Three-dimensional goal of classroom teaching %D? Knowledge and skills, process and method, emotional attitude and values are the basic provisions of the state on the quality index of basic education, and are the three functional basic requirements put forward by the new curriculum standard to describe the changes of students' learning behavior and its results, which are referred to as three-dimensional goals for short. 2. Knowledge and skill goals are descriptions of students' learning results, that is, the results that students hope to achieve through learning, also known as outcome goals. This goal generally has three levels of requirements: learning, learning and using. The goal of process and method is how students acquire knowledge and skills under the guidance of teachers, which is also called procedural goal. This goal emphasizes three processes: learning by doing, learning by doing and reflection. 3. The goal of emotional attitude and values is the tendency and feeling of students after going through the process or the result, and it is the subjective experience of the learning process and the result, also called the experience goal. It has three levels: identification, experience and internalization. Knowledge and skill goals are the basis of process and method goals, emotional attitudes and values goals; The goal of process and method is the carrier to realize the goal of knowledge and skills, and the goal of emotional attitude and values plays an important role in promoting and optimizing other goals. Under the guidance of the new curriculum concept, the "three dimensions" of teaching objectives put forward by the curriculum standards, namely knowledge and skills, process and method, emotion, attitude and values, integrate all aspects of teaching objectives and provide specific guidance for scientific formulation of subject teaching objectives. The setting of teaching objectives is the first step of teaching design. One of the important conditions to achieve the teaching goal smoothly is to ensure the clarity, definiteness and operability of the three-dimensional goal setting under the condition of correctly understanding the three-dimensional goal. First, a correct understanding of the "three-dimensional goal" teaching goal refers to the expected teaching effect to be achieved through teachers' teaching and students' learning activities. Curriculum standards define teaching objectives as three-dimensional objectives, namely knowledge and skills, process methods, emotional attitudes and values. Obviously, the content is richer and more demanding. It is a progressive relationship from low to high, and the three-dimensional goal can be understood as four levels: one is the teaching level of mathematical knowledge and skills. Focus on solving the problem of "what is it and how to do it"; The second is the teaching level of mathematical thinking methods. Focus on solving the problem of "what kind of ideas and methods to use"; The third is the teaching level of mathematical thinking. Focus on solving the problem of "how to think of doing this and why to do it"; The fourth is the teaching level of mathematical spirit and culture. Emphasis is placed on promoting the harmonious development of students' mind, personality, concept and spirit. Second, the accurate formulation of three-dimensional teaching objectives can be understood as the framework of the overall curriculum objectives of various disciplines, which provides a basic normative requirement for the formulation of curriculum and teaching objectives of various disciplines. The setting of teaching objectives is the first step of teaching design. One of the important conditions is to ensure the comprehensiveness, accuracy and operability of teaching objectives. Paying attention to comprehensiveness when setting teaching objectives means fully considering all aspects of the three dimensions of teaching objectives. When setting teaching objectives, we should consider the three dimensions as a whole, take care of each other, coordinate with each other and reflect a high degree of integration. In teaching, the goal of knowledge and skills is the foundation. Only when the goal of knowledge teaching is achieved can other goals be achieved. When setting the goal of mathematics teaching, we must pay attention to the knowledge points involved and what abilities students can gain in the process of understanding and mastering these knowledge points. Taking process and method as the teaching goal is a highlight of the new curriculum reform. Mathematics teaching should attach importance to both results and processes and methods. In the process of setting mathematics teaching objectives, we should put process objectives and method objectives in a prominent position. The teaching goal of process and method should reflect the process of students' learning and thinking. The goals of emotion, attitude and values are further clarified and improved on the basis of the original moral education goals. The goal of emotion, attitude and values in mathematics teaching is to let students experience the value and significance of mathematics in real life. In the process of mathematics learning, the scientific spirit and humanistic spirit, emotional education factors and other moral education factors contained in mathematics learning content should be shown. 2. Attention should be paid to the accuracy of the narrative of teaching objectives. In teaching design, the description of teaching objectives is very important. It is mainly to pay attention to the accuracy of narrative language, avoid using vague narrative words such as "preliminary understanding" and "basic mastery", correctly understand and grasp the requirements of learning level, accurately select and use corresponding behavioral verbs, and correctly embody the "four elements". The first is the subject of behavior: learners. Behavioral goals describe students' behavior. The goal of standardizing behavior should start with "students should ……", not teachers' behavior. If we use the words "cultivate students …" and "cultivate students' ability", then the subject of behavior becomes a teacher. When setting goals, we should first emphasize the students' behavior subject. It is worth noting that students are the main body, but teachers should also make a difference. Teachers generally use words such as "under the guidance of teachers", "with help" and "under guidance". Secondly, behavioral verbs are used to describe students' observable and measurable behaviors. In order to effectively improve the objectivity and operability of teaching objectives, clear verbs with clear meaning and easy observation should be chosen as far as possible in the design of mathematics teaching objectives. For example, reading, writing, using, knowing, speaking, recognizing, understanding, distinguishing and describing are commonly used in the understanding level; On the understanding level, there are often: clarity, expression, drawing, determination, discovery, acquisition, reading and so on. At the application level, there are: classification, selection, comparison, arrangement, understanding, interpretation, judgment, prediction, inference, estimation, design, inspection, application, mastery, processing, deduction, proof and so on. The third is the behavioral conditions. This refers to the specific restrictions or scope that affect students' learning results. The fourth is the degree of performance. This refers to the minimum performance level of students to the goal and the degree to which they can evaluate students' performance of learning results. To determine the teaching objectives, the "three dimensions" are clear, and the "four elements" permeate the three dimensions. They cross and depend on each other, and they cannot be neglected. 3. The setting of teaching objectives should pay attention to operability. Generally speaking, the setting of junior high school mathematics teaching objectives should reflect "three dimensions" and "four elements". Through the use of behavioral verbs, we can vividly and concretely reflect the changes of curriculum ideas and make the teaching objectives more operable. The function of teaching goal is to guide teaching behavior and practice. How to maximize the effectiveness of teaching objectives? That is to design the teaching objectives carefully and concretely, that is, to be operable. The design of teaching objectives belongs to pre-class activities and presupposes classroom teaching. The preset results will directly affect the effect of classroom teaching. If the teaching goal is too general, too vague and too vague, it will lose its practical guiding role. Teaching objectives without maneuverability can only become empty furnishings, and classroom teaching will not achieve the expected results. The more specific and clear the preset goal, the stronger the guidance and the better the effect of classroom teaching. Therefore, when designing mathematics teaching objectives, we must pay attention to operability. The most closely related to operability is the use of behavioral verbs. The simpler the action verb, the stronger the operability will be. Those vague behavioral verbs are not operable, and some behavioral verbs with broad meanings will be difficult to operate. Only definite action verbs will be more operable. For example, in the teaching goal design of "One-dimensional linear equation and practical problems", the goals are all reflected by the methods of "dialogue", "operation practice" (behavior verbs and behavior conditions) and "mastery" (expression level), and students themselves (behavior subjects) acquire knowledge and skills. These simple and clear terms are very specific and easy to understand, which is beneficial to practical operation. This teaching goal design contains certain mathematical ideas and embodies three dimensions. This goal design not only embodies the comprehensiveness, but also clearly tells the students the learning results. At the same time, it is very convenient to use individualized and differentiated behavioral verbs to put forward corresponding specific requirements for students at different levels. 4. The realization of three-dimensional goals is a gradual spiral process. "Three-dimensional" goal, as three aspects of the overall goal of subject curriculum, should run through the whole process of junior high school mathematics teaching. All the goals can't be achieved overnight, and it's unrealistic to achieve them completely through a chapter of study. Even some specific goals in knowledge and ability have a process from rote memorization to understanding and application, and it is impossible to master and apply them just after learning. For the achievement of most teaching goals, especially those involving processes and methods, emotional attitudes and values. This should be a gradual spiral process. For example, "learning to treat life setbacks correctly" can never be done in two or three classes, but should be the long-term task of the whole basic education and one of the tasks of lifelong education. This rise is not a simple repetition, but a new stage on the basis of the original. After several upgrades, the overall goal of the course tends to be achieved. Every class should include the concept of "three-dimensional" goals: but it is almost harsh to implement very specific "three-dimensional" goals in a class at the same time. Because the "three-dimensional" target is a whole and interrelated, it is difficult to distinguish which target belongs to which dimension. We believe that when making specific teaching objectives, we should design our teaching objectives around the specific content of each chapter of the textbook, with knowledge and ability as the external performance, and at the same time, we can gradually realize the internal goals such as process and method, emotional attitude and values. %D%A