학부제의 성공적인 정착을 위한 교육과정 개선 연구 -천안대학교의 열린 학부제와 그 교육과정을 중심으로-

다국어 초록 (Multilingual Abstract)

Even though the divisional system was introduced as a powerful device for renovating the academic structure of colleges and universities, it has been found to have many drawbacks. Thus it will be a necessary step for developing an efficient divisional system to make up the its weak points. This study is designed to help the divisional system to be successfully established, focusing on the efficiency of 'the open divisional system and its curriculum' of C University, in which so crucial weak points are not found in reality as apprehended.
The first point this study makes is that there have been no significant disain allowing students to choose their own majors, and in the case of double majors, their first and second majors. A behavior analysis clearly shows us that some relevancies can be found between first and second majors, and that in most cases students decide their majors by the end of the fall semester of the second school year, and they continue with them until graduation.
Secondly students are found not to be lost or far away from their curriculum tracks under the 4-subject-group system though they are not conditioned to take some required classes. Students are observed to take their classes, knowing how many major classes to take in comparison with the classes for general education and what classes to take first and what to take later.
We can say that so critical problems do not occur to the student-oriented open curriculum of C University. It can be concluded that divisional systems can be worked under the student-oriented principle for ensuring free choices without being disorganized with some crucial drawbacks.