The Research Of Micro-blog Effects On Chinese Language Teaching In Senior High School

Currently, under the new media environment, the micro-blog has a profound effect onsenior high school students of their study life, especially in Chinese language learning. Thisresearch is based on previous studies of micro-blog apply for education and Chinese languageteaching, combining these functions and features of micro-blog as well as disciplinary natureof Chinese language and specificity of senior high school students, which uses questionnaires,interviews and other methods to collect information, understanding roughly the currentsituation of senior high school students using micro-blog, analyzing these effects onmicro-blog for Chinese language teaching in senior high school. These effects is that, thesepositive effects include using micro-blog to inspire senior high school students to beinterested in reading and writing, providing rich reading and writing resources, guidingreading and writing methods, providing a platform for practice, freedom of reading andwriting to improve innovation capability, assisting oral communication learning andcomprehensive learning. These negative effects involve that fragmentary expression ofmicro-blog content leads to fragmentation of student thinking, network language inmicro-blog affecting standardization of Chinese language, some teachers inverting the majorpart and minor part affecting the effectiveness of Chinese language in senior high school,students with poor self-control and excessive dependence on micro-blog lead to addiction.Since effects on micro-blog for Chinese language teaching in senior high school havepositive and negative aspects, and advantages outweigh the disadvantages, so we should seekprofit and avoid evils to research how to use micro-blog to serve for Chinese languageteaching in senior high school. I think that firstly we can create a special class micro-blog forChinese language learning in senior high school, Chinese language teacher, students andparents safeguarding it jointly for playing an active role of micro-blog. Secondly, we need toeliminate the negative micro-blog effects on Chinese language teaching and learning in seniorhigh school. Specific strategies as follows, improving hardware facilities of senior high schoolstudents to use micro-blog, guiding the shallow reading to depth reading, conducting studentsto use Chinese language normatively, determine the auxiliary status of micro-blog, and teaching senior high school students use micro-blog rationally.