| 摘要: | 國小學童對幽默漫畫閱讀歷程之研究摘 要研究指出，幽默對於增進身心健康、調適情緒、減壓抗壓以及人際關係的處理都有許多效益（Nezlek & Derks, 2001;Morreall, 1987;O’ Connell, 1962）。幽默的刺激包含語文及非語文的材料，而幽默漫畫係指以輕鬆詼諧的手法來描繪題材，加上文字或不加文字構成一個笑點，並涵蓋兩個以上不一致、不合宜或失諧部份的圖畫。基於幽默的好處以及過去較少關注幽默圖文的研究，本研究目的為探討國小學童閱讀四格幽默漫畫之歷程研究，研究對象為國小學童共32名，男女人數各半，並透過圈選十篇四格漫畫之幽默漫畫評選測驗以及半結構式訪談，來分析不同年齡（二、六年級）、性別的讀者對於幽默漫畫圖文欣賞與圈選幽默點之差異以及不同幽默理解點兒童對於幽默理解的詮釋與好笑理由。研究結果顯示：一、不同年齡、性別學童在幽默漫畫欣賞表現無差異，但年齡愈小圖文之間評分差異愈大。二、不同年齡在幽默漫畫圈選幽默點有顯著差異，性別則無差異。三、不同年齡、性別學童在幽默漫畫欣賞與圈選幽默點無顯著相關。四、訪談資料支持量化資料，年齡在圈選幽默點的差異，二年級兒童其好笑理由主要來自圖中人物表情或誇張動作，導致圈選多來自非關鍵幽默畫格，與六年級察覺幽默點來自圖和文有所不同。本研究討論了幽默漫畫閱讀歷程上漫畫內容詮釋與幽默點的來源和好笑理由類型的不同如何造成不同年齡學童在幽默理解上的差異，並提出未來研究的建議。A Study on Elementary Students’ Humor Comprehension During the Humorous Comics ReadingAbstract Researches had shown that humor helps to enhance mental and physical health, improve emotional adjustment and increase personal-relationship and many other benefits (Nezlek&Derks, 2001; Morreall, 1987; O’ Connell, 196). A humorous comic refers to easy and humor techniques in describing the subject in pictorial format. It can couple with (or without) the text to form a joke and it often covers more than one inappropriate or incongruent picture. Considering the significant benefits of the humor and the lack of concern on the concurrent comprehension process on both the humorous text and picture in the past researches, the purpose of this study aims to explore the reading process of the primary school child in four-formats humorous comics. Thirty two students participated in the study and half of them are boys. Students were asked to circle the laughing points in ten four-formats humorous comics and go through a half-structural-type of interview. In order to understand the effects of age (second and sixth grades) and gender on humorous comics, scores on humor appreciation, laughing points (circling the comics) and humor comprehension (interpretation of humor and funny reasons) were recorded and analyzed. The results of the study indicate that: First, the humor appreciation between the two age or gender groups was not significantly different from each other but the divergence of scores between text and pictorial appreciation is greater in the younger students. Second, circling humorous (humor appreciative) points between two ages was significantly different, but not on gender. Third, there were no significant relationship between humor appreciation and laughing point.Fourth, interview data supports the quantitative data that laughing points are fundamentally different among two age groups. For example, the funny reasons of the 2nd graders were mainly from the pictures of facial expression or exaggerated the action figures in comics, which leaded the students to circle more on the non-critical frame. In contrast, six graders detected the graphic and text laughing points differently. This study discusses the interpretation in reading comic, the source of humor and funny reason types, comprehension process of how children at different ages understand the humor as well as provides recommendations for future research. |
