[in Japanese]

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The purpose of this study was to determine the issues related to the guidance and evaluation of moral lessons through the reflections of teachers who were involved in the research and development of morals evaluation and practiced it. The procedure was as follows: First, we confifirmed the basic framework for moral evaluations, and then clarifified the goals and issues from previous research and considered the challenges faced by each school. Second, the research history and attempted methods of one morals evaluation research group of an elementary school were described. Third, we extracted typical discourses that support the awareness and thinking of the survey subjects from the interview on practice, and clarifified their characteristics and background. Fourth, we considered the practical issues related to guidance and evaluation in moral lessons and obtained ideas for future improvement. In particular, introducing textbooks and evaluations led to the foregrounding of cognitive orientation toward lessons. However, there is a concern that some of the functions that moral lessons have can recede.

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In this study， we focused on the concept of learning bridging (LB)， which refers to the bridging of multiple types of learning， and examined the relationship between LB and the perception of task value and the use of cognitive strategies by students in teacher training programs. Results of a path analysis revealed that (1) there was no difference in the association between each variable based on the level of aspiration to teach， (2) among the cognitive strategies， the use of elaboration and organization strategies had an impact on LB， and (3) the way in which LB was affected differed depending on the qualitative aspect of task value. Specifically， cognition of utility value mediated the use of elaboration and organization strategies to influence LB， whereas cognition of interest value directly influenced LB without mediating the use of cognitive strategies. The results suggest that not only is it important for students to use cognitive strategies to bridge multiple types of learning， but it is also important for them to find value in the class.

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