"Three-dimensional goals" refer to knowledge goals, ability goals and emotional goals, and are the basic elements used to guide the classroom teaching process. How to design "three-dimensional goal" is the key link of teaching design, and the rationality of "three-dimensional goal" design directly affects the classroom teaching process and teaching effect. After years of teaching practice, classroom observation and discussion, the author found that the three-dimensional goal of the same textbook is the same under different teaching conditions and different teaching objects, even in different teaching periods, which makes the teaching goal somewhat conservative and far-fetched. Undoubtedly, the "three-dimensional goal" is formulated under the requirements of curriculum standards. Under the guidance of the general direction of curriculum standards, many teachers ignore the flexibility and rationality of goal design, which leads to unsatisfactory classroom teaching results.

The new curriculum reform emphasizes quality education, attaches importance to human development, and advocates the connection between curriculum and life. Therefore, in the teaching process, we should take students as the center, encourage students to take the initiative to participate, explore, think and practice as the basic characteristics, take the all-round development of students' abilities as the core, and promote the improvement of students' comprehensive quality as the purpose to construct an educational, creative, practical and operable teaching form. The new curriculum classroom teaching evaluation system is a "three-dimensional model": namely, dimension one: teaching plan evaluation; Dimension 2: evaluation of teaching guidance process; Dimension 3: Evaluation of teaching guidance effect. Based on this classroom evaluation system, the design of the three-dimensional goal of classroom teaching should also follow the following basic principles: 1, scientific principle: it means that the determination of the "three-dimensional goal" should be based on scientific principles and principles, scientific and knowledgeable, and the realization process of the goal should conform to the order of students' physical development and psychological development. 2. Educational principle: that is, the determination of "three-dimensional goals" should be educational and ideological, be conducive to cultivating students' ideological and moral quality, whether it is conducive to cultivating students' sentiment, pleasing students' body and mind, expanding students' knowledge and developing students' personality. 3. Rationality principle: It means that the determination of "three-dimensional target" should follow the rationality principle. This includes that the guiding objectives proposed in the teaching plan should be consistent with the educational objectives of the new curriculum, and the teaching objectives and teaching contents should be closely linked to form an organic whole; At the same time, the determination of teaching objectives should truly reflect the students' dominant position and take into account the needs of each student. 4. Feasibility principle: it means that the determination of "three-dimensional goals" should be based on the unified requirements of the state, taking into account the actual situation of localities, schools and students; It is necessary to prepare necessary materials and venues for students' independent activities to ensure the smooth completion of teaching objectives. 5. Principle of consistency and coherence: The determination of "three-dimensional goals" should follow the principle of unity. Whether we follow "step by step" or "spiral rise", we should follow the process from easy to difficult, from simple to complex, from thinking in images to logical thinking, and pay attention to the transition of plot and the unity of knowledge system. 6. The principle of seeking truth: Education serves the society. Ignoring the practical significance of education means ignoring the fundamental purpose of education. "Three-dimensional goal" should really reflect the main theme of the times, let students grasp the information of the times, grasp the pulse of the times, and play the strongest sound of the times. 7. Process evaluation principle: it means that the determination of "three-dimensional goals" should be conducive to students' independent learning in the process of achieving their goals, and can promote the unity of mind and body and the unity of knowing and doing; It is conducive to stimulating students' interest and internal drive, making students take a serious attitude and actively participate in practical activities; It is beneficial to cultivate students' creative ability; Conducive to the development of personality and overall cognition. It is beneficial for students to carry out cooperative learning, so that students can learn to learn, learn to communicate, learn to live and learn to survive. 8. Effect evaluation principle: it means that the realization of "three-dimensional goal" is conducive to the progress of students' collective knowledge, ability and emotional understanding, and to the behavior of students after broadening their knowledge and ideological and moral education; It can not only reflect the growth of students' skills, but also reflect the healthy development of students' body and mind; It can not only reflect the direct effect of teaching activities, but also reflect the explicit effect and implicit effect of students' development, showing good classroom teaching value. In short, the design of "three-dimensional target" has both unified requirements, personalized requirements and personalized optimization. Teachers should grasp the principled and non-principled factors when designing three-dimensional goals, which should not only meet the requirements of curriculum standards, but also meet the actual needs of teaching, so that teaching goals can truly reflect the requirements of new curriculum reform.