Teaching goal is the starting point and destination of classroom teaching and the soul of classroom teaching. It plays a regulatory role in students' classroom development, and ultimately determines and dominates the direction and degree of students' development. The teaching goal is the change of students' behavior that teachers and students need to achieve through teaching activities. This behavior change is marked by the learning level that students should reach when teaching is completed. The specific definition of the goal should be based on the requirements of the syllabus, the characteristics of the teaching materials and the students' actual acceptance ability. Teaching goal design is the planning of the expected results of teaching activities and an important link in teaching design. Therefore, goal design should be based on goal analysis, that is, teachers should start from the established ultimate goal and ask themselves what constitutive abilities students must have to achieve the ultimate goal. Teaching objectives are not only the starting point of teaching activities, but also the preset possible results. The goal of primary school mathematics teaching includes not only the requirements of knowledge and skills, but also the requirements of mathematical thinking, problem solving and students' feelings and attitudes towards mathematics. Different understanding of the goal will lead to different teaching designs, thus forming different levels of classroom teaching. For example, the same course "Orientation" has formed two different levels of teaching design because two teachers have set different teaching objectives. A teacher's teaching goal of "determining position" is: "master the method of determining position with' number pairs' and be able to determine the position of objects with' number pairs' on grid paper." Based on this goal, the teacher gave each student a card with the first column and the first line written on it, and asked the students to stand in front with the card and then find the corresponding position according to the requirements on the card. Under the guidance of the teacher, the students reported how to find a position and finally achieved the teaching goal. Judging from the goal determination and teaching process design of this class, the cognitive teaching goal is the main body. Although the teaching design is simple, taking into account students' original knowledge base and life experience, it causes students' single cognitive development, but lacks good emotional experience and opportunities to solve practical problems with knowledge. Another teacher's teaching goal of "determining the position" is: "Make students explore the method of determining the position in specific situations and tell the position of an object; Ask students to use "number pairs" to determine the position of objects on square paper; Let students feel the close connection between mathematics and life in specific situations, discover and solve mathematical problems independently, gain successful experience from them, and establish confidence in learning mathematics. " Under the guidance of this goal, the teacher first asked the students to try to describe a classmate's position in the class with the simplest mathematical method, and then classified and compared the different representations of this classmate, on this basis, the similarities and differences of different representations were obtained-all of them used "the third group and the second group" to describe the classmate's position in the class. At this time, the teacher pointed out that in fact, the position of this classmate can also be expressed by (3,2), which is mathematically called "number pair". After the teachers and students studied the reading and writing method of "number pair", the teacher designed a game activity-the teacher pointed to a student and asked the student to tell his position with "number pair", and other students judged right and wrong; The teacher said, "Count right". Please sit in the corresponding position and stand up. The other students use gestures to judge right and wrong. Finally, the teacher also designed an interesting egg-beating game, in which "number pairs" representing each student's position were input into the computer, and the students stopped at random. Lucky students go to the front, correctly use the "number pair" to tell the position of the golden egg or silver egg they want to break on the grid paper, and then they can break the egg. After clicking, a word of blessing will appear on the computer. Through this teaching design, students not only feel the simplicity and uniqueness of using "number pairs" to determine the position of objects, but also realize that mathematics is closely related to life. In this process, students not only master knowledge, but also enjoy success and experience happiness. Through the comparison of the above two teaching designs, we really feel that to determine the appropriate teaching objectives, we must correctly handle the relationship between curriculum standards, teaching materials and students' level, and pay attention to different levels of cognition, emotion and motor skills. Bloom takes explicit behavior of learners as the basic point of goal classification and complexity of behavior as the basis of goal classification, and puts forward six-level classification of educational goals in cognitive field-knowledge, understanding, application, analysis, synthesis and evaluation. 1964, Crasworth and others put forward the classification of affective teaching objectives, and divided them into five levels according to the internalization degree of values: acceptance, attention, response, value, organization of values, and personality of values or value system. Simpson divided motor skills into perception, orientation, guided response, mechanized action, complex explicit response, adaptation and creation. The classification of the goals of the three educators provides a basic basis for us to determine the teaching goals. When designing primary school mathematics teaching, we should consider these three target areas as a whole, and treat higher-level goals as the theme and fundamental purpose that affects the content. Only in this way can we determine the appropriate teaching objectives.