The concerned study looked into educational contents of 「azaleas」in the textbook in high school from the first educational curriculum to the revised educational curriculum in 2007 and based on what has been learned about the educational contents of 「azaleas」, the study summarized knowledge structures and changes of literature education as follows. While was revised from the first curriculum revision work to the fourth curriculum revision work, "knowledge on authors" had been reduced and was, in the end, excluded from the educational contents. However, on the other hand, the extension of " knowledge on works" was given more value than before. When it comes to this sixth , "knowledge that would design teaching·learning context" which was first mentioned by the fifth got combined with "knowledge on works" which has been expanded since the first and there, "knowledge of learners" was included. Even in the seventh , this kind of knowledge structure of literature education continued. The ``2007 revised focused on appreciation and understanding based on intertextuality and as a result, "knowledge on works" has been expanded. In addition, "knowledge of learners" and "knowledge that would design teaching·learning context" were given another weight when it comes to designing the educational contents. Next, the study analyzed classes on 「Azaleas」 which is another axis of the literature education phenomenon and discussed argumental characteristics of the poetry class focusing on those ideas of "realizing the educational contents by habitual repetition" and "re-constructing the educational contents through subjective poetry reading." "Realizing of the educational contents by habitual repetition" was determined to be a problematic situation in poetry education for it would develop only with absence of the subjective reading. Based on the critical recognition of the concerned problem, the study searched for possibilities of "re- constructing of the educational contents through independent poetry reading".