Educational process is what is presented to embody the educational achievement by the guide of establishment of the educational plans, contents, methods and tests of a country. This study will examine under instrument-centered and functionalistic outlook from 5th to 6th Revision, how literature, especially classical literature education is accomplished with a focus on Korean language text book, the first volume. It will also examine the problems of teaching-learning methods and present improvement plans of them. Chapter Ⅱ and Chapter Ⅲ shows that teaching-learning process of classical literature education is examined by questionaries, on both sides of contents and methods. With the result, chapter Ⅳ presents problems and improvement plans of classical literature education. The summary and conclusion is as follows: First, in teaching-learning classes it is the problem that educational object, activity and content are not completely connected to each other. The whole frame of the educational object stands for instrument-centralism and functionalism, but educational content is so broad such as understanding of life entirety and cultivation of humanism that literature class goes shallow and superficial. Educational activity also deals with internalization of literature, which is more difficult than understanding and appreciation of literature. That subject is ideal for classical literature education, but too difficult for students who are not familiar with it. Through analysis of questionaries, it is extracted that some class content is contrary to the extent of object and activity for education. As a result, it is the problem that what and how teachers should teach when they reorganize the educational, establish strategy and guide the students. Therefore, as improvement plans, the stature of literature should be established. With the general object for literature education pursued as an ideal, particular object for classical literature and the activity of asking students the trait of literature according to their level should be accomplished. Second, the form of classes and actual conditions of supplementary materials are problems. Because of the inferior state of about 55 students in one class and insufficient class hours with imperfect background that supports appreciation of classic literature works, the ideal activation of discussion in class is impossible to be demanded of students. Therefore, the proper hour of classes and number of students should be distributed in order that discussion class activity with lecture class should be fulfilled. Third, it is the problem that the guides for teachers that directs the base of teaching-learning under the cooperative studying of research workers of literature education and teachers of Korean Language is insufficient. In this situation it is hard for teachers to cultivate the background for professional knowledge for literature education and teaching students. In addition, appendices of text book has a good purport, but is not useful in class practically. They should be revised to help students to study. Softwares for multimedia materials should be developed and supplied for effective classes, too. The Department of Education should improve the quality of education by teachers in-service training, supply particular teaching-learning informations and develop various instruction models. It also should help teachers to reform appropriate educational strategies according to students\' intellectual ability and level. Pan-national countermeasures as well as individual ones should be considered to settle up the problems of classic literature education in Korean language text book.