Translation of surveys.html is not completed.

diff --git a/lang/zh_cn/help/surveys.html b/lang/zh_cn/help/surveys.html
index 939252e08ea0c7bc43e45130f2aa53879553cf93..75db456be7e1efae8b8c2c4f950553fd80fb37fa 100644 (file)
--- a/lang/zh_cn/help/surveys.html
+++ b/lang/zh_cn/help/surveys.html
@@ -1,59 +1,53 @@
-<P ALIGN=CENTER><B>Available surveys</B></P>
+<P ALIGN=CENTER><B>¿ÉÓõÄÎʾíµ÷²é</B></P>
 
-<P>Currently, Moodle only offers specific types of surveys (future versions 
-will enable you to create your own).</P>
+<P>Ä¿Ç°£¬MoodleÖ»ÌṩÌض¨µÄµ÷²éÀàÐÍ£¨ÒÔºóµÄ°æ±¾½«ÈÃÄã¿ÉÒÔ×Ô¼º´´½¨£©¡£</P>
 
-<P>The available surveys have been chosen as being particularly useful for 
-evaluating online learning environments that use a constructivist pedagogy. 
-They are useful to identify certain trends that may be happening among
-your participants.
+<P>ÎÒÃÇÑ¡ÔñʹÓõĵ÷²éÎʾíÌرðÊʺÏÓÃÓÚÆÀ¼Û¸ù¾Ý½¨¹¹Ö÷Òå½Ìѧ·¨Éè¼ÆµÄÍøÉÏѧϰ»·¾³¡£ËüÃÇ¿ÉÒÔÓÃÀ´¼ø±ðÄãµÄѧÉúÖпÉÄܳöÏÖµÄijЩÇãÏò¡£
 
-(To see a paper where these are used in a detailed analysis, see:  
-<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>)</P>
+£¨Èç¹ûÄãÒª¿´ÕâЩÎʾíÓÃÓÚÏêϸ·ÖÎöµÄÎÄÕ£¬Çë¿´£º  
+<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>£©</P>
 
 <HR>
-<P><B>COLLES - Constructivist On-Line Learning Environment Survey</B></P>
+<P><B>COLLES - ½¨¹¹Ö÷ÒåÔÚÏßѧϰ»·¾³µ÷²é£¨Constructivist On-Line Learning Environment Survey£©</B></P>
 <UL>
-  <p>The COLLES comprises an economical 24 statements grouped into six scales, 
-    each of which helps us address a key question about the quality of the on-line 
-    learning environment: </p>
+       <p>COLLESÎÊ¾í¹²24¸öÎÊÌâ·Ö6½Ú£¬Ã¿½Ú¾ùÏàÓ¦µØÈÃÎÒÃÇÁ˽â¹ØÓÚÔÚÏßѧϰ»·¾³ÖÊÁ¿µÄÒ»¸ö¹Ø¼üÎÊÌ⣺ </p>
 
 <table BORDER="0" CELLSPACING="10" CELLPADDING="10">
   <tr> 
-    <td valign=top>Relevance</td>
-    <td>How relevant is on-line learning to students' professional practices? 
+    <td valign=top>ʵÓÃÐÔRelevance</td>
+    <td>ÔÚÏßѧϰ¶ÔѧÉúµÄרҵѵÁ·ÓкÎÒâÒ壿How relevant is on-line learning to students' professional practices? 
     </td>
   </tr>
   <tr> 
-    <td valign=top>Reflection </td>
+    <td valign=top>˼ÏëÐÔReflection </td>
 
-    <td>Does on-line learning stimulate students' critical reflective thinking? 
+    <td>ÔÚÏßѧϰÊÇ·ñ¼¤·¢ÁËѧÉúµÄÅúÅÐÐÔ˼¿¼£¿Does on-line learning stimulate students' critical reflective thinking? 
     </td>
   </tr>
   <tr> 
-    <td valign=top>Interactivity </td>
-    <td>To what extent do students engage on-line in rich educative dialogue? 
+    <td valign=top>»¥¶¯ÐÔInteractivity </td>
+    <td>ѧÉúÔÚ¶à´óµÄ³Ì¶ÈÉÏÔÚÏß²ÎÓëÁ˸»ÓнÌÓýÒâÒåµÄ¶Ô»°£¿To what extent do students engage on-line in rich educative dialogue? 
     </td>
   </tr>
   <tr> 
-    <td valign=top>Tutor Support</td>
+         <td valign=top>½ÌʦµÄÖ§³ÖTutor Support</td>
 
-    <td>How well do tutors enable students to participate in on-line learning? 
+         <td>ÔÚ´ÙʹѧÉú²ÎÓëÔÚÏßѧϰÉÏ£¬½Ìʦ×öµÃºÃ²»ºÃ£¿How well do tutors enable students to participate in on-line learning? 
     </td>
   </tr>
   <tr> 
-    <td valign=top>Peer Support </td>
-    <td>Is sensitive and encouraging support provided on-line by fellow students? 
+    <td valign=top>ͬѧµÄÖ§³ÖPeer Support </td>
+    <td>ÔÚÏßѧϰµÄͬѧÊÇ·ñÉƽâÈËÒâ¶øÏ໥¹ÄÀø£¿Is sensitive and encouraging support provided on-line by fellow students? 
     </td>
   </tr>
   <tr> 
-    <td valign=top>Interpretation </td>
+    <td valign=top>½âÊ͵ÄÇåÎú³Ì¶ÈInterpretation </td>
 
-    <td>Do students and tutors make good sense of each other's on-line communications?</td>
+    <td>ѧÉúºÍÀÏʦ¶ÔÆäËûÈ˵ÄÔÚÏß½»Á÷ÊÇ·ñÀí½âÇå³þ£¿Do students and tutors make good sense of each other's on-line communications?</td>
   </tr>
 </table>
 
-  <p>Underpinning the dynamic view of learning is a new theory of knowing: social 
+<p>¶¯Ì¬Ñ§Ï°¹ÛµÄÀíÂÛ»ù´¡ÊÇÒ»ÖÖеÄѧϰÀíÂÛ£ºÉç»á½¨¹¹Ö÷Ò壬ËüÊÓѧϰÕßΪÔÚÒ»¸öÉç»áÐÔ»¥¶¯Ñ§Ï°»·¾³ÖÐ֪ʶ¸ÅÄîµÄ»ý¼«½¨¹¹Õß¡£Éç»á½¨¹¹Ö÷ÒåÊÇÒ»ÖÖÈÏʶÂÛ£¬»òÕß˵ÊÇÒ»ÖÖѧϰ·½Ê½£¬Underpinning the dynamic view of learning is a new theory of knowing: social 
     constructivism, which portrays the learner as an active conceptualiser within 
     a socially interactive learning environment. Social constructivism is an epistemology, 
     or way of knowing, in which learners collaborate reflectively to co-construct 

diff --git a/lang/zh_cn/resource.php b/lang/zh_cn/resource.php
index c7d8d88657e38a9ef99eb6f7e933c7e894ef07ac..2e9bb94a135815353ee31936f081fd2df04d2233 100755 (executable)
--- a/lang/zh_cn/resource.php
+++ b/lang/zh_cn/resource.php
@@ -12,9 +12,9 @@ $string['fulltext'] = "ȫ
 $string['htmlfragment'] = "HTMLƬ¶Î";
 $string['modulename'] = "×ÊÔ´";
 $string['modulenameplural'] = "×ÊÔ´";
-$string['neverseen'] = "û¼û¹ý";
+$string['neverseen'] = "û¿´¹ý";
 $string['note'] = "×¢Òâ";
-$string['notefile'] = "ÒªÉÏÔظü¶àÎļþµ½¿Î³ÌÖУ¨ÕâÑùËüÃǾͻá³öÏÖÓÚ¸ÃÁÐ±í£©£¬ÇëÓà \r
+$string['notefile'] = "ÒªÉÏÔظü¶àÎļþµ½¿Î³ÌÖУ¨ÕâÑùËüÃǾͻá³öÏÖÓÚ¸ÃÁÐ±í£©£¬ÇëÓà 
 <A HREF=\$a >Îļþ¹ÜÀíÆ÷</A>.";
 $string['notypechosen'] = "Äã±ØÐèÑ¡ÔñÒ»¸öÀàÐÍ¡£ÓÃä¯ÀÀÆ÷µÄºóÍË°´Å¥Í˻ز¢ÖØÊÔ¡£";
 $string['resourcetype'] = "×ÊÔ´ÀàÐÍ";

diff --git a/lang/zh_cn/survey.php b/lang/zh_cn/survey.php
index 508c0d97aa47bfc80b934d12466abb01a3c18f6f..96ba0ab8db6e7274fa322146802e7296c9f8db07 100755 (executable)
--- a/lang/zh_cn/survey.php
+++ b/lang/zh_cn/survey.php
@@ -1,5 +1,5 @@
 <?PHP // $Id$ 
-      // survey.php - created with Moodle 1.0.9 development version (2003050700)
+      // survey.php - created with Moodle 1.1 development (2003053000)
 
 
 $string['actual'] = "ʵ¼ÊµÄ";
@@ -51,9 +51,6 @@ $string['attls8short'] = "
 $string['attls9'] = "ÎÒ·¢ÏÖ×Ô¼º³£³£ºÍÎÒ¶ÁµÄÊé×÷ÕßÕùÂÛ£¬ÊÔͼ´ÓÂß¼­ÉÏÍƶÏËûÃÇΪʲô´í¡£";
 $string['attls9short'] = "Óë×÷ÕßÕùÂÛ";
 $string['attlsintro'] = "¸ÃÎʾíµÄÄ¿µÄÊÇΪÁËÁ˽âÄã¶Ô˼¿¼ºÍѧϰµÄ̬¶È¡£\r
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 $string['attlsm1'] = "¶ÔÓÚ˼¿¼ºÍѧϰµÄ̬¶È";
 $string['attlsm2'] = "Çé¾°ÐÍѧϰ";
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-$string['collesm3'] = "½»»¥ÐÔ";
-$string['collesm3short'] = "½»»¥ÐÔ";
-$string['collesm4'] = "ÀÏʦ֧³Ö";
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-$string['collesm5short'] = "ͬѧ֧³Ö";
-$string['collesm6'] = "½âÊÍÇåÎú¶È";
-$string['collesm6short'] = "½âÊÍÇåÎú¶È";
+$string['collesm3'] = "»¥¶¯ÐÔ";
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