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

The Effect of the Curriculum of Humor Training Blended into Integrated Activity on 7th-Grade Students' Creative Thinking and Interpersonal Coping

本研究目的在設計適合國一學生學習的「幽默訓練融入國一綜合活動課程」，並了解該課程對國一學生創造思考與人際因應的影響。研究者融合幽默訓練與國一綜合活動課程，設計一套「幽默訓練融入國一綜合活動課程」，並以兩班國一學生為實驗組，進行實驗教學；另兩班則為控制組，以原有課程進行教學。使用的研究工具包括「新編創造思考測驗」、「多成分幽默感量表」與自編之「幽默人際因應量表」，資料分析則採用「單因子多變項共變數分析」進行統計檢定。在經過一學年的實驗教學後，結果發現：在創造思考方面，實驗組在語文創造思考上的表現顯著優於控制組，但是兩組在圖形創造思考上的表現則無顯著差異；在人際因應方面，兩組在「多成分幽默感量表」、「幽默人際因應量表」上的表現皆無顯著差異。本研究根據研究目的及結果進行討論，並提出結果應用及未來研究的建議。

The purposes of this study were (1) to design a humor-training curriculum for 7-th grade students and (2) to investigate the effect of this curriculum to the creative thinking and interpersonal coping of 7-th grade students. For these aims， the researchers first divided 4 classes of 7-th grade students into the experimental group and control group. The experimental group was trained by a new intergrated-activities curriculum， which was embedded with humor-training skills. In contrast， the control group was trained in the usual curriculum of the integrated activities. The dependent variables included participants’ performances on the “New Creativity test”， “Multidimensional Sense of Humor Scale”， and “Humoristic- interpersonal coping inventory”. After 1 year of training， the researchers found (1) that at the aspect of creative thinking， the experimental group significantly outperformed the control group on the linguistic creative thinking， although they both performed equally well on the pictorial creative thinking and (2) that at the aspect of interpersonal coping， there was no difference between the performances of the experimental and control group on multi-component humor inventory and humoristic- interpersonal coping inventory.