“知识与能力、过程与方法、情感态度与价值观”是新课程标准提出的课堂教学需要贯彻的三维目标。它集中体现了素质教育在课堂教学中落实的基本途径和学生均衡发展与个性发展和谐统一的客观规律。但很多时候我们都把“知识与能力、过程与方法、情感态度与价值观”割裂开来,致使课堂教学目标三个维度的处理出现了厚此薄彼,顾此失彼现象,严重制约学生综合素质的发展。下面这个案例启示我们,在课堂教学中,三维目标应该成为一体。 “Knowledge and ability, process and method, emotional attitude and values ​​” is the three-dimensional goal that the new curriculum standard puts forward in classroom teaching. It embodies the quality education in the classroom to implement the basic approach and the balanced development of students and the development of individual harmony and unity of the objective laws. However, most of the time we split the “knowledge and ability, process and method, emotional attitude and values”, resulting in the treatment of the three dimensions of the classroom teaching goal being out of step with each other, giving the opposite effect and seriously restricting the development of students’ overall quality. The following case shows us that, in classroom teaching, three-dimensional goals should become one.