Secondary vocational education is an important part of China's education system. However, due to system and other factors, the quality of students entering secondary vocational schools is generally not high, which is an objective fact. In mathematics teaching in secondary vocational schools, the author finds that most students have great problems in their basic knowledge of mathematics and learning methods, which leads to students' lack of interest in mathematics learning and listlessness in class, making classroom teaching mechanical and dull, lacking vitality and vitality. In the face of such groups, how to stimulate their interest in learning and make the classroom "live"? This has become the primary problem that we urgently need to solve, so the author has explored it.

First, the flexible use of teaching materials to enrich the teaching content

Factors such as the age and psychological characteristics of students in secondary vocational schools determine that they often act from interest and ease, which requires teachers to change their perspective in actual teaching, stand on their own position to experience, think and tell stories, learn to handle textbooks flexibly and creatively according to students' cognitive rules and current level, and integrate their own spirit and wisdom in the process of using textbooks to form textbook knowledge with teachers' teaching personality. We can insert and explain some contents in the teaching materials, so that students can guess and imagine, and we can also develop and modify them appropriately according to the teaching needs, so as to make the teaching contents real and interesting. For example, when teaching the lesson "The Application of One Yuan Linear Equation", the author created the budgetary fund problem of the National Stadium-Bird's Nest, and successfully integrated the content of this lesson into the activities of hosting the Olympic Games in Beijing in 2008. Stimulate students' interest in learning, touch their excitement, and finally get unexpected results.

Second, flexible use of life examples, reflecting the practicality of mathematics

1. Use life examples skillfully to stimulate interest in learning. In the introduction of teaching, if teachers borrow relevant life examples and ask relevant questions to arouse students' interest, they will receive a miraculous effect of pulling one hair and moving the whole body and succeeding at one stroke. When teaching "probability", we can discuss the familiar "dice" problem with students first. Speaking of dice, the students are full of interest. At this time, teachers can use the situation to inform students that the source of probability theory is related to the dice used in life and how probability is applied to life. Students' strong thirst for knowledge stimulates their interest in learning, and the effect of teaching new courses at this time can be imagined.

2. Create life situations and deepen new knowledge and understanding. Starting from students' familiar life situations, we choose things around students to design mathematics problems, so that students can truly experience the relationship between mathematics and life, thus independently solving practical problems encountered in life, returning mathematics to natural life and promoting students' harmonious development. For example, the golden section is 0.6 18. Just telling students this number, few students will remember it many years later, let alone use it. Teachers can ask: Girls love beauty. Do you know how to wear high heels best? Students are interested and pay attention. The teacher went on to say that if someone's lower limbs have a trunk length of x cm, a height of l cm and a heel height of d cm, then the ratio of lower limbs to height should be 0.6 18, which means =0.6 18, and then d= =. From this model, we can calculate how high shoes any girl should wear. From this perspective, there is a scientific basis for girls to wear high heels. For students, it is not only helpful to understand the concept of "0.6 18", but also to explain a life phenomenon with mathematical knowledge.

Third, the flexible use of multimedia to enhance classroom vitality

1. Create situations with multimedia to stimulate students' thirst for knowledge. In classroom teaching, students are the main body of teaching activities, and teachers must fully consider the psychological characteristics and needs of secondary vocational school students when designing the teaching process and each teaching link. Their foundation is not solid, their attention in class is short and lasting, and their direct interest is always a stable part of their learning motivation. If teachers are good at attracting students with bright and moderate pictures, igniting students' curiosity and stimulating students' interest in learning, students' learning efficiency will be greatly improved. For example, when I talk about the principle of classified counting and step-by-step counting, I use the scene of "Grandma Liu enters the Grand View Garden" in A Dream of Red Mansions, with vivid pictures and wonderful music, which will quickly let students enter the teaching process, and then point out that the route for Grandma Liu to enter the Grand View Garden is: Qin Fangting-Xiaoxiang Pavilion-Autumn Frost Zhai, and finally let students think: from Xiaoxiang Pavilion to Autumn Frost Zhai. At this time, the students are eager to try, but they can't say anything. Teachers use doubts to guide situations and reveal topics. In this way, the effect of "a stone stirs up a thousand waves" has been achieved. The introduction of novel and interesting topics has aroused students' desire for knowledge, ignited the sparks of students' thinking and paved the way for learning new knowledge.

2. Use multimedia-assisted teaching to help students break through key points and difficulties. To make secondary vocational school students fall in love with math class and have a strong interest in math learning, teachers are required to organize the teaching process vividly and interestingly. Multimedia images are concrete, dynamic and static, with both sound and emotion. Properly used, it can turn abstract into concrete, arouse the synergy of students' senses, and solve problems that teachers can't explain clearly and students can't understand, so as to effectively realize intensive lectures, highlight key points and break through difficulties. There are many abstract contents in mathematics. For example, in the teaching of three-dimensional geometric figures, the cone, frustum and other figures are presented to students in an intuitive form by using the three-dimensional effect produced by multimedia, which conforms to the cognitive characteristics of secondary vocational school students and is conducive to the internalization of knowledge. In the process of multimedia animation demonstration, students' eyes, mouth, hands, brain and other organs coordinate their activities, thus deepening their understanding of three-dimensional geometric figures. The definition is abstract, but through multimedia demonstration, the definition becomes vivid and easy to break through important and difficult points, which can greatly improve teaching efficiency and cultivate students' spatial imagination ability.

3. Use multimedia to help students concentrate and adjust their emotions. According to the laws of psychology and the learning characteristics of secondary vocational school students, after a long time, students easily feel tired and lose concentration. At this time, we will choose appropriate multimedia content to stimulate students, attract students, create new excitement, stimulate students' thinking motivation, and let students continue to maintain the best learning state. For example, when I was teaching "Sum of Geometric Series", students felt very tired in class. In order to attract students' attention, enliven the classroom atmosphere and broaden students' thinking, the author uses multimedia information technology to display the "Tower of Hanoi" game, and combines the "Sum of Geometric Series" game with the "Tower of Hanoi" game, which enables students to consolidate and expand new knowledge in the game, fully mobilize their learning enthusiasm and achieve good teaching results.

4. Use multimedia teaching to implement differentiated teaching. There are also many differences between students in secondary vocational schools. We advocate teaching students in accordance with their aptitude, so that outstanding students can go to a higher level and students with learning difficulties can study properly. Using multimedia teaching, different teaching can be realized: the author puts the courseware made in a folder, so that students can demonstrate the courseware again according to their different understanding of knowledge and find the corresponding exercises to practice. You can also give hierarchical guidance according to students' understanding of courseware and their mastery of knowledge. The courseware is equipped with interactive evaluation topics, and students can evaluate themselves. The evaluation results will be stored in a temporary folder, and the author can also evaluate students at any time.

In a word, the mathematics classroom under the new curriculum reform is no longer a closed knowledge concentration training camp or a simple knowledge extension. The "live" classroom is enviable. As long as we study these living resources more and have new teaching ideas to improvise, the classroom will become more and more exciting, and students will have updated thinking and healthy development, which is worth pursuing by every educator.