原住民及新住民學童的幽默優勢才能之機制探討及教學應用

This current three-year project aims to investigate aboriginal and new immigrant pupils’ humor strength and analyze the psychological processes and neurophysiology mechanisms therein. Finally, the project will examine whether the pedagogical practice in schools and humor technique training could increase these pupils’ humor strength and, in turn, their learning performance. First year, present project used self-reported questionnaire investigated the humor strength of high school pupils among different ethnics, results of first year project found the aboriginal children had higher laughing tendency of sense of humor than Han and new immigrant children, new immigrant children had strength of “introspection and responsibility”, “creativity and curiosity”, “altruism and cooperativeness”, and “friendliness and amiability” than aboriginal children (Study 1). Then present project has studied the influence of creativity strength on humor coping with different kinds of interpersonal dilemmas tasks for the aboriginal and new immigrant pupils. Results found that aboriginal children had higher scores of senses of humor and more responses of humor coping than Han children, but no significant findings for new immigrant children while comparing with other two ethnics. Moreover, comparing among the humor styles of different ethnics, result show that aboriginal children had higher tendency of using self-enhancing humor (Study 2). In second year, present project continued the results of first year and investigated the difference responses about humor styles and the mediated path of humor strength between the aboriginal and Han pupils. Results showed that aboriginal children could adjust the using of humor response styles according to the situations between different kinds of interpersonal dilemma, and showed the flexibility of humor creation ability (Study 3). As for the result of mediated path analysis, it showed that cultural and family factors were parallel mediators to ethnics and self-enhancing humor, in other words, part of humor strength of aboriginal children is from the tendency of collectivism and influence of parenting (Study 4). Third year, present project has developed the writing course integrating humor skills training for high school students, and investigated the effect of humor strength centered teaching, results found that writing course integrating humor skills can significantly increase the sense of humor and writing ability for high school students (Study 5). Last, present project has investigated the difference of brain activation with fMRI technique while reading humor material for aboriginal and Han adults, and result showed that brain areas involved with comprehension and emotion were more activated while reading the punch line of verbal jokes for aboriginal adults (Study 6). In general, present project investigated the humor performance with self-reported questionnaire and humor coping of interpersonal dilemma tasks, and has combined using the measurement of neuroscience, comprehensively, discussed the humor strength and process among different ethnics, and firstly investigated the internal mechanism in environmental and personal levels. Present project also integrated humor strength centered teaching into course, and improving academic performance for students. Results discuss the mechanism of humor strength and psychological process for different ethnics, and contribute to increasing humor strength and educational application of life adjustment for minor ethnics.