From 83d86ba6263b1c05e08e110c2cec2a7fe083eb25 Mon Sep 17 00:00:00 2001
From: moodler <moodler>
Date: Sat, 18 Jun 2005 16:33:14 +0000
Subject: [PATCH] file surveys.html was added on branch MOODLE_15_STABLE on
 2005-07-07 17:12:44 +0000

---
 lang/zh_cn_utf8/help/surveys.html | 92 -------------------------------
 1 file changed, 92 deletions(-)
 delete mode 100644 lang/zh_cn_utf8/help/surveys.html

diff --git a/lang/zh_cn_utf8/help/surveys.html b/lang/zh_cn_utf8/help/surveys.html
deleted file mode 100644
index 9fad4987810..00000000000
--- a/lang/zh_cn_utf8/help/surveys.html
+++ /dev/null
@@ -1,92 +0,0 @@
-<p align="center"><b>支持的问卷调查</b></p>
-
-<p>目前，Moodle仅仅支持一些特定类型的问卷调查(在未来的版本中可能会允许您创建自己的)。</p></p>
-
-<p>已有的问卷调查使用了教育学的概念，并且经过实用被证明在在线学习环境中是非常有效的。他们对于确定发生在参加学习者中的某种倾向是非常有用的。
-
-(关于如何是用这些数据来进行分析的论文俄，可以在<a target="paper" href="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</a>找到。)</p>
-
-<hr />
-<p><b>COLLES - 在线学习环境问卷调查的构成</b></p>
-<ul>
-  <p>COLLES包含了24个简介的选项，这些问题分成6个尺度，它们中的每一个都可以帮助我们指出关乎在线教学环境质量的关键问题：</p>
-
-<table border="0" cellspacing="10" cellpadding="10">
-  <tr> 
-    <td valign="top">适当</td>
-    <td>在线学习对于学生的专业实践能力是否适当？
-    </td>
-  </tr>
-  <tr> 
-    <td valign="top">反映?</td>
-
-    <td>在线学习是否刺激了学生进行思考？
-    </td>
-  </tr>
-  <tr> 
-    <td valign="top">互动性</td>
-    <td>To what extent do students engage on-line in rich educative dialogue? 
-    </td>
-  </tr>
-  <tr> 
-    <td valign="top">助教支持</td>
-
-    <td>助教对于鼓励学生参加在线学习做的如何？
-    </td>
-  </tr>
-  <tr> 
-    <td valign="top">相互支持</td>
-    <td>在学生之间是否提供了快捷且有激励作用的在线支持？
-    </td>
-  </tr>
-  <tr> 
-    <td valign="top">Interpretation</td>
-
-    <td>学生和助教之间在在线沟通方面是否存在障碍？</td>
-  </tr>
-</table>
-
-  <p>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 
-    new understandings, especially in the context of mutual inquiry grounded in 
-    their personal experience. </p>
-
-  <p>Central to this collaboration is the development of students' communicative 
-    competence, that is, the ability to engage in open and critical discourse 
-    with both the teacher and peers. This discourse is characterised by an empathic 
-    orientation to constructing reciprocal understanding, and a critical attitude 
-    towards examining underlying assumptions. </p>
-
-  <p>The COLLES has been designed to enable you
-    to monitor the extent to which you are able to exploit the interactive capacity 
-    of the World Wide Web for engaging students in dynamic learning practices. </p>
-
-<p>
-(This information has been adapted from the COLLES page.  You can find out more about 
-COLLES and the authors of it at: 
-<a target="paper" href="http://surveylearning.com/colles/">http://surveylearning.com/colles/</a>)</p>
-</ul>
-
-
-<hr />
-<p><b>ATTLS - Attitudes to Thinking and Learning Survey</b></p>
-<ul>
-
-<p>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment. </p>
-
-<p>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK). </p>
-
-<p>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning. </p>
-
-<p>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power. </p>
-
-<p><i>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc. </i></p>
-
-<p><i>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</i></p>
-
-<p><i>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.</i></p>
-
-
-</ul>