This study aims to review transition of ‘practices of communicativetheory’ in novel education critically, and find improvement plans. Toachieve this, from the 4th national curriculum that fist introduce ‘practicesof communicative theory’ to 2009 revised national curriculum, curriculumguide, textbooks and teachers guidebooks are examined. As a result,theoretical base and educational contents of ‘practices of communicativetheory’ are revealed. Practices of communicative theory in novel education are builtupon ‘rhetorical approaches to narrative’, ‘M. H. Abrahms`s classificationscheme of criticism’ and ‘reception theory’. First, analysis on author`srhetorical activity is suggested as a educational content in practice onrhetorical approaches. Second, overall understanding for novel text issuggested in practice on classification scheme of criticism. Third, reader`sactivity and interpretation`s diversity are emphasized in practice on receptiontheory. To succeed outcome and overcome the limitations through referringforegoing historical consideration, improvement plans for ‘practice ofcommunicative theory’ in novel education are suggested on structure, circumstance,ethics of communication.