Confucius once said, "Those who know are not as good as those who know, and those who know are not as good as those who are happy." Mathematics teachers should constantly improve the art of teaching, proceed from the content of teaching materials and students' reality, closely combine mathematics with real life, turn the mathematical problems in books into practical problems in life, use various reasonable methods and means to process the teaching materials, creatively design the teaching process, turn strangeness into familiarity, turn rigidity into vividness, and let students want to learn, enjoy learning and be eager to learn in the atmosphere of perception and cognition. Let students feel that the world we live in is a world full of mathematics. In mathematics learning, we can experience the vividness, interest and charm of mathematics, stimulate students' interest in learning, generate infatuation from interest, from infatuation to exploration, from exploration to success, generate new interest in successful experience, and promote the continuous success of mathematics learning. Keywords: secondary vocational school students; Mathematics; Interest Some students walked into vocational schools with regret, anxiety and anxiety about yesterday and inferiority complex. Due to the influence of traditional teaching, both teaching and learning are illegal, mathematics scores and abilities are seriously divided, and classroom teaching efficiency is low. Repeated defeats, repeated wars and repeated defeats, physical and mental development can not be healthy, and some lead to loss of confidence in learning and self-abandonment. Psychological research shows that when students are depressed, dissatisfied and lose confidence, they will directly hinder, weaken or even interrupt their intellectual activities and undermine the centripetal force of learning, not to mention learning efficiency. Faced with such students and such a phenomenon, I have been thinking: how to stimulate and cultivate students' interest in learning mathematics? This is an urgent problem for us to solve. I will talk about my experience in teaching practice for several years in this respect. 1. From the reality of life, there are many novel, vivid and interesting examples in mathematics textbooks of vocational high schools. There are many well-argued theorems; There are many wonderful and interesting narrative chapters; There are many skillfully designed exercises. Teachers should use vivid and interesting explanations to stimulate students' strong interest in learning, lead students into the magical world of mathematics, and make classroom teaching full of vitality and color. I will give an example in teaching as follows: 1: There is a parabolic arch bridge on a river. When the water surface is 4m away from the vault, the water surface is 8m, ① wide. ① Find the parabolic equation where the arch hole is located. ② The width of the wooden boat is 4m, and the height of the exposed part is 2m. When the water level rises to how m away from the vault, can't the wooden boat pass through the arch bridge? 2. A couple with normal phenotype gave birth to a color-blind son with albinism. What are their chances of having another albino color-blind child? Analysis According to the phenotypes of parents and their sons, it is inferred that the mother genotype is and the father genotype is, so the probability of two genetic diseases in children is () and the probability of color blindness is (). According to addition principle, the incidence of albino color blindness in children is (). Mathematics teaching should closely connect with students' real life, create vivid and interesting situations from students' existing life experience and knowledge, and stimulate students' interest in mathematics. "Interest is the best teacher". With the help of interesting question sources, students' enthusiasm for participation and learning motivation can be stimulated. But "why ask" must go first. When students are interested in raising their heads, they should seize the opportunity, grasp the internal relationship between problems and course content, cut into students' cognitive areas near the development zone to cause conflicts, create an environment of "thirst for knowledge", trigger learning impulses, and then stimulate students to actively participate in solving problems. For example, in the teaching of "Peace in Geometric Series", I set the suspense by the story of "Two generations of love outsmarted high-interest lenders": two generations of love borrowed gold coins from high-interest lenders on 1 5th day, and borrowed 1 gold coins on1day, which was twice as much as the previous day. He still earned 1000 gold coins every day, and finally the high borrower went bankrupt. Why? The students looked at each other with a strong thirst for knowledge on their faces. Through the story, the students' attention was caught at once, and they were anxious to know the result and showed strong interest. In addition, I also try to use multimedia courseware to demonstrate images, and students also show great interest. Vocational college students are more interested in their major. In the teaching process, we should pay attention to solving the problems around students with mathematics and teaching in a way that students can easily accept. On the one hand, the questions or stories put forward are as close to the professional reality as possible. For example, it is also a question of seeking the best value. For the professional category of travel agencies, we can talk about the relationship between the room price and the number of customers. For business majors, you can talk about the relationship between commodity pricing and sales volume; For art design majors, how to design the largest area from fixed-length materials and so on. On the other hand, we should take the initiative to contact professional teachers, understand the requirements of professional disciplines for mathematics knowledge, and make use of extracurricular activities to make supplementary reviews in time. In particular, electronics and electrician majors, which require higher mathematical knowledge, can improve the teaching of some mathematical knowledge, so that students can make it clear that mathematics, as a basic subject, is an indispensable tool to learn professional knowledge well. Mathematics comes from reality and is applied to reality. Mathematics is closely related to students' major and life. This is undoubtedly an effective way to improve students' interest in mathematics. Third, let every student taste the joy of success and consolidate their interest in learning. Psychological research shows that the generation and maintenance of interest depends on success. In the teaching process, teachers must start from the reality of vocational high school students, design and create opportunities for students to succeed, so that students at different levels can "jump up and reach" according to the slope of the problem. And then enhance the confidence of learning mathematics well. 1, we should attach great importance to asking questions in the teaching process. On the one hand, no matter when and where students ask questions, no matter how busy they are at work, they should listen carefully, answer patiently and meticulously, give students satisfactory answers as much as possible, pay attention to the temperature and discretion of questions when answering questions, pay attention to art, and cultivate students' courage to ask questions, thus generating interest in learning. On the other hand, teachers should create "problem situations" in the teaching process to stimulate students' "cognitive conflicts", thus stimulating their curiosity, motivation and thirst for knowledge. 2, combined with the skills competition activities carried out by the school every semester, to carry out various forms of mathematical knowledge competition activities. For example, math basic knowledge contest, fun math contest, math application contest, etc. , so that different types of students can get the joy of success and enhance their interest in learning mathematics. 3. Make full use of the educational function of examination and the incentive function of students' academic evaluation. First of all, the knowledge coverage, difficulty index, question quantity and question type of the test paper should focus on the outline and teaching materials. We should combine our own teaching practice with the actual level of students' learning. Treat exams with a correct educational concept and stimulate students' interest in learning through exams. Taking exams as a part of teachers' teaching and a form of students' learning can liberate students from passively accepting exams, put themselves on the opposite side of teachers, and let more students fully enjoy the happiness of achieving excellent results after exams. Secondly, the evaluation of learning process should be regarded as an indispensable part of academic performance. To understand students' personality and attitude, we can make various inductive and encouraging evaluations on those students with poor academic performance and slight progress, and encourage the transformation of poor students by evaluation methods. It is beneficial to communicate the feelings between teachers and students and realize the "happy teaching" advocated by modern teaching theory; It is conducive to giving play to the incentive and encouragement functions of evaluation. Consolidate students' interest in learning. References: 1, on the cultivation of mathematics teaching interest 2, on the cultivation and stimulation of mathematics learning interest 3, on the cultivation of higher vocational students' mathematics interest Qian Shengzhou Vocational Education Center