This study was executed with the goal to improve teaching ability of pre-teachers who will soon teach students in education scenes, and matters related to recognition and application skills of demonstration, one of class design ability of pre-teachers were stated. Demonstration is strongly recognized as a step composing direct instruction or explicit instruction, but it can be used as effective independent teaching method or step in teaching procedures and methods for strategies or functions. Demonstration in Korean subject is mostly composed of actions explaining language using processes or guiding them with details, and the levels of demonstration should be diversified and made into steps. The analysis result of pre-teachers showed 3 following problems of use of demonstration. First, even in lessons with goals of explaining or emphasizing propositional knowledge, demonstration is frequently used. Second, in many cases, instead of focusing on certain functions or strategic study ‘processes’ in demonstration, ‘result of actions’ is suggested or aspects related to ‘result of actions’ are explained. Third, the level of demonstration is limitedly based on language uses of the teacher or other adults. Such problems were identified to be caused because pre-teachers are wrongfully recognizing the essence of demonstration or are mechanically using teaching-learning models (direct instruction or explicit instruction) including demonstration without examining the essence of demonstration. For actual changes of teaching and learning in Korean language education scenes, detailed education contents and methods of demonstration should be prepared for pre-teachers based on basic studies about problems of demonstration.