{"created":"2024-07-08T05:30:14.645149+00:00","id":2000527,"links":{},"metadata":{"_buckets":{"deposit":"e45cd503-36b2-4aab-9639-fb1425ad6f75"},"_deposit":{"created_by":11,"id":"2000527","owner":"11","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"2000527"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:02000527","sets":["375:380:1720412039843"]},"author_link":["7195","7195"],"item_5_biblio_info_8":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2024-03-27","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"15","bibliographicPageStart":"7","bibliographicVolumeNumber":"131","bibliographic_titles":[{"bibliographic_title":"弘前大学教育学部紀要","bibliographic_titleLang":"ja"}]}]},"item_5_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本稿は、2022年度１月に青森県立弘前実業高校の１年生を対象に公民科「公共」のなかで実施したキャリア教育の試みを報告するものである。これまで高等学校におけるキャリア教育は「総合的な学習の時間」や「特別活動」のなかで取り組まれることが多く、教科学習が関与することは稀であった。しかし、学んだことを実生活や人生に活かすことを強調する学習指導要領が登場したことにより、教科学習も高校生のキャリア形成に貢献することが期待され始めている。本実践では公民科の必修科目として新設された「公共」を足場にして、この科目がキャリア教育にいかに貢献しうるのかを実践的に検討した。その際、これまでのキャリア教育が「自分軸」を中心に進められる傾向にあったことを踏まえ、「自分軸」と「社会軸」を往復しながら自らのキャリアを見つめることを重視する学習プログラムを開発し、実践を試みた。その結果、自分が関心を持つ職業の社会的な位置づけやリスクにも目を向けるようになるなどの成果が得られた。その一方で、公民科での取り組みを他教科やインターンシップ活動など学校カリキュラム全体のなかにどのように接続していくのか、という発展的な課題を得ることができた。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_5_full_name_3":{"attribute_name":"著者別名","attribute_value_mlt":[{"names":[{"name":"Yamato, 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