The purpose of this study is to derive grammar educational implications by typifying the way school grammar terms are represented and verifying the mutual combination pattern of multiple representation types in each grammar term. Unlike Korean linguistics, which evaluates the appropriateness of grammatical terms based on the typicality and transparency of representation, grammar terms cannot be evaluated on a single standard in grammar education. Since it is important to address the various representations in a grammar term in an educationally meaningful way in grammar education, it is necessary to study the types of representations of grammar terms. For this purpose, this study typified the representation method by conducting a qualitative analysis of school grammar terms in the editing material of textbook and confirmed the mutual binding pattern of the representation types through cluster analysis. As a result, representation methods of school grammar terms were typified at the levels of ‘directness/indirectness’, ‘relationship’ and ‘multi-layer’. Furthermore, the subtypes that exist in each type were specified. A total of 6 clusters were found in accordance with the combination method of representational types. This study has significance in that it provided the basis for systematizing and expanding the educational functions of grammar terms by identifying ‘the representation types’ and ‘the combination pattern of the representation type of grammar terms’.