幽默融入國中表藝課默劇創作單元對學生之學習表現的影響

Abstract

本研究目的以表演藝術課的默劇創作課程為對象，設計一套使用於國中學生的「幽默融入默劇創作課程」，並檢視該課程對學生學習表現、創造力、幽默感、之影響。希望能透過幽默融入課程讓學習團體加速融冰，也能讓學生學習在適當時機學會幽默能力的運用，進而對表演專業上的學習表現出創造力與熱情。本研究採不等組前後測準實驗設計，研究參與者為新北市三峽區某國中八年級學生，分成幽默融入默劇創作的實驗組65名學生和一般默劇創作的對照組61位學生，共126名學生。以「國中表演藝術學習成就評量」、「默劇表演呈現之評量」、「新編創造思考測驗量表」、「創造性傾向量表」、「多向度幽默感量表」為測量工具，並依據前後測的得分，進行單因子共變數分析，研究結果如下：（一）實驗組在「表演總成績」與「實踐」指標實驗組顯著優於對照組，「表現」、「鑑賞」則無顯著差異。（二）實驗組在「流暢力」與「精進力」指標實驗組顯著優於對照組，「變通力」、「獨創力」、「冒險性」、「好奇性」、「挑戰性」、「想像性」則無顯著差異。（三）實驗組在「幽默理解」、「幽默創造」、「社交情境中的幽默能力」、「幽默因應的能力」、「對幽默的態度」、「笑的傾向」指標則無顯著差異。最後，根據研究結果顯示幽默融入默劇創作單元能夠提升學生之學習表現及創造力，而在幽默感上則無提升效果，進而提出後續相關研究與實務建議作為實施表演藝術課程之參考。關鍵字：幽默感、幽默融入默劇創作課程、國中生、創造力、默劇、學習表現The purpose of this research is to use junior high students as objects and integrate mime creation course with humor in performing arts class to examine the impact of the course on students' creativity, sense of humor, and learning performance. It is hoped that through the integration of humor into the course, it will be easier for learners to ice breaking enable students to learn the use of humor at the right time, and then show their creativity and enthusiasm in learning of the art performance. This study adopts a pre- and post-test experimental design for different groups. The objects of the study are eighth grade student in a junior high school in Sanxia District of New TaipeiCity. 126 students in total are divided into an experimental group of 65 students who assimilate humor into mime creation and a control group of 61 students who create general mime. Questionnaires and evaluation will adopt"Middle School Performance Art Learning Achievement Evaluation", "Mime Performance Presentation Evaluation", "New Creative Thinking Test Scale", "Creative Propensity Scale", and "Multidimensional Humor Scale" as measurement tools. A single-factor covariate analysis will be carried out based on the scores of the pre- and post-tests. The two groups of teaching will be reviewed along with the relevant literature. Research conclusion: 1. The teaching of humor in mime creation can effectively improve students’ learning performance, including"total performance" and "practice." 2. The teaching of humor in mime creation can effectively improve students’ creativity. , including" fluency" and"elaboration." 3. The teaching of humor in mime creation could not improve students’ sense of humor, including "humor understanding," "humor creation," "humor ability in social situations," "humor response ability," "attitude to humor" and "tendency to laugh."

Keywords: sense of humor, humor integrated into mime creation course, junior high schoolstudents, creativity, mime, learning performance.