The purpose of this study is to investigate an effective structure for Korean language educational contents targeting conversational strategy. To this end, this study examined the concept of conversational strategy and organized the learning elements based on metapragmatic knowledge and activity. The structure was analyzed on the three aspects of contextualization cues, convention context, and principles of interaction. Further, this study re-confirmed the necessity for metapragmatic educational content of conversational strategy by examining its educational problem, which is realized in non-preferable response utterance. The non-preferable response utterance thus becomes an effective dialogue model that allows us to look into the principle of interaction associated with the context, in which strategy use becomes a convention in dialogue, self-expression, and self-management. In conclusion, this study presents cases of metapragmatic content structure for conversational strategy by reconstituting the dialogue unit of an elementary school Korean textbook.