First of all, it summarizes the current situation of emotional education in dance teaching in secondary vocational schools. Dance is an art, and it is also a way for dancers to express their feelings as well as the audience. In secondary vocational schools, dance teaching is the mutual transmission of emotions between teachers and students. However, in contemporary secondary vocational schools, there are many reasons that restrict the emotional expression and emotional transmission between teachers and students in dance teaching, including the following: (1) Lack of necessary communication and interaction between teachers and students. In contemporary times, students' thoughts and behaviors are gradually developing in a more open direction with the changes of society. Among them, the educational model of the school and the thoughts of teachers and students are influenced by some social factors, which have a great negative effect, thus resulting in the lack of communication between teachers and students outside of teaching. And some students want to be a little more free, hoping not to be too bound by teachers. The teacher's relaxed management style gives students room to spend freely, which makes some students no longer concentrate on their studies and indulge in online worlds such as games. The two reasons interact, and finally there is a lack of necessary communication and interaction between teachers and students. (2) The number of students has increased. At present, different universities in China have expanded their enrollment. Although this has given many students opportunities for further study, the number of teachers has not changed while the number of students has increased, resulting in a serious imbalance between teachers and students. Therefore, in the daily dance teaching in secondary vocational schools, a dance teacher often has to teach hundreds of different students, which makes it difficult for teachers to cover everything in the teaching process. The dance teaching method can only be maintained at some basic educational levels, resulting in no opportunities for emotional communication and interaction between teachers and students. (3) Social changes lead to the psychological pressure for students to enter universities, and the responsibilities students need to bear will increase, and the relative pressure they need to bear will also increase with the changes of age and psychology. According to the data obtained from relevant surveys, about 20% of contemporary college students will have different degrees of psychological problems, mainly manifested as anxiety and even depression. The occurrence of this situation has a great influence on the study of modern students. 2. Suggestions and methods of implementing emotional education in dance teaching in secondary vocational schools Combining with the current situation of emotional education in dance teaching in secondary vocational schools, the following suggestions are put forward: (1) Dance teachers should be clear about their responsibilities. With the development of society, China has raised the requirements for secondary vocational education. At the same time, it has also received extensive attention from all walks of life. In daily teaching, dance teachers should teach students in accordance with their aptitude, and reasonably arrange the content of dance teaching and the way and intensity of training according to the characteristics and actual situation of different students. In addition, dance teachers should also change the traditional teaching methods and concepts from the root, pay attention to combining students' physiological and psychological characteristics, and change the traditional dance concepts, rather than a single physical training. Different from high school teaching, teachers in secondary vocational schools explain more information to students in class, and students have less contact with teachers after class, so teachers don't know much about students' knowledge in class. Therefore, teachers should grasp the characteristics of secondary vocational education, clarify the significance of their own existence, let students learn to learn to learn independently, have a unique understanding of dance in combination with their own characteristics, have their own imagination, make full use of students' understanding and play of dance, mobilize students' enthusiasm for learning dance, and innovate and develop on the basis of their original understanding of dance. (2) Formulate new targeted emotional education measures. In the process of dance teaching, teachers should let students play the main role, help students understand their sense of ownership, and realize the communication and interaction between teachers and students. At the same time, teachers should make full use of this point to arouse students' enthusiasm and improve teaching quality and effect. For example, you can first play a lyric music in class to relax students. Then teach students all kinds of movement skills in music, do a good demonstration, observe students' mastery, and give different help to students with different levels of mastery, so that every student can feel the beauty of dance. Or dance teachers can find some videos of famous dancers on the Internet, such as peacock dance in Yang li Ping and Rouge in Ada, and then explain the similarities and differences of various dances to students, so that students can better understand the dance. At the same time, during the teaching period, teachers should also pay attention to their own language expression, and let students relax when learning dance with vivid and emotional words, so as to learn better. In teaching, students sometimes make some mistakes or mistakes. At this time, the teacher should avoid the important, let the students know the mistakes, try not to hurt the students' self-esteem and avoid the students' rebellious psychology. When students correct their mistakes in time, teachers should encourage and praise students in time, so that they can understand the teacher's painstaking efforts and train harder. (3) Be a teacher by example. In dance teaching in secondary vocational schools, teachers should not only pay attention to teaching students, but also pay attention to their own habits and self-cultivation. Teachers should improve their professional knowledge and skills while teaching students dance courses. For example, you can download and watch famous dance videos by yourself, learn the movements that you don't have well enough, and learn the better characteristics of others. You don't have to be famous, but you can learn what you don't have. And before class, we should sort out the points and practice the dance movements hard, so that students can appreciate the dance teacher's movements in the classroom demonstration and realize the gap between themselves and the teacher, so as to motivate themselves and find their own shortcomings. Therefore, teachers should give full play to their role as role models, create a relaxed and happy atmosphere between teachers and students, and let students actively experience the emotion and true meaning contained in dance in their study. Dance is an art, a manifestation of beauty, and can express emotions through beautiful body language. Therefore, in the dance teaching of secondary vocational schools, emotional education should be correctly implemented to train better dancers for the society and the country.