「特別の教科 道徳」に関する学習者の課題の検討

This study examined the issues faced by elementary students regarding the morality period as a special subject by investigating the relationship between their self-evaluation of moral education content items and their social skills and empathy. According to the surbey results, self-evaluation of the content items of the morality period as a special subject was lower in the practical than cognitive aspect. Significant positive correlations were found between self-evaluation and social skills, and between self-evaluation and empathy. Thus, elementary school students were found to have problems in the practical aspect of moral behavior. One way to address this is to conduct activities that incorporate a student guidance’s perspective, such as social skills training, on the morality period as a special subject. In the future, the morality period as a special subject is expected to promote practical aspects of students’ moral behavior, and the development of their social skills and empathy. This serves as a developmental and preventive approach to bullying.