The purpose of this study is to critically examine whether the content of high school Korean language textbooks developed according to the 2015 revised curriculum is appropriate as functional-oriented passive expression education content. We proposed the following improvement measures for the problems identified during the textbook review. First, the various functions of passive expression should be dealt with without exception. Second, learning activities that cultivate the ability to effectively use passive expressions according to the discourse situation should be systematically provided. Third, educational content should be prepared so that students can explore whether the double passive expression used in the discourse situation is appropriate and what its function is. Fourth, “-batda”, “-danghada”, “doeda”, “batda”, “danghada” should be treated as passive expressions and “-ge doeda” should be excluded. Fifth, it is necessary to deal more with educational content related to the function of passive expression in the context of discourse in which the passive expression is used.