自地理新课改以来,地理课堂“三维目标”的设计一直是备受重视的研究领域。对于新职型教师而言,他们往往缺乏丰富的教学经验,可能没有真正理解三维目标中各维度的含义及其相互关系,也没有熟练掌握“三维目标”的陈述技术。对于成熟型教师而言,他们积累了较丰富的教学经验和具有个性特征的实践性知识,对“三维目标”也有个人较为成熟的见解,但也容易简单地凭个人经验去设计目标。这些情况都会制约地理课堂 Since the geography new curriculum reform, the design of geography classroom “three-dimensional target ” has been a field of much attention. For new type teachers, they often lack rich teaching experience, may not really understand the meaning of the three dimensions of the three dimensions and their interrelationships, nor are they proficient in the “three-dimensional target” presentation techniques. For mature teachers, they have accumulated a wealth of teaching experience and personality traits of practical knowledge, “three-dimensional goals ” also have more mature opinion, but also easy to design goals based on personal experience. These conditions will constrain the geography classroom