保存到數(shù)據(jù)庫(kù)中， 便于考生查詢；考試結(jié)束后，系統(tǒng)立即計(jì)算本考場(chǎng)平均成績(jī)，系統(tǒng)首頁(yè)“考試成 績(jī)排行榜”將列出最新結(jié)束考試成績(jī)前 20 名考生的姓名和成績(jī)。 2.3.2 管理員管理管理員管理 管理員可以添加、修改、刪除管理員。 2.3.3 系統(tǒng)初始化系統(tǒng)初始化 系統(tǒng)初始化將刪除已經(jīng)考場(chǎng)安排信息、考生答卷信息、考生試卷信息等。 3 閱卷子系統(tǒng)的總體設(shè)計(jì)閱卷子系統(tǒng)的總體設(shè)計(jì) 3.1 開(kāi)發(fā)工具和程序的運(yùn)行環(huán)境開(kāi)發(fā)工具和程序的運(yùn)行環(huán)境 3.1.1 開(kāi)發(fā)工具開(kāi)發(fā)工具 在開(kāi)發(fā)本系統(tǒng)運(yùn)用到的主要開(kāi)發(fā)工具有： （1）asp 代碼編寫(xiě)：ultraedit 10.00c。 （2）圖形圖像處理：photoshop 7.0.1 簡(jiǎn)體中文版。 （3）頁(yè)面設(shè)計(jì)：macromedia dreamweaver mx、microsoft frontpage xp。 第 4 頁(yè) 共 26 頁(yè) （4）數(shù)據(jù)庫(kù)：access 2003。 3.1.2 程序的運(yùn)行環(huán)境程序的運(yùn)行環(huán)境 系統(tǒng)運(yùn)行時(shí)需要支持的軟件和硬件環(huán)境分別如下： （1）硬件環(huán)境：服務(wù)器：pvi1.8g 以上+256m 內(nèi)存+40g 以上硬盤(pán) +10/100m 網(wǎng)卡以上。 （2）軟件環(huán)境： windows 2003 server+iis5.5+ie6.0 以上。 3.2 系統(tǒng)結(jié)構(gòu)構(gòu)建系統(tǒng)結(jié)構(gòu)構(gòu)建 本系統(tǒng)在構(gòu)建系統(tǒng)模塊時(shí)，考慮到層次的清晰和用戶的方便，從而將系統(tǒng) 的結(jié)構(gòu)分為前臺(tái)和后臺(tái)，具體的圖示如圖 1、圖 2 所示。 圖 1 前臺(tái)功能模塊搭建 圖 2 后臺(tái)功能模塊搭建 3.3 數(shù)據(jù)庫(kù)設(shè)計(jì)數(shù)據(jù)庫(kù)設(shè)計(jì) 3.3.1 數(shù)據(jù)庫(kù)類(lèi)型數(shù)據(jù)庫(kù)類(lèi)型 在設(shè)計(jì)本系統(tǒng)的數(shù)據(jù)庫(kù)時(shí)，嚴(yán)格按照數(shù)據(jù)庫(kù)的需求分析和邏輯設(shè)計(jì)，再考 慮到系統(tǒng)實(shí)現(xiàn)的靈活性和移植性，還有就是對(duì)系統(tǒng)后臺(tái)數(shù)據(jù)維護(hù)的可操作性， 本系統(tǒng)采用了 access 2003 數(shù)據(jù)庫(kù)管理系統(tǒng)。 3.3.2 數(shù)據(jù)庫(kù)需求分析數(shù)據(jù)庫(kù)需求分析 針對(duì)閱卷系統(tǒng)的需求，以及用戶身份和信息數(shù)據(jù)的差別，設(shè)計(jì)了如下所示 的數(shù)據(jù)項(xiàng)和數(shù)據(jù)結(jié)構(gòu)： 第 5 頁(yè) 共 26 頁(yè) （1）管理員信息，主要包括的數(shù)據(jù)項(xiàng)有：管理員用戶名、口令、真實(shí)姓名 等。 （2）教師信息，主要包括的數(shù)據(jù)項(xiàng)有：教師姓名、口令等。 （3）學(xué)生信息，主要包括的數(shù)據(jù)項(xiàng)有：學(xué)生編號(hào)、學(xué)號(hào)、姓名、性別、班 級(jí)、生日等。 （4）成績(jī)信息，主要包括的數(shù)據(jù)項(xiàng)有：考試科目、考生學(xué)號(hào)、成績(jī)、考試 時(shí)間、考生密碼、考試類(lèi)別、學(xué)生成績(jī)、學(xué)生人數(shù)等。 本系統(tǒng)應(yīng)該建立一個(gè)穩(wěn)定的后臺(tái)數(shù)據(jù)庫(kù)系統(tǒng)，通過(guò)該數(shù)據(jù)庫(kù)管理整個(gè)閱卷 系統(tǒng)所需的信息（用戶信息、試卷信息等） 。為了從多方面來(lái)保障考生考試信息 的安全性、可信性和考試成績(jī)的可依賴性，本系統(tǒng)還應(yīng)該建立一套機(jī)制，這套 機(jī)制至少應(yīng)該包括學(xué)生和教師的賬號(hào)的安全機(jī)制、后臺(tái)數(shù)據(jù)庫(kù)的安全機(jī)制、閱 卷過(guò)程的控制機(jī)制。 3.3.3 數(shù)據(jù)庫(kù)物理設(shè)計(jì)數(shù)據(jù)庫(kù)物理設(shè)計(jì) 對(duì)應(yīng)邏輯設(shè)計(jì)的數(shù)據(jù)庫(kù)名 ol_test，設(shè)計(jì)數(shù)據(jù)庫(kù)的物理文件及相關(guān)屬性如下: （1）主數(shù)據(jù)文件：stuinfo.mdf。 （2）最大文件大?。翰皇芟蕖?（3）初始空間：3.85mb。 （4）存放路徑：根據(jù)系統(tǒng)所在的路徑而定。 3.3.4 數(shù)據(jù)庫(kù)邏輯設(shè)計(jì)數(shù)據(jù)庫(kù)邏輯設(shè)計(jì) 由于本系統(tǒng)是為網(wǎng)上考試系統(tǒng)-閱卷子系統(tǒng)而設(shè)計(jì)的，因此數(shù)據(jù)庫(kù)名稱定 為 ol_test。根據(jù)需求分析設(shè)計(jì)了如圖 3 所示的數(shù)據(jù)庫(kù)結(jié)構(gòu)。在名為 ol_test 的數(shù) 據(jù)庫(kù)里包含用戶數(shù)據(jù)對(duì)象和系統(tǒng)數(shù)據(jù)對(duì)象兩大部分,其中系統(tǒng)數(shù)據(jù)對(duì)象由系統(tǒng)自 動(dòng)產(chǎn)生，用戶數(shù)據(jù)對(duì)象是由設(shè)計(jì)人員根據(jù)需要設(shè)計(jì)。 圖 3 數(shù)據(jù)庫(kù)的邏輯設(shè)計(jì) 第 6 頁(yè) 共 26 頁(yè) 3.3.5 數(shù)據(jù)庫(kù)表的字段定義數(shù)據(jù)庫(kù)表的字段定義 （1）管理員信息表（如表 1 所示） 。 表 1 管理員信息表（admininfo） 字段名數(shù)據(jù)類(lèi)型長(zhǎng)度重復(fù)默認(rèn)值允許為空描述 id自動(dòng)編號(hào)長(zhǎng)整型nn username文本50yn password文本50nn realname文本50nn （2）學(xué)生信息表（如表 2 所示） 。 表 2 學(xué)生信息表（stuinfo） 字段名數(shù)據(jù)類(lèi)型長(zhǎng)度重復(fù)默認(rèn)值允許為空描述 id文本50nn stuname文本255nn stupwd文本50nn stusex是/否n stuabirthday日期/時(shí)間n gradeid文本50n classid文本50n （3）學(xué)生試卷表（如表 3 所示） 。 表 3 學(xué)生試卷表（stupaper） 字段名數(shù)據(jù)類(lèi)型長(zhǎng)度重復(fù)默認(rèn)值允許為空描述 id自動(dòng)編號(hào)長(zhǎng)整型nn stuid文本50n eaxmid數(shù)字長(zhǎng)整型0n paperid數(shù)字長(zhǎng)整型0n quizid數(shù)字長(zhǎng)整型0n quizclass文本50n quizkey文本255n quizstatus是/否n quizscore數(shù)字長(zhǎng)整型0n stukey文本255n 第 7 頁(yè) 共 26 頁(yè) stuscore數(shù)字長(zhǎng)整型0n （4）管理員信息表（如表 4 所示） 。 表 4 學(xué)生成績(jī)表（stuscore） 字段名數(shù)據(jù)類(lèi)型長(zhǎng)度重復(fù)默認(rèn)值允許為空描述 id自動(dòng)編號(hào)長(zhǎng)整型nn stuid文本50n stupwd文本50nn eaxmid數(shù)字長(zhǎng)整型0n quizid數(shù)字長(zhǎng)整型0n quizkey文本255n stukey文本255n stustatus文本50n stuscore數(shù)字長(zhǎng)整型0n （5）管理員信息表（如表 5 所示） 。 表 5 科目表（subject） 字段名數(shù)據(jù)類(lèi)型長(zhǎng)度重復(fù)默認(rèn)值允許為空描述 id自動(dòng)編號(hào)長(zhǎng)整型nn subjname文本50n subjinfo文本50n （6）管理員信息表（如表 6 所示） 。 表 6 老師信息表（teainfo） 字段名數(shù)據(jù)類(lèi)型長(zhǎng)度重復(fù)默認(rèn)值允許為空描述 id自動(dòng)編號(hào)長(zhǎng)整型nn teaname文本50n teapwd文本50n real文本50n subjid數(shù)字長(zhǎng)整型0n sex是/否n 4 閱卷子系統(tǒng)的具體實(shí)現(xiàn)閱卷子系統(tǒng)的具體實(shí)現(xiàn) 閱卷子系統(tǒng)的具體實(shí)現(xiàn)，在設(shè)計(jì)時(shí)主要包括了前臺(tái)登錄模塊、閱卷模塊、 第 8 頁(yè) 共 26 頁(yè) 成績(jī)查詢模塊、后臺(tái)管理模塊四大主要模塊，它們的詳細(xì)過(guò)程和具體分析如下。 4.1 前臺(tái)登錄模塊前臺(tái)登錄模塊 4.1.1 流程分析流程分析 前臺(tái)登錄模塊包括：admin_login.asp、stu_login.asp 和 tea_login.asp 文件。 如果用戶要使系統(tǒng)用為提供的功能，那么在使用之前必須登錄才能夠成為合法 的用戶，從而系統(tǒng)授予用戶相應(yīng)的權(quán)限給用戶。用戶的登錄方式很簡(jiǎn)單，只要 輸入用戶名、密碼。若用戶輸入的以上兩項(xiàng)與數(shù)據(jù)庫(kù)中保存的相符，則表明用 戶登錄成功，可以開(kāi)放全部前臺(tái)子系統(tǒng)；如果不符，則會(huì)顯示用戶登錄失敗。 為了提高系統(tǒng)的安全性和完整性在前臺(tái)用戶登錄時(shí)還起用了 md5 加密算法對(duì)用 戶的密碼進(jìn)行加密，以確保用戶信息的保密性和安全性，從而進(jìn)一步完善了系 統(tǒng)功能。前臺(tái)用戶登錄模塊的具體的程序執(zhí)行流程如圖 4 所示。 圖 4 前臺(tái)用戶登錄模塊執(zhí)行流程 4.1.2 效果圖效果圖 在學(xué)生、老師、管理員三個(gè)不同身份的用戶登錄時(shí)出現(xiàn)的主界面效果圖如 圖 5 所示。 第 9 頁(yè) 共 26 頁(yè) 圖 5 前臺(tái)用戶登錄 4.1.3 代碼分析代碼分析 前臺(tái)登錄模塊主要是提供給用戶一個(gè)登錄的界面和平臺(tái)，讓用戶能夠合法 而有效的使用本系統(tǒng)。當(dāng)用戶在選擇自己的登錄身份之后，在持有正確的用戶 名和密碼的條件下，便可以正常登錄。 此模塊在學(xué)生、教師、管理員處的處理方式有著很大的相似性，主要是由 checkloginuser()、showloginform()、checkform()三個(gè)函數(shù)來(lái)實(shí)現(xiàn)。 checkloginuser()函數(shù)用來(lái)檢查查詢用戶登錄，下面給出在學(xué)生登錄處的 checkloginuser()函數(shù)實(shí)現(xiàn)的代碼： function checkloginuser() username=trim(request.form(“username“) password=md5(trim(request.form(“password“) 從數(shù)據(jù)庫(kù)中查詢用戶名和密碼 sql=“select * from stuinfo where id=“theform.username.focus();return false; if(theform.password.value=“)alert(“ 請(qǐng)輸入密碼！“);theform.password.focus();return false; return true; 考生查詢登錄 用戶名： 密 碼： 第 11 頁(yè) 共 26 頁(yè) end function 4.2 閱卷模塊閱卷模塊 4.2.1 流程分析流程分析 按照系統(tǒng)需求分析實(shí)現(xiàn)，閱卷模塊的流程分析圖如圖 6 所示。 圖 6 閱卷流程 4.2.2 代碼分析代碼分析 閱卷模塊是整個(gè)系統(tǒng)的核心模塊，它的成功實(shí)現(xiàn)是整個(gè)系統(tǒng)的關(guān)鍵。該模 塊主要由 examover()、examreover()、examrrover()、showscore()等幾個(gè)重要 的函數(shù)來(lái)實(shí)現(xiàn)。 examover()函數(shù)用于第一次對(duì)用戶交卷進(jìn)行提示的函數(shù)，具體實(shí)現(xiàn)過(guò)程如 下： function examover() % 你確定要交卷嗎？（還有一次回答機(jī)會(huì)） 第 12 頁(yè) 共 26 頁(yè) 你確定要交卷嗎？（最后一次回答機(jī)會(huì)，交卷后將不能返回!） 本卷總分：“ if i pursue you i will not catch you, and if i catch you-through your own slowness and clumsiness-i will not kill you, and if i kill you i will not eat you.“ nicholas had begun to back away, and at the last; words, realizing that they were a signal, he turned and began to run, splashing through the shallow water. ignacio ran after him, much helped by his longer legs, his hair flying behind his dark young face, his square teeth-each white as a bone and as big as nicholass thumbnail-showing like spectators who lined the railings of his lips. “dont run, nicholas,“ dr. island said with the voice of a wave. “it only makes him angry that you run.“ nicholas did not answer, but cut to his left, up the beach and among the trunks of the palms, sprinting all the way because he had no way of knowing ignacio was not right behind him, about to grab him by the neck. when he stopped it was in the thick jungle, among the boles of the hardwoods, where he leaned,.; out of breath, the thumping of his own heart the only . sound in an atmosphere silent and unwaked as earths long, prehuman day. for a time he listened for any sound ignacio might make searching for him; there was none. he drew a deep breath then and said, “well, thats over,“ expecting dr. island to answer from somewhere; there was only the green hush. the light was still bright and strong and nearly, shadowless, but some interior sense told him the day, was nearly over, and he noticed that such faint shades as he could see stretched long, horizontal distortions of their objects. he felt no hunger, but he had fasted be- fore and knew on which side of hunger he stood; he was not as strong as he had been only a day past, and by this time next day he would probably be unable to outrun ignacio. he should, he now realized, have eaten the monkey he had killed; but his stomach revolted at the thought of the raw flesh, and he did not know how he might build a fire, although ignacio seemed to have done so the night before. raw fish, even if he were able to catch a fish, would be as bad, or worse, than raw monkey; he remembered his effort to open a coconut-he had failed, but it was surely not impossible. his mind was hazy as to what a coconut might contain, but there had to be an edible core, because they were eaten in books. he decided to make a wide sweep through the jungle that would bring him back to the beach well away from ignacio; he had several times seen coconuts lying in the sand under the trees. he moved quietly, still a little afraid, trying to think of ways to open the coconut when he found it. he imagined himself standing before a large and raggedly faceted stone, holding the coconut in both hands. he raised it and smashed it down, but when it struck it was no longer a coconut but mayas head; he heard her nose cartilage break with a distinct, rubbery snap. her eyes, as blue as the sky above madhya pradesh, the sparkling blue sky of the egg, looked up at him, but he could no longer look into them, they retreated from his own, and it came to him quite suddenly that lucifer, in falling, must have fallen up, into the fires and the coldness of space, never again to see the warm blues and browns and greens of earth: 1 was watching satan fall as lightning from heaven. he had heard that on tape somewhere, but he could not remember where. he had read that on earth lightning did not come down from the clouds, but leaped up from the planetary surface toward them, never to return. “nicholas.“ he listened, but did not hear his name again. faintly water was babbling; had dr. island used that sound to speak to him? he walked toward it and found a little rill that threaded a way among the trees, and followed it. in a hundred steps it grew broader, slowed, and ended in a long blind pool under a dome of leaves. . diane was sitting on moss on the side opposite him; she looked up as she saw him, and smiled. “hello,“ he said. “hello, nicholas. i thought i heard you. i wasnt mistaken after all, was i?“ “i didnt think i said anything.“ he tested the dark water with his foot and found that it was very cold. 第 28 頁(yè) 共 26 頁(yè) “you gave a little gasp, i fancy. i heard it, and i said to myself, thats nicholas, and i called you. then i thought i might be wrong, or that it might be ignacio.“ “ignacio was chasing me. maybe he still is, but h think hes probably given up by now.“ the girl nodded, looking into the dark waters of they pool, but did not seem to have heard him. he began to work his way around to her, climbing across the snakelike roots of the crowding trees. “why does ignacio want to kill me, diane?“ “sometimes he wants to kill me, too,“ the girl said. “but why?“ “i think hes a bit frightened of us. have you ever talked to him, nicholas?“ “today i did a little. he told me a story about a pet fish he used to have.“ “ignacio grew up all alone; did he tell you that? on= earth. on a plantation in brazil, way up the amazon -dr. island told me.“ “i thought it was crowded on earth.“ “the cities are crowded, and the countryside closes to the cities. but there are places where its emptie than it used to be. where ignacio was, there would have been red indian hunters two or three hundred years ago; when he was there, there wasnt anyone, just the machines. now he doesnt want to be looked at, doesnt want anyone around him.“ nicholas said slowly, “dr. island said lots of people wouldnt be sick if only there werent other people around all the time. remember that?“ a “only there. are other people around all the time; thats how the world is.“ “not in brazil, maybe,“ nicholas said. he was trying to remember something about brazil, but the only thing he could think of was a parrot singing in a straw hat from the comview cartoons; and then a turtle and a hedgehog that turned into armadillos for the love of god, montressor. he said, “why didnt he stay there?“ “did i tell you about the bird, nicholas?“ she had been not listening again. “what bird?“ “i have a bird. inside.“ she patted the flat stomach below her small breasts, and for a moment, nicholas thought she had really found food. “she sits in here. she has tangled a nest in my entrails, where she sits and tears at my breath with her beak. i look healthy to you, dont i? but inside im hollow and rotten and turning brown, dirt and old feathers, oozing away. her beak will break through soon.“ “okay.“ nicholas turned to go. “ive been drinking water here, trying to drown her. i think ive swallowed so much i couldnt stand up now if i tried, but she isnt even wet, and do you know something, nicholas? ive found out im not really me, im her.“ turning back nicholas asked, “when was the last time you had anything to eat?“ “i dont know. two, three days ago. ignacio gave me something.“ “im going to try to open a coconut. if i can ill bring you back some.“ when he reached the beach, nicholas turned and walked slowly back in the direction of the dead fire, this time along the rim of dampened sand between the sea and the palms. he was thinking about machines. there were hundreds of thousands, perhaps millions, of machines out beyond the belt, but few or none of the sophisticated servant robots of earth-those were luxuries. would ignacio, in brazil (whatever that was like), have had such luxuries? nicholas thought not; those robots were almost like people, and living with them would be like living with people. nicholas wished that he could speak brazilian. there had been the therapy robots at st. johns; nicholas had not liked them, and he did not think ignacio would have liked them either. if he had liked his therapy robot he probably would not have 第 29 頁(yè) 共 26 頁(yè) had to be sent here. he thought of the chipped and rusted old machine that had cleaned the corridors-maya had called it corradora, but no one else ever called it any- f thing but hey! it could not (or at least did not) speak, 1 and nicholas doubted that it had emotions, except possibly a sort of love of cleanness that did not extend to its own person. “you will understand,“ someone was saying inside his head, “that motives of all sorts can be divided into two sorts.“ a doctor? a therapy robot? it did not matter. “extrinsic and intrinsic. an extrinsic motive has always some further end in view, and that end we call an intrinsic motive. thus when we have reduced motivation to intrinsic motivation we have reduced it to its simplest parts. take that machine over there.“ what machine? “freud would have said that it was fixated at the latter anal stage, perhaps due to the care its buil