電子游戲進(jìn)入初中英語課堂的效果性研究

摘要興趣是學(xué)生最好的老師，所以，說要想使學(xué)生學(xué)好英語，培養(yǎng)學(xué)生對學(xué)習(xí)英語的興趣就顯得尤為重要了。本文以電子游戲進(jìn)入初中英語課堂為研究主題，對電子游戲進(jìn)入初中英語教學(xué)起到的效果進(jìn)行研究。創(chuàng)設(shè)良好的課堂氛圍可以很好地激發(fā)學(xué)生的英語學(xué)習(xí)興趣，同時游戲的使用，讓學(xué)生在參與游戲的過程中學(xué)習(xí)到英語知識，激發(fā)了學(xué)生學(xué)習(xí)的激情和學(xué)習(xí)主動性，提高課堂效率。電子游戲在提高教師課堂教學(xué)效果及在具體的教學(xué)實踐中具有積極的意義。關(guān)鍵詞：電子游戲；學(xué)習(xí)興趣；學(xué)習(xí)主動性StudyontheeffectofvideogamesenteringjuniormiddleschoolEnglishclassInterestisthebestteacherforstudents,so,saidthattomakestudentstolearnEnglishwell,cultivatestudents'interestinlearningEnglishisparticularlyimportant.ThispapertakestheresearchthemeofvideogamesenteringEnglishclassinjuniormiddleschool,andstudiestheeffectofvideogamesenteringEnglishteachinginjuniormiddleschool.Creatingagoodclassroomatmospherecanwellstimulatestudents'interestinEnglishlearning.Atthesametime,theuseofgamesmakesstudentslearnEnglishknowledgeintheprocessofparticipatinginthegame,stimulatestudents'learningpassionandlearninginitiative,andimproveclassroomefficiency.Videogamesareofpositivesignificanceinimprovingteachers'classroomteachingeffectandinspecificteachingpractice.Keywords:videogames;interestinlearning;learninginitiative

ContentsTOC\o"1-3"\h\u144321introduction introduction1.1ThereasonofthetopicselectionEnglishisoneofthemostimportantlanguagesintheworldtoday.HowtolearnEnglishwellisaverydifficultproblemforteachersandstudents.Englishandotherforeignlanguagesareaforeignlanguage,butEnglishlearningdoesnothaveacorrectlanguageenvironment.Inaddition,forEnglish,juniorhighschoolstudentsalsohavealotofconfusion,theycannotEnglish,donotknowhowtolearnEnglishwell.Atthesametime,duetotheinfluenceofphysiologicalandpsychologicalfactors,theEnglishlearningabilityofjuniorhighschoolisgenerallylow.Andcomparedwiththedevelopedcountries,ourclassroomismorerigid,notalittleangry,formiddleschoolstudents,itisreallynotinterestedin.Withtheinterest,theycanfullystimulatetheirpotential.Today'sjuniorhighschoolstudentsareaddictedtogamesandthinkitisthemostinterestingthingintheworld.Asthesayinggoes,interestisthebestteacher.ThediversificationofEnglishteachingactivitiescannotonlyarousestudents'interestinlearning,butalsoimprovetheirenthusiasminEnglishlearning,andalsopromotetheirlanguageexpressionandcommunication.Inshort,thepurposeofusingvideogamesistoimprovethequalityofteachingandmotivatestudents.1.2ResearchsignificanceInrecentyears,thepopularityofEnglishisveryfast,notonlymorepeoplegoouttolearnandcommunicate,butalsothetoollanguagethatneedstobeusedinalargerangeinChina.Therefore,Englishhasbecomeaveryhighhottopicofattention,andlearningEnglishhasalsobecomeanindispensablelearningtaskforus.However,differentpeoplehavedifferentmethodstolearnEnglish.Forjuniorhighschoolstudents,theintegrationofvideogamesintotheEnglishclassisaveryeffectiveandimportantmethod.Juniorhighschoolstudents'learninginterestismostlyaccordingtopersonalbefondof,studentsliketoplayallkindsofgames,reasonableuseofvideogamescanstimulatestudentsinterestinlearningEnglishknowledge,learninginteresttopromoteEnglishlistening,speaking,reading,writingdevelopment,inparticular,suchasnotusegameelementsinteaching,students'learningeffectisnotnecessarilynotideal.Thenatureofteenagersistoplay,andstudentsliketoplaygames.Thediversityandfunofgamescanstimulatestudents'interestinlearning.Whenstudents'interestinlearningisimproved,theefficiencyofteachingwillbeimprovedandchanged.Videogamesareaboutusinggamestoimprovetheefficiencyoflearning.Therefore,videogamescannotonlybringgoodteachingeffect,butalsobetterpromotestudents'learning.Inaddition,videogamesarealsoknowntomanypeoplebutnotused,mostpeoplethinkitisoneoftheinformalteachingmethods,notveryattention.Butinfact,videogamesarealsoaneffectiveteachingmethod,soitisparticularlyimportanttoconductin-depthresearchonthem.2literaturereviewVideogamescanstimulatestudents'interestinlearning,cultivatestudents'inquiryability,makestudentsfullyinvolvedinthegamesituation,andimprovethelearningqualityandlearningefficiency.BecauseEnglishteachingrequirestheinputofalargenumberoflanguagematerials,andemphasizestheoutputandfeedbackoflanguage,andteachingvideogameshavethecharacteristicsofparticipation,inquiry,experience,opennessandsoon,sotheapplicationofvideogameshasuniqueadvantagesinEnglishteaching.Itincreasestheinterestoflearningitself,theinteractionbetweenstudentsandteachinggames,andtrulyachievestheideaoftakingstudentsasthecenterofthelearningprocess.Therefore,Ithinktheintegrationofvideogamesintotheclasswillimprovestudents'learningenthusiasm,andthethemeshouldbebasedonstudentsintheteachingprocess,andtheadditionofvideogamesjustmeetsthisrequirement.(GuYong,2012)Gameisadouble-edgedsword,whichcannotonlycultivatestudents'innovationabilityandapplicationability,butalsomakethemhelplessinthevirtualgameworld.Inordertogivefullplaytothenaturalattributesofthegame,theEnglisheducationfactorsintoit,makethedulllearningmoreinteresting,toachievethepurposeofteachingandfun.Thedisadvantagesofvideogames:theclassorderisnotwellcontrolled,students'emotionsareeasytobeexcited,notwellcontrolledwillbecomean"amusementpark".Therearealsosomedifficultiesinclassroomdesign,teachersneedtospendalotofenergy,andinadditiontohavingasolidknowledgebase,teachersmustalsohavethenecessaryinformationliteracy.Secondly,theteachingequipmentshouldbecomplete,especiallyinthetownsandruralschools.Thirdly,theimplementationofvideogamesneedsthesupportoftheeducationdepartment.Afterreviewingtheliterature,itisfoundthatitisnoteasytointegratevideogamesintotheclassroom,whichrequiresvariouscooperation,andhardwarefacilitiescanbematched,andthedisadvantagesofusingvideogamesneedtobeavoidedasfaraspossible.(TianHaiqing,SunTzuJian,2019)ClassroomintroductionisanimportantpartofEnglishteaching,withtheroleofclassroommanagement,reviewingtheoldandstimulatingstudents'enthusiasm;theprincipleofcombiningoldandnewknowledge,stimulatingstudents'interest,andhomemadevideointroductionaccordingtothespecificconditions.Introductionbecauseofthedifferentteachingcontent,teachingobjectives,studentcharacteristics,teachingenvironment,teachingconditionsanddifferent,avoidmechanicallycopy,accordingtothedifferentsituationshouldusethecorrespondingclassroomintroductionway.Thisrequiresteacherstofullyconsiderthedifferencesinteachingcontent,teachingobjectives,students'characteristics,teachingenvironmentandteachingconditionsintheprocessofdesigningteachingintroduction,soastoachieveeffectiveclassroomintroduction.Classroomintroductionrequiresinnovation,anditismoreappropriatetointroducevideogamesintotheclassroom.(XiaShuguang,PartyLiqun,2013)Infact,effectiveteachingintroductioncanstimulatestudents'interestinlearning,canfullyattractstudents'attention,improvestudents'enthusiasminlearningEnglish,canmaketeachersinthefollowingteachingworkmorecalmly,sothatstudents'learningefficiencyistwicetheresultwithhalftheeffort,morerelaxedandfree.Therefore,theintroductionofteachingisanimportantlink,andtheintroductionofvideogamesintoteaching,videogamesthemselvescanarousestudents'interest,andtheintroductionofvideogamesintotheclassroomwillnotaffectthesubsequentteachingprocessandwillnotwork.(YangKai2022)Asthesayinggoes,"Agoodstartishalf-done."Theclassroomintroductionlinkdirectlyaffectsstudents'interestinlearningandclassroomattention,andtheclassroomintroductionisonlysimple,whichisnotconducivetotheimprovementofstudents'learningefficiency,butalsolimitsthedevelopmentofstudents'thinkingability.Therefore,teachersshouldpayenoughattentiontotheclassroomintroductionlink,constantlyexploreandinnovatethemethodofintroduction,timelysolvetheproblemsexistingintheclassroomintroductionlink,soastobuildagoodclassroomatmosphereandteachersandstudents,andcomprehensivelyimprovestudents'Englishability.Theapplicationofvideogamesintotheclassroomisaveryinnovativeintroductionmethod.Videogamesarenotanewproduct,ithasaverymaturemechanism,soweneedtopracticemore,andeffectivelyintegratevideogamesintoit.(ChuZhenhong,2013)Classroomisthemainplacetocarryoutteachingactivities,butalsothemainpositiontoimplementtheconceptofqualityeducationandthenewcurriculumreform,butalsotheplaceforteachersandstudentstodiscussandcommunicatearoundthespecificknowledgecontent.Atthispoint,theteacherconsciouslyadoptinteractiveteachingstrategy,canfurtherenhancethestudents'classroomparticipation,promptedthemtoexplorearoundspecificlearningobjectivesandtasks,atthesametimecanconstantlystimulatetheirpotential,makeitgetmoreinspiration,learntosolveproblemscreatively,andconstantlystrengthentheirdisciplineaccomplishment.Interactionisessentialintheclassroom,andvideogamesareverysuitableforinteraction.Videogamesarefullofparticipation,inquiry,experience,opennessandothercharacteristics,thesecharacteristicsensuretheenthusiasmofstudentstoparticipateintheinteraction,andteacherscanviewstudents'behaviorinrealtimetoensuretheteacher'smasteryoftheclassroom.(YeLiangyi2022)3.Psychologicalcharacteristicsofjuniorhighschoolstudents3.1Theobservationofjuniorhighschoolstudents,thecharacteristicsofmemoryAsweallknow,althoughtheobservationabilityofjuniorhighschoolstudentsismuchbetterthanthatofprimaryschoolstudents,theyalsohavemanyshortcomings.Thedisadvantageofjuniorhighschoolstudentsisthattheirobservationofthingsisnotcomprehensiveandmeticulous,andtheirobservationisalsoindevelopment.ThememoryofjuniorhighschoolstudentsalsomatchesthecurveofEbbinghaus,whichisaprocessfromfasttoslow.Therefore,middleschoolstudentsshouldalwayskeepinmind,constantlyreviewthestudy,inordertomaketheirpermanentmemory.Inaddition,itisnecessarytomasterthememorycharacteristicsofstudentsandachievethebestteachingeffectinthelimitedteachingtime.Therefore,theteacher'steachingmusthaveagoal,aplan,tomakeEnglishknowledgemoreinteresting.Sinceourlearningisdonestepbystep,observationandmemoryarealsothemostimportant.Itcanbesaidthatobservationandmemoryarethebasisandguaranteeoflearning.Inshort,theobservationandmemoryofjuniorhighschoolstudentsareinastageofdevelopment.Makegooduseofthisstage,juniorhighschoolstudents'Englishlearningwillbemoreeffective.3.2TheimaginationandthinkingcharacteristicsofjuniorhighschoolstudentsForjuniorhighschoolstudents,manythingsareverydifficulttounderstand,andtheirimaginationandthinkingabilityarerelativelypoor.Asateacher,wemustsetagoodexampleanduselanguagetohelpstudents.Althoughlanguagecommunicationdoesnotplayabigrole,butthroughlearninggames,theirattentionwillbetransferredtomoreplaces.Thecharacteristicsofthegameissimple,intuitive,alotofthingsareseenfromthesurface,ratherthanreallyunderstand.ImaginationandthinkingabilityarethekeytoEnglishlearning.Englishlearningdoesnotneedtorote,butshouldbeflexiblyusedandlearned.Studentsshouldconsiderhowtoorganizeasentence,howtoexpressit,howtocontactit,andhowtoimaginethosethingsthathaveneverappearedbefore.Inaddition,imaginationandthinkingarealsotheguaranteeofjuniorhighschoolstudents'learning.Onlygoodimaginationandthinkingcanbringbetterlearningefficiency.Therefore,inmiddleschoolEnglishteaching,videogamesplayanirreplaceablerole.4TheimportanceandapplicationstrategyofvideogamesinEnglishclassroomteachinginjuniorMiddleschool4.1TheimportanceofvideogamesinclassroomteachingIfvideogamesareusedproperly,theactualeffectisobvious.Althoughitonlytakesafewminutesintheteachingclassroom,itcanproducegoodpracticalresultsfortheteachingclassroom.Accordingtoavarietyofinterestingvideogames,studentscanquicklyimprovetheirinterestinEnglishlearning,andmaintainsuchadeepinterestandhobbyforalongtime,leadingtoastrongnon-intellectualfactorsinlanguagelearning.ThecontinuousimprovementofthesepotentialfactorswillcausegreatandpositiveharmtotheEnglishteachingandlearningofcollegestudents.TheadditionofappropriatemobilegamesinEnglishclassroomteachingisconducivetocultivatingtheinterestofcollegestudents,whichisinlinewiththeteachingprincipleof"happyjuniorhighschool".Videogamesemphasizestudents'consciousness,advocatestudentstoworktogether,ratherthanteacherstospeakalone,givingfullplaytothecoreofteachersandstudents'subjectivity.Accordingtotheclassroomgame,studentsneedtoimmediatelyreflect,respondandmainlyexpresseveryquestion,everythingandhowtoimitatethewordsanddeedsofothers,whichnotonlyexercisesstudents'memoryability,butalsoimprovestheircoherentlanguageexpressionability.Theunintentionalcharacteristicsofmobilegamesareconducivetostudentstoobtainreasonablelearningmethods,developgoodreadinghabits,andareconducivetostudentstodothingsmoreeasily,easiertorelievepressure,andtheyareinlinewiththemoraleducationregulations.Onestageofclassroomteachingistheintroductionofgames,andtheintroductionofvideogamesisthemostimportantpartoftheteachingprocess.Theintroductionofnewcoursesintosuitablevideogamescancultivatestudents'interestsandisalsoimportantforthesuccessofthecourse.Therearemanylivelyandinterestingvideogamesintheclassroom,suchasphonecalls,bingogames,riddles,maleandgirlcompetitions,role-playing,etc.Whenplayinggames,wepayattentiontothestudentsarenotdisorderly,thevoiceisdisciplined,sothateverystudentcanparticipateinit.Atthesametime,trytodistributethevideogamesthatmustcooperatewitheachotherandreflectthespiritofcooperation,whichcannotonlyexercisethelanguageexpression,butalsoshapethestudents'senseofhonor.4.2ApplicationstrategyofvideogamesinEnglishclassroomteachinginjuniormiddleschool4.2.1FollowtherulestostimulateyourinterestinlearningOnceapersonreallyhasastronginterestinanentityorasituation,thereisastrongdesiretoexplore.Asthesayinggoes,"ahobbyisthebestteacher".Primaryandmiddleschoolstudentshavethecharacteristicsofcheerful,active,lovetoplay,studious,eagerforsuccess,weakself-control,lackoftargetedlearningandtraining.LearningEnglishshouldbebasedontheinterestincloselearning.Thismotivationiskeyandcomesfromadirectinterestinlearningcontentorlearningactivity.Thegenerationofstudents'interestincloselearningreflectstheroleofthechallengingcharacteristicsofmobilegames,andstudents'interestincloselearningisalsoconstantlyimprovingandapplying.4.2.2LearntoplayTheaccumulationofbasicEnglishknowledge,thedevelopmentofprofessionalskillsandthetrendofleveldevelopmentareconducivetorelievingthepressureoflearningandtraining,andrelievingthepressureoflearningandtrainingismainlycarriedoutthroughpurposefullearningandtraining.However,primaryandmiddleschoolstudents'attentionconcentrationtimeisrelativelyshort,longertime.Therefore,wemustcultivatetheacquisitionstandards,andconstantlystrengthenthestudents'subconsciouslearningandtraining,inordertoreducetheirlearningandtrainingpressure.Studentscaneasilylearncomplexcoursecontentinclass,andstudentscaninadvertentlylearnindependently.Forexample,whenstudentsreachacertainstageinclass,wecanarrangestudentstobetterguesstheEnglishwordsinordertopreparefortheEnglishwordstheyhavelearnedbefore.4.2.3Buildpoetry,shapetheabilityofindependentinnovation,andimprovethelearningandtrainingabilityInnovativeeducationisthekeytomoraleducation.Innovativeeducationcancultivatetheimaginationofcollegestudentsintheteachingprocess.Therefore,inthevideogameteachingclass,teacherscarefullycreatelivelysportsscenesforstudents,stimulatetheirimpulsetoexplore,enrichstudents'imagination,andshapethepersonalityofcollegestudents.Inaddition,theclassroomteachinginteachers'gamesshouldcultivatecollegestudents'cognitivestructuresuchasobservationability,memoryability,imaginationandlogicalthinkingability.Accordingtocertainclassroomteaching,students'IQcanbetransformedintotheworkingabilitytolearnEnglish.4.2.4Strengthencommunicationandimprovestudents'confidenceEverystudenthasanexpectationofcompletion.Whenthisexpectationofsuccessismet,aconfidencewillarise,whichisthestudents'confidenceintheunknownchallenge.Intheteachingprocess,teacherstrytocreatevariousscenariosforstudents,givestudentsavarietyoflearningandtrainingstandards,andletstudentsmainlyexpressthemselvesinvideogames.Betterbettertosuccessandbuildconfidence.Intheclassroomteachingofvideogames,teachersshouldshapestudents'abilitytouseoralEnglishtoexpressemotions,persuadeothersorobtaininformation,andpreparetotrainstudents'professionalskillssuchaslistening,speaking,readingandwriting.Inadditiontotheabilitytoapplythelanguage,communicativecompetencealsoincludestheabilitytoworkinsocialpracticeactivities.Asateachingformwithmutualbenefitandinteractivecommunicationasthecore,mobilegameclassroomteachingcanjustshapethe"smallsocietydevelopment".Inthis"smallsociety",studentscanimprovetheirperformanceandworkabilityaccordingtotheroleoftheirroles,learnunityandfriendshipaccordingtogroupcooperation,cultivateexcellentorganizationaldisciplineandhabitsaccordingtotherulesofvideogames,andcreateexcellentmarketcompetitionconceptsandconceptsaccordingtocompetition.Altruism;atthesametime,studentscanperceivetheirshortcomingsbycomparisonwithotherstudents,realizetheurgencyofself-improvementandsoundpersonalization,andtrytoaccumulatematerials.Ingeneral,theapplicationofEnglishvideogamescannotonlyimprovethequalityofclassroomteaching,butalsohelpstudentstoeasilyacceptthecoursecontent.Byparticipatinginpersonalparticipation,emotionalconsumption,logicalthinkingandotherthematicactivities,studentscangainmoreandmorepersonalpsychologicalqualities.5TheroleofvideogamesinjuniormiddleschoolEnglishteaching5.1Itisconducivetostimulatingstudents'interestinlearningJuniorhighschoolstudentsarestillintheinitialstageoflearningEnglish.Forbeginnersinanewlanguage,learninganewlanguageisbothnovelandboringthings.Theyneedcertainperseveranceandenduranceinforeignlanguagelearning.Ifteachersblindlyusecomplicatedandsingleeducationalmethodstoteachatthistime,studentswilloftenlosetheirinterestandmotivationtocontinuetolearnEnglish.Therefore,itisparticularlyimportanttocultivatestudents'interestinlearningEnglish.Ifwecansuccessfullystimulateandmaintainstudents'interestinlearningEnglish,thenwhetheritisteachingteachersorstudents'learning,itwillplaytwicetheresultwithhalftheeffort,sothatstudentshaveamentalitytolovelearningandlearnEnglish.Accordingtothejuniorhighschoolstudents'ageandpsychologicalcharacteristics,themostcanstimulatestudents'interestisthevideogame,andvideogamesasagoodorganizationofstudentstoparticipateinclassroomlearningactivities,canintheprocessofplayinggamesgoodstimulatestudents'interestinlearning,makethestudentsinarelaxedandpleasantatmosphereeffectivelygrasptherelevantknowledgeanddeveloptheirabilitywell.5.2ItisconducivetotheconstructionofarelaxedandpleasantclassroomatmosphereStudentswhostudyinarelaxedandpleasantclassroomatmospherearemorelikelytolearnEnglishasaforeignlanguagethanthosewhostudyinadullandrigidclassroomatmosphere,becausejuniorhighschoolstudentsareeasilyaffectedbytheenvironment.Agoodclassroomatmosphereisnotonlyconducivetostudents'learning,butalsoconducivetoteachers'teaching.Theteachingofvideogamescancreatearelaxedandhappyatmosphere,canallowstudentstolearnknowledgeinjoy,andcanexpandtheirthinking,soastogainpsychologicalandphysicalsatisfaction,andthenimprovetheirconfidenceinlearningEnglish.Ifthisgoeson,thecommunicationandlearningbetweenteachersandstudentsandbetweenstudentswillbemorefrequentandharmonious,andtheclassroomatmospherewillbemoreandmoreharmoniousandharmonious.5.3Itisconducivetotheteachers'explanationofthenewknowledgeManystudentsinthefaceofsomedifficultnewknowledge,oftentendtogiveupandweariness,morelikelytoloseinterestinEnglishlearning,iftheteacher'sexplanationtoostraightforward,willcausethestudentslosttolistentodesireandinterest,andtheeffectispoor,eventhenrememberalsosoonandeasytoforget.Andthegamificationofteachingisaperfectsolutiontothisproblem.Teachersbycreatinggoodvideogames,makethestudentswellintotheclassroomteaching,inthegamewillbegoodknowledge,andnoteasytoproducewearinessofmind,makestudentsmorewillingtoparticipateintheclassroom,alsocanmaketeachersteachingbecomemorerelaxed,teachersteacheasywillbecomemorepassionate,alsocanbetterteachstudentsnewknowledge,thisforstudentsandteachers,isofgreatbenefit.Inshort,thestudentslearneasily,sodoestheteachersteach.Teachersthroughvideogamestoarousestudents'interestinlearning,letstudentsactivelyintolearning,sothatstudentscanmasterthelanguageinthehappylearning.5.4Itisconducivetopromotingstudents'autonomyinlearningStudentsintheprocessofdoinggamestolearnnewknowledge,willproduceacertainsenseofpride,willbemorelikeandmorewillingtoparticipateintheclassroom,afterexperiencethefunoflearningEnglish,willbemorewillingtogointopractice,morewillingtolearnEnglish,students'learningautonomyastheparticipationinthegameofinvisibleslowlyincreased,underthecultivationofunconsciouslearningability,willpromotestudents'autonomouslearning,formagoodlearninghabits.Inthefuture,IammorewillingtolearnEnglish,andmyenthusiasmandautonomyinlearningEnglishwillbestronger.6ConclusionVideogamesplayadrivingroleinpromotingtheEnglishteachinginjuniormiddleschool,whichcanwellstimulatestudents'interestinlearningthelanguageoutsideEnglish,sothattheteachingworkisbettercontinued,theteachersteacheasilyandthestudentsarehappytolearn.Itcanalsoguidestudentstolearnthroughvariouschannelssuchaslistening,speaking,readingandwriting,whichgreatlyimprovesstudents'confidenceinlearningEnglishasaforeignlanguage.FortheteachingofEnglish,alanguagesubject,itispossibletointegratetheformofvideogamestoacertainextent,butinthespecificimplementationprocess,someapplicationprinciplesshouldbepaidattentionto.Onlybyfollowingcertainprinciplesofapplicationcanvideogamesproceedbetter.Firstofall,itisnecessarytounderstandtheageandpsychologicalcharacteristicsofstudents.Onlybyfullyunderstandingeachstudentcanwedesignvideogamesthatstudentsareinterestedin,makestudentswillingtoparticipateinlearningrelevantEnglishknowledge,andbettercarryoutvideogames.Andtoimproveandcreatenewvideogamesinatimelymanner,sothatstudentswillkeeptheirinterestinlearningandarealwayswillingtoparticipateinthem.Secondly,teachersshouldknowhowtointegrategamesandteachingmaterials,andbeabletogamifytheteachingmaterials.Theyshouldunderstandthatthepurposeof