First, create realistic situations and realize three-dimensional goals through experience and understanding.

Mathematics teaching should create a learning situation closely related to students' living environment and knowledge background, so as to arouse students' interest, and let students gradually experience the process of generation, formation and development of mathematics knowledge in activities such as observation, operation, speculation, exchange and reflection, so as to gain positive emotional experience and feel the power of mathematics.

At the same time, master the necessary basic knowledge and skills. In teaching, we should not only let students learn knowledge, but also condense rich mathematical connotation, mathematical thought, mathematical spirit and beauty in life situations.

With the development of teaching, it is presented to students, so that students' emotions, attitudes and values can be better developed and the three-dimensional teaching objectives can be effectively implemented.

Second, guide independent exploration and implement three-dimensional goals in exploration activities.

Today's classroom teaching should become a world of students' autonomy, cooperation and inquiry learning. Autonomous learning means that students have a strong subjective role in the learning process, and they can self-guide, self-select, self-motivate, self-monitor and self-evaluate.

Cooperative learning means that students complete their learning tasks together and learn more effectively with the help of groups and teams.

Inquiry learning refers to the way students use inquiry in the learning process, which is a kind of inquiry in a set situation. Students carry out independent exploration activities such as selecting topics, investigating, collecting information, processing information, exchanging materials, expressing and communicating.

Learning methods and processes to acquire knowledge and skills, develop emotions and attitudes, and cultivate exploration spirit and innovation ability. Self-determination, cooperation and inquiry learning are all student-centered, making students the main body of learning and development.

Third, encourage the diversification of problem solving and effectively implement three-dimensional goals.

"Teaching should respect each student's personality, allow different students to understand problems from different angles, express ideas in different ways, and solve problems with different knowledge and methods. Encouraging the diversification of problem-solving strategies is an effective way to teach students in accordance with their aptitude and promote the all-round development of each student. "

In teaching, students should be encouraged to think independently and then communicate in groups, so that each student can express his own views, listen to his peers' solutions and feel the diversity and flexibility of problem-solving strategies.

Realizing three-dimensional goals in the teaching process

1, effectiveness of subject participation

In the teaching process, teachers should respect students' personalities and differences. We should learn to appreciate students and help them build up their interest in learning.

Cultivate students' ability to choose and perform their duties, so that students have the ability to choose learning content and methods, and can be competent for their own tasks in autonomous learning and cooperative learning.

Teaching should contact with students' life world, activate students' life experience, touch students' heartstrings, and let students' learning subjects participate in the learning process effectively.

2. Individualization of emotional attitude

Students are different learning subjects, and they will be different in specific learning content, learning process, learning scene, learning category, personal emotional experience and so on.

Teachers should fully respect students' differences and pay attention to protecting and developing students' unique personal emotional experience, so that personalized emotional experience can be enriched and developed in the process of students' learning and teachers' guidance.

Ask students to make their own comments on the ideological and emotional tendencies and cultural background of the learning content. Be able to tell your own experience of touching scenes and characters in the learning content.

3. Diversification of objectives and tasks

For each student, there are differences in their knowledge structure, life experience, life experience, emotional tendency, personality characteristics, study habits and learning methods, which directly or indirectly affect the learning effect of students.

Therefore, teachers should be able to diversify students' goals and tasks in classroom teaching. Let students with different personal foundations meet their own development needs.

In this way, students can enjoy the happiness of learning success on the premise of completing their own goals and tasks, and they can be full of confidence in learning and carry out higher-level learning more smoothly.