Abstract: Key words: The change of learning style of vocational middle school students focuses on learning majors and skills. With the shift of learning focus, vocational school students hold indifferent or even indifferent attitudes towards basic cultural courses such as mathematics. In addition, many students have lost their interest and confidence in learning mathematics. Rigid thinking and indifferent expression are common manifestations of students in class. Faced with this situation, our mathematics teachers in vocational middle schools should consider the all-round development of students, emancipate their minds, change their concepts, take classroom teaching as the main battlefield, take students as the main body, optimize classroom teaching, change students' learning methods, and make a new breakthrough in mathematics teaching in vocational middle schools. How to change students' mathematics learning style? Generally speaking, I think changing the way students learn mathematics is to change the passive and single learning way of students at present. We should advocate diversified learning methods, let students become the masters of learning, make students' subjective consciousness, initiative and creativity develop continuously, and cultivate students' innovative consciousness and practical ability. This requires advocating independent, practical, exploratory and cooperative learning methods. Therefore, I think this change can be realized from the following four points: First, the traditional teaching method of "passive acceptance" is "autonomous learning", and its teaching method is that lectures occupy almost all classroom teaching time, and teachers just talk about it, ignoring students' learning initiative and the cooperative relationship between teachers and students, and students are in a passive acceptance position. Tao Xingzhi, an educator, once pointed out: "Teachers only teach and students only teach. It seems that everything the students have learned has been dismissed. From the name, it is actually a school. In fact, it's like a school. This is because there are too many re-educations, so teaching and credits are separated unconsciously. " In order to change this situation, he put forward the "integration of teaching and learning" and put it into practice in education. The ultimate goal of teaching activities is to let students learn to learn. Teachers should establish a student-centered teaching concept and give full play to students' main role in the classroom. Stimulate students' learning motivation, stimulate students' desire for knowledge, let students participate in the whole teaching process with interest, and acquire knowledge through their own thinking activities and hands-on operations. In mathematics teaching, teachers should stand on the heights of "educating people" and "people-oriented development" and regard mathematics teaching as a way of human development. Students' active learning is an inevitable way for students to know, understand, master and apply mathematics. Only through active learning can students improve their mathematics quality, develop their creative thinking and cultivate their creative personality. In the usual teaching, I pay attention to choose different teaching methods according to different teaching contents, different teaching objectives and students' characteristics, strive to create a harmonious and pleasant teaching atmosphere and diverse teaching situations, and carefully design teaching processes and exercises. Give students the right of independent exploration, cooperation and communication and hands-on operation in class, so that students can fully express their opinions. Over time, students realized the joy of success, which aroused their curiosity, thirst for knowledge and interest in learning mathematics. They felt that mathematics was no longer boring formulas, calculations and numbers, but changed from "passive acceptance" to "autonomous learning" in thought. Second, change "mastering knowledge" into "applying knowledge". In mathematics teaching, teachers should guide students to understand that mathematics comes from life and is used in life. Mathematics itself is not a mathematical symbol, it has rich connotations and is closely related to people's lives. The ultimate goal of learning mathematics is to apply what you have learned to your life and solve the mathematical problems around you. The new curriculum also advocates that students can initially learn to ask questions and understand problems from the perspective of mathematics, and can comprehensively use the knowledge and skills they have learned to solve problems and cultivate their sense of application. However, the lack of mathematics application consciousness is a serious problem in mathematics education in China. Without mentioning the actual source and specific application of mathematics in class, the phenomenon of "pinching the head and burning the tail" still exists everywhere. With the gradual formation of the socialist market economic system, mathematical problems in economic aspects such as stocks, interest, insurance, bonus savings and installment payment have gradually become common sense. If mathematics teaching still turns a blind eye, regardless of practical application, I am afraid it will be out of date. Paulia, an American mathematician, once said, "The primary duty of a math teacher is to do everything possible to develop students' problem-solving ability. "Visible, learning knowledge is the use of knowledge. However, the long-term exam-oriented education makes most students only solve a certain kind of application problems and concept problems. But they don't know why they study math and what's the use of learning math. Therefore, in teaching, I aim at students' age characteristics and psychological characteristics, closely connect with students' real life, carefully create situations, let students apply mathematics knowledge in real life, and effectively improve their ability to solve practical problems. For example, after teaching the knowledge of "arithmetic progression and Geometric Series", I consciously arranged a simple calculation of bank deposit interest and compound interest. For example, when teaching Data Collection and Analysis, I asked the students to count the number of students and the number of boys and girls in each class of the school and collect the spending of students' pocket money. When students use mathematical knowledge to solve problems, they also learn to investigate, and truly achieve multiple goals. From the use of pocket money, students have enhanced their awareness of saving. Regular training in this way not only makes students understand some common sense of life, but also makes students deeply realize how important mathematics is to our lives and how valuable it is to learn mathematics, thus stimulating their strong desire to learn mathematics well and changing "mastering knowledge" into "applying knowledge". Third, change the traditional "indoctrination teaching" in mathematics teaching into "* * * discussion", and emphasize the imparting of knowledge, the training of skills and the guidance of teachers. Classroom teaching method is basically indoctrination teaching, and students' learning is basically listening, imitating, memorizing and reproducing the knowledge taught by teachers. So it is a process of passively accepting knowledge and strengthening storage, ignoring the learning process of students. Fear and lack of interest in mathematics learning, thinking that mathematics is just a problem and learning mathematics is useless, not only objectively because teachers are too much in charge and affect students' subjective participation, but also lack students' subjective willingness to participate. Therefore, the new curriculum advocates the establishment of independent cooperative inquiry learning methods, which puts forward strong reform requirements for our teachers' functions and functions, that is, the traditional condescending teacher status will gradually disappear in classroom teaching, and instead, teachers will stand among students and have equal dialogue and exchanges with them; In the past, the dullness and seriousness of teaching activities controlled by teachers should be broken and replaced by the sincerity and passion of teacher-student interaction and development. Therefore, the function of teachers is no longer just to convey, discipline and educate, but more to inspire, help and suggest; The relationship between teachers and students is no longer based on knowledge transmission, but on emotional communication; The role of teachers is no longer to fill the warehouse, but to light the torch. Students' inspiration for learning is not produced in quiet meditation, but mostly in positive speeches and mutual debates. The interactive teaching activities between teachers and students are the inevitable result of deepening the understanding of learning essence. Therefore, in teaching, teachers should create a good interactive environment and platform for students, actively understand and think about various problems that students have in the process of activities, including psychological, mathematical and cognitive problems, give help to students' problems, help students establish and develop cognitive structures better and more effectively in the process of teacher-student interaction, share their thoughts, viewpoints and knowledge, and exchange their feelings, concepts and ideas. Therefore, in teaching, I boldly let go and give students enough time to become the protagonists of learning and the explorers of knowledge. In this way, students are always in the process of finding and solving problems in class, and their autonomy is fully exerted. For example, when talking about probability, teachers and students roll dice together, summarize and analyze data together, discuss conclusions together, and discuss the authenticity of conclusions together. After data collection, everyone expressed their opinions, discussed together, expressed their opinions, got the truth in the debate, learned to analyze and solve problems in interaction and communication, mastered knowledge, and promoted the feelings between teachers and students and the friendship between classmates. For example, when talking about the problem of ants climbing a cuboid in the shortest path, students can operate, dig and think about the problem by themselves, and then summarize it by themselves, which ignites students' interest in learning mathematics. Let students really participate in teaching and learn creatively. 4. Changing "Single Media" into "Multimedia" In the 20th century, mankind entered the information age. With the continuous development of modern educational technology with computer and network as the core, our education has moved from classroom teaching with a piece of chalk, a textbook and a blackboard to "screen teaching" and from lecture teaching to innovative teaching. The application of computer in teaching has become a new perspective and window of education. In the process of mathematics learning, teachers can also make use of the advantages of human-computer interaction and the cognitive environment integrating sound, pictures and words to make computer and network technology one of the learning means. And this kind of learning style will definitely become the mainstream of students' learning style. Students can get information and think by themselves through various networks. At the same time, it changed the learning atmosphere in the classroom and gave full play to the students' main role. For example, in the course of the image and properties of exponential function, with the help of the geometric sketchpad, students can know and understand the monotonicity of exponential function by moving the point M on the images of Y = 2x and Y = (1/2) x and displaying the coordinates of the point M at the same time. Moreover, students can feel the regularity of the exponential function image changing with the base and the symmetry of the exponential function image whose two bases are reciprocal through animation. In this way, boring points and curves danced in the math class, and the old-fashioned math teaching mode was changed. The students showed great interest in learning, and their learning enthusiasm was high, and they received good teaching results. For another example, in the lesson of volume and surface area of a ball, the teacher should not only deduce the volume and surface area of a ball, but also apply it. There is a lot of content and it is very difficult. According to the conventional teaching, it takes two class hours. With the help of multimedia, we not only finished a lesson, but also achieved good results. This makes it difficult and easy, improves the interest in learning and improves the teaching efficiency. In this way, students can learn online, consolidate and deepen their understanding of concepts, and mobilize the enthusiasm of mathematics practice and exploration. Timely and appropriate use of modern educational technology to assist teaching, to create a teaching style scene with vivid pictures and pleasant sounds, to make abstract teaching content concrete and clear, to make students participate in teaching activities with active thinking and interest, to make students pay attention to practical operation, to scientifically remember knowledge, to help students play their initiative in learning, to think positively, and to change teachers' teaching into students' learning, so as to improve teaching quality, optimize teaching process and improve teaching process. Mathematics teachers should study how to integrate modern educational technology into middle school mathematics teaching from the perspective of their own disciplines, just like using blackboard, chalk, paper and pen, so as to make the original abstract mathematics knowledge vivid and lively, and let students not only master mathematics knowledge, but also like this subject. In short, in the face of the challenge of the new curriculum reform, teachers must change their educational concepts, think more and think more ways to closely link mathematics with real life and help students master new learning methods. This is a new and important topic for teachers in the new curriculum reform. Teachers should not only attach importance to it, but also implement it as a research, so that students can do, understand and develop mathematics in the process of studying practical problems from life experience and objective facts.