This study, recognizing value and importance of argumentation schemes, critically contemplates contents related to ‘argument’ and ‘argumentation scheme’ of the 2007 revised Korean curriculum for the second year middle school Korean textbooks and related theoretical discussions. The final aim is to modify classification standard of argumentation schemes and select more valuable ones. Having selected argumentation schemes, a groundwork will be provided to materialize teaching-learning contents. Argumentation schemes are generally divided by message, participant and context in argumentative communication situations. Schemes based on message are subdivided into deduction, induction, analogy, cause and effect and presumption schemes in consideration of interior premise and logical relations in conclusion. Participant schemes appeal to commentators in connection with positive or negative feeling of expectation on future consequence. Context schemes are based on sociocultural environment context dictating argumentative situations and a typical example is authority scheme.