児童が自ら課題を見つけ,それを解決することを目標として学習に主体的に取り組んでいけるためには,自らの課題解決の進行状況をリアルタイムで自ら評価しながら,学習活動を進めていく自己判断力が求められる。本発表では,書写の授業におけるそのような自己判断力を高めるために,能動的自己評価を用いた授業実践から,児童の自己判断力の変容について報告する。 その結果,1目標達成(課題解決)に対する児童の自己判断の信頼性が向上する,2目標未達成(課題未解決)に対する児童の自己判断の信頼性の向上は1よりも困難である,3課題の解決・未解決に対する自己評価として,目標と一貫性のある自己判断力が高まることなどが有意に指摘できた。It is necessary to improve the self-evaluation ability of own problem solving for developing an independent problem-solving ability. It is actually influenced by the self-judgment ability about the self-evaluation. To improve the ability of self-judgment, Active Self-Evaluation Method(ASE)was proven to be effective by the early research. In this research, the effectiveness of the ASE to the improvement of the brush skill is examined through the learning of"Syosya"on the 5th grade in the elementary school. The following results were achieved by the accumulations of ASE for problem solving. (1) It is clarified that the reliability of the self-judgment for the problem solving is improved. (2) The transformation on the reliability of the self-judgment for an unsettled problem is not improved easily than for the solution of problem. (3) It is clarified that the transformation of self-judgment ability which has consistency with objectives of problem solving is improved.