7급 고득점 합격자가 말아주는 ’행정학‘ 공부법 | 그동안 얼마나 잘못 공부하고 있었는지 알려줄게..

Main ideas / lessons conveyed

• Public Administration is framework-based, not one-dimensional

  • Don’t study all content with equal weight; adjust your intensity and study with the goal of passing, not “perfect understanding” of everything.
  • Even doing every available practice book won’t guarantee a perfect score; not achieving perfection shouldn’t block your exam strategy.

• Use a “big-picture” outline as your anchor

  • Build a macroscopic framework so the subject doesn’t feel chaotic/volatile.
  • Use a compact reference (e.g., “bird’s-eye view”) to connect chapters and enable quick recovery after forgetting.
  • Mark weak areas in a single-page table of contents so you can quickly identify and revisit them later.

• Treat policy study as a timeline process

  • Policy studies can be organized as:
    • what “policy” is
    • how policies are formed → decided → implemented → evaluated
  • Without this framework, theories (examples named in the subtitles) float around without meaning and don’t improve exam performance.

• Conviction matters, and conviction comes from structure

  • Repeatedly reviewing your organized outline helps convert it into long-term memory.
  • This supports the belief that even after content “evaporates,” a smaller amount of targeted re-study can still yield a high score.

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Methodologies & step-by-step instruction (detailed)

1) Study method: Actively use the table of contents / outline

• Create or use a single-sheet outline for Public Administration.
• While studying, ensure you can answer:
  • “Where am I in the overall structure?”
  • “How does this topic connect to the next chapter?”
• During ongoing review (up to the exam):
  • Highlight weak sections (the subtitles mention red highlights).
  • Use the outline to set study priorities.
• When moving through topics:
  • Don’t over-focus on “general principles” and then read locally/surface-level later—use the outline to keep balance.
• When returning to a topic after a break:
  • Check your outline markings to recall what was weak before.

2) Past exams: don’t “solve” blindly—read, analyze, and extract patterns

• Use past questions as training to prepare for the upcoming exam, not as an isolated worksheet.
• Recommended practice flow:
  1. Pick a question (especially ones with historically high error rates).
  2. Pause and attempt analysis yourself.
  3. Compare your reasoning against the lecturer’s reasoning.
  4. Identify:
     • which parts of your textbook you failed to recall/align
     • what the examiner likely intended
     • how to handle similar future questions
• Decision-making discipline for multiple choice:
  • Understand that Public Administration questions are ambiguous/subjective compared to math.
  • Learn to tolerate slight discomfort from open-ended options.
  • If an option is broadly plausible, don’t assume it is wrong without evidence—apply your criteria.
• Build your own criteria for correct/incorrect choices:
  • You cannot rely on anyone “spoon-feeding” you criteria.
  • Criteria are developed through continuous analysis of past questions.
• Extract “swap” / error patterns:
  • The subtitles describe a technique where students should detect mismatches like swapped categories or beliefs.
  • Avoid memorizing normative/secondary belief labels without logic; instead, identify why something fits or doesn’t.

3) Don’t study with only a “repeated review pen”

• The problem with using just a review pen:
  • You may mark answers but the thinking process won’t be retained.
• Alternative approach described:
  • Don’t check answers immediately.
  • Record using margins or sticky notes:
    • comparisons you used
    • what you misunderstood
    • where you missed content in earlier exams
    • which options you eliminated and why
• Benefit:
  • The notes become a fast “targeted review map” near the exam (e.g., “for question 9, only review options 1–2” type logic).

4) Intensity management: use 3 stages (offense/defense concept)

The subtitle describes Public Administration as having three study stages with increasing depth:

• Stage 1 (absolute minimum)

  • Required foundation; do not skip.
  • Prioritize memorization thoroughly and analyze/internalize like the past-exam method.
  • Keep reviewing Stage 1 repeatedly.
  • If time runs out later, do not jump into Stage 2; stabilize Stage 1 first.

• Stage 2 (Grade 7 candidate minimum)

  • For higher cutoffs and content that may not appear in decades.
  • Requires deeper, more extensive preparation than Stage 1.

• Stage 3 (additional for Local Government Grade 7)

  • Since cutoffs are high, this stage helps with unfamiliar laws and theories.
  • You likely can’t “finish” Stage 3; it’s effectively infinite.
  • As the exam approaches:
    • focus more on Stages 1–2 (offense)
    • treat Stage 3 defensively
    • “eventually let go” of Stage 3 rather than trying to cover everything.

5) Use the latest “1st concept” past exams and remove duplicates

• Market past exam books may be published about one year before; supplement with the newest exams separately.
• Example supplementation given (for 2025 targets in the subtitles):
  • latest national/local/public administration-related exams (examples listed)
• Duplicate-elimination process:
  • When creating a condensed supplementary book or review set:
    • boldly discard repeated questions
    • mark duplicates with X or remove them
  • Purpose:
    • regain speed during review
    • prevent duplicates from crowding out other subjects
    • diagnose what topics you already covered vs. what still remains
• For military civil service, the trend may differ:
  • the subtitles mention reducing scope rather than doing all items 1–25.

6) Explanation lectures as support

• When using YouTube explanations:
  • it’s better to follow recorded lecture explanations than study alone.
• Strongly recommended lecturer in the subtitles:
  • Professor Hwang Cheol-gon’s explanation lectures.

7) Unit-by-unit mock exams: use as a “skill test,” not the main textbook

• Full mock exams and unit-by-unit mocks have different purposes.
• Reason to use unit-by-unit mocks:
  • They make daily workload clearer and prevent you from skimming later chapters just to catch up.
• Example curriculum referenced:
  • “Yakgong Gimu” by Professor Shin Yong-han, organized into 16 sessions across topic areas.
• “Carrot and stick” technique described:
  • For each session:
    • Study through a session’s material.
    • Take a session-level unit exam aiming for score 100.
    • If you reach 100, you stop and rest.
    • If not, you cannot stop until near bedtime—repeat review until you reach the target.
• Caution:
  • Don’t pick a mock exam book that’s too easy and guarantees 100 (ruins motivation structure).
  • Unit-by-unit mocks are a tool for the final skill check; use the past-exam analysis framework as the base.

8) “Dojo-breaking / mastery plan” (2-week plan) with a rest slot

• The plan structure:
  • Use a full mix of materials (past exams, basic textbooks, unit-by-unit material, mock exams, summaries, statutes, and latest past exams).
  • For those targeting Local Government Grade 7, they receive ample materials and create a plan by omitting based on ability.
• Key schedule rule:
  • Leave an empty rest slot (not just full days planned).
  • If you miss a day, you must make it up on another scheduled date.
• Mindset point:
  • Even with strong initial performance, the method feels extremely intense.
  • If you later repeat the process, the review time must be shorter, meaning you must reduce content.

9) Reducing redundant content: example compression (Herzberg)

• Example given of how to reduce content instead of repeatedly doing overlapping questions:
  • In organizational theory, Herzberg theory is often tested as:
    • motivation factors vs hygiene factors
    • “not” questions (which is not X)
  • Instead of solving many repetitive variations:
    • compress into a single integrated set capturing the distinction rules
    • keep only the key details that cause confusion
• Result:
  • Shorten final-review time drastically (subtitles mention reducing to about “10” units/time).
• General rule:
  • Don’t rely only on true/false question books (riskier due to comparative nature of Public Administration).
  • Prefer four-option multiple-choice formats to reduce risk.

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Sources / speakers identified

Speakers / narrators

• Tangtang sou (the channel’s speaker/creator; “7th-grade civil servant” describing personal exam achievements)
• The subtitles also reference lecturers whose materials were used, but they are not presented as speaking in the video subtitles themselves:
  • Professor Hwang Cheol-gon
  • Professor Shin Yong-han
  • Teacher Lee Young-je
  • Teacher Kim Joong-gyu
  • Kim Jun-gyu
  • (Also referenced: Lee Young-je again; and “Hwang Cheol-hoe” is mentioned as Hwang Cheol-hoe’s Super Serve—name appears as written in subtitles.)