児童の相互理解と学級適応感を高める道徳授業プロ グラムの開発 : ソーシャルスキル教育の視点に着目して

This study examined whether implementing a moral education program that focuses on the perspective of social skills education, including role-playing, improves students’ mutual understanding and adjustment to class. The survey results showed no significant improvement in the subscales after the program; however, significant differences were found regarding an item related to the sense of adjustment to class. Additionally, the scores of self-evaluation in the moral education class positively affected the scores of mutual understanding and social skills, and the scores of mutual understanding and social skills positively affected the sense of adjustment to class. Thus, the moral education program for elementary school students was deemed to have some validity. In the future, it is necessary to devise a moral education program in which students can feel a connection between the classes, which would allow them to perceive the content of moral education as a personal matter.