創造力與幽默技法融入視覺藝術教育課程對國小學童創造力、幽默感、正向情緒及視覺藝術學習之影響

Abstract

面對快速變遷的社會與教育需求，創造力與幽默感日益成為當代教育關注的重要素養。近年研究指出，具開放性與趣味性的教學情境不僅能提升學生學習動機與參與度，亦有助於促進其創造表現與正向情緒。然而，在國小階段的視覺藝術教育中，創造力與幽默感之系統性課程設計仍屬缺乏，有待進一步實證與發展。本研究旨在探討「創造力與幽默技法融入視覺藝術課程」對國小學童在創造力、幽默感、正向情緒與視覺藝術學習表現之影響。研究對象為臺北市某國小四年級的學生，共計128人。研究採準實驗設計，分為三組：創造力與幽默融入課程、幽默融入課程、對照組，進行為期六週的課程介入。課程內容融合誇張、雙關、意外等幽默表達技巧，結合逆向思考、腦力激盪及複合媒材創作等創造策略，透過引導與實作激發學生的創意表現與幽默感知。研究工具採用「新編創造思考測驗」、「多向度幽默感量表」短版、「PANAS量表」、「視覺藝術作品評分表」與「課程回饋單」。量化資料以共變數分析進行統計處理，並輔以質性資料進行討論。 研究結果顯示，在創造力構面中，「流暢力」部分幽默融入組顯著優於創造力與幽默融入組及對照組。在幽默感方面，幽默融入組在「幽默總分」、「社交中的幽默」及「笑的傾向」上皆顯著高於其他兩組，且在「幽默創造」顯著高於對照組。顯示單一幽默主題課程在促進學生幽默表現與正向互動上具明顯成效。於正向情緒部分，兩組實驗組皆顯著優於對照組，顯示幽默與創造力技巧皆有助於提升學生正向情緒感受。 根據研究結果，本研究課程具備實踐創意教學與促進學童情意發展之潛力，亦呼籲未來課程設計應兼顧技巧聚焦、認知負荷與學習歷程引導，以強化學生之創造性與整體學習效益。In response to the rapidly changing demands of society and education, creativity and a sense of humor have increasingly become essential competencies in contemporary education. Recent studies have shown that open and engaging learning environments not only enhance students’ motivation and participation but also contribute to the development of their creative performance and positive emotions. However, in the context of elementary school visual arts education, systematic curriculum designs that incorporate both creativity and humor remain limited and require further empirical research and development.This study aimed to explore the effects of integrating creative and humorous techniques into visual arts instruction on elementary school students’ creativity, sense of humor, positive emotions, and performance in visual arts learning. The participants were 128 fourth-grade students from an elementary school in Taipei City. A quasi-experimental design was employed, dividing the students into three groups: creativity and humor-integrated curriculum,(humor-integrated curriculum, and a Control Group. The six-week intervention included humorous expression techniques such as exaggeration, puns, and surprise, combined with creative strategies such as reverse thinking, brainstorming, and mixed-media creation, implemented through guided instruction and hands-on practice to stimulate students’ creative expression and humor awareness. Research instruments included the"New Creative Thinking Test," the short version of the "Multidimensional Sense of Humor Scale," the "PANAS Scale," the "Visual Arts Work Rating Form," and a "Course Feedback Questionnaire." Quantitative data were analyzed using ANCOVA, and qualitative data were used to supplement and interpret the findings. The results showed that in terms of creativity, Experimental Group B (humor-integrated) significantly outperformed the other two groups in the “fluency” dimension. Regarding humor, Experimental Group B also scored significantly higher than both Experimental Group A and the Control Group in “overall humor,” “social humor,” and “tendency to laugh,” and was significantly higher than the Control Group in “humor creation.” These findings indicate that a curriculum focused solely on humor effectively enhances students’ humorous expression and positive social interaction. As for positive emotions, both experimental groups significantly outperformed the control group, suggesting that both humor and creative techniques contribute to enhancing students’ positive emotional experiences.Based on the findings, this study demonstrates the potential of implementing creative and humorous strategies in visual arts education to foster students’ affective development and creative expression. It also highlights the importance of balancing focused technique instruction, cognitive load, and guided learning processes in future curriculum design to enhance students’ creativity and overall learning outcomes.