摘要
本研究主要目的在設計一套適合國小高年級學生學習的幽默訓練課程教學方案，並探討該教學方案對國小高年級學生幽默感、社交技巧以及自尊的影響效果。本研究之「幽默訓練課程」是整合知情意行四層面目標的全方位課程，採「課程教學」、「情境教學」以及「互動教學」三個管道進行教學介入，其中「課程教學」共分為十五個單元，上學期十一個單元，下學期四個單元，主要在培養學生之幽默理解、幽默創造、社交情境中的幽默、幽默因應、幽默態度以及笑的傾向六大能力。

本研究採不等組前後測準實驗設計，研究對象為台北縣某國小高年級學生共71位，分為兩組，實驗組共36位學生，控制組共35位學生。實驗組學生進行本研究之「幽默訓練課程」，控制組學生則進行原班級例行性活動，不予以任何實驗處理。在實驗效果評估方面，以「多向度幽默感量表」、「新編幽默理解與幽默創造測驗」、「兒童社交技巧量表」及「兒童自尊問卷」為測量工具，以瞭解幽默訓練課程對學生幽默感、社交技巧與自尊的影響。在資料分析方面，本研究以「組別」做為自變項，學生在上述四個測驗的「前測分數」為共變項，「後測分數」為依變項，以單因子多變量共變數分析法考驗研究假設。另輔以「課程回饋問卷」、「學生訪談問卷」以及「教師省思札記」上所得之訊息作質性資料分析，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、幽默訓練課程能有效提升國小高年級學生之「幽默創造能力」與「社交情境中的幽默能力」。
二、幽默訓練課程無法有效提升國小高年級學生之「幽默理解能力」、「幽默因應能力」、「幽默的態度」與「笑的傾向」。
三、幽默訓練課程無法有效提升國小高年級學生之社交技巧。
四、幽默訓練課程無法有效提升國小高年級學生之自尊。
五、從實驗組學生「課程回饋問卷」中的反應發現：1.學生普遍喜愛幽默訓練課程並覺得非常有價值。2. 學生普遍對能夠讓班級充滿笑聲與歡樂氣氛、能夠創作出幽默成品、能夠感受到自我成長或自我突破以及價值性高的課程有較高的認同與較深的印象。3. 部分學生認為對幽默課程存有負向感受的原因包括：幽默作業負擔過重、部分課程的學習不知該如何進行、各組在競爭活動時機會不均等以及擔憂自己表現不好或不敢嘗試。
六、從實驗組學生在「學生訪談問卷」中的反應發現：1.學生普遍非常喜愛幽默訓練課程。2.學生較能夠分辨正負向幽默的差異並對幽默概念有更深一層瞭解。3. 幽默訓練課程對學生的幽默因應以及社交幽默的表現有所幫助。4. 幽默訓練課程對班級有正向以及負向兩方面的影響。5. 學生所觀察到的幽默事蹟包括肢體表情類的幽默以及因應的幽默。

最後，研究者將根據研究結果，提出在未來教學以及研究上的具體建議，以做為後續研究與教學之參考。

ABSTRACT
The purpose of this study were (1) to design a humor training curriculum for senior students in elementary school; (2) to investigate the effect of the curriculum on students’ sense of humor, social skills, and self-esteem. The curriculum in this study which combined goals from four aspects can be realized through curriculum-based teaching, context-based teaching, and interactive way of teaching. The part of curriculum-based teaching was consist of 15 units, the aims of which was to cultivate students’ understanding of humor, creativity on humor, ability to use humor in social context, humor coping, the attitude toward humor, and the tendency to laugh.
The design of nonequivalent pretest-posttest control group, as quasi-experiment design, was applied to the study. There were totally 71 senior students in elementary school participated in, including 36 and 35 students in the experiment and comparison groups respectively. The instruments utilized to examine the effect of the curriculum were “multidimensional sense of humor scale”, “new creativity test”, “children’s social skill scale”, and “children’s self-esteem 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 training curriculum effectively elevated senior students’ creativity on humor and ability of using humor in social context.
2. The humor training curriculum cannot efficiently improve students’ understanding of humor, humor coping, the attitude toward humor, the tendency to laugh, social skill, or self-esteem.
3. The feedback questionnaire showed that
(1) Generally speaking, students enjoyed the humor training curriculum and considered it valuable.
(2) Students were impressed by and willing to identify them with the curriculum that created a joyous atmosphere in class, that allowed them to create humor products, and that helped them realize their development.
(3) The reasons for some students to show negative feeling toward the humor training curriculum included that the projects assigned were overloading and that it was unfair during classroom competitions. There were also some students who didn’t know how to follow up the learning process or were afraid of performing badly in front of the class.
4. The interview data from students showed that
(1) Generally speaking, students liked the humor training curriculum very much.
(2) Students did better on distinguishing the differences between positive and negative humor and knew more knowledge about humor.
(3) The humor training curriculum did improve students’ performance on humor coping and social humor.
(4) The humor training curriculum posed both positive and negative effects in the classroom.
(5) The humor evidence that students observed in class included both physical humor and coping humor.
Based on the result of this study, the researcher also provided several suggestions for further development of humor schooling and research.

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