{"created":"2025-10-17T07:23:57.457042+00:00","id":2000279,"links":{},"metadata":{"_buckets":{"deposit":"1b4610b4-6152-466b-b847-9dfbb36a7663"},"_deposit":{"created_by":16,"id":"2000279","owner":"16","owners":[16],"pid":{"revision_id":0,"type":"depid","value":"2000279"},"status":"published"},"_oai":{"id":"oai:fukuoka-pu.repo.nii.ac.jp:02000279","sets":["3:4:1760681031391"]},"author_link":["993","139"],"control_number":"2000279","item_11_biblio_info_7":{"attribute_name":"bibliographic_information","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2025-10-01","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"1","bibliographicPageEnd":"87","bibliographicPageStart":"75","bibliographicVolumeNumber":"34","bibliographic_titles":[{"bibliographic_title":"福岡県立大学人間社会学部紀要","bibliographic_titleLang":"ja"}]}]},"item_11_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本教育実践では、令和６年度前期に製作した動画教材を大学近隣の私立保育所に持参して披露し、子どもの様子を観察する機会を設けた。学生には子どもの反応から得た気づきをもとに自らの課題と目標を明確化し、後期の動画教材製作においては、その課題解決に向けて取り組むよう求めた。\n　その結果、学生が動画教材製作において留意した事項としては、「教材性」「主体性・協働性」「役割分担」「造形的要素」「音楽的要素」「時間配分」「ICT技術」の７項目が挙げられており、特に「教材性」と「主体性・協働性」の２点に注力して取り組んでいたことが明らかとなった。また、本時の動画教材製作においては、物語や効果音の創作・写真撮影・動画編集ソフトの操作・協働力といった複数の要素が絡み合っていることから、造形・音楽に関する表現力育成やICT機器の活用技能、協働力育成といった保育者に求められる専門的資質の向上において有用であることが示唆された。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_11_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"福岡県立大学人間社会学部","subitem_publisher_language":"ja"}]},"item_11_source_id_11":{"attribute_name":"item_11_source_id_11","attribute_value_mlt":[{"subitem_source_identifier":"AA11875546","subitem_source_identifier_type":"NCID"}]},"item_11_source_id_9":{"attribute_name":"item_11_source_id_9","attribute_value_mlt":[{"subitem_source_identifier":"2759-6370","subitem_source_identifier_type":"EISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"SAKURAI, 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