Zhu Chao: The three-dimensional goal of the new mathematics curriculum reform not only highlights the foundation, development, times and pertinence, but also pays attention to the unity of foundation and development, times and inheritance. We should note that these three goals are a whole, inseparable and interdependent. When designing teaching objectives, we should integrate the three aspects, make overall plans, highlight key points, and make teaching arrangements in a planned and step-by-step manner. Keywords: new mathematics curriculum; "three-dimensional" target; The new round of basic education mathematics curriculum reform has established "knowledge and skills"; "Application and innovation"; The teaching objectives of the three-dimensional course Emotion, Attitude and Values. The goals of the three steps permeate and blend with each other, and are unified with the growth of students. Knowledge and skills are the two goals of application and innovation, as well as the carriers of emotional attitudes and values. Application and innovation are the bridge connecting the two goals, while emotional attitudes and values are the sublimation of knowledge and skills, application and innovation. The goal of "knowledge and skills" added on the basis of the traditional "double-base goal" of teaching, that is, the most basic mathematical knowledge and skills, requires students to understand the basic mathematical concepts, the essence and background of mathematical conclusions, the mathematical ideas and methods contained in them, and the role in subsequent learning; Students are required to understand the relationship between mathematics and society, science and technology and real life, and analyze simple mathematical problems related to society and science and technology. At the same time, these goals fully consider students' cognitive characteristics, pay attention to distance, let students learn mathematics from familiar mathematical phenomena around them, reduce the difficulty of learning, increase their interest in learning, experience the process of mathematical discovery and creation through different forms of independent learning and inquiry activities, and facilitate their combination of learning and application. The goal of "application and innovation" is a brand-new concept, which is not only the cognitive process of mathematics, but also the cognitive activity of the relationship between man and nature, and is appropriately extended to the process and method of scientific inquiry and the process and method of interpersonal communication in the cognitive process, so as to try to think and judge some mathematical models contained in the real world. The goal of "emotional attitude and values" includes feelings, attitudes and values about nature, material and science, and feelings, attitudes and values about society and self-development. Attitude is a behavioral tendency with emotional components, and values are the result of emotional development, reflecting the level of emotional development. The realization of these goals is not only conducive to students' knowledge and skills, application and innovation. At the same time, it is also beneficial for students to have a certain mathematical vision, understand the scientific value, application value and cultural value of mathematics, form critical thinking habits, advocate the rational spirit of mathematics, appreciate the aesthetic significance of mathematics, actively develop emotions, gradually form a correct world outlook, form a correct attitude towards life, and form good scientific literacy and good ideological and moral quality. The three-dimensional goal of the new mathematics curriculum reform not only highlights the foundation, development, times and pertinence, but also pays attention to the unity of foundation and development, times and inheritance. We should note that these three goals are a whole, inseparable and interdependent. When designing teaching objectives, we should integrate three aspects, make overall consideration, highlight key points, and make teaching arrangements in a planned and step-by-step manner. What we should pay attention to is that emotions, attitudes and values are not mainly realized through lectures, but gradually formed and developed with students' mastery, feelings and thinking of knowledge and experience of personal practice activities. Modern teaching design emphasizes student-centered, attaches importance to the analysis and research of students' knowledge base, learning ability and students' psychology, and designs teaching activities according to students' learning rules to maximize students' benefits in learning mathematics. The establishment and implementation of the three-dimensional goal of the new mathematics curriculum reform should pay attention to the stage and development of the formation of mathematical knowledge, concepts and skills; Pay attention to the differences of students' knowledge and skills in different learning stages; Pay attention to the development stages of students' scientific inquiry ability and the imbalance and difference of different students' emotional attitudes and values. Renewing the concept and clarifying the connotation concept is the soul of action, and the educational concept plays a guiding and commanding role in teaching. The three-dimensional goal of the new mathematics curriculum reform has changed the present situation of knowledge-based teaching in traditional teaching and turned to student-oriented teaching. Change the tendency of one-sided emphasis on knowledge and skill goals and neglect the improvement of students' scientific literacy in mathematics teaching. We should establish an advanced teaching concept based on the development of students, which is suitable for the new curriculum. When establishing teaching objectives, we should not only pay attention to the requirements of knowledge and skills, but also pay attention to the cultivation and training of applied innovation and emotional values. This requires us to correctly understand the relationship between the three, and make it clear that knowledge and skills, application and innovation, emotional attitude and values are themselves a teaching value orientation, not just the requirement of teaching popularization. Therefore, in the teaching design and implementation, it is necessary to integrate all aspects of teaching requirements, highlight key points, and realize the harmonious development of teaching and learning in a planned and step-by-step manner. The classified query of periodical articles is in the periodical library. For example, the teaching objectives of probability can be designed as follows: knowledge and skill objectives: understanding the concept and distribution of finite discrete randomness; Understand hypergeometric distribution and its derivation process; Understand the concept of conditional probability and the independence of two events; Understand the concepts of discrete random variables and finite variance; Understand the characteristics of normal distribution curve and the meaning expressed by the curve. Application and innovation goals: to solve some phenomena in real life, such as winning prizes by phone or SMS in various large-scale sports events; Winning computer lottery tickets and so on. Emotional attitude and values: Through the analysis and comparison of these phenomena, we can understand the essence of these things. Let students be rational, not blind, not blind. Second, establish appropriate knowledge and skill goals. Students' learning basic scientific knowledge is not only the inheritance of traditional culture, but also an important task to develop inquiry ability and form emotional attitudes and values to a certain extent. It is an important cornerstone for students' lifelong learning and future development. Therefore, in the design and implementation of mathematics teaching, we should establish the necessary knowledge for those students' lifelong learning according to the characteristics of basic education and the development of the times and disciplines while establishing the goals of knowledge and skills. Therefore, both teaching and implementation should take students' original knowledge and experience as the growth point of new knowledge and guide students to grow new knowledge and experience from the original experience. Teachers are not only the presenters of knowledge, but also the assistants and collaborators of students in the learning process. In the process of implementing knowledge and skills objectives, teachers should attach importance to students' own understanding of various phenomena, listen to their ideas patiently, think about the origin of their ideas, and guide students to enrich or adjust their own explanations based on this. For example, the teaching design idea of Function: first, guide students to review two pieces of knowledge, one is the concept of mapping they have just learned, the other is to review inverse proportional function and quadratic function in junior high school, and then guide students to summarize the definition of function respectively, and compare their own inductive definition textbooks with the two functions they have mastered, so that students can clearly grasp the essence of function. Third, experience the application process, strengthen the awareness of experience innovation, and promote the integration of teaching objectives. Classroom teaching under the new curriculum concept pays more attention to the process of teaching and learning. Experience is a prominent feature of the teaching process, and the formation of emotion, attitude and values is accompanied by the mastery of knowledge and skills. To achieve the unity of three-dimensional goals, it is necessary to strengthen students' experience, perception and reflection in learning activities. If there is no process experience, knowledge and skills will stay at the level of memory, and it is difficult for students to have a perception of methods, let alone an understanding of emotional attitudes and values. The experience in mathematics course can be students' hands-on experiments, teachers' demonstrations, comments and so on. In short, teachers should grasp students' instant feelings, inspire and sublimate their understanding, guide students to acquire knowledge and skills through experience, learn to apply and innovate, cultivate emotions, form correct values, and thus put the three-dimensional goals in place. For example, the release of fluoride used in household appliances (such as refrigerators) will destroy the ozone layer in the upper atmosphere. The ozone layer changes exponentially. Satisfy the relation, where is the initial amount of ozone layer. Combined with this topic, students are educated on environmental pollution and protection. Through the study of this topic, students gain knowledge and emotional experience, which is conducive to the formation of values. Fourthly, changing the evaluation methods, establishing scientific and reasonable evaluation methods, promoting the unity of the three-dimensional objectives of the new curriculum, determines the diversification of teaching evaluation. When evaluating, we should not only pay attention to students' understanding of knowledge and skills, but also pay attention to students' experience and mastery of methods in the process, and also pay attention to the cultivation of students' interest and attitude in learning, both the level of students' mathematics learning and their emotional attitude in mathematics activities. Therefore, in order to build a scientific, reasonable and developed evaluation system, we must adopt diversified evaluation methods, such as paper-and-pencil test, teachers' comments, students' self-evaluation, students' mutual evaluation and parents' evaluation, so as to realize the diversification of evaluation subjects and the scientific and standardized evaluation methods. This evaluation system is based on students' personality differences, which is helpful to develop students' potential in many aspects and promote the realization of three-dimensional goals. For example, given the function f(x)=㏑(b is not equal to 0, (1) find the domain of f(x); (2) Discuss the parity of f(x); (3) discuss the monotonicity of f(x); (4) Find the inverse function of f(x) and judge its monotonicity. Evaluation: (1) is basically qualified, (1)(2) is qualified, (1)(2)(3) is good, and (1)(2)(3)(4) is completed. After the homework is finished, the students' enthusiasm will be high, and everyone will find their own goals and finally achieve their chosen goals through their own efforts. This calm way respects students' personality differences, makes every student experience success, enhances confidence, promotes students' development on the original basis, and fully embodies the unity of three-dimensional goals. Mathematics plays a unique and irreplaceable role in the process of forming human rational thinking and promoting individual intelligence development. Mathematics is an important part of human culture, and mathematics quality is the basic quality that citizens must have. Therefore, the urgent task at present is to deeply understand the connotation and relationship of the "three noes" curriculum objectives proposed by the new mathematics curriculum, change the concept of education and teaching, consciously improve the quality of their own education, constantly explore and reflect in practice, and gradually realize the integration and unification of the three-dimensional objectives.