目录

  • 1 课程概况(Course Description)
    • 1.1 课程简介(Introduction)
    • 1.2 教师团队(Team)
    • 1.3 教学条件(Conditions)
    • 1.4 教学方法(Methods)
    • 1.5 教学内容(Contents)
    • 1.6 参考文献(References)
  • 2 课程资源(Course Materials)
    • 2.1 教学大纲(Syllabus)
    • 2.2 电子教材(Text Book)
    • 2.3 教学课件(Slides)
    • 2.4 编程练习(Programming Exercises)
    • 2.5 实验指导(Practice Manuals)
    • 2.6 复习题目(Review Questions)
    • 2.7 平时测验(Quizzes)
    • 2.8 考试样卷(Sample Tests)
  • 3 教学视频(Videos)
    • 3.1 Preface
    • 3.2 Chapter 1 Introduction to Computers, Programs and Java
      • 3.2.1 Chapter 1-1 Basics of Java
      • 3.2.2 Chapter 1-2 Antonamy of Java Program
      • 3.2.3 Chapter 1-3 Programming Errors
    • 3.3 Chapter 2 Elementary Programming
      • 3.3.1 Chapter 2-1 An Elementary Programming Example
      • 3.3.2 Chapter 2-2 Variables
      • 3.3.3 Chapter 2-3 Numerical Data Types and Operators
      • 3.3.4 Chapter 2-4 Number Literals
      • 3.3.5 Chapter 2-5 Arithmetic Expressions
      • 3.3.6 Chapter 2-6 Type Conversion
      • 3.3.7 Chapter 2-7 Case Studies
      • 3.3.8 Chapter 2-8 Common Errors and Pitfalls
    • 3.4 Chapter 3 Selections
      • 3.4.1 Chapter 3-1 Relational Operators and Boolean Type
      • 3.4.2 Chapter 3-2 If Statements
      • 3.4.3 Chapter 3-3 Examples for If Statements
      • 3.4.4 Chapter 3-4 Logical Operators
      • 3.4.5 Chapter 3-5 switch Statements
      • 3.4.6 Chapter 3-6 Conditional Expressions
      • 3.4.7 Chapter 3-7 Operator Precedence and Associativity
    • 3.5 Chapter 4 Mathematical Functions, Characters, and Strings
      • 3.5.1 Chapter 4-1 Mathematical Methods
      • 3.5.2 Chapter 4-2 Characters
      • 3.5.3 Chapter 4-3 Strings
      • 3.5.4 Chapter 4-4 Case Studies
    • 3.6 Chapter 5 Loops
      • 3.6.1 Chapter 5-1 Introduction
      • 3.6.2 Chapter 5-2 while and do-while Loops
      • 3.6.3 Chapter 5-3 for Loops
      • 3.6.4 Chapter 5-4 Nested Loops
      • 3.6.5 Chapter 5-5 Case Studies
      • 3.6.6 Chapter 5-6 Using break and continue
    • 3.7 Chapter 6 Methods
      • 3.7.1 Chapter 6-1 Introduction
      • 3.7.2 Chapter 6-2 Defining and Calling Methods
      • 3.7.3 Chapter 6-3 Call Stacks
      • 3.7.4 Chapter 6-4 void Method Example
      • 3.7.5 Chapter 6-5 Passing Arguments by Values
      • 3.7.6 Chapter 6-6 Modularizing Code
      • 3.7.7 Chapter 6-7 Overloadinig Methods
      • 3.7.8 Chapter 6-8 Scope of Variables
      • 3.7.9 Chapter 6-9 Case Study
      • 3.7.10 Chapter 6-10 Method Abstraction
    • 3.8 Chapter 7 Single-Dimensional Arrays
      • 3.8.1 Chapter 7-1 Introduction
      • 3.8.2 Chapter 7-2 Declaring and Creating Arrays
      • 3.8.3 Chapter 7-3 Processing Arrays
      • 3.8.4 Chapter 7-4 Passing Arrays to Methods
      • 3.8.5 Chapter 7-5 Returning an Array from a Method
      • 3.8.6 Chapter 7-6 Searching Arrays
      • 3.8.7 Chapter 7-7 Sorting  Arrays
      • 3.8.8 Chapter 7-8 Command-Line Arguments
    • 3.9 Chapter 8 Multidimensional Arrays
教师团队(Team)

Team Structure


The teaching team consists of seven people (one professor, two associated professors, and four lecturers), as shown in the table. The team is an excellent one with valuable teaching experiences, high teaching level and strong sense of responsibility.

Name

Gender

Date of Birth

Title

Duty

Chen Beijing

Male

1981.02

Associate Professor

Manage the Course and the Team

Liao Lingzhi

Female

1978.12

Lecturer

Give the Lecture

Shen Jian

Male

1985.01

Professor

Give the Lecture

Xu Danhua

Female

1969.10

Lecturer

Give the Lecture

Wang Shuiping

Female

1977.09

Associate Professor

Give Guidance in Study or Training

Fan Chunnian

Female

1979.01

Lecturer

Give Guidance in Study or Training

Wang Haibin

Male

1980.08

Lecturer

Give Guidance in Study or Training

The team can meet the needs of the curriculum in the aspects of knowledge structure, age structure, graduation school structure, and teacher disposition.


1. Knowledge Structure

Team members have solid professional knowledge in the image processing, pattern recognition, information security and other professional areas, which provides an important knowledge foundation for the course construction.


2. Age Structure

Team members are young teachers with plentiful teaching experiences. The age is mainly distributed among 30-40 years old, and the rate of young backbone teachers under 40 years old is about 85.7%.

3. Graduation School Structure

Team members are from Southeast University (Dr. Chen Beijing, Dr. Xu Danhua),Chosun University inSouth Korea (Dr. Shen Jian), Beijing Jiaotong University (Dr. Liao Lingzhi), Nanjing University of Science and Technology (Wang Shuiping, Ph.D. candidate), Nanjing University (Dr. Fan Chunnian), Nanjing University of Information Science and Technology (Wang Haibin, Ph.D. candidate). The graduation school structure of the team is very reasonable. At the same time, the team members' overseas studying experience reached 100%. Among them, Dr. Chen Beijing worked in France as a visiting scholar for one year. Dr. Liao Lingzhi worked in Canada as a visiting scholar for one year. Dr Shen Jian studied in Korea study for five years. Dr. Xu Danhua worked in France for three months. Wang Shuiping worked in Ireland as a visiting scholar for six months. Dr. Fan Chunnian worked in United States as a visiting scholar for one year and got curriculum training in United Kingdom for three months. Wang Haibin got curriculum training in Ireland for three months. Team members have good abilities to listen, speak, read and write in English.


4. Teacher Disposition

There are one professor, two associated professors, and four lecturers in the team. In principle, the number of students in one class should be less than 100. And one instructor can take charge of one class at most. And at the same an experimental instructor can be assigned to one class.