The teacher ______ us to have lessons on time.

为学校中学生选课管理进行数据库模式设计。根据调查分析，确定它的属性集合为：

U={S，C，SNAME，CNAME，TEACHER，GRADE，SD}

下面给出两种确定的模式设计方案：

方案一：只有一个关系模式：

R(S，C，SNAME，CNAME，TEACHER，GRADE，SD)

方案二：如果根据属性之间存在的联系或相关性，建立如下三个关系：

S(S，SNAME，SD)，C(C，CNAME，TEACHER)，SC(S，C，GRADE)

1．试分析这两种模式设计方案各自的优缺点。

2．通常情况下你认为哪种方案更“好”一些？请说明理由。

为学校中学生选课管理这个现实问题进行数据库模式设计。根据调查分析，确定它的属性集合为：

U={S，C，SNAME，CNAME，TEACHER，GRADE，SD}

下面给出两种确定的模式设计方案：

方案一：只有一个关系模式：

R（S，C，SNAME，CNAME，TEACHER，GRADE，S@D)@方案二：如果根据属性之间存在的联系或相关性，建立如下三个关系：

S（S，SNAME，S@D)@，C（C，CNAME，TEACHER），SC（S，C，GRADE）

1.试分析这两种模式设计方案各自的优缺点。

2.通常情况下你认为哪种方案更“好”些？请说明理由

表 。 要求在程序运行时 ， 在 Form1 的文本框 Text1 中输入口令并按回车键 （回车键的 ASC I I码为 13 ） 后 ， 隐藏 Form1 ， 显示 Form2 。 若口令为 “ Teacher ” ， 所有菜单项都可见 ； 否则看不到 “ 成绩录入 ” 菜单项。为此，某人在 Form1 窗体文件中编写如下程序：

Private Sub Text1_KeyPress （KeyAscii As Integer ）

If KeyAscii=13 Then

If Text1.Text= " Teacher " Then

Form2.input.visible=True

Else

Form2.input.visible=False

End If

End If

Form1.Hide

Form2.Show

End S u b

程序运行时发现刚输入口令时就隐藏了 Form1 ，显示了 Form2 ，程序需要修改。下面修改方案中正确的是

A ）把 Form1 中 Text1 文本框及相关程序放到 Form2 窗体中

B ）把 Form1.Hide 、 Form2.Show 两行移到 2 个 End If 之间

C ）把 If KeyAscii=13 Then 改为 If KeyAscii= " Teaeher " Then

D ）把 2 个 Form2.input.Visible 中的 “ Form2 ” 删去

Questions 31 to 35 are based on the following passage:

When I was studying at Yale, some phenomena puzzled me greatly. I found that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students.

I was impressed by the role of the professor in the seminar(讨论会). The professor didn’t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(语言的) feature of his interacting with his students was that he used many modal(情态的) verbs—far more than I did in Beiwai. When answering questions, he usually said, “This is my personal opinion and it could be wrong.” or “You could be right, but you might find this point of view also interesting.”

In China, authorities are always supposed to give wise decisions and correct di rections. Therefore, students always expect the professor to give an answer to th e question. I still remember how frustrated they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than that of American students. Once the Chinese students got the answer, they w ere sure about it.

Education in China is valued for united thinking. I remember American teachers who taught in our university complaining about the fact that Chinese students u niformly expressed the same idea in their English composition. The examinations in America usually do not test a student’s ability to memorize the material but his ability to analyze and solve problems. Education in America is valued not on ly as a means to obtain employment but as a process of enhancing critical thinking.

31.In the USA, when the students are in class, ____.

A.a Chinese student tends to be very active

B.an American student likes to make trouble

C.a Chinese student likes to puzzle the teacher

D.an American student tends to be vigorous

32.A teacher in the USA prefers to ____ when he answers questions.

A.be very sincere B.be very direct

C.be very self confident D.be very indifferent

33.What is the opinion of the author concerning the difference of teachin g methods between China and the USA？

A.He thinks that Chinese teaching metods can make students learn more.

B.He holds that the major purpose of Chinese teaching methods is to impro ve students’ remembrance.

C.He thinks that American teaching is ability oriented.

D.He holds that American teachers hate to give a test.

34.The author thinks that the relationship between the student and the te acher is ____.

A.more intimate in China B.closer in China

C.looser in USA D.more harmonious in USA

35.The education in USA may produce some ____ graduates.

A.talkative B.conventional C.creative D.imaginative

nts or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students. I was impressed by the role of the professor in the seminar(讨论会). The professor didn’t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(语言的) feature of his interacting with his students was that he used many modal(情态的) verbs—far more than I did in Beiwai. When answering questions, he usually said, “This is my personal opinion and it could be wrong.” or “You could be right, but you might find this point of view also interesting.” In China, authorities are always supposed to give wise decisions and correct di rections. Therefore, students always expect the professor to give an answer to th e question. I still remember how frustrated they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than that of American students. Once the Chinese students got the answer, they w ere sure about it. Education in China is valued for united thinking. I remember American teachers who taught in our university complaining about the fact that Chinese students u niformly expressed the same idea in their English composition. The examinations in America usually do not test a student’s ability to memorize the material but his ability to analyze and solve problems. Education in America is valued not on ly as a means to obtain employment but as a process of enhancing critical thinking. In the USA, when the students are in class, ____.

A.a Chinese student tends to be very active

B.an American student likes to make trouble

C.a Chinese student likes to puzzle the teacher

D.an American student tends to be vigorous

A.Teacher t1;

B.Teacher t2=class Teacher();

C.Teacher t3=new Teacher();

D.Teacher t4=Teacher();

A.Teacher t1;

B.Teacher t2=class Teacher();

C.Teacher t3=new Teacher();

D.Teacher t4=Teacher();

A.Teacher t1;

B.Teacher t2=class Teacher();

C.Teacher t3=new Teacher();

D.Teacher t4=Teacher();

A.Teacher t1;

B.Teacher t2=class Teacher();

C.Teacher t3=new Teacher();

D.Teacher t4=Teacher();

The young teacher are dancing there.()