The goal of this study is to analyze the approaches to climate change and ecological crisis focusing on science, social studies, environment and achievement standards in the 2022 revised curriculum, and to draw implications for the curriculum. In the 2022 revised curriculum, subjects related to ecological environment change and crisis, which are to be reflected in all subjects, were analyzed in detail by the subject area. To this end, the achievement standards of three subjects such as 'Climate Change and Environmental Ecology' of Science, 'Climate Change and the Sustainable World' of Social Studies, and 'Ecology and Environment' of the Environment are used for the semantic network analysis and semantic topography. According to the results of the study, Eco-modernist viewpoint was dominant in science and social studies elective subjects, and neo-anthropocentric viewpoint was dominant in the environmental elective. Considering that it is a national-level curriculum, it is necessary to seek a neo-anthropocentric approach to maximizing human capacity and requesting human ethical responsibility for ecological and environmental crisis. By subject, the science subject appears to focus on knowledge understanding education related to environmental crisis, so it is necessary to find a way to develop achievement standards linking process-skill or value-attitudes related to participation and practice. In addition, in terms of the occurrence and resolution of environmental problems, it is necessary to seek an approach that takes into account the role of various agencies including humans, earth systems, etc. Based on the research results, a follow-up study was suggested along with implications for curriculum development and reconstruction.