本研究目的在設計適合國一學生學习的「幽默訓練鬴入國一綜合活動課程」，並了解該課程對國一學生创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」，並以两班國一學生为實驗組，進行實驗教學；另两班則为控制組，以原有課程進行教學。使用的研究工具包括「新編创造思考測驗」、「多成份幽默感量表」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，結果發现：在创造思考方面，實驗組在語文创造思考上的表现顯著优於控制組，但是两組在圖形创造思考上的表现則無顯著差異；在人際因應方面，两組在「多成分幽默感量表」、「幽默人際因應量表」上的表现皆無顯著差異。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来研究的建議。

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

人際因應 ; 幽默訓練融入國—綜合活動課程; 創造思考

 interpersonal coping; humor training curriculum incorporated into integrated activities; creative thinking