幽默日記方案對國小中年級學生幽默感與幽默
風格之影響
摘要
本研究主要目的在設計一套適合國小中年級學生增進幽默感之教學方案，並探討該教學方案對國小中年級學生幽默感、幽默風格影響之效果。本研究之「幽默日記方案」以台北市某國小三、四年級共94名為研究對象，兩班為實驗組共45人，兩班為控制組共49人。實驗組接受為期十週，每週一堂課(40分鐘)，共400分鐘的實驗方案處理，控制組則未接受任何教學方案處理。

本研究採以「多向度幽默感量表」、「幽默風格量表」為量化資料的評量工具，所得資料以獨立樣本單因子共分析進行統計處理。在另輔以「單元回饋表」、「課程總回饋表」以及「教師省思札記」上所得之資料作質化與量化分析，以深入瞭解教學實驗之效果。綜合各項結果，獲得以下研究結論：

一、幽默日記方案能有效提升國小中年級學生之「幽默創造能力」、「社交情境
中的幽默能力」、「幽默態度」、「笑的傾向」。

二、幽默日記方案能使國小中年級學生之「幽默因應能力」達臨界顯著

三、幽默日記無法有效提升國小中年級學生之「幽默理解能力」

四、幽默日記方案能有效提升國小中年級學生之「自我提升型幽默風格」與「自 我貶抑型幽默風格」。

五、幽默日記方案無法有效提升國小中年級學生之「產生連繫型幽默風格」。

六、幽默日記方案無法有效降低國小中年級學生之「攻擊型幽默風格」。

七、實驗組學生對於各單元均傾向非常喜歡，期待上課，且不排斥寫日記。

八、幽默日記方案確實可在國小中年級實施。

最後，根據研究結果，提出未來教學以及研究上的具體建議，以做為後續教學與研究之參考。

Effects of Humor Diary Program on Sense of Humor and Humor Style for Middle Grade Students in Elementary School

Wen-Lin Liu

ABSTRACT

The purpose of this study were; (1) to design a humor diary program for middle students in elementary school in Taipei; (2) to investigate the effect of the program on students’ sense of humor and humor style. The design of nonequivalent pretest-posttest control group, as quasi-experiment design, was applied to the study. There were totally 94 middle grade students in elementary school participated in, including 45 and 49 students in the experiment and comparison groups respectively. Students in the experimental group went through the 400-min. teaching program for 10 weeks, 40 min. per week, while those in the control group didn’t experience any experimental teaching.

The instruments utilized to examine the effect of the program were “multidimensional sense of humor scale” and ”humor style questionnaire“. The collected data were analyzed by one-way ANOVA. The researcher also conducted the analysis of the instructional process by collecting “feedback questionnaire”, “interview data from students”, and “teacher’s reflective journal”. The findings were presented as the following.

1. The humor diary program effectively elevated middle students’ creativity on humor , ability of using humor in social context , the attitude toward humor, the tendency to laugh.

2. The humor diary program almost efficiently improve middle students’ ability of humor coping.
3. The humor diary program cannot efficiently improve middle students’ understanding of humor.
4. The humor diary program effectively elevated middle students’ elf-enhancing humor and self-defeating humor.
5. The humor diary program cannot efficiently improve middle students’ affiliative humor.
6. The humor diary program cannot efficiently reduce middle students’ defeating humor.
7. The feedback questionnaire showed that students enjoyed the humor diary program wait for the humor diary class and did not reject writing diary.
8. The design process of the humor diary program is suitable for middle students in elementary school.

Finally based on the result of this study, the researcher also provided several suggestions or further development of humor schooling and research.

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