In this paper, I exmined the actual situation of the unit of work in the third decade of the Showa period, focusing on Masao NAKAZAWA's theory.

His theory, called “functional theory of Japanese language education”, foucused on value production. The value production is to think about subjects and topics through reading teaching materials. As a result, it was decided to organize a unit of work incorporating reading that was considered as at the time.

However, the theory was not shared satisfactorily. Value production should be done with multiple teaching materials. However, in textbooks NAKAZAWA cooperated in editing, it was only an action by a single teaching material. As a result, it can be said that this theory was absorbed by the flow of the emphasis on reading comprehension.

This paper reveals the relation between “The Rabbit's Judgement” and “The unmannerly tiger” by using method of motifs. “The Rabbit's Judgement” is included in Japanese-language textbooks as the folktale in Korean Peninsula since 2011. However, it is possible that “The unmannerly tiger”, which have the plot be similar to “The Rabbit's Judgement”, appeared on Japanese-language textbooks in Korea during the period of Japanese colonization in 1923. Thus, gathering texts about “The Rabbit's Judgement” and analyzing motif in text in terms of diachronic illustrated the variant relation between “The Rabbit's Judgement” and “The unmannerly tiger”. In addition, it is reconsidered that teaching these folktales causes an influence.

The purpose of this paper is to examine the possibility of “YusaburI questions; thought-provoking questions “to let a learner win scholastic ability and the learning contents of the explanatory text that became diversification and a high level.

For example, teachers will supplement the lack of understanding of the learner by using “Yusaburi questions” when teachers can expect the explanation of contents and the logic, the claim of the writer, lack of understanding of the learner beforehand or when teachers noticed it in a class.

In addition, teachers use “the functions of Yusaburi questions—limitation and comparison, negation” in Main questions when it promotes an examination and the evaluation by the learners for the explanation of contents or the logic, the claim of the writer.

Teaching (instruction; “Yusaburi questions”) by teachers is important to functionalize the interaction with “a learner (reader)” and “the writer” through the teaching materials (explanatory text) in the instruction of critical reading of the explanatory text.

This study is a study on the theory and practice of the learning strategy “schematization” incorporating the “demonstration composition diagram” which acts on the logical thinking of the learning process, using the junior high school descriptive text as a teaching material. There is a problem that at the junior high school site, there are relatively many learners with a weak consciousness to explanatory sentences, and it is difficult to raise the learning achievement degree of learning group with different academic ability. The reason for this is that in the lesson of junior high school explanatory sentences, the lesson is being carried out while the learner has ambiguity of understanding or unfamiliarity, because of the multilayered structure of the argument structure of explanatory textbooks for junior high school students, reading continues The problem that it can not be made clear. In addition, in this study, we practiced teaching over 2 years, learned a new reading skill for understanding junior high school descriptive text materials, and learned through ambiguous understanding of learner's understanding We verified the learning strategy to complement and correct reading mistake and confirmed its usefulness.