Please use this identifier to cite or link to this item:
The influence of creative teaching on mathematics with humor skills to the learning performance and creativity of junior high school students
mathematic learning performance
一、幽默可以自然地融入數學教學：1. 本實驗教學主張幽默教學分成三個階段，分別是醞釀期、嘗試期與實行期；2. 本實驗教學歸納四種幽默的融入方式，包括教學策略融入式、主題融入式、班級經營融入式及隨機融入式。
The purpose of this study were：1) to design a “humor teaching into the teaching material, method, and style of math curriculum” program suitable for junior high school students; 2) to investigate the effect of the program on junior high school students’ learning effectiveness of math, sense of humor, and creativity; 3) to provide suggestions for the implementation of humor into math curriculum in junior high school. The design of nonequivalent pretest-posttest control group, as quasi-experiment design, was applied to the study. There are totally 50 students in the experiment group, containing a regular class and an art class, and 29 students in the comparison group. The instruments utilized to examine the students’ learning effectiveness of math, sense of humor, and creativity were “math attitude scale”, “multidimensional sense of humor scale”, and “New Creativity Test”. The collected data were analyzed by one-way ANCOVA. The researcher conducted the analysis of the instructional process by “feedback questionnaire”, “students’ work”, “teaching reflective journal”, and “interview data from students in the experiment group”. The findings were presented as the following: 1. Humor teaching strategies could be applied to the math curriculum under natural circumstances. It was found that humor teaching can be divided into three stages, and that there are four ways to conduct a humor teaching into math curriculum. 2. As for creativity, students in experimental group demonstrated remarkable superiority in linguistic fluency, flexibility, originality, figure originality and elaboration over those in comparison group. 3. As for sense of humor, students of regular class in the experimental group demonstrated significant superiority in using humor in social context, humor coping, the attitude toward humor, and the tendency of laugh. 4. As for learning effectiveness of math, there were no significant improvement on students’ performance; however, there were no regress either. 5. Students’ creative potential and ability on humorous creativity, as well as their learning interest and positive emotion were enhanced by the program. Based on the result of this study, the researcher also provided several suggestions for further development of humor schooling and research.
|Appears in Collections:||學位論文|
Files in This Item:
|202001.pdf||35.56 kB||Adobe PDF||View/Open|
|202002.pdf||92.72 kB||Adobe PDF||View/Open|
|202003.pdf||46.77 kB||Adobe PDF||View/Open|
|202004.pdf||1.21 MB||Adobe PDF||View/Open|
|202005.pdf||28.13 kB||Adobe PDF||View/Open|
|202006.pdf||530.57 kB||Adobe PDF||View/Open|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.