{"created":"2023-05-18T10:09:04.061358+00:00","id":379,"links":{},"metadata":{"_buckets":{"deposit":"ae154445-c8f2-425f-9bab-1694cbde0c34"},"_deposit":{"created_by":5,"id":"379","owners":[5],"pid":{"revision_id":0,"type":"depid","value":"379"},"status":"published"},"_oai":{"id":"oai:yamanashi.repo.nii.ac.jp:00000379","sets":["63:66:67"]},"author_link":["25417"],"control_number":"379","item_2_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2019-02-28","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"77","bibliographicPageStart":"65","bibliographicVolumeNumber":"24","bibliographic_titles":[{"bibliographic_title":"教育実践学研究 : 山梨大学教育学部附属教育実践総合センター研究紀要","bibliographic_titleLang":"ja"},{"bibliographic_title":"Journal of Applied Educational Research","bibliographic_titleLang":"en"}]}]},"item_2_creator_2":{"attribute_name":"著者名","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"上里, 正男","creatorNameLang":"ja"},{"creatorName":"ウエサト, マサオ","creatorNameLang":"ja-Kana"},{"creatorName":"Uesato, Masao","creatorNameLang":"en"}],"familyNames":[{"familyName":"上里","familyNameLang":"ja"},{"familyName":"ウエサト","familyNameLang":"ja-Kana"},{"familyName":"Uesato","familyNameLang":"en"}],"givenNames":[{"givenName":"正男","givenNameLang":"ja"},{"givenName":"マサオ","givenNameLang":"ja-Kana"},{"givenName":"Masao","givenNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"25417","nameIdentifierScheme":"WEKO"}]}]},"item_2_description_5":{"attribute_name":"内容","attribute_value_mlt":[{"subitem_description":"現代の国際的動向である科学技術（STEM:Science,Technology,Engineering,Mathematics）教育と比較して、日本ではSTEM教育との関係において、次期学習指導要領や各教科の関連学会でも、教科教育としての数学科や理科と技術科との関連問題の構造化は、あまり重視されていない。それは、広い意味での歴史的な文化としての科学と技術との関連よりSTEM教育が構造化されている国際的動向と比較すると、弱点である。　そこで本研究では、現代日本の技術科教育における文化としての科学と技術との関連問題構造を、現代の技術科教育の源流であるフランスの手工教育(フランス手工) における歴史的な文化としての科学と技術との関連問題史にさかのぼって、明らかにしようとした。 　その結果、手工教育は、1985年までは複線型学校体系における初等・初等後教育における前職業教育として、「労働者」教育の範囲内で「手の訓練」における技能を重視するという一面を有する「手の教育」の伝統をもち続けていた。その「手の教育」は現代の日本にも受け継がれているが、ようやくフランスでは、1985年以降には、中等教育をも包含する一般普通教育における科学・技術に関する教科としてテクノロジーが現れ、テクノロジーの教養を土台とするテクノロジー教育が形成されたことが明らかになった。","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_2_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.34429/00000372","subitem_identifier_reg_type":"JaLC"}]},"item_2_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"山梨大学教育学部附属教育実践総合センター","subitem_publisher_language":"ja"}]},"item_2_source_id_11":{"attribute_name":"NCID","attribute_value_mlt":[{"subitem_source_identifier":"AA11414565","subitem_source_identifier_type":"NCID"}]},"item_2_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1881-6169","subitem_source_identifier_type":"PISSN"}]},"item_2_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2020-02-27"}],"displaytype":"detail","filename":"j24_65-77.pdf","filesize":[{"value":"1.3 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