| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === The purpose of this study is to explore gender and age differences and correlations between the five-year- old kindergarten students and the second-grade students’ performance in the 「Children’s Sense of Humor Scale」,which was designed by the researcher. The number of the subjects was 240, which included 120 five-year- old kindergarten students and 120 second-grade students. The methods used were quantification and one-by-one test.
First, the analysis of the scale was as follows.
1.Gender: There were significant gender differences in the children’s level of the reactions in the items of “humor appreciation” and “creating humorous titles”. But, there was no gender difference in the children’s level of the reactions in “humor appreciation”.
2.Age: There were significant age differences in the children’s level of the reactions in “humor appreciation”, “humor appreciation”, and “creating humorous titles”, which was the most significant item.
3.Interaction: age affected the ability of children’s creating humorous titles; and they had significant correlation; but the correlation of the factors, the age and the gender of the children, did not affect the ability of their humor appreciation, comprehension, and creating humorous titles.
4.Correlation: There were significant age differences in children’s humor appreciation and comprehension.
Second, the finding about the reasons of children’s humor appreciation and creating humorous titles were as follow.
1.Appreciation humor : The reasons making the five-year-old children laugh at the pictures were the appearances of something surprising or out of harmony, unreasonable phenomena in the daily life, not following the social normal or funny dressing, funny body motions, making strange noise, and coming from their own imagination. However, the reasons making the second-grader laugh were the appearances of something out of harmony or the results in the contrary of the facts, and the behaviors which were hostile, embarrassing, to make fun of others and did not follow the social normal. The children did not just look at the superficial situation of the pictures to decide whether the pictures funny or not; however, they gradually have the ability of logical thinking.
The reasons which the children did not think the pictures were funny were they did not understand the context of the pictures and they interpreted the pictures in the view of sympathy, being made fun of, making mistakes, violating the rules, impoliteness, or danger.
2. Creating humorous titles: Most of the created titles were just described by the superficial meaning, made a metaphor or exaggeration, and used the imagination about the pictures. The children seldom extended the meaning. However, as the children were getting older, they used more various and imaginary vocabulary when creating titles.
Third, the suggestions for parents and educators are as follows.
1.Providing different humor training according to gender: For five-year-old kindergarten girls to seven-year-old girls, it is suggested to provide various related humor media to promote their ability of humor appreciation. For five-year-old kindergarten girls to seven-year-old boys, it is suggested to provide more creative and associative humor media or education to cultivate and training their humor creating ability.
2.Providing different humor training according to the age: For kindergarten children, it is suggested to provide humor reading materials, media and teaching methods related to the face expressions or body actions on people and animals. However, for second graders and the older ones, it is suggested to provide humor reading materials, media and training methods which are more creative, related to non-normal thinking, novel ideas, and out of facial meaning in order to training and cultivate their ability of humor fully.
3.Do not providing inappropriate humor teaching and reading materials, or media.
4.Selecting appropriate humor teaching and reading materials, or media, which are good for children’s thinking creating.
|
|---|
