迷因圖融入高中國文教學對學生學習、師生關係、幽默感和創造力的影響

Abstract

本研究旨在運用迷因圖融入高中國文教學，設計一套國文創新教學課程，以提升高中學生學習表現、學習動機、教材動機、師生關係、幽默感及創造力，並減緩學生的學習焦慮。本研究採不等組前後測的準實驗設計，以新竹市某高中一年級學生為研究對象，其中實驗組43人，對照組41人，共84人，實驗對象皆為女性。實驗組接受「迷因圖融入課程」的幽默教學；對照組接受「一般講述教學」，每週四節，共進行三週的教學活動。成效評估以「段考成績」、「高中學習動機量表」、「教材動機問卷」、「國文焦慮量表」、「師生互動關係量表」、「多向度幽默感量表」、「威廉斯創造力傾向量表」、及「中文詞彙遠距聯想測驗」之測得分數，經統計分析後所得之資料為依據。研究結果發現： 1. 迷因圖融入高中國文教學可以有效提升整體「學習動機」，降低「學習焦慮」，而對於學習表現及教材動機沒有正向影響。 2. 迷因圖融入高中國文教學可以有效提升師生關係。 3. 迷因圖融入高中國文教學對「幽默感」之影響：可提升「幽默理解能力」；對於整體「幽默感」、「幽默創造能力」、「社交情境中的幽默能力」、「幽默因應能力」、「對幽默的態度」、「笑的傾向」沒有正向影響。 4. 迷因圖融入高中國文教學對「創造力」之影響：於創造傾向部分，可提升其「創造力」，以及其中的「冒險」特質；對於「好奇」、「想像」、「挑戰」三種特質未有正向影響；於創造思考部分亦未有顯著的正向影響。 最後依據研究結果，對未來教學及研究提出具體建議，以供後續教學實務與相關研究參考。This study aims to incorporate humorous memes into high school Chinese language teaching by designing an innovative curriculum to enhance students' learning performance, learning motivation, material engagement, teacher-student relationships, sense of humor, and creativity, while also alleviating students' learning anxiety. The study adopts a quasi-experimental design with non-equivalent groups and pre- and post-tests, targeting first-year high school students in Hsinchu City. The experimental group consists of 43 female students, while the control group comprises 41 students, totaling 84 participants. The experimental group received "meme-integrated humorous teaching," while the control group experienced "traditional lecture-based teaching," with four sessions per week over a three-week period. Effectiveness was assessed using "test scores," "High School Learning Motivation Scale," "Material Engagement Questionnaire," "Chinese Language Anxiety Scale," "Teacher-Student Interaction Scale," "Multidimensional Sense of Humor Scale," "Williams Creativity Tendency Scale," and "Chinese Vocabulary Remote Association Test." Statistical analysis of the collected datarevealed the following results:1. Integrating humorous memes into high school Chinese language teaching effectively enhances overall"learning motivation" and reduces "learning anxiety," but does not significantly impact learning outcomes or material engagement. 2. The integration significantly improves teacher-student relationships. 3. Impact on Sense of Humor: While it enhances overall "humor comprehension ability," it does not significantly affect "overall sense of humor," "humor creativity," "social situational humor ability," "humor coping ability," "attitude towards humor," or "tendency to laugh." 4. Impact on Creativity: The integration improves"creativity" and the "adventurousness" trait within creativity, but does not significantly affect the "curiosity," "imagination," or "challenge" traits. Additionally, it does not significantly impact creative thinking. Based on the findings, the study offers specific recommendations for future teaching practices and related research to inform subsequent educational practice and research.