This thesis is to insist that narrative should be significantly considered as a mode of discourse in the education of Korean subject at the primary and secondary school level. For this, firstly I described the theories of the concepts and genres of narrative, and illustrated how narrative is deliberated on curriculum and text books used in them. Actually, narrative is accounted little in the education of Korean subject; it is missed in upper-genre classification, and generally just literary narrative is regarded. This means that in the education of Korean subject, narrative is a concept which is just utilized in the field of reading written language materials. This looks because of the reverence to literature lacking in the understanding of language education. Narrative is one of the modes of the human being's fundamental cognition and expression, which exists in every discourse not just in literary one. It stands aloof from subjects in education, and from the boundary between written and spoken language in the education of Korean. Therefore, narrative can be greatly helpful to integrally and systematically develop one's language ability in Korean, if it is accounted in the contents system and activities of education. Especially, it will contribute to study systematic contents and methods in the education of the language ability and non-literary discourses.