毕业设计(论文)开题报告-基于Web的图书管理系统的设计和实现.doc

本科毕业设计(论文)开题报告题目：基于web的图书管理系统的设计和实现design and implementation of book management system based on web 课 题 类 型： 设计 论文学 生 姓 名： 学 号： 3060703238专 业 班 级： 信息管理与信息系统062 系 别： 计算机科学与工程系 指 导 教 师： 开 题 时 间： 2010年 月 日 2010 年 月 日一、毕业设计（论文）内容及研究意义:1、设计内容 本设计为“基于web的图书馆系统”，图书管理系统是典型的信息管理系统(mis),其开发主要包括后台数据库的建立和维护以及前端应用程序的开发两个方面。对于前者要求建立起数据一致性和完整性强、数据安全性好的库。而对于后者则要求应用程序功能完备,易使用等特点。图书管理系统也可称电子阅览室，主要提供网上的电子图书阅览平台，读者可以通过系统阅览丰富的电子资源。在系统中，读者可以方便地对书目进行检索和阅读，足不出户便可尽览群书。设计的主要内容包括以下几个方面：1 图书信息管理图书馆管理员需要对图书入库，图书信息进行登记和维护2 图书浏览图书按照其内容进行分类，呈树状结构。读者可以按照类别进行查找，逐级浏览。这种浏览方式能够将相关的书目排列在一起，读者能很方便地找到自己感兴趣的主题进行阅览。3 图书搜索如果读者有很明确的阅读目的，或者想迅速查找某个关健词，就可以利用图书搜索功能，图书管理系统相对于旧图书馆的一个重要优点就是查找方便，读者也能免去查找书目卡片之苦了。4 图书借阅图书馆中的书籍都是用来给用户借阅的，图书借阅时，要在数据库内留下借阅的图书信息，用户信息，借阅开始时间，借阅多久，5 图书归还图书在借阅之后，需要归还，归还时要删去数据库中相应的借阅信息，并且需要核对图书信息，用户信息，借阅有没有超过规定时间，图书有没有损坏，对于超过时间和图书有所损坏的需要对用户处理一点数量的罚款。2、研究意义随着计算机技术的飞速发展和计算机应用的迅速普及，计算机已渗透到社会的各个角落，当前我国正处于信息技术迅猛发展的时代,各行各业正在经历全面信息化的过程,网络通讯与网络办公是当今信息时代发展的主要标志。教育部日前颁布了教育信息化管理标准,预示着我国的高等教育管理也进入了信息化管理时代。为此，各级教育管理部门与机构分别开发了各具特色的局域网络平台,为网络用户获取知识与信息带来了很大的便利条件,使各阶层管理人员受益于信息时代的快捷通讯。基于web的图书管理系统就应运而生。 基于web的图书管理系统是一个复杂、艰巨的系统工程。它涉及图书入库，图书浏览，图书检索，图书借阅，图书归还，用户管理等多方面的工作，海量的处理数据也使沟通和协调的等工作困难。因此存在管理任务艰巨、管理力量薄弱、管理手段落后、管理效率低下、规范化和标准化程度不高等诸多问题。所以开发一种安全、可靠、稳定、高效的计算机自动化管理软件系统来科学管理整个图书馆的各项工作是当务之急。管理信息系统是一个由人、计算机等组成的能进行信息的收集、传递、储存、加工、维护和使用的系统。进入90年代以后，管理信息系统的环境、目标、功能、支持层次、组成、内涵等均有了很大的变化。如今，认为管理信息系统(management information systems, mis)是由组织、管理、信息技术三个方面构成，它具有数据处理、预测、计划、控制、决策优化等功能。它在应用范围上非常广泛，各个层次、各种职能、各种行业都有自己的、适用的信息系统。管理信息系统作为现代化管理的重要手段和标志，己经成为管理活动中必不可少的一个组成部。本课题的目的是通过对基于web的图书信息的分析和设计深入地理解管理信息系统的基本理论、开发方法以及应用。为用户提供全面的、便捷的图书管理。二、毕业设计（论文）研究现状和发展趋势图书馆作为一种信息资源的集散地，图书和用户借阅资料繁多，包含很多的信息数据的管理，现今，有很多的图书馆都是初步开始使用，甚至尚未使用计算机进行信息管理。根据调查得知，他们以前对信息管理的主要方式是基于文本、表格等纸介质的手工处理，对于图书借阅情况（如借书天数、超过限定借书时间的天数）的统计和核实等往往采用对借书卡的人工检查进行，对借阅者的借阅权限、以及借阅天数等用人工计算、手抄进行。数据信息处理工作量大，容易出错；由于数据繁多，容易丢失，且不易查找。总的来说，缺乏系统的、规范的信息管理手段。尽管有的图书馆有计算机，但是尚未用于信息管理，没有发挥它的效力，资源闲置比较突出，这就是管理信息系统的开发的基本环境。数据处理手工操作，工作量大，出错率高，出错后不易更改。图书馆采取手工方式对图书借阅情况进行人工管理，由于信息比较多，图书借阅信息的管理工作混乱而又复杂；一般借阅情况是记录在借书证上，图书的数目和内容记录在文件中，图书馆的工作人员和管理员也只是当时对它比较清楚，时间一长，如再要进行查询，就得在众多的资料中翻阅、查找了，造成查询费时、费力。如要对很长时间以前的图书进行更改就更加困难了。基于这此问题，我认为有必要建立一个图书管理系统，使图书管理工作规范化，系统化，程序化，避免图书管理的随意性，提高信息处理的速度和准确性，能够及时、准确、有效的查询和修改图书情况。三、毕业设计（论文）研究方案及工作计划:本系统选择windwos2003/xp作为开发平台。采用的数据库是sqlserver 2000数据库，开发语言为asp作为前台的开发工具，用sqlserver 2000作为后台支持数据库，通过asp的数据库控件来连接sqlserver中并对其编程来实现以下功能：图书入库，图书信息管理，图书浏览，图书检索，图书借阅，图书归还、。本次设计的重点和难点主要有三个：1. 本设计针对的用户学校，采用的是asp开发系统，故对此开发平台的掌握是开发过程的一个重点，由于基于web的图书管理系统是一个基于web的交互系统，故对其界面的设计是一个难点。2. 对系统众多功能模块的整合是本设计的难点3. 软件的编写是本次设计的重点和难点。整个设计分为以下几个步骤:1根据设计任务书的要求，查阅设计资料，选择开发工具，确定设计进度。2需求分析。3系统开发。4编写并调试系统。5撰写论文。设计（论文）进度计划：表1 论文进度计划起止日期周 次内 容 进 程3月9日3月25日1-7查阅和搜集相关资料、文献及期刊，了解所做课题的相关内容，并着手撰写开题报告3月30日5月10日7-11完成基于web的图书管理系统子系统的需求分析、概要设计。5月11日5月29日12-16完成功能模块的详细设计及系统原型的实现，完成程序编码，并且进行调试通过。6月1号6月14号17撰写毕业设计、准备答辩四、主要参考文献1 leszek a.maciaszek. 需求分析与系统设计m 机械工业出版社,20032 kenneth c. laudon.管理信息系统精要（第6版）m 中国人民大学, 20063 张基温,等. 信息系统开发案例(第四辑)m 清华大学出版社,20034 齐志昌、谭庆平、宁洪 .软件工程（第二版）m 高等教育出版社,20045 张志清. 管理信息系统实用教程m 电子工业出版社,20066 萨师煊. 数据库系统概论（第三版）m. 北京：高等教育出版社 2000年2月7 冯玉才. 数据库基础（第二版）m. 武汉：华中理工大学出版社 1993年8 李严 于亚芳等. asp数据库开发实例解析m. 北京：机械工业出版社 2005年1月9 张立科. asp数据库开发技术与工程实践m. 北京：人民邮电出版社 2004年5月10 丁贵广. asp编程基础与实例m.机械工业出版社. 2002年9月11 黄雷.asp+sql server项目开发实践.m 中国铁道出版社，200612 /network/080804/1035597.html 2010-05-2013 百度百科/view/182749.htm（windows操作系统） 2010-6-114 date cj. introduction to database systems (ed.8) addison-wesley. 200315 数据库的应用/usenix_login_vol26no8.pdf 2010-5-316 asp 简介/view/2616.htm 2010-5-317 sql server 2000 /view/1133398.htm 2010-5-10五、附件（英文翻译）evaluation of web-based library instruction programsby tess tobin & martin kesselmanpurposethe world wide web (www) is changing the way academic libraries teach and learn. academic libraries have embraced the potential of the www developing innovative ways to meet the needs of users. one of these ways is to deliver automated bibliographic instruction in the form of web-based tutorials. this paper will review recommended guidelines for web-based instruction and will provide a framework for libraries worldwide in designing web-based instructional programs.the stated purpose is to identify important design and evaluation criteria for webbased literacy/information instruction. building on an initial investigation, the author examined library instruction literature to see what criteria was available for those wanting to create effective web-based training modules. the author also looked at non-library literature to find web-based training criteria, which was then compared to the criteria developed by library professionals. over a two-year period, the author was able to note a progression and shift in the guidelines developed by library professionals, which reflects, not only, improvements in the technology itself, but a better understanding by librarians as to what elements are needed to structure an effective online bibliographic instruction program. the library guidelines were examined within the context of current research on bibliographic instruction to determine the usability or deficiency of the established criteria.to date there are very few end-user studies in the library instruction literature regarding online tutorials. the last section of this paper will report on assessment and usability studies of web learning modules.introductioncomputer scientists have been researching the principals behind effective interface design of computer applications since the 1940s. stover and zink report that with the emergence of the world wide web in the early 1990s, organizations of all types are recognizing the importance of the world wide web as a tool, not only for gaining access to information, but also as a means of disseminating information about their activities, products, and services. academic librarians have endorsed the possibilities of the www and first began to use web technology to create home pages, as starting points, or gateways for searching for information about the library. a home page reflects the institutional character of the university or college and is unique in that it gives the library the opportunity to express its own mission and philosophy.with the growth of distance learning and the need to offer services to patrons off campus as well as in the library, the libraries needed to explore other ways to deliver library information skills. the www provides a dynamic environment for distributing information over a large network and web-based instruction is becoming the desired tool for these new users. in the web environment it doesnt matter if the user is connecting to library resources on the computer in the library, elsewhere on campus or from his/her home.developing an online module can be a challenge for many libraries. as librarians approach this task they should not overlook the groundwork laid by computer scientists in the field of computer interface design and computer/human interaction. the knowledge the instruction librarian brings to the task gathered from their classroom experiences and the findings from computer-assisted learning studies need to be considered when planning the design, content and evaluation of a web-based tutorial.what is web-based instruction?web-based training (wbt) is an innovative approach to distance learning in which computer-based training is transformed by the technologies and methodologies of the world wide web (www), the internet, and intranets.2 it allows self-directed, self-paced instruction in any topic. wbt is media-rich training fully capable of evaluation, adaptation, and remediation that can provide the available tools to organize and deliver content into well-crafted teaching systems.wbt has certain distinguishing characteristics, which makes it an ideal tool for bibliographic instruction. wbt is an interactive tool. it expands upon computer-based training with activities like discussion forums, mail lists and chat sessions. the user sets his/her pace and direction.the library instruction literature points to active learning as the best means to deliver bibliographic instruction.3 the interactivity component of wbt is a twoway interaction. the user inputs to the system and the system provides feedback that either reinforces the user or provides guidance for learning. this can be measured by having the user select the correct response and guide the user to continue if an incorrect response is made. wbt can also meet the needs of diverse populations and learning styles. the multi-media used with online training modules can help all types of learning styles - visual, verbal and aural.web-based training is not a collection of information pages. presently, an examination of many library instruction pages shows that libraries have rushed to embrace this new technology and they are using it effectively. some librarians have created multiple pages full of text with complete verbal explanations of the objectives of the desired library skills. these sites are uninteresting and do not involve the user. creating a table of contents with links to full page documents is a misuse of the technology and not an interactive learning tool.an interactive component such as a quiz or feedback form tests the users knowledge and allows the librarian to determine the effectiveness of the learning. without this component, the librarian cannot monitor the learning, and thus cannot adapt the module to best suit the learner. assessing the modules and reviewing them to alleviate confusion and frustration will go a long way to help keep the learner motivated and more willing to work through the objectives and attain information literacy.the content and objectives of the web-based tutorials examined for this study varies greatly. some tutorials take the user through the physical layout of the library with maps and pictures. the next type of tutorial explains basic library skills and can offer a glossary of library terms. another type of tutorial offers instruction on using the librarys opac, and leads the user through the steps of locating books, magazines and other library materials. to be effective these tutorials should be learning modules that promote the institutional needs of the library and relate the information library skills the library wises its users to achieve.the next level of tutorial presents the more conceptual aspects of information literacy. these are tutorials on the research process and evaluation of sources. some of these tutorials review various library networked databases while explaining boolean and keyword and subject searching techniques. searching the internet is a focus of many tutorials, along with interactive modules that offer guidelines on how to evaluate internet sources. each tutorial is different in design, content and instruction level, reflecting the personality and nature of each library.web design and evaluation criteria by library professionalsfor librarians developing online instructional tutorials to supplement their bibliographic instruction programs, the web guidelines developed by the library instruction round table (lirt)4, of the american library association should be considered. lirt advocates library instruction as a means for developing competent library and information use as a part of lifelong learning. the lirt homepage has links to the top ten instruction articles for the past three years, and links to library instruction tutorials. in july, 1997 the lirt research committee posted a page on website evaluation criteria. at that time the three basic elements recommended by lirt to include in a web page were access, design and content. this page has evolved and now is called web standards and guidelines. the section on access is no longer an element since web browsers and servers have become quicker and more stable. the content and design elements are more brief and list technical points. the importance is on elements to avoid rather than offering standards on what makes up a good web page. the new addition to the page is procedural/technical. this new element refers to html coding and resolution requirements and settings. the web standards and guides are useful from a technical standpoint and instruction librarians should review them.the instruction section teachings methods committee,5 a committee of the american association of college and research libraries (acrl) has also prepared web criteria for instruction. this committee is charged with providing a forum for librarians interested in both the theoretical and practical aspects of teaching methods. these guidelines are intended to help libraries efforts in webbased instruction and are more pedagogical in nature and reflective of the committees mission to have librarians be successful in their instructional endeavors. since online instruction is a new format for many, the guidelines are thorough, and the design standards are in keeping with what constitutes a successful web-based training program. these guidelines, updated three times over the last two years, are keeping up with advances in the technology.the original page included access, design and layout, content and audience. updates have been made and the standard on content now states that pages should be tight and concise - they convey just the facts without excess verbiage. many library tutorials are heavy on text. web-based material should not read like a book. the presentation and delivery of online information have their own unique characteristics. research indicates that the page will either capture the attention of the user or it will not.the evaluation criteria for design is now divided into two parts. general design and layout covers some basic design elements to web page development. large pages should be broken down into discrete pages. graphics should help to convey information and not just be decorative; each page should have a clear title and includes headers and footers.the newest standard, design and layout of interactive tutorial material, incorporates interactivity into the tutorials. exercises, which provide feedback and test whether the student has grasped the concepts, are needed. this supports the learning theory behind bibliographic instruction that the modules need to engage and promote active learning. navigational mechanisms which allow learners to repeat or move around within the tutorial have proven to be more effective ways to present information so it is not only accessible, but it is retained.last but not least, the criteria considers the audience as a necessary element. the content and links should be suitable to the user. the site should address a particular facet of library instruction. this would mean that the page should clearly state the objectives and goals of the instruction unit being presented. it is important to note that the is teaching methods committee referred to the lirt web standards along with the guidelines and evaluation criteria used by argus clearinghouse6, cyberstacks7 and the reference collection development: a manual8 in selecting and revising their criteria.another acrl committee, the instruction section emerging technology committee9 has acted more as an information sharing vehicle and facilitator for librarians interested in sharing instructional materials that they have designed in a networked environment. one of the committees projects is the acrl/cni internet education project10, which has developed selection criteria used to review and evaluate instructional materials libraries wish to post on the web. the ten criteria statements require that the information is accurate, the material, content and language is clear, the material provides instruction using technology, the material makes effective use of good web design (graphics, examples, interactive elements) and the material enhances the learning experience. the committee has also created a training resources bookmark11 with links to numerous sites on web education, library instruction research and web design.web design and evaluation criteria in non-library sourcesbusiness organizations delivered instructional models via the web long before the library community. large corporations, which have spent millions on training, have found more cost-effective and successful ways of teaching employees using this platform. their experience and research in this arena is valuable to librarians planning web-based tutorials. there are many sites that cover web design for training, but there are two worth mentioning for this study.walt howe has posted a series of articles called web page quality12 including evaluating quality, producing quality web page content, and creating web page design which have been covered in the library guidelines. test your pages is an important component that does not appear in any of the library guidelines up to now.another site useful for this study is the wbt information center13. the section primer has rules for good web design and the development process guides one through the essential steps for developing web-based training from user analysis, interface design, usability testing, instructional design, scripting and coding. the center also has links to web style guides, discussion groups and articles and position papers on web-based training. this site is attractive and is one stop shopping for those interested in creating web instruction guidelines and materials.assessment and usability studiesevaluating instructional programs is essential. this appears