{"created":"2023-05-15T14:40:57.793076+00:00","id":3046,"links":{},"metadata":{"_buckets":{"deposit":"6365563c-aa26-4d8f-8b16-409338f07775"},"_deposit":{"created_by":13,"id":"3046","owners":[13],"pid":{"revision_id":0,"type":"depid","value":"3046"},"status":"published"},"_oai":{"id":"oai:suzuka.repo.nii.ac.jp:00003046","sets":["247:256"]},"author_link":["4389","1308"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueNumber":"3","bibliographic_titles":[{"bibliographic_title":"鈴鹿大学・鈴鹿大学短期大学部　教職研究　2022"}]}]},"item_10002_description_5":{"attribute_name":"抄録（日）","attribute_value_mlt":[{"subitem_description":"「令和の日本型学校教育」の構築を目指す現代日本の教育界はこどもたちに対し、「個別最適な学び」として、ICTも活用しつつ一人ひとりの理解を深めていくことや、主体的・対話的で深く展開する「協働的な学び」を示した。2020（令和2）年以降の学校現場では、新型コロナウイルス感染症の対応にも追われている。本稿は、教科外活動のうち主に特別活動に着目し、改訂された学習指導要領のもとでの現状を分析し、今後対応すべき課題を抽出する。教員養成校で再課程認定が実施され、教職課程コアカリキュラムの整備が進み、大学の授業内容も変化した。特別活動の内容も改訂された。特別活動の目標を見ると、対自己・対他者・対社会という3つの観点でまとめられる。学級会活動、児童会活動、クラブ活動、学校行事という４つの活動それぞれでコロナ禍の影響があった。とくに、体験活動を地域社会で行う例、運動会で「三密にならない」新種目を生徒自身に検討させ実施するに至った例も見られた。他方、1972（昭和47）年以降、教育課程外に置かれた部活動は、教員の働き方改革の象徴ともなり、従来のように専任教員が顧問として休日を含めて長時間対応するのではなく、外部講師を指導者に迎える改善も進んだ。しかし、部活動の位置づけ（＝教育課程外）を若い世代の教員の過半数が理解できていないとの調査結果もある。それらを含め、特別活動自体がこどもたちに大きな教育的効果をもたらすことを考察することと、今後、多くの研究から改善が進むことを期待したい。","subitem_description_type":"Other"}]},"item_10002_textarea_24":{"attribute_name":"抄録（英）","attribute_value_mlt":[{"subitem_textarea_language":"en","subitem_textarea_value":"The modern Japanese educational community, which aims to build \"Reiwa Japanese-style school education,\" has indicated to children that \"optimal individualized learning\" includes the use of ICT(Information and Communication Technology) to deepen each individual’s understanding, and \"collaborative learning\" that is developed thoroughly, independently, and interactively. Since 2020 (Reiwa 2), schools have been forced to handle the coronavirus disease 2019 pandemic. This paper focuses mainly on special extracurricular activities, analyzes the current situation under the revised course of study, and identifies issues that need to be addressed in the future. In teacher training schools, re-accreditation has been implemented, a core curriculum for teaching has been developed, and the content of university courses has been changed. The content of special activities has also been revised. The goals of special activities can be summarized based on three perspectives: versus self, versus others, and versus society. The examples include hands-on activities in the local community, and having students consider and implement new events for sports day that \"avoid the Three Cs.” Three Cs are closed spaces,crowded places and　close-contact settings. On the other hand, club activities, which have been excluded from the curriculum since 1972, have become a symbol of reforms in teachers’ work styles. Instead of full-time teachers serving as advisors and spending long hours including holidays, as was done in the past, improvements have been made by using external instructors as supervisors. The majority of the younger generation did not understand the position of club activities (i.e., excluded from the educational curriculum). This paper examines the educational benefits of special activities with the hope that further studies will lead to improvements in the future."}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"川又, 俊則"},{"creatorName":"カワマタ, トシノリ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"1308","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"KAWAMATA, Toshinori","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"4389","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2022-03-12"}],"displaytype":"detail","filename":"2022_02_kawamata.pdf","filesize":[{"value":"1.0 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"2022_02_kawamata","url":"https://suzuka.repo.nii.ac.jp/record/3046/files/2022_02_kawamata.pdf"},"version_id":"dfd87a02-81e4-4e3e-9faa-585407b45145"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"特別活動｜総合的な学習の時間｜教科外活動","subitem_subject_scheme":"Other"},{"subitem_subject":"Special curricular activities｜Period of for the Integrated Studies ｜ Extracurricular activities　","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"教育改革が進むウィズコロナ時代の教科外活動　－特別活動を中心に－","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"教育改革が進むウィズコロナ時代の教科外活動　－特別活動を中心に－"},{"subitem_title":"Extracurricular Activities in Educational Reform during the COVID-19 Pandemic - Focusing on Special Curricular Activities","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"13","path":["256"],"pubdate":{"attribute_name":"公開日","attribute_value":"2022-03-12"},"publish_date":"2022-03-12","publish_status":"0","recid":"3046","relation_version_is_last":true,"title":["教育改革が進むウィズコロナ時代の教科外活動　－特別活動を中心に－"],"weko_creator_id":"13","weko_shared_id":-1},"updated":"2023-05-15T14:46:30.279741+00:00"}