{"_buckets": {"deposit": "556cb19c-9045-45c3-9cb5-326a13ff0b32"}, "_deposit": {"created_by": 3, "id": "7420", "owners": [3], "pid": {"revision_id": 0, "type": "depid", "value": "7420"}, "status": "published"}, "_oai": {"id": "oai:bunkyo.repo.nii.ac.jp:00007420", "sets": ["819"]}, "author_link": ["9079"], "item_5_alternative_title_1": {"attribute_name": "タイトル カナ", "attribute_value_mlt": [{"subitem_alternative_title": "ヨウショウ セツゾク カリキュラム ニ オケル マナビ オ ツナグ シテン"}]}, "item_5_biblio_info_13": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2018-12-20", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "75", "bibliographicPageStart": "63", "bibliographicVolumeNumber": "52", "bibliographic_titles": [{"bibliographic_title": "教育学部紀要"}, {"bibliographic_title": "Annual Report of The Faculty of Education", "bibliographic_titleLang": "en"}]}]}, "item_5_date_43": {"attribute_name": "作成日", "attribute_value_mlt": [{"subitem_date_issued_datetime": "2019-03-26", "subitem_date_issued_type": "Created"}]}, "item_5_description_12": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "幼小接続カリキュラムが真に子どもの主体的・協働的な学びの実現に資するためには，幼小９年間の学びの連続性を見通す視点が不可欠である．各学校でスタートカリキュラムの取組を充実させるとともに，そこから得られた視点を「幼小９年間の学びをどうつなぐか」という問いに深化させ，この視点から中学年以上のカリキュラムの改善を図る必要がある．本研究は，幼小接続カリキュラムにおける「学びをつなぐ」視点を明確化することを課題として，幼小接続教育に関する背景と理念を整理し，幼稚園教育要領と小学校指導要領の分析を試みた．これを踏まえ，教師がもつべき「学びをつなぐ視点」を過去の実践から抽出した．①個々の幼児・児童の外界とのかかわりの姿からその子なりの世界観を読み取ること．②詳細に記録した幼児・児童の具体的な姿を相互に関連付けて「世界観」の内容や発展のみちすじを説明してみること，③長期にわたる観察記録の蓄積や観察対象の拡大を試みながら，幼小の移行や学年による変化を「一貫した論理」で説明してみること，④しかし，どれだけ努力しても完全な「子ども理解」に到達することは不可能であることを自覚すること．以上４点を示した．", "subitem_description_type": "Abstract"}]}, "item_5_description_34": {"attribute_name": "資源タイプ", "attribute_value_mlt": [{"subitem_description": "text", "subitem_description_type": "Other"}]}, "item_5_description_38": {"attribute_name": "フォーマット", "attribute_value_mlt": [{"subitem_description": 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