The purpose of this study is to clarify and find solutions to the causes and problems of the 'concepts and character descriptions of urban places and rural places' in elementary social studies, focusing on the difficulty of applying them to the various real spaces in which students live and making it more difficult for them to distinguish them from their own in real life. The order of progress of the study is as follows. First, the related prior study was analyzed to identify specific problems when teaching students about urban and rural contents, and then identified them by linking them with the academic meaning of the urbans and rurals. Based on this, I analyzed curriculum documents and textbook contents with the 2015 revised elementary school society to identify how 'urban and rural' is defined and described in textbooks, and suggested solutions for problems caused by such descriptions. for this purpose, The method of study was based on the study of literature, and the results of the study were as follows. First, in the department of elementary society, cities and rurals are based on academic definitions, but they are difficult to apply to the various real spaces in which students live, and because of these problems, students have many difficulties in learning the concept of cities and rurals. Second, through the analysis of educational curriculum documents and textbooks with elementary school departments, I wanted to explain why students find it difficult to learn urban and rural areas. Third, the problems revealed in the description of the curriculum documents and textbooks in urbans and rurals are that the boundaries of the concept are blurred because the concepts of urbans and rurals are presented in a prototype model, that the academic meaning of the city and its administrative meaning are improperly confused, Etc. Fourth, based on the above analysis results, solutions were presented at the curriculum level and class level.