{"created":"2023-10-30T07:16:41.181626+00:00","id":2000053,"links":{},"metadata":{"_buckets":{"deposit":"bd24a97e-79fe-491e-8bfd-70e4931a2baf"},"_deposit":{"created_by":3,"id":"2000053","owner":"3","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"2000053"},"status":"published"},"_oai":{"id":"oai:kasei-gakuin.repo.nii.ac.jp:02000053","sets":["11:1694415468369"]},"author_link":[],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2019-08-31","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"59","bibliographicPageEnd":"174","bibliographicPageStart":"167","bibliographic_titles":[{"bibliographic_title":"東京家政学院大学紀要"},{"bibliographic_title":"Journal of Tokyo Kasei Gakuin University","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"１年次教育プログラムにおける地域連携導入の試みとして、１年次前期の「生活デザイン演習 A」（必修科目）の授業に「さがみはら環境まつり」への参加を取り入れた事例の報告である。事後に実施した学生の自己評価アンケート調査の結果から、「さがみはら環境まつり」への参加の取り組みは、コミュニケーション力の向上、能動的行動力の醸成に寄与し、学内での人間関係の構築をもたらすものであった。教育プログラムとして、初年次教育の４つの目的「①大学という場の理解　②大学の中での人間関係の構築　③コミュニケーション力などの大学で学ぶための思考方法の修得　④能動的で自律的・自立的な学習態度への転換」の達成に効果的であったと評価することができた。","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"東京家政学院大学"}]},"item_10002_relation_14":{"attribute_name":"DOI","attribute_value_mlt":[{"subitem_relation_type_id":{"subitem_relation_type_id_text":"https://doi.org/10.32295/kaseigakuinkiyo.59.0_167","subitem_relation_type_select":"DOI"}}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2186-1951","subitem_source_identifier_type":"ISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"花田, 朋美"},{"creatorName":"ハナダ, 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