The current study focuses on the change of the grammar field on 2015 Korean Language Curriculum and suggests questions regarding how the education of Korean Language History should keep up with the trend as a sector of it. Based on the assumption that the most crucial aspect of the change is the contents, this study examines the contents of Korean Language History education according to two criterions as follows. The first criterion is related to what kind of learner ability Korean Language History education should enhance. Secondly, which contents should be taught is discussed in order to help learners recognize that Korean Language History is not only related to the past history of a language, but also it is the foundation of their language and its operating principles. This paper approaches these problems according to three perspectives: first, intensifying the understanding of contemporary Korean Language; second, examining the operating principles of contemporary Korean Language; third, identifying current changes. Based on this context, grammar contents are discussed, such as ‘Nae/Ne’ as the subjective case of ‘Na/Ne’, causative case ‘Jae woo da; Tae woo da’, coinages of ‘Muk gu ri; Nol to, Muk bang’, normative transformation of bound noun(Man)>postposition(.Man), degrammaticalization of ‘suffix (Nim) >second person pronoun(Nim)’, to name a few.