
Contents
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Humour production and teaching Humour production and teaching
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Research questions and hypotheses Research questions and hypotheses
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Study 1: Investigating the Chinese concepts of “humour” Study 1: Investigating the Chinese concepts of “humour”
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Study 2: Developing the “Humour Production Scale for Teachers” Study 2: Developing the “Humour Production Scale for Teachers”
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Measures used in Study 2 Measures used in Study 2
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The Humour Production Scale for Teachers (HPST) The Humour Production Scale for Teachers (HPST)
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The Humour Production Scale for Teachers (Student Use) (HPST-S) The Humour Production Scale for Teachers (Student Use) (HPST-S)
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Discussion of results from Study 2 Discussion of results from Study 2
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Study 3: Investigating the role of humour production in the classroom in student ratings Study 3: Investigating the role of humour production in the classroom in student ratings
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Measures used in Study 3 Measures used in Study 3
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Results of Study 3 Results of Study 3
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Conclusions Conclusions
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9 Chinese concepts of humour and the role of humour in teaching
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Published:June 2013
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Abstract
Concepts of humour and its role are examined in three comparative studies in China and Hong Kong, with discussion of the implications for the role of humour in educational theory and practice. The authors split humour into two categories: the benevolent “humour in a narrower sense” and anything that elicit a smile or a laugh as “humour in the broader sense”. Chinese identified with humour in a narrower sense, and agreed that humour used in the classroom should be more restrictive than that in daily life. The student ratings studied show that a teacher's humour production enhance teaching effectiveness in the classroom, therefore the author conclude that teachers should be encouraged to use humour in their classes to strengthen teacher-student relationships.
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