Grammatical thinking means the improvement of thinking ability through grammar education. In this paper, we propose educational methods of ‘-Jiman’ for the grammatical thinking experience, based on the speaker’s cognition and multidimensional interpretation. The connective ending acts as a grammar marker that expresses the speaker’s interpretation of a situation. The representative functions of ‘-Jiman’ are “contrast” and “concession”. We analyzed the meaning function in relation to the thinking logic and the speaker’s recognition of the semantic relation in various clauses. As a result, “contrast” is a meaning function that emphasizes the difference between situations, and “concession” implies the acceptance by a speaker of contradictory thoughts. Based on this, the educational content of ‘-Jiman’ is supplemented and presented: 1) The difference of the meaning function of ‘-Jiman’ and ‘-Go’;, 2) The speaker’s representation and focus in the contrast function;, 3) The speaker’s thinking logic in the concession function;, 4) The emphasis on contextual meaning and the judgment of a sentence’s appropriateness.