A Study on the Portfolio Assessment of Relatinal Learning about Local Climate in Environmental Education

我们看待自然有三种观点。首先是技术观点。从这个角度来看，我们把自然看作是一个对象或工具，它满足了一个目的，只有对人类有意义。二是整体观。从这个观点出发，我们认为自然是权利的主体。环保主义者从这个观点出发，坚持要保护环境。第三是气候观（fudo）。从这一观点出发，自然的实在性是在主体与客体的关系中形成的。气候（fudo）是在以自然为客体、以人为主体的历史关系中形成的。通过对三种观点的比较，认为第三种气候观最适合环境伦理教育。孩子们是如何学习这种观点的？我们如何评估他们的学习？我建议作品集评估是适合这种学习的方法。

There are three viewpoints how we look at nature. First is the technological viewpoint. From this viewpoint we treat nature as the object or the tool which meets a purpose with a meaning only to a human being. Second is the holistic viewpoint. From this viewpoint we consider nature to be the subject of rights. The environmentalists insist on the protection of the environment from this viewpoint. The third is the viewpoint of the climate(fudo). From this viewpoint, the reality of nature is formed in relation of the subject and the object. The climate(fudo) has been formed historically in relation of the nature as the object and the human as the subject. As a result of the comparison of three viewpoints, the third viewpoint of climate is the best for the education of environmental ethics. How do children learn this viewpoint? And How can we assess their learning?I suggest the portfolio assessment is the suitable approach for such learning.