In fact, the teaching goal covers two goals: "teaching" and "learning", which is the standard or quality specification to be achieved in teaching activities. The content and function of teaching objectives can be expressed as follows: teaching objectives determine the learning content, guide teachers to carry out teaching activities, and stipulate the levels of learning, guidance, teaching and testing. The design of teaching objectives is the central content of teaching design, and it is a teacher's prediction of students' learning results based on certain teaching ideas and learning theories on the basis of analyzing students' needs, knowledge preparation, teaching content, difficulty or complexity of learning tasks and teaching conditions for completing tasks. This expected learning result is often based on observable and measurable behaviors that happen to students. Once the teaching goal is determined, it becomes an important basis for teachers to choose teaching strategies, develop teaching media, arrange and organize teaching activities and implement teaching evaluation. Therefore, the teaching goal is the starting point, criterion and destination of classroom teaching, and whether the goal setting is appropriate or not directly affects the design of teaching links and the actual effect of classroom teaching.
Second, in the actual teaching work, we must face two practical problems: one is who will determine the teaching objectives, and the other is who will determine the teaching objectives. This involves basic theoretical issues such as the status and role of teachers and students. In the actual teaching process, the leading role of teachers is generally good, while the main role of students is often not enough. We know that students actively choose, process and obtain meaning from external information according to their own knowledge and experience, which is irreplaceable by others. No matter how scientific the teaching objectives set by teachers are, how wonderful the teaching contents are, and how novel the teaching forms are, it is difficult to achieve the teaching objectives and carry out teaching activities smoothly without the active participation of students. Therefore, the design of teaching objectives should not only consider the characteristics of teaching content, teaching conditions, teaching environment and teachers themselves, but also be based on the reality of students, so as to ensure that students' dominant position can be truly reflected.
Thirdly, the teaching objectives should be composed of two parts: one is the static limited objectives such as basic knowledge and basic concepts contained in the teaching content. Usually stipulated by the curriculum standards, reflected by the teaching tasks, can be preset before class. The second is the generative goal of teacher-student communication and student-student communication in teaching activities. It is dynamic and infinite, and it is difficult to determine before class. Compared with students, the preset goal is artificially imposed, which reflects the basic requirements of society for human growth and development, is the basis of teaching activities, and can be regarded as the "bottom line" of teaching goals. Compared with students, generative goals are inherently spontaneous, which embodies the significance and value of teaching activities and constitutes the "upper limit" of teaching goals. The organic combination of preset goal and generated goal constitutes a complete teaching goal. No matter which aspect is ignored, teaching activities will go to extremes.
-either "teacher-centered" or "student-centered" does not conform to the laws of education and teaching.