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Removing old English stuff

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moodler
2004-02-18 13:08:42 +00:00
parent c7901feb99
commit ac1c2b0719
78 changed files with 0 additions and 1965 deletions
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lang/zh_cn/help/assignment/assignmenttype.html
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<P ALIGN=CENTER><B>布置作业的方式</B></P>
<P>这里有几种不同的布置作业的方式</P>
<P><B>离线方式</B> - 布置作业是脱离Moodle的。学生能看到布置的作业内容，但是不能上载文件或其它内容。教师能给所有学生评分。最后学生能看到他们的得分情况。
<P><B>上载文件</B> - 这种布置作业方式允许所有的学生上载一个文件—可以是字处理文档、图片文件、一个压缩网站或其它叫他们提交的文件类型中的任意一种。教师在网上给他们提交的作业评分。
lang/zh_cn/help/assignment/resubmit.html
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<P ALIGN=CENTER><B>再次提交作业</B></P>
<P>一般情况，一旦教师给作业评了分，学生就不能再次提交作业。</P>
<P>如果，你把再次提交作业功能打开，那么学生就可以评了分之后再次提交作业，而你，则需要再次给学生作业评分。这种方法对激励学生在这一个反复的过程中变得更好是很有帮助的。</P>
<P>很明显，这种功能与离线方式布置作业无关。</P>
lang/zh_cn/help/choice/options.html
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<P ALIGN=CENTER><B>选项</B></P>
<P>在这里你指定参与者一定要选择的选项。
<P>你可以写上这样的内容：如果你不需要以上6个选项都选上，那么你可以让一些选项空着。
lang/zh_cn/help/coursecategory.html
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<P ALIGN=CENTER><B>课程分类</B></P>
<P>Moodle管理员应该已经设置了几个课程分类。
<P>例如，理科，文科，公共卫生等等。
<P>选择一个最适合你的课程的分类。你的选择决定了该课程在课程列表中的显示位置，以便于学生寻找该课程。
lang/zh_cn/help/courseformats.html
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<P ALIGN=CENTER><B>Moodle课程显示格式</B></P>
<P><B>星期格式</B></P>
<UL>
课程以每周安排的形式组织，有明确的起止日期。
每周安排中包含一些活动项目。有些活动项目有一定的有效期限，比如两星期后就看不到了。
</UL>
<P><B>主题格式</B></P>
<UL>
和星期格式很相似，只不过它不是以星期为单位，而是以主题为单位进行组织。
所谓“主题”就没有时间限制，不需要特别指定日期。
</UL>
<P><B>社区格式</B></P>
<UL>
这种格式以一个主论坛——社区论坛的形式组织，展示于首页。这种形式比较自由，甚至不必是个课程。比如可以作为一个系部的公告栏。
</UL>
lang/zh_cn/help/coursefullname.html
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<P ALIGN=CENTER><B>课程全称</B></P>
<P>这个课程全称将显示于课程网页的上方，和课程列表之中。</P>
lang/zh_cn/help/coursenewsitems.html
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<P ALIGN=CENTER><B>课程新闻条目</B></P>
<P>一个名为“新闻”的特殊论坛出现于“星期”和“主题”课程格式中。这是个发通知给所有学生看的好地方。（默认情况下，所有学生都订阅了这个论坛，他们的电子邮箱都将收到你发的通知。）
<P>这个设置将决定有几个最新新闻条目出现于你的课程首页的右边新闻栏中。
<P>如果你设置为“0新闻条目”，那么新闻栏将不会出现。
lang/zh_cn/help/coursenumsections.html
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<P ALIGN=CENTER><B>课程的星期/主题数目</B></P>
<P>这个设置只用于“星期”和“主题”格式中。
<P>在“星期”格式中，它指定从课程起动日期开始，课程将持续几周时间。
<P>在“主题”格式中，它指定在课程中的主题数目。
<P>它将显示为在课程首页的中央有几个方形版块。
lang/zh_cn/help/courserecent.html
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<P ALIGN=CENTER><B>最近活动项目</B></P>
<P>Moodle可以显示“最近活动项目”于课程首页。
<P>这显示了自从该访问者上次登录以来的新事件，包括新贴子，新用户，新出的杂志等等。
<P>强烈推荐在你的课程中打开这个功能，这有助于学生知道课程当前的活动。让大家知道其他人正在做什么也有利于形成团结协作的气氛。
<P>如果你的课程很繁忙，用的人很多，你可能要关掉这个功能，因为这样会使你的课程显示速度变慢。
lang/zh_cn/help/courseshortname.html
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<P ALIGN=CENTER><B>课程简称</B></P>
<P>有很多约定俗成的课程简称。如果没有你也可以造一个。这将用于全名不适用的地方，比如email的主题中。</P>
lang/zh_cn/help/coursestartdate.html
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<P ALIGN=CENTER><B>课程起动日期</B></P>
<P>这里用来指定课程的起动时间。
<P>如果你用的是“星期”格式，这个设置将影响星期的显示。第一周将以你在此设定的日期开始。
<P>这个设置对“社区”或“主题”格式没有影响。
<P>但会影响到日志的显示，这个日期是日志可能显示的最早日期。
<P>一般而言，如果你的课程真的有一个起始日期，那就设成那个日期，不管你采用什么显示格式。
lang/zh_cn/help/emoticons.html
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<P ALIGN=CENTER><B>使用表情图标</B></P>
<table border="1" align="center">
<tr valign="top">
<td>
<table border="0" align="center" cellpadding="5">
<tr>
<td><a href="javascript:inserttext(':-)')"><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></a></td>
<td>微笑</td>
<td><font face="courier">:-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-D')"><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></a></td>
<td>咧嘴大笑</td>
<td><font face="courier">:-D</td>
</tr>
<tr>
<td><a href="javascript:inserttext(';-)')"><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></a></td>
<td>眨眨眼</td>
<td><font face="courier">;-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-/')"><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></a></td>
<td>哭笑不得</td>
<td><font face="courier">:-/</td>
</tr>
<tr>
<td><a href="javascript:inserttext('V-.')"><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></a></td>
<td>沉思状</td>
<td><font face="courier">V-.</font></td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-P')"><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></a></td>
<td>吐舌头</td>
<td><font face="courier">:-P</td>
</tr>
<tr>
<td><a href="javascript:inserttext('B-)')"><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></a></td>
<td>酷毙了</td>
<td><font face="courier">B-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('^-)')"><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></a></td>
<td>赞成</td>
<td><font face="courier">^-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-)')"><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></a></td>
<td>瞪瞪眼</td>
<td><font face="courier">8-)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-o')"><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></a></td>
<td>惊奇</td>
<td><font face="courier">8-o</td>
</tr>
</table>
</td>
<td>
<table border="0" align="center" cellpadding="5">
<tr>
<td><a href="javascript:inserttext(':-(')"><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></a></td>
<td>犯愁</td>
<td><font face="courier">:-(</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-.')"><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></a></td>
<td>羞答答</td>
<td><font face="courier">8-.</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-I')"><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></a></td>
<td>脸红</td>
<td><font face="courier">:-I</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':-X')"><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></a></td>
<td>亲一个</td>
<td><font face="courier">:-X</td>
</tr>
<tr>
<td><a href="javascript:inserttext(':o)')"><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></a></td>
<td>搞笑</td>
<td><font face="courier">:o)</td>
</tr>
<tr>
<td><a href="javascript:inserttext('P-|')"><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></a></td>
<td>眼圈发黑</td>
<td><font face="courier">P-|</td>
</tr>
<tr>
<td><a href="javascript:inserttext('8-[')"><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></a></td>
<td>生气了</td>
<td><font face="courier">8-[</td>
</tr>
<tr>
<td><a href="javascript:inserttext('xx-P')"><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></a></td>
<td>死翘翘了</td>
<td><font face="courier">xx-P</td>
</tr>
<tr>
<td><a href="javascript:inserttext('|-.')"><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></a></td>
<td>睏死了</td>
<td><font face="courier">|-.</td>
</tr>
<tr>
<td><a href="javascript:inserttext('}-]')"><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></a></td>
<td>邪乎</td>
<td><font face="courier">}-]</td>
</tr>
</table>
</table>
<P>在线上编写文本时，有时难以用语言表达一些情绪。这些小图标应该对你有帮助。
<P>要把这些图标插入你的文本，只要点击以上那些图标，或直接输入相应的表情代码(例如:-))。</P>
<P>不知你注意到没有，这些表情代码本身也象一个个小图——只要你把头歪到左边看它们。</P>
lang/zh_cn/help/enrolmentkey.html
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<P ALIGN=CENTER><B>选课密钥</B></P>
<P>选课密钥是用来让你阻止你不希望进入的人进入你的课程。
<P>如果你留空，那么任何人只要创建了一个Moodle帐号就可以直接进入你的课程。
<P>如果你在这里输入了一些字词，那么学生若要参加你的课程，第一次访问时就被要求提供你在这里输入的字词，而他此后的访问就不再需要这个密钥。
<P>对于你准许参加的学生，你可以通过email，传统信件，电话或在课堂上把这个密钥告诉他们。
<P>如果这个密钥泄漏了，有一些你不希望参加的人也进来了，你可把他们“开除”出你的课程（通过查看用户个人资料页），然后更改这个密钥。已经合法选课的学生不受影响，但你不想要的人就回不来了。
lang/zh_cn/help/forum/allowdiscussions.html
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<P ALIGN=CENTER><B>允许发新贴</B></P>
<P>该选项可以让您限制学生在此论坛中发表新内容。
<P>对于多数论坛，你将不会限制学生，所以你可以选择第一个选项允许他们发起新话题（主线），当然也可以在其它主线中发表回贴。
<P>但有时你需要屏蔽这项功能。例如，对每个课程主页中的新闻讨论区，你只希望让教师发表新贴。这时你就必须选择第三个选项“不能发起新论题，也不能回贴”。
<P>有时你也许需要只允许教师发起新话题，但又允许学生在这些话题内回贴（例如在站点首页的新闻讨论区）。这时你可以选择第二个选项，“不能发起新论题，但允许回贴”。
<html><script language="JavaScript">
lang/zh_cn/help/forum/attachment.html
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<P ALIGN=CENTER><B>关于附件</B></P>
<P>你可以从你的电脑中上传<B>一个</B>文件作为你的贴子的附件。这个文件和你的贴子一同储存在服务器上。
<P>这让你可以和别人分享图片或文档等。
<P>这个文件可以是任何文件类型，但要注意尽量使用3个字母的扩展名，如Word文档为.doc，图形为.jpg或png等等。这便于其他人下载和观看你的附件。
<P>如果重新编辑你已发表的贴子并附加一个新文件，那么原先那么附件将被新上传的文件取代。
<P>当你重新编辑已发表的贴子时，附件空格留空不填，那么原先那个附件将原封不动。
<html><script language="JavaScript">
lang/zh_cn/help/forum/forumtype.html
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<P ALIGN=CENTER><B>论坛类型</B></P>
<P>以下有几种不同类型的论坛可供选择：
<P><B>单一简单论题</B>—只有单个论题，只有一个页面。用于简短、集中的讨论。
<P><B>作为一般用途的标准论坛</B>—这是个开放型的论坛，任何人任何时候均可发起新论题。这是最好的通用论坛形式。
<P><B>每个人发起一个论题</B>—每个人只能发起一个新的论题(但所有人都能回复)。比如这可用于你在一周课程结束时让每个学生发表他们的心得，而其他学生可以参与讨论。
<html><script language="JavaScript">
lang/zh_cn/help/forum/subscription.html
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<P ALIGN=CENTER><B>订阅论坛讯息</B></P>
<P>某人订阅了某论坛意味着他将通过email收到该论坛中每一帖的拷
(email一般是帖子发表大约<?PHP echo $CFG->maxeditingtime/60 ?>分钟之后发出)
<P>你通常对每个论坛都可以选择要不要订阅。
<P>然而，如果一个教师选择了强制订阅某个论坛，那么他班上的学生都得收到该论坛帖子的email拷贝，别无选择。
<P>这可用于新闻讯息和开课通知(开课之前学生还无法订阅)。
lang/zh_cn/help/guestaccess.html
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<P ALIGN=CENTER><B>访客参观</B></P>
<P>你已选择允许“访客”进入你的课程。
<P>在登录页面，人们可以点击“作为访客登录”进入。
<P>访客永远是“只读”访问——意味着他们不能发贴，以免扰乱正常的学习秩序。
<P>这便于你的同事参观你的工作，或者可以让学生先看看再决定选课。
<P>注意你可以选择两种类型的访客：
需要或不需要密钥。如果你选择了允许有密钥的访客参观，那么访客<B>每次</B>登录时（这不象学生只需头一次）都要提供密钥。这可以限制你的访客。如果你选择不需要密钥，那么任何人都可以直接访问你的课程。
lang/zh_cn/help/html.html
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<P ALIGN=CENTER><B>html编写帮助</B></P>
<P>在Moodle中写HTML文件，你可以自由地使用任何HTML标签以达到你想要的效果。
<P>你的HTML代码将正常显示于页面的表格单元格内，所以：
<UL>
<LI>不要使用任何&lt;HEAD> 或 &lt;BODY> 标签
<LI>注意未匹配的&lt;/TABLE> 标签可能会破坏正常的显示。
</UL>
lang/zh_cn/help/index.html
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<p><b>帮助文档索引</b></p>
<p>管理</p>
<ul>
<li><a href="help.php?file=langedit.html">编辑语言</a>
</ul>
<p>设置课程</p>
<ul>
<li><a href="help.php?file=mods.html">活动模块</a>
<li><a href="help.php?file=coursecategory.html">课程类别</a>
<li><a href="help.php?file=courseformats.html">课程格式</a>
<li><a href="help.php?file=coursefullname.html">课程全称</a>
<li><a href="help.php?file=coursenewsitems.html">课程新闻条目</a>
<li><a href="help.php?file=coursenumsections.html">课程的星期/主题数目</a>
<li><a href="help.php?file=courseshortname.html">课程简称</a>
<li><a href="help.php?file=coursestartdate.html">课程开始日期</a>
<li><a href="help.php?file=enrolmentkey.html">选课密钥</a>
<li><a href="help.php?file=guestaccess.html">访客参观</a>
<li><a href="help.php?file=courserecent.html">最新动态</a>
<li><a href="help.php?file=summaries.html">主题/星期概要</a>
<li><a href="help.php?file=teachers.html">关于教师</a>
<li><a href="help.php?file=picture.html">上载图片</a>
</ul>
<p>阅读与编写</p>
<ul>
<li><a href="help.php?file=questions.html">如何提问题</a>
<li><a href="help.php?file=reading.html">阅读</a>
<li><a href="help.php?file=writing.html">编写</a>
<li><a href="help.php?file=textformat.html">文本格式化</a>
<li><a href="help.php?file=html.html">编写HTML格式</a>
<li><a href="help.php?file=text.html">编写文本格式</a>
<li><a href="help.php?file=wiki.html">编写Wiki格式</a>
<li><a href="help.php?file=richtext.html">使用富文本HTML编辑器</a>
<li><a href="help.php?file=emoticons.html">使用表情图标</a>
</ul>
<p>作业</p>
<ul>
<li><a href="help.php?module=assignment&file=assignmenttype.html">作业类型</a>
<li><a href="help.php?module=assignment&file=resubmit.html">重新提交</a>
</ul>
<p>选择</p>
<ul>
<li><a href="help.php?module=choice&file=options.html">选项</a>
</ul>
<p>讨论区</p>
<ul>
<li><a href="help.php?module=forum&file=allowdiscussions.html">允许发起讨论</a>
<li><a href="help.php?module=forum&file=attachment.html">附件</a>
<li><a href="help.php?module=forum&file=forumtype.html">论坛类型</a>
<li><a href="help.php?module=forum&file=ratings.html">评分</a>
<li><a href="help.php?module=forum&file=subscription.html">订阅</a>
</ul>
<p>测验</p>
<ul>
<li><a href="help.php?module=quiz&file=review.html">测验关闭后允许回顾</a>
<li><a href="help.php?module=quiz&file=attempts.html">试答</a>
<li><a href="help.php?module=quiz&file=categories.html">类别</a>
<li><a href="help.php?module=quiz&file=correctanswers.html">显示正确答案</a>
<li><a href="help.php?module=quiz&file=createmultiple.html">创建多个题目</a>
<li><a href="help.php?module=quiz&file=grademethod.html">评分办法</a>
<li><a href="help.php?module=quiz&file=import.html">导入题目</a>
<li><a href="help.php?module=quiz&file=match.html">匹配题</a>
<li><a href="help.php?module=quiz&file=maxgrade.html">最高分值</a>
<li><a href="help.php?module=quiz&file=multichoice.html">多选题</a>
<li><a href="help.php?module=quiz&file=timeopen.html">开放和关闭测验</a>
<li><a href="help.php?module=quiz&file=feedback.html">题目反馈</a>
<li><a href="help.php?module=quiz&file=questiontypes.html">题型——创建新的题目</a>
<li><a href="help.php?module=quiz&file=random.html">随机题</a>
<li><a href="help.php?module=quiz&file=randomsamatch.html">随机填空匹配题</a>
<li><a href="help.php?module=quiz&file=shortanswer.html">填空题</a>
<li><a href="help.php?module=quiz&file=shuffleanswers.html">随机排列答案</a>
<li><a href="help.php?module=quiz&file=shufflequestions.html">随机排列题目</a>
<li><a href="help.php?module=quiz&file=truefalse.html">是非题</a>
</ul>
<p>资源模块</p>
<ul>
<li><a href="help.php?module=resource&file=resourcetype.html">资源类型</a>
<li><a href="help.php?module=resource&file=summary.html">阅读概要</a>
<li><a href="help.php?module=resource&file=program.html">程序资源</a>
</ul>
<p>问卷模块</p>
<ul>
<li><a href="help.php?file=surveys.html">可用的问卷</a>
</ul>
<p>专题讨论模块</p>
<ul>
<li>即将来临……
</ul>
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<P ALIGN=CENTER><B>编辑语言</B></P>
<P>要在此页中编辑语言，必须保证web服务器对这些文件有可写权。
<P>在一些字串中你要注意 <B>$a</B>和<B>$a->something</B>。
<P>这些符号代表了在Moodle中的变量，将取代为名字或其它字词。
<P>当只有一个变量时，就用$a的形式。当有两个或以上的变量时，各自使用不同的名称。
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<P ALIGN=CENTER><B>活动项目模块</B></P>
<P>Moodle包含了很多活动项目模块可以用来组建各种类型的课程。</P>
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/forum/icon.gif">&nbsp;<B>讨论区</B></P>
<UL>
<P>这个活动项目可能成为最重要的部分——绝大多数的讨论在些进行。
讨论区可以以不同的方式组织，还可以让同学们来给每个贴子做出评价。
贴子以不同的格式显示阅读，还可以包含附件。
通过订阅，学员们可以在他们的电子信箱中收到每个新贴的复件。教师根据需要可以强制每个学生订阅。
</UL>
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/journal/icon.gif">&nbsp;<B>杂志</B></P>
<UL>
<P>这个模块是个很重要的启发思考的项目。教师要求学生思考某个指定的主题，学生可以在一段时间内编辑和完善他们的解答。这个解答是不公开的，只有教师才能看到，教师可以给予反馈并评分。通常每周一个杂志项目是比较好的。</P>
</UL>
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/resource/icon.gif">&nbsp;<B>资源</B></P>
<UL>
<P>所谓资源就是学习材料：教师想带入课程中的所有信息。这些可以是预备好的文件上载到服务器，直接在Moodle上编辑的页面，或者外部的网页。</P>
</UL>
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/assignment/icon.gif">&nbsp;<B>作业</B></P>
<UL>
<P>作业可以让教师布置一个指定的任务要求学生完成并以计算机文件（可以是任何格式）的形式上载到服务器。指定的任务包括论文、项目、报告等等。这个模块还包含了评分工具。</P>
</UL>
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/quiz/icon.gif">&nbsp;<B>测验</B></P>
<UL>
<P>这个模块可以让教师设计并定制测验，包括多选题、是非题和简答题。这些题目储存在分类的数据库中，可以在课程中甚至在课程间重复使用。测验允许多次试答。每次试答都被自动记录，教师可以选择是否给予反馈信息或显示正确答案。这个模块也包含了评分工具。</P>
</UL>
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/choice/icon.gif">&nbsp;<B>选择</B></P>
<UL>
<P>选择项目是很简单的——教师问一个问题并给出几个备选项。可以作为快速投票以激发对某个主题的思考，可以让全体学生投票决定课程的导向，或收集调查意见。
</UL>
<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/survey/icon.gif">&nbsp;<B>问卷调查</B></P>
<UL>
<P>问卷调查模块提供了一系列经过检验校正的调查问卷工具，这些问卷被证明在评估和激发网络在线学习中起很好的作用。教师可以用这些问卷从学生中收集数据，以帮助他们更好地了解他们的学生并反省自己的教学。</P>
</UL>
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<P ALIGN=CENTER><B>上载图片</B></P>
<P>你可以从你的电脑中上载一张图片到服务器中，这张图片将代表你的形象出现于多处。
<P>因此，最好是用你脸部的特写照片。当然你也可以用你喜欢的任意一张图片。
<P>这张图片必须是JPG或PNG格式（文件名通常以.jpg或.png结尾）。
<P>你通过以下四种方法获得图片：
<OL>
<LI>如果你有数码相机，那么你的照片大概已经以正确的格式保存在你的电脑中了。
<LI>你可以用扫描仪扫描一张照片或图片。注意要保存为JPG或PNG格式。
<LI>如果你有艺术细胞，也可以用作图软件（如，画图板，photoshop等）自已画一张图片。
<LI>最后，你还可以从网上“偷”图片。 <A TARGET=google HREF="http://images.google.com/">http://images.google.com</A>是搜索图片的最好地方。一旦你找到了一张中意的图片，你可以在图片上点鼠标右键，从弹出的菜单中选择“保存图片”（不同的机子可能略有区别）。
</OL>
<P>要上载图片时，在这个编辑页面中点击“浏览”按钮，然后从你电脑硬盘中选择图片。
<P>注意：确保这个文件大小不要超过这里列出的大小限制，不然无法上载。
<P>然后点击底下的“更新我的个人资料”——图形文件将被上载，缩小成100x100像素大小。
<P>当你回到你的个人资料页，显示的图片有时会没有变化。如果这样，只要点一下浏览器的“刷新”按钮就可以了。
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<P ALIGN=CENTER><B>如何提问题</B></P>
<P>促进其他人思考一个主题的好办法就是问他一个有关的问题。问一个好问题真的可以集思广益，激发思想的火花，不但提升了原有的思想，也可能产生新的思想。</P>
<P>特别地，有意帮助别人学习的提问方式称为 <I>苏格拉底提问法</I>，苏格拉底就是那个古希腊著名的哲学家。</P>
<P>苏格拉底式提问法要求你仔细聆听别人，这有助于你做出正确的判断，以建设性的、有助益的、不引起对抗情绪的方式提出问题。
<P>这里列举了一些这种类型问题的例子：</P>
<!--注：以后我可能在这里增加更多的例子 -->
<h3>用于澄清观点的提问</h3>
<ul>
<li>当你说______时，你的意思是指什么？</li>
<li>你的主要观点是什么？</li>
<li>_____与_____的关系如何？</li>
<li>你能用另一种方式来说明一下吗？</li>
<li>让我想想我是否理解了你的意思；你的意思是_____或者_____吗？</li>
<li>这与我们的问题/讨论/论点有何关系？</li>
<li>张三，你能用自己的话总结一下李四所说的？……李四，这是你的意思吗？</li>
<li>能不能给我举个例子？</li>
<li>比如_____算是个好例子吗？</li>
</ul>
<h3>用于探讨假设的提问</h3>
<ul>
<li>你在这里的假设前提是什么？</li>
<li>张三的假设是什么？</li>
<li>我能用什么别的假设来代替？</li>
<li>你看来好象假设_____。我理解得对吗？</li>
<li>你所有的推理都基于这样的想法_____。为什么你的推理是基于_____而不是_____？</li>
<li>看来你假设_____。你如何证明那是正确的？</li>
<li>事情总是这样的吗？为什么你在这里会有这样的假设？</li>
<li>为什么有人会做这样的假设？ </li>
</ul>
<h3>用于探讨推理和论据的提问</h3>
<ul>
<li>你能为我们解释一下你的理由吗？</li>
<li>彼对此适用吗？</li>
<li>有没有理由怀疑那个证据？</li>
<li>有谁确实知道那是真的？</li>
<li>如果有人说____，你要对他说些什么？</li>
<li>其他有谁能给出证据支持这个观点吗？</li>
<li>通过什么样的推理你得出那样的结论？</li>
<li>我们如何知道那是不是真的？ </li>
</ul>
<h3>关于观点、想法的提问 </h3>
<ul>
<li>通过那你暗示着什么？</li>
<li>当你说_____的时候，是否意味着_____？</li>
<li>然而，如果那个发生了，其结果又会发生什么？为什么？</li>
<li>那会有什么效果？</li>
<li>那是必定要发生的吗？</li>
<li>替代方案是什么？</li>
<li>如果_____和_____是事实，那么有什么也可能是真的？</li>
<li>如果我们说____是合乎道德的，那么_____呢？ </li>
</ul>
<h3>用于探讨意义和重要性的提问</h3>
<ul>
<li>我们如何发现？</li>
<li>这个问题假设了什么条件？</li>
<li>_____能用另外的方式问这个问题吗？</li>
<li>某人如何解决这个问题？</li>
<li>我们能完全解决这个问题吗？</li>
<li>这个问题清楚吗？我们理解它了吗？</li>
<li>这个问题容不容易回答？为什么？</li>
<li>我们大家都认为这是一个问题吗？</li>
<li>如果要回答这个问题，我们必得先回答哪些问题？</li>
<li>_____如何陈述这个问题？</li>
<li>为什么说这个问题很重要？</li>
<li>这是最重要的问题吗？或是个根本性的问题吗？</li>
<li>你能看出这与________有何关系吗？</li>
</ul>
<HR>
<FONT SIZE=1><I>Questions adapted from Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA. </I></FONT>
<P ALIGN=RIGHT><?php helpbutton("writing", get_string("helpwriting"), "moodle", true, true) ?></P>
<P ALIGN=RIGHT><?php helpbutton("reading", get_string("helpreading"), "moodle", true, true) ?></P>
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<P ALIGN=CENTER><B>多次试答</B></P>
<P>可以允许学生对一个测验做多次试答。
<P>这使得测验的过程成为一个教学活动而不是一个简单的测试。
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<P ALIGN=CENTER><B>类别</B></P>
<P>不要把所有的题目放在一个大的列表中，你可以创建各种类别以放置题目。
<P>每一个类别都包含一个名称和一个简短的描述。
<P>这种类别包含的所有题目可以被所在的服务器的所有课程使用，只要这个类别做了“发布” 操作，其他课程就可以在测验中使用这些分类中的题目。
<P>你可以按照自己的意愿建立或删除类别，但是，如果你删除的是一个含有题目的类别，那么，你会被询问是否需要指定另外一个类别去存放题目。
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<P ALIGN=CENTER><B>显示正确的答案</B></P>
<P>如果你允许改正回答，那么回答之后应该有回答的反馈，并且使用高亮的颜色突出显示正确的答案。
</P>
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<P ALIGN=CENTER><B>创建多个题目</B></P>
<P>该页可以让你一次创建多个题目。</P>
<P>目前只能创建一些随机问题，并(随你要不要)加入到当前的测验中。</P>
<P>最终该页将改进为一个大型向导，将有更多的选项。</P>
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<P ALIGN=CENTER><B>反馈</B></P>
<P>如果你使用测试反馈，那么学生能在测验之后马上看到每道问题是否正确的反馈信息。</P>
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<P ALIGN=CENTER><B>评分办法</B></P>
<P>当允许多次试答时，你可以使用不同的评分办法计算学生的最后得分。
<P><B>最高分</B><P>
<UL>
<P>学生的最后分数是多次测试中的最高分。
</UL>
<P><B>平均分</B><P>
<UL>
<P>学生的最后分数是多次测试的平均分。
</UL>
<P><B>初答分</B><P>
<UL>
<P>学生的最后分数是第一次测试的得分（其它测试被忽略）。
</UL>
<P><B>最近分</B><P>
<UL>
<P>学生的最后分数是最近一次测试的得分。
</UL>
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<P ALIGN=CENTER><B>导入新题目</B></P>
<P>这项功能可以让你通过一个上载表单上载一个文本文件，从文本文件导入题目。
<P>支持以下几种文件格式：
<P><B>缺字</B></P>
<UL>
<P>这种格式只支持多选题。每个备选答案以波折号(~)分隔，正确答案之前标上等号(=)。举例如下：
<BLOCKQUOTE>正常人体内环境的理化特性经常保持{~固定不变=相对恒定~随机多变~绝对平衡~与外界一致}状态。
</BLOCKQUOTE>
<P>更多信息：<?php helpbutton("formatmissingword", "", "quiz") ?></P>
</UL>
<P><B>AON</B></P>
<UL>
<P>同缺字格式，只不过在导入之后，所有的简答题每四个为一组转换为匹配题。</P>
<p>AON是个组织的名字，该组织主持研究开发测验的不同形式、功能。</p>
</UL>
<P><B>黑板</B></P>
<UL>
<P>该模块能导入以黑板软件导出格式保存的文件。这是通过编译成PHP的XML功能实现的。</P>
<P>更多信息： <?php helpbutton("formatblackboard", "", "quiz") ?></P>
</UL>
<P><B>自定义</B></P>
<UL>
<P>如果你有自己的格式要导入，你自己可以通过编辑 mod/quiz/format/custom.php 来实现这个功能。
<P>所需要的新代码不多——只要能从给定的文本中解析出单个题目就够了。
<P>更多信息： <?php helpbutton("formatcustom", "", "quiz") ?></P>
</UL>
<P>以后将会支持更多的文件格式。</p>
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<p align=center><b>匹配题</b></p>
<p>在一段说明之后，列出几个子题及打乱次序的答案。每个子题都有一个正确答案。
<p>答题者必须为每一个子题选择一个匹配答案。
<p>每个子题所占分数比例相同。
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<P ALIGN=CENTER><B>最高分值</B></P>
<P>你为测验设定的最高分值就是测试得分占课程总评分的比例。
<P>例如：你设置测验的最高分值为20，那意味着测验占整个课程成绩的20%，即使在测试中有10道题值50分，任何从这50分中所得的成绩要按比例降低到20分以内。
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<P ALIGN=CENTER><B>选择题</B></P>
<P>选择题指的是包含多个备选答案的题目。这种题有两种，一种是单选题，另一种是多选题。
<P>单选题只允许选择一个正确答案，一般来说，每一个选项都计正分。
<P>多选题允许一个或多个答案，选项计正分或者负分。这样，如果做答者把所有选项都选中并不能得高分；如果此类题的总分是负分，这种题的最后总分计零分。当心，有可能你的题目分值会大于100%。
<P>（如果测试设定有反馈的话）不管做答者的回答是正确还是错误，每一个回答都应该给出反馈信息，反馈信息应该显示在回答者答案旁边。
</P>
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<P ALIGN=CENTER><B>创建新题目</B></P>
<P>创建新的问题时，你可以把各种类型的题目加到如下相应的类型中去：</P>
<P><B>选择题</B></P>
<UL>
<P>选择题指的是包含多个备选答案的题目（可能包含图片）。这种题有两种，一种是单选题，另一种是多选题。
<P>更多信息: <?php helpbutton("multichoice", "", "quiz") ?></P>
</UL>
<P><B>简答题</B></P>
<UL>
<P>回答这样的题目（可能包含有图片），答题者只要输入一个字或一个词或一个短句。可能有好几种正确的答案，但每种答案有不同的分数。答案可能对字母大小写敏感（教师出题时可以设定是否对字母大小写敏感）。
</P>
<P>更多信息: <?php helpbutton("shortanswer", "", "quiz") ?></P>
</UL>
<P><B>是非题</B></P>
<UL>
<P>答题者回答“对”或“错”。</P>
<P>更多信息: <?php helpbutton("truefalse", "", "quiz") ?></P>
</UL>
<P><B>随机题</B></P>
<UL>
<P>（尚未实施）是学生测试时随机抽取的题目。
</P>
<P>更多信息: <?php helpbutton("random", "", "quiz") ?></P>
</UL>
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<p align="center"><b>随机题</b></p>
<p>随机题是个特殊的题类型。</p>
<p>如果你放了一个随机题在测验中，那么每次试答时都会从整个类别中的所有题目中随机抽取一个题目。</p>
<p>题目的最高得分总是你为随机题选择的分数。</p>
<p>比如说你用10道随机题编制了一个测验，那么每个学生在每次试答时所看到的是完全不同的10道题。</p>
<p>当然你也可以把随机题和非随机题混合编制，以保证某些题目总是能包含在测验中。</p>
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<p align=center><b>随机简答匹配题</b></p>
<p>在一段说明之后，列出几个子题及打乱次序的答案。每个子题都有一个正确答案。
<p>参试者必须为每个子题选择一个答案。
<p>每个子题所占分数比例相同。
<p>子题及答案都是从当前类别的所有简答题中随机选出。每次试答都有不同的子题和答案。
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<P ALIGN=CENTER><B>允许在测验关闭之后回顾</B></P>
<P>如果你激活这个选项，那么学生就可以回顾他们以往试答本测验的情况。</P>
<P>当然是在测验结束之后才能回顾的。</P>
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<P ALIGN=CENTER><B>填空题</B></P>
<P>回答这样的题目（有可能题目中还包含有图片），答题者只要输入一个字或一个词或一个短句。
<P>这种题目有可能有好几种正确的答案，但每种答案有不同的分数。如果设定答案对大小写敏感，那么回答aids与AIDS的得分就不一样。
<P>因为答案是由机器逐字比较的，所以必须注意你的回答要一字不差!
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<P ALIGN=CENTER><B>打乱答案次序</B></P>
<p>如果你激活该选项，那么每个学生在每次试答时题目的答案都打乱次序。</p>
<p>当然，这只对那些显示多个答案的题目有用，如多选题或匹配题。</p>
<p>这用意在于让学生没那么容易互相抄袭。</p>
<p>该选项与随机题的使用无关。</p>
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<P ALIGN=CENTER><B>打乱题目次序</B></P>
<p>如果你激活该选项，那么每个学生每次试答时题目次序都重新随机排列。</p>
<p>这和使用随机题无关，只是题目呈现的顺序问题。</p>
<p>此用意在于让学生没那么容易互相抄袭。</p>
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<P ALIGN=CENTER><B>有关测试的开放和关闭时间
</B></P>
<P>你可以指定测验的有效时期和时间段。
<P>在非指定时间内，测验不可用。
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<P ALIGN=CENTER><B>是非题</B></P>
<P>是非题要求答题者回答“对”或“错”（有可能题目包含图片）
<P>如果测试设定有反馈，那么在测试之后，相应的反馈信息将出示给答题者。例如：正确答案是“错”，但回答的是“对”。那么正确的答案将会显示出来。
</P>
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<P ALIGN=CENTER><B>阅读</B></P>
<P>如果一目十行地阅读，往往容易误解作者的真正意思。</P>
<P>要避免误解，就需要仔细地逐字阅读，并尽量站在作者的立场上看问题。<P>
<P>仔细考虑作者没有说的或仍存疑问的东西——这有助于你在脑中形成自己的问题。</P>
<P ALIGN=RIGHT><?php helpbutton("questions", get_string("helpquestions"), "moodle", true, true) ?></P>
<P ALIGN=RIGHT><?php helpbutton("writing", get_string("helpwriting"), "moodle", true, true) ?></P>
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<P ALIGN=CENTER><B>资源类型</B></P>
<P>资源可以是你想得到的任何内容。这里有几种不同的类型，主要是指获取内容的方式：
<P><B>纯文本</B> ——最简单的类型。你可以在下一页中直接输入（编辑），其中有些东西会自动格式化，就象论坛的帖子一样。请看关于编写文本的帮助： <?php helpbutton("text", get_string("helptext")) ?>
<P><B>HTML文本</B> ——为高手准备的。系统不做任何自动格式化，你得完全用HTML代码来做。
<P><B>参考书目</B> ——列出杂志或书名。
<P><B>上载的文件</B> ——显示你上载的任何文件。
<P><B>网页链接</B> ——指向互联网络的某个网址。点击该链接后，浏览器将离开本站，进入链接的目标网址。也就是目标网页将充满整个浏览器窗口。
<P><B>网页</B> ——指向互联网络的某个网址。与前一种类型类似。但不同的是打开的网页嵌在本站的框架之中。
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<P ALIGN=CENTER><B>概要</B></P>
<P>概要是对这一资源的极简短的说明。
<P>不要写得太多，更不要把资源本身放在这里！
<P>下一页你将指定资源的具体内容。
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<P ALIGN=CENTER><B>关于富文本格式HTML编辑器</B></P>
<P>可用不可用： <B>
<?php if (!$CFG->htmleditor) {
print_string("htmleditordisabledadmin");
} else if (!$USER->htmleditor) {
print_string("htmleditordisabled");
} else if (!can_use_richtext_editor()) {
print_string("htmleditordisabledbrowser");
} else {
print_string("htmleditoravailable");
}
?>
</B></P>
<P>富文本格式HTML编辑器是嵌入在你的网页浏览器中的文字处理器，能让你以直观的方式编辑文本，并自动产生正确的HTML代码。
<P>对文本排版，这个编辑器提供了一些额外的特性，你可能会觉得有用。
<P><B>从别的应用程序中粘贴文本</B></P>
<UL>
<P>你可以从别的Windows应用程序例如Microsoft Word中剪切或复制带格式的文本，然后粘贴到这个编辑器中，这段文本的格式仍将保留。只需用浏览器的剪切、粘贴菜单（或用Control-C和Control-V）。
</UL>
<P><B>插入图片<img border="0" hspace="10" src="lib/rte/images/icon_ins_image.gif"></B></P>
<UL>
<P>如果你有已经发布于网上的图片且知道它的URL地址，你也可以用“插入图片”按钮插入这些图片。
</UL>
<P><B>插入表格<img border="0" hspace="10" src="lib/rte/images/icon_ins_table.gif"></B></P>
<UL>
<P>要让你的文本版面规则，可以用工具栏中的“插入表格”按钮。
</UL>
<P><B>插入链接<img border="0" hspace="10" src="lib/rte/images/icon_ins_link.gif"></B></P>
<UL>
<P>要创建一个新链接，首先你得输入你要链接的文本。然后选中它并点击工具栏中的“链接”按钮。输入链接指向的目标URL，这样就完成了！
</UL>
<P><B>插入表情图标<img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></B></P>
<UL>
<P>如果要在你的文本中嵌入这些小图标，点击工具栏上的微笑图标。这时就会弹出一个对话框，让你从以下的表情图标中选择。（另一种方法是，你只要在你的文本中直接输入相应的代码，等一下就会自动转化成表情图标）。
<table border="1">
<tr valign="top">
<td>
<table border="0" align="center" cellpadding="10">
<tr>
<td><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></td>
<td>微笑</td>
<td NOWRAP><FONT FACE=Courier>:-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></td>
<td>咧嘴大笑</td>
<td NOWRAP><FONT FACE=Courier>:-D</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></td>
<td>眨眨眼</td>
<td NOWRAP><FONT FACE=Courier>;-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></td>
<td>哭笑不得</td>
<td NOWRAP><FONT FACE=Courier>:-/</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></td>
<td>沉思状</td>
<td NOWRAP><FONT FACE=Courier>V-.</FONT></td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></td>
<td>吐舌头</td>
<td NOWRAP><FONT FACE=Courier>:-P</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></td>
<td>酷毙了</td>
<td NOWRAP><FONT FACE=Courier>B-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></td>
<td>赞成</td>
<td NOWRAP><FONT FACE=Courier>^-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></td>
<td>瞪瞪眼</td>
<td NOWRAP><FONT FACE=Courier>8-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></td>
<td>惊奇</td>
<td NOWRAP><FONT FACE=Courier>8-o</td>
</tr>
</table>
</td>
<td>
<table border="0" align="center" cellpadding="10">
<tr>
<td><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></td>
<td>犯愁</td>
<td NOWRAP><FONT FACE=Courier>:-(</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></td>
<td>羞答答</td>
<td NOWRAP><FONT FACE=Courier>8-.</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></td>
<td>脸红</td>
<td NOWRAP><FONT FACE=Courier>:-I</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></td>
<td>亲一个</td>
<td NOWRAP><FONT FACE=Courier>:-X</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></td>
<td>搞笑</td>
<td NOWRAP><FONT FACE=Courier>:o)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></td>
<td>眼圈发黑</td>
<td NOWRAP><FONT FACE=Courier>P-|</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></td>
<td>生气了</td>
<td NOWRAP><FONT FACE=Courier>8-[</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></td>
<td>死翘翘了</td>
<td NOWRAP><FONT FACE=Courier>xx-P</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></td>
<td>睏死了</td>
<td NOWRAP><FONT FACE=Courier>|-.</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></td>
<td>邪乎</td>
<td NOWRAP><FONT FACE=Courier>}-]</td>
</tr>
</table>
</table>
</UL>
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<p align=center><b>主题/星期概要</b></p>
<p>概要就是一段简短的文字描述本次主题(或本星期)为学生准备的活动项目。</p>
<p>每个概要都要很短，以免课程页面显得过长。</p>
<p>如果你觉得需要多说几句，那么可以考虑在本主题中加一个资源加以说明(例如，第一个活动项目可以命名为<b>关于本次主题</b>)。</p>
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<P ALIGN=CENTER><B>可用的问卷调查</B></P>
<P>目前，Moodle只提供特定的调查类型（以后的版本将让你可以自己创建）。</P>
<P>我们选择使用的调查问卷特别适合用于评价根据建构主义教学法设计的网上学习环境。它们可以用来鉴别你的学生中可能出现的某些倾向。
（如果你要看这些问卷用于详细分析的文章，请看：
<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>）</P>
<HR>
<P><B>COLLES - 建构主义在线学习环境调查（Constructivist On-Line Learning Environment Survey）</B></P>
<UL>
<p>COLLES问卷共24个问题分6节，每节均相应地让我们了解关于在线学习环境质量的一个关键问题： </p>
<table BORDER="0" CELLSPACING="10" CELLPADDING="10">
<tr>
<td valign=top>实用性Relevance</td>
<td>在线学习对学生的专业训练有何意义？How relevant is on-line learning to students' professional practices?
</td>
</tr>
<tr>
<td valign=top>思想性Reflection </td>
<td>在线学习是否激发了学生的批判性思考？Does on-line learning stimulate students' critical reflective thinking?
</td>
</tr>
<tr>
<td valign=top>互动性Interactivity </td>
<td>学生在多大的程度上在线参与了富有教育意义的对话？To what extent do students engage on-line in rich educative dialogue?
</td>
</tr>
<tr>
<td valign=top>教师的支持Tutor Support</td>
<td>在促使学生参与在线学习上，教师做得好不好？How well do tutors enable students to participate in on-line learning?
</td>
</tr>
<tr>
<td valign=top>同学的支持Peer Support </td>
<td>在线学习的同学是否善解人意而相互鼓励？Is sensitive and encouraging support provided on-line by fellow students?
</td>
</tr>
<tr>
<td valign=top>解释的清晰程度Interpretation </td>
<td>学生和老师对其他人的在线交流是否理解清楚？Do students and tutors make good sense of each other's on-line communications?</td>
</tr>
</table>
<p>动态学习观的理论基础是一种新的学习理论：社会建构主义，它视学习者为在一个社会性互动学习环境中知识概念的积极建构者。社会建构主义是一种认识论，或者说是一种学习方式，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>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>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>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><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>
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<P ALIGN=CENTER><B>关于教师</B></P>
<P>此页列表显示由系统管理员任命的该课程的教师。
<P>你可以用此表单对每个人赋予“教授”、“讲师”、“助教”等头衔。这将显示于网站的课程列表中，也出现于课程的师生名录列表。如果你对“职务”一栏留空不填，那么将使用默认的称呼（你可以在课程设置页中设定）。
<P>你还可以对此列表重新排序（比如把主要的教师放在前面）。只需在“次序”一栏中从下拉选单中选择数字。点按“保存更改”之后你就可以看到你的排序。
<P><B>注意：</B>有个比较特别的情况，就是你对一个教师选择了“隐藏”，这种情况下，该教师将不会出现在课程列表或师生名录中，学生看不见他，除非他在论坛中发表帖子。
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<P ALIGN=CENTER><B>关于编写文本的帮助</B></P>
在Moodle中编写文本可以用各种你想象得到的方式，另外你还可以在文本中使用“表情”、“URL地址”和一些HTML标签。
<P><B>表情图标</B></P>
<UL>
<P>要在你的文本中嵌入这些小图标，只要输入相应的代码。如果你把头歪向左边看这些代码，它们本身也象一张张小图，不是吗？。</P>
<table border="1">
<tr valign="top">
<td>
<table border="0" align="center" cellpadding="10">
<tr>
<td><img border="0" hspace="10" src="pix/s/smiley.gif" width="15" height="15"></td>
<td>微笑</td>
<td><FONT FACE=Courier>:-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/biggrin.gif" width="15" height="15"></td>
<td>咧嘴大笑</td>
<td><FONT FACE=Courier>:-D</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/wink.gif" width="15" height="15"></td>
<td>眨眨眼</td>
<td><FONT FACE=Courier>;-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/mixed.gif" width="15" height="15"></td>
<td>哭笑不得</td>
<td><FONT FACE=Courier>:-/</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/thoughtful.gif" width="15" height="15"></td>
<td>沉思状</td>
<td><FONT FACE=Courier>V-.</FONT></td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/tongueout.gif" width="15" height="15"></td>
<td>吐舌头</td>
<td><FONT FACE=Courier>:-P</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/cool.gif" width="15" height="15"></td>
<td>酷毙了</td>
<td><FONT FACE=Courier>B-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/approve.gif" width="15" height="15"></td>
<td>赞成</td>
<td><FONT FACE=Courier>^-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/wideeyes.gif" width="15" height="15"></td>
<td>瞪瞪眼</td>
<td><FONT FACE=Courier>8-)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/surprise.gif" width="15" height="15"></td>
<td>惊奇</td>
<td><FONT FACE=Courier>8-o</td>
</tr>
</table>
</td>
<td>
<table border="0" align="center" cellpadding="10">
<tr>
<td><img alt border="0" hspace="10" src="pix/s/sad.gif" width="15" height="15"></td>
<td>犯愁</td>
<td><FONT FACE=Courier>:-(</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/shy.gif" width="15" height="15"></td>
<td>羞答答</td>
<td><FONT FACE=Courier>8-.</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/blush.gif" width="15" height="15"></td>
<td>脸红</td>
<td><FONT FACE=Courier>:-I</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/kiss.gif" width="15" height="15"></td>
<td>亲一个</td>
<td><FONT FACE=Courier>:-X</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/clown.gif" width="15" height="15"></td>
<td>搞笑</td>
<td><FONT FACE=Courier>:o)</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/blackeye.gif" width="15" height="15"></td>
<td>眼圈发黑</td>
<td><FONT FACE=Courier>P-|</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/angry.gif" width="15" height="15"></td>
<td>生气了</td>
<td><FONT FACE=Courier>8-[</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/dead.gif" width="15" height="15"></td>
<td>死翘翘了</td>
<td><FONT FACE=Courier>xx-P</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/sleepy.gif" width="15" height="15"></td>
<td>睏死了</td>
<td><FONT FACE=Courier>|-.</td>
</tr>
<tr>
<td><img alt border="0" hspace="10" src="pix/s/evil.gif" width="15" height="15"></td>
<td>邪乎</td>
<td><FONT FACE=Courier>}-]</td>
</tr>
</table>
</table>
</UL>
<P><B>URLs</B></P>
<UL>
<P>任何以<B>www.</B>或<B>http://</B>开头的字串都将自动变成可以点击的超级链接。
<P>例如： <A HREF="http://www.yahoo.com">www.yahoo.com</A>或 <A HREF="http://curtin.edu">http://curtin.edu</A>
</UL>
<P><B>HTML标签</B></P>
<UL>
<P>你只能用一部分HTML标签来修饰你的文本。
<TABLE BORDER=0 CELLPADDING=5 CELLSPACING=5>
<TR><TH>HTML标签<TH>效果</TR>
<TR><TD>&lt;B> 粗体 &lt;/B> <TD> <B>粗体</B> </TR>
<TR><TD>&lt;I> 斜体 &lt;/I> <TD> <I>斜体</I> </TR>
<TR><TD>&lt;U> 加下划线 &lt;/U> <TD> <U>加下划线</U> </TR>
<TR><TD>&lt;FONT SIZE=1> 小字体 &lt;/FONT> <TD> <FONT SIZE=1>小字体</FONT> </TR>
<TR><TD>&lt;FONT SIZE=4> 大字体 &lt;/FONT> <TD> <FONT SIZE=4>大字体</FONT> </TR>
<TR><TD>&lt;FONT COLOR=green> 例 &lt;/FONT> <TD> <FONT color=green>例</FONT> </TR>
<TR><TD valign=top>&lt;UL>&lt;LI>一 &lt;LI>二 &lt;/UL> <TD valign=top> <UL><LI>一<LI>二</UL> </TR>
<TR><TD>&lt;HR><TD> <HR> </TR>
</TABLE>
</UL>
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<P ALIGN=CENTER><B>格式化文本</B></P>
<P>在Moodle上写文本，你可以根据自己的技术水平与浏览器类型选择几种不同的文本格式。
<P><B>通常你可以采用默认值，这往往就可以达到你所期望的效果。</B>.
<P><B>1. Moodle自动格式</B></P>
<UL>
<P>这种格式最适合用普通的网页输入表单(不用富文本HTML编辑器)。只需输入文本，恰如你在写一封email。
<P>当你保存文本时，Moodle会自动为你的文本作一些格式化。
<P>例如，网址如
<A HREF="http://yahoo.com/">http://yahoo.com</A> 或者
<A HREF="http://www.yahoo.com/">www.yahoo.com</A> 将自动变成链接。
<P>你的换行将会保持，空行将另起一段。
<P>表情字符如 :-) 将自动变成相应的表情图标。
<P>甚至你可以嵌入HTML代码，而它也会被保留。
<P ALIGN=RIGHT><?php helpbutton("text", get_string("helptext")) ?>更多关于Moodle自动格式化的信息。</P>
</UL>
<P><B>2. HTML格式</B></P>
<UL>
<P>这种格式将视文本为纯HTML。如果你用HTML编辑器编辑文本，那么这就是默认的格式所有工具栏中的命令都为你生成HTML代码。
<P>如果你不用富文本HTML编辑器，而直接在文本中使用HTML代码，那么它也会如你所愿。
<P>与Moodle自动格式不同，这不会有自动格式化的过程。
<P ALIGN=RIGHT><?php helpbutton("html", get_string("helphtml")) ?>更多关于HTML的信息</P>
<P ALIGN=RIGHT><?php helpbutton("richtext", get_string("helprichtext")) ?>更多关于富文本HTML编辑器的信息</P>
</UL>
<P><B>3. 纯文本格式</B></P>
<UL>
<P>当你的文本中有许多特殊代码或HTML代码，你需要让它们原封不动地显示出来，用这种格式就比较适合。
<P>这种格式也会转换表情字符及换行符，但其它文本原封不动。
</UL>
<P><B>4. Wiki文本格式</B></P>
<UL>
<P>用一种特殊的Wiki格式。
<P>这种格式可以让你以可读性很强的方式输入文本，然后自动转换成HTML标题、列表及其它复杂格式。
<P ALIGN=RIGHT><?php helpbutton("wiki", get_string("helpwiki")) ?>更多关于Wiki的信息</P>
</UL>
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<p align="center"><b>关于编写Wiki格式网页的帮助</b></p>
<p>
Wiki格式网页提供一种工具，可以让你方便地用直观、可读性强的格式标记纯文本，使得文本在显示时转换为XHTML。最大的好处在于你不需学习HTML来产生复杂的显示效果，而你编写的文本在转换<em>之前</em>就<em>看起来</em>比较养眼。它能代替以往用Word文档另存为HTML的办法，且能在线编辑。
</p>
<p>你得先输入基本的纯文本内容。然后添加一些<em>特定</em>的字符使得文本格式化。</p>
<h3>区块水平格式</h3>
<p>
段落区块由至少一个空白行分隔。要给一个段落添加格式，请在该段落首行首字之前添加以下字符，后接空格…
</p>
<table>
<tr><th>字符</th><th>分块类型</th></tr>
<tr><td>没有字符</td><td>普通段落</td></tr>
<tr><td>&gt;</td><td>引用</td></tr>
<tr><td>空格</td><td>预先格式的文本(等宽)</td></tr>
<tr><td>%</td><td>预先格式 <em>且</em>忽略 Wikki格式</td></tr>
<tr><td>!#</td><td>标题—# 表示 1-6，标题水平(1是最大号)</td></tr>
<tr><td>Q.</td><td>问题—加诸段落的样式信息，以改进问题/回答的显示(在主题风格中)</td></tr>
<tr><td>A.</td><td>回答—同上，只是用于回答</td></tr>
</table>
<h3>列表格式</h3>
<p>只要在列表的每一行前面加上一个特定的字符和空格，就可以构造出简单的列表格式。列表以空行结束。可以自由地嵌套不同类型的列表。但文本格式类型可以随意定义以获得想要的效果。列表格式字符如下：</p>
<table>
<tr><th>字符</th><th>列表项目类型</th></tr>
<tr><td>*</td><td>无序列表(圆点)</td></tr>
<tr><td>#</td><td>顺序列表(1,2，3等等)</td></tr>
<tr><td>:</td><td>定义列表，定义</td></tr>
<tr><td>;</td><td>定义列表，文本</td></tr>
</table>
<p>嵌套列表举例：</p>
<p><pre>
* 第一点
* 第二点
## 嵌套第一行
## 嵌套第二行
* 第三点
</pre></p>
<p>显示效果：
<ul><li>第一点</li>
<li>第二点</li>
<ol><li>嵌套行 1</li>
<li>嵌套行 2</li></ol>
<li>第三点
</ul></p>
<h3>嵌套格式</h3>
<p>嵌套格式可以让一行中的某部分标记成特定的风格。特定字符可以出现于一行中的任何地方，但注意不能跨行。符号如下</p>
<table>
<tr><th>例</th><th>效果</th><th>格式说明</th></tr>
<tr><td>*hello world*</td><td><strong>hello world</strong></td><td>粗体</td></tr>
<tr><td>/hello world/</td><td><em>hello world</em></td><td>强调或斜体</td></tr>
<tr><td>+hello world+</td><td><ins>hello world</ins></td><td>插入文本</td></tr>
<tr><td>-hello world-</td><td><del>hello world</del></td><td>删除线</td></tr>
<tr><td>hello ~world~</td><td>hello <sub>world</sub></td><td>下标</td></tr>
<tr><td>hello ^world^</td><td>hello <sup>world</sup></td><td>上标</td></tr>
<tr><td>"hello world"</td><td><q>hello world</q></td><td>引号</td></tr>
<tr><td>%hello world%</td><td><code>hello world</code></td><td>等宽字体</td></tr>
<tr><td>@hello world@</td><td><cite>hello world</cite></td><td>引用</td></tr>
</table>
<h3>首字母缩写标签</h3>
<p>首字母缩写标签是通过在首字母缩写之后接圆括号，括号内为缩写所代表的原文，注意缩写与括号之间没有空格。显示时，把鼠标指针置于首字母缩写之上，就会出现缩写所代表的原文提示小标签。例如：</p>
<p>HTML(Hypertext Markup Language) <br /> <acronym title="Hypertext Markup Language">HTML</acronym></p>
<h3>超链接</h3>
链接地址可置于文本中，后接(中间无空格)括弧，括弧中为文本。例如： </em>http://www.google.com/(开始搜索)</em>将转变为
<a href="http://www.google.com/">开始搜索</a>.
<h3>Moodle模块链接</h3>
<p>如果你知道了Moodle id号码(在模块地址后面查找 ?id=nn)和模块名称，你就可以直接链接到那个模块，通过以下语法：</p>
<p>ModuleName:nn(说明文字)</p>
<p>例如： <em>resource:36(我的新网页)</em> <em>forum:10(跳至论坛)</em></p>
<h3>Moodle图片链接</h3>
<p>可以在wiki网页中嵌入图片。你得上载图片，并注意它在上载区中的路径。语法如下：Inline graphics can be placed on wiki pages. You need to upload the graphic and note its path within the file upload area. The syntax is:</p>
<p>/<em>..文件路径..</em>(alt text)</p>
<p>例如，/mypics/graphic.jpg(Staff picture)</p>
<h3>自动重新格式化</h3>
<p>许多普遍使用的功能都能自动转化为XHTML相应的功能。主要有如下一些：</p>
<ul>
<li>HTTP链接转化为有效链接
<li> ..., (R), (TM), (C), 1/4, 1/2, 3/4 都转化为正确的符号
<li> 数字 x 数字 转化为乘号
<li>行首四个以上短横连在一起则自动转化为一条横线
</ul>
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<P ALIGN=CENTER><B>加一个评论</B></P>
<P>Comments can be added to an assessment to:
<OL>
<LI>对评价(由学生对某个作业所做的)添加附加的解释。Add additional explaination or clarification to the assessment (by
the student who assessed the piece of work);
<LI>Query the statements made in the assessment (by the student whose
piece of work is being assessed;
<LI>Try to resolve difficulties which may have arisen during the discussion
on the assessment (by the teacher);
</OL>
<P>The aim of the comments is to try either reach agreement on the
current assessment or persuade the assessor to revise their assessment.
This discussion should be undertaken in a reasonable way.
<P>If the work is reassessed then the old comments are discarded and
are no longer shown with the new assessment.
</P>
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<P ALIGN=CENTER><B>Agreement of Assessments</B></P>
<P>A workshop assignment can have either of these characteristics:
<OL>
<LI>In the submission and assessment phase when the students see the
assessments made by other students there is no feedback
from the students who submitted the work to the students who made
the assessment. There may be feedback from the teacher if the teacher
choses to grade the student assessments and then the teacher's grades and
comments will be available to both the student whose work it is and
to the student who made the assessment. There will be, however,
be only one way feedback between peers on any one piece of work.
<LI>In the submission and assessment phase the students see the
assessments made by other students and they are allowed to comment
on these assessments. They may agree or disagree with the (peer) assessment.
If they agree with the assessment then the assessment stands and is
used in the final calculations when determining the peer grade given to
the particular piece of work. If, however, they do not agree with an
assessment the student who made the assessment is given an
opportunity to revise it. The revise/disagree loop can continue until
either agreement is reached or the deadline is reached. An assessment
which is still in &quot;dispute&quot; when the deadline is reached
is not used in the final calculations. This gives two way feedback
between peers on each piece of work.
</OL>
<P>If the second method of working is chosen there is the option of switching off the display
of grades. That is, if this &quot;hide grades&quot; option is exercised, only the comments
in the assessment are shown to the student who work is being assessed.
The grades are shown only after agreement has been reached (on the
comments alone). Note that this option only effective when agreement on
assessments is required.
</P>
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<P ALIGN=CENTER><B>Anonymous Grading</B></P>
<P>A peer graded assignment can be graded anonymously. In this
case the names (and any photos) of the students doing the grading
are not shown. Only the (file) names of the submissions are used to identify
the peices of work being graded.
<P>When the peer graded assignment is not graded anonymously, the
pieces of work are shown with the names (and any photos) of the
students who submitted the work. This may lead to bias in the gradings.
<P>Note that if the teacher's grades are shown to the students these are
never shown anonymously.
</P>
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<P ALIGN=CENTER><B>Peer Graded Assignment Type</B></P>
<P>A peer graded assignment can have one of two types:
<OL>
<LI>Only feedback on the assessment elements and the general comment
is entered. The grading of assessment elements is not seen in the
grading pages. Assignments themselves are not given an overall grade.
However, the grading performance of the students is measured and
this, and only this measure contributes towards the final grades given
to the students.
<LI>Here the teacher and peers are asked to provide both feedback and
grades. The assignments are given an overall quantative grade as well
as the qualative data. The final grade for a student will be calculated
from the (weighted) contributions of the teacher's grade, the mean
peers' grade and the student's grading performance.
</OL>
</P>
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<P ALIGN=CENTER><B>The Breakdown of the Final Grade</B></P>
<P>The table on this screen shows your final grade and how it was calculated.
The final grade is made up from three possible components.
<OL>
<LI>The teacher's grade for your submitted work.
<LI>The average of the peer grades for your submitted work.
<LI>A grade for your performance in the peer grading phase. This
performance was based by (a) whether your grades were too high or too low
when compared with the average grade of the other students (this is called bias),
(b) whether your grades follow, again on average, the grades given by
the other students (this is called reliability)
and (c) on the quality of your comments on the other pieces of work you graded.
This was graded by the teacher. These three performance grades were weighted
by the factors 1:2:3 respectively to give an overall &quot;grading&quot;
grade. In other words the teacher's grading of the comments is given the
same weight as the Bias and Reliability factors combined.
</OL>
<P>These three components can be weighted as deemed appropriate for the
assignment. These weights are shown in the smaller table.
</P>
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<P ALIGN=CENTER><B>The Calculation of the Final Grade</B></P>
<P>The table on this screen shows how the the final grades for the students
are calculated. The final grades are a weighted sum of up to five components.
<OL>
<LI>The teacher's grade for their submitted work. This is optional and will be
used if the teacher actually assesses the student's work. If the student submits
more than one peice of work the &quot;best&quot; grade is used. Here, best
means the piece of work with the highest weighted combination of teacher's
grade and peer grade...
<LI>The average of the peer grades for their submitted work. Again if the student
submits more than one peice of work the &quot;best&quot; grade is used. The
peer grade can optionally
include the teacher's grade. This grade would be included if the number of
peer gradings is very low or it is thought that the peer gradings are suspect
either because of bias (usually on the high side) or for not being reliable.
If included the teacher's grade is treated in the same way as a peer grade in
the calculation of the average.
<LI>The student's bias in grading peer work. This is measure of whether the
student grades work either too high or too low. It is not an absolute measure
as it is based on the difference between the student's grade and the peer
averages for each of the submissions they assessed. In general this component
should NOT be given a high weighting.
<LI>The student's reliability in grading peer work. This is a measure on how well
a students grades follow the peer average for the peices of work they
assessed. The measure discounts the student bias and averages the absolute
differences between their grades and the peer average grades. In theory if
the students gives high marks for good peices of work and low marks for poor
pieces of work their reliability will be high. If it is suspected that the students in
general are poor assessors then the teacher's grades should be included into
the ppeer averages, this should make the reliability values more meaningful.
<LI>The average grade given by the teacher for the student's assessments.
This includes both the preliminary assessments made by the student on the
example pieces of work and any grading the teacher makes on the asessments
produced during the peer assessement phase of the assignment. In general this
component is probably more important than both the Bias and Reliability
components and thus, if available, should be weighted higher.
</OL>
<P>These five components can be weighted as deemed appropriate for the
assignment. For example the teacher's grade might be weighted strongly
if the peer grading part of the assignment is only considered a minor part
of the assignment as a whole. Alternatively, if the teacher only grades a few
of the submissions these grades can be ignored by giving them a zero weighting.
If the assignment is all about the students as judges and the providing of feedback
then first two components may be set to zero (or low) and the students'
grading abilities will determine the final grades.
<P>Note that this screen is used iteratively and the final grades are not normally
made available to the students until the final phase of the assignment. Once the
the teacher is happy with the final grades and their weightings then they can
be made available to the students.
</P>
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<P ALIGN=CENTER><B>Editing a Comment</B></P>
<P>As with other items there is a short period of time allowed when
the text of comments can be amended. The comment is not shown
on the assessment until this period has elapsed.
</P>
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<P ALIGN=CENTER><B>Assignment Elements</B></P>
<P>For ease of grading, a Workshop Assignment should have a reasonable
number of &quot;Assessment Elements&quot;. Each element should cover
a particular aspect of the assignment. Typically an assignment will have
something between 5 to 15 elements for comments and grading, the
actual number depending on the size and complexity of the assignment. A peer
assignment with only one element is allowed and has a similar assessment
strategy to the standard Moodle Assignment.
<P>The type of elements dependent of the assignment's grading strategy.
<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment.
The assessor is asked to comment on each of these aspects. As with all the grading
strategies, there is also an area for general comments.
<P><B>Accumulative Grading.</B> The elements have the following three features:
<OL>
<LI>The DESCRIPTION of the assessment element. This should clearly state what
aspect of the assignment is being assessed. If the assessment is qualatative
it is helpful to give details of what is considered excellent, average
and poor.
<LI>The SCALE of the assessment element. There are a number of prefined
scales. These range from simple Yes/No scales, through multipoint scales to
a full percentage scale. Each element has its own scale which should be choosen
to fit the number of possible variations for that element. Note that the scale
does NOT determine the element's importance when calculating the overall
grade, a two point scale has the same &quot;influence&quot; as a 100 point
scale if the respective elements have the same weight...
<LI>The WEIGHT of the assessment element. By default the elements are given the same
importance when calculating the overall grade of the assignment. This can be
changed by giving the more importance elements a weight greater than one, and
the less important elements a weight below one. Changing the weights does NOT
effect the maximum grade, that value is fixed by the Maximum Grade parameter
of the peer assignment. Weights can be assigned negative values, this is an
experimental feature.
</OL>
<P><B>Error Banded Grading.</B> The elements will normally describe certain items
or aspects which must be present in the assignment. The assessment is made on the
present or absence of these items or aspects. The teacher must all set of grade table which
give the suggested grades when all the items are present, when one is absent, when two are
absent, etc. If certain items are more important than others then those items can be given
a weighting greater than one. Minor items can be given a weighting less than one. The
overall &quot;error count&quot; is a weighted sum of the missing items. The assessor
can always make a minor adjustment to these suggested grades.
<P><B>Criteria Grading.</B> The elements will give a set of &quot;level&quot; statements
which can be used to rank the assignment. The statements may be cumulative or they may
each be self contained. The assessor must decide which statement best fits each piece of
work. The teacher must also relate each criterion statement with a suggested grade. These
should normally be in order. The assessor can make a minor adjustment to these
suggested grades.
</P>
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<P ALIGN=CENTER><B>The Final Grades</B></P>
<P>The table on this screen lists the final grades and their breakdown as shown to
the students. If there are missing values in the table then it is possible to &quot;go back&quot;
and add these. In fact, there are two adjustments which can be made to the Final Grades.
<OL>
<LI>If a teacher's grade needs to be added then the piece of work can be
graded by going
to the teacher's Management screen for assignment and clicking on the link &quot;Student
Submissions for Assessment&quot;. Any otherstanding submissions can be graded. Once this has
been done then move the assignment back to Phase 3 and re-calculate the Final grades. In a
similar way any assessments which have not been graded can be graded from the Management
screen.
<LI>If it is desired to use a different weighting scheme then the assignment should be moved
back to Phase 3 and link &quot;Calculate Final Grades&quot; can be clicked and the new
weights entered. After the grades have been re-calcualted the assignment should be moved
to Phase 4 to make the new grades available.
</OL>
</P>
lang/zh_cn/help/workshop/graded.html
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<P ALIGN=CENTER><B>A Graded Peer Assignment</B></P>
<P>This shows the grades and comments made on the submitted piece of
work. You can if you wish reply to this assessment and choose not to
accept it (at this stage). If that is the case, please enter your reply in the
box at the foot of the page giving the reason why you are not happy with
the assessment. Then click on the button at the foot of the page and
choose NO when asked whether you are happy with this assessment.
<P>If, on the other hand. you are happy with the assessment simply
click on the button at the foot of the page and then click on YES when
asked whether you are happy with this assessment.
</P>
lang/zh_cn/help/workshop/grading.html
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<P ALIGN=CENTER><B>Grading of Peer Assignments</B></P>
<P>For ease of grading a Peer Assignment is divided into a number of
assessment &quot;elements&quot;. Each element covers
a particular aspect of the assignment. Depending on the type of assessment,
for each element you should
<OL>
<LI>Enter a Grade by clicking in the appropriate button or selecting an appropriate
number from the drop down menu.
<LI>Enter an explaination of why you gave that grade in the Feedback box. If
you feel that the reason is obvious then leave the box empty. Note, however,
that the teacher may look at your assessment and may well query a grade
if there is no explaination.
</OL>
<P>In other type of asessments, you are asked to determine if various items
are present or absent, in others you are asked to choose which statement best
fits the peice of work. In both of these assignments you can adjust the grade
somewhat as you see fit.
<P>The last box on this form allows you to make a general comment on the
work. This should justify your assessment. It should be polite and as far as
possible constructive. Your assessment will be shown to the student who
produced the piece of work.
<P>You have a limited period of time, typically half an hour, in which to
change your mind and alter your grades or comments. Once that period
is over the person whose work you are assessing is notified about the assessment.
At that stage you can view your assessment but you cannot change it.
</P>
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<P ALIGN=CENTER><B>Grading the Student Assessments</B></P>
<P>This screen is used to enter the teacher's grade for the assessment made
by the student during the submission and assessment phase of the assignment. A relatively
simple grading is used, the score out of 20. The treacher can decide what is
being graded and the relative scores from the instructions given to the students
before the assignment started. For example, at a higher level the students may be
required to give critical comments, at an intermediate level the students may be
required to point out strengths and weaknesses, and at a lower level the students
may be simply pointing out errors and inaccuracies.
<P>If available the Teacher's own assessment is shown before that of the
student so an easy comparison can be made. The teacher's own
comments can act as a kind of benchmark.
<P>The grades of assessment is
saved by clicking on the apprpriate button at the foot of the page. There is a
chance to repeat the grading within the &quot;editing&quot; period. Once that
time has elapsed the grade is made available to the student.
</P>
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<P ALIGN=CENTER><B>Grading Strategy</B></P>
<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
<OL>
<LI><B>No grading:</B> In this type of assignment the teacher is not
interested in quantative assessment from the students at all. The students
make comments of the pieces of works but not grade them. The teacher,
however, can, if desired, grade the student comments. These
&quot;grading grades&quot; form the basis of the students' final grades.
If the teacher does not grade the student assessments then the assignment
does not have any final grades.
<LI><B>Accumulative grading:</B> This is the default type of grading.
In this type of assignment the grade of each
assessment is made up of a number of &quot;assessment elements&quot;.
Each element should cover
a particular aspect of the assignment. Typically an assignment will have
something between 5 to 15 elements for comments and grading, the
actual number depending on the size and complexity of the assignment. A peer
assignment with only one element is allowed and has a similar assessment
strategy to the standard Moodle Assignment.
<P>Elements have the following three features:
<OL>
<LI>The DESCRIPTION of the assessment element. This should clearly state what
aspect of the assignment is being assessed. If the assessment is qualatative
it is helpful to give details of what is considered excellent, average
and poor.
<LI>The SCALE of the assessment element. There are a number of prefined
scales. These range from simple Yes/No scales, through multipoint scales to
a full percentage scale. Each element has its own scale which should be choosen
to fit the number of possible variations for that element. Note that the scale
does NOT determine the element's importance when calculating the overall
grade, a two point scale has the same &quot;influence&quot; as a 100 point
scale if the respective elements have the same weight...
<LI>The WEIGHT of the assessment element. By default the elements are given the same
importance when calculating the overall grade of the assignment. This can be
changed by giving the more importance elements a weight greater than one, and
the less important elements a weight below one. Changing the weights does NOT
effect the maximum grade, that value is fixed by the Maximum Grade parameter
of the peer assignment. Weights can be assigned negative values, this is an
experimental feature.
</OL>
<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are
graded on a set of Yes/No scales. The grade is determined by the &quot;Grade
Table &quot; which gives the relationship between the number of
&quot;errors&quot; and the suggested grade. For example an assignment may have six
significant items which should be present, the Grade Table will give suggested
grades if all are present, one is absent, if two are absent, etc. The individual
items can, if desired, be given weighting factors if some items are more important
than others. The number of &quot;errors&quot; is a weighted sum of the items not
present. By default each item is given a weight of one. The grading table is likely
to be non-linear, for example
the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
an assignment with 10 items.The assessor can adjust the suggested grade by up
to 20% either way to give the submission's final grade.
<LI><B>Criteria Grading:</B> This is simpliest type of assessment to grade (although
not necessarily the most straightforward to set up). The submissions are
graded against a set of criteria statments. The assessor choses which statement
best fits the piece of work. The grade is determined by a &quot;Criteria
Table&quot; which gives the suggested grade for each criterion. For example
an assignment may be set up with, say, five criteria statements and the assessors
must then choose one of the five statements for each of their assessments. As with
the Banded assignment the assessor can adjust the suggested grade by up to
20% to give the final grade.
</OL>
</P>
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<P ALIGN=CENTER><B>Including Self in the Assignment</B></P>
<P>A peer graded assignment can optionally include the student's own work
in the set of pieces each student is asked to grade. This will mean that if, say, the
number of peer assessors is 5, then each student will be asked to grade 6
pieces of work, one of them being their own work.
<P>If the number of peer assessors is set to zero and the include self option
is turned on then the assignment becomes a self-graded assignment. This
may or may not include the teacher's grading depending on whether that
option is set or not.
</P>
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<P ALIGN=CENTER><B>Managing a Workshop Assignment</B></P>
<P>A Workshop Assignment is more complex than an ordinary assignment.
It involves a number of steps or phases. These are
<OL>
<LI>The assessment of the assignment should be broken into a number
of assessment ELEMENTS. This makes the grading of an assignment less
arbitary and gives the students a framework on which to make assessments.
The teacher has the role of setting up the assessment elements thus making a
grading sheet. (See that page for more details.)
<P>With the assessment elements set up the teacher will normally submit a
small number of example pieces of work. These are practice pieces for the
students to assess before preparing their own pieces of work. However,
before the assignment is made available to students, these example
pieces should be assessed by the teacher. This provides the students
with not only examples for the assignment but also specimen assessments
on those examples.
<P>The submission of example pieces of work by the teacher is optional
and for certain assignments may not be appropriate.
<LI>The assignment is now opened to the students. If the teacher has set up
example pieces of work the students can be asked to assess a number of these.
In this case, the teacher must grade these assessments and the students must
reach a satisfactory standard before they are allowed submit their own work.
Here, a &quot;satisfactory standard&quot; has been set at 40%. Once a student
has &quot;passed&quot; the required number of assessments they are free to
submit their own work.
<P>When a student submits a piece of work the teacher can, if desired assess that
work. This assessment can be incorporated into the student final grade. These
assessments, if they are required, can take place either during the submission
phase of the assignment or after the submission deadline.
<P>If the assignment incorporates peer assessment, students who have submitted
work are shown other students' work to assess. When they have made an assessment
their peer can see that assessment (but the other student cannot comment on it.)
The teacher, however, can, if desired, grade the assessment and that score is taken
forward towards the student's final grade.
<LI>After the deadline has passed, the teacher moves the assignment to the next phase
where further submissions and assessments by students are not allowed. The teacher
can, if wished, grade the peer assessments made by the students. This is not really
necessary as provided a reason number of assessments have been made on each
submission the &quot;grading performance&quot; of each student can be
determined from the relative scores. The teacher now calculates the final grades
of the students. These final grades are normally made up of three components,
teacher's grade of the student's work, mean peer grade of the student's work
and the student's grading performance. The last can include the mean &quot;grading
grade&quot; entered by the teacher against a student's comments. These three
components are given weights by the teacher before the calculation of the final
grades takes place.
<LI>The final phase of the assignment is entered to allow the students to see their
final grades. The teacher can, be desired, backtrack the assignment to allow some
adjustment of, say, the weights used in the final grade calculation, the revised
grades can then be shown to the students.
</OL>
</P>
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<P ALIGN=CENTER><B>Number of Assessments of Student submissions</B></P>
<P>This number determines whether the students are asked to peer assess
other students' work. If it is
not zero then each student is offered that number of pieces
of work from other students. After assessment the originator of the work
can view the comments and possibly the grade given by their peer.
(The peer assessment process may be iterative depending on the setting of
&quot;Agree Assessments&quot; option.) The teacher can also,
if desired, grade these assessments and those grades can be used in the calculation of
the final marks. The student is shown the teacher's comments and grade
for each of their assessments if available.
</P>
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<P ALIGN=CENTER><B>Number of Assessments of Teacher's Examples</B></P>
<P>This number determines whether the students are asked to assess
any example peices of work before submitting their own work. If it is
not zero then each student must assess that number of example pieces
of work to a satisfactory level. This means that the teacher must grade
these assessments before the student can submit work. The student is
shown the teacher's comments and grade for each of their
assessments.
</P>
lang/zh_cn/help/workshop/nelements.html
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<P ALIGN=CENTER><B>Number of Comments, Elements, Bands or Criteria</B></P>
<P>The number entered here determines how many items will be used in
the assessments. Depending on the type of grading strategy, this number
gives the number of comments, assessments elements, bands or criteria
to be used in the assessments. Typically an assignment will have
something between 5 to 15 assessment items, the
actual number depending on the size and complexity of the assignment.
<P>All assessments have a General Comments field. For a &quot;No
Grading&quot; assignment the value given here determines the
number of additional comment areas. It can be specified as zero and results
in the assessment having only a single General Comments area.
</P>
lang/zh_cn/help/workshop/numberofassessors.html
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<P ALIGN=CENTER><B>Number of Peer Assessors</B></P>
<P>A peer graded assignment will normally have around 3 to 8 peer
assessors. That is, in the peer grading phase, each student will be
asked to grade this number of pieces of work from the other students
in the class. The larger the assignment is, in terms of content, the
smaller this number should be, else the grading burden on the
students becomes onerous. However, each student should see sufficient
examples to gain an insight into what constitutes a good piece of work
and a poor piece of work. Further for the grading performance of a
student to be assessed meaningfully the greater the number of peer
gradings the better. This performance is unlikely to be valid if only three
or four gradings are done by each student.
<P>Provided there is enough pieces of work submitted (actually 10 or
more), the system will allocate each student at least one &quot;good&quot; and
at least one &quot;poor&quot; piece of work. However, this can only be done if the
teacher has graded the pieces of work BEORE the allocation of (peer) grading
work is done. The teacher does NOT, however, have to grade all the
pieces of work, a sample is sufficient. Further, the teacher's gradings need
NOT be the final gradings, a preliminary grading is good enough. Note,
however, that if the option to show teacher's gradings is turned on,
these gradings will be shown to the students at the end of the submission
phase.
<P>The number of peer assesors can be zero. In which case the assignment
becomes either a self-graded assignment if that option is turned on, or
a normal teacher-graded assignment.
</P>
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<P ALIGN=CENTER><B>Resubmitting assignments</B></P>
<P>By default, students cannot resubmit assignments, they are allowed only one submission.</P>
<P>If you turn this option on, then students will be allowed to submit more than one piece of work
to this assignment. This may be useful if the teacher wants to encourage students to do better
work by an iterative process.</P>
<P>The assessment of submissions is allocated on the basis of the number of assessments a piece
of work has had. Thus new submissions from a student are likely to be candidates for peer
assessment. However, if a student resubmits a number of pieces of work in quick succession then
they are all equally likely to be assessed. The assignment does NOT give priority to the newest
submission.
<P>When the student's final grade is calculated the submission with the highest grade is used. Here
highest grade means the weighted combination of the teacher's grade and the peer grade if
both are available.
</P>
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<P ALIGN=CENTER><B>Self Assessment</B></P>
<P>A workshop assignment can optionally include the student's own work
in the set of pieces each student is asked to assess. This will mean that if, say, the
number of student pieces of work each student has to assess is set at 5, then
each student will be asked to assess 6 pieces of work, one of them being their own work.
<P>If the number of student pieces of work is set to zero and the self assessment option
is turned on then the assignment becomes a self-graded assignment. This
may or may not include the teacher's grading depending on the teacher's decision.
</P>
lang/zh_cn/help/workshop/showinggrades.html
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<P ALIGN=CENTER><B>Hiding the Display of Grades</B></P>
<P>This option can be used in a workshop assignment where there
must be agreement between the students on each assessment .
The default value is to show the student whose work is being
assessed both the comments and the grades in the peer assessments. This
may lead to more disputes than when the option is turned on and the
assessments are shown without the grades.
<P>If the option is taken to hide grades in the peer assessments the
grades are revealed once agreement has been reached. This agreement
will, of course, have been made only on the comments. If these comments
do not reasonably match the grades then the student whose work is being
assessed may well appeal to the teacher.
</P>
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<p align="center"><b>Specimen Assessment Form</b></p>
<p>This page shows shows the details of the actual form used to grade
your assignment. It will be used by the teacher to grade your work. Further,
in a peer graded asignment, the same form will be used by yourself and
your fellow students to grade the submitted pieces of work.</p>
<p>Please note that although you can change the grades on
this form these changes are NOT saved. This is simply a specimen form,
but a very similar form will be used by the teacher and possibly by you
during this assignment.</p>
lang/zh_cn/help/workshop/teachersgradings.html
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<P ALIGN=CENTER><B>Display of Teacher's Grades</B></P>
<P>A peer graded assignment can optionally make the teacher's comments
and grades available to the student's. If desired, these are shown after the
submission deadline, or later if the grades are not available then. The teacher's
comments and grades may well help the students when making their own
(peer) assessments on other student's work.
<P>Note that even when the peer grading is done anonymously, the
teacher's grades are always shown to the students with the teacher's
name and, if available, their photo.
</P>
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<P ALIGN=CENTER><B>编写文本</B></P>
<P>既然编写文本要给别人读，就要心里想着读者，面向你的读者。</P>
<P>尽量简明地阐述你的观点，避免误解。能用简短语言表达的就不要用冗长的语句来表达。</P>
<P>在论坛中这将有助于让你的帖子简短而切中主题。与其写一个内容冗杂的帖子，不如分开写成几个帖子(它们可能放在不同的讨论区中)。
<P>不厌其烦地修改你的文本，直至你认为正确无误。你在论坛中发了帖子之后，如果有必要，还可以在<?PHP echo ($CFG->maxeditingtime/60) ?>分钟之内修改它。</P>
<P>在回答别人的帖子时，努力想出一些有趣的问题来问他们。这可以促进你们思考(和学习!)你们正在讨论的话题。</P>
<P ALIGN=RIGHT><?php helpbutton("questions", get_string("helpquestions"), "moodle", true, true) ?></P>
<P ALIGN=RIGHT><?php helpbutton("reading", get_string("helpreading"), "moodle", true, true) ?></P>
<P ALIGN=RIGHT><?php helpbutton("ratings", get_string("separateandconnected"), "forum", true, true) ?></P>