This study examines the evolution of educational content related to grammar elements. Specifically, it examines grammar textbooks from the 6th curriculum to the 2015 Korean Language Curriculum. While there has been little change in the general content of grammar element education, shifts in the aims and perspectives of grammar element education have led to various changes in the level of learning activities. In particular, ef- forts to enhance the closeness between actual language use and grammar education have been revealed in the curriculum through the concept of “expressive effects.” Several certified textbooks have designed education- al content related to expressive effects in slightly different ways during curricular revisions. However, these changes are multidimensional and regressive rather than linear. Beyond expressive effects, there are varia- tions in normative and descriptive stances and the enhancement of au- thenticity, resulting in diverse approaches to the same grammar elements across curricula and textbooks. These key points of variation should be addressed in future research on the direction of grammar element educa- tion. This study particularly identified problems such as the representa- tion methods of learning activities, the linkage between existing grammar knowledge and expressive effects, the hierarchical nature of expressive effect learning activities, and the structure of organizing the educational content.