Abstract: This study compared the scores of students of field independent style and field dependent style who werefrom the fifth grade of primary school were effected by trial-teaching and normal-teaching in the solution of per centapplied-problem of three kinds of difficulty level.Multiple analysis of variance(MANOVA) indicated:(1) The maineffect of teaching method was significant;On the whole,the scores in trial-teaching were much higher than those ofnormal-teaching in the highest level tests.To the students of field dependent style,the scores difference between thetwo teaching method was nonsignificant in the lowest level tests;The scores in normal-teaching were much higherthan those of trial-teaching in the middle level tests,so the scores difference between the two teaching method teaching was significant;in the highest level tests,the scores in trial-teaching were much higher than those of normal-teaching,the scores difference between the two teaching method was significant.To the students of field dependentstyle,the scores between the two teaching method were nonsignificant in the lowest level tests;the scores in trialteaching were much higher than those of normal-teaching in the imddle and the highest level tests,so the scores difference between the two teaching method was significant.(2) On the whole,the boy's scores were much higherthan the girls'scores,so sex difference of scores was significant;sex difference of scores was nonsignificant in themiddle and the highest level tests.To the students of field dependent style,theboys'scores were much higher thanthe girls'scores in the highest level tests,so sex differences of scores was significant.(3) The main effect of cognitive styles was nonsignificant.

Key words: field dependent, field independent, cognitive styles, trial-teaching, normal-teaching