幽默創意課程對教師幽默感及創造力的影響 作者:陳學志(國立臺灣師範大學教育心理與輔導學系)、徐芝君(國立臺灣師範大學教育心理與輔導學系)

卷期：51卷創造力特刊
日期：2006年10月
頁碼：71-93
DOI：10.3966/2073753X2006105103004

摘要：

回顧文獻發現幽默感是教師的重要技能，教師若能使用幽默來教學，將可增進學生學習知識及降低焦慮。因此，陳學志（2003）設計一整合知、情、意、行的幽默創意課程，先以大學生為對象，結果在幽默感及創造力指標皆獲得提昇。本研究課程增為27 個單元，以34 位教師為對象（實驗組），另35 位背景相似教師為控制組，結果發現，在多向度幽默感量表上，實驗組在幽默創造、社交中的幽默、幽默因應、幽默態度及笑的傾向顯著高於控制組。在新編創造思考測驗中，在流暢力及變通力顯著高於控制組。在創意生活經驗量表上，實驗組在表演藝術創新、生活風格的變化、開放心胸、製造意外驚喜顯著高於控制組。本研究證實整合知、情、意、行的幽默創意課程可以提昇教師的幽默感及創造力，再次說明幽默感是可以後天培育，且透過幽默感的提昇，對個體的心理健康、壓力調適及創造力有相當幫助。

關鍵詞：幽默、教師、創造力、課程設計

《詳全文》

Evaluating the Impact of the Humor Training Curriculum on Teachers’ Sense of Humor and Creativity Author: Hsueh-Chih Chen(Dept. of Educational Psychology and Counseling, NTNU),Chih-Chun Hsu(Dept. of Educational Psychology and Counseling, NTNU)

Vol.&No.：Vol. 51, Special Issue on Creativity
Date：October 2006
Pages：71-93
DOI：10.3966/2073753X2006105103004

Abstract：

This study was concerned with the ICEMB (integrating cognition, emotion, motivation, and behavior) humor training curriculum for teachers, and with ways of modifying it; it also analyzed the effectiveness of the ICEMB humor training curriculum. The ICEMB humor training curriculum includes 27 units and requires 36 hours to teach. This study employed an experimental-control-group design. There were 40 teachers from NTNU (National Taiwan Normal University) in the experimental group, and another 35 teachers who have a similar background in the control group. The difference in each participant’s performance before and after the teacher was trained by the humor curriculum was the dependent variable. Each participant’s performance was measured by the Multidimensional Sense of Humor Scale, the New Creativity Test, the Test of Divergent Feelings, and the Creative Life Experience Scale. The results were as follows: (a) Based on the Multidimensional Sense of Humor Scale, the experimental group scored significantly higher in the categories of creating humor, humor in social life, coping with humor, attitude toward humor, and tendency to laugh; (b) on the New Creativity Test, the experimental group also scored significantly higher in language fluency, language flexibility, figure fluency, and figure flexibility; (c) on the Test of Divergent Feelings, there was no difference between the experimental and the control group; and (d) on the Creative Life Experience Scale, the experimental group scored significantly higher in innovative performing arts, changeability of lifestyle, open-mindedness, and having or creating fun by chance (spontaneously). Thus it is evident that the humor training curriculum can help teachers to improve their sense of humor and creativity.

Keywords：humor, teachers, creativity, curriculum design