| With the high speed development of advanced vocational education, people pay more attention to it. Advanced mathematics is a significant fundamental and useful course in this educational period. However, the grade of students of high vocational college is not high. It is generally think that one important reason is that students can not construct good mathematical cognitive structure. According to following two points, the grade of students is related to their mathematical cognitive structure; the process of study math is the process of cognitive. In order to solve this question, educational workers must fully understand the characters of students'mathematical cognitive structure. Then proper approaches can be made based on those characters. Finally, they can be further optimized and consummated through practical education. My research based on it.First of all, I summarized the researches related to the mathematical cognitive structure and made comments on them. Then I pointed out the two questions that this dissertation focused on according to the above research: 1.what are the characters of these students'mathematical cognitive structure? 2.How do we help these students to construct good mathematical cognitive structure?Secondly, I presented the concepts of cognitive structure and mathematical cognitive structure and the way of defining the characters of them in theory. Then, I proposed to utilize mathematical concept map to survey the characters of those students'mathematical cognitive structure. In addition, according to the standard mathematical concept map, I used filling up code method to appraise the mathematical concept maps made by the students.Thirdly, I stated the survey process conducted on the mathematical cognitive structure of students who have been studying for two years in Dongying Vocational College. In addition I analyzed the characters of these students'mathematical cognitive structure through two dimensions combined the result of this survey: 1.analysis of these students'mathematical cognitive structure reveals(:1)The errors between two levels are more than that within the same level(.2)There are still no tags which can show the relationship between two linked concepts. And across-links are rare.(3)The degree of the similarity between the students'mathematical cognitive structure and the researchers'is low.(4)Students'ability of understanding abstract mathematical concepts is obviously higher than that of specific concepts(.5)Students have difficult in learning the concrete mathematical concepts which is at the bottom of the whole knowledge system.(6)The inaccuracy of placing concepts is not randomly happened in the mathematical cognitive structure. Students are inclined to place such concepts near those that are similar to them.(7)When students misplace concepts, they usually place them within the same main module as the right ones or some positions around this level. 2.The comparison between male students'cognitive structure and female students'shows(:1)Basic mathematical concepts, no matter they are abstract or concrete, can be much more easily understood by female students.(2)Male students can be influenced more obviously than female individuals while facing concept interference(.3)Male students misplace concepts a little more randomly than female ones.Fourthly, I introduced the teaching which uses both mathematical concept map strategy and advanced organizer strategy based on the characters mentioned in this article so as to help these students to establish good mathematical cognitive structure. Firstly, teachers can use mathematical concept maps to devise teaching before class. And teacher can understand students'original condition of their mathematical cognitive structure through the mathematical concept maps made by the students before imparting new knowledge. Secondly, teachers can use advanced organizer to build a bridge between the former concepts and new concepts during the process of teaching new knowledge. Then teachers use the mathematical concept maps to guide students to learn new mathematical knowledge. Thirdly, mathematical concept maps can be used to summarize and add to the whole knowledge system.
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