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異学年合同授業で、学生は何を、どのように学ぶのか : 保育実践力向上を目指す「実践共同体」の創出
https://kjunshin.repo.nii.ac.jp/records/51
https://kjunshin.repo.nii.ac.jp/records/5130f4aad5-b6ac-49f4-9d3a-7572fcf14606
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
HIROSE-KO15 (784.8 kB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2009-03-01 | |||||||||
| タイトル | ||||||||||
| タイトル | 異学年合同授業で、学生は何を、どのように学ぶのか : 保育実践力向上を目指す「実践共同体」の創出 | |||||||||
| タイトル | ||||||||||
| タイトル | What and How do students learn at mixed classes? : the creation of the "community of practice" to enhance childcare technique | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Web information retrieval | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | evaluation methods | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | test collections | |||||||||
| 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 | |||||||||
| ページ属性 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | P(論文) | |||||||||
| 記事種別(英) | ||||||||||
| 言語 | en | |||||||||
| 値 | Departmental Bulletin Paper | |||||||||
| 著者名(日) |
広瀬, 健一郎
× 広瀬, 健一郎
WEKO
290
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| 著者所属(日) | ||||||||||
| 値 | 鹿児島純心女子大学 | |||||||||
| 抄録(英) | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | The purpose of this paper is to clarify the significance of mixed classes to create the “community” of practice” in which the first and second year students can enhance their own childcare skills together and through analyzing students’ learning processes. From the concept of “community of practice”, the term used by Jean Lave and Etienne Wenger, I prescribe the concept as following: any member can access the community to solve practical tasks. To examine the effect of such mixed classes, I used a questionnaire about learning processes to 45 first year students and 33 second year students in the 2006-07. For analyzing the students’ answers, I employed the concepts of peripheral participation, full participation, and culture of practice used by Lave ad Wenger. The analysis suggested the following: Most of the first year students were only peripheral participants, but most of the second year students were full participants. Significant part of this argument is that the first year students independently learned childcare skills from the second year students. They learned not only childcare skills but also communication skills and so on in order to participate with the second year students. This is to say, the first year students learned culture of the community of practice. The second year students also learned communication skills in order to join with the first year students as their seniors. The community of practice set up by mixed classes was a place for the second year students to feel their growth and acquire their identities as child caretakers. | |||||||||
| 雑誌書誌ID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12012192 | |||||||||
| 書誌情報 |
国際人間学部紀要 en : International human studies 巻 15, p. 109-129, 発行日 2009-03 |
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