From 0df57af8a358662fdf2996d674eab1e570a170f9 Mon Sep 17 00:00:00 2001
From: coolbit <coolbit>
Date: Sun, 8 Jun 2003 01:31:21 +0000
Subject: [PATCH] Translation of surveys.html is not completed.

---
 lang/zh_cn/help/surveys.html | 46 ++++++++++++--------------
 lang/zh_cn/resource.php      |  4 +--
 lang/zh_cn/survey.php        | 63 +++++++-----------------------------
 3 files changed, 34 insertions(+), 79 deletions(-)

diff --git a/lang/zh_cn/help/surveys.html b/lang/zh_cn/help/surveys.html
index 939252e08e..75db456be7 100644
--- 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 c7d8d88657..2e9bb94a13 100755
--- a/lang/zh_cn/resource.php
+++ b/lang/zh_cn/resource.php
@@ -12,9 +12,9 @@ $string['fulltext'] = "È«
 $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 
+$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 508c0d97aa..96ba0ab8db 100755
--- 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¡£
-
-
-
 ÕâÀïûÓС®ÕýÈ·¡¯»ò¡®´íÎ󡯵Ĵ𰸣»ÎÒÃÇÖ»¶ÔÄãµÄ¹Ûµã¸ÐÐËȤ¡£ÇëÏàÐÅÎÒÃǶÔÄãµÄ»Ø´ð±£³Ö¸ß¶È»úÃÜ£¬Ò²²»±Øµ£ÐÄÓ°Ïì¶ÔÄãµÄÆÀ·Ö¡£";
 $string['attlsm1'] = "¶ÔÓÚ˼¿¼ºÍѧϰµÄ̬¶È";
 $string['attlsm2'] = "Çé¾°ÐÍѧϰ";
@@ -118,72 +115,36 @@ $string['colles8short'] = "
 $string['colles9'] = "ÎÒÏòÆäËûͬѧ½âÊÍ×Ô¼ºµÄ¹Ûµã¡£";
 $string['colles9short'] = "½âÊÍ×Ô¼ºµÄ¹Ûµã";
 $string['collesaintro'] = "¸ÃÎʾíµ÷²éµÄÄ¿µÄÊÇΪÁËÁ˽âÕâ¸öÔÚÏßµ¥Ôª¶Ô´Ù½øÄãµÄѧϰÓжà´óµÄ×÷Óá£
-
-
-
 ÒÔÏÂ24¸öÎÊÌâÎʵÄÊÇÄãÔڴ˵¥ÔªÖеÄÌå»á¡£
-
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-
-
-
 ·Ç³£¸Ðл£¡";
-$string['collesaname'] = "½¨¹¹Ö÷ÒåÍøÉÏѧϰ»·¾³Îʾíµ÷²é£¨Êµ¼ÊµÄ£©";
+$string['collesaname'] = "½¨¹¹Ö÷ÒåÔÚÏßѧϰ»·¾³Îʾíµ÷²é£¨Êµ¼ÊµÄ£©";
 $string['collesapintro'] = "¸ÃÎʾíµ÷²éµÄÄ¿µÄÊÇΪÁËÁ˽âÕâ¸öÔÚÏßµ¥Ôª¶Ô´Ù½øÄãµÄѧϰÓжà´óµÄ×÷Óᣠ
-
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-
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-
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-
-
-
 ·Ç³£¸Ðл£¡";
-$string['collesapname'] = "½¨¹¹Ö÷ÒåÍøÉÏѧϰ»·¾³Îʾíµ÷²é£¨Ï£ÍûµÄºÍʵ¼ÊµÄ£©";
+$string['collesapname'] = "½¨¹¹Ö÷ÒåÔÚÏßѧϰ»·¾³Îʾíµ÷²é£¨Ï£ÍûµÄºÍʵ¼ÊµÄ£©";
 $string['collesm1'] = "ʵÓÃÐÔ";
 $string['collesm1short'] = "ʵÓÃÐÔ";
 $string['collesm2'] = "Éî˼";
 $string['collesm2short'] = "Éî˼";
-$string['collesm3'] = "½»»¥ÐÔ";
-$string['collesm3short'] = "½»»¥ÐÔ";
-$string['collesm4'] = "ÀÏʦ֧³Ö";
-$string['collesm4short'] = "ÀÏʦ֧³Ö";
-$string['collesm5'] = "ͬѧ֧³Ö";
-$string['collesm5short'] = "ͬѧ֧³Ö";
-$string['collesm6'] = "½âÊÍÇåÎú¶È";
-$string['collesm6short'] = "½âÊÍÇåÎú¶È";
+$string['collesm3'] = "»¥¶¯ÐÔ";
+$string['collesm3short'] = "»¥¶¯ÐÔ";
+$string['collesm4'] = "½ÌʦµÄÖ§³Ö";
+$string['collesm4short'] = "½ÌʦµÄÖ§³Ö";
+$string['collesm5'] = "ͬѧµÄÖ§³Ö";
+$string['collesm5short'] = "ͬѧµÄÖ§³Ö";
+$string['collesm6'] = "½âÊ͵ÄÇåÎú³Ì¶È";
+$string['collesm6short'] = "½âÊ͵ÄÇåÎú³Ì¶È";
 $string['collesmintro'] = "ÔÚ´ËÔÚÏßµ¥ÔªÖС­¡­";
 $string['collespintro'] = "¸ÃÎʾíµ÷²éµÄÄ¿µÄÊÇΪÁËÁ˽âÄã¶ÔÍøÉÏѧϰµÄ¿´·¨ÈçºÎ¡£
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-
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 ·Ç³£¸Ðл£¡";
-$string['collespname'] = "½¨¹¹Ö÷ÒåÍøÉÏѧϰ»·¾³Îʾíµ÷²é£¨Ï£ÍûµÄ£©";
+$string['collespname'] = "½¨¹¹Ö÷ÒåÔÚÏßѧϰ»·¾³Îʾíµ÷²é£¨Ï£ÍûµÄ£©";
 $string['done'] = "Íê³É";
 $string['download'] = "ÏÂÔØ";
 $string['downloadexcel'] = "ÒÔExcelµç×Ó±í¸ñÐÎʽÏÂÔØÊý¾Ý";
-- 
2.39.5