The three-dimensional goal is a whole, that is to say, although the three-dimensional goal is three different aspects, it is closely related, inseparable and an organic whole in teaching practice. Traditional teaching is not without three-dimensional goals, but has not attracted great attention. In the whole classroom teaching, knowledge, ability, emotion, attitude and values always exist and always play a role, and there are positive and negative problems in emotion, attitude and values. Positive attitudes, emotions and values will promote students' learning. On the contrary, negative attitudes, emotions and values will affect students' learning.
In teaching, the three dimensions of three-dimensional goals are equally important and complement each other. But in general, emotion, attitude and values are the first. Emotion, attitude and values permeate the learning process and methods, the mastery of knowledge, the communication between teachers and students, and the cooperation between teachers and students.
Emphasizing knowledge and skills, processes and methods, emotional attitudes and values in teaching objectives is not a simple juxtaposition, but a mutual infiltration, integration and unity in the growth and development of students. Knowledge and skills are the carriers to realize two target dimensions: process and method, emotional attitude and values. Process and method are the bridge connecting two target dimensions, and emotional attitude and values are the further sublimation of knowledge and skills, process and method in teaching.
Second, the ways and processes of classroom teaching to achieve three-dimensional goals are different.
The more knowledge and skills you have, the more you can acquire them through teaching, while emotional attitudes and values cannot be completely realized through teaching. You often have to create situations and create an atmosphere for students to experience, understand and comprehend, and let them undergo a long period of edification and potential accumulation. Students need to participate in certain tasks and activities to perceive something, experience it on the basis of perception, feel something on the basis of experience, and finally internalize it into their own experience. Acceptable learning is marked by listening, taking notes, practicing, memorizing and imitating. It is easy to lead learners to a passive and passive learning process, and the learning goal points to knowledge and skills; The new learning style characterized by exploration, understanding, personal practice, sharing and cooperation is easier to guide students to understand the meaning of knowledge, give full play to students' creativity, cultivate innovative spirit and independent ability, and form a positive learning attitude, scientific attitude and correct and scientific outlook on life and values.
Thirdly, the implementation of the three-dimensional goal is reflected in paying attention to the growth of students as complete people and perfecting their personality.
In actual teaching, there is a process of knowledge generation, a process of ability cultivation and improvement, and a process of emotional attitude and values generation in combination with the content of each class. In different periods of students' learning, the goals of knowledge and ability are different, the processes and methods are different, and the emotional attitudes and values are even different. Teaching should really focus on the development and growth of students.
In the three-dimensional goal, knowledge and ability, process and method, emotion, attitude and values are both related and different. The relationship between the three determines that we should not only see the importance of "knowledge and ability" but also ignore the importance of "process and method" in the process of curriculum implementation, and pay attention to both the "process" and the "result" of learning. We should not only pay attention to the accumulation of students' basic knowledge and skills, but also pay attention to the cultivation of students' emotions, attitudes and values. The realization of three-dimensional goals should be based on knowledge and ability, and students' emotions, attitudes and values should be realized in the process and methods of learning.
Teachers should achieve the following five points when establishing three-dimensional teaching objectives and organizing teaching activities:
First of all, teachers should think and establish teaching objectives according to knowledge and skills, processes and methods, emotional attitudes and values.
Second, the three-dimensional goal is a closely related organic whole, and we can't just pay attention to one or several aspects in teaching activities. In the process of implementing knowledge and skill goals, other goals can be achieved organically through colorful and effective mathematics activities.
Third, the establishment of three-dimensional goals should be aimed at both teaching materials and students. Mathematics learning should follow the principle of step by step. Teachers should master the mathematics curriculum standards and teaching materials, and correctly establish the specific teaching objectives of each book, unit and lesson according to the requirements. At the same time, according to the standard of mathematics curriculum, it puts forward the requirement that "everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics". The establishment of teaching objectives should not only study the overall characteristics of class students, but also study the individual differences of students, so as to formulate clear, concrete and feasible teaching objectives.
Fourth, first of all, make clear the meaning of teaching objectives. Only by making clear the meaning of teaching objectives can teachers organize teaching activities around teaching objectives, thus ensuring the smooth completion of teaching objectives. Secondly, clarify the expression of teaching objectives. Teachers should try to use sentences with strong operability and clear meaning, and use professional terms accurately.
Five, teaching objectives are the starting point of teaching activities and the main basis for evaluating teaching activities. Therefore, teaching objectives should be combined with teaching activities. Teaching objectives and teaching activities are like the relationship between "road signs" and "roads". Signs are empty slogans without roads. On the contrary, if there is a road without signposts, people who walk will lose their way. Therefore, clear and specific teaching objectives can only be successfully achieved through reasonable teaching activities.