The study of cognitive style has a lot of enlightenment to foreign language teaching. Teaching strategies based on this can be divided into two categories: one is matching strategies consistent with the strengths of cognitive style, which can promote learners to master what they have learned faster and better, but can not make up for the shortcomings and defects of cognitive style; Second, in view of the lack of cognitive style, we should adopt conscious mismatch strategy to make up for it. This strategy may affect the mastery of knowledge to some extent at first, but its special effect can make up for the deficiency and defect of learners' cognitive style, thus ultimately promoting students' mastery of knowledge. The alternating use of matching strategy and intentional mismatch strategy enables all kinds of learners to make good use of their strengths and avoid weaknesses, make up for their shortcomings, and flexibly use and master various learning methods to adapt to different situations and different learning contents.

On the guiding ideology of education, the foreign language circle in China has been discussing how to deal with correct fluency for a long time, but it has not been well solved so far. Traditional foreign language teaching emphasizes accuracy before fluency, and fluency on the basis of accuracy. Teachers often unconsciously overemphasize the advantages of reflective cognitive style and ignore its possible negative effects and serious consequences. This guiding ideology is not conducive to the cultivation of students' foreign language communicative competence, because overemphasizing correctness will inevitably exaggerate the importance of error correction in learning, and the result will inevitably be that students pay more attention to the form of language and ignore the effective exchange of information. In principle, paying equal attention to correctness and fluency is the best combination, but the most prominent problem in foreign language teaching in China at present is that students' oral communication ability is too poor. It seems urgent to solve the problem of oral fluency first.

In the actual classroom, impulsive students speak enthusiastically in class, dare to express themselves, and are more likely to make mistakes. Teachers should pay attention to protecting the enthusiasm of such students who like to speak and answer questions, and give guidance and inspiration in the process of speaking and answering. Reflective students are bored in class, but that doesn't mean they don't have their own ideas. They have many thoughtful ideas, but they just don't want to express them. Teachers should patiently provide them with some opportunities for classroom discussion to promote the development of their rational thinking and logical thinking. Teachers should adopt a more tolerant attitude towards their mistakes in class, as long as they basically do not affect the expression of meaning, and try to correct them as little as possible.

In addition, Kagan found that reflective people have stronger inductive reasoning ability. Generally speaking, reflective people can benefit more from inductive learning. (Kagan, Pearson and Welch, 1966). Because reflective thinking has strong logical thinking ability and obvious advantages in learning that requires reasoning, teachers can give them more learning materials or characters in this field, but this does not mean that impulsive students will not give such materials and tasks, and it is appropriate to focus on them appropriately.

Students with reflective and impulsive cognitive styles show different characteristics in foreign language learning methods and tests. Het Hering & McIntylee (1975) pointed out in his analysis of many related totals that reflective children show more mature problem-solving strategies and consider different assumptions more than impulsive children. Reflective students are more effective than impulsive students in dealing with personality information, but they adopt more systematic and mature strategies. They are always methodical and logical. Attention should be paid to this kind of students in teaching, and the teaching pace can be appropriately slowed down to create a relaxed and relaxing atmosphere. Teachers should be fluent in language and logical. As for the speed problem, we can take measures to reduce the time step by step and solve it safely. Rollins & Geneser (1977) found that although it is generally believed that impulsive students have poor academic performance, it is mainly because school exams often focus on the analysis of details, while they are good at analyzing problems as a whole. Impulsive students react quickly, sometimes they are careless, misread the topic, and then sigh and regret. In teaching, we should focus on encouraging these students to take similar "sharp turn" teaching countermeasures in a limited time, fully mobilize their enthusiasm, give play to their advantage of quick response, and let them taste the joy of success. In view of the shortcomings of carelessness, some targeted questions can be arranged appropriately, so that they can feel it themselves, taste the regret brought by carelessness and consciously correct their mistakes. Impulsive students show the characteristics of rapid jump and rise at each stage, and the stable period is short, so they often fluctuate and make rapid progress, but it is not obvious; Reflective students have a long stable period, but the scope of the treaty between stages is large, so the progress is slow, but it is obvious. If teachers have a clear understanding of this and adopt corresponding teaching methods, it will certainly promote the whole foreign language teaching process.