過去的研究指出幽默具有緩和壓力、調節情緒和增進學習的效能，因此在不具升學壓力的「綜合活動」課程中，若能將「幽默」融入綜合活動課程，應該更可以讓原來課程中的實踐、體驗、省思的新學習產生更不同以往的美麗火花。因此本研究主要在探討幽默可以如何融入綜合活動領域課程，以及其對學生幽默感、情緒適應與幽默人際因應之影響。
本研究對象主要是台北縣一所國中七級的學生，兩班實驗組男生43人，女生33人，共76人；兩班控制組共有男生40人，女生37人，共77人。兩組皆在實驗前後進行多向度幽默感量表、情緒適應量表和幽默人際因應量表，實驗組進行幽默融入綜合活動課程，控制組只進行一般綜合活動課程。所謂幽默的創造能力，有些是經由後天學習可以產生的，因此本研究期待透過幽默融入課程，除了達成綜合活動的體驗、省思精神外，更能在融入課程中讓學生培養幽默的習慣，以積極的態度面對人生。
本研究根據實驗前後測量化統計結果顯示，實驗、控制兩組在經過幽默融入綜合活動的教學後，在多向度幽默感量表、情緒適應量表和幽默人際因應量表上的表現並沒有顯著差異存在。但是就學生期末問卷反映、訪談和教學省思日誌整理分析中可以發現，學生大都喜歡這種幽默融入課程，且認為這種課程對於其學習及紓解壓力是有幫助的。
本研究整理出一套幽默融入國中綜合領域七年級教學的教案，其中提出幽默融入教學設計的方法有四類：分別為「主題融入式」、「時機融入式」、「隨機融入式」與「教室管理式」。研究中並提出入融入式教案設計的步驟，並在教學日誌中發現各種教學問題，最後提出各項建議，以供未來有興趣研究此類議題者參考。

The purposes of this study are to investigate the course designed methods of blending humor with synthetic activity curriculum and its influences on the humor sense , emotional adjustment and the humor coping of seventh-grade students.
The subjects of this study were two groups of seventh-grade students from public junior high school in Taipei County. They were 43 boy students and 33 girl students of experimental group and 40 boy students and 37 girl students of control group. Each group was tested with multidimensional sense of humor scale, emotional adjustment scale and humor coping scale before and after the humor blending with synthetic activity curriculum. The experimental group had the blending courses, while the control group had only the synthetic activity courses, and try to find out the influences on the experimental group.
The results were summarized as follow：
（1） There were no significant differences between two groups on multidimensional sense of humor scale, emotional adjustment scale and humor coping scale.
（2） The subjects thought the curriculum was helpful for their learning and emotional relax from the questionnaires of experimental subjects, and from the interviews of three subjects , and the researcher’s journal reviews.
Several strategies about designing humor into synthetic activity courses were founded in this study, and the suggestions on courses for the future studies were offered.

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