How to design the teaching of mathematical concepts and basic knowledge for secondary vocational school students

Long-term mathematics teaching practice has proved that to improve the quality of mathematics learning, we must strengthen "double-base" learning, and the core of "double-base" learning is concept learning. For a long time, people's empirical research and theoretical research on mathematical concept learning have never stopped. The study of mathematical concept learning and teaching has always been a hot issue, but the study of mathematical concept learning for secondary vocational school students is still relatively lacking. Therefore, how to improve the teaching quality of mathematical concepts in secondary vocational schools and give full play to the role of mathematical concepts is a difficult problem for our vocational educators. In order to deeply understand the psychological characteristics and concept learning status of secondary vocational students, I conducted a survey on some secondary vocational students in our school, designed a questionnaire on their learning status, and drew the following conclusions: 1, secondary vocational students generally have psychological characteristics such as lack of self-confidence, weak will, serious weariness of learning, and psychological fragility. 2. Students don't know enough about the importance of mathematical concepts. 3. There are cognitive factors and non-cognitive factors that affect the concept learning of secondary vocational school students. Cognitive factors mainly include: original cognitive experience, perceptual materials or perceptual experience, generalization ability and mathematical language expression ability; Non-cognitive factors mainly include: learning motivation, learning interest, learning habits and willpower. Combined with the above findings and the present situation of concept teaching in our school, this paper focuses on the role of the theory of "zone of proximal development" in improving the cognitive ability of secondary vocational school students; By creating problem situations and using information technology, the non-cognitive ability of secondary vocational school students is cultivated. Combined with the reality of secondary vocational school students, the corresponding concept teaching strategy is put forward: 1, creating problem scenarios and strengthening the introduction of concepts. 2. Grasp the essence of concepts and help students master them. 3. Deepen the concept with practice.