Debate education contents must possess continuity and sequence in order to improve debate abilities effectively and systematically. Hence this study analyzed study content elements of debate units in all of the Korean language textbooks of elementary, middle and high schools, currently used in the education field under the enacted curriculum: 1 elementary school textbook, 16 middle school textbooks and 11 high school textbooks, and reviewed whether there are continuous and gradual enriching and inter-connecting developments of their contents as grades progress. Debate education contents were categorized and analyzed with dimensions of debate knowledge, debate performance and debate material text. As a result, traditional debate education contents were shown in a repetitive pattern or trend regardless of grades in schools. Enriched and improved concrete approaches or strategies that are crucial in actual debate abilities weren`t available when taking account of debate abilities and experiences. In other words, continuity was taken into consideration while sequence being neglected. This paper tried to provide types of continuity and sequence that need to be pursued in setting debate education contents in order to improve the current situations. Further, some suggestions are made regarding the additional learning elements for the debate ability development in high school, the overall assessment of the adequacy of current textbook contents and a necessity of the readjustment of contents arrangement, the specification and hierarchy of the debate ability to be achieved as a goal, the understanding on the current debate performance ability of learners and the establishment of specialized systematization principles on debate education.