Internal growth of the learners can be achieved by the comprehension and appreciation of literature. Throughout that process, learners consider various factors which consist the literary works, and make understanding of interaction between factors in the literary works. One of the most important factors in proper reception and in-depth appreciation of literature is the ‘context’. It is because the context, as a semantic matrix which creates meaning of the text, acts consistently and systematically on the text production and reception.
Thus, the aims of this study are to explain the significance of the context in literature education, and to analyze the current situation of the context-related education in Korean literature textbooks. The subjects and methods of this study are as follows.
First, sijo works in 14 types of 『Middle School Korean Language』(vol.1 to 6) textbooks which were applied by the 2011 educational curriculum revision, are selected after the assessment of how they are related to context-related achievement standard.
Second, the selected sijo works and its contextual information are collected and arranged based on the production of advanced researches, and are also examined whether interpretations of them are controversial and, if so, what their contents and backgrounds are.
Third, the textbooks which contain the relevant sijo works, are analyzed their use of the contextual information. The standard of analysis are ① the use of the extra-linguistic contextual information, ② the accuracy and validity of the contextual factors, ③ the suitability and propriety of the contextual information, etc.

The analysis of the contextual information of sijo works in 14 types of textbooks is conducted according to the subjects and methods mentioned above. The shortcomings and its causes and an alternative to that shortcomings are discussed in order, according to results from the analysis. The shortcomings are as follows.
First, contextual information is not given even though sijo works are used for approaching the context-related achievement standard.
Second, given information in each textbook is not correct or enough.
Third, learning activities are not designed to be achieved by phased procedures.

The result of this study could be used to improve the literature education which uses sijo works by enhancing learners’ understanding and interpretation of literature. This discussion is based on the researcher’s perspective which considers the student-centered and contents-centered method as an ideal method of learning. For these reasons, the way of presenting contextual information and the procedure of understanding are considered significantly. Therefore, the result of this study is also expected to help learners to enhance their ability to extract proper information from linguistic data and to analyze them precisely.