{"created":"2023-12-12T00:16:12.317727+00:00","id":2000007,"links":{},"metadata":{"_buckets":{"deposit":"356b07ca-6de9-457e-9133-29b42fda9f45"},"_deposit":{"created_by":10,"id":"2000007","owner":"10","owners":[10],"pid":{"revision_id":0,"type":"depid","value":"2000007"},"status":"published"},"_oai":{"id":"oai:kyotogakuen.repo.nii.ac.jp:02000007","sets":["12:1701650327361"]},"author_link":[],"control_number":"2000007","item_1702879049583":{"attribute_name":"出版社","attribute_value_mlt":[{"subitem_publisher":"京都先端科学大学人間文化学会","subitem_publisher_language":"ja"}]},"item_2_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-11-30","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"51","bibliographicNumberOfPages":"70","bibliographicPageEnd":"70","bibliographicPageStart":"1","bibliographic_titles":[{"bibliographic_title":"人間文化研究 : 京都先端科学大学人間文化学会紀要","bibliographic_titleLang":"ja"},{"bibliographic_title":"Journal of human cultural studies:Human Cultures Association of Kyoto University of Advanced Science","bibliographic_titleLang":"en"}]}]},"item_2_description_10":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"要旨\n　本稿では，実際に小学校社会科の地域学習の授業づくり(構想)から，地域という教材の魅力を充分に引き出すための授業づくりについて考察した。さらに，充分に魅力を引き出された教材としての地域を用いて，カリキュラム・マネジメントにも記されている⽛教科等横断的な視点⽜からの授業づくりについての具体策を示した。\n　その結果，まずは意義を表面的に見ているだけでは授業づくりができないことを明らかにした。そこで，授業者が好奇心を持って地域のことを調べるために矛盾を感じたり，違和感を覚えたりしてから現実を認識して既知のこと(数少ない単純な理論)と比較することが重要であることも明らかになった。さらに，認識して比較をする時には自分自身が使い慣れた言葉を使う方が実感を伴うことを示した。次に，発問によって閃き(暗示)と論理の相互作用を生み出すこととそのための準備の必要性を示した。さらに，発問に対する子どもの閃き(暗示)を適切に扱えるようになるために，授業の方向性をある程度明確にしていること，教材に関係することを中心とした幅広い知識と経験則が必要であることが明らかとなった。そして，多くの時間を必要とする地域学習の準備のためにカリキュラム・マネジメントを活用して，充分な時間を確保することの必要性，さらにカリキュラム・マネジメントに記されている教具については， 2 万5 分1 地形図と地理院地図Vector を活用することの有効性を示した。\n　そして，道徳科や総合的な学習の時間，特別活動で地域学習の授業づくりや実践したことが有効に活用できることやその具体策について示した。その中で，実感を伴って理解することや矛盾を感じること，自分自身の言葉を通じて考え，使い慣れた言葉を増やしていくこと，複雑さから学ぶこと，実際にやってみることなどが今回構想した地域学習との共通点であることが明らかになった。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_2_description_11":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"Abstract\n　This paper discusses how to create lessons that fully draw out the appeal of a region as a teaching material, based on the actual (conceptual) creation of lessons for regional studies in elementary school social studies. Furthermore, this paper will present concrete practices for developing teaching materials from a “cross-curricular perspectives,” as described in Curriculum Management, using the region as a teaching material that makes ample use of local standout qualities.\n　As a result, it became clear that it is not possible to create a class simply by first taking a superficial view of significance. It also became clear that it is important for the classroom teacher to be curious to investigate the region, feel contradictions and discomfort, and then recognize reality and compare it with what is known (a few simple theories). Further, it was shown that when recognizing and making comparisons, use of words that one is familiar to accompany the actual feeling is\npreferable. Next, it was shown that questions create an interaction between inspiration (suggestion) and logic, and that preparation is necessary for this interaction. It further became clear that in order to be able to appropriately handle the children’s inspiration (suggestions) in response to questions, it is necessary to have some clarity regarding the direction of the class and a wide range of knowledge and rules of thumb, mainly related to the teaching materials. The necessity of using curriculum management techniques to ensure sufficient time for the preparation of time-consuming regional studies, and the effectiveness of using 1: 25,000 scale topographic maps and Geographical Survey Institute maps Vector for the teaching tools described in Curriculum Management are also shown.\n　This paper also presents effective use cases for the lessons and practices of community studies in moral education, integrated learning time, and special activities, as well as concrete measures for their implementation. It became clear that understanding with a sense of reality, feeling contradictions, thinking through one’s own language, increasing one’s familiar vocabulary, learning from complexity, and actual experimentation are common points with the regional studies envisioned in this project.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_2_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.20558/0002000007","subitem_identifier_reg_type":"JaLC"}]},"item_2_relation_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_relation_name":[{"subitem_relation_name_language":"ja","subitem_relation_name_text":"人間文化研究"}],"subitem_relation_type":"isPartOf","subitem_relation_type_id":{"subitem_relation_type_id_text":"13453270","subitem_relation_type_select":"PISSN"}}]},"item_2_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AA1154900X","subitem_source_identifier_type":"NCID"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"池田, 恭浩","creatorNameLang":"ja"},{"creatorName":"IKEDA, Yasuhiro","creatorNameLang":"en"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2023-12-12"}],"filename":"01人間文化研究51_池田恭浩先生.pdf","filesize":[{"value":"18.7 MB"}],"format":"application/pdf","licensetype":"license_5","mimetype":"application/pdf","url":{"url":"https://kyotogakuen.repo.nii.ac.jp/record/2000007/files/01人間文化研究51_池田恭浩先生.pdf"},"version_id":"9203b673-cfc9-4de7-9a34-6ada2b0eaef5"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"社会科における地域学習の授業づくりについての考察 ―道徳科，総合的な学習の時間，特別活動等の教科等横断的な視点も含めて―","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"社会科における地域学習の授業づくりについての考察 ―道徳科，総合的な学習の時間，特別活動等の教科等横断的な視点も含めて―","subitem_title_language":"ja"}]},"item_type_id":"2","owner":"10","path":["1701650327361"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2023-12-12"},"publish_date":"2023-12-12","publish_status":"0","recid":"2000007","relation_version_is_last":true,"title":["社会科における地域学習の授業づくりについての考察 ―道徳科，総合的な学習の時間，特別活動等の教科等横断的な視点も含めて―"],"weko_creator_id":"10","weko_shared_id":-1},"updated":"2023-12-22T00:03:24.736012+00:00"}