他们有趣吗? 在本科实验室课程中,教师的幽默和学生的情绪之间的关联
Zarae A Allen1, Christopher James Zajic1, Christina M Leckfor2
1Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, USA.
Journal of microbiology & biology education
|November 7, 2025
概括
教师的幽默对学生的情绪和课程体验产生了积极的影响. 学生对导师幽默的感知是其影响的更可靠的指标,而不是研究人员的识别.
科学领域:
- 教育心理学教育心理学
- 沟通研究 沟通研究
背景情况:
- 导师的幽默可以提高学生的舒适性和可接近性.
- 对幽默的情感反应可能会影响学生的参与和教师关系.
- 学生对幽默的不同解释可能会产生不同的效果.
研究的目的:
- 在实验室课程中检查教师口头幽默和学生情绪之间的关系.
- 评估研究人员识别的幽默和学生报告之间的一致性.
- 确定研究教师幽默影响的最有效方法.
主要方法:
- 研究人员分析了48个实验室课程的音频录音,以确定口头幽默.
- 研究生 (n=462) 接受了关于教师幽默和情绪的调查.
- 统计分析比较了研究人员编码与学生报告的情绪.
主要成果:
- 研究人员对讲师幽默的编码不好预测学生对实验室课程的情绪.
- 认为教师有幽默感的学生报告了更愉快的情绪.
- 那些认为教师有幽默感的学生报告了更少的不愉快情绪.
结论:
- 教师的幽默显著影响学生在实验室课程中的情感体验.
- 学生对导师幽默的看法比研究人员的观察更能预测情感结果.
- 专注于学生的观点提供了一个更有效的方法来研究教师幽默的教育影响.
关键词:
这些都是情绪,情绪.幽默 幽默就是一种幽默.讲师讲话讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲座讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话讲话实验室课程 实验室课程 实验室课程更多相关视频
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