The three-dimensional goal is the originality of the new curriculum and the fundamental embodiment of the new curriculum to promote quality education, which makes the implementation of quality education in classroom teaching have an important starting point and a solid operating foundation. It can be said that the goal of knowledge and skill dimension is to let students learn, the goal of process and method dimension is to let students learn, and the goal of emotional attitude and values difficulty is to let students enjoy learning. Any teaching that separates knowledge, skills, process, methods, emotions, attitudes and values can not promote the sound development of students.

Are three-dimensional targets three kinds of targets?

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Knowledge and skills, process and method, emotional attitude and values are three dimensions of the new curriculum objectives, not three types. Three dimensions refer to three aspects (sides) of the same thing, just as a cube has three dimensions-length, width and height, so does the curriculum goal: students should learn any knowledge and skills in a certain way, whether it is a good method or a bad method; Everyone has to go through a process, whether it is active exploration or passive acceptance. In this learning process, students are always accompanied by certain emotions and attitudes, whether positive or negative, whether perfunctory or serious; There will always be a certain value orientation, whether it is correct or incorrect. Therefore, the three-dimensional curriculum objectives are three aspects of a problem, not three independent objectives. In classroom teaching, we can't achieve the goal of one dimension before implementing the goal of another dimension. They are related, just like taking a cube. It is impossible to choose only "height" and not "length and width". (Wang Minle)

In short, the three-dimensional goal has internal unity and points to human development. We can use the following figure to express these three relationships:

The above picture is a solid triangle, and point A represents the knowledge and skill goals; Point b represents the process and method objectives; Point C stands for emotional attitude and values; Point d represents the target integral; Point O represents the teaching goal-human development (the straight line OD is perpendicular to the bottom ABC). The following information can be read from the picture.

1. The core of the three-dimensional goal is human development.

The three-dimensional goal of each course is to serve people's development, and the vertical OD is the axis of students' development in teaching. The integration of goals in three dimensions, A, B and C, should advance towards the development of human beings impartially. The teaching of any subject should take human development as the starting point and destination.

2. Three-dimensional goals blend with each other.

Each vertex in the above picture is related to other points. That is to say, compared with the goal of human development, no goal can serve well without the whole, and a complete teaching pyramid cannot be built without any dimension. Among them, the goal of knowledge and skills can only be achieved in the process of learners' active reflection, bold criticism and practical application. Only when learners reflect, criticize and apply their knowledge and skills can their emotional attitudes and values be improved. Only when learners take positive emotional attitude as the driving force and knowledge and skill goals as the applicable objects can processes and methods reflect their own values. Suhomlinski once brilliantly pointed out: "Only when knowledge becomes a personal belief and a person's spiritual wealth, thus affecting his ideological direction of life, labor, social enthusiasm and interest, the process of knowledge acquisition and deepening can become an element of intellectual education. The formation of the world outlook is the core of intellectual education. "

3. Three-dimensional goals do not exist equally

Human development is the integration of three-dimensional goals. Without any one dimension, development will be damaged, but this does not mean that the contributions of the three dimensions to human development are equivalent. Therefore, the teaching focusing on human development should focus on the particularity of each subject and the original foundation of students.

How to unify three-dimensional goals?

For example, in Zhu Ziqing's "Spring", spring comes and "grass slips out of the soil", and a teacher guides students to read like this:

Teacher: Spring is here and the grass is growing. How does grass grow? The author used the word "secretly". "Stealing" means that grass grows out of the soil without being noticed. But instead of using "long", I said it from the soil (the teacher made an upward gesture with the index finger of his right hand)—

Students chorus: Come out.

Teacher: It is not easy to write the growth of grass with the word "drill". It has to go through thick soil, and sometimes it will run into stones and tiles, so it has to turn them over and thrive. It can be seen that the word "drill" shows that although the spring grass is small, its vitality is extremely tenacious and vigorous. You see, how well the words "secretly" and "drilling" are used!

During this period of teaching, the teacher guided the students to develop association and imagination in the teaching of the words "drilling" and "sneaking", and clearly understood the growth motivation of grass, its obscurity and grandstanding, its indomitable and enterprising spirit. It can be seen that in vocabulary teaching, knowledge and ability, process and method, emotional attitude and values can also be integrated.

In fact, whether it is writing; Reading, writing and practice all involve the infiltration of emotional attitudes and values, the study of methods, the mastery of knowledge and the acquisition of abilities. In any dominant field, there is a hidden goal dimension. The so-called three-dimensional goal should be three aspects of a goal, not three isolated goals. Its understanding can be accurately expressed as "mastering methods, acquiring knowledge, forming abilities, and cultivating emotional attitudes and values in the process". [ 1]

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[1] quoted from Zhang Conghui: How to unify three-dimensional goals, China Architecture, 2005/8.

The third theme: the three-dimensional goal of classroom teaching

Does emphasizing three-dimensional goals mean denying "double bases"

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Putting knowledge and skills at the top of the three-dimensional goal obviously does not exclude the learning of knowledge and skills from the goal, nor does it despise their position and role in education and teaching. The problem lies in how the learning of knowledge and skills is completed in teaching, and what position students are in the process of learning knowledge and skills. [ 1]

The new curriculum attaches importance to imparting knowledge and skills, and we also reflect on the phenomenon of false knowledge and skills in the classroom teaching of the new curriculum: the goal of knowledge and skills is false. Relatively speaking, knowledge and skill goals are the basic goals in three-dimensional goals. Mastering basic knowledge and skills is an extremely important routine task in classroom teaching, and it is the first problem that teachers should make clear when studying teaching materials and designing teaching process. However, due to one-sided understanding and conceptual deviation, in many classes, the most clear knowledge and skill goals are missing or blurred. Some classes always feel guilty. We can't just focus on "double bases" like traditional classes, but we must never go to the other extreme and give up "double bases". After all, "double basics" is an important starting point for students' learning, an indispensable "material" carrier for processes, methods, emotions, attitudes and values, so it is an important platform for promoting students' all-round development. Therefore, every class should give students a real cognitive gain. [2]

However, the double-base teaching obviously lags behind the requirements of the times. The traditional "double-base" teaching is based on knowledge and skills. Knowledge and skills come first, and their value is the standard. The values of intelligence, ability, emotion and attitude are incidental. While strengthening knowledge and skills, this kind of teaching fundamentally loses the overall concern for the existence and development of human life, thus making students dismembered or even suffocated.

Double-base teaching attaches importance to the teaching of basic knowledge and skills, pays attention to intensive teaching and more practice, advocates "practice makes perfect", believes that "practice makes perfect", pursues the memory and mastery of basic knowledge and the exercise and proficiency of basic skills, so that students can acquire solid basic knowledge, skilled basic skills and high academic ability, which is the main teaching goal. Explain the basic knowledge and train the basic skills in detail, so that students can have a more systematic, comprehensive and profound understanding of the knowledge and skills they have learned from the beginning. [3]

In short, in traditional teaching, both textbooks and teachers focus on basic knowledge and skills, which naturally becomes our students' strengths. Up to now, many teachers still have deep feelings for the traditional double-base teaching.

Through the comparison between Chinese and western education, we can also find that the advantages of China students lie in knowledge, skills, problem-solving ability, diligence and hard work, while the disadvantages lie in practical ability, creativity, emotional experience and self-esteem.

China students have always been known for their solid basic knowledge and skills, which is the tradition and advantage of education in China. However, due to excessive attention and attention to basic knowledge and skills, our education has deviated from the direction. Outstanding performance in the following aspects:

First, too much emphasis on solid foundation leads to superstitious authority and fixed thinking. Even if it is a correct and necessary foundation, we should pay attention to moderation. Excessive will have side effects, which are as follows: (1) Not analyzing the formation process of the foundation, not testing its correctness, old and new, high and low with practice, and not absorbing its correct and practical parts for application, development and innovation; (2) Overemphasizing the systematicness and preciseness of the foundation gives people the illusion of perfect and absolute truth; (3) Instilling requires students to memorize ready-made conclusions, which leads to students' fixed thinking and will not think outside the box, which inhibits students' creativity.

Too much emphasis on solid foundation makes students drown in the Wang Yang sea of bookishness for a long time, forgetting that all true knowledge comes from the relative truth of practice. All true knowledge must be constantly tested, criticized and perfected with the development of practice, and gradually approach the essence of things with the development of practice. This is the most important principle and guiding ideology of materialist epistemology. Too much emphasis on the foundation is not conducive to innovation, and even hinders and stifles innovation.

Second, too much emphasis on solid foundation leads to excessive burden and loss of interests. To really grasp the foundation is to make the most basic and useful content of the subject comprehensive, concise, in-depth, thorough and vivid, so as to arouse students' curiosity and make them choose the most interesting content for personalized learning on the basis of extensive selection, draw inferences from others, use it flexibly, and achieve less learning and fine use. At present, some people simplify the solid foundation to the accumulation of knowledge, and students' long-term intensive training leads to their physical and mental exhaustion, disinterest, rebellious attitude towards learning, and complete loss of initiative, enthusiasm and creativity in learning. [4]

It can be said that it is precisely because of too much emphasis on laying a solid foundation that the cultivation of students' comprehensive quality is neglected intentionally or unintentionally, which leads to serious defects in the comprehensive quality of primary and secondary school students in China, especially in their innovative spirit and practical ability. This directly affects the sustainable development of students and the improvement of national innovation ability and comprehensive strength. We can no longer be complacent about the traditional "double basics", which is the expression of the old and backward concept of teaching quality and talent.

Of course, criticizing double-base teaching does not mean that double-base teaching is not needed and denied. We emphasize that:

First, the connotation of "double basics" should be oriented to lifelong learning and development, not just to the needs and development of disciplines. The double base of subjectivity theory is a closed double base, which lacks the connection with life and times; It is a kind of deep and generous double foundation, which exceeds the acceptance possibility of students' learning. People-oriented, paying attention to students' life experience and interest in learning, following students' learning rules and reflecting the changes of the times.

Second, the double foundation is only one dimension of the curriculum goal. If the double base is isolated and absolute, it can only go to the opposite side and lose its own value. Only when it is organically combined with the other two dimensions can it play its value and function of promoting students' development.

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[1] quoted from Cai Tiequan: Interpretation of Curriculum View of Three-dimensional Goals, Global Education Outlook, 2006/3.

[2] Quoted from: "Achievements and Problems of New Curriculum Reform", "Curriculum, Teaching Materials and Teaching Methods" 2005/5.

[3] Quoted from Shao Guanghua and Gu Lingyuan: Theoretical Research on Double-basic Teaching in China, Educational Theory and Practice, 2006/2.

[4] See Zhou Honglin and Wu Guoping: Criticism of the misunderstanding of "laying a solid foundation", Chongqing Education, 2002/6 Classroom Teaching, the third theme of three-dimensional goals.

How to deal with the relationship among knowledge, skills, processes and methods?

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The relationship between knowledge, skills, process and method is actually the relationship between conclusion and process, as well as the relationship between learning and thinking, acceptance and discovery, mastery and perception, learning to attend meetings, knowledge and intelligence, inheritance and innovation.

From the discipline itself, the process embodies the inquiry process and method of the discipline, and the conclusion represents the inquiry result of the discipline (the system of conceptual principles). They are interactive, interdependent and mutually transformed. What kind of inquiry process and methodology must correspond to what kind of inquiry conclusion or result, and the acquisition of conceptual principle system depends on the specific inquiry process and methodology. If the conceptual principle system is the "body" of the discipline, then the inquiry process and inquiry method are the "soul" of the discipline. The organic combination of the two can reflect the overall connotation and thought of a subject. Of course, different disciplines have different concepts and principle systems, and their inquiry processes and methodologies are also different. However, no matter which subject it is, the inquiry process and methodology of this subject have important educational value. Only by combining the concept and principle system of the discipline with the corresponding inquiry process and methodology can we help students form a vivid cognitive structure of the discipline with both body and mind, so that the rational process and spiritual world of students can be substantially developed and promoted.

From the teaching point of view, the so-called teaching conclusion is the purpose or result of teaching; The so-called teaching process is the activity procedure that must be experienced in order to achieve the teaching purpose or obtain the required conclusion. Undoubtedly, one of the important purposes of teaching is to make students understand and master the correct conclusion, so we must emphasize the conclusion. However, without a series of questioning, judging, comparing, choosing and corresponding cognitive activities such as analysis, synthesis and generalization, that is, without diversified thinking processes and cognitive styles, without collision, debate and comparison of various viewpoints, it is difficult to draw a conclusion and really understand and consolidate it. More importantly, it is impossible to cultivate students' innovative spirit and innovative thinking without a teaching process based on diversity and richness. Therefore, we should emphasize not only the conclusion, but also the process. From the perspective of learning, focusing on conclusion means focusing on learning, and focusing on process means focusing on learning. Learning, focusing on accepting and accumulating knowledge, is adaptive learning to improve the ability to solve current problems; Learning, which focuses on mastering methods and actively exploring knowledge, aims at discovering new knowledge and information, proposing and solving new problems, and is an innovative learning. In the era of knowledge economy, the knowledge gained by students in school is far from enough for social use. Only by constantly updating knowledge can people keep pace with the times.

Modern educational psychology research points out that students' learning process is not only a process of accepting knowledge, but also a process of discovering, analyzing and solving problems. On the one hand, this process is a process of exposing students' problems, difficulties, obstacles and contradictions, on the other hand, it is a process of showing students' intellectual development, forming unique personality and innovative achievements. Because of this, the new curriculum emphasizes the process and the experience of students exploring and acquiring new knowledge. Of course, emphasizing the process of exploration means that students will face problems, confusion, setbacks and failures. It also means that students may spend a lot of time and energy, but the result seems to be nothing. But this is a process that a person must go through in learning, survival, growth, development and creation, and it is also an inherent requirement for the development of a person's ability and wisdom. It is immeasurable "long-term" and unspeakable.

But we should also prevent the generalization of the process: both the process and the method objectives are "free". First of all, because the one-dimensional goal of "process and method" is a new requirement neglected in previous classroom teaching, the average teacher has no consciousness of designing this goal. Some teachers have a clear consciousness, but there is a phenomenon of "dissociation" in design and operation: divorced from knowledge and skill goals, divorced from teaching content and teaching tasks, divorced from students' development, thus losing the value of processes and methods. The following case illustrates the seriousness of this problem from one side.

Teacher: Little friend, how do you remember the word "dish"?

Health: dish, up and down structure, with cursive prefix on it and cauliflower under it. Together, it is the word "dish".

Teacher: Is there any other way?

Health: Dish, the word "Dish" is formed by removing three strokes from the grass prefix above and the color below.

Teacher: Good. Is there any other way?

Health: Dish, the above is difficult to get rid of the ancient, and the following are three colorful strokes, which together are the word "dish".

Teacher: Good. Is there any other way?

Health: vegetables, with flowers removed from the top and colors removed from the bottom, form the word "vegetables".

Teacher: Good. Is there any other way? ……

The more complicated students remember, the more confused they learn. This teaching of process for process and method for method has lost its due value.

Case 1: The Enlightenment of Butterfly

The butterfly was found struggling in a cracked cocoon. He couldn't bear it, so he picked up scissors to cut open the cocoon and help the butterfly out of it. However, this butterfly died soon because of its bloated body and shriveled wings, which made it impossible to fly. Butterflies must struggle in pain until their wings are strong, and then break out of their cocoons before they can fly. Saving the process seems to save their pain, but the result is counterproductive. Isn't it the same with students' study? Teaching that emphasizes the conclusion but ignores the process excludes students' thinking and personality, vulgarizes the teaching process to the point where you can master knowledge only by listening and memorizing, so there are "good students" who master knowledge without thinking, questioning, criticizing and innovating knowledge. This is actually the strangulation of students' wisdom and the destruction of students' personality. Comenius accused medieval schools of "becoming a place of terror for children and a slaughterhouse to show their talents"; Engels criticized Aberdeen Middle School in England, although it was well funded, because it "has a terrible endorsement system, which will turn a student into a fool in half a year." Mao Zedong criticized the old education for "destroying talents and young people" and making students "more and more stupid", referring to this situation.

Case 2: Good boy (Yang Mingming)

In spring, I read a poem about spring with my children. The poem is wonderful, and the children are even more wonderful. This poem is written like this:

Raindrops in May

Like ripe grapes.

One, one

Into the embrace of the earth

The smell of honey is everywhere.

The smell of alcohol is everywhere.

I didn't show this poem to them at once, but let the children taste it sentence by sentence, or deliberately leave a blank for them to guess how the poet would write it.

The poem says, "Raindrops in May are like ripe grapes."

The children said: Yes! Yes! Ripe grapes will drop, and ripe grapes will have more water!

The poem said "one, one" and I asked, "one, one, what's falling?"

A child said, "It's raindrops that fall."

The second child said, "No, the grapes fell."

Child C said, "You are not right. Raindrops like grapes are falling. "

Ding said, "It should be said that grapes are like raindrops."

What a persistent discussion! Why go after them? Who is right? Just look at their serious expressions. I am very satisfied.

The debate that followed was even more exciting. The poem says "fall into ...". Before I finished the second sentence, they answered again. Call a spade a spade: "Fall into my mouth!" "

Retorted, "Can you put it in your mouth?"

Competition: "I think I fell into the pond!" " "

"No, fall into the dry land!"

"I fell into the desert!"

"I fell into the orchard!"

"Fall into the field!"

Finally, it is a great summary: "throw yourself into the embrace of nature!"

I flashed the poet's original words: "throw yourself into the embrace of the earth!" " "

"Oh!" The children cheered! What are they cheering for? Is it cheering? Right? No way! They are cheering for themselves, with the level of poets.

In the last two sentences, I asked the children to fill in the blanks. "The smell of () is everywhere, and the smell of () is everywhere."

They are very interested in this bracket, and the answers are colorful: write grapes, incense, sugar, harvest and joy. Some children even wrote the same sentence as the original poem: "The smell of honey is everywhere!"

The child's ability is amazing! They can not only read and appreciate poems, but also write them.

The third theme: the three-dimensional goal of classroom teaching

How to Pay Attention to Emotion, Attitude and Values in Teaching

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Paying attention to emotion, attitude and values is the embodiment of people-oriented thought in teaching, and its essence is paying attention to people. Paying attention to people (feelings, attitudes and values) and subjects (knowledge, skills, processes and methods) is also a crucial relationship in teaching. From the students' point of view, it shows the relationship between learning pleasure and learning. From the perspective of teachers, it shows the relationship between teaching and educating people (teaching knowledge and teaching life), and from the perspective of teaching, it shows the relationship between cognition and emotion.

Is the focus of discipline teaching in discipline or in people? Paying attention to subjects or people embodies two different educational values. Paying too much attention to the discipline and emphasizing the independence and importance of the discipline are the embodiment of the discipline-based theory. Discipline-oriented theory puts discipline above education and above people, and discipline becomes the center and goal. School education and classroom teaching have become the means to promote the development of disciplines and cultivate reserve talents. This educational view, which only attaches importance to disciplines and ignores them, fundamentally deviates from the basic nature and sacred mission of basic education, especially compulsory education. Practically speaking, subject teaching is a kind of "arrogant" teaching, which is highlighted as follows:

1. Pay more attention to cognition than emotion

The learning process is a process of unifying cognitive activities and emotional activities based on people's overall psychological activities. Cognitive factors and emotional factors occur at the same time in the learning process and influence each other. They constitute two different aspects of students' learning psychology and have a great influence on learning activities from different angles. Without the participation of cognitive factors, the learning task cannot be completed; Similarly, without the participation of emotional factors, learning activities can neither happen nor be maintained. Emotional factors not only determine students' learning consciousness and initiative, but also promote the mastery of knowledge and the development of intelligence, and also greatly promote students to form a good learning attitude of taking learning as fun and getting something for nothing.

Traditional subject-based teaching limits vivid and complicated teaching activities to a fixed and narrow cognitive framework, and only pays attention to students' memory, understanding and mastery of subject knowledge, without paying attention to students' emotional life and experience in teaching activities. Non-emotional teaching is a big defect of traditional teaching.

2. Pay more attention to teaching than educating people

Subject-based teaching separates teaching from educating people, takes teaching as an unshirkable responsibility, and takes imparting subject knowledge and cultivating ability as its own responsibility, ignoring students' moral life and personality cultivation in teaching activities. The teaching process can't be the process of students' moral promotion and personality development, which is the biggest dereliction of duty in subject-based teaching. Teaching reform must change the value standard, that is, from the subject standard to the human development standard. The mistake of discipline-based theory lies not in the discipline itself, but in the guiding ideology. Subject teaching should still reflect and attach importance to the characteristics of subject knowledge and follow the law of subject development. However, subject teaching must be based on people's development and obey and serve people's all-round and healthy development.

Paying attention to people is the core concept of the new curriculum-the concrete embodiment of "everything is for the development of every student" in teaching, which means:

First, pay attention to every student. Every student is a lively, developed and dignified person. In the teacher's classroom teaching philosophy, all students in the class, including every student, are the objects they should pay attention to. The essence of care is respect, care and concern, and concern itself is the best education.

Second, pay attention to students' emotional life and experience. Confucius said: Knowing is better than being kind, and being kind is better than being happy. The teaching process should become students' happy emotional life and positive emotional experience. Are students cheerful or indifferent, happy or sad in class? With the acquisition of subject knowledge, is the attitude of students towards subject learning more and more positive or more negative? Is the student's confidence in subject learning stronger or weaker? All this must arouse the attention of our teachers, and this attention also requires our teachers to "concentrate" on teaching and not to be the mouthpiece of the subject system. "Intention" teaching reflects teachers' love for their jobs, their concern for students and their eagerness.

Third, pay attention to students' moral life and personality development. Classroom is not only a temple for the transfer of subject knowledge, but also a temple for the cultivation of human nature. There are rich moral factors in classroom teaching. "Teaching is always educational", which is a basic law of teaching activities. Teachers should not only fully explore and display all kinds of moral factors in teaching, but also actively pay attention to and guide students' moral performance and moral development in teaching activities, so that the teaching process can become students' noble moral life and rich life experience. In this way, the process of subject knowledge growth will also become the process of personality perfection and development. With the acquisition of subject knowledge, students will become more and more caring, compassionate, responsible and educated. Of course, this also requires teachers to strengthen their self-cultivation and constantly improve themselves.

In a word, paying attention to people's teaching can make subject teaching become the process of forming and developing emotions, attitudes and values at the same time, thus realizing people's development.

What does this warning tell us?

A survivor who escaped from the Nazi concentration camp became the principal of a middle school after the war. Every time a new teacher comes to school, he will send a letter to the teacher, which reads: "Dear teacher, I am a survivor of the Nazi concentration camp. I saw with my own eyes what human beings should not see: gas chambers were built by engineers with professional knowledge, children were poisoned by knowledgeable doctors, young children were killed by trained nurses, and women and babies were shot by soldiers with high school or college education. Seeing all this, I want to know: what is education for? My request is: please help students grow into people. Your efforts should never be used to create knowledgeable monsters, versatile perverts and highly educated butchers. Only in the case of humanizing our children, the ability to read, write and calculate has its value ... "

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