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大学教育での情報関連教育に関する考察
http://hdl.handle.net/10295/2191
http://hdl.handle.net/10295/219116fcf0b9-a87e-4e67-b193-584582919cf7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
nakira5.pdf (2.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2013-06-06 | |||||||||
| タイトル | ||||||||||
| タイトル | 大学教育での情報関連教育に関する考察 | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | A Proposal of a Guide Line to the Literacy of Computer an Information Tools for the Students as Fundamental and Basic Curriculums of Non-Computer Science | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 作成者 |
中村, 彰
× 中村, 彰
× NAKAMURA, Akira
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| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | Today, it is well recognized that many disciplines are stimulated by many kinds of information processing and informational concepts in some sense. The terminological concept of 'Information' that is frequently used as an adjective form in various technical terms, however, has many aspects depending on the view point of the purpose of individual disciplines, to induce an obscure context of 'information'-related subjects. Personally, this obscure situation in the concept of information seems to be a rather chaotic confusion for the coming new paradigm. In this report, considering the information tools and environments are provided as those which are positively utilized by individual discipline, a possible guide line of literacy in information-related subject was examined. |
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| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
秋田大学教育学部情報科学研究紀要 号 3, p. 53-80, 発行日 1993-03-01 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 09183183 | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN10585076 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育学部情報科学課程 | |||||||||
