java简单计算器课程设计报告_java简易计算器课程设计的实验报告(共10篇).doc

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文章标签： java简单计算器课程设计报告

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java简易计算器课程设计的实验报告(共10篇)

java简易计算器课程设计的实验报告(共10篇) java计算器实验报告

课程设计论文

设计题目： java计算器

学生姓名：

指导教师：

专业名称：

所在院系：

秦皇岛职业技术学院信息工程系

摘要

在当今这个网络的时代，java语言在网络编程方面的优势使得网络编程有了更好的选择。Java语言最大的特点是具有跨平台性，使其不受平台不同的影响，得到了广泛的应用。该程序是一个图形界面的java计算器,其界面主要采用了swing包，程序实现了：

(1)实现简单加、减、乘、除的运算。

(2)实现除了加、减、乘、除按钮外其他按钮功能。

(3)给软件添加一个编辑、查看、帮助的主菜单。

(4)在数据输入方面，提高程序代码的健壮性，增强其对非法输入数据的识别能力。

(5)科学型计算器与标准计算器之间的菜单切换。

Java的早期版本以来，抽象窗口工具包为用户界面组件提供了平台独立的API。在AWT中，每个组件都由一个原生的等同组件生成和控制，这个原生组件是由当前的图形窗口系统决定的。

与此相对，Swing 组件经常被描述为轻量级的，因为它们不需要操作系统本身所带窗口工具包的原生资源来生成。

秦皇岛职业技术学院信息工程系

第1章概要设计 ·····························································································1

1.1查找资料 ·································································································1

1.2选题·········································································································1

1.3标准型计算器界面设计 ·········································································1

1.4本章小节 ·································································································3

第2章程序整体设计说明 ·············································································4

2.1程序中所用到的变量 ·············································································4

2.2程序部分源代码及注释 ·········································································4

2.3本章小节 ······························································································· 15

第3章程序运行效果 ··················································································· 16

3.1程序运行主界面 ··················································································· 16

3.2程序中各按钮运行界面 ······································································· 16

3.3本章小节 ······························································································· 20

第4章设计中遇到的重点及难点 ································································ 21

4.1设计中遇到的重点 ·····················································

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