本研究旨在設計一份適合國中生，並兼顧認知、情意、技能三層面教學目標的幽默融入綜合活動課程，及瞭解此課程對國中生「幽默感」、「情緒調節」與「幽默風格」之影響。
本研究採不等組前測後測準實驗設計，針對桃園市某國中241名學生，進行一週45分鐘，為期12週的課程介入。分為實驗組117位，接受「幽默融入綜合活動課程」；對照組124位，接受「一般綜合活動課程」。成效評估以「多向度幽默感量表」、「情緒調節量表」、「正體中文版『幽默風格量表』」之測得分數，經統計分析後所得之資料為依據。
本研究結果發現：
1.幽默融入綜合活動課程適合國中生，並兼顧認知、情意、技能三層面教學目標，具有可行性。
2.幽默融入綜合活動課程對國中生「幽默感」之影響：可以有效提升整體「幽默感」，以及其中的「幽默創造能力」、「幽默因應能力」、「對幽默的態度」；但是，無法有效提升「幽默理解能力」、「社交情境中的幽默能力」、「笑的傾向」。
3.幽默融入綜合活動課程對國中生「情緒調節」之影響：可以有效提升「認知重評」的情緒調節策略，並呈現較一般綜合活動課程更具成效的趨勢；但是，無法有效降低「表達壓抑」的情緒調節策略。
4.幽默融入綜合活動課程對國中生「幽默風格」之影響：無法有效提升「親和型幽默」和「自我提升型幽默」，亦無法有效降低「攻擊型幽默」和「自我貶抑型幽默」。
本研究最後作總結性討論，且提出具體建議以供作未來教學實務與後續相關研究參考。

The purposes of this study were to design a curriculum of integrative activities with humor which was suitable for junior high school students and to investigate the effects of the curriculum on students’ sense of humor, emotion regulation, and humor styles. The design of nonequivalent pretest-posttest control group, as quasi-experiment design was applied to the study. There were 241 students in total from a junior high school in Taoyuan city participating in this study, 117 of which were assigned to the experimental group and 124 of which to the control group. Students in the experimental group went through 4 sequential sections into the curriculum of integrative activities with humor for 12 weeks, 45 min per week, while those in the control group accepted the traditional curriculum of integrative activities.
The quantitative instruments utilized to examine the effects of this study were the multidimensional sense of humor scale, the Emotion Regulation Questionnaire (ERQ), and the traditional Chinese version of the Humor Styles Questionnaire (HSQ-TC), which were administered at the end of the curriculum.
The findings were presented as the following:
1.The curriculum of integrative activities with humor is feasible.
2.The curriculum of integrative activities with humor could improve junior high school students’ sense of humor, and the aspects of the ability of humor creativity, the ability of humor coping, and the attitude toward humor. But, it could not improve the aspects of the ability of understanding of humor, the ability of using humor in social context, and the tendency to laugh.
3.The curriculum of integrative activities with humor could improve junior high school students’ cognition reappraisal, and the improvement tends to be more obvious than the traditional curriculum of integrative activities. But, it could not drop expressive suppression.
4.The curriculum of integrative activities with humor could not improve junior high school students’ affiliative humor and self-enhancing humor, and it could not drop aggressive humor and self-defeating humor, either.
Base on the result of the study, the researcher also discussed and provided concrete suggestions for future development of schooling and research.

中文部分
吳孟真（2009）。研究生人格特質、幽默風格、焦慮之相關研究（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/69564601336399840210
李坤崇（2001）。綜合活動學習領域教材教法。臺北市：心理。
何宜錚、黃鴻程、陳學志、王雅萍、賴惠德（2010）。國中生幽默風格與自尊及情緒智力之相關研究。中華心理衛生學刊，23（2），271-304。
李維光（2005）。幽默訓練課程對國小高年級學童幽默感、社交技巧與自尊影響效果之研究（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/24392217086745348346
林小麗（2003）。幽默融入國中綜合活動課程對學生幽默感、情緒適應和人際因應之影響（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/53586490403852278294
林水見（2009）。高中職學生幽默風格、嘲笑風格與五大人格特質之相關研究（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/67068999154973919481
林美珍、黃世琤、柯華葳（2007）。人類發展。臺北市：心理。
邱發忠、陳學志、卓淑玲（2003）。幽默創造訓練之課程設計暨實徵效果評估。教育心理學報，34（2），179-198。DOI: 10.6251/BEP.20020628
岳曉東（2012）。幽默心理學。香港：香港城市大學。
柯怡安（2008）。幽默融入創造思考訓練課程對國小高年級學生創造力與幽默感影響之研究（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/07315185512797868230
高月好（2005）。幼稚園實施幽默取向教學之行動研究-以一所台北縣公立幼稚園為例（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/99902479583485359118
教育部（2008）。97年國民中小學九年一貫課程綱要。取自http://teach.eje.edu.tw/9CC2/9cc_97.php
陳彥廷（2015年6月3日）。校安事件再傳屏東崁頂鄉國中生蝴蝶刀攻擊同學。自由時報電子報。取自http://www.ltn.com.tw/
張春興（主編）（2006）。張氏心理學辭典。臺北市：東華。
陳淑蓉（2003）。幽默感對可能壓力事件及負向生活事件的認知評估、情緒反應之影響（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/14709724697298437598
陳淑蓉、陳學志（2005）。幽默感的定義與測量：多向度幽默感量表之編製。應用心理研究，26，167-187。
張景媛、陳學志、黃譯瑩（2004）。幽默訓練融入綜合活動對國一學生創造思考與人際因應之影響。教育心理學報，36（1），13-33。DOI: 10.6251/BEP.20040224
陳慧青（2005）。幽默式創意數學教學對國中生數學學習成效與創造力之影響（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/12725698887665676159
張慧菊、王建雅、陳學志（2010）。當禁忌和攻擊變幽默－青少年幽默因應中的禁忌與語文攻擊表現。中華心理衛生學刊，23（2），241-269。
陳學志（1991）。「幽默理解」的認知歷程（未出版之博士論文）。國立臺灣大學，臺北市。
陳學志（2004）。從“哈哈”到“啊哈”—統整知、情、意、行的幽默課程對創造力培養的影響。教育心理學報，35（4），393-411。DOI: 10.6251/BEP.20040601.5
陳學志、徐芝君（2006）。幽默課程對教師幽默感及創造力的影響。師大學報：教育類，51（2S），71-93。
黃德祥（2000）。青少年發展與輔導。臺北市：五南。
詹雨臻、陳學志、卓淑玲、Rod A. Martin（2011）。區分良善與有害的幽默─正體中文版「幽默風格量表」的發展。測驗學刊，58，207-234。
衛生福利部（2014）。102年國人死因統計結果【原始數據】。取自：http://www.mohw.gov.tw/cht/Ministry/DM2_P.aspx?f_list_no=7&fod_list_no=4558&doc_no=45347
蔡思賢（2009）。國中生幽默風格、嘲笑風格與攻擊行為之相關研究（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/74322488329533034464
賴怡妏（2007）。情緒教育融入綜合活動課程對國中七年級學生情緒智慧、同儕人際關係之影響（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/63379302725128002214
賴建志（2005）。大學生生活壓力、幽默風格與幸福感之相關研究（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/74299478502017609918
薛申綱（2007）。家長幽默訓練課程對高中家長幽默感與親子溝通之影響研究（碩士論文）。取自http://handle.ncl.edu.tw/11296/ndltd/49775795489984377976
蕭颯、王文欽、徐智策（1995）。幽默心理學。臺北市：智慧大學。
危芷芬（譯）（2012）。人格心理學（原作者：Jerry M. Burger）。臺北市：洪葉文化。（原著出版年：2011）
修慧蘭、鄭玄藏、余振民、王淳弘、楊旻鑫與彭瑞祥（譯）（2009）。諮商與心理治療理論與實務（原作者：Gerald Corey）。臺北市：雙葉。（原著出版年：2009）
陳億貞（譯）（2003）。普通心理學（原作者：Robert. J. Sternberg）。臺北市：雙葉。
西文部分
Berlyne, D. E. (1972). Humor and its kin. In J. H. Goldstein, & P. E. McGhee (Eds.), The psychology of humor (pp. 43-60). New York, NY: Academic.
Bryant, J., Comisky, P. W., Crane, J. S., & Zillmann, D. (1980). Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers. Journal of Educational Psychology, 72, 511-519. DOI: 10.1037/0022-0663.72.4.511
Cousins, N. (2005). Anatomy of an illness as perceived by the patient: reflections on healing and regeneration. New York, NY: Norton.
Ellis, A. (1991). Reason and emotion in psychotherapy. New York, NY: Carol.
Erikson, E. H. (1968). Identity: Youth and Crisis. New York, NY: W. W. Norton and Company.
Evans-Martin, F. F. (2007). Emotion and Stress. New York, NY: Chelsea House.
Forabosco, G. (1992). Cognitive aspects of the humor process: The concept of incongruity. Humor: International Journal of Humor Research, 5, 45-68. DOI: 10.1515/humr.1992.5.1-2.45
Fry, W. F. (1992). Physiologic effects of humor, mirth and laughter. Journal of the American Medical Association, 267, 1857-1858.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.
Gross, J. J. (1998). Antecedent- and Response-focused emotion regulation: divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224-237. DOI: 10.1037//0022-3514.74.1.224
Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10, 214-219. DOI: 10.1111 / 1467-8721.00152
Gross, J. J. (2014). Handbook of emotion regulation. New York, NY: Guilford.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, regulationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. DOI: 10.1037/0022-3514.85.2.348
Gross, J. J., & Muñoz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2, 151-164. Doi: 10.IIII /j.1468-2850.1995.tb00036.x
Gross, J. J., & Thompson, R. A. (2014). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-24). New York, NY: Guilford Press.
Haigh, G. (1999). Do Smile: But Don’t Make Too ManyJokes. The Times Educational Supplement. Retrived from http://www.tes.co.uk/search/story/?story-ib=316046
Hauck, W. E., & Thomas, J. W. (1972). Relationship of humor to Intelligence, creativity, and intentional and incidental learning. Journal of Experimental Education, 40, 52-55.
Hsieh, M., & Stright, A. D. (2012). Adolescents’ emotion regulation strategies, self-concept, and internalizing problems. The Journal of Early Adolescence, 32, 876-901. Doi: 10.1177/0272431611433848
Huang, S, T. (2004). The Effects of Emotion Suppression and Reappraisal on Dyadic Interaction. Chinese Journal of Psychology, 46(4), 267-282.
Kaplan, R. M., & Pascoe, G. C. (1977). Humorous lectures and humorous examples-Some effects upon comprehension and retention. Journal of Educational Psychology, 69, 61-65. DOI: 10.1037//0022-0663.69.1.61
Kuiper, N. A., & Martin, R. A. (1998). Is sense of humor a positive personality characteristic? In W. Ruch (Ed.), The sense of humor: Explorations of a personality characteristic (pp. 159-178). New York, NY: Mouton de Gruyter.
Kuiper, N. A., Martin, R. A., & Olinger, L. J. (1993). Coping humor, stress, and cognitive appraisals. Canadian Journal of Behavioural Science, 25, 81-96.
Kuiper, N, A., & Nicholl, S. (2004) Thoughts of feeling better? Sense of humor and physical health. Humor-international Journal of Humor Research, 17(1-2), 37-66. DOI: 10.1515/humr.2004.007
Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York, NY: Springer.
Lefcourt, H. M., & Martin, R. A. (1986). Humor and life stress: Antidote to adversity. New York, NY: Springer-Verlag.
Martin, R. A. (2001). Humor, laughter, physical health: Methodological issues and research findings. Psychological Bulletin, 127, 504-519. DOI: 10.1037/0033-2909.127.4.504
Martin, R. A. (2007). The Psychology of Humor. Burlington, MA: Elsevier Academic Press.
Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J., & Weir, K. (2003). Individual differences in uses of humor and their relation to psychological well-being: Development of the humor styles questionnaire. Journal of Research in Personality, 37, 48-75.
McGhee, P. E. (1980). Development of the sense of humour in childhood: A longitudinal study. In P. E. McGhee, & A. J. Chapman (Eds.), Children’s humour (pp. 113-136). New York, NY: J. Wiley.
McGhee, P. E. (1994). How to develop your sense of humor. Dubuque, IA: Kendal & Hunt.
Nerhardt, G. (1970). Humor and inclination to laugh: Emotional reations to stimuli of different divergence from range of expectancy. Scandinavian Journal of psychology, 11, 185-195. DOI: 10.1111 / j.1467-9450.1970.tb00734.x
Nerhardt, G. (1976). Incongruity and funniness: Towards a new descriptive model. In A. J. Chapman, & H. C. Foot. (Eds.), Humor and laughter: Theory, research and applications. (pp. 55-62). New Brunswick, NJ: Transaction Publishers.
Nevo, O., Aharonson, H., & Klingman, A. (1998). The development and evaluation of a systematic program for improving sense of humor. In W. Ruch (Ed.), The sense of humor: Explorations of a personality characteristic (pp. 385-404). New York, NY: Mouton de Gruyter.
Piaget, J. (1981). The psychology of intelligence. Totowa, NJ: Little field, Adams.
Powell, J. P., & Andresen, L. W. (1985). Humour and teaching in higher education. Studies in Higher Education. 10(1), 79-90. DOI: 10.1080/03075078512331378726
Ruch, W. (1993). Exhilaration and humor. In Lewis, M. & Haviland J. M. (Eds.), Handbook of emotions (pp. 605-616). New York, NY: Guiford Press.
Ruch, W. (1996). Measurement approaches to the sense of humor: Introduction and overview. Humor: International Journal of Humor Research, 8(3), 239-250. DOI: 10.1515/humr.1996.9.3-4.239
Seaward, B. L. (2004). Managing Stress: Principles and Strategies for Health and Well-Being (4th ed.). Sudbury, MA: Jones and Bartlett.
Sherman, L. W. (1988, April). Moderating Influence of Gender on the Relationship between Humor and Peer Acceptance in Elementary School Children. Paper presented at the National Conference on Humor: WHIM VI, Lafayette, NY.
Soto, J. A., Perez, C. R., Kim, Y. H., Lee, E. A., & Minnick, M. R. (2011). Is expressive suppression always associated with poorer psychological functioning? A cross-cultural comparison between European Americans and Hong Kong Chinese. Emotion, 11, 1450-1455. Doi: 10.1037/a0023340
Suls, J. (1972). A two-stage models for the appreciation of jokes and cartoons: An information processing analysis. In J. N. Goldstein & P. E. McGhee (Eds.), Handbook of Humor Research (Vol. 1, pp. 39-58). New York, NY: Springer Verlag.
Thompson, R. A. (1991). Emotional regulation and emotional development. Educational Psychology Review, 3, 269-307. DOI: 10.1007/BF01319934
Thorson, J. A., & Powell, F. C. (1993). Development and validation of a multidimensional sense of humor scale. Journal of Clinical Psychology, 49(1), 13-23. DOI: 10.1002/1097-4679(199301)49:1<13::AID-JCLP2270490103>3.0.CO;2-S
Wakshlag, J., & Day, K. D, & Zillmann, D. (1981). Selective exposure to educational television programs as a function of differently paces humorous inserts. Journal of Educational Psychology, 39, 689-700. DOI: 10.1037 // 0022-0663.73.1.27
Wei, M., Su, J. C., Carrera, S., Lin, S. P., & Yi, F. (2013). Suppression and interpersonal harmony: A cross-cultural comparison between Chinese and European Americans. Journal of Counseling Psychology, 60, 625-633. DOI: 10.1037/a0033413
Wilson, C. P. (1979). Jokes form, content, use and function. New York, NY: Academic.
Winch, G. (2014, November). Why we all need to practice emotional first aid? [Video file]. Retrieved from: http://www.ted.com/talks/guy_winch_the_case_for_emotional_hygiene?language=en
Zillmann, D. (1983). Disparagement humor. In P. E. McGhee, & J. N. Goldstein (Eds.), Handbook of Humor Research (Vol. 1, pp. 85-108). New York, NY: Spring-Verlag.