Abstract
This study, using quantitative research, surveyed 120 middle school chemistry teachers in Zunyi City, Guizhou Province, China, assessing their awareness of cognitive styles and related teaching strategies. Results revealed a low level of overall knowledge(M=2.31), and moderate familiarity with cognitive styles (M=2.34) among the Chemistry teacher. Improvement is needed in teaching strategies based on cognitive styles (M=2.30), learning characteristics of students with varied cognitive styles (M=2.25), and emphasizing cognitive styles (M=2.31). The study recommendations include enhancing teachers' understanding of cognitive styles and teaching strategies, aiming to improve the quality of student learning and life.
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