How To Guide High School Students Recognize And Use Buzzwords Correctly And Reasonably

The past few years have witnessed the rapid development of domestic network,together with the resulting boom of "net slang" culture and numerous buzzwords.Deeply affected by this culture,high school students,in particular,have become the major users and spreaders of buzzwords.Therefore,a top priority in current Chinese language education should focus on understanding the characteristics of buzzwords and guiding students to identify and use them correctly,in order to guarantee the sound development of net slang culture as well as construction of a harmonious language environment.Taking buzzwords as a breakthrough point,the paper investigates high school students'daily use of and attitude toward buzzwords,explores effective approaches to teach students how to make correct judgment and proper use through Chinese language education,and so as to bring inspiration for further studies of language education.Based on this assumption,the author conducted researches about cognition and views toward buzzwords among teachers and students of several high schools in Ordos,Inner Mongolia.The intention was to analyze the impact of buzzwords on the values and verbal habits of high school students,and seek effective ways to teach students how to correctly identify and appropriately use buzzwords via high school Chinese classes.This paper consists of the following five parts:firstly,the introduction part briefly reviews previous researches of the concerning topic and introduces the content,significance,methodologies and overall assumptions of the paper.The second part summarizes and analyzes the cognition and usage of buzzwords among some high school teachers as well as students via surveys and case studies.In the third part,based on analysis of current high school classes,a method is proposed to guide students making correct identification and proper use of buzzwords through classroom education.Then part 4 observes the effectiveness of the method after being applied into practice,while comments from both teachers and students are collected as feedbacks.The fifth part tries to make adjustment of the assumed method based on the students' feedback,summarize the deficiency and creative points of this paper.