我们经常提到新课程标准的三维目标:知识与能力、过程与方法、情感态度与价值观是我们每一位教师都能熟记于心的。然而,在课堂教学中,有不少老师其实没有真正地将三维目标落实在教学中。人为地“肢解”三维目标,造成了三者之间的相互割裂。实际上,教学目标的制定并非是这三者的简单叠加或机械凑合,而应是通过具体教学行为有机地整合到一起,细化到每一节课的每一个教学环节之中,做到切实可行,富有操作性。三维目标 We often mention the three-dimensional goals of the new curriculum standards: knowledge and ability, processes and methods, emotional attitudes and values ​​that every one of our teachers can keep in mind. However, in classroom teaching, many teachers do not really implement the three-dimensional goals in teaching. Artificial “dismember ” three-dimensional goal, resulting in the fragmentation of the three. In fact, the formulation of teaching objectives is not a simple overlay or mechanical improvisation of the three, but should be organically integrated through specific teaching behaviors and refined into every teaching link in each lesson so as to be practical Feasible and operational. Three-dimensional goal