Yoon Hyang-rim As a result of reviewing the contents of the middle school Korean language debate education in the 2015 revised curriculum, it was necessary to be careful in presenting the argument structure, points, and evidence when writing the debate discourse text. In addition, when designing learning activities, it was necessary to more substantially design issues-oriented argumentation structure identification activities, argumentation suitability judgment activities, and objection content composition activities in the organic context of achievement standards, learning goals, and debate discourse texts. When designing debate educational content, the organic context of debate discourse text, learning activities, and curriculum should be considered. In addition, methods and procedures for debate education should be developed so that students can easily understand debate’s discourse situation and naturally embody debate knowledge, skills, and strategies. Furthermore, it is necessary to unify debate terms and develop complex information media for debate discourse.