{"created":"2023-05-15T14:24:05.132977+00:00","id":23470,"links":{},"metadata":{"_buckets":{"deposit":"1d8880ef-e5e6-4686-a5e0-28070ac7b54e"},"_deposit":{"created_by":10,"id":"23470","owners":[10],"pid":{"revision_id":0,"type":"depid","value":"23470"},"status":"published"},"_oai":{"id":"oai:saga-u.repo.nii.ac.jp:00023470","sets":["315:316:317:1695102138599:1695102305263"]},"author_link":["103606","103607","103605"],"item_2_biblio_info_6":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-01","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"1","bibliographicPageEnd":"134","bibliographicPageStart":"121","bibliographicVolumeNumber":"7","bibliographic_titles":[{"bibliographic_title":"佐賀大学教育学部研究論文集"}]}]},"item_2_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究の目的は，幼稚園の造形表現と小学校の図画工作科の教育課程が関係し合う中で，生活科が果たす役割について考察するものである。本研究の対象は，佐賀大学文化教育学部附属幼稚園と小学校の各教科の学習者の認識のプロセスをモデルとした教育課程に向けられている。本研究の方法は，造形表現と図画工作科の認識のプロセスと教材の内容の特性を考察し，次にそれらを基に附属小の生活科の同プロセスと内容の特性との関係について考察を行う。本研究の結果，生活科の役割として，造形表現と図画工作科の教育課程の双方の特性の(1)独自性を維持するうえで相関関係の程度を調節する，(2)どちらか一方を顕現化するうえで択一化した状態を媒介する，(3)同時に顕現化するうえで，重層化した状態を代用する，の3つの機能が明らかとなった。","subitem_description_type":"Abstract"}]},"item_2_description_46":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"subitem_description":"論文(Article)","subitem_description_type":"Other"}]},"item_2_full_name_2":{"attribute_name":"著者(ヨミ)","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"103606","nameIdentifierScheme":"WEKO"}],"names":[{"name":"ワダ, 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