The revised curriculum in 2009 demands an open education of which focus is on learner-oriented personalized education, creativity education and humanity education. An artifact-based learning can be an alternative strategy of school education. The purpose of this study was to develop an interpretation method of artifact at museum as an activation strategy of school-connected museum education. For this, a questionnaire survey of teachers was carried out in order to find out the necessity of an interpretation method of artifact. By reorganizing Hooper-Greenhill's comprehensive method of interpretation and John H. Falk & Lynn D. Dierking's value interpretation method of artifact according to the domestic situation of artifacts, the rain gauge stand, an artifact at National Palace Museum of Korea, was interpreted. The standpoints of interpretation were classified into 8: Uses, materials, makings, forms, political/ economical/social/cultural stories of themes, on-site connectivity, comparison with other artifacts and connection with curriculum. Via interpretation, it was possible to analyze the rain gauge stand from various standpoints and deal with many categories even with one artifact. Via a questionnaire survey of primary school teachers, the necessity of interpretation method of artifact and its order of significance were examined. Study findings show that all the teachers of study subjects positively answered for the necessity of interpretation method of artifact. In addition, although they attached great importance to all the eight interpretation methods, they preferred uses, meanings and symbols. If the curriculum-connected interpretation method of artifact in this study takes the opinions of students and persons in charge of education at museum into account and is supplemented with a comprehensive method of interpretation via observation and questionnaire survey, it will be a good educational strategy that connecting museums and schools.