{"created":"2023-05-15T12:21:51.887638+00:00","id":12890,"links":{},"metadata":{"_buckets":{"deposit":"7cfcf425-c30d-43ac-9c3c-a22902d88a6b"},"_deposit":{"created_by":1,"id":"12890","owners":[1],"pid":{"revision_id":0,"type":"depid","value":"12890"},"status":"published"},"_oai":{"id":"oai:kansai-u.repo.nii.ac.jp:00012890","sets":["1745:1753:1756:1766"]},"author_link":["31034","31036","31033","31035","31031","31032"],"item_10_alternative_title_20":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"Development of the Learning System of the Presentation Training : Case Study of Freshman Seminars at Faculty of Health and Well-being, Kansai University"}]},"item_10_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2019-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"77","bibliographicPageStart":"65","bibliographicVolumeNumber":"10","bibliographic_titles":[{"bibliographic_title":"関西大学高等教育研究"}]}]},"item_10_description_4":{"attribute_name":"概要","attribute_value_mlt":[{"subitem_description":"本稿の目的は関西大学人間健康学部「導入演習」における「リーディング」パートを事例に、ゼミ形式授業が持つフリーライダーの発生や教授者との専門性との乖離等の問題に対して、戦略を明示しながらどのような教授学習的工夫を行えるのか、報告し、その特徴を検討することである。ゼミ形式授業は初年次教育や専門教育の導入授業として教学的に、また、学生指導的にも重要な位置を占めている。一方でこのゼミ形式授業にはフリーライダーが頻繁に現れ、さらに学生のスキル不足からスキル習得型授業に傾斜し、教授者の専門性と乖離することがある。これらの問題を乗り越えるため、「社会的手抜き」に関する知見から学び、さらに学習活動自体を「模倣」の学習論によって再度定義し直すという戦略を採用した。具体的には「役割の明確化」と「メンバーの関係性を密にすること」、「模倣学習を基盤にしたスキル・パフォーマンスの向上」、「個人評価の明確化」・「フィードバックの原則」という戦略である。それらの戦略をもとに教授学習的工夫を凝らし、関西大学人間健康学部の初年次授業において授業開発を行った。本稿ではこの実践における学習システムとその背景にある戦略と埋め込まれた工夫について検討し、稿を改めて行われる、当該学習システムの成果検証の端緒とする。","subitem_description_type":"Other"}]},"item_10_full_name_3":{"attribute_name":"著者別名","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"31034","nameIdentifierScheme":"WEKO"}],"names":[{"name":"Gamo, 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