網(wǎng)絡(luò)考試系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)

1、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) 考試子系統(tǒng)考試子系統(tǒng) 論文作者姓名： 申請(qǐng)學(xué)位專業(yè)： 申請(qǐng)學(xué)位類別： 指導(dǎo)教師姓名（職稱） ： 論文提交日期： 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) 考試子系統(tǒng)考試子系統(tǒng) 摘摘 要要 隨著教育思想的更新和科學(xué)技術(shù)的進(jìn)步，以紙和筆為主要工具的傳統(tǒng)考試 方式的諸多弊端越來越突出的顯現(xiàn)出來。試卷的設(shè)計(jì)、組織、印刷、分發(fā)、考 試等將耗費(fèi)大量的人力物力,而且工作效率低下、主觀性較強(qiáng)。針對(duì)這一現(xiàn)狀， 基于網(wǎng)絡(luò)的考試系統(tǒng)應(yīng)運(yùn)而生。網(wǎng)絡(luò)考試系統(tǒng)突破了傳統(tǒng)考試方式的時(shí)空限制， 使考試方式更為靈活，同時(shí)充分利用計(jì)

2、算機(jī)進(jìn)行自動(dòng)出題等功能，大大減輕了 管理人員和教師的工作量。 本設(shè)計(jì)的開發(fā)是基于 B/S 結(jié)構(gòu)，采用 ASP 程序設(shè)計(jì)語言及 Access 數(shù)據(jù)庫 進(jìn)行設(shè)計(jì)與開發(fā)；本文首先介紹系統(tǒng)開發(fā)環(huán)境和運(yùn)行平臺(tái)、ASP 編程技術(shù)及數(shù) 據(jù)庫的相關(guān)知識(shí)，并對(duì)網(wǎng)絡(luò)考試子系統(tǒng)的設(shè)計(jì)進(jìn)行了詳細(xì)的需求分析；然后給 出了網(wǎng)絡(luò)考試子系統(tǒng)的設(shè)計(jì)方案及系統(tǒng)的具體實(shí)現(xiàn)步驟，主要功能包括新聞發(fā) 布、網(wǎng)絡(luò)考試、題庫管理等功能模塊；最后，通過綜合測(cè)試與分析，說明該系 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：網(wǎng)絡(luò)考試；B/S 結(jié)構(gòu)；題庫管理；數(shù)據(jù)庫；ASP 編程技術(shù) Design and Implementation o

3、f Online Exam System Exam Subsystem Abstract With the improvement of education and science technology, the shortcomings in traditional exam system, which mainly uses paper and pen as its main tools, become increasingly obvious. The design, building, printing, distribution, tests of the examination p

4、aper will cost lots of manpower and materials. Moreover the working efficiency is low, the subjectivity is stronger. In view of this present situation, the online exam system based on the network arises at the historic moment. The network exam system breaks through the space and time limitation in t

5、he traditional test, which causes the test way to be more nimble, simultaneously makes full use of the computer automatically setting the examination paper and so on, and greatly reduces the administrative personnel and teachers work load. This paper introduces design and implementation of exam subs

6、ystem based on B/S, with Access database applications and ASP programmingAt first, this paper introduces development condition, platform, ASP programming technology, database, etc, and the demands for the online exam system are analyzed in detail. Then it produces the design idea and concrete implem

7、ent steps of this system. The systems functions mainly include news issuing, the management of examination room, online exam, the management of item pool and so on. At last, by testing and analyzing, it shows that the system runs stably and reliably, which has some practical value. Key words: Online

8、 Exam; B/S Structure; Management of Item Pool; Database; ASP Programming Technology 目目 錄錄 論文總頁數(shù)：25 頁 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 網(wǎng)絡(luò)考試系統(tǒng)的發(fā)展概況.2 2.2 本系統(tǒng)的需求分析.2 2.2.1 新聞管理.2 2.2.2 考試管理.2 2.2.3 試卷生成.2 2.2.4 考場(chǎng)管理

9、.3 2.2.5 題庫管理.3 2.2.6 科目管理.3 2.2.7 系統(tǒng)初始化.3 3 考試子系統(tǒng)的總體設(shè)計(jì).4 3.1 開發(fā)工具及開發(fā)環(huán)境.4 3.1.1 開發(fā)工具.4 3.1.2 程序的運(yùn)行環(huán)境.4 3.2 系統(tǒng)設(shè)計(jì).4 3.3 數(shù)據(jù)庫設(shè)計(jì).5 3.3.1 數(shù)據(jù)庫類型.5 3.3.2 數(shù)據(jù)庫需求分析.5 3.3.3 數(shù)據(jù)庫物理設(shè)計(jì).5 3.3.4 數(shù)據(jù)庫邏輯設(shè)計(jì).5 3.3.5 數(shù)據(jù)庫表的字段定義.6 4 考試子系統(tǒng)的具體實(shí)現(xiàn).8 4.1 考前管理模塊.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 考場(chǎng)管理模塊.12 4.2.1 流程分析.12

10、4.2.2 效果圖.13 4.2.3 代碼分析.13 4.3 題庫管理模塊.15 4.3.1 流程分析.15 4.3.2 效果圖.15 4.3.3 代碼分析.15 4.4 其他模塊.19 4.4.1 流程分析.19 4.4.2 效果圖.19 4.4.3 代碼分析.19 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)試與分析.20 5.3 系統(tǒng)分析.21 結(jié) 論.22 參考文獻(xiàn).23 致 謝.24 聲 明.25 1 引言引言 1.1 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)

11、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。 1.2 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)展使得考試的技術(shù)手段和載體發(fā)生了革命性的變化，Inter net 的開放性、分布性的特點(diǎn)和基于 Internet 的巨大的計(jì)算能力使得考試突破了 時(shí)間和空間的限制。基于 Internet 的考試系統(tǒng)正

12、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)考試模式相比，網(wǎng)上考試具有無可比擬的優(yōu)越性，它可以將傳統(tǒng) 考試過程中的各個(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)考 試活動(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。 1.3 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、網(wǎng)絡(luò)與信息安全等知識(shí)）的能力。 開發(fā)一個(gè)網(wǎng)絡(luò)考試系統(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)品的開發(fā)，對(duì)于以后工作能力的培養(yǎng)具有重要的意義。 1.4 本系

13、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)在線試卷的生 成、在線考試、題庫的設(shè)計(jì)、管理與維護(hù)等功能。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、信息安全等相關(guān)知識(shí)） ，選擇所熟悉的開發(fā)工具進(jìn)行本畢業(yè)設(shè)計(jì)的開發(fā)；在 設(shè)計(jì)中以需求分析為基礎(chǔ)，寫出系統(tǒng)開發(fā)計(jì)劃、實(shí)現(xiàn)流程及相關(guān)問題的實(shí)現(xiàn)方 法；同時(shí)，在開發(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 文的寫作準(zhǔn)備材料；最后，系統(tǒng)開發(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

14、關(guān)記錄，也為后面的畢業(yè)論文的寫作準(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)開發(fā)一個(gè)網(wǎng)絡(luò)考試系統(tǒng)，本設(shè)計(jì)要求 完成部分任務(wù)在線試卷的生成、在線考試、題庫的設(shè)計(jì)、管理與維護(hù)等功 能，具體包括以下內(nèi)容。 （1）在線試卷的生成：要求采用動(dòng)態(tài)頁面生成技術(shù)。 （2）在線考試：考生輸入準(zhǔn)號(hào)證號(hào)登陸系統(tǒng)成功后，選擇對(duì)應(yīng)的試卷可進(jìn) 行考試。答題完畢后，有倒計(jì)時(shí)的功能，可自動(dòng)交卷等功能。 （3）題庫的設(shè)計(jì)、管理與維護(hù)：包括考題的錄入、增加、刪除、查詢等功 能。 （4）在線考試的安全問題：包括考生身份的安全認(rèn)證、考試時(shí)間的控制等。 1

15、.5.2 論文各章節(jié)安排論文各章節(jié)安排 本文首先對(duì)考試子系統(tǒng)的設(shè)計(jì)進(jìn)行了詳細(xì)的需求分析，接著介紹系統(tǒng)開發(fā) 環(huán)境和運(yùn)行平臺(tái)、ASP 編程技術(shù)及數(shù)據(jù)庫的相關(guān)知識(shí)；然后給出了考試子系統(tǒng) 的設(shè)計(jì)方案及系統(tǒng)的具體實(shí)現(xiàn)步驟，主要功能包括在線試卷的生成、在線考試、 題庫的設(shè)計(jì)、在線考試的安全問題等功能模塊；最后，通過綜合測(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 2.1 網(wǎng)絡(luò)考試系統(tǒng)的發(fā)展概況網(wǎng)絡(luò)考試系統(tǒng)的發(fā)展概況 隨著 Internet 在我國(guó)的迅速發(fā)展，遠(yuǎn)程教育和校園的信息化建設(shè)已經(jīng)成為網(wǎng) 絡(luò)應(yīng)用的一個(gè)新的熱點(diǎn)，網(wǎng)上考試作為遠(yuǎn)程教育和校園信息化建設(shè)的一部分有 著其獨(dú)特的需求和作用。在新的教學(xué)模

16、式中，極大地提高了教學(xué)的靈活性和效 率。 相比傳統(tǒng)的考試形式，網(wǎng)上考試系統(tǒng)的主要好處是一方面可以動(dòng)態(tài)管理各 種考試信息，只要準(zhǔn)備足夠大的題庫，就可以按要求自動(dòng)生成各種試卷；另一 方面，考試時(shí)間靈活，可以在規(guī)定的時(shí)間段內(nèi)的任意時(shí)間參加考試。 2.2 本系統(tǒng)的需求分析本系統(tǒng)的需求分析 2.2.1 新聞管理新聞管理 可以添加、修改、刪除新聞，系統(tǒng)將在首頁顯示最新的 5 條新聞。 2.2.2 考試管理考試管理 可以發(fā)布、修改、刪除多個(gè)考場(chǎng)信息；可以動(dòng)態(tài)設(shè)定各種題型數(shù)量和分值； 考場(chǎng)試卷沒有生成之前可以修改考試信息，生成之后將不能再修改考試信息。 2.2.3 試卷生成試卷生成 對(duì)剛發(fā)布的考場(chǎng)根據(jù)題型、數(shù)

17、量、對(duì)應(yīng)考生自動(dòng)生成試卷。 2.2.4 考場(chǎng)管理考場(chǎng)管理 對(duì)生成試卷待考的考場(chǎng)宣布開考，同時(shí)生成一個(gè)屬于此考場(chǎng)的隨機(jī)驗(yàn)證密 碼（考生登陸考場(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 陸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陸考 試系統(tǒng)。 （可以最大限度的杜絕考試作弊事件的發(fā)生）未登陸的考生、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)密碼才能夠登陸 考試系統(tǒng)，進(jìn)行在線考試。交卷后，考生本人或者監(jiān)考

18、教師均不能再修改考試 信息。 2.2.5 題庫管理題庫管理 用戶可以在線對(duì)題庫中試題進(jìn)行添加、編輯、刪除等維護(hù)操作；單選題、 多選題選項(xiàng)不限定個(gè)數(shù)、系統(tǒng)會(huì)自動(dòng)判定；系統(tǒng)首頁會(huì)顯示題庫中各題型題量 信息。 對(duì)題庫的批量上傳請(qǐng)直接使用數(shù)據(jù)的導(dǎo)入導(dǎo)出，題庫在表 quiLib 中，參數(shù) 名和字段名說明如下。 （1）ID試題編號(hào)：索引、自動(dòng)編號(hào)、用戶不能干預(yù)。 （2）subjID科目編號(hào)：根據(jù)科目 subject 表中對(duì)應(yīng) ID 設(shè)置。 （3）quizTitle試題題干：就是題目。 （4）quizClass試題類型：radio1 為判斷題,radio2 為單選題,checkbox 為多 選題,text

19、為填空題。 （5）quizOption試題選擇項(xiàng)：各選擇項(xiàng)之間用|隔開，開頭無需加 ABC 等字母，從前往后依次為 ABCD 等選擇項(xiàng)，系統(tǒng)會(huì)自動(dòng)判斷，判斷和填空題留 空。 （6）quizKey試題答案：判斷題中 A 為正確，B 為錯(cuò)誤。 （7）quizHits試題命中次數(shù)：系統(tǒng)出卷時(shí)被抽中次數(shù)，開始為 0。 （8）quizKeyOk考生答對(duì)次數(shù)：開始為 0。 （9）quizWriter試題作者。 （10）quizTime試題添加時(shí)間。 2.2.6 科目管理科目管理 科目管理實(shí)現(xiàn)添加、修改、刪除科目等功能。 2.2.7 系統(tǒng)初始化系統(tǒng)初始化 系統(tǒng)初始化實(shí)現(xiàn)刪除已經(jīng)考場(chǎng)安排信息、考生答卷信息、考

20、生試卷信息等 功能。 3 考試子系統(tǒng)的總體設(shè)計(jì)考試子系統(tǒng)的總體設(shè)計(jì) 3.1 開發(fā)工具及開發(fā)環(huán)境開發(fā)工具及開發(fā)環(huán)境 3.1.1 開發(fā)工具開發(fā)工具 根據(jù)系統(tǒng)開發(fā)的要求和需要本系統(tǒng)在開發(fā)過程中應(yīng)用到的系統(tǒng)開發(fā)工具主 要有。 （1）ASP 代碼編寫：UltraEdit 10.00C。 （2）圖形圖像處理：Photoshop 7.0。 （3）頁面設(shè)計(jì)：Macromedia Dreamweaver MX。 （4）數(shù)據(jù)庫：Access 2003。 3.1.2 程序的運(yùn)行環(huán)境程序的運(yùn)行環(huán)境 本系統(tǒng)的開發(fā)環(huán)境主要包括硬件和軟件兩方面，由于系統(tǒng)本身需要軟件、 硬件的支持，它對(duì)軟硬件環(huán)境的需求如下。 （1）硬件環(huán)境

21、：服務(wù)器：PVI1.8G 以上+256M 內(nèi)存+40G 以上硬盤 +10/100M 網(wǎng)卡以上。 （2）軟件環(huán)境： Windows 2003 Server+IIS5.5+IE6.0。 3.2 系統(tǒng)設(shè)計(jì)系統(tǒng)設(shè)計(jì) 系統(tǒng)在進(jìn)行結(jié)構(gòu)設(shè)計(jì)時(shí)，主要分為了教師管理結(jié)構(gòu)和考生考試結(jié)構(gòu)。 （1）教師管理結(jié)構(gòu)，如圖 1 所示。 圖 1 教師管理結(jié)構(gòu) 圖 2 考生考試結(jié)構(gòu) （2）考生考試結(jié)構(gòu)構(gòu)建，如圖 2 所示。 3.3 數(shù)據(jù)庫設(shè)計(jì)數(shù)據(jù)庫設(shè)計(jì) 3.3.1 數(shù)據(jù)庫類型數(shù)據(jù)庫類型 在設(shè)計(jì)本系統(tǒng)的數(shù)據(jù)庫時(shí)，考慮到系統(tǒng)實(shí)現(xiàn)的靈活性，還有對(duì)系統(tǒng)后臺(tái)數(shù) 據(jù)維護(hù)的方便，采用了 Access 2003 數(shù)據(jù)庫系統(tǒng)。該數(shù)據(jù)庫管理系統(tǒng)適

22、合解決大 量數(shù)據(jù)的管理工作，操作靈活、轉(zhuǎn)移方便、運(yùn)行環(huán)境簡(jiǎn)單，對(duì)于中小型網(wǎng)站的 數(shù)據(jù)庫處理能力效果顯著。 3.3.2 數(shù)據(jù)庫需求分析數(shù)據(jù)庫需求分析 根據(jù)網(wǎng)絡(luò)考試系統(tǒng)的需求，設(shè)計(jì)如下所示的數(shù)據(jù)項(xiàng)和結(jié)構(gòu)。 （1）題庫信息：包括科目、考試題目、答案、班級(jí)、選項(xiàng)、考試時(shí)間、出 題人等數(shù)據(jù)項(xiàng)。 （2）試卷信息：包括學(xué)生 ID、考試 ID、試卷 ID、考試班級(jí)、考試答案、 學(xué)生分?jǐn)?shù)等。 （3）學(xué)生信息：包括學(xué)生編號(hào)、學(xué)號(hào)、姓名、性別、班級(jí)、生日等。 （4）新聞信息：包括新聞?lì)}目、新聞消息、發(fā)布人、發(fā)布時(shí)間等。 本系統(tǒng)建立了一個(gè)完善的后臺(tái)數(shù)據(jù)庫系統(tǒng)，通過該數(shù)據(jù)庫能夠管理整個(gè)考 試系統(tǒng)所需的信息。 3.3.3

23、 數(shù)據(jù)庫物理設(shè)計(jì)數(shù)據(jù)庫物理設(shè)計(jì) 數(shù)據(jù)庫名 ol_test，設(shè)計(jì)數(shù)據(jù)庫的物理文件及相關(guān)屬性如下。 （1）主數(shù)據(jù)文件：quizLib.mdf。 （2）最大文件大?。翰皇芟?。 （3）初始空間：3.80MB。 3.3.4 數(shù)據(jù)庫邏輯設(shè)計(jì)數(shù)據(jù)庫邏輯設(shè)計(jì) 圖 3 數(shù)據(jù)庫邏輯設(shè)計(jì) ol_test 的數(shù)據(jù)庫里包含用戶數(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)。下面給出 的數(shù)據(jù)庫邏輯設(shè)計(jì)圖，如圖 3 所示。 3.3.5 數(shù)據(jù)庫表的字段定義數(shù)據(jù)庫表的字段定義 （1）考試信息表（如表 1 所示） 。 表 1 考試信息表（adminInfo） 字段名數(shù)據(jù)類型

24、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 newsTitle文本255YN newsInfo文本50NN newsWriter文本50NN newsTime日期/時(shí)間N newsHits數(shù)字長(zhǎng)整型NN （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)生試卷信息表（如表 3 所示） 。 表 3 學(xué)生試卷表（stuPaper）

25、 字段名數(shù)據(jù)類型長(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500N 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 stuScore數(shù)字長(zhǎng)整型0N （4）學(xué)生成績(jī)表（如表 4 所示） 。 表 4 學(xué)生成績(jī)表（stuScore） 字段名數(shù)據(jù)類型長(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

26、型0N quizKey文本255N stuKey文本255N stuStatus文本50N stuScore數(shù)字長(zhǎng)整型0N （5）科目表（如表 5 所示） 。 表 5 科目表（subject） 字段名數(shù)據(jù)類型長(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）題庫信息表（如表 6 所示） 。 表 6 題庫信息表（quizLib） 字段名數(shù)據(jù)類型長(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 subjID數(shù)字長(zhǎng)整型0N knlgID數(shù)字長(zhǎng)整型0N quizTitle備注N quizClass文本50N quizOption文本50

27、N quizKey文本50YN quizHits數(shù)字長(zhǎng)整型0N quizKeyOk數(shù)字長(zhǎng)整型0N quizWriter文本50N quizTime日期/時(shí)間N 4 考試子系統(tǒng)的具體實(shí)現(xiàn)考試子系統(tǒng)的具體實(shí)現(xiàn) 考試子系統(tǒng)主要由考前管理模塊、考場(chǎng)管理模塊、題庫管理模塊、其它模 塊構(gòu)成，下面主要詳細(xì)講述各個(gè)模塊的具體實(shí)現(xiàn)過程。 4.1 考前管理模塊考前管理模塊 4.1.1 流程分析流程分析 如圖 4 所示，是考前模塊的程序流程分析。 圖 4 考前模塊程序流程 4.1.2 效果圖效果圖 添加新聞時(shí)的效果圖如圖 5 所示。 圖 5 添加新聞 考試信息發(fā)布時(shí)的效果圖如圖 6 所示。 圖 6 考試信息發(fā)布 4

28、.1.3 代碼分析代碼分析 考前管理模塊涉及到新聞的發(fā)布和管理，考試信息的發(fā)布和管理，以及系 統(tǒng)試卷的自動(dòng)生成和手工生成。而生成試卷的算法和代碼又是本系統(tǒng)的核心算 法和代碼。 新聞發(fā)布和管理主要由 show(newsID)、edit(newsID)、saveEdit(newsID)、 del(newsID)、saveDel(newsID)、add()、saveAdd()、list()幾個(gè)函數(shù)來實(shí)現(xiàn)。 考試信息的發(fā)布和管理其實(shí)也是一個(gè)較為復(fù)雜的過程，它由 test(examID)、 show(examID)、edit(examID)、saveEdit(examID)、del(examID)、sa

29、veDel(examID)、 add()、saveAdd()、saveAdd()等函數(shù)來實(shí)現(xiàn)。 雖然新聞發(fā)布和管理的實(shí)現(xiàn)函數(shù)和考試信息的發(fā)布有著一些相似性，但后 者的操作和過程顯得更復(fù)雜。后者還涉及到分頁機(jī)制，需要 listPages3()函數(shù)來 實(shí)現(xiàn)。在涉及到考試時(shí)間時(shí)，又要使用 checkForm(theForm)函數(shù)。此外考試信 息的發(fā)布和管理還使用了 checkQuizCount()、checkQuizCount()來檢查題庫中題 量的數(shù)目和考生的身份。 試卷的生成主要有兩個(gè) makePaper()、mkPaper()函數(shù)來實(shí)現(xiàn)手工和自動(dòng)出題， 下面給出兩函數(shù)的具體代碼。 functi

30、on makePaper(examID) dim stuID,stuGrade,stuClass,radio1Sum,radio1Val,radio2Sum,radio2Val,checkBoxSum,checkBoxVal, textSum,textVal,examPwd 查出考試信息 sqlExam=SELECT * FROM examInfo INNER JOIN subject ON subject.ID = examInfo.subjID where examStatus=exam and examInfo.ID=) else quizOption=split(rs(quizOpti

31、on),|) for i=0 to ubound(quizOption) response.Write(chr(i+65) 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

32、 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

33、 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 g

34、rab 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 mak

35、e 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 no

36、ticed 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

37、 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 b

38、e 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 jun

39、gle 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 fac

40、eted 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

41、 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 li

42、ghtning 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 wat

43、er 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 sid

44、e 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. You gave a little gasp, I fancy. I heard it, and

45、 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 b

46、egan 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

47、 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

48、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

49、 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

50、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 th

51、e 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 a

52、nd 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,

53、 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 o

54、f 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 Ignaci

55、o, 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

56、, and he did not think Ignacio would have liked them either. If he had liked his therapy robot he probably would not have 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

57、 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?

58、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 ma

59、chine? Freud would have said that it was fixated at the latter anal stage, perhaps due to the care its builders exercised in seeing that the dirt it collects is not released again. Because of its fixation it is, as you see, obsessed with cleanliness and order; compulsive sweeping and scrubbing palli

60、ate its anxieties. It is a strength of Freuds theory, and not a weakness, that it serves to explain many of the activities of machines as well as the acts of persons. Hello there, Corradora. And hello, Ignacio. My head, moving from side to side, must remind you of a radar scanner. My steps are measu