Taking the development of students' subjectivity and creativity as the goal of education, respecting and encouraging students' personality development and emphasizing teachers' leading role have certain theoretical and practical significance. However, this is only a theoretical model, and there is no clear plan, no specific operation steps and no operability.

First, the design ideas of curriculum objectives

The curriculum goal of life mathematics in mentally retarded schools is a hierarchical goal system.

From the orientation of curriculum objectives, we can know that it takes students from mentally retarded schools as the main body, mathematics curriculum as the description object, and students' development requirements in three dimensions: knowledge and skills, process and method, emotional attitude and values as the main line, which fully embodies the basic nature of mathematics curriculum and the basic concept of curriculum reform.

The objectives of mathematics curriculum in schools with mental retardation should include basic mathematics knowledge, basic mathematics skills, mathematical thinking methods and basic mathematics activity experience. It is a concrete description of the content, main line and requirements of mathematics education for mentally retarded students from the main carrier (basic knowledge and skills) and essence (mathematical thinking methods and forms (mathematical activity experience)) of mathematics teaching, and it is an organic display of curriculum objectives.

Second, the statement of course objectives

The expression of mathematics curriculum objectives includes four basic elements: behavioral subject (student), behavioral verb, behavioral condition and degree of achievement, and some simple ways are adopted in some specific expressions. Here, the goals of mathematics curriculum include outcome goals and process goals.

Third, the outcome goal shows what the students' learning results are.

To accurately grasp the degree of achievement, the target behavior verb used is "know, understand, master and use", which is often used to express knowledge and skills and the content of specific courses.

Understanding: to know or explain the relevant characteristics of the object from specific examples; According to the characteristics of the object, identify or explain the object from the specific situation. Understanding: describe the characteristics and origin of an object, and explain the difference and connection between this object and related objects.

Mastery: On the basis of understanding, apply objects to new situations. Application: comprehensively use the mastered objects, and choose or create appropriate methods to solve problems.