20165216 Learning Basics and C-language basic survey

One: about specialty skills and blog learning experience

-What skills do you have that are better than most people (more than 90%)?

about your own specialty options, can be included in the typing speed, game and learning ability, but the previous 2 does not seem to be an expandable skill, about typing ability, my computer-based typing test is full score, and the game ability, I've always been able to take high ground in the game I'm talking about playing. These reactions are limited and can be extracted from the reaction capacity and the degree of hand residue. and learning ability, I mean is not the whole aspect of learning, that is, understanding ability, expand ability and so on, my specialty lies in the study state. I am in the process of learning, is focused, will not be easily disturbed by the outside world, it can be said that the study efficiency is higher.

-What are your successful experiences with the acquisition of this skill?

for the focus of learning ability, the key is to grasp a learning method, in a learning process, if the progress is not carried out a little, you need someone else's help, then this process will certainly delay their investment degree, my method is to prepare enough reference materials and Internet Tools, in the encounter will not be things, first think , no brow the first approach is to immediately go through their own prepared things, rather than the first idea is to seek the help of others, of course, I do not mean to seek the help of others is not good, but most of the problems on the Internet can easily find the answer, and ask classmates, will cause thinking time on a fault, And the classmate's answer is not necessarily able to correspond to the things you said to ask.

- What do you have in common with the learning experience in a teacher's blog?

The Teacher's learning experience is valued in the students ' thinking ability, rather than staying in the use of tools, for the use of routines. To understand the theory of tool support, the use of the structure of routines rather than copying. For my Learning style, is closely related to solve a question, if you are accustomed to ask the students have solved the problem, then you will only get the answer about this knowledge point, if you go to the Internet to find the answer, generally you can get more knowledge, learning can not rely on others, to rely on their own, It is meaningful to learn a wide range of subjects.

Two: A survey of C language learning

- How did you learn C language? (Homework, experiment, textbook, others), what are the experiences and lessons of C language learning compared to your superb skills?

for the C language study, I mostly test the teacher class content and after-school homework system and learn, the rest of the main rely on the teaching of students. My Learning ability, applied in the individual study, in the C language learning process, I still found that this is insufficient, only the individual learning ability is not enough, this is different from my previous years such as the college entrance examination, the general examination, exam scope is what, the test paper will be what the problem, I bought a test paper to do can deal with, The role of team collaboration is not very large. And in the C language learning process, the cooperation between the students is very important, after all, for individuals, there are always some of their favorite way to compile code, inevitably ignore some of their own algorithms, resulting in a flaw in understanding. For C language Learning, it is necessary to maintain the ability of individual learning, and should not neglect the role of team collaboration.

-How many lines of code have you written so far? What is the understanding? Quantitative change causes qualitative change, how to balance quality and quantity?

So far I have probably written 4000 lines of code (not the rewrite code), and the C language understanding is still very limited, for a slightly more complex coding often do not hand, in the process of compiling simple code, there will be more defects. For example:

int main ()
{
Char a[5]={' A ', ' B ', ' C ', ' D '};
char (*P3) [5] = &a;
char (*P4) [5] = A;
return 0;
}

It is obvious that P3 and P4 are both an array pointer to an array of character types, except that a pointer gives the first address of an array, one that assigns an address to the first element of the array, the preceding data type corresponds, and the latter is not, but can be done because its value is the same. Just a warning will appear warning C4047: ' Initializing ': ' char (*) [5] ' differs in levels of indirection from ' char * '.

This is only one of the small examples, in the compilation process will always appear such a deformity, this is the need to strengthen the place.

-about array pointers, pointers arrays and function pointers, pointers function concepts, and what X is in x[4].

The key to understanding this is priority understanding, priority () >[].

For example Int (*a) [3], where () has the highest priority, so he first is a pointer to an array, so he is an array pointer.

and int *a[3],[] has the highest priority, so he is first an array, and the elements of the array are pointers.

This diagram can be a clearer answer to this question, for a detailed answer can refer to this link http://www.cnblogs.com/mq0036/p/3382732.html, is a blog master wrote about array pointers and pointers array of differences.

And the difference between pointer functions and function pointers. Also lies in an understanding of priorities.

For example: int *f (int a,int b);

The preceding int represents a return value, and the return value is an int integer, and he is first a function, then a pointer, as a pointer function. The return value is int *

and int (*f) (int a,int b)

The meaning of the preceding int is the same, and the main difference is that it first executes () inside, it is first a pointer, then a function, so it is a function pointer. The main difference is that there is a * in front of the function name.

For x[4] Understanding, it feels like X is a folder and then takes the 4th sub-clip inside?

-Have you learned the C language, do you know what is "high cohesion, low coupling"? How does this principle apply to high-quality programming?

Cohesion is the degree of functional perfection within a component, and the association between the components at the time of coupling. This understanding is a bit like a team model, everyone should do what they should do, each person does the perfect degree of perfection is equivalent to the degree of cohesion, and the degree of coupling that we do should be different things, the degree of relevance is small, you can not do, I also do, reduce efficiency. A good program should do the same. The key to the use of this principle is to minimize duplication of code, the use of sub-functional block form is better.

-What is a module in C language? Have you ever written a program for multiple source files?

In the current study, my understanding of the module is relatively small, the following is the understanding of the Internet, but I do not know much about the concept of documents, so still do not understand, and did not write a number of source files program.

A module is a program that runs in kernel space, is actually a target object file, has no link, cannot run independently, but its code can be run as part of the kernel or removed from the kernel at runtime, and can dynamically extend the functionality of the kernel.

-How do you copy the contents of array A into array B after you have learned the C language? How do I find the number 5 in an integer array a? How do I sort an integer array a? (from small to large?) /from big to small)? Write the appropriate program

#include <stdio.h>

Main ()

{int a[5]={1,5,6,2,4};

int b[5];

int i,j,c;

c=0;

for (i=0;i<5;i++)

{b[i]=a[i];}

b[5]= ' + ';

for (i=0;i<5;i++)

(if (a[i]==5)

{c=1;}}

if (c==1)

printf ("5 in Array");

Else

printf ("There is no 5 in the array");

for (i=0;i<4;i++)

{

for (j=i+1;j<5;j++)

{if (A[i]>a[j])

A[I]=B[J];

A[j]=b[i];}}

for (i=0;i<5;i++)

(printf ("%d", &a[i]);)//small to large sort//

or (i=0;i<4;i++)

{

for (j=i+1;j<5;j++)

{if (A[i]<a[j])

A[I]=B[J];

A[j]=b[i];}}

for (i=0;i<5;i++)

(printf ("%d", &a[i]);)//from large to small//

}

-Do you know what a breakpoint is? Give an example of your own debug program.

Breakpoints are a powerful tool for programmers in debugging programs. You can set a breakpoint by double-clicking the space next to the number of rows. The program runs until it stops, and you can draw conclusions by observing the numbers.

-After reading the PPT my question

1 about how to use length. In the C language I have done to transfer the number of a array to array B, initially do not know how many elements of a, generally defined as B, b[500] and the like, but in fact a of the number is generally not so much, that the number of elements in the last B will be less than 500.

This 4 is necessarily the number of elements, not the length of the array what?

2: For the output of a longer, the teacher used the following way output, acting as if it is divided into 2 lines can beautify the role, and multi-line comments the same effect?

3: For the for (int i:a) do not know what meaning, the others probably OK.

4: Can the data structure of a combination of relationships and dependencies be different?

5: Open-closed in principle, the easy-to-repair feature is somewhat similar to the core template subroutine?

6: A subclass can have only one parent class, but can have more than one interface, the core is the callback function of the interface, but the specific callback is not very clear.

7: Assertion statement is somewhat similar to breakpoint debugging, where the asset declaration is placed.

8:calendar in the order, can you omit one of the information such as hours?

-Expectations for Java learning

For Java learning, I look forward to the production of JavaScript, which requires some Java basic writing ability, hope that through the Java curriculum Learning, can get rid of the past satisfaction of learning, and to achieve a new height, to complete a number of program compilation work. Let yourself write the program to live up.

20165216 Learning Basics and C-language basic survey