@article{oai:kjunshin.repo.nii.ac.jp:00000051,
 author = {広瀬, 健一郎},
 journal = {国際人間学部紀要, International human studies},
 month = {Mar},
 note = {P(論文), 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.},
 pages = {109--129},
 title = {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},
 volume = {15},
 year = {2009},
 yomi = {ヒロセ, ケンイチロウ}
}