{"_buckets": {"deposit": "50a3eb65-10e5-4839-9f70-32cac643b116"}, "_deposit": {"created_by": 8, "id": "13011", "owners": [8], "pid": {"revision_id": 0, "type": "depid", "value": "13011"}, "status": "published"}, "_oai": {"id": "oai:nara-edu.repo.nii.ac.jp:00013011", "sets": ["1721"]}, "author_link": ["54613", "54614", "54612"], "item_3_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2018-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "163", "bibliographicPageStart": "159", "bibliographicVolumeNumber": "4", "bibliographic_titles": [{"bibliographic_title": "次世代教員養成センター研究紀要", "bibliographic_titleLang": "ja"}]}]}, "item_3_description_4": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "３件の題材の長所・短所について、３つのグループで議論を交わすことにより、聴く力、話す力はもとより、各題材の特徴を理解すると共に考察力を高めることを目的として三角ディベートを取り入れた授業を試みた。なお、 三角ディベートは、著者による造語である。本実践においては、献立作成の教材である「６つの食品群」及び「４つの食品群」と、「食事バランスガイド」を題材にした。三角ディベートに対して多くの学生が肯定的な感想を記述しており、ディベートの目的である「聴く力」、「話す力」はもとより、各題材の特徴を理解すると共に考察力を高めるうえで三角ディベートが有用であることを確認できた。", "subitem_description_type": "Abstract"}]}, "item_3_full_name_2": {"attribute_name": "著者(ヨミ)", "attribute_value_mlt": [{"nameIdentifiers": [{"nameIdentifier": "54613", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "スズキ, ヨウコ"}]}]}, "item_3_full_name_3": {"attribute_name": "著者別名", "attribute_value_mlt": [{"nameIdentifiers": [{"nameIdentifier": "54614", "nameIdentifierScheme": "WEKO"}], "names": [{"name": "SUZUKI, Yoko"}]}]}, "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": "ISSN", "attribute_value_mlt": [{"subitem_source_identifier": "21893039", "subitem_source_identifier_type": "PISSN"}]}, "item_3_source_id_9": {"attribute_name": "書誌レコードID", "attribute_value_mlt": 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