Comrade Deng Xiaoping said: "The hope for the rejuvenation of the country and the nation lies in education, and the hope for the rejuvenation of education lies in teachers." Teachers' ability is related to the success or failure of education and teaching. The junior middle school history curriculum reform also attaches great importance to the goal orientation of the curriculum, and clearly puts forward the three-dimensional curriculum goal of "knowledge and ability, process and method, emotion, attitude and values".

"Knowledge and ability" is the basic requirement of students' course learning, and its purpose is to improve students' basic subject quality in an all-round way, and it has the potential for further development.

The proposal of "process and method" is a great progress in history teaching and a highlight of the new curriculum standard. It emphasizes that the understanding of history, that is, the conclusion of history, is formed in the course of history. This requires teachers to pay attention not only to students' learning results, but also to students' learning process, so as to cultivate students' scientific literacy, scientific methods and practical ability and promote their all-round development.

"Emotional attitude and values" is an extremely important dimension in the three-dimensional goal. Compared with other subjects, the educational function of history is particularly important. In our country, the goal of history course emphasizes patriotism education, humanities education, cultivating people's thoughts and feelings, moral concepts and personality quality, forming a scientific view of history, shaping perfect personality and so on. These ideas will affect students' life, so history teachers should pay special attention to the achievement of the goal of "emotional attitude and values".

In order to effectively implement the three-dimensional goal of history curriculum objectives in teaching, teachers should work out the specific application of the three-dimensional goal in each class on the basis of in-depth study and understanding of the three-dimensional goal of history curriculum standards. Teachers can set these three dimensions separately when setting the goals of specific classes, but in practical application, these three dimensions are inseparable, so that the three-dimensional goals of history courses can be truly implemented in every history class.

Teachers must delve into the new textbooks, understand the knowledge structure, key points and difficulties, and choose different teaching methods according to the different contents of the textbooks. Because the new history curriculum standard stipulates that the teaching content takes the form of modules, from the past general history to special topics, each module is self-contained, which is easy to give students a sense of fragmentation and is not conducive to the formation of a complete historical concept. Therefore, teachers are required to analyze major historical issues in the teaching process. To reveal the integrity and regularity of historical development, we should pay attention to the organic connection between different modules, so as to form a complete historical overview for students, pay attention to the connection between history courses and other courses, and guide students to build a knowledge system and structure while accumulating knowledge, and conduct systematic and comprehensive learning. Cultivate students to observe and explain history from the perspective of development and connection.

Facing the new curriculum, teachers should first update their teaching concepts and change their roles. Teachers should change from the carrier of knowledge to the organizer, cooperator, guide, participant and mentor of students' learning. In classroom teaching, teachers should adopt various teaching forms, teaching methods and teaching means according to the actual situation, so that the teaching process becomes an exploration process for students to constantly ask questions and solve problems; Become a teacher to guide students to collect and use learning resources; It has become a process in which teachers help students design appropriate learning activities, and it has become a process in which teachers choose different learning methods according to students' learning content. Give students more opportunities to think independently, encourage students to ask more questions, encourage students to guess boldly, and make students' thinking in a positive state. Give students more opportunities to communicate and express themselves. Encourage students to speak actively, speak freely, allow different understandings and arguments, and never dampen the enthusiasm of students to speak. Teachers should ask enlightening questions from time to time in teaching, and can use methods such as setting questions, setting questions and asking questions to stimulate and develop students' innovative thinking. In the process of answering questions, students' thinking and creative thinking have been developed.

Infiltrating feelings, attitudes and values into history teaching cannot be achieved overnight, let alone in one or two history classes. Teachers can use all kinds of teaching resources to enrich classroom teaching methods, stimulate students' interest in learning history, create various teaching situations, and let students walk into historical scenes to "talk" with historical figures and gain emotional experience; By playing a historical role, conducting debates, distinguishing the truth clearly and establishing a correct view of historical right and wrong; Cultivate students' patriotic values through the teaching of plump historical figures; Help students to establish a correct outlook on life, world outlook and values with sincere feelings. History teachers should have a strong sense of role, and through empathy, they can set off a strong historical situation, so that students can go deep into history, breathe with historical figures, collide with each other and communicate emotionally on the basis of experiencing history; At a higher level of rationality, judge the value of historical things and promote the sublimation of emotional experience. Teachers have long adhered to the unity of entertaining, reasoning and reasoning, and regarded the teaching process as the unity of cognition, emotion and will.