幼兒園實施幽默繪本教學對幼兒創造力之影響

Abstract

本研究旨在探討幼兒園實施幽默繪本教學對幼兒創造力的影響，期望為幼兒創造力培養提供教學策略與研究參考。研究場域為臺北市某公立國民小學附設幼兒園，研究對象為中小班幼兒，並採隨機方式分派為實驗組（N = 24）與對照組（N = 20）。實驗組幼兒接受為期約一個月，每次約三十分鐘，共二十次的幽默繪本教學，繪本為融合語言幽默、情節轉折與誇張描繪等幽默元素；對照組則進行一般繪本教學，不特別強調幽默元素。研究工具採用「行動和動作創造思考測驗」（TCAM），於教學前、後進行施測，以評量兩組幼兒在流暢性、獨創性與想像性三項創造力構面之表現，並進行統計分析以比較幼兒在創造力表現之差異。此外，研究輔以質性觀察法，研究者觀察教學歷程中幼兒上課反應與參與情形，並邀請幼兒針對繪本進行幽默程度評分與專家評分結果進行比較，以瞭解其不同年齡對幽默感知與認知能力的差異。共變數分析結果顯示，幽默繪本教學確實能有效促進幼兒在流暢性、獨創性與想像性三個構面上的創造力表現。其中，實驗組和對照組獨創性與想像性的差異表現達顯著水準，尤其在想像性的提升上效果最為顯著，顯示幽默繪本教學具有良好的應用潛力。教學歷程中觀察到實驗組幼兒在課堂中的參與度提高，能主動表達想法、展現幽默聯想與創意思考，並表現出高度的情緒投入與學習動機。相關分析結果顯示，幼教專家與幼兒對繪本幽默特性的評分相關達顯著水準，兩者的評分結果具有一致性，顯示成人若能從幼兒的幽默視角出發進行評估與設計，便能更有效地與幼兒的幽默感產生共鳴，進而促進其創造力的表現與提升。研究結果支持幽默繪本在幼兒園課程中之應用價值，也呼應以幼兒為中心的教學理念，對未來教學策略、課程設計與創造力評量方式皆具有實務與理論上的參考意義。This study aims to explore the impact of implementing humorous picture book teaching in kindergartens on young children's creativity, with the goal of providing instructional strategies and research references for fostering creativity in early childhood education. The research was conducted at a public kindergarten affiliated with an elementary school in Taipei City. The participants were preschool children from middle and junior classes, randomly assigned to either an experimental group (N = 24)or a comparison group (N = 20). The experimental group received twenty 30-minute sessions of humorous picture book instruction over approximately one month. The selected picture books incorporated humorous elements such as linguistic humor, plot twists, and exaggerated illustrations. In contrast, the comparison group engaged in regular picture book teaching without an emphasis on humor. The research instrument used was the Test for Creative Thinking–Drawing Production (TCAM), administered before and after the intervention to assess children's performance in three dimensions of creativity: fluency, originality, and imagination. Statistical analyses were conducted to compare the differences between the two groups. In addition, qualitative observation methods were employed. The researcher observed children's classroom responses and participation during the teaching sessions and invited children to rate the humor of the picture books. These ratings were compared with those of early childhood education experts to explore age-related differences in humor perception and cognitive abilities. The results of the ANCOVA revealed that humorous picture book teaching had a significant positive effect on children’s creativity, particularly in the dimensions of originality and imagination. The most substantial improvement was observed in imagination, indicating the strong potential of humorous picture books in enhancing young children's creative thinking. Observations during the instructional process showed that children in the experimental group were more actively engaged, expressed their ideas spontaneously, demonstrated humorous associations and creative thinking, and displayed high levels of emotional involvement and learning motivation. The results of the correlation analysis revealed a significant relationship between the humor ratings given by early childhood education experts and those given by the children, indicating a high level of consistency between the two. This suggests that when adults assess and design content from the perspective of children's sense of humor, they are more likely to resonate with it, thereby more effectively fostering and enhancing children's creative performance. The findings support the educational value of humorous picture books in kindergarten curricula and align with child-centered teaching philosophies. This research provides both practical and theoretical implications for future instructional strategies, curriculum design, and creativity assessment in early childhood education.