通过笑声教学：高等教育中教学幽默的实践导向框架

This conceptual, practice-informed article distinguishes pedagogical playfulness from instructional humor and examines how they can complement one another in higher education. Drawing on relevant literature and the author’s teaching experience, it develops a framework connecting both approaches with psychological safety, cognitive flexibility, experiential learning, classroom interaction, and transferable skills. Classroom illustrations include a rap-based assessment, a kinesthetic communication game, and a two-stage leadership simulation. These activities are playful in design, while humor ma