In recent years, there are many difficulties in mathematics teaching in secondary vocational schools, such as poor students' foundation, backward teachers' educational concepts, outdated teaching methods and dull teaching contents. Lack of basic functions, teaching plans and class hours can not be guaranteed, resulting in low teaching efficiency. Facing the students with poor foundation, we need to find out the existing problems and countermeasures from the teaching.

Paper Keywords Research professional basic courses and professional courses; Reform teaching methods to reflect the characteristics of vocational education; Understand the needs of specialized courses and specialized basic courses

Mathematics is a science that studies the quantitative relations and spatial forms in the real world. Its basic feature is that it is widely used and is an indispensable basic knowledge for learning modern science and technology. The quality of mathematics teaching is directly related to students' understanding of professional basic theoretical knowledge and determines the realization of the training goal of vocational middle schools. However, due to the influence of many factors, there are still the following problems in mathematics teaching in vocational middle schools.

Question 1: The teaching plan and class hours are not guaranteed.

Some math teachers and students think that math in vocational middle schools is dispensable, as long as they learn professional courses well and work after graduation. Therefore, in teaching management, some schools do not have teaching plans, or have teaching plans, but they cannot be implemented correctly, and the allocation of teaching hours is small. In the survey, it is found that the proportion of practical class hours has been increasing, reaching 40%-50% of the total class hours, while the class hours of cultural classes have been significantly reduced. Many schools have concentrated the cultural courses offered in the original four semesters into two semesters, but the weekly class hours have not increased. Due to the serious shortage of class hours and poor students' foundation, in actual teaching, the teaching content is greatly discounted, and there is often a phenomenon of rushing to complete tasks. The teaching effect is very poor, and it can't reach the teaching objectives stipulated in the syllabus. The number of weeks of mathematics teaching in most vocational middle schools is 4 weeks (including self-study classes), with a minimum of 2 weeks? Section 3.

Problem 2: The concept of education is backward. Teaching methods are out of date.

Teachers' backward educational concepts and outdated teaching methods lead to low teaching efficiency. Most teachers in vocational middle schools have heavy schoolwork and few opportunities for further study, and generally lack scientific methods and awareness of curriculum research. Teaching basically follows the general high mode, ignoring students' reality. Most teachers' mathematics teaching methods do not carry out characteristic teaching according to the teaching objectives and tasks of vocational middle schools. In the guiding ideology of teaching, we only pay attention to the teaching of theoretical knowledge, ignoring the layout of teaching situation and interest teaching combined with the actual situation of professional courses, so that the knowledge learned by students can not be applied to the majors they have studied. Attach importance to teachers, ignore students' initiative in learning, and ignore the education of students' learning objectives through mathematics teaching, obviously copying the general education model.

Problem 3: The teaching content is inflexible and lacks basic functions.

Most students who enter vocational schools fail in the senior high school entrance examination, or are directly diverted to schools without passing the senior high school entrance examination. They have a poor cultural foundation, especially math. There is a big gap between students' existing knowledge and experience foundation and new mathematics content. Students can't learn math by listening to books. Mathematics is a tool for learning all kinds of basic knowledge, the basis for learning specialized courses and the condition for learning specialized courses well. However, some vocational middle schools do not choose content teaching reasonably and flexibly according to the different changes of majors and the actual situation. The focus of teaching content is not on basic knowledge, basic skills training and application content, but on the comparison with ordinary high schools, it is deep, strange and difficult in teaching content, exercise difficulty and topic selection. Regardless of students' learning level and actual mathematics level, they don't pay attention to actual benefits, and lack the basic knowledge that students can't get long-term and extensive employment, carry out technological innovation and continue their studies through mathematics learning, which makes students only understand fragmented knowledge fragments and can't form basic mathematics skills. They will find it difficult to learn professional technology and professional theory, which makes students unable to complete the learning tasks of professional courses.

In view of the above problems. The author believes that the following countermeasures should be taken:

1, pay attention to mathematics teaching, so that the planned class hours are guaranteed.

Mathematics is an abstract and logical natural science, which makes the educated play an important role in enhancing creativity, cultivating the ability to observe things and forming accurate calculation ability. Therefore, vocational middle schools must attach importance to mathematics teaching. Improve the understanding of teachers and students by strengthening public opinion propaganda, holding on-the-spot meetings and studying classes. According to the teaching materials of vocational middle schools and the actual situation of our students, we should make a good teaching plan according to local conditions to ensure that the normal teaching order is not disturbed.

2. Mathematics teachers should study and study professional basic courses and specialized courses.

Mathematics curriculum should serve for professional basic courses and professional courses. Mathematics teachers must also study and study specialized basic courses and specialized courses, be familiar with the knowledge categories of specialized basic courses and specialized courses, increase perceptual knowledge, and explore relevant knowledge in mathematics courses, specialized basic courses and specialized course textbooks. Math teachers who teach mechanical courses don't understand mechanical movements, math teachers who teach electronic courses don't understand circuit diagrams, math teachers who teach architecture courses don't understand building structures, and so on. How do they serve professional basic courses and professional courses?

Mathematics teachers in vocational middle schools must proceed from reality. All definitions, theorems and rules should be combined with students' professional practice, and basic concepts, theorems and rules should be obtained through scientific abstraction and necessary logical reasoning, and then these knowledge should be applied to professional basic courses, professional courses and production practice. Only in this way can students realize the basic role of mathematics curriculum in learning professional basic courses and professional courses. For example, in the teaching of sine function images, in mechanical specialty, mechanical vibration is obtained from mechanical movement. The image is a sine curve, and the amplitude, period and frequency of the sine function are deduced, so the math teacher must study the relevant knowledge of mechanical vibration in depth. Electrical engineering majors should start with sinusoidal alternating current circuit and get the waveform diagram of sinusoidal alternating current, that is, sinusoidal curve. Math teachers should learn sinusoidal alternating current circuit and its properties, and talk about sinusoidal curves well in combination with their majors. In this way, students learn mathematics with their own professional practical problems, improve their interest in learning, and receive good teaching results.

3. Choose the teaching content and understand the needs of specialized courses and specialized basic courses.

With the development of vocational education, there are more and more majors in vocational middle schools, and different majors have different characteristics and requirements? With different training objectives and different talent specifications, it is impossible to ignore the specialty particularity in mathematics teaching. Therefore, mathematics teachers must communicate with teachers of specialized courses and specialized basic courses to understand the needs of specialized basic courses and specialized courses. When making lesson plans, we should listen to the opinions of professional teachers and understand their needs for basic mathematics knowledge in teaching, so as to determine which can be refined, which can be omitted, which can be deleted and which can be supplemented. Under the premise of not affecting the whole textbook system, in order to apply what you have learned, make appropriate arrangements. For example, if the lathe major belongs to the mechanical category, the math teacher should first understand the courses offered by the lathe major, the order of the courses, and the basic mathematical knowledge needed by the lathe major. Mechanical drawing is the first professional basic course for lathe engineering specialty. It is very important to cultivate students' spatial imagination ability in teaching, which must be based on the most basic knowledge of points, lines, planes and mathematics. Therefore, the math teacher should speak first. Plane and line? This chapter should be clearly explained in combination with the practice in drawing, so that students can establish the concept of space when learning mechanical drawing and understand it easily. In fact, the math teacher is an indirect teacher for students to learn professional basic courses and professional courses. If mathematics class solves a large part of the basic problems of calculation in professional basic courses and professional courses, it will greatly reduce the pressure on students to learn professional theories, thus improving the quality of theoretical courses.