{"created":"2023-05-15T09:05:11.785144+00:00","id":6428,"links":{},"metadata":{"_buckets":{"deposit":"4a5a389f-566e-4ad9-8127-ffe83da54f2a"},"_deposit":{"created_by":11,"id":"6428","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"6428"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:00006428","sets":["889:890:1021"]},"author_link":["20543","19563","19565","19564","20542","20541"],"item_5_alternative_title_21":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"The Generation of “Knowledge Techniques” with the Construction of Communication in First-Year Education: Online Learning in the Covid-19 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弘前大学の初年次教育の一つである「基礎ゼミ」では、学生の主体的・能動的な学修の能力を形成するための学生生活も含めたスタディスキルの修得を目的としている。筆者らは、その「主体的・能動的な学修能力」の育成にとって、人間関係の構築が重要な位置を占めると考えた。取り分けコロナ禍の現在においてはそれが顕著であった。結果的に、本年度の基礎ゼミの活動はオンラインでの学習でありながら、学生達の豊かなコミュニケーションを構築し、同時に、主体的な学びや学生からの情報の発信が見られた。それらは、単なる知の習得ではなく、探求力・問題解決力・コミュニケーション力などを含んだ、予測困難な未来を生きる力としての「知の技法」のであったと言える。そこで、本実践を振り返ることで「知の技法」の生成とコミュニケーションがどのように関連し、また相互に機能したか解き明かそうとしたのが本稿である。具体的には、前期授業で使用した課題や提示資料、及び学生の発表資料や提出物、アンケートといった記録資料を分析の対象とし、教育学と哲学の視点から考察した。","subitem_description_type":"Abstract"}]},"item_5_full_name_2":{"attribute_name":"著者(ヨミ)","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"19564","nameIdentifierScheme":"WEKO"}],"names":[{"name":"シミズ, ミノル"}]},{"nameIdentifiers":[{"nameIdentifier":"20542","nameIdentifierScheme":"WEKO"}],"names":[{"name":"ミヤザキ, ミチハル"}]}]},"item_5_full_name_3":{"attribute_name":"著者別名","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"19565","nameIdentifierScheme":"WEKO"}],"names":[{"name":"Shimizu, 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