The purpose of this study is to investigate the effectiveness and conditions of the learning material of “meta dialogue” (LMMD). LMMD is a script wherein characters talk about their own dialogues. After reading the LMMD, students in the study considered ways to improve their dialogue. To verify the effectiveness of the LMMD, I compared learning with LMMD and learning with the list of dialogue skills. Results show that the use of LMMD strongly influences the students’ consciousness about improving their dialogue compared to the use of the list. The cause is related to empathy and understanding of the situation.

This paper explores creative moral classes that pursue diverse forms of thinking to enhance moral education, which serves as the foundation of a well-rounded personality. The incorporation of “special curriculum morality” inculcates the morality required for thinking and debating. To achieve this, it is necessary to learn subjectively, interactively, and deeply. It is particularly important that learners themselves bear a sustained consciousness about problems, which is called problem consciousness. Realizing deeper learning requires a learning process incorporating various thought forms such as critical thinking, creative thinking, and care thinking, and indicates the need to improve moral education.

The purpose of this study is to examine the historical images that students form through “Moko Shurai Ekotoba” (illustration of the Mongol Invasion), a pictorial scroll i n social studies textbooks. A total of 230 students from two junior high schools and one university were researched by questionnaire survey. In conclusion, students formed different historical images depending on the area and the layout of the picture scroll that each student was shown.