It is understood that the courses that secondary vocational school students dislike the most are mathematics and English. Why these two courses? Because these two courses are relatively weak for most secondary vocational students, attending classes is as boring as listening to gobbledygook. So, how can we make students "hold their heads up" in math class? I think we should try our best to improve the students' interest in learning mathematics in secondary vocational schools. Now I will talk about my own experience in combination with the practice of mathematics teaching in secondary vocational schools in recent years.

First stimulate students' interest in learning, and then introduce topics.

There are many ways to stimulate students' interest in learning in classroom teaching, and it is very important to start attracting interest. For example, the initial course of solid geometry can be introduced by designing such a problem. Six matches end to end, how many regular triangles can be formed at most? Because students' spatial imagination ability is still relatively poor, many students stay on the plane and start thinking, and can't get the correct answer. After the demonstration, the teacher led the students' thinking from plane to space, and finally found that four regular triangles could be formed, which aroused the students' interest in learning and then led to the topic.

Second, care for underachievers and rebuild their self-confidence.

Students entering secondary vocational schools are generally depressed, have a dim future and are tired of learning. Some students are still locked in their hearts, not good at talking and unwilling to communicate. In view of this situation, teachers should take the initiative to care about them, understand them and be their bosom friends. For example, the most common scene in teaching is either "unknown" or "not". Faced with this situation, teachers must give more encouragement to ease their nervousness. Tell them: "It doesn't matter, say as much as you know", and give them adaptive praise, let the poor students participate in the classroom again, make the teacher's thinking sound, and form a benign interaction between teachers and students.

Third, stimulate students' creative consciousness and innovative ability.

Innovation is the soul of a nation's progress, the guarantee of a country's development and the driving force of a person's self-development. Mathematics class should pay attention to the development of students' personality, gradually let students have the spirit of daring to take risks and not afraid of failure, and encourage students to think independently, ask questions boldly and participate actively. The cultivation of innovative consciousness should not only pay attention to the ability of traditional education to pay attention to logic and conventional thinking, but also pay attention to those unconventional or even unconventional thinking methods. Our approach is to reflect and summarize purposefully and systematically after solving problems, and teach them to use their knowledge to "guess before proving" some unknown problems. In a word, in mathematics teaching, we should change the traditional teaching methods, use humorous language, vivid metaphors, interesting examples and unique classroom situations to mobilize students' initiative, stimulate students' interest in learning, and finally achieve the goal of improving mathematics teaching efficiency.