学校道德教育中的幽默艺术及其实现策略

幽默感是激发学生学习兴趣的关键。对于学校道德教育而言,恰当地运用幽默艺术,有利于更好地实现教学目标。在学校道德教育中,技巧性地运用幽默艺术,能够起到激发学生道德动机、活跃教育气氛、融洽师生关系、优化学生个性品质等作用。幽默艺术在道德教育中有语言幽默、表情幽默和动作幽默三种表现形式。要体现幽默艺术的效果,就必须在道德教育中熟练运用幽默教育技巧:善于搜集与挖掘幽默教育艺术的素材;掌握采用幽默教育艺术的适宜性;重视培养学生的幽默感与幽默能力。只有这样,才能更好地实现道德教育"立德树人"的教育目标。     

论《雾都孤儿》中的幽默艺术

《雾都孤儿》整部作品最大的成功是利用幽默艺术塑造不同的人物,作者利用自然幽默、夸张幽默和犀利幽默塑造了一部经典文学作品,给读者无限的魅力与震撼。本文通过探索《雾都孤儿》中的幽默艺术,分析在幽默艺术在文学作品中的主要运用方式,正确运用幽默艺术对文学作品的提升起到的重要作用。     

论张天翼儿童文学作品的幽默艺术与教育价值

张天翼儿童文学作品的最大特色是其幽默艺术。这种幽默艺术,在其"幽默即真实"理念的指导下,体现为20世纪30年代~40年代带刺的幽默和20世纪50年代柔性的幽默,且与其语言的幽默密切相关。张天翼儿童文学作品的幽默艺术,为我们留下了一笔宝贵的精神财富,对当前的幼儿教育,幼师职业道德教育,具有很强的现实针对性和借鉴作用。     

教学幽默艺术唤醒沉睡的数学课堂

<正>对于现代教师来说,加强教学幽默艺术的修养,了解教学幽默艺术的结构与机制,掌握教学幽默艺术的必要技法,是增进教学艺术、提高课堂效益的必备技能.实践证明在课堂上恰当地运用幽默艺术,能激发学生浓厚的学习兴趣,融洽师生关系,使学生在轻松愉     

幽默∶政治课教学活力的“糖衣”

幽默∶政治课教学活力的『糖衣』●张爱群●一、运用幽默艺术是改革政治课教学的需要十几年来，我尝试以幽默艺术之石激荡思想政治课教学浪花，收到了较好的效果。１．幽默的特点与政治课教学的目的具有一致性首先，幽默艺术要求视野开阔、思维敏捷，与政治课教学要求的“...     

教学幽默说

教学是一门艺术,幽默是其中一个活跃的艺术因子。无论何种幽默都要让人发笑,笑是幽默的本质特征,无笑无以成幽默。但教学幽默的笑决非无意义的插科打浑,而是一种智慧启迪的笑。教学中的幽默与艺术中的幽默主要区别也在这里。艺术幽默的内容主要是“对社会中乖讹、不合理、自相矛盾的事物或现象作轻微、含蓄的揭露、批评、挪揄和嘲笑,使人在轻松的微笑中否定这些事物或现象”(见《美学词     

谈谈教学中的幽默艺术

说起幽默艺术，人们往往把它与相声、小品等表演艺术联系在一起，认为那是笑星的专利，而教师这个职业天生就应该与“严肃”、“神圣”之类为伍。其实，教学本身就是一门艺术，幽默艺术应用于教学是顺理成章的。教学中的幽默艺术主要有以下四个功能：     

老舍后期幽默艺术刍议

老舍是公认的幽默艺术大师,但他幽默艺术的形成有一个日渐成熟的过程,以《离婚》为界可以分为前后两个时期。其幽默艺术由前期之"为了幽默而幽默"的刻意做法到追求捕捉人性矛盾以及病态社会的种种怪象,剪取真实画面,以风趣幽默的方式挖掘日常生活背后的悖论和荒谬的自然天成的幽默风格;由前期没有多少事实、只有些可笑的体态的"滑稽舞"到揭示国人心态、命运与中华民族兴衰存亡的内在联系而使故事题材的幽默与作品思想内涵的深刻的浑然一体;由前期满足读者消遣心理、缺乏韵味和深意的一笑了之的故弄幽默到剖析社会、透视人生,幽默的背后是严肃深沉的思考,是刻骨铭心、韵味深远的永不忘怀的笑。总之,其后期幽默艺术日臻成熟,体现出特有的审美效果和深刻的艺术表现力。     

浅谈教学幽默艺术

教学中的幽默艺术不仅使教学活动充满情趣,而且使教学过程处处闪烁着智慧的光芒。教学幽默艺术在教学过程中的表现是多种多样的。教师运用教学幽默艺术策略不仅应根据具体的教学情境,而且也要注意与自己的教学风格相协调,即要做到“因材施教”。     

教学幽默艺术 思想政治课教学艺术再论(五)

教学幽默艺术思想政治课教学艺术再论（五）●胡兴松教学幽默是教学艺术的一种特殊表现形式和基本范畴。对于教学艺术的创造者来说，必须娴熟掌握教学幽默艺术。一、教学幽默的主要功能“幽默”一词是舶来品，英文为ｈｕｍｏｕｒ，意为有趣或可笑而意味深长。对于幽默，目...     

Pupils’ humour directed at teachers: its types and functions

Based on an analysis of 137 texts written by pupils, this paper examines pupils’ humour directed at teachers, its types and social functions. The collected data are divided into three categories that describe different modes of teachers as targets of pupils’ humour. The first mode describes teachers as unintentionally comical, the second as duped by their pupils and the third as intentional users of humour. The analysis focuses on different functions that pupils’ humour directed at teachers fulfils in the social life of the classroom. The paper concludes by showing how key functions of social humour (such as creation of solidarity, negotiation of power and realisation of personal needs) are connected to the three modes of pupils’ humour directed at teachers.     

The case for mixed methodologies in researching the teacher’s use of humour in adult education

Inconsistencies within the literature result in teachers not having sufficient guidance to develop their humour use in support of learning without risking their professionalism. This article argues for more comprehensive evidence to guide teachers’ use of humour, based on mixed methodological approaches. The case is also made for the Interpersonal Communication Competence Model (ICCM) to be used as a consistent theoretical framework when researching teachers’ use of humour. A methodological literature review design is deployed to explore the conceptualisation, methodologies and situational factors within the selected research. The selected research is analysed in accordance with the ICCM’s five key concepts of motivation, knowledge, skills, outcomes and context. Comparisons are made against a depiction of humour based on the ICCM. The analysis reveals a diversity of conceptualisations of humour and different situational factors influencing teachers’ use of humour, and shows that findings conflict with ‘competent communication’. No research studies linked the various influencing factors together to provide all-embracing guidance for teachers. Studies based on mono-methodologies using qualitative or quantitative research designs only appear to provide the teacher with pieces of the jigsaw pertaining to humour use in teaching. Although mixed methodologies have their own design concerns, the author argues that they offer an opportunity to merge multiple situational factors to produce a more accurate representation of humour use within a teaching context. In conclusion, he proposes that future research utilises a mixed methodological approach along with the ICCM to capture supportive and contradictory perspectives of humour use.     

教育幽默的研究及其在教学中的应用

文章从幽默内涵所体现的趣味性、深刻性和艺术性出发,上升到幽默的教育价值,揭示了教育幽默的主要属性和＂寓庄于谐＂的主要特征,指出教育幽默是充分体现以人为本、平等交流、启发思维和素质培养等现代教育理念的重要辅助手段。在教学过程中运用幽默改善教学环境,要注意因人而异、恰当适时,才能起到促进教学的特殊功效,教师要注意积累,不断提高自身素养,才能敏锐地发现幽默,巧妙地运用幽默于教育教学。     

幽默和幽默产生的机制

何谓幽默，很难用几句话加以概括，但我们可以用幽默的四大特征加以界定和阐释，这就是顿悟愉悦性、高雅含蓄性、宽厚轻松性、机智有趣性。至于幽默的产生，则依赖于逻辑机制、心理机制、审美机制和文学机制。     

Don't forget,Thursday is test[icle] time! The use of humour in sexuality education

Sexuality and humour share a fraught relationship at school, so that how humour might be productively employed in sexuality education constitutes a ‘risky’ consideration. This paper explores the role of humour in sexuality education as observed in a Year 9 New Zealand health class. Adding to existing literature emphasising students' use of humour at school, it also considers how teachers might productively mobilise humour in the classroom. Findings reveal that while humour serves established purposes for students such as consolidating heterosexual masculinities, securing peer group hierarchies and disrupting learning agendas, it may hold other pedagogically productive possibilities. Potential uses include the relief of monotony, engaging with the needs of particular cultural groups of students, reinforcing taught information and reducing apprehension around potentially uncomfortable topics. Via this empirical exploration of the mobilisation of humour, the paper endeavours to open its potential as a conceptual site of possibility in sexuality education.     

概念整合理论对英语幽默言语的解读

幽默言语是人类日常话语中经常出现的一种语言交际形式。本文试图从认知语言学的角度探讨概念整合理论对英语幽默言语的解读,提出对幽默言语的成功解读至少需要两次概念的整合过程。     

The relationship between teacher stress and burnout in Hong Kong: positive humour and gender as moderators

In this study, we report on the relationship between positive humour and burnout among 379 secondary school teachers in Hong Kong, and explore whether the relationship varies according to gender. The moderating effects of both affiliative and self-enhancing humour on each burnout component were then examined. High affiliative and self-enhancing humour were found to be associated with lower emotional exhaustion and depersonalisation but higher personal accomplishment. Further, the results indicated that low levels of affiliative and self-enhancing humour were related to more depersonalisation among females than among males. The results also partially supported the stress-moderating hypothesis, as affiliative humour was found to buffer the stress–depersonalisation relationship in this sample. These findings suggest that schools can design continuing education programmes based on the use of positive humour in helping teachers to cope with burnout.     

The use of humour during a collaborative inquiry

Studies show that teachers and students use humour when communicating with each other in a science education context. This study investigates the use of humour during a collaborative inquiry laboratory task on an undergraduate chemistry course and an undergraduate physics course. Seven groups of students working on a collaborative inquiry task were recorded on video. The videos were analysed utilising an analytical framework based on conversation analysis. During the tasks, humour was used in a dynamic way and the role of humour changed as the inquiry progressed. As expected, humour was used to create a group identity and to regulate negative emotions such as anxiety, frustration, uncertainty, boredom and disappointment. Humour also had an integral role in collaborative decision-making, for example in proposing and evaluating new ideas. Awareness of how humour can contribute to the regulation of emotions and collaborative decision-making might help students and teachers to better utilise humour in inquiry and learning.     

解读语用学中合作原则的违反现象

本文从幽默、文学翻译与语篇连贯三个不同的角度论述了语用学中合作原则的违反现象,从而使读者能够更深层地理解表面意义之外的会话含义并感受其幽默性。     

论钱钟书的幽默观

钱钟书吸收各家幽默理论的长处而形成了自己较为合理的幽默理论体系 ,即在承认幽默主体具有高度的机敏和智慧并具备诱发幽默感的客体对象这两大前提条件下 ,从主体内心世界着眼 ,强调幽默是一种脾气、性格或心态 ,具体表现为具有高深修养的了悟世事人生的超越感或优越感和对人生、命运采用“一笑置之”的游戏或自嘲的态度。最理想而纯正的幽默表现为智者哲人的有会于心的微笑。幽默具有流动飘忽、变化不居的不确定性 ,不能固定为模式 ,因此不可摹仿和提倡。