{"created":"2023-07-25T09:59:34.274483+00:00","id":2250,"links":{},"metadata":{"_buckets":{"deposit":"e94e9666-42cb-4a8c-a241-1bfb8722f849"},"_deposit":{"created_by":4,"id":"2250","owners":[4],"pid":{"revision_id":0,"type":"depid","value":"2250"},"status":"published"},"_oai":{"id":"oai:kunion.repo.nii.ac.jp:00002250","sets":["91:215"]},"author_link":["3949","3948"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2020-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"310","bibliographicPageStart":"309","bibliographicVolumeNumber":"54","bibliographic_titles":[{"bibliographic_title":"研究紀要"},{"bibliographic_title":"Kunitachi College of Music journal","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究の目的は，アメリカの教育学の古典である『ブルームの教育目標の改訂版』（Anderson & Krathwohl et al. , 2001）の中心となる「タキソノミー・テーブル」に焦点を当て，この活用が授業デザインとリフレクションに対して，どのような効果があるかを探ることであった。その結果，教師が授業を知識面と認知面の二次元のレベルからとらえなおすことで，新たな気づきが生まれること，また，教師が自律的にリフレクションできることを見出した。","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"国立音楽大学"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"02885492","subitem_source_identifier_type":"ISSN"}]},"item_10002_text_24":{"attribute_name":"年次","attribute_value_mlt":[{"subitem_text_value":"2019"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"metadata only access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_14cb"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"中西, 千春"},{"creatorName":"ナカニシ, チハル","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"Nakanishi, Chiharu","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"ブルームの改訂版","subitem_subject_scheme":"Other"},{"subitem_subject":"タキソノミー・テーブル","subitem_subject_scheme":"Other"},{"subitem_subject":"知識","subitem_subject_scheme":"Other"},{"subitem_subject":"認知","subitem_subject_scheme":"Other"},{"subitem_subject":"教師のリフレクションツール","subitem_subject_scheme":"Other"}]},"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":"ブルームの教育目標改訂版におけるタキソノミー・テーブルの活用についての考察","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"ブルームの教育目標改訂版におけるタキソノミー・テーブルの活用についての考察"},{"subitem_title":"Using Bloom’s Revised Taxonomy Table of Educational Objectives","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"4","path":["215"],"pubdate":{"attribute_name":"公開日","attribute_value":"2020-05-27"},"publish_date":"2020-05-27","publish_status":"0","recid":"2250","relation_version_is_last":true,"title":["ブルームの教育目標改訂版におけるタキソノミー・テーブルの活用についての考察"],"weko_creator_id":"4","weko_shared_id":4},"updated":"2023-07-25T10:07:52.430208+00:00"}