We live in the era where media contents like a intricate nerve system constantly allure us to the arena of amusement. In a word, we live in the plethora of media contents. The boom of media contents is mainly due to the public whose nature is easily prompted by sensuous and provocative contents. Regarding to this trend, there has been heated discussions in the field of literature education on the enhancement of learning effect through media contents. One of them is about the comparative analysis of movies and novels based on their similarity in their narratives from a perspective of narrative education. The effects of analysing movies as narratives on teaching novels are as follows:First, there is an educational function that makes us look at ourselves and others objectively through stories. Second, how to understand and structuralize genres’ characteristics based on intertextuality of two genres can be learned. Third, because public interest is aroused more in movies that consist of images and sound than in novels made of texts, narrative education of movies and novel via movies would motivate learners intrinsically. As a result, more understanding, better interpretation, and critical reading are expected to be facilitated. In this context, ｢Obaltan/The Aimless Bullet｣, most frequently introduced in forms of both movie and novel in high school textbooks, is a good examplary literary piece to be discussed. In this study, movie and novel versions of ｢Obaltan/The Aimless Bullet｣ are compared and analyzed with the focuses on narrative elements of characters, plots, and space time. Especially this study was conducted with the focus on the educational function based on the narrative’s storytelling nature and the changes of semantic structure according to variation of the two genres and with suggestion of possible teaching and learning activities. The purpose of this study is to fulfill the goals of narrative education, based on its educational function of the narrative’ storytelling, by facilitating understanding oneself and others through self-reflection through characters in the movie and novel following their educational function, seeking the meaning of life through the plot, and being equipped with critical perspective on this world through time and spacial background. ‘2. Understanding self and others’, shows how the characters play their roles in their family, which can be regarded as intermediate entity between ‘self’ and ‘society’ and what the meaning of family implies to them. Thus, it gives us a chance to reflect ourselves and think about how to live and let live with family and neighbors. In ‘3. Searching for the meaning of life’ the main plots of the novel and movie are looked over first and it is shown that added, deleted, and modified scenes and parts unfold the aspects of conflicts among the characters in different ways in each genre. An educational value is found here since we can take a moment to search the meaning of life as looking at what goals the characters try to achieve and how severly they struggle in despair are described. In ‘4. The attitude toward the world’ we can notice how well the characters maneuver during the limited time period when absurdness and nihilism were full in the air and in a given spacial domain called Haebangchon(Liberated town), a town for people who has left their hometown because of Korean war. Their points of view toward the world can also be analyzed. Thus, it makes us look at this world in their shoes and moreover lets us have an objective attitude toward the world. ‘Goals of narrative education through the comparison of a movies and a novel’ have been discussed. One thing limited here is that the discourse features of movies and novels are not fully discussed here. More in-depth studies on ‘how’ rather than ‘what’ is to be conducted later.