實施學生自治活動，讓學生直接體驗民主生活，是國小推動民主教育的 重要途徑。但是，教育人員對於應否賦予國小學生自治權，卻抱持著懷疑的態度。 本研究為能深入探討自治功能對國小班會活動的實際意義，以台東縣一所市郊的 小學，作為研究場地，並以該校兩個六年級的班級，作為研究分析的對象，進行 將近一年的實地觀察。 透過對兩個個案的觀察與分析，本研究有三項發現: 一、國小班會的學生自治功能 班會活動中屬於學生自治的部份有:選舉幹部及主席、聽取幹部報告、討論班級 事務、對學校提出建議，及決定班級事務等等。從這些結果可以知道，透過班會 活動，一般小學即可實施國小學生自治。 二、影響國小班會學生自治功能的主要因素 班會自治功能的強弱，與導師的觀念關係最為密切。導師過去就學期間的自治經 驗，則對他的指導方式和態度有很大的影響。 三、國小班會學生自治功能對學生的影響 在自治功能較強的班級，學生的溝通能力、參政意願及政治效能感都明顯較佳， 也有更多人支持民主制度。師生間情感的濃密，與學生執行自訂決策的負責態 度，更令人印象深刻。 這些發現可以消除一般人對學生自治的不信任感，進而肯定學生自治活動的重要 價值。

　　　　　According to general educational theories, "student government" is theimportant part of democracy education for the pupils of elementary school. Butin practice most educators don't support student government. Are studentgovernment feasible in general public elementary schools? What is theinfluence of student government on students? If the implement of studentgovernment is difficult, what are the problems? This study focuses on theclass meetings which is the main activity of student government, by observingtwo 6-th classes of a suburban elementary school in Taitung, attempts toexplore the questions above. From the analyses and comparison of the data collected from fieldresearch, the conclusions have been reached as follows: 1.In the class meetings, students can elect class officers and chairman,hear officers' reports, discuss class affairs, suggest school doing something,and decide class affairs. 2.How much power do class meetings have to govern class is decided bytutors' ideal chiefly. 3.In the class of class meetings have more political power, students havebetter communicate ability, higher interest in participating politics, and greatsense of political efficacy. .More students support democracy in that class.Besides, in that class, students are responsible for their decision, a-nd familiarwith their tutors. These fact can debate educators' discredit to student government, andidentify student government is very important for democracy education.