This study aims to understand the actual aspect of Jeolje(節製) conduct and the changing aspect by analyzing the details and process of the Jeolje(節製). In the royal commands about correcting the Imperial examination problem (GwapeYnem, 科弊綸音), Jeongjo defined the evil of civil service examination as the greatest obstacle to nation and suggested correcting it as a matter of urgency. This policy commitment of Jeongjo had to be preceded by Seongkyunkwan normalization. So he announced the resident rule of Seongkunkwan students(太學生圓點節目). This study looked at the Jeolje(節製) by paying attention to the policy will. As a result, the operation status of Jeolje(節製) in Jeongjo’s reign is divided into three periods according to the size of the test, and the operation status is changed according to the time.
In first stage(1776-1784), He reinforced the resident rule of Seongkunkwan students to stablilze the education of Seongkunkwan. He was satisfied but He can’t control demand of students who wanted to live in Seongkunkwan. So He made bangwoe students take Seongkunkwan examination Jeolje. Under the circumstances that he can’t control demand of students to live in Seongkunkwan, He cared Seongkunkwan students through opening of tests.
In second stage(1785-1793), A typical Sungkyunkwan test unconscious rural students was gradually expanded. Most of the Jeolje(節製) at this time were set for Pyo(表) problem, and most of the tests sheets were less than 500. Most of the candidates were Seongkunkwan students. Jeongjo managed the expanded student through Jeolje including Bangwoe students and Seongkunkwan students were administered through EungJe(應製).
In final stage(1794-1800), The size of the Jeolje applicants has greatly increased. This was because rural students had come up to take the civil service exam. Jeongjo used test questions to solve this problem. Jeongjo had an Pyo(表) problem for students in seoul and Bu(赴) for local students. Jeongjo was able to solve both finding human resource and care for rural students.