Abstract: Under the trend of teaching reform, mathematics teaching has been promoted to the realm of "art", and teaching is no longer boring. Knowledge and ability in teaching are as important as the three-dimensional goal of moral education. Mathematics teaching should break through the imbalance of three-dimensional goals in previous teaching, so that students can have "thinking" and "thinking" and get all-round development. Teaching students in accordance with their aptitude, learning from each other around the "soul" of three-dimensional goals, and making teaching more suitable for the new curriculum. Keywords: three-dimensional goals With the development of the times, the teaching system is constantly updated, including the updating of teaching materials and teaching concepts. Teachers are required to have the quality of adapting to the teaching mode under the new curriculum system, and at the same time have certain innovation ability. Mathematics is also a kind of "beautiful" art, and the old teaching method is no longer suitable for today's classroom, so we should have higher pursuit. A good math class depends not only on the teaching results, but also on the process of "teaching" and "learning". After the curriculum reform, the teaching process has become more important. For tangible results, blindly emphasizing "fruit" will also lose a more important and intangible "thought" Of course, this "thought" includes the ability to solve problems, mathematical thinking and the development of emotions, attitudes and values. For example, the problem of "multiple solutions to one problem" is itself a problem of giving inferences. Some teachers explained an example in detail and told students to do so. Then they leave some exercises and a class is over. Students have a good command in the classroom and the classroom atmosphere is very active. It seems that this class is very successful, and the "achievements" of teaching have been fully reflected. However, the course is very boring, and students will only copy examples and become a pure process of memory and imitation, mastering only the method of solving problems, but not the essence. Every link of curriculum design has its "why", such as why the textbook is written like this. Why do you want to learn this lesson? What is the connection between this lesson and the previous knowledge? Why is the course introduced like this? Examples can be deleted and so on. Only when teachers really master these things can they use their knowledge skillfully and show a glass of water with bottled water. There is no "why" in the classroom. No matter how wonderful the classroom is, students will not develop. Pay special attention to students' participation and the knowledge, emotion and ability they have gained. Teachers may pay more attention to students' behavioral input, but now we should pay more attention to students' cognitive input and emotional input. If students ask questions in a class and finally solve them through serious thinking, exploration and even discussion, students will really get exercise, which is the real development. Giving students free space reflects students' subjectivity and democracy. At the same time, excellent teachers can give wonderful instructions so that students can cross "points" and "lines" to make a leap in "face" or even "body". I remember listening to a math class. The teacher stretched it out when I spoke. At the same time, the problems of "sugar in syrup" and "classroom lighting" in real life are contacted, which makes students interested and easy to understand. Throughout the class, students' thinking is always moving, and they are thinking under the guidance of teachers. Students have a lot of thinking space and gain a lot. A complete course should include teaching objectives, teaching process and teaching effect. Among them, there are several levels of teaching objectives and several aspects of teaching process. It turns out that there are more and more projects that can hardly be completed. Later, I found out that if everything was indispensable, then I couldn't go to class at all. Therefore, a class cannot be perfect, and the teaching content should be defined according to different disciplines. This requires teachers to prepare students before preparing lessons, and the specific situation of students also determines how to have a class. For example, teachers who teach students may be able to speak freely in class, choose the difficulty of questions and how to introduce them. In the "focus class" of our school, I remember a teacher from Dalian who came with "preparation" for the last math class, but I didn't expect that our students were at a high level, and the introduction and the first example he expected could not go on, so the teacher abandoned the expected courseware and continued to explain brilliantly. As a result, this class was very successful. In this case, teachers need to be flexible and think of all possible situations in class. Classroom can't limit students' thinking, and at the same time, students must be sure to think within your expected range. In this case, in addition to the teacher's leadership, we should also consider the age and hobbies of the students. Each student thinks in a different way. Students may solve a math problem from different hobbies and fields, which requires teachers to have rich knowledge and various hobbies. In fact, there are two kinds of teaching objectives, one is preset, and the other is generated in class, so it is necessary to distinguish clearly. When we give lectures, we should not only pay attention to our preset teaching results, but ignore the process of experience, experience and exploration in the process of achieving our goals. In my opinion, in the description of teaching objectives in curriculum standards, the most important thing is the process objectives. Because the process goal has multiple values, with the process, there is the ability to generate; With the process, there is an emotional attitude. The design of the course should always revolve around a "point", which is the "soul" of your class, and this "soul" also embodies the knowledge goal, ability goal and moral education goal you want to achieve. The course is to embody the three-dimensional goal of teaching through such a behavioral goal and a procedural goal. Then, you should pay attention to any stage and step of your class. Are there any activities closely related to your goal, and have you achieved this goal? This goal was set by you, not by me, but by the teacher after studying the textbooks and getting to know the students. If a class only focuses on the realization of knowledge goals, it is a failed class, which loses the meaning of teaching and makes students lose some thoughts and abilities. In a class, the original teaching goal should be: to feel the relativity of numbers by comparing the size of two numbers and cultivate children's sense of numbers. But the teacher interprets more and less as knowledge points, what is more and what is less, and then draws numbers on the map, indicating that it is much closer and far away. This is that his teaching goal is not set well, he doesn't understand the textbook thoroughly, and he thinks it is just a knowledge goal. Therefore, teaching objectives must be based on the understanding of standards, teaching materials and students, and cannot be set casually. Choosing appropriate teaching methods plays a vital role in teaching. Students need the guidance of teachers, that is, teachers should give full play to their leading role and strengthen and promote students' thinking. In the whole process, teachers' performance can not be separated from students, and students' learning can not be separated from teachers' trajectory, otherwise teaching will lose its meaning. When students encounter difficulties in learning and ask questions, the teacher ignores them and downplays or pays no attention to them; When students' thinking is hindered, does the teacher give students a driving force to further develop their thinking from the perspective and height of students' development? When students interact, whether each student can produce his own opinions, whether he will listen, whether the discussion is enthusiastic, whether it is in depth, and whether the problem is worth discussing; In the interaction between teachers and students, the teacher's guidance is not in place and so on. In this way, the interaction between teachers and students and between students can not only promote the sublimation of students' thinking, but also cultivate students' sense of cooperation. All these must ensure that teaching is completed around the "soul" at the same time, reflecting the results of knowledge and the fruits of emotion. In teaching, the teaching process occupies the whole classroom and serves the three-dimensional goal. Invisible embodiment can be fully reflected in the process, which is the difference between teachers in class and the embodiment of teachers' level. Excellent students should have higher thinking exercise, and poor students should also develop. Teachers should pay attention to all students' abilities and moral education goals. Only in this way can students really grow up. For the knowledge goal, it is tangible, and it is entirely possible to test whether the fruit has reached the expected goal through after-school exercises and tests. Teaching is not arbitrary or static, and teaching is not a fixed model. Throughout the ages, teaching has always been a research topic for teachers, which is nothing more than "teaching students in accordance with their aptitude" and "learning from each other's strengths" throughout the process. These are the thoughts left by our ancestors. There is no perfect class in the world, and even the best teacher will have regrets after class. The difference is that some people realize the regret and can improve it next time. Classroom time is limited, and the effectiveness of teaching is also listed as the essence of teaching, which includes curriculum design, teaching methods, long-term teaching development strategy, phased teaching goal design, student ability training, and the effectiveness of teaching, practical activities and exercises. In this way, teaching reflection plays an extremely important role in teachers' future teaching. Before I entered the teaching profession, I heard that China students' mathematics level was the highest in the world, even when they got full marks in international Olympic competitions. In the world, Americans often ask questions, and only China people can solve these problems. I think this also proves the achievements of China's mathematics teaching, and at the same time exposes that the traditional exam-oriented education has brought the heaviest blow to students' souls. I hope that the teaching in China can reach a new milestone, instead of just solving problems without asking questions, so that students can have their own ideas and not stifle their innovative ability. ]