Wenqian Du

Wenqian Du

30 December, 2024

Internet buzzwords, Classroom discourse, Teacher attitudes, Educational policy.

This study examines Chinese middle school teachers' attitudes towards internet buzzwords and the factors influencing their classroom use. Using a mixed-methods approach, 54 teachers completed a questionnaire and interviews were conducted with those selecting "other" responses. The questionnaire included basic information, attitude questions, and an open-ended question with four response options. SPSS 26 was used for quantitative analysis, revealing a significant correlation between teachers' age and familiarity with internet buzzwords, with younger teachers being more familiar. The majority of participants identified personal values, understanding of buzzwords, and student acceptance as key attitude influencers. Interviews uncovered additional factors such as buzzword evolution, timeliness, applicability, and teaching style. The study suggests that integrating younger teachers' perspectives is crucial for effectively incorporating internet buzzwords into teaching, offering insights for educational policymakers to foster an inclusive teaching environment.

© 2024, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license