{"_buckets": {"deposit": "60d0c47b-3e51-4c5f-8b65-8184a0f05da5"}, "_deposit": {"id": "1965", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "1965"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00001965", "sets": []}, "author_link": ["3129", "3130"], "item_10_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2011-12-24", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "50", "bibliographicPageStart": "41", "bibliographicVolumeNumber": "12", "bibliographic_titles": [{"bibliographic_title": "信州大学教育学部附属教育実践総合センター紀要　教育実践研究"}]}]}, "item_10_description_20": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "「ひと」とのかかわりを大切にした生活単元学習の試みとして，「はなぐみのおうち」というテーマを設定し，教師や友人の遊び場が自然につながる環境を構想し，その中で，個の願いに沿った活動内容を個々の児童について設定し単元を展開した.そのVTR記録および毎授業後の実態評価より，児童の活動の姿と「ひと」かかわりの姿について分析した. 「はなぐみのおうち」という閉じられた環境を用意することで， 異なる個々の活動をしていた児童が他者の活動に興味を示し参加する姿がみられた. また教師が近くにいることで遊び込みや友人とのかかわりが促され，「ひと」を視点に環境を設定することが「もの」「こと」の育ちにも効果的であると思われた. 今後の課題として，個々の活動の結びつきや学級単位での発展的展開を踏まえた活動の見通しや単元構想が必要であると思われた.", "subitem_description_type": "Abstract"}]}, "item_10_description_30": {"attribute_name": "資源タイプ（コンテンツの種類）", "attribute_value_mlt": [{"subitem_description": "Article", "subitem_description_type": "Other"}]}, "item_10_description_5": {"attribute_name": "引用", "attribute_value_mlt": [{"subitem_description": "信州大学教育学部附属教育実践総合センター紀要　教育実践研究 12: 41-50(2011)", "subitem_description_type": "Other"}]}, "item_10_link_3": {"attribute_name": "信州大学研究者総覧へのリンク", "attribute_value_mlt": [{"subitem_link_text": "宮地, 弘一郎", "subitem_link_url": "http://soar-rd.shinshu-u.ac.jp/profile/ja.upfejhkh.html"}]}, "item_10_publisher_4": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "信州大学教育学部附属教育実践総合センター"}]}, "item_10_select_64": {"attribute_name": "著者版フラグ", "attribute_value_mlt": [{"subitem_select_item": "publisher"}]}, "item_10_source_id_35": 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