What should primary school mathematics teachers pay attention to when setting three dimensional goal

1. The "three-dimensional goals" in primary school mathematics teaching refer to students' emotions, attitudes and values. In classroom teaching, it is necessary to introduce fresh life themes into the classroom, skillfully use students' life experience in the classroom, activate the classroom with life problems, and activate students' thinking with the existing mathematical reality, so that the mathematics classroom has the nourishment of the water of life, so that mathematics learning is more interesting and charming.

2. Primary school students' mathematical emotions are often stimulated by problem situations in the teaching classroom, so as to cultivate them. Problem situations are emotionally appealing and tend to stimulate students' interest in learning. Creating a problem situation is not an easy task, and the question should be asked smartly and engagingly.

In practice, teachers can combine the age and psychological characteristics of students, interspersed with some interesting and novel situations to stimulate students' love for mathematics.

3. Students are living people, they have independent thoughts and wills, and it is difficult to force and manipulate. However, there is a direct relationship between students' emotions and the regulation and control of the pace of classroom teaching. In a lesson, if the students are depressed, irritable, and frightened, the teacher will not receive good results even if they dance with their hands and mouth.

On the contrary, a warm, cheerful and cheerful classroom atmosphere will make students love mathematics and love math class. As long as students have positive feelings about math learning, they can maintain their motivation and achieve results in math learning. Therefore, teachers must pay attention to students' emotions, regulate the teaching rhythm at any time, and create a relaxed, democratic and harmonious classroom atmosphere.

Attention should be paid to the following issues:

1. Correctly grasp the relationship between the three dimensions of the three-dimensional target.

2. Set teaching objectives from "focusing on results" to "paying attention to students" 3. Teaching objectives should be comprehensive, moderate, clear and specific.

Summary. No, the teaching of mathematics focuses on basic mathematical knowledge, such as mathematical thinking, algorithms, functions, probability theory, statistics, etc.

No, the teaching of mathematics focuses on basic mathematical knowledge, such as mathematical thinking, algorithms, functions, probability theory, statistics, etc.

You've done a great job! Can you elaborate on that?

No. The teaching of mathematics focuses on basic mathematical knowledge, including mathematical concepts, algorithms, formulas, graphs, functions, probabilities, etc. Problems may occur because students do not have a deep understanding of mathematical knowledge, or they do not have an inappropriate learning method and do not grasp the steps and key points of learning.

The workaround is:1Strengthen the study of basic knowledge, practice more, and master the basic knowledge solidly.

2.Pay attention to learning methods, grasp the steps and points of learning, and do every step well. 3.

Strengthen the connection, link the knowledge learned with practical application, and enhance the interest in learning. Personal tips: To learn mathematics, we should insist on it, don't rush for quick success, grasp the steps and key points of learning, practice more, grasp the basic knowledge solidly, link the knowledge that we have not learned in the school hall with practical application, and enhance the interest in learning.

Science Design for Elementary Schools"Three-dimensional"Objectives should be aware of the issues.

1. "There is no teaching with textbooks" instead of "teaching textbooks":

Teaching materials" often has a single goal of teaching knowledge; "Teaching with textbooks" is to accompany the teaching of knowledge in the process of cultivating ability and attitude to a greater extent. The goal design of science courses should have the awareness of "teaching which liquid with teaching materials", so that the goals of science, emotional attitudes and values can be organically combined with the goals of scientific knowledge.

2. Use different behavioral verbs to express different types of teaching goals:

In order to facilitate the evaluation of teaching effectiveness, the subject of the teaching goal should preferably be the student, the predicate should preferably use measurable behavioral verbs, and different types of verbs should be used for different types of goals.

3. Use expressive goals as much as possible to express the goals that require long-term accumulation before they can be realized

It is impossible to expect to learn a particular skill or attitude in a single lesson.

The new curriculum standard for primary mathematics has identified specific teaching objectives in three dimensions, namely knowledge and skills, process and methods, and emotional attitudes and values. However, on the whole, it is still difficult for the "three-dimensional" teaching goal to achieve the real sense of "integration". Teachers tend to pay attention to the first two aspects in classroom teaching to weaken the other aspect, and pay attention to the latter two aspects to weaken the achievement of knowledge and skill goals.

So, how do you achieve three-dimensional goals in the classroom? 1. Creating a rich teaching situation is the cornerstone of achieving the three-dimensional goal, and the creation of the situation is that the teacher externalizes the teaching goal into a situation that is easy for students to accept, so that students can be immersive, have an intuitive image to grasp, and have a strong emotional atmosphere to feel, according to the characteristics of students' thinking and the law of understanding, take "shape" as the means, "fun" as the breakthrough, "love" as the link, "the surrounding world" as the source of wisdom, and a harmonious teacher-student relationship as the guarantee, and organically integrate the three-dimensional goals. Pay attention to students' emotions, attitudes and values, pay attention to the consolidation and improvement of knowledge and skills, and create an interesting, diversified and life-oriented learning situation according to the age characteristics of students, so as to arouse students' interest in learning, realize the improvement of thinking, and realize the unity of experiential goals and outcome goals.

At present, most teachers' setting of the three-dimensional objectives of the new curriculum can be well reflected in the lesson book, but the specific implementation process of classroom teaching is not satisfactory. Most classes are still focused solely on the implementation of knowledge goals. In particular, the implementation of process objectives is the most lacking.

So how to effectively implement and reflect the objectives and requirements of the new curriculum in classroom teaching? Attention should be paid to the following:

1. Understand the meaning of three-dimensional goals and their relationships, and strengthen the "harmony of three-dimensional goals."

1. Indivisible".

Three-dimensional goals refer to the goal requirements at three levels: knowledge and skills, processes and methods, emotions, attitudes and values. Specific to our classroom teaching, we should first clarify the knowledge objectives of a lesson, and then let students experience the process of knowledge development, so that students can acquire effective learning methods and develop all aspects of ability while mastering knowledge, and enable students to gain successful experience in the process of independent learning, enhance their interest in learning mathematics, and form correct learning attitudes and values.