{"_buckets": {"deposit": "00e245f8-f6c7-4488-b123-e50990413466"}, "_deposit": {"created_by": 8, "id": "12995", "owners": [8], "pid": {"revision_id": 0, "type": "depid", "value": "12995"}, "status": "published"}, "_oai": {"id": "oai:nara-edu.repo.nii.ac.jp:00012995", "sets": ["1721"]}, "author_link": ["54536", "54738", "54537"], "item_3_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2018-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "58", "bibliographicPageStart": "53", "bibliographicVolumeNumber": "4", "bibliographic_titles": [{"bibliographic_title": "次世代教員養成センター研究紀要"}]}]}, "item_3_description_4": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "古典の学習においては、作品の内容理解ばかりではなく、その作品が古くから享受され継承されてきたものであるということへの理解もまた重要であろう。実際、現行の中学校教科書には、古典の享受・継承への着目を明確に促している教材や、享受・継承に関する学習に資すると思われる資料が少なからずみられる。それらの有効活用が求められよう。例えば、『竹取物語』について、教科書にみられる挿絵や写本・版本の写真等への着目を契機に、江戸時代における川柳など、後代の文化とも結びついた発展的な享受・継承のありようをおさえ、その上で映画や漫画、現代語訳等をみれば、現代においても引き続きそれがなされていることが理解されてくる。学習指導要領などのいう「言語文化を継承・発展させる態度」の育成のためには、そのように、現代に生きる自分たちも古典の「継承・発展」にかかわりうるのだということを実感できるような学習が必要なのではないか。", "subitem_description_type": "Abstract"}]}, "item_3_full_name_2": {"attribute_name": "著者(ヨミ)", "attribute_value_mlt": [{"nameIdentifiers": [{"nameIdentifier": "54738", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "アリマ, ヨシタカ"}]}]}, "item_3_full_name_3": {"attribute_name": "著者別名", "attribute_value_mlt": [{"nameIdentifiers": [{"nameIdentifier": "54537", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "ARIMA, Yoshitaka"}]}]}, "item_3_publisher_32": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "奈良教育大学次世代教員養成センター"}]}, "item_3_source_id_7": {"attribute_name": 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