| Summary: | 碩士 === 國立臺南大學 === 社會科教育學系教學碩士班 === 97 === The aim of this research is to investigate differences between the fifth and sixth graders who had experiences of being cadre members and students who had no experiences of being cadre members in their democratic and legal cognition and knowledge and analyze the factors that affect the issue mentioned above, including the character and role of the cadres, time span, gender, academic performance and family social-economic status.
Based on the characteristics of the research, I adopted the qualitative research method. In order to achieve the purpose of this research, interview, observation and literature review were conducted in this study. The main results of the study were as follows:
1. Experiences of being class cadre members contribute to the fifth and sixth graders’ democratic and legal cognition.
2. The more experiences of being class cadre members the students have, the more positive democratic and legal knowledge they get.
3. Students who take on the roles of class chairman and discipline section chief possess better democratic and legal knowledge.
4. Students who have experiences of being class cadre members tend to obey the authority of elders.
5. Gender is an insignificant factor which affects fifth and sixth graders’ democratic and legal cognition.
6. Good academic performance helps fifth and sixth graders build up their democratic and legal knowledge.
7. Family social-economic status is an insignificant factor which influences fifth and sixth graders’ democratic and legal cognition.
Based on the findings of the research discussed above, recommendations about current democratic and legal education were made as follows:
1. Take advantage of students’ experiences of being class cadre members to strengthen the effects on democratic and legal education.
2. While choosing the cadre, regard students’ specialty to adjust the working content
and try to provide counseling.
3. Praise the outstanding performance of the cadre, and give more chance to the
cadre who has the poor performance.
4. Create opportunities for students to be the chairman of the conference.
5. Allow students to participate in campus autonomy.
6. Apply context discussion and organize meaningful activities instead of delivering a sermon.
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