I put forward my own experience on mathematics teaching in secondary vocational schools. Teaching students in accordance with their aptitude, actively reforming teaching methods (1), renewing teaching concepts and improving the subjective initiative of teaching. In the past, teachers' teaching work was based on the specific requirements of the syllabus and the teaching materials as the criterion, but there was little research on "curriculum theory". Therefore, both teachers' teaching and students' learning are passive. In order to change this situation, teachers should actively guide students to study actively and encourage students to think and solve problems by themselves. For example, in the teaching of the concept of "tangent function", according to the traditional teaching method, students only stay in memorizing the concept. As for why we should study this concept in a certain interval, few students actively think, and their learning is completely passive. Therefore, in teaching, by putting forward a series of questions related to the concept of "tangent function" (the definition domain and periodicity of tangent function, etc. ), the concept is not necessarily discussed by the concept, but studied according to the nature, inspiring students to think. Through reading and discussion, students can find the answers to these questions and understand the concept of tangent function. Practice has proved that the teaching method of asking questions first and then guiding students to understand the ins and outs of concepts through their own thinking and exploration not only deepens students' understanding of concepts, but also mobilizes students' initiative in learning, so that teaching has achieved good results. (2) Using information technology to improve the vividness of teaching. For mathematics teachers, because mathematics is not like other subjects, the form of courseware is very single, and the application of information technology is not extensive. Many simply present formulas or examples on the screen, which feels worse than writing them directly on the blackboard; Second, most teachers can't make courseware with animation, and courseware is not very attractive to students. So how can we attract students? Teachers should vigorously promote the wide application of information technology in mathematics teaching, make full use of the advantages of information technology, improve the presentation of mathematics textbooks, integrate mathematics textbooks and information technology in secondary vocational schools, and promote the modernization of mathematics curriculum content in secondary vocational schools. (3) Take inquiry teaching to cultivate students' divergent thinking. The application of inquiry teaching in mathematics teaching is mainly realized through open questions, which have many educational functions, such as prompting students to master scientific thinking mode, excellent thinking quality and correct mathematical view, and improving mathematical expression ability. In open question teaching, students are active discoverers, explorers and researchers of knowledge. Therefore, students are no longer "pretending" mathematics, but "doing" mathematics, which makes them experience the process of mathematicians studying mathematics to a certain extent (although completely different) and deeply understand the essence of mathematics. Therefore, it is very meaningful to use open questions in students' inquiry learning. For example, there are two dihedral angles, and their faces should be parallel. What conclusion can you draw from careful observation? Try to explain or prove it. Strategy: Hide the conclusion and let the students guess. Inquiry learning in the form of open questions stimulates students' enthusiasm for inquiry, cultivates students' exploration spirit and adaptability, and forges students' perseverance and perseverance. (D) Pay attention to the infiltration of mathematical ideas and expand students' cognitive ability. In the process of classroom teaching, the occurrence of superficial knowledge is actually the occurrence of thinking methods. The formation process of concepts, the comparison of old and new knowledge, the derivation of conclusions, the revelation of laws and the thinking process of solving problems are all excellent opportunities to infiltrate mathematical thinking methods and train thinking. At this time, improving the learning effect will often play a multiplier role. For example, when teaching the content of "inverse function", students' thinking is often prone to "confusion". It is not clear why some functions have inverse functions and some functions do not. At this time, teachers need to actively guide students' thinking, let them know that function is a special mapping, and inverse function as a function must also conform to the definition of function, thus deducing that only functions with one-to-one mapping between domain and value have inverse functions. Without one-to-one mapping, there is no inverse function. (five) adhere to the people-oriented, build a harmonious teaching atmosphere, based on a democratic, relaxed and harmonious relationship between teachers and students. Teachers must infect students with feelings of respect and equality, and make the classroom full of "love" atmosphere. Only in a relaxed and happy emotional atmosphere can students have a strong interest in what they have learned. When students study hard, get good academic results and get praise, they will get psychological satisfaction and encourage them to have further learning motivation. On the contrary, if students' academic performance is poor for a long time, and they lack mental stimulation because of their success, they will always be criticized by teachers, ridiculed by classmates and accused by parents. There must be no interest in learning. Therefore, for students with poor learning, we must help them get better grades from a lower starting point in teaching and encourage them to gain self-confidence in time. Second, contact with reality, flexibly set the teaching content. Due to the poor foundation of secondary vocational school students, they have no confidence in themselves and are not interested in learning. A considerable number of students have resistance to math classes. In order to make them regain their confidence in learning and improve their interest in learning, we must first reduce the difficulty of mathematics textbooks and update the content of mathematics teaching. Secondly, each major should be based on the characteristics of the specialized courses offered, and mathematics courses in secondary vocational schools should obey the teaching with professional characteristics. Different types of majors should have different class hours and requirements for mathematics courses. Therefore, mathematics teachers should choose the content of teaching materials from the perspective of improving their own quality and strengthening their application to meet the needs of professional posts. It lays a foundation for the implementation of differentiated mathematics teaching in various majors. Determine the mathematics content that students of different majors should have, combine mathematics teaching with practice, and highlight professional personality. For example, in mold class and math class, we can arrange more time for solid geometry to enhance students' three-dimensional sense. Different types of majors have different contents. For example, mechanical and electrical majors focus on solid geometry, plane vector and analytic geometry; The accounting major has more preliminary applications in sorting, combination and statistics; Computer major, set, sequence, quadratic equation of one variable, calculation method, etc. Often used. Third, pay attention to practice and change the evaluation method. It should be said that the current student evaluation and examination system does not meet the requirements of promoting quality education in an all-round way, which is manifested in the following aspects: paying attention to academic performance and ignoring students' all-round development and individual differences; Focus on results, ignore the process. This single evaluation method, which only evaluates students according to their paper scores, has hit the enthusiasm of many secondary vocational school students, and their due hopes have been forcibly shattered. This is very unfavorable to the mathematics learning, even progress and growth of secondary vocational school students. Therefore, in the course evaluation, we must change the evaluation methods, explore scientific evaluation methods, and discover and develop students' potential. Only in this way can we help students build their self-confidence and promote their positive development. For example, some students have strong comprehensive practical ability, but their academic performance is not so good. If we use exams to measure a student's quality, it will only dampen students' enthusiasm. Exploring the Problems in Mathematics Shanghai: East China Normal University Press 2003 [2] Wu Lanzhen's vocational high school mathematics teaching permeates mathematics thoughts.