基于web的圖書管理系統(tǒng)畢業(yè)設(shè)計-開題報告、外文翻譯

1、<p>　　本科畢業(yè)設(shè)計(論文)開題報告</p><p>　　題目：基于Web的圖書管理系統(tǒng)的設(shè)計和實現(xiàn)</p><p>　　Design and Implementation of Book </p><p>　　Management System Based on Web</p><p>　　課 題 類 型： 設(shè)計√

2、 論文□</p><p>　　一、畢業(yè)設(shè)計（論文）內(nèi)容及研究意義:</p><p><b>　　1、設(shè)計內(nèi)容</b></p><p>　　本設(shè)計為“基于Web的圖書館系統(tǒng)”，圖書管理系統(tǒng)是典型的信息管理系統(tǒng)(MIS),其開發(fā)主要包括后臺數(shù)據(jù)庫的建立和維護(hù)以及前端應(yīng)用程序的開發(fā)兩個方面。對于前者要求建立起數(shù)據(jù)一致性和完整性強(qiáng)、數(shù)據(jù)安全性好的庫。而

3、對于后者則要求應(yīng)用程序功能完備,易使用等特點。圖書管理系統(tǒng)也可稱電子閱覽室，主要提供網(wǎng)上的電子圖書閱覽平臺，讀者可以通過系統(tǒng)閱覽豐富的電子資源。在系統(tǒng)中，讀者可以方便地對書目進(jìn)行檢索和閱讀，足不出戶便可盡覽群書。設(shè)計的主要內(nèi)容包括以下幾個方面：</p><p>　　[1] 圖書信息管理</p><p>　　圖書館管理員需要對圖書入庫，圖書信息進(jìn)行登記和維護(hù)</p><p

4、><b>　　[2] 圖書瀏覽</b></p><p>　　圖書按照其內(nèi)容進(jìn)行分類，呈樹狀結(jié)構(gòu)。讀者可以按照類別進(jìn)行查找，逐級瀏覽。這種瀏覽方式能夠?qū)⑾嚓P(guān)的書目排列在一起，讀者能很方便地找到自己感興趣的主題進(jìn)行閱覽。</p><p><b>　　[3] 圖書搜索</b></p><p>　　如果讀者有很明確的閱讀目的

5、，或者想迅速查找某個關(guān)健詞，就可以利用圖書搜索功能，圖書管理系統(tǒng)相對于舊圖書館的一個重要優(yōu)點就是查找方便，讀者也能免去查找書目卡片之苦了。</p><p><b>　　[4] 圖書借閱</b></p><p>　　圖書館中的書籍都是用來給用戶借閱的，圖書借閱時，要在數(shù)據(jù)庫內(nèi)留下借閱的圖書信息，用戶信息，借閱開始時間，借閱多久，</p><p>

6、<b>　　[5] 圖書歸還</b></p><p>　　圖書在借閱之后，需要歸還，歸還時要刪去數(shù)據(jù)庫中相應(yīng)的借閱信息，并且需要核對圖書信息，用戶信息，借閱有沒有超過規(guī)定時間，圖書有沒有損壞，對于超過時間和圖書有所損壞的需要對用戶處理一點數(shù)量的罰款。</p><p><b>　　2、研究意義</b></p><p>　　隨

7、著計算機(jī)技術(shù)的飛速發(fā)展和計算機(jī)應(yīng)用的迅速普及，計算機(jī)已滲透到社會的各個角落，當(dāng)前我國正處于信息技術(shù)迅猛發(fā)展的時代,各行各業(yè)正在經(jīng)歷全面信息化的過程,網(wǎng)絡(luò)通訊與網(wǎng)絡(luò)辦公是當(dāng)今信息時代發(fā)展的主要標(biāo)志。教育部日前頒布了《教育信息化管理標(biāo)準(zhǔn)》,預(yù)示著我國的高等教育管理也進(jìn)入了信息化管理時代。為此，各級教育管理部門與機(jī)構(gòu)分別開發(fā)了各具特色的局域網(wǎng)絡(luò)平臺,為網(wǎng)絡(luò)用戶獲取知識與信息帶來了很大的便利條件,使各階層管理人員受益于信息時代的快捷通訊?；赪

8、eb的圖書管理系統(tǒng)就應(yīng)運(yùn)而生。</p><p>　　基于Web的圖書管理系統(tǒng)是一個復(fù)雜、艱巨的系統(tǒng)工程。它涉及圖書入庫，圖書瀏覽，圖書檢索，圖書借閱，圖書歸還，用戶管理等多方面的工作，海量的處理數(shù)據(jù)也使溝通和協(xié)調(diào)的等工作困難。因此存在管理任務(wù)艱巨、管理力量薄弱、管理手段落后、管理效率低下、規(guī)范化和標(biāo)準(zhǔn)化程度不高等諸多問題。所以開發(fā)一種安全、可靠、穩(wěn)定、高效的計算機(jī)自動化管理軟件系統(tǒng)來科學(xué)管理整個圖書館的各項工作是

9、當(dāng)務(wù)之急。</p><p>　　管理信息系統(tǒng)是一個由人、計算機(jī)等組成的能進(jìn)行信息的收集、傳遞、儲存、加工、維護(hù)和使用的系統(tǒng)。進(jìn)入90年代以后，管理信息系統(tǒng)的環(huán)境、目標(biāo)、功能、支持層次、組成、內(nèi)涵等均有了很大的變化。如今，認(rèn)為管理信息系統(tǒng)(Management Information Systems, MIS)是由組織、管理、信息技術(shù)三個方面構(gòu)成，它具有數(shù)據(jù)處理、預(yù)測、計劃、控制、決策優(yōu)化等功能。它在應(yīng)用范圍上非常

10、廣泛，各個層次、各種職能、各種行業(yè)都有自己的、適用的信息系統(tǒng)。管理信息系統(tǒng)作為現(xiàn)代化管理的重要手段和標(biāo)志，己經(jīng)成為管理活動中必不可少的一個組成部。</p><p>　　本課題的目的是通過對基于Web的圖書信息的分析和設(shè)計深入地理解管理信息系統(tǒng)的基本理論、開發(fā)方法以及應(yīng)用。為用戶提供全面的、便捷的圖書管理。</p><p>　　二、畢業(yè)設(shè)計（論文）研究現(xiàn)狀和發(fā)展趨勢</p>&

11、lt;p>　　圖書館作為一種信息資源的集散地，圖書和用戶借閱資料繁多，包含很多的信息數(shù)據(jù)的管理，現(xiàn)今，有很多的圖書館都是初步開始使用，甚至尚未使用計算機(jī)進(jìn)行信息管理。根據(jù)調(diào)查得知，他們以前對信息管理的主要方式是基于文本、表格等紙介質(zhì)的手工處理，對于圖書借閱情況（如借書天數(shù)、超過限定借書時間的天數(shù)）的統(tǒng)計和核實等往往采用對借書卡的人工檢查進(jìn)行，對借閱者的借閱權(quán)限、以及借閱天數(shù)等用人工計算、手抄進(jìn)行。數(shù)據(jù)信息處理工作量大，容易出錯；由

12、于數(shù)據(jù)繁多，容易丟失，且不易查找。總的來說，缺乏系統(tǒng)的、規(guī)范的信息管理手段。盡管有的圖書館有計算機(jī)，但是尚未用于信息管理，沒有發(fā)揮它的效力，資源閑置比較突出，這就是管理信息系統(tǒng)的開發(fā)的基本環(huán)境。</p><p>　　數(shù)據(jù)處理手工操作，工作量大，出錯率高，出錯后不易更改。圖書館采取手工方式對圖書借閱情況進(jìn)行人工管理，由于信息比較多，圖書借閱信息的管理工作混亂而又復(fù)雜；一般借閱情況是記錄在借書證上，圖書的數(shù)目和內(nèi)容記

13、錄在文件中，圖書館的工作人員和管理員也只是當(dāng)時對它比較清楚，時間一長，如再要進(jìn)行查詢，就得在眾多的資料中翻閱、查找了，造成查詢費(fèi)時、費(fèi)力。如要對很長時間以前的圖書進(jìn)行更改就更加困難了。</p><p>　　基于這此問題，我認(rèn)為有必要建立一個圖書管理系統(tǒng)，使圖書管理工作規(guī)范化，系統(tǒng)化，程序化，避免圖書管理的隨意性，提高信息處理的速度和準(zhǔn)確性，能夠及時、準(zhǔn)確、有效的查詢和修改圖書情況。</p><

14、p>　　三、畢業(yè)設(shè)計（論文）研究方案及工作計劃:</p><p>　　本系統(tǒng)選擇Windwos2003/XP作為開發(fā)平臺。采用的數(shù)據(jù)庫是SQLServer 2000數(shù)據(jù)庫，開發(fā)語言為ASP作為前臺的開發(fā)工具，用SQLServer 2000作為后臺支持?jǐn)?shù)據(jù)庫，通過ASP的數(shù)據(jù)庫控件來連接SQLServer中并對其編程來實現(xiàn)以下功能：圖書入庫，圖書信息管理，圖書瀏覽，圖書檢索，圖書借閱，圖書歸還、。</p

15、><p>　　本次設(shè)計的重點和難點主要有三個：</p><p>　　本設(shè)計針對的用戶學(xué)校，采用的是ASP開發(fā)系統(tǒng)，故對此開發(fā)平臺的掌握是開發(fā)過程的一個重點，由于基于Web的圖書管理系統(tǒng)是一個基于WEB的交互系統(tǒng)，故對其界面的設(shè)計是一個難點。</p><p>　　對系統(tǒng)眾多功能模塊的整合是本設(shè)計的難點</p><p>　　軟件的編寫是本次設(shè)計的重點

16、和難點。</p><p>　　整個設(shè)計分為以下幾個步驟:</p><p>　　1．根據(jù)設(shè)計任務(wù)書的要求，查閱設(shè)計資料，選擇開發(fā)工具，確定設(shè)計進(jìn)度。</p><p><b>　　2．需求分析。</b></p><p><b>　　3．系統(tǒng)開發(fā)。</b></p><p>　　4．

17、編寫并調(diào)試系統(tǒng)。</p><p><b>　　5．撰寫論文。</b></p><p>　　設(shè)計（論文）進(jìn)度計劃：</p><p><b>　　表1 論文進(jìn)度計劃</b></p><p><b>　　四、主要參考文獻(xiàn)</b></p><p>　　Lesze

18、k A.Maciaszek. 需求分析與系統(tǒng)設(shè)計[M] 機(jī)械工業(yè)出版社,2003</p><p>　　Kenneth C. Laudon.管理信息系統(tǒng)精要（第6版）[M] 中國人民大學(xué), 2006</p><p>　　張基溫,等. 信息系統(tǒng)開發(fā)案例(第四輯)[M] 清華大學(xué)出版社,2003</p><p>　　齊志昌、譚慶平、寧洪 .軟件工程（第二版）[M] 高等

19、教育出版社,2004</p><p>　　張志清. 管理信息系統(tǒng)實用教程[M] 電子工業(yè)出版社,2006</p><p>　　薩師煊. 數(shù)據(jù)庫系統(tǒng)概論（第三版）[M]. 北京：高等教育出版社 2000年2月</p><p>　　馮玉才. 數(shù)據(jù)庫基礎(chǔ)（第二版）[M]. 武漢：華中理工大學(xué)出版社 1993年</p><p>　　李嚴(yán) 于亞芳等.

20、ASP數(shù)據(jù)庫開發(fā)實例解析[M]. 北京：機(jī)械工業(yè)出版社 2005年1月</p><p>　　張立科. ASP數(shù)據(jù)庫開發(fā)技術(shù)與工程實踐[M]. 北京：人民郵電出版社 2004年5月</p><p>　　丁貴廣. ASP編程基礎(chǔ)與實例[M].機(jī)械工業(yè)出版社. 2002年9月</p><p>　　黃雷.ASP+SQL SERVER項目開發(fā)實踐.[M] 中國鐵道出版社，20

21、06</p><p>　　http://www.studa.net/network/080804/1035597.html 2010-05-20</p><p>　　百度百科http://baike.baidu.com/view/182749.htm（Windows操作系統(tǒng)） 2010-6-1</p><p>　　Date CJ. Introduction to

22、 Database Systems (Ed.8) Addison-Wesley. 2003</p><p>　　數(shù)據(jù)庫的應(yīng)用http://www.leyton.org/usenix_login_vol26no8.pdf 2010-5-3</p><p>　　ASP 簡介http://baike.baidu.com/view/2616.htm 2010-5-3</p><

23、p>　　Sql server 2000 http://baike.baidu.com/view/1133398.htm 2010-5-10</p><p>　　五、附件（英文翻譯）</p><p>　　EVALUATION OF WEB-BASED LIBRARY INSTRUCTION PROGRAMS</p><p>　　By Tess Tobin &a

24、mp; Martin Kesselman</p><p><b>　　Purpose</b></p><p>　　The World Wide Web (WWW) is changing the way academic libraries teach and learn. Academic libraries have embraced the potential

25、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

26、 web-based instruction and will provide a framework for libraries worldwide in designing web-based instructional programs.</p><p>　　The stated purpose is to identify important design and evaluation criteria

27、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 t

28、raining 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, t</p><

29、;p>　　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

30、.</p><p>　　Introduction</p><p>　　Computer scientists have been researching the principals behind effective interface design of computer applications since the 1940's. Stover and Zink report

31、that with the emergence of the World Wide Web in the early 1990's, 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

32、means of disseminating information about their activities, products, and services.</p><p>　　Academic librarians have endorsed the possibilities of the WWW and first began to use web technology to create home

33、 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 opport

34、unity to express its own mission and philosophy.</p><p>　　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

35、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 th

36、e web environment it doesn't matter if the user is connecting to library resources on the computer in the library, elsewhere on cam</p><p>　　Developing an online module can be a challenge for many librar

37、ies. 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

38、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.</p&

39、gt;<p>　　What is web-based instruction?</p><p>　　Web-based training (WBT) is an innovative approach to distance learning in which computer-based training is transformed by the technologies and methodo

40、logies 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

41、 provide the available tools to organize and deliver content into well-crafted teaching systems.</p><p>　　WBT has certain distinguishing characteristics, which makes it an ideal tool for bibliographic instru

42、ction. 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.</p><p>　　The library

43、 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

44、 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 al

45、so meet the needs of diverse populations and lear</p><p>　　Web-based training is not a collection of information pages. Presently, an examination of many library instruction pages shows that libraries have r

46、ushed 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 si

47、tes are uninteresting and do not involve the user. Creating a table of contents with links to full page documents is a misuse of the</p><p>　　An interactive component such as a quiz or feedback form tests th

48、e user's 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

49、. 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.<

50、/p><p>　　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 ty

51、pe of tutorial explains basic library skills and can offer a glossary of library terms. Another type of tutorial offers instruction on using the library's OPAC, and leads the user through the steps of locating books,

52、 magazines and other library materials. To be effective these tutorials should be l</p><p>　　The next level of tutorial presents the more conceptual aspects of information literacy. These are tutorials on th

53、e 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

54、 many tutorials, along with interactive modules that offer guidelines on how to evaluate Internet sources. Each tutorial is different in design, content and instructi</p><p>　　Web Design and Evaluation Crite

55、ria by Library Professionals</p><p>　　For librarians developing online instructional tutorials to supplement their bibliographic instruction programs, the web guidelines developed by the Library Instruction

56、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 h

57、omepage has links to the Top Ten Instruction Articles for the past three years, and links to Library Instructio</p><p>　　The Instruction Section Teachings Methods Committee,5 a committee of the American Asso

58、ciation 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

59、 teaching methods. These guidelines are intended to help libraries' efforts in webbased instruction and are more pedagogical in nature and reflective of the committee's mission to have librarian</p><p&

60、gt;　　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'

61、 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 indi

62、cates that the page will either capture the attention of the user or it w</p><p>　　The evaluation criteria for design is now divided into two parts. General Design and Layout covers some basic design element

63、s 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 footer

64、s.</p><p>　　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

65、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 aro

66、und within the tutorial have proven to be more effective ways to present information </p><p>　　Last but not least, the criteria considers the audience as a necessary element. The content and links should be

67、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 importan

68、t 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, Cybe</p><p>　　Another ACRL committee, the I

69、nstruction 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 envir

70、onment. One of the committee's 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

71、ten criteria statements require tha</p><p>　　Web Design and Evaluation Criteria in Non-Library Sources</p><p>　　Business organizations delivered instructional models via the web long before the

72、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 v

73、aluable 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.</p><p>　　Walt Howe has posted a series of artic

74、les 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 th

75、at does not appear in any of the library guidelines up to now.</p><p>　　Another site useful for this study is the WBT Information Center13. The section Primer has rules for Good Web Design and The Developmen

76、t 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 Sty

77、le Guides, Discussion Groups and Articles and Position Papers on web-based training. This site is attractive and is one stop shopping for those i</p><p>　　Assessment and Usability Studies</p><p>

78、;　　Evaluating instructional programs is essential. This appears to be the step lacking from the library guidelines and is absent in 90% of the library tutorials examined. There is no one way to evaluate student learning,

79、 and librarians have struggled with this issue long before web-based instruction.</p><p>　　Assessment can take many forms. Librarians could do a pretest and a posttest. It could be an evaluation form distrib

80、uted after the class or it could simply, be a question and answer session. These formats cannot be included in many web-based training programs due to constraints of the software.</p><p>　　Usability studies

81、are one way to make formal evaluations. Time, money and staffing are required. At the recent Association of College and Research Libraries Annual Conference in Detroit, Michigan in the presentation, "The User is the

82、 Expert, "14 three librarians reported on their experience using usability studies to inform gateway and tutorial web designs. The design should be user-centered and the methods to achieve can include the more costl

83、y but accurate testing methods of formal usability t</p><p>　　The IFLA Study</p><p>　　The IFLA Study and presentation includes a detailed examination of these criteria while highlighting worldwi

84、de library websites that demonstrate effective use of these design features. The presentation will also review the library use of new webbased courseware products now on the market such as WebCT.</p><p>　　Th

85、e Web is not a static environment and so any guidelines drawn up for web-based instruction have to change with the technology. The fact that these guidelines are being updated is a healthy sign that librarians are sharin

86、g the successes and the mistakes they have encountered when developing a web-based library. This is one of the best forms of evaluation. This is a sound progression and it is important that the focus of library instructi

87、on remains developing life-long learners and technology is</p><p>　　評價基于Web的圖書館指令程序*</p><p>　　作者：苔絲托賓和馬丁賽爾曼</p><p><b>　　目的</b></p><p>　　萬維網(wǎng)（WWW）是改變了高校圖書館教學(xué)和

88、學(xué)習(xí)。大學(xué)圖書館已經(jīng)接受了潛在的WWW發(fā)展創(chuàng)新的方式滿足用戶的需求。這些方式之一是提供自動化的Web表單書目教學(xué)的輔導(dǎo)材料。本文將審查建議的指導(dǎo)方針基于網(wǎng)絡(luò)的教學(xué)，并提供一個網(wǎng)上圖書館的設(shè)計全球框架為基礎(chǔ)的教學(xué)計劃。</p><p>　　據(jù)稱目的是確定重要的設(shè)計和評估基于網(wǎng)絡(luò)的掃盲標(biāo)準(zhǔn)/信息指令。在初步調(diào)查的基礎(chǔ)上，作者文學(xué)教學(xué)研究圖書館，看看是什么標(biāo)準(zhǔn)，對于那些希望建立有效的網(wǎng)絡(luò)提供者的培訓(xùn)模塊。作者還研究了非

89、圖書館文獻(xiàn)，找到網(wǎng)頁為基礎(chǔ)的培訓(xùn)標(biāo)準(zhǔn)，這是當(dāng)時比較的圖書館專業(yè)人員制定的標(biāo)準(zhǔn)。過去一兩年內(nèi)，提交人能夠注意到一個進(jìn)度和由圖書館專業(yè)人員，反映，不僅發(fā)展的指導(dǎo)方針的轉(zhuǎn)變，在技術(shù)本身的改進(jìn)，但圖書館更好的理解什么元素需要結(jié)構(gòu)有效的在線書目教學(xué)計劃。圖書館準(zhǔn)則審查了書目指示確定的可用性和不足的既定標(biāo)準(zhǔn)內(nèi)，目前的研究情況。 </p><p>　　迄今為止，很少有最終在圖書館指令有關(guān)在線教程文學(xué)的用戶研究。本文的最后一節(jié)將

90、報告評估和學(xué)習(xí)模塊的網(wǎng)絡(luò)可用性研究。 </p><p><b>　　導(dǎo)言 </b></p><p>　　計算機(jī)科學(xué)家一直在研究有效的背后的計算機(jī)應(yīng)用程序界面設(shè)計以來的校長1940年。 Stover和辛克報告說，隨著萬維網(wǎng)在90年代初，所有類型的組織的出現(xiàn)已認(rèn)識到作為一個工具的萬維網(wǎng)的重要性不僅為獲取信息，而且還作為一種傳播手段，有關(guān)的活動，產(chǎn)品和服務(wù)。</p&g

91、t;<p>　　學(xué)術(shù)圖書館都贊同的WWW的可能性和剛開始使用的網(wǎng)絡(luò)技術(shù)，以創(chuàng)建為出發(fā)點，或網(wǎng)關(guān)主頁，為有關(guān)圖書館信息檢索。一個主頁，反映了大學(xué)或?qū)W院的機(jī)構(gòu)性質(zhì)，是因為它給圖書館的機(jī)會表達(dá)自己的使命和理念獨特。 </p><p>　　隨著遠(yuǎn)程教育的發(fā)展和需要提供校外服務(wù)，顧客以及在圖書館，圖書館需要探索其他途徑來實現(xiàn)圖書館信息技能。萬維網(wǎng)提供分發(fā)了一個大型網(wǎng)絡(luò)和網(wǎng)絡(luò)信息的動態(tài)環(huán)境為基礎(chǔ)的教學(xué)正在成為這

92、些新用戶的理想工具。在網(wǎng)絡(luò)環(huán)境中也不要緊，如果用戶要連接到庫中的計算機(jī)圖書館資源，在校園內(nèi)或其他地方從他/她的家。 </p><p>　　開發(fā)一個在線模塊可以成為許多圖書館的挑戰(zhàn)。由于圖書館執(zhí)行這項任務(wù)，他們不應(yīng)該忽視在計算機(jī)界面設(shè)計和計算機(jī)/人機(jī)交互領(lǐng)域的計算機(jī)科學(xué)家奠定了基礎(chǔ)。指令的知識圖書館帶來的經(jīng)驗，從他們的教室中收集的任務(wù)，從計算機(jī)的結(jié)果輔助學(xué)習(xí)研究，需要考慮在規(guī)劃設(shè)計，內(nèi)容和網(wǎng)絡(luò)的評估為基礎(chǔ)的教程。

93、</p><p>　　什么是網(wǎng)絡(luò)為基礎(chǔ)的教學(xué)？ </p><p>　　基于Web的培訓(xùn)（簡稱WBT）是一種創(chuàng)新的方法，遠(yuǎn)程學(xué)習(xí)中，基于計算機(jī)的培訓(xùn)是由技術(shù)和萬維網(wǎng)（WWW）的方法改變，互聯(lián)網(wǎng)和Intranets.2它允許自我導(dǎo)向，自我節(jié)奏教學(xué)的任何話題。網(wǎng)上學(xué)習(xí)是富媒體培訓(xùn)充分的評價，適應(yīng)能力和修復(fù)能力，能夠提供可用的工具來組織和實施好到內(nèi)容制作的教學(xué)系統(tǒng)。 </p><

94、;p>　　網(wǎng)上學(xué)習(xí)有一定的顯著特點，這使得它成為書目教學(xué)的理想工具。網(wǎng)上學(xué)習(xí)是一個互動的工具。它詳細(xì)闡述了基于計算機(jī)的如論壇，郵件列表和聊天會話活動的培訓(xùn)。用戶設(shè)置他/她的速度和方向。 </p><p>　　圖書館文學(xué)教學(xué)點的最佳手段，積極的學(xué)習(xí)書目instruction.3提供的網(wǎng)上學(xué)習(xí)交互組件是一個twoway互動。用戶輸入到系統(tǒng)，該系統(tǒng)提供的反饋，要么加強(qiáng)了用戶或提供學(xué)習(xí)指導(dǎo)。這可以衡量有用戶選擇了正

95、確的反應(yīng)和指導(dǎo)用戶如果繼續(xù)作出不正確的反應(yīng)。網(wǎng)上學(xué)習(xí)也能滿足不同人群和學(xué)習(xí)方式的需要。多與在線培訓(xùn)模塊使用可以幫助所有類型的學(xué)習(xí)風(fēng)格的媒體 - 視覺，語言和聽覺。 </p><p>　　基于Web的培訓(xùn)，是不是信息的網(wǎng)頁集合。目前，許多圖書館的教學(xué)網(wǎng)頁的研究表明，圖書館已送往接受這一新技術(shù)，他們有效地使用它。有些圖書館已經(jīng)創(chuàng)建了所需的技能庫的目標(biāo)，完成口頭解釋多個網(wǎng)頁文本完全。這些網(wǎng)站是無趣的，不涉及用戶。創(chuàng)建與

96、整頁文件的鏈接目錄是該技術(shù)的濫用，而不是互動的學(xué)習(xí)工具。 一個如測試或反饋表交互式組件測試用戶的知識，并允許圖書館確定的學(xué)習(xí)成效。如果沒有這一部分，圖書館無法監(jiān)控學(xué)習(xí)，因此無法適應(yīng)模塊最適合的學(xué)習(xí)。評估模塊和審查，以紓緩混亂和挫折，將大大地有助于保持學(xué)習(xí)者的動機(jī)，更愿意通過實現(xiàn)的目標(biāo)和信息素養(yǎng)。</p><p>　　內(nèi)容和目標(biāo)的網(wǎng)絡(luò)為基礎(chǔ)的這項研究審查指南差別很大。一些教程采取通過了地圖和圖片庫的物理布局的用戶。

97、該教程講述了基本圖書館的技能和能提供圖書館術(shù)語下一個類型。另一項關(guān)于使用圖書館的OPAC型教學(xué)教程提供，并導(dǎo)致通過定位書籍，雜志和其他圖書館資料的步驟用戶。為了有效這些教程應(yīng)該學(xué)習(xí)單元，以促進(jìn)圖書館的體制需要和有關(guān)的資料庫，圖書館wises技能的用戶能夠?qū)崿F(xiàn)。</p><p>　　在下一階段的教程介紹了更多的信息素養(yǎng)的概念方面。這些都是在研究過程和來源的評價教程。這些教程的一些審查各圖書館的網(wǎng)絡(luò)數(shù)據(jù)庫，同時解釋布

98、爾和關(guān)鍵字和主題搜索技術(shù)?；ヂ?lián)網(wǎng)搜索是許多教程重點，以及以互動模塊，關(guān)于如何評估網(wǎng)絡(luò)資源提供指引。每個教程是不同的設(shè)計，內(nèi)容和教學(xué)水平，反映了個性和各圖書館的性質(zhì)。 </p><p>　　網(wǎng)頁設(shè)計及評價標(biāo)準(zhǔn)的圖書館專業(yè)人員 </p><p>　　對于圖書館開發(fā)在線教學(xué)輔導(dǎo)，以補(bǔ)充它們的書目指令程序，在網(wǎng)上圖書館教學(xué)圓桌會議（LIRT）4，美國圖書館協(xié)會制定的準(zhǔn)則應(yīng)予以考慮。 LIRT主張作

99、為發(fā)展的主管圖書館和信息作為終身學(xué)習(xí)的一部分使用的方法庫指令。該LIRT網(wǎng)頁已過去三年鏈接十大教學(xué)章程，并在圖書館教學(xué)教程的鏈接。今年7月，1997年LIRT研究委員會在網(wǎng)站上發(fā)布了評價標(biāo)準(zhǔn)頁。在這三個基本元素LIRT建議包括在網(wǎng)頁被訪問的時間，設(shè)計和內(nèi)容。本頁面已經(jīng)發(fā)展，現(xiàn)在是所謂的Web標(biāo)準(zhǔn)與準(zhǔn)則。關(guān)于訪問部分不再是因為Web瀏覽器和服務(wù)器組成部分，已成為更快，更穩(wěn)定。內(nèi)容和設(shè)計元素更簡單和列表技術(shù)要點。最重要的是避免，而不是什么使

100、上提供了一個很好的網(wǎng)頁標(biāo)準(zhǔn)元素。新增加的網(wǎng)頁是“程序/技術(shù)?！边@一新元素是指HTML編碼和決議的要求和設(shè)置。網(wǎng)絡(luò)標(biāo)準(zhǔn)和指南是有用的，從技術(shù)角度和指導(dǎo)圖書館員應(yīng)檢討。 </p><p>　　該指導(dǎo)課教方法委員會，五日起，高校和研究圖書館（證書撤消列表）美國會委員會還編寫了教學(xué)網(wǎng)絡(luò)標(biāo)準(zhǔn)。該委員會將負(fù)責(zé)提供一個無論是教學(xué)方法的理論和實踐方面感興趣的圖書館論壇。這些準(zhǔn)則的目的是幫助基于網(wǎng)絡(luò)的教學(xué)圖書館的努力，而且更教學(xué)性

101、質(zhì)，該委員會的任務(wù)有圖書館反映在他們的教學(xué)事業(yè)的成功。由于網(wǎng)上教學(xué)是很多，準(zhǔn)則是徹底的新格式，設(shè)計標(biāo)準(zhǔn)是與什么是成功的網(wǎng)上培訓(xùn)計劃一致。這些指導(dǎo)方針，更新了過去兩年來3次，都跟上了技術(shù)的進(jìn)步。</p><p>　　原來的網(wǎng)頁中獲取，設(shè)計和布局，內(nèi)容和觀眾。已更新和內(nèi)容標(biāo)準(zhǔn)已經(jīng)規(guī)定，網(wǎng)頁應(yīng)嚴(yán)密和簡潔 - 他們傳達(dá)'空話，只是沒有多余的事實'。許多圖書館的教程是大量的文字?；赪eb的材料不應(yīng)看像一本