In this essay, I focus(ed) on the literary ability which is goal, or content, of literary education in curriculum and set up literary experience as a literary ability which is essentially pursued in literary education. I took aesthetic experience of literary emotion in Sijo as an example of concrete literary experience. I suppose(d) the literary ability pursued in curriculum as what learners should (know, understand) (knowledge-understand), what learners should do(practice, skill function?) and attitude that they should take(definition, emotion). I assent that the first thing to improve learner`s literary ability is literary knowledge in intellectual field, but I think that what literary education essentially pursue is cultivation of literary emotion. So, I try(tried) to find how to experience literary emotion aesthetically. First of all, I (examine, define) what the literary emotion is, lay the foundation of discussion by searching for aesthetic meaning about aesthetic experience of literary emotion. Literary emotion is not a neuro-physiological emotion but a emotion, on a level with thought, that can occur by thinking with a regular procedures. It(literary emotion) occurs with a form that learners and authors communicate with each other through literary work. In this essay, experience means all of the (mental, psychological) processes that learners experience directly literary works. I explain learner`s aesthetic experience of literary emotion by relating to Sijo. Learners can experience aesthetically with the structure of formal aesthetic which Sijo has and their internal reference system of emotion. Plans for aesthetic experience of literary emotion are empathy which means to have same emotion with author, reflection through their own internal reference system of emotion. This paper carefully inspects that current Korean curriculum of Sijo education related to literary teaching contents, found the direction as the instruction for cultivating literary emotion. sympathy formation, imaginative specifications, embodied reorganization, internal unify of Sijo emotion make form for the emotional cultivating to Sijo education. Though it is important to define the (notion/concept) ofliterary ability, the goal of literary education, more important thing is to realize it in school. And we need to consider how to realize it in curriculum. It is well presented that what learners should know and reception and production of literary work in the aims for the school years. But literary ability in field of definition related to the attitude that learners should take is not presented. Also it is controversial how to measure the literary ability.