The new curriculum requires our teachers to take students as the starting point and take students as the main body of teaching objectives when setting teaching objectives, while teachers only act as participants, helpers and guides.

For example, the problem of "multiple solutions to one problem" is itself a problem of giving inferences. In the past, most of our teachers explained an example in detail and told students to do so. Then they left some exercises and a class passed. It seems that this class is very successful, and the "achievements" of teaching have been fully reflected. However, the course is very boring, and students will only copy examples and become a pure process of memory and imitation, mastering only the method of solving problems, but not the essence. But if students ask questions in this class and finally solve them through serious thinking, exploration and even discussion, students will really get exercise, which is the real development.

Another example is the lesson we all know, the story of Cinderella. The most successful lesson is the embodiment of emotional attitude and values. By guiding students to read, American teachers come to the conclusion that punctuality is the first; Second, stepmother just can't love unrelated children as much as her own. Guide children to make more friends; Third, in addition to the help of others, we must love ourselves; Fourth, the teacher's most successful point: for the last ideological education of students, mistakes are not terrible. We must believe in ourselves and have the confidence to educate students. This is very successful and worth learning.

(2) The teaching objectives should be comprehensive.

From the mathematical point of view, to achieve the three-dimensional goal, we should not only promote students to master the basic knowledge, skills and methods of mathematics, but also improve students' ability to think and solve problems, and at the same time promote the development of students' emotions, attitudes and values. "Knowledge and skills" are both goals and important carriers, so we say that strengthening the teaching of basic knowledge and skills is still the focus of mathematics learning, but we need to rethink the connotation and requirements of "foundation". "Process and method" is also a teaching goal, but it is also a medium, which plays a bridge and link role in achieving the goals of emotion and attitude, knowledge and skills.

(3) Teaching objectives should be general, and teaching contents should not be used instead of teaching objectives.

In short, the ideal teaching process should be a process of perceptual knowledge and perceptual knowledge, a process with life significance.