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Why did the professor cross the road? How and why college professors intentionally use humor in their teaching.

机译：教授为什么要过马路？大学教授如何以及为什么在教学中故意使用幽默。

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摘要

College professors face many pressing challenges: staying current in their disciplines, becoming familiar with new technology, responding to national accountability issues, publishing scholarly research in their fields, and facilitating student learning in their classes. Teaching and learning are complex processes. Humor is a powerful instructional resource. The purpose of this study is to understand how and why college professors intentionally use humor in the classroom and what influence humor has on their teaching.;This qualitative study focuses on ten college professors who have a reputation for using humor in their classrooms. I conducted semi-structured interviews with these faculty and made four classroom observations. The interview transcripts were coded and analyzed using the constant comparative method.;Three major findings emerged from the research. First, humor, for these professors, is a constitutive part of their identities as teachers. The professors articulated the belief that their sense of humor and the ways they used humor in the classroom made them better teachers. Their teaching identities were created as they learned from their own teaching mentors, developed their personal teaching philosophies, and became confident enough to show their own personalities in their classrooms.;The second finding was that these professors have constructed very student-centered, positive classroom climates. All of them recognized the benefits of humor for their students and were aware of the advantages of humor for the learning process and to foster bonds between students and teacher. They also said humor made their jobs as teachers more satisfying. They were also cognizant of appropriate and inappropriate uses of humor and were careful exactly how they used humor in their teaching.;The final finding refers to how a professor may be viewed as a performer. These professors have constructed teaching identities that allow them to go into the classroom and present information often in a dramatic, striking manner. The teachers in this study have developed teaching methods that capture the students' attention, and the techniques often reflect theatrical styles or approaches that make them feel like performers.
机译：大学教授面临着许多紧迫的挑战：与时俱进，熟悉新技术，应对国家责任问题，发表各自领域的学术研究以及促进学生在课堂上学习。教学是复杂的过程。幽默是一种强大的教学资源。这项研究的目的是了解大学教授如何以及为什么在课堂上故意使用幽默，以及幽默对他们的教学有何影响。本定性研究的重点是十位在课堂上享有幽默感的大学教授。我对这些教师进行了半结构化访谈，并进行了四次课堂观察。访谈笔录采用恒定比较法进行编码和分析。研究得出三个主要发现。首先，对于这些教授来说，幽默是他们作为老师的身份的组成部分。教授们表达了这样的信念：他们的幽默感和在课堂上运用幽默的方式使他们成为更好的老师。他们的教学身份是在他们从自己的导师那里学到的时建立的，发展了他们的个人教学理念，并且变得足够自信可以在课堂上展示自己的个性。第二个发现是这些教授建立了以学生为中心的积极课堂气候。他们所有人都认识到幽默对学生的好处，并意识到幽默对学习过程的好处，并促进了学生与老师之间的纽带。他们还说幽默使教师的工作更加令人满意。他们还意识到适当和不适当地使用幽默，并仔细地注意他们在教学中如何使用幽默。；最后的发现是指教授如何被视为表演者。这些教授构建了教学身份，使他们能够进入课堂并经常以戏剧性，醒目的方式呈现信息。本研究中的教师开发了吸引学生注意力的教学方法，并且这些技术通常反映出使他们感觉像表演者的戏剧风格或方法。

著录项

  • 作者

    Buckman, Karen Hildebrant.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Higher.;Education Curriculum and Instruction.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 212 p.
  • 总页数 212
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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