Students who enter secondary vocational schools are not very good at junior high school, can't be praised by teachers often, and have a strong sense of inferiority. After entering the secondary vocational school, I am full of hope for my studies. I hope that through three years of hard work, I can learn a superb technology and be admitted to an ideal higher vocational college. The content of courses in secondary vocational schools has increased, and the difficulty has also been greatly improved, especially mathematics. Although many students usually study hard, the learning effect is not ideal because of the learning methods and other reasons. After a period of study, I feel that learning is very difficult and I can't keep up with the teacher's rhythm. In addition, I have several monthly exams and my exam results are not ideal. I will gradually lose interest in learning mathematics and give up the subject of mathematics, and my learning mood will soon be low and I will lose interest in learning mathematics. As a math teacher, in view of this situation, we should do a good job in students' ideological work and ask more questions, praise more, care more, encourage more and help more in our usual teaching. At the same time, it is necessary to strengthen extracurricular counseling for students with learning difficulties. The design of exercise questions should have a gradient, from easy to difficult, and the homework should be arranged in layers for students of different levels. Let students make a little progress and success to enhance their self-confidence, thus cultivating students' interest in learning mathematics.

Second, communicate with students more and cultivate a new relationship between teachers and students.

In the traditional teacher-student relationship, the teacher is the absolute authority. Teachers are dictators in the classroom and dominate everything in teaching. Students can only passively accept knowledge or mechanically cooperate with teachers, which limits students' thinking, hands and feet and makes them gradually lose interest in learning. The new teacher-student relationship is an equal relationship. This relationship essentially embodies the most democratic equality and mutual respect between people in the true sense. The relationship between teachers and students is equal, mutual promotion, mutual communication, mutual dialogue and mutual transformation. Students who enter secondary vocational schools are mostly students with learning difficulties in their classes, and their study habits and living habits are not very good. They are often criticized by teachers and have a strong sense of inferiority. Therefore, math teachers in secondary vocational schools should pay more attention to their studies in class, care about their lives after class, have more heart-to-heart talks with them, learn more about students' situation, and narrow the distance between them, so that students can feel that teachers are not only imparting knowledge, but also listeners in life and encounter difficulties. Democratic, harmonious, healthy and equal teacher-student relationship is conducive to mobilizing students' enthusiasm for learning and transferring their emotions to the subject of learning mathematics.

Third, carefully design teaching methods to fully mobilize students' enthusiasm.

If students are interested in attending classes, they will devote themselves to learning, actively participate in teaching activities and master knowledge more effectively in a relaxed and pleasant atmosphere. As the organizer and guide of teaching, teachers should guide all students to actively participate in teaching activities, explore independently, cooperate and communicate, and let them experience the process of knowledge discovery and formation. For each class, teachers carefully prepare lessons, combine the teaching situation with the actual learning situation, face all students, carefully design teaching methods, carefully prepare lessons according to textbooks, syllabus and students' actual needs, and carefully choose teaching methods suitable for students. According to the actual situation of students, more ways of self-exploration and group cooperation are adopted in class, so that students can experience the process of knowledge generation by themselves. At the same time, actively use multimedia-assisted teaching to enhance the intuition and interest of knowledge, and use it flexibly in the classroom according to the actual situation. For example, when teaching arithmetic progression's general formula, we can design inquiry questions according to the content of the textbook and students' cognitive level. Ask the students to write the first six items of arithmetic progression in groups of 10, and start to deduce the general formula of arithmetic progression. After the inquiry, let the representatives of each group report the results and the inquiry process and communicate with each other. The results show that group cooperation and communication not only cultivate students' team spirit of unity and cooperation, but also cultivate students' interest in learning mathematics.

Fourthly, using multimedia to assist mathematics teaching can enhance the intuition of knowledge.

There are many abstract contents in math class, which are difficult for students to understand. Multimedia computer can play a great role in assisting teaching, which can transform abstract knowledge into intuitive knowledge and reduce the difficulty of knowledge. Using multimedia technology, the text, sound, graphics, images, animation and so on are comprehensively processed, and teaching courseware is made to fully create a vivid teaching environment, enhance the intuition of knowledge and make students easy to understand. Let students cultivate their interest in learning from various sensory contacts such as hearing and vision. For example, when explaining the formation process of cone, cylinder and ball, it is difficult for many students to understand if they just make a plan of cone, cylinder and ball on the blackboard. In this lesson, make an animation. By rotating right-angled triangles, rectangles and semicircles, students can clearly see the formation process of cones, cylinders and balls. In the process of rotating motion, cultivate students' spatial observation and thinking ability, so that they can leave the formation process of cone, cylinder and ball in the observation process. At the same time, students found the side development diagram of cone and cylinder in this process, which laid the foundation for the teaching of side area of cone and cylinder in the future. Multimedia-assisted teaching makes abstract knowledge into concrete and intuitive knowledge, which is convenient for students to understand. It not only saves time and improves learning efficiency, but also cultivates students' interest in learning mathematics.

Fifth, carefully set questions, stimulate students' interest, create situations and attract students' attention.

In the teaching process, teachers should carefully set real-life problems and create situations so that students can learn knowledge more actively. For example, when talking about exponential function, the teacher can ask students to discuss: "How high is a piece of paper, so big that it can be folded fifty times?" For another example, in the initial class of solid geometry, we can set such a question to introduce: "How do we get the materials needed to build a beautiful yurt?" Through the above questions, students are very interested in real-life mathematical problems, and naturally they will actively explore, cooperate and communicate, and strive to find the answers with the desire for knowledge, and have received good results.

In short, there are many ways to cultivate students' interest in learning in the process of mathematics teaching in secondary vocational schools. As long as teachers are good at thinking, carefully designing, pioneering and innovating in their usual teaching work, and consciously cultivating students for a long time, students can really enjoy learning mathematics.