The purpose of this study is to suggest a way of constructing meaning educational contents using “frame semantics”. To accomplish this purpose, we look into the existing contents of meaning education, and suggests “inquiring frame” as a direction of meaning education. When learners inquiry frame, they could focus on a background knowledge which makes meaning, so contextuality of meaning could be involved in a field of meaning education. And then, we investigate main concepts of frame semantics, and propose meaning educational contents based on these concepts. The main concepts of frame semantics, “frame, motivation, profiling, frame elements, case frame, cultural frame” are mechanisms for learners to inquiry a basis of a meaning phenomenon in meaning education. Especially in a category of “meaning of words”, we make elements of educational contents from those concepts, “Emphasizing interaction among meaning, participants, and environment, Inquiring a meaning background knowledge of polysemy, Understanding principles of word`s contextual meaning construction”, “Inquiring combination principles of synonym”, and “Inquiring a cause of word`s meaning changes by framing”. By these elements, the practice of contents construction could be made. We construct meaning educational contents of “polysemy, synonym, and meaning changes” by frame semantics comparing with the existing contents. This study has a meaning as the theoretical reconceptualization research to reflect contextuality of meaning and to build educational contents practicing a learner`s inquiring process in meaning education.