In this paper, the national education curriculums in China and Korea have been analyzed and compared. Conclusively, by analyzing curriculums implemented in Korea it can be see that as-called quality-building education is to some extent advancer than the so-called "quality-oriented education" which is being now implemented in China. The curriculums content arrangement in Korea is apt to require student to be capable of practical comprehension and flexibly utilizing knowledge, rather than the scale of mastered knowledge. Owing to this situation, the problem that students can hardly become the eligible talents who can satisfy the requirement of social development, is existed in modern China, although they might be adept in examination. Hence, the design of curriculums in China should be based on the self-building of students, and can learn some useful experiences from education curriculums in Korea. In the aspect of education system, curriculums content setting in china is nationwide the same due to long-standing centralized system for education. However, in Korea setting right for curriculums is delegated. Educational activities in different district are performed highly dependent on locally educational level and practical situation. In this regard, in order to make talents training courses innovated and accordant with national situation, curriculums setting in china may have to reference experiences of curriculums setting executed in Korea. For the system management of educational curriculums, management right for county-level and school-level may have to be more subdivided.