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トシテ"}]},"item_5_biblio_info_8":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2002-03-28","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"87","bibliographicPageEnd":"138","bibliographicPageStart":"131","bibliographic_titles":[{"bibliographic_title":"弘前大学教育学部紀要"}]}]},"item_5_description_17":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_5_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"別稿で明らかにされたカリキュラム開発の問題と課題を検討する目的で,カリキュラム開発の3つの局面,つまりカリキュラム構成(狭義)-授業-カリキュラム評価に,子どもの生活概念を介在させ,｢教育のカリキュラム｣と｢学習のカリキュラム｣の適切な関係を検討した｡その結果,開発の過程では,3局面が子どもの生活概念を頂点に抱きながらそれらと相互に往還する動的な相互関係にあると考えられ,そこで両カリキュラムの関係は,前者が主側面で後者は子どもの生活概念を介して各局面に働きかけていると結論された｡また,カリキュラム構成の各過程の概念とそれらの関連の検討の結果,それは教材を要とし,静的な要素でなく動的な契機としての相互関係であると考察された｡そして,学習観の転換に整合するカリキュラム構成\nの原則を解明する視角は,子どもの生活概念の再構成という概念装置により4契機を分析することである。","subitem_description_type":"Abstract"}]},"item_5_description_7":{"attribute_name":"引用","attribute_value_mlt":[{"subitem_description":"弘前大学教育学部紀要. 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