Internet in the life of a teenager: Pros and cons

Completed by a 10th grade student. Bortsova E.

• Find out the influence of the Internet on a person.

• identify positive and negative sides computer network.

"Internet is a global computer network, which provides huge freedoms to users" - one of the official formulations.

A person "entering" the network for the first time usually has a good impression of the Internet. But is it really so? You understand it only with time. The longer you are on the Internet, the more you see in it not only pluses, but also minuses. But unfortunately, not everyone can understand and realize how the Internet fills our consciousness. And we can no longer distinguish between what is good and what is bad.

The Internet gives us many

various services such as:

earnings

Communication

Plenty of information available

BUT! With all this, there are many minuses, which are much more than pluses:

• exposure to electromagnetic radiation
• information loss stress
• dependence on the virtual world
• public availability of information
• mental disorders

internet addiction

A mental disorder in which a person has an obsessive desire for as much time as possible on the Internet, the inability to disconnect from it and return to the real world. Doctors compare it with drug and alcohol addiction.

Communicating on social networks, a teenager joins different groups, subcultures, meets dubious people. All this can turn out badly for the unstable psyche and even the life of a teenager who is easily trusted and influenced.

Another negative side of adolescent communication in social networks is the limitation of communication opportunities in the real world, they experience problems in making real acquaintances. Indeed, on the Internet, a teenager can choose any role for himself, make himself better, more beautiful, come up with his ideal self, but in life everything is not so simple, because you are who you are.

Municipal educational institution of Ufa

secondary school No. 40

with in-depth study of French

Section:Jurisprudence

Nomination:Social science

INTERNET IN THE LIFE OF HIGH SCHOOL STUDENTS:

new types of communication and social connections

RESEARCH WORK

Gizzatullina Karina

student of 11 A class, secondary school No. 40

supervisor

teacher of history and social studies, secondary school No. 40

Sinenko Svetlana Nilovna

Ufa - 2010

Introduction

1. Information possibilities of the Internet

2. Internet in modern Russian school

3. Internet addiction in high school students and its impact on behavior at home and at school

Conclusion

Bibliography

Appendix

Introduction

Of course, the Internet and the school are phenomena of different nature. The Internet is decentralized, dynamic, denationalized, at the same time individualistic and communicative. School education is centralized and hierarchical, conservative and static, it is basically nationalized. That is, in terms of their qualitative characteristics, traditional school education and the Internet are, as it were, on different planes.

Theoretically, the school should be one of the centers of progress in society, and teachers should lead the children, setting an example for them. Unfortunately, the reality is not like that. More than a hundred years ago, having studied the work of schools in Russia, Germany, Switzerland and France, Leo Tolstoy wrote: “The educational influence modern school quite insignificant. Wherever people are sharp-witted and educated, they draw it not from school, but from life, from family life, in cafes and theaters, on marinas and museums, in workshops and bookstores.

The experience of other countries is very important for us. Indeed, throughout the developed world, connecting schools to the network is a task of the state scale. The use of computer technology, the latest means of information delivery, global networks is an absolutely objective trend in education not only in our country, but also in the world. Apparently, this will become the main core of education in the XXI century. (4, 123) .

The Internet is not an end in itself, it can be made into a powerful educational tool that can change the face of the school. Both a prestigious city gymnasium and a school in the countryside should have equal access to information. In this regard, the topic "Internet in the life of high school students" seems to be urgent and rather acute. A huge number of issues have accumulated that require immediate solutions. The problem of using the network at school is very voluminous, this essay does not claim to be complete, our task is to outline the main issues and trends.

1. Information possibilities of the Internet

In the global network, of course, you can "get lost" and wander through its endless labyrinths. But, acting competently, you can get the richest "catch" of the materials necessary for the work, up to electronic textbooks.

What attracts teachers, teachers, students and schoolchildren among the possibilities of the Internet? Here are the most common answers to this question:

Internet servers provide information and documents that are difficult to find elsewhere;

The network provides access to major libraries and their catalogues;

Using the Internet, it is possible to rewrite computer programs necessary for work;

You can access a variety of video and audio content, etc.

The gulf between school and the Internet is bridgeable. And overcoming it is incredibly fast. In 1984, that is, 26 years ago, there were about 1,000 computers connected to the Internet in the world. Today, the number of users is in the millions. (2, 78) .

The most important, after receiving information, function of the Internet is e-mail, or e-mail. Opportunities Email widely used by most teachers and schoolchildren. This type of connection allows users to send files and reply to emails. E-mail makes it possible for educators from remote areas of the country not to depend on distances and to receive the necessary information relatively quickly.

By e-mail, you can subscribe and receive the latest news on any topic. Newsgroups are an open exchange of information and each user can read or post their message on the bulletin board. Among them you can find headings that are of interest to educators - devoted to the teaching of mathematics, natural sciences, etc., home schooling, various levels of education (7, 129) . The only downside to the news is that it is always in English, and most of the teaching staff, sadly, do not speak it.

Another function of the Internet is the opportunity to take part in discussion groups (conferences), which are separate mailing lists devoted to topics of interest to which unites users living in different countries ah world. To join a discussion group, the user must send a short email to a special address for subscribers. Discussion group materials can become a source of up-to-date information about educational problems, the latest educational technologies, and news from the world of education for participants. With their help, you can conduct a dialogue with colleagues around the world. Users who are not members of the conference can simply follow the exchange of information on the pages of discussion groups.

2. Internet in modern Russian school

Foreign data is interesting, but what is happening in our country, how and where are the Internet opportunities being used now? Researchers of the issue say that there is a certain "gentleman's set" of possible use of the Internet at school, it can be summarized in the following 10 points:

1. Use of email.

2. Search the network for the necessary information.

3. Create your own school web pages.

5. Exchange of thematically organized experiences and ideas (for example, for teachers of physics, history or for school principals, etc.).

6. Search for answers to typical questions.

7. Mutual consultation on software, etc.

8. Organization of conferences on the network.

9. Obtaining ("downloading") small tutorials in various subjects.

10. Joint projects of schoolchildren (and teachers) different schools, including different countries, on different topics (3, 36) .

Currently, most students have already mastered the Internet. At the same time, most of the teaching staff in schools are people of the older generation who grew up and were brought up in a different culture, almost in another country. Therefore, it is impossible not to take into account the personality of the teacher in the process of "Internetization". The lack of computer skills is also of great importance. Lack of consideration of the personality of the teacher in the process of translating everything new into real life leads to zero results. Some experts talk about the psychological barrier as one of the main problems for teachers: many, especially with age, are afraid of the computer and cannot cope with it for a long time (7, 160) .

Internet resources for educational purposes, created for students and teachers or students and teachers, together make up the educational information space new school, which is no longer controlled from above, but becomes a self-developing system in which each teacher pursues his own line of independent development, coordinating it with the activities of other colleagues. Today there are several examples of the organization of such systems. So, in the gymnasium No. 1567 in Moscow, an educational Internet space of the school was created, the infrastructure of which includes the offices of the director of the gymnasium, a teacher's room, a library, two computer science classrooms, three physics classrooms, chemistry, electronics, typing, geography, biology, mathematics, Russian and English.

From the 5th grade, students are involved in academic work in school subjects, actively using the information resources of this space, working as researchers, experimental scientists in biology, chemistry, physics, astronomy, and in the humanities. One of the results of this school-wide work is the creation of an electronic online encyclopedia, which is prepared by students and teachers. (4, 37) . The school server of the gymnasium, which ensures the development of the school-wide information space, operates around the clock, which allows students and teachers to work in the school information space from any classroom or from home with a computer.

3. Internet addiction in high school students

1. self-determination high school students// Pedagogy. – 2002. ... culture communication. "Tree life" TO...

2. socially-pedagogical work as a direction of activity with difficult teenagers on the basis of villages (2)

   Diploma work >> Sociology

   Traveling on " Internet" or play... high school student his life and yourself. 1.2 Theoretical basis socially- ... types practical and mental activity. home new... companies ( socially negative) connected with fun and communication, but...

3. socially-pedagogical activity to adapt older teenagers to the conditions of the lyceum

   Abstract >> Pedagogy

   ... new conditions life. Distinguish between psychological, biological, socially- psychological, social. Social adaptation as one of species... (Questionnaire V. S. Yurkevich) 1. Connected whether interests high school student(in studies and in extracurricular activities ...

Belonogova Natalya Ivanovna, teacher of the Russian language and literature of the State educational institution middle vocational education"Nizhnekamsk Industrial College", Nizhnekamsk, Republic of Tatarstan.

Internet in the life of a teenager.

Annotation. The article is devoted to the issues of a new phenomenon of social reality - computer networks. The author of the article writes about a new type of psychological disorder among young people - Internet addiction. Recommendations are also given to parents on the prevention of Internet addiction in adolescents.

Key words: Internet, prevention of Internet addiction, safe behavior of a teenager on the Web.

Many children get acquainted with the Internet at school, learn very quickly and become more active.

users than educators and parents accumulate user experience much faster than adults. At the same time, the lack of knowledge of adolescents about safe behavior online. To teach them how to work safely on the Internet, parents and teachers should know what is happening in the virtual world of children, how important the Internet is in their lives. Every year, the Russian Internet community

users are getting younger. According to statistics, in Russia, on average, only a third of adult Internet users, while among schoolchildren, there are almost 90% of them. This is due to the emergence of network portals Odnoklassniki, Vkontakte, Facebook. The Internet provides children and adolescents with great opportunities, and learning and flexibility allow them to get used to the Internet much faster than adults and feel at home there. . On and with the help of the Web, students acquire knowledge and social skills that will help them become successful citizens of the digital society in the near future.

In the information society, the prospect of development is associated primarily with the consumption of information. Today, the Internet is turning into one of its main sources not only for adults, but also for children. For Russian teenagers, the Internet, compared with books, television, and magazines, is becoming the main source of information, competing with teachers and friends, and partially replacing parents.

A teenager tends to rather enjoy the Internet, enjoy it, rather than analyze and critically comprehend the information received. More than half of Russian schoolchildren consider the Internet a free space where everyone can do what they want. This is also a very attractive moment for teenagers, increasing their user activity. After all, one of the most pressing needs at this age is the need for autonomy and independence. Most parents do not forbid their children to freely use the Internet and do not limit them in time. Schoolchildren actively use the possibilities of the Internet for communication: they keep online diaries, communicate with friends via Skype, use e-mail, communicate in chats and various social networks. A significant part of the time that Russian schoolchildren spend on the Web, they devote to searching for audio and video recordings. Many indicated that they often listen to audio and watch videos, participate in various promotions and voting, play online games, and also browse sites that their parents do not allow them to visit.2

Less active than parents and teachers might think, students are considering the Web as a source of information for their studies. Defining the Internet as one of the main sources of information, some teenagers are aware that on the Web you can also meet with negative, aggressive, harmful information. However, not all adolescents are aware of the harmfulness of some information. Acquaintance with the unknown and unusual almost always causes uncertainty and fear. BUT global network not only captivates, but also amazes anyone with its colossal possibilities. Therefore, in the early stages of mastering the Internet, sensitivity to its possible risks and threats above. Some Russian teenagers get acquainted with the Internet in schools under the supervision of adults. School computers are often equipped with filters that, despite their shortcomings, still block a certain part of the negative material.

The biggest threat, according to European researchers, is the extortion and dissemination of personal information on the Web.

The clash with the pornographic convention in Europe and in Moscow is in second place among Internet threats. According to our data, in the regions of Russia, high school students are more likely to encounter extremist and violent content. Although every second teenager faces all the threats of the Web, not all children know what to do in such situations. They usually turn to peers for help or use trial and error to develop their strategies for coping with threats. Moreover, they may not consider some situations as dangerous, which only increases the risk. It is adults who can teach children how to work safely on the Internet, and a special role is given to teachers by parents. Therefore, it is so important that parents, realizing the importance of the Internet in the development of schoolchildren, can themselves correspond to the new social situation and teach children not only the effective, but also the safe use of the capabilities of the global network. problems on the Internet. At the beginning of 2010, the first service to help children and adults who faced danger on the Internet appeared in Russia, the Help Line "Children Online". The Help Line is staffed by professional psychologists who provide psychological assistance to children who face threats when using the Internet or mobile communications, and provide information support to parents, teachers and educators who are concerned about the safety of children on the Internet. Scientific and methodological support is provided by the Faculty of Psychology of Moscow State University. M.V. Lomonosov, Federal Institute for the Development of Education of the Ministry of Education and Science of the Russian Federation. Children at an early age begin to use the Internet at school and at home. However, those under the age of ten usually do not have the critical thinking skills needed to surf the Internet on their own. Therefore, whenever children go online, parents need to sit next to them and make sure that they visit only "verified" sites.

Tips for Parents 1. Go online with your kids. 2. Teach your kids to trust their intuition. If something bothers them on the Internet, let them tell you about it. 3. Chats, instant messaging programs, online games require a login name. Help your child choose one and make sure it does not contain any personal information. Insist that children never give out their address, phone number, or other personal information, such as where they go to school or where they like to go for a walk. Good manners rules apply 3

everywhere even in the virtual world. 5. Explain that illegal copying of someone else's work of music, computer games and other programs is theft. Tell your children that it's dangerous to meet friends on the Internet; these people may not be who they say they are. Explain that not all information found on the Web is true. Teach your children to ask you for advice when they are not sure about something. 6. Monitor children's online activities with modern programs. They will help filter out harmful content and find out what sites the child visits. Excessive Internet use distracts children from doing homework, playing sports, sleeping, and communicating with peers. And for shy teens, the Net isolates even more. Parents and teachers often don't realize this problem until it becomes too serious.

Internet Prevention Tips for Parents

child addiction

Watch for symptoms online

dependencies. Ask yourself: Does time spent online affect your child's school performance, health, and relationships with family and friends? Find out how much time your child spends online. Get help. If your child has serious signs of Internet addiction, consult with a teacher. Obsessive Internet use can be a symptom of other problems, such as depression, irritability, or low self-esteem. Don't ban the Internet. For most children, it is an important part of their social life. Instead, set intra-family rules for internet use. They can prescribe the amount of time that the child spends daily on the Internet; ban on entering the Network until the execution homework; restrictions on visiting chat rooms or viewing "adult" content. Keep your computer in open space. Set up a computer in the common room of your apartment, not in your child's bedroom. Help your child participate in social interactions offline. If your child is shy and awkward with peers, why not consider special coaching? Encourage your child to participate in activities that bring together children with the same interests, such as modeling ships or a literature club. Suggest alternatives. If you think your kids are only interested in online entertainment, try offering them a non-virtual version of one of their favorite games. For example, if a child enjoys role playing on the subject of fantasy, advise him to read books on relevant topics. There are ways to track which Internet pages your child is interested in. Modern browsers usually keep a log of the last visited sites. Browsers also create temporary copies of pages, known as cache files. There are filtering tools that cut off access to prohibited sites. But these programs often fail to filter out unwanted material. In addition, they can block really useful information necessary for children, for example, to perform homework. And children who are familiar with the computer know how to turn off such filters. A much more effective way is to create clear rules for using the Internet and communicate frankly with children. Using chat rooms, e-mail and instant messaging systems, children are at risk of coming into contact with intruders. The anonymity of communication on the Internet contributes to the rapid emergence of trusting and friendly 4

relations. Criminals use this advantage to establish contacts with inexperienced young people.

What actions are taken by Internet criminals?

Solving their problems, teenagers often turn to forums and conferences for support and help, where both decent people and intruders can be registered. The latter try to gain the trust of their potential victim with attention, care, kindness and even gifts, often spending considerable time, money and energy on these efforts. Usually they are well aware of musical innovations and modern hobbies of children. They listen to teenagers and sympathize with them. But gradually, the perpetrators introduce a sexual connotation or display explicitly erotic content in an attempt to weaken the moral inhibitions that hold young people back. Some perpetrators immediately start sexual conversations. Such a direct approach may involve drastic action or covert pursuit of the victim. Criminals may also consider meeting children in real life.

Which young people are at risk?

Adolescents seek to explore their sexuality, escape from parental control, and start new relationships outside the family. They are more exposed to danger than others, even if they are not fully aware of the possible consequences.

The most vulnerable to intruders are: newcomers to the Internet;

Unfamiliar with network etiquette Unfriendly users Seeking to try new thrills Actively seeking attention and affection Rebels Lonely or abandoned Curious People Having problems with sexual orientation  those who can be easily fooled by adults;  those who are attracted to a subculture that goes beyond the understanding of their parents.

Educate your children about the existence of intruders and the potential dangers of the Internet. Young children should not use chat rooms. Only when your child is older should you be allowed to chat where there is message control (or, in computer parlance, "moderation"). If your children use chat rooms, you should know what kind and with whom they are talking there. Visit the chat in person to check what topics are being discussed. Teach your kids to never leave a group chat. Many sites have "private rooms" where users can have private conversations with administrators unable to read those conversations. Such "rooms" are often referred to as "private". A computer connected to the Internet must be in a common room; never install it in a child's bedroom. It is much more difficult for a criminal to start a relationship if you have a good view of the computer screen. But sit next to the kid when 5

it is on the web, it is necessary in any case. While the children are young, it is better for them to use the family's shared email address, rather than their own. Explain to the children that they should never reply to instant messages or e-mails from strangers. If children use computers in places out of your control, a public library, school, or friends' homes, find out which protective equipment are used there. If, despite all the precautions, your children met an intruder on the Internet, do not blame them. Full responsibility lies with the offender. Take decisive action to stop the child from further contact with this person.

How to reduce the risk of becoming a victim of persecution?

Children can take the following precautions: never download images from an unknown source; use email filters; immediately report to adults about all cases on the Internet that caused embarrassment or fear; Use a gender-neutral screen name that does not contain sexual innuendo or give away any personal information; never disclose information about yourself (including age and gender) or family to anyone on the Internet; never fill out personal profiles on the Web; stop any contact by e-mail, instant messaging or chat rooms if anyone starts asking questions of a personal nature or contains sexual innuendo.

How do you know if your child is a potential target of a criminal?

The following signs may mean that your child has been noticed by an attacker: Your child spends a lot of time on the Internet. Most of the children targeted by Internet criminals spend a lot of time on the Web, especially in chat rooms; sometimes they close the door to their room and hide what they do while working on the computer. Pornographic materials have appeared on the family computer. Criminals often use explicit content; as a pretext to initiate sexual discussions, criminals may supply children with photographs, links to relevant websites, and send erotic messages. In order to instill in a child the idea of ​​the naturalness of sexual relations between adults and children, criminals may use photographs of child pornography. You should be aware that your child may hide pornographic files on discs, especially if other family members also use the computer. which you are not familiar with. After establishing contact with a child on the Internet, some attackers may try to involve children in "phone sex" or try to meet in real life. If the children do not dare to give a phone number, the Internet maniac can tell them his. Do not allow your child to meet a stranger in person without your supervision. Your child receives letters, gifts, or packages from a person you do not know. Typically, stalkers send letters, photographs, and gifts to their potential victims. Sexy perverts even send plane tickets to seduce 6

child's face-to-face meeting. Your child shuns family and friends and quickly turns off the computer monitor or switches to another "window" if an adult enters the room. Internet criminals diligently drive a wedge between children and their families and often exaggerate small annoyances in a child's relationships with loved ones. Children who are sexually harassed become withdrawn and depressed.

What to do if your child has become a potential victim of an Internet criminal?

 Check the computer for pornographic files or any evidence of sexual contact. law enforcement. All information must be saved, including email addresses, website addresses, and chat addresses.

Children's addiction to computer games

Almost every family has a computer or a game console, and there are often stories about how children and teenagers sit at monitors for hours, forgetting about everything in the world. Parents and educators cannot understand how it is possible to devote so much time to hunting monsters, shooting games, racing and other nonsense. Indeed, from the outside it is sometimes impossible to understand why computer games are so attractive to young people. Let's try to figure it out. Fans of computer games are called "computer fans" or "gamers" (from the English "game" game). Passion computer games it is a kind of psychological process of "chain reaction". Having completed one game in the genre that he liked more than others, the teenager is looking for new games of the same genre, made in an identical style and not inferior in psychological stress. And then there is a desire to go through all the games of this type, of which there are a huge number on the market at the moment. At the same time, the expected result fades into the background in the mind of a person, and the attention is completely occupied by an easily and entertaining process, since the events in computer games are not repeated, they are dynamic, and the action itself is continuous. Now more and more popular are networked computer games, in which the number of players is often unlimited. And if the usual "shooter" or "walker" has limit quantity options for the development of the plot, then in large numbers participants of living people, the game interaction becomes endless. So, in a computer game, the process is attractive. Some parents, and even teachers, expect the child to pass the next level or score the desired number of points and stop there, but this opinion is fundamentally erroneous. Teenagers get used to a realistic computer game so much that it becomes much more interesting for them "there" than in real life. This is how avid gamers describe their activity: “There is something intoxicating about the fact that an entire system can be launched thanks to an order given by me, these feelings are similar to the feeling of power and competence.” A computer game causes intense positive emotions and is of value to the experiencer. Due to this, the activity becomes intrinsically motivated. A similar state is also experienced by those who are fond of staying on the Internet. But, despite the positive emotions bestowed, gambling addiction leads to personality degradation, decomposition social status, loss of own "I", 7

deterioration of the psychological state, agitation, the emergence of aggression, isolation, distrust. Also, many teachers, psychologists express concern that games with elements of violence bring up aggressiveness. Adolescents "get hooked" on computer games for the following reasons: specific;there is a fast Feedback, effectiveness; "incomplete action" does not allow the player to forget about the game; there is a neurotic "escape" mechanism that realizes the player's desire to forget about reality for a while (problems, build relationships with the opposite sex);  there is a feeling of having own world, in which there is no access to anyone except the teenager himself. The game becomes a process of creating and constructing the life of various creatures, tribes, settlements and entire cities, and this helps to fall into a state of self-forgetfulness. A person can actively influence the events taking place in this world, choose a course of action, make any (within the framework of the game) decisions with complete absence of responsibility;  there is an opportunity to correct any mistake through repeated attempts;  the game is not just a pastime, it is a mechanism for self-realization.

The main symptoms of gambling

1. Complete unwillingness of a teenager to be distracted from work or play on the computer. 2. Annoyance when forced to distract from the process. software, including games. 5. Complete forgetting while playing on the computer about household chores, studies, plans, meetings. 6. Neglect of one’s own health, hygiene and sleep in favor of more time at the computer. 7. Abuse of coffee and other psychostimulants (energy drinks). 8. Willingness to be satisfied with irregular, random and monotonous food without looking up from the computer. 9. Feeling of emotional uplift while working on the computer. little knowledgeable people in this area, a complete lack of interest in other topics. Computer games have a negative impact on the health of children. Factors harmful to mental health: A person immersed in virtual reality loses his bearings in the outside world. work, enter into social contacts, start a family.Feeling of a sense of imaginary superiority over others.Impoverishment of the emotional sphere.Loss of the meaning of life and normal human values.

Ways to solve the problem

To resist the appeal of computer games is very difficult and probably not necessary. But it is necessary to trace how and what exactly a teenager plays. A reasonable and balanced analysis of the child's play preferences and habits will help to make interesting discoveries about his inner world and also to understand what are his difficulties in the outer world. Parents, educators and psychologists have to deal not with computer games at all, but with the child's inability to manage their own free time. A teenager needs to be taught to control his time, emotions and feelings. Children are encouraged to spend no more than 23 hours a day on the computer and play less. It is better to learn something in a playful way. Sanitary rules determine that the duration of continuous work of an adult PC user should not exceed 2 hours, a child 1020 minutes, depending on age. The only currently proven way to prevent a teenager from becoming dependent on virtual games is to involve him in processes that are not related to computers ; show a growing person that there are a lot of interesting entertainments (skiing, reading books, poetry, amateur performances, games on musical instruments, dancing, picking mushrooms, hiking, football, etc.), which not only allow you to experience the thrill, but also train the body and normalize the psychological state. Thus, the relevance of studying the psychological consequences of Internet addiction in adolescence is determined, firstly, by the constant an increase in the number of teenagers and young people as Internet users; secondly, by the fact that excessive addiction to the Internet has a destructive effect on a young person, causes a negative impact on his psyche; thirdly, the lack of in-depth research in this area, due to the relative novelty of the phenomenon of Internet addiction, which has not been practically considered until now. References: 1. Kimberly J. Diagnosis of Internet addiction // Psychology, 2010 No. 5.

BelonogovaNatalya,teacher of Russianlanguage and literatureof the educationalinstitutions of secondaryeducation "Nizhnekamsk industrial college", Nizhnekamsk, [email protected]"The Internetin thelife of a teenager."Abstract.The article deals withthe newphenomenon of socialreality a computer network.The authorwrites abouta new formof psychological distressamong young people

the Internet dependence.As well as theguidance for parentsto preventInternet dependingteenagers.Key words:Internet, preventing internet based, safe teenbehavioron the web.

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The complexity of using a dll created with Borland C++ Builder (hereinafter referred to as BCB) in projects developed in Microsoft environments is due to three main problems. First, Borland and Microsoft have different naming conventions for functions in dlls. Depending on how the exported function is declared, its name may be padded with certain characters by the compiler. For example, when using a calling convention such as __cdecl, BCB adds an underscore before the function name. Visual C++ (hereinafter referred to as VC), in turn, when exporting a function as __stdcall, will add to its name, in addition to the underscore, also information about the argument list (the @ symbol plus the size of the argument list in bytes).

Table 1 shows possible naming options for the exported function MyFunction declared as follows:

Table 1. Function names depending on the calling convention and compiler.

Second, the object binaries (.obj and .lib) generated by BCB are not compatible with VC object files, and therefore cannot be linked to a VC project. This means that if you want to use implicit linking with a dll, you must somehow create a .lib file (import library) in the format that Microsoft adheres to.

Thirdly, classes and function-methods of classes exported from BCB dll cannot be used in a VC project. The reason for this lies in the fact that compilers mangle the names of both regular functions and class method functions (do not confuse with different naming conventions). The distortion is introduced to support polymorphism, that is, to distinguish between functions with the same name, but different sets of parameters passed to them. If for ordinary functions distortion can be avoided by using the extern "C" directive before defining the function (but at the same time, firstly, the first problem comes to the fore - different naming conventions for functions in dll, and secondly, from two or more functions with the same name, the directive extern "C" can be used only for one of them, otherwise errors will occur during compilation), then for the function-methods of the class, name distortion is inevitable. The Borland and Microsoft compilers, you guessed it, use different corruption schemes. As a result, VC applications simply do not see the classes and class methods exported by libraries compiled to BCB.

These three issues make it difficult to use the BCB dll from applications built on VC, but it's still possible. The following are three ways to create a VC compatible dll and then successfully use that dll.

Algorithms for creating a VC-compatible dll and its use

Two of the algorithms described in this section use implicit dll linking, one uses explicit dll loading. Let's first describe the easiest way - using the BCB dll from the VC project by explicitly loading it during program execution.

Algorithm with explicit dll loading

Applying this technique, we don't have to create VC compatible import libraries (.lib). Instead, a series of actions will be added to load and unload the dll in the application that uses it.

Let's create a BCB dll (New -> DLL Wizard -> C++ -> Use VCL -> OK) that exports only two functions for simplicity. One of the functions will calculate the sum of two numbers and will not use VCL classes, while the other will create a window and display the elements of the array passed as one of the arguments to the TStringGrid VCL component.

Listing 1 - Borland C++ Builder 5 compiler

The __declspec keyword with the dllexport attribute marks the function as exportable, the function name is added to the dll's export table. The export table of any PE file (.exe or .dll) consists of three arrays: an array of function names (more precisely, an array of pointers to strings containing function names), an array of function sequence numbers, and an array of relative virtual addresses (RVA) of functions. The array of function names is sorted in alphabetical order; it corresponds to the array of ordinal numbers of functions. The ordinal number after some transformations turns into an element index from an array of relative virtual addresses of functions. When exporting a function by name, the following sequence of actions takes place: famous name of the function, its index in the array of function names is determined, then the index number of the function is determined from the array of ordinal numbers, then from the ordinal number, taking into account the base ordinal number of function exports for this PE file, the index is calculated, by which the desired is extracted from the array of addresses RVA functions. In addition to exporting by name, it is possible to export functions by their serial numbers (ordinal). In this case, the sequence of actions for obtaining the index of an element from an array of relative virtual addresses is reduced only to converting the ordinal number of the function. To export functions by number, a .def file with an EXPORTS section is used, where a serial number will be assigned to each function. At the same time, in the text of the dll itself, functions are not marked as exportable. You can read more about the export table in the article at #"7248.files/image002.gif">ImplicitLinkingAliases.def

Thus, alias functions are added to the dll export table, the names of which correspond to the functions declared in the header file of our library. For full compliance (although this may not be done), we will remove from ImplicitLinking_cdecl.def mentions of all functions that are extraneous for the client application, since the header file contains declarations of only two functions. As a result, we get a .def file ready for generating an object .lib file from it:

ImplicitLinking_cdecl.def

Using the lib.exe utility, we will create the .lib file necessary for implicit linking in the COFF format, for this we will type in the command line

The resulting .lib file will be added to the VC client project (Project -> Add To Project -> Files…).

Now let's look at a way to achieve the same function names in the header and object (.lib) files using the #define directive. Let's rewrite the header file of our BCB library as follows

Listing 4 - Borland C++ Builder 5 compiler

ImplicitLinking_cdecl.h

When compiling a client VC application in the dll header file (ImplicitLinking_cdecl.h) connected to the project, an underscore character is added to the name of each function using the #define directives (the _MSC_VER macro is defined by the VC compiler by default). Since __cdecl functions are exported from BCB dll in the same way, that is, with the addition of an underscore, the names of the exported and declared functions correspond. #define macros extend their influence to the entire subsequent application code, which allows the program text to use its original name when calling an imported function, which will be supplemented with the necessary magic underscore during compilation. Thus, we follow the lead of Borland and in the client application covertly use the names changed by the BCB compiler to call functions from our dll. It is the need to use changed names (albeit not openly thanks to the define-trick), in my opinion, that is a significant drawback of this method, since, for example, if you want to explicitly (see the section “Algorithm with explicit dll loading”), you will have to use dll handle changed function names. Without further developing this topic, I will say that if the BCB dll is created with the clear intention of using it in VC applications, then it is better to add a library .def file to the project with user-friendly function alias names.

The advantages of this method (define trick) include its simplicity and, no matter how it contradicts what was said in the previous paragraph, there is no need to add function aliases to the dll export table. Despite all the convenience of using aliases, the export table (and hence the dll itself) increases in size. And the creation of a .def-file of aliases with a large number of functions does not add pleasant emotions.

After compiling the dll using impdef.exe, we get an export .def file, from which we create an object .lib file using the lib.exe utility and add it to the client VC project.

The listing of the client application, the code of which in this case does not depend on the method of solving the problem of mismatch of function names in the header and object files of the library, is presented below. As in the previous section, this is a dialog box with two buttons. The code of interest to us is concentrated in the event handlers for pressing the dialog buttons.

Listing 5 - Visual C++ 6.0 compiler

UsingImplicitLinking_cdeclDlg.cpp

The main advantage of implicit dll loading is the implicit use of the dll by the client application. In other words, the application, when calling functions, does not suspect that they may be somewhere in an external module. The result is a simplification of the program code. The disadvantages include the fact that the dll is in memory during the entire operation of the program that implicitly uses it. The dll is loaded when the application is loaded - the PE file loader, looking through each entry in the application import table, loads the corresponding dll for this entry. Therefore, if there are many libraries used, the loading of the main program may be delayed. In the absence of an implicitly used dll, the application will not start at all.

The final algorithm with implicit binding for exporting (importing) __cdecl functions consists of the following sequence of actions (see also Demo project):

1. Declare exported functions as __cdecl.

2. Place function declarations in the extern "C" block, while not exporting classes and member functions of classes.

3. Insert into the header file for the possibility of its further use on the client side:

and add the macro _DECLARATOR_ to the declaration of each function, for example,

If the #define trick was used, then step 7 will need to be skipped.

5. Compile BCB dll.

6. Using impdef.exe, create a .def file with the names of the exported functions.

7. If aliases were used in step 4, remove unused function names from the export .def file, leaving only aliases.

8. Create a client VC project.

9. Using the lib.exe utility, create an object .lib file of the COFF format from the .def file of the library export and add it to the client VC application.

10. Copy BCB dll and its header file to the folder with the client VC project.

11. Connect the dll header file in the client application.

12. Call the necessary functions in the body of the program, without thinking about the fact that they are located in an external dll.

Implicit-binding algorithm for exporting (importing) __stdcall functions

As mentioned above, the lib.exe utility can only create an import library from an export .def file, and lib.exe does not interact with the dll itself in any way. However, the .def file does not contain any information regarding the calling conventions that the exported functions adhere to. Therefore, lib.exe, working exclusively with a .def file, will not be able to catch that it is dealing with __stdcall functions, and, as a result, will not be able to display functions in a .lib file according to the Microsoft naming convention for __stdcall- functions. Thus, taking into account from the previous section that lib.exe generates a fully functional .lib file for __cdecl functions, we come to the following conclusion: the lib.exe utility is not able to generate import libraries for dlls that export __stdcall functions. For people who wished or were forced (and after reading this section, I think only forced) to use the BCB dll with __stdcall functions in VC, this section is dedicated.

The BCB dll source code is the same as in the previous section (see Listing 3), only the __cdecl keyword must be replaced everywhere with the __stdcall keyword.

It is known that when creating a VC dll along with it, the environment generates a .lib file (import library), which, of course, is presented in the COFF format we need, and in which __stdcall functions will be displayed correctly. Therefore, let's create (File -> New... -> Win32 Dynamic-Link Library -> OK -> An empty DLL project -> Finish) a dummy VC dll that will export the same set of functions as the BCB dll. The implementation of functions in a false dll is absolutely not important, only their names are important. In addition to the same names of the exported functions, the names of the decoy and source libraries must match, because .lib files contain the names of dlls. You can use the BCBdll sources by copying the .h- and .cpp-files into the directory of the fake dll, then adding them to the project (Project -> Add To Project -> Files...) and deleting the bodies of all functions. If the function returns a value, then we leave the return statement and return anything according to the type (it can be 0, NULL, etc.). Since the function bodies will be empty, most of the #include directives with included header files can also be removed. As a result, according to our example, we get the following false dll code:

Listing 6 - Visual C++ 6.0 compiler

ImplicitLinking_stdcallDummy.h

ImplicitLinking_stdcallDummy.cpp

The line with the name of the library (LIBRARY) in the .def file is optional, but if it is, then the name specified in it must exactly match the names of the mock and the original dll. We add a .def file to the VC project, recompile it and get a false dll and the import library we need, containing the correct description of the exported __stdcall functions. The .lib file inherited from the mock dll should be added (linked) to any VC project that is going to use our original BCB dll.

An example of a VC application that imports __stdcall functions is the same as in the previous section (see Listing 5). Don't forget to include (#include) the required BCB dll header file in the example and add the required import library to the project.

Implicit linking algorithm for exporting (importing) __stdcall functions (see also Demo Project, ImplicitLinkingDll_stdcall.zip):

Declare exported functions as __stdcall.

Place function declarations in an extern "C" block. Do not export classes and member functions of classes.

Compile BCB dll.

Since it is not possible to create a valid import library using the lib.exe utility, a mock VC dll is created that contains the same set of functions as the original BCB dll.

Check the identity of the names of the false dll and the original dll, the names must match.

If the source texts of BCB dll are used for the false library, then delete the function bodies, if not used, then create empty functions with the same names and signatures as in the original dll.

To prevent function names from being changed during export, add a mock library .def file to the VC project with an EXPORTS section that simply lists the original names of all exported functions.

Compile a fake dll and get the necessary .lib file with the correct display of __stdcall functions.

Create a client VC project and add the resulting .lib file to it.

Copy the BCB dll and its header file to the folder with the client VC project.

Connect the header file in the client application.

Call the necessary functions in the program text, without thinking about the fact that they are located in an external dll.

As you can see, ensuring successful interaction between the BCB dll and the client VC application is not a trivial task. However, such interaction becomes necessary in cases where the use of VCL and C ++ Builder in the development of individual parts of the application is more preferable (for example, due to time costs). Using the algorithms described in the article, you will be able to create and successfully use BCB dll from a VC project.

Bibliography

For the preparation of this work, materials from the site were used.