{"created":"2025-04-21T07:58:29.454612+00:00","id":2001588,"links":{},"metadata":{"_buckets":{"deposit":"de2563c6-885c-4af9-9f2a-1f5383732d56"},"_deposit":{"created_by":4,"id":"2001588","owner":"4","owners":[4],"pid":{"revision_id":0,"type":"depid","value":"2001588"},"status":"published"},"_oai":{"id":"oai:k-rain.repo.nii.ac.jp:02001588","sets":["1:8:29:1745221926045"]},"author_link":[],"item_10002_alternative_title_1":{"attribute_name":"その他(別言語等)のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"キョウイク モクヒョウ ト ジュギョウ ケイタイ ノ タイオウ カンケイ : ケースメソッド キョウイク ノ イチズケ カクニン ノ タメ ノ ジュンビテキ 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Learning），ケースメソッド教育，卒業論文指導の5 つをとりあげ，それぞれの授業形態がどのような能力育成に特に適しているのか，教育目標と授業形態の対応関係を整理する。ケースメソッド教育は経営学教育で特に発達してきた授業形態であるが，用いるケースや作業指針の示し方によってその教育目標は異なっている。特に状況の分析を主体とし，執筆者が作業の見本例を示すケースは文献講読に近い性質であり，逆に，教員が学生に作業指針を示さず，状況判断や意思決定の練習をさせるケースはPBL に近い位置づけであることを示す。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_10002_full_name_24":{"attribute_name":"著者別名","attribute_value_mlt":[{"names":[{"name":"Oda, Hajime","nameLang":"en"}]},{"names":[{"name":"Fujiyama, Kei  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