First of all, the teaching objectives should be comprehensive.
In the classroom teaching of primary school mathematics, we should not only consider the objectives and requirements of the basic knowledge of mathematics, but also consider what abilities to cultivate students with the basic knowledge of mathematics in this class and what emotional attitudes and values to educate students with the content of this section. The new curriculum concept puts forward knowledge and ability, process and method, emotion and attitude in parallel, forming five three-dimensional spaces with three dimensions. These three-dimensional goals are a whole, closely integrated and mutually supportive. This requires teachers not only to consider what knowledge they need to master and what abilities they need to cultivate, but also to consider how to guide students through the process from never meeting to mastering, so that students can learn and master scientific methods in this process. In addition, teachers should also think about what kind of healthy emotions students will form through a series of learning and practical activities; What kind of good attitude will be enhanced; What kind of correct values will be produced. The comprehensive and organic combination of these three dimensions can form a complete teaching goal of a class. In addition, the three-dimensional target is not parallel, but a whole. These three are realized simultaneously in the same process. The so-called cognition and emotion go hand in hand and complement each other. The cognitive process must involve emotion, and the emotional process must be based on cognition. Both cognition and emotion are produced and developed in the same process. Therefore, when expressing teaching objectives, we do not advocate parallel narration, but advocate overall narration, and strive to be comprehensive, specific, accurate and concise.
2. Teaching objectives should be appropriate.
This is an important aspect of optimizing teaching objectives. Too high or too low teaching objectives and requirements, or unclear priorities, are not conducive to the smooth completion of teaching tasks.
(1) According to the Curriculum Standards, the status of teaching materials, the order of arrangement before and after, and the acceptance of students, appropriate goals and requirements should be put forward.
For example, when teaching the divisible unit, some teachers not only require students to master the teaching objectives and requirements stipulated in the unit teaching reference, but also set the following teaching objectives and methods in logical thinking ability according to the teaching materials and students' situation.
① Cultivate students' analytical and comparative abilities. By dividing by common divisor and multiple; Even number, odd number, prime number, composite number and prime factor; The teaching of divisor, common divisor, greatest common divisor, prime number, coprime number, multiple, common multiple, least common multiple and other elements will guide students to compare in groups and cultivate their analytical and comparative ability.
② Cultivate students' abstract generalization ability. For example, in the teaching of prime numbers and composite numbers, according to the teaching materials, five numbers, such as 1, 5, 9,1and 12, are given first, so that students can find out their divisors respectively, and then guide students to classify according to how many divisors each number contains, and on this basis, the divisors of each number in each category are abstracted respectively.
③ Cultivate students' judgment and reasoning ability. From a lesson, it is mainly to let students master methods, understand reasoning, and internalize what they have learned into their own knowledge and skills. For example, in the first lesson of teaching 9 plus several, students are mainly required to master the method of rounding off ten and correctly calculate the number of 9 plus several. Since it is the first class, students should not be required to calculate the speed, let alone let the children compete to see who can calculate the speed quickly. Otherwise, students with learning difficulties will be nervous, and what could have been done right will also be done wrong.
(2) Teaching objectives and requirements should conform to children's cognitive rules and development level.
An important cognitive law of children is from action-perception-representation-concept and law. Children of different ages have different cognitive levels. For example, junior students mainly think in concrete images, and the development level of abstract generalization ability is still relatively low. When teaching practical problems, it is mainly through operation and intuition to understand the meaning of the problem and analyze the quantitative relationship. It is not appropriate to teach students abstract and generalized terms and problem-solving formulas.
(3) Teaching objectives and requirements should be graded according to the characteristics of teaching content and educational psychological laws.
According to the research of educational psychology, knowledge learning is basically carried out in the following order: understanding, maintaining and using. The study of primary school mathematics is such a gradual development process. This process is closely related to practice. Therefore, when dividing the level of primary school mathematics teaching objectives and requirements, it is necessary to conform to the laws of educational psychology and consider the learning characteristics of primary school mathematics. The requirements of "Curriculum Standard" for knowledge and skills are divided into four levels: understanding, understanding, mastering and flexible application, and the requirements for process objectives are divided into three levels: experience, experience and exploration.
(4) Teaching objectives and requirements should be adapted to students' individual differences.
Children's abilities, personalities and interests are different due to different congenital, environmental and educational conditions. In the study of mathematics, not only the process of understanding and mastering mathematical knowledge is fast or slow, but also the ability of calculating and solving problems is high or low. Therefore, teachers should flexibly set teaching objectives and requirements to adapt to the individual differences of students. When preparing lessons, teachers should carefully set three levels of teaching objectives for each class: top students, middle students and students with learning difficulties, so that students can make clear the objectives at all levels, and teachers should teach around the three levels of objectives. For example, the teaching goal of "carry addition of two digits plus one digit" can be divided into four levels:
(1) Make students understand the arithmetic of binary addition and master "When a number is full of 10, ten numbers will enter 1".
(2) Make students skillfully and correctly calculate the carry addition problem of two digits plus one digit.
③ Through knowledge transfer, we can find laws in calculation and cultivate students' abilities of analysis, comparison, analogical reasoning and generalization.
④ Through group discussion and cooperative learning, students are educated in the thinking of love.
Obviously, ① ② is the goal that all students must master; ③ For better students; (4) It is the goal pursued by students at all levels to varying degrees.