Learn how to program with Python 3:
As a teacher who has taught programming in parallel with other disciplines, I think I can say that this is an extremely enriching form of learning for the intellectual training of a young person, and whose formative value is at least equal, if not greater, than that of more classical branches such as Latin.
It is therefore an excellent idea to offer this learning in certain areas, including secondary education.
Let us be clear:
it is not a matter of training future professional programmers too early.
We are simply convinced that learning programming has its place in the general training of young people (or at least some of them), because it is an extraordinary school of logic, rigour, and even courage.
This book was originally written for students taking the Programming and Languages course of the Sciences & Informatique option at the 3rd level of Belgian secondary education.
It seemed to us later that this course could also be very well suited to anyone who has never programmed yet, but wishing to initiate himself to this discipline in self-taught. We propose a non-linear learning approach that is certainly questionable.
We are aware that it will appear a bit chaotic in the eyes of some purists, but we wanted it this way because we are convinced that there are many ways to learn (not only programming, by the way), and that it is necessary to accept from the outset this established fact that different individuals do not assimilate the same concepts in the same order. We therefore focused on generating interest and opening as many doors as possible.
while still striving to respect the following guiding principles:
The learning we aim for is meant to be generalist:
we want to highlight the invariants of programming and computing, without letting ourselves be drawn towards any specialization, nor assume that the reader has outstanding intellectual abilities.
The tools used in the course of learning must be modern and efficient, but the reader must also be able to obtain them legally at very low prices for his personal use.
Our text is primarily aimed at students, and our entire learning process aims to give them the opportunity to start as soon as possible personal achievements that they can develop and exploit as they wish.
We will approach the programming of a graphical interface very early, even before having presented all the available data structures, because this programming presents challenges that seem very concrete in the eyes of a novice programmer.
We also observe that the young people who arrive today in our classrooms are already immersed in a computer culture based on windows and other interactive graphic objects. If they choose to learn programming, they are inevitably eager to create applications on their own (perhaps very simple) where the graphic aspect is already present.
So we chose this rather unusual approach in order to allow the reader to embark very early on small attractive personal projects, through which they can feel valued. On the other hand, we will deliberately leave out sophisticated programming environments that automatically write many lines of code, because we also don’t want to hide the underlying complexity.
Some will criticize us that our approach is not sufficiently focused on pure and hard algorithmics. We think it’s less critical than it has been in the past. It seems that learning modern object-based programming rather requires the learner to be brought into contact as early as possible with pre-existing classroom objects and libraries.
Thus he learns very early to reason in terms of interactions between objects, rather than in terms of constructing procedures, and this allows him rather quickly to take advantage of advanced concepts, such as instantiation, inheritance and polymorphism.
We have also given considerable space to the manipulation of different types of data structures, as we believe that it is the reflection on data that must remain the backbone of any software development.
Introduction to the Python language:
Python is a mobile programming language that is more dynamic than other languages, scalable, scalable and free that allows a standard and measurable approach, oriented towards an object such as OO-supporting languages such as Java and C++ etc. 2-B-1.
Language characteristics: Let’s detail a little the main characteristics of Python, more precisely, the language and its two current implementations: Python is portable, not only on different Unix variants, but also on proprietary OS:
Mac OS, BeOS, NeXTStep, MS-DOS and various Windows variants. A new compiler, called JPython, is written in Java and generates Java bytecode. Python is suitable for scripts of about ten lines as well as complex projects of several tens of thousands of lines.
Python’s syntax is very simple and, combined with advanced data types (lists, dictionaries...), leads to programs that are both very compact and very readable. With equal functionality, a Python program (widely commented and presented according to standard canons) is often 3 to 5 times shorter than a C or C++ program (or even Java) equivalent, which generally represents a development time of 5 to 10 times shorter and greatly increased ease of maintenance. Python manages its resources (memory, file descriptors...) without the intervention of the programmer, by a reference counting mechanism (similar, but different, to a garbage collector).
There are no explicit pointers in Python.
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