This paper examined the strategy for bringing out the affirmative aspects of introducing the category of “context” in the 2007 Revised Korean Curriculum. For this strategy, the paper criticized the problem of understanding regarding context itself and discussed the attributes and components of context, as well as the context questioning needs and strategy. The issues of needs and attributes, which are quite important in context education, have not been adequately addressed in the curriculum manual and the existing studies on the category of context, and the issues of context sub-categories and components as well as the inadequacy of actual education strategy also have not been dealt with. To address all these issues, the paper proposed a comprehensive measure based on a “context of context” perspective. The context questioning needs were seen as four categories: diverse thinking power, scientific communication, active practice, and importance of meaning effect based on contextual meaning. These context questioning needs were seen as emerging from the basic attributes of context, and such attributes were determined to be “connectivity, ground(basis), complexity, and dynamics.” Based on the sub-categories of context for the 2007 revised plan, the components of context were seen to be “circumstance, background, language characteristic, and text (medium).” Based on these needs, attributes and components of context questioning, the strategy for context questioning was proposed as a four-step strategy of “problem set up, situation-context set up, background-context set up, and meaning.”