[Purpose] The purpose of this study is to present problems and tasks for our subject regulations by comparing the laws and regulations of the national curriculum for Korean and Japanese subjects.
 [Methods] In this study, literature analysis, comparison of subject- related matters, and legal interpretation methods were used.
 [Results] As a result of this study, the legal systems of Korea and Japan and the fact that subjects could be opened in the national curriculum were similar. Japan had limitations in granting authority to high schools, but there were differences in granting authority to open subjects as well as subjects. In addition, Japan suggests that the name, goal, content, and number of units of the subject should be determined based on the school-level educational goals in the opening of the subject, and the subject should be determined based on the subject goals. However, in the case of Korea, the national curriculum only grants the right to open subjects without such a basis, and terms such as subjects, subject matters are mixed, so discussions and tasks were requested. Such tasks were sought through discussions on the classification of concepts of subjects and subject matters, violation of the legal system of the right to open subjects, the possibility of time allocation of subjects to the time dividend of the national curriculum, and the possibility of additional achievement standards.
 [Conclusion] As a result of the discussion, in using terms of subjects, subject matters, it was necessary to prepare subject names, goals, contents, and hours based on educational goals by elementary and secondary school. In addition, it was necessary to prepare the subject name, goal, content, and number of hours based on the goal of the subjects used as a higher concept. Otherwise, separate guidelines should be prepared to present directions for the opening of subject matters in the educational field. This is because it is closely related to establishing the scope and sequence of the curriculum.