《全日制义务教育数学课程标准》(实验稿)中,把教学目标划分为知识技能目标与过程性目标。为了便于教师教学时的掌握和评估质量,过程性目标又分经历、体验、探索三级,体现了层次性和操作定义,改变了以往过程性目标表述上的笼统性、模糊性,具有清晰性和可操作性。那么,在实际教 “Full-time compulsory education mathematics curriculum standards” (experimental draft), the teaching objectives are divided into knowledge and skills goals and process goals. In order to facilitate the mastery and evaluation of teachers’ teaching quality, the procedural objectives are divided into three levels of experience, experience and exploration, reflecting the hierarchy and operational definition, changing the generality, ambiguity and clarity of past procedural goals And maneuverability. Well, in the actual teaching