"How to effectively reflect and realize the teaching objectives in teaching, personally, we should start from the following aspects: First, comprehensively consider the three-dimensional goals, not just focusing on the goals in the field of knowledge. The content and scope of teaching objectives should be consistent with the curriculum objectives, which can be divided into three aspects: knowledge and skills, process and method, emotion, attitude and values. In teaching design, we should attach importance to designing teaching according to the process goal, and realize the three-dimensional goal through "experience … process … experience" in teaching activities. I personally think that when designing goals in mathematics teaching, we should emphasize the realization of three-dimensional goals according to students' reality. The design of a class closely revolves around the three-dimensional goal, so that students can experience the mystery of mathematics in the process of forming mathematical models, and then enhance their feelings about mathematics and their interest in learning mathematics. Second, correctly understand and grasp the requirements of learning level, and accurately and concretely choose and use behavioral verbs. According to the mathematics curriculum standard of behavioral verbs, teachers should choose and use the corresponding behavioral verbs accurately and concretely on the basis of deeply understanding and grasping the requirements of learning level. Accuracy refers to accurately reflecting the requirements of curriculum standards, which are embodied in two aspects: first, reflecting the requirements of mathematical understanding of current teaching content; Second, it meets the needs of students' cognitive development. Specifically, we should define "understanding", "understanding", "mastering" and "flexible use" in operable language, instead of just saying "understanding". Only in this way can teaching objectives really play a guiding role in teaching. Of course, in the process of classroom teaching, we must take these behavioral verbs as the benchmark and implement them in an orderly and accurate way in order to truly implement the teaching objectives. In addition, behavioral verbs must be measurable, evaluable, concrete and clear, otherwise they cannot be evaluated. Third, correctly handle the relationship between Curriculum Standards, teaching materials and students' level, and determine the appropriate mathematics teaching objectives. Different understanding of the goal will lead to different teaching designs, thus forming different levels of classroom teaching. Therefore, in order to carry out and implement the teaching objectives in classroom teaching, teachers are not only required to design reasonable teaching objectives, but also to carefully select and organize teaching contents, design appropriate teaching strategies and conduct teaching evaluation around the teaching objectives. Textbooks not only have the value of developing students' cognitive ability, but also have the value of promoting the development of students' emotion, character and will. Generally speaking, there are gaps and contradictions between the knowledge structure of textbooks and students' original cognitive structure. The purpose of teaching is to let students narrow this gap, solve the contradictions they face, transform the knowledge structure of teaching materials into their own cognitive structure, and also let students develop the spirit of inquiry and creation in the process of solving this contradiction. "Mathematics Curriculum Standard" once pointed out that our existing teaching should proceed from students' existing knowledge and experience and adopt various effective learning methods to learn. Therefore, when designing teaching objectives, we should also proceed from students' reality, take teaching materials as the criterion, and take curriculum standards as the level to ensure that teaching objectives are implemented in classroom teaching. The analysis of teaching materials in excellent teaching design includes: teaching content should be combined with national conditions and life in accordance with their aptitude, the teaching process should be gradual, and the decimal point position of quotient should be emphasized. Good at comparing integer division, paying attention to "guidance" in teaching, carefully designing exercises and consolidating them in time,