Prejudice is formed through the value judgment of an object based on one s knowledge or thinking system. Considering that negative prejudice based on false value judgment leads to harmful discrimination and problems in society, it needs to examine the value judgment process that leads to such prejudice. This study, focuses on the importance of anti-bias education in social studies and proposes a re-organized value analysis model to allow students to self-reflect on value problems and to participate in the process of rational value determination, thereby promoting student’s participation in value problem solving and internalizing desirable values. The first step of the value analysis model is to recognize the value problem and identify the value problem that should be resolved. In the second step, facts related to the value problem are collected and are verified for value judgment. The third step examines the factual basis and value principles related to the value problem, and reviews the value judgment to prepare the basis for the value judgment. The fourth step is to evaluate whether or not to accept the value principle, which determines whether the learner can accept the value principle within the value judgment made by the learner. The final step consists of internalizing and acting on values, such as recognizing and respecting different values of others. This study extends the discussion on the theoretical search and practical application of anti-bias education through a value analysis model.