With the continuous expansion of the enrollment scale of schools at all levels, the overall level of students in vocational schools has declined, and the contradiction between them and the high-quality skilled talents needed by society has become increasingly serious. How to mobilize students' learning enthusiasm as soon as possible, improve students' interest in learning and cultivate students' autonomous learning ability is an important subject for teachers. First, design flexible and diverse teaching links. Stimulate students' interest in learning. The teaching purpose of drawing course is to let students master drawing method and reading ability. Compared with the previous courses, the drawing course focuses on imagery thinking and spatial imagination training, and the key and difficult point is to realize the transformation of spatial imagination thinking from physical objects to graphics and then from graphics to physical objects. According to the current situation of students and their main work after graduation, in drawing teaching, we should start with the three views of basic geometry such as cuboid, cylinder and sphere that students are familiar with, so that students can master simple objects and easy-to-understand graphics, thus cultivating image thinking and spatial imagination. Teachers should carefully prepare and conceive flexible and diverse teaching links before class, give full play to the role of intuitive teaching AIDS, use teaching methods such as objects and models, and combine accurate and interesting language to fully mobilize students' vision, touch and hearing, change passive learning into active learning, and achieve the goal I want to learn. In teaching, teachers can sum up the dull drawing principles into catchy formulas, which are easy to understand and remember. If the arc connection is simple, the tangent point of the center of the circle is the key. External tangent plus internal subtraction, the tangent point of the center of the circle should be obvious; Two kinds of lines show that particles can be distinguished by touching. Thick solid lines can be touched, but thin solid lines can't be touched. The tooth bottom is a round end view, three quarters of a circle, and so on. Vivid language makes boring explanation an infectious and pleasant experience, which makes students easy to remember and can be actively used in drawing and map recognition. In addition, we can make full use of multimedia, a modern teaching method, so that students can understand the complex internal structure, the mutual cooperation of various parts and the relationship between views in their favorite animations and slides. Learn to think in three dimensions. Second, cleverly set the situation. Teaching students in accordance with their aptitude. While cultivating students' self-study ability and creating a relaxed and pleasant classroom atmosphere, teachers should also pay attention to students' individual differences, take the principle of making every student gain something, take learning to use knowledge as the purpose, skillfully set up situations, and combine teaching with practice. When students do problems, teachers should prepare questions with different difficulties, so that students can choose according to their mastery of the knowledge they have learned, so that students can often experience the surprise of success on the basis of understanding the text. Hierarchical teaching enables those students with weak understanding and poor thinking in images to overcome their fear of losing face and actively participate in learning. So as to effectively establish self-confidence in learning. At the same time, teachers should pay attention to guiding students and learn to use what they have learned to understand, analyze and solve problems, so that students can gradually develop the habit of self-study and master the skills of self-study. For example, students can be divided into several groups, and exercises such as reading pictures, drawing pictures and correcting mistakes can be carried out in the form of competitions, so that students can become passive and active, which not only cultivates a good learning attitude, but also grasps the correct learning methods. In addition, after-school homework can take many forms, which can be after-school exercises in books, problems that students find themselves, or knowledge they have learned, sorted out and summarized, and so on. In this way, students can choose topics that they are interested in and can complete, which not only effectively puts an end to homework plagiarism, but also cultivates students' self-learning ability. In short, in the face of students in secondary vocational schools at this stage, teachers should also have a strong sense of responsibility and mission, treat every student warmly, so that every student can deeply feel the care and love of teachers, and let students become professionals who meet the needs of society. Editor-in-Chief: Wang Xiaodong, Wang Wei, Bing Xu, on how English teaching in secondary vocational schools can better serve the majors in Zhang Yuping (Shenyang Technician College, Shenyang, Liaoning 1 10044). At present, English teaching in secondary vocational schools is not practical, which is out of touch with students' professional learning and cannot meet the demand of social development for talents. It has seriously affected the sustainable development of English teaching in secondary vocational schools and the realization of the training objectives of secondary vocational education. In view of this situation, we should deeply analyze students' current situation and professional characteristics, and take corresponding measures, so as to make English teaching in secondary vocational schools better serve the profession. First, clarify the training objectives of secondary vocational schools and adjust the English teaching objectives (1) Secondary vocational education should focus on acquiring post operation ability and advocate competency-based. The main task of vocational education is to improve students' working ability rather than knowledge level, so its core is how to make students have the necessary practical ability to engage in a certain occupation. This requires that its main courses must be adjusted in time according to the needs of society; The formulation of teaching plans and courses should be based on the professional ability requirements of professional posts; Basic courses should be set according to the needs of professional courses, with "enough" as the degree; It is based on training students to be competent for a specific post after graduation. The core of competency-based education is how to make students have the necessary practical ability to engage in a certain occupation. Therefore, English, as a basic course, should be "sufficient" according to the ability requirements of students' future professional posts. (2) Adjust English teaching objectives. A significant difference between vocational schools and ordinary high school education is the different training objectives. The former focuses on cultivating practical talents needed by the front line of production, construction, management and service. Therefore, it requires that English teaching in vocational schools should accurately and reasonably locate the teaching objectives according to different majors and on the basis of analyzing the post ability requirements, so as to improve students' English ability in practical work. Second, compile "practical" English learning materials that meet the requirements of different occupations or majors to reflect the practicality of English teaching. (1) In view of the vague English teaching objectives and outdated teaching materials in vocational schools, Wan Fang Data Liaoning Institute of Education Administration, No.6 20 10 should re-select and compile "practical" English learning materials that meet the requirements of different occupations (majors). Therefore, the author has made some explorations in teaching practice, such as focusing on students' professional requirements and conducting special English vocabulary training. In view of the fact that many students will encounter English knowledge related to their profession (major) in their work, such as business letters and enterprise profiles in e-commerce, operation manuals of mechanical and electrical equipment in electromechanical specialty, tourist landscapes and tourist routes in tourism specialty, textile English in foreign trade specialty, etc. The author teaches different English vocabulary for different majors, so that students can prepare for their career before joining the club, so as to adapt to the future faster and better. (2) Focusing on the application of English in future work and life, teaching focuses on daily language communication, and oral English training is added to English teaching materials. Language is a tool for people to communicate in life and work, and it is also a skill that needs to be acquired through practice. Simply imparting language knowledge can't make students communicate smoothly in English. However, in the past, English learning focused on words and sentences, taught for exams, and put books first, completely ignoring the practical use of English in life. The result is "deaf English" and "dumb English". In view of this, teachers in English teaching in secondary vocational schools must strive to help students create a living teaching atmosphere, so that students can dare to speak and use English in a more real language environment. Therefore, we should greatly increase the amount of oral English training in English teaching in secondary vocational schools and guide students to "use it in learning and use it in middle school". (3) around the job requirements, choose practical English corresponding to the major, so that secondary vocational school students can learn to use it. This is also the key to effective English teaching. Practice shows that once students learn useful knowledge, they will quickly change their original English learning attitude and improve their interest in learning and self-awareness. Such active learning will undoubtedly improve the effectiveness of English teaching. For example, taking oral English teaching as the population, we should follow the principles of simplicity, easy learning and practicality, and choose business communication, business transaction process and communication etiquette as the teaching content, so that students can greatly improve their foreign trade level. Third, learn from the teaching methods of specialized courses. Strengthen the research and practice of specialized English teaching methods (1), explore English teaching suitable for job requirements and the actual English level of vocational school students, and highlight the task-based English teaching model. English teaching in vocational schools must be employment-oriented, pay attention to practicality, create teaching situations by simulating real life, stimulate students' interest in learning English and improve their learning effectiveness. Therefore, English teaching should be linked with professional service and integrated with professional life, and English teaching classroom should be constructed with the teaching concept of serving the profession and life. Through on-site simulation teaching, students can study and practice in practice, shorten the distance between theoretical classroom teaching and practical application, and improve the pertinence and effectiveness of teaching. Based on these understandings, in daily teaching, we should make full use of task-based teaching method according to the characteristics of each major and related teaching materials. For example, in the "shopping" unit of foreign trade major, the teacher mobilized the whole class and asked the students to write, direct and act a shopping sitcom, which required the roles to be linked from planning shopping to entering the mall, from delivering packages and shopping to bargaining and paying. In such a relatively real context, students have completed their English learning, stimulated their interest in learning, improved their communicative competence and gained a pleasant and successful experience. (2) Teaching at different levels. The English level of students in secondary vocational schools varies from 158, and there are also great differences in learning motivation, learning attitude, learning methods and learning enthusiasm. If teachers ignore this difference between students, teaching will certainly not achieve better results. Therefore, we should proceed from reality, implement hierarchical teaching, and strive to make students at different levels gain something. In teaching practice; Teachers should divide teaching into three levels according to basic requirements, general requirements and higher requirements, and each level pays attention to the cultivation of students' learning ability, with the focus on cultivating learning interest and improving English conversation ability. And from low to high, step by step, so that students at all levels can be improved accordingly. In this way, according to the differences of different students' basic ability and cognitive level, setting different teaching objectives and reasonably arranging teaching content are conducive to mobilizing students' learning enthusiasm and improving students' learning and inquiry ability. Strengthening the construction of "double-qualified" teachers is an important guarantee to promote English teaching to serve the profession. Teachers are the implementers of teaching activities and occupy a dominant position in teaching. High-level "double-qualified" teachers are an important guarantee for high-quality teaching effect. At present, most English teachers in secondary vocational schools lack understanding of the basic knowledge and training objectives of English teaching, and the education they receive is mainly general English, lacking practical experience in other industries except education. Therefore, it can be said that the knowledge structure and professional practice ability can not meet the needs of secondary vocational schools to provide professional English services and cultivate students' employability. First of all, English teachers in secondary vocational schools should be encouraged to find the intersection of personal interests, the requirements of teaching objects and the needs of the job market, to strengthen their study and cooperation with teachers of various professions and experts in school-enterprise cooperation, and to encourage English teachers to work hard as business teachers, logistics teachers, tour guides and translators. Cultivate yourself into a "double-qualified" teacher who meets the requirements of skilled and practical teaching. Secondly, we should actively recruit people who have a solid English foundation and can skillfully use English to carry out full-time work as part-time teachers from front-line staff from all walks of life and other non-English major teachers, enrich the teaching staff, improve the structure of English teachers in secondary vocational schools, and adapt to the requirements of the reform and development of English professional services in secondary vocational schools. Third, teachers should attach importance to "teacher-teacher cooperation". Educational theory shows that only a united collective of teachers can ensure the consistency and integrity of educational influence. Therefore, in the development of professional English teachers, we should change the isolation between professional teachers and public teachers and form a cooperative culture in schools. It is suggested that professional teachers and public English teachers focus on teaching and research activities regularly, prepare lessons together, learn from each other, share knowledge and improve together.