Curriculum objectives are a concrete reflection of the value of the school curriculum and a manifestation of the phased and specific results of the curriculum. Traditional courses usually correspond to a specific student development goal for each subject, such as moral, intellectual, physical, aesthetic, and labor. So it is generally believed that if students are excellent in all subjects, they have achieved all-round development. The new curriculum gives a new elaboration and positioning for students' all-round development. The outstanding feature is that the curriculum objectives move from a one-way approach to multiple, comprehensive and balanced. Specifically, the goals of each course reflect the organic integration of three dimensions: emotions, attitudes and values, processes and methods, and knowledge and skills. The "curriculum goals" of the "Standards" are different from the "teaching purposes" of the "Teaching Syllabus". Although the goals contain the meaning of purpose and mileage, the goals are different from the overall, ultimate and universal value of the purpose. It is more reflected in the specificity, stage and special value. Therefore, we can roughly understand the curriculum objectives as: specific behavioral changes and staged and specific learning results of students in certain learning activities under the guidance of school teachers. The music curriculum objectives have the following functions: (1) Clarify the development direction of music education; (2) Prompt the key points of the music education plan; (3) Provide music learning experience methods; (4) Determine the basis for music education evaluation. The relationship between the above four is: by clarifying the development direction of music education and reminding the key points of the music education plan, it provides students with the optimal music learning content, methods and experience to achieve the goals, and determines this as the standard for evaluating the results of music education activities. . Music course goals need to be accomplished in specific music teaching. Therefore, there are more clear and specific music teaching goals in music teaching in a certain aspect, field, and academic hour. The functions of music teaching objectives are: (1) Guidance - clarify the direction of music teaching, lead the music teaching process, propose music teaching methods, and determine the results of music teaching. (2) Planning - express the music teaching plan, define the scope of music teaching, standardize the progress of music teaching, and put forward the key points of music teaching. (3) Regulation - regulate the music teaching process, restrict music teaching methods, change music teaching methods, and regulate music teaching operations. (4) Evaluation - detect and evaluate the effectiveness of the music teaching process. The overall goal of the music curriculum is to stipulate the final results to be achieved by music education at a certain educational stage from a macro perspective. It is based on the realization of the value of the music curriculum and specifically includes emotions, attitudes and values, processes and methods, knowledge and In the expression of three dimensions of skills. So, why should the music curriculum goals be expressed in such a way? Why classify according to three dimensions? This is a question that every music teacher is concerned about. The specific goals of basic education curriculum reform in the "Basic Education Curriculum Reform Outline" issued by the Ministry of Education are: "Change the tendency of the curriculum to focus too much on knowledge transfer, emphasize the formation of a proactive learning attitude, and make the process of acquiring basic knowledge and basic skills simultaneous Become a process of learning to learn and form correct values. "This statement actually includes and covers specific goals in three aspects, namely: emotions, attitudes and values, processes and methods, and knowledge and skills. This new way of expressing curriculum objectives reflects the new view of knowledge and students, the integration of multi-dimensional goals in human development, and the requirements of quality education for the curriculum objective system. For a long time, the goals of basic education courses have been directed at a single cognitive field, treating courses as knowledge and subjects. Knowledge-centered, knowledge standardization, and knowledge unification govern curriculum construction, design, and implementation. The disadvantages brought about by this single and one-sided curriculum view are obvious. It aggravates the tendency of basic education courses to focus too much on knowledge transfer, resulting in a curriculum structure that highlights subject-based standards, too many subjects, and lacks integration. The course content is "difficult, complicated, and There are a series of problems such as "biased and old" and too much emphasis on book knowledge, too much emphasis on receptive learning, rote memorization, and mechanical training in curriculum implementation, and too much emphasis on screening and selection in curriculum evaluation. The new curriculum concept is based on the criticism and reflection of the traditional "knowledge-based" and "discipline-based", highlighting "people-oriented" and emphasizing the integration of curriculum. Specifically, it has the following connotations: (1) Students are the core of the curriculum. The design of course objectives must first treat students as living people, based on students' real life and future life. It must not only meet the needs of students' real life, but also be based on the construction of students' future life. It pays attention to the interests, attitudes and needs of the learner, the personality development of the learner, the relationship between the learner and himself, others, society and nature, and the connection between the learner and the various factors of the course. Take a holistic view of "students are the core of the curriculum" and regard student development as the fundamental goal of the curriculum. (2) Highlight the integration of courses. The design of curriculum goals is based on overall care for the existence and development of human life, not just cognitive goals. In the past, intelligence, ability, emotion, attitude, learning process, learning methods, etc. were often ignored, and their value became an appendage of knowledge. While the new curriculum concept embodies the transformation from "knowledge-oriented" to "people-oriented", it will inevitably lead to the curriculum goals shifting from a single cognitive goal to multiple goals of emotions, attitudes and values, processes and methods, and knowledge and skills. organic integration.

In the specific music teaching design, there is a fundamental difference between the traditional "teaching purpose" and the current "teaching goal": the former has strong traces of "subject-based" and "teacher-centered", and its design is reflected in "what to teach" , "how to teach", "what purpose is achieved through teaching", etc.; the latter reflects the transformation from "teacher-centered" to "student-centered". "Teaching objectives" are based on the learner's perspective, and target requirements and target levels are designed based on curriculum standards and teaching materials.