The individual variations of the students have long been an important issue in the field of pedagogy. Of various causes to individual variations in the study of chemistry, the approach of cognition is hereby considered as a significant factor. By observation and experiment with teaching of chemistry, the writer has discovered that those with more field-independence than field-sensitivity are better at learning the more abstract theory, that the field-independent students have better autodidact performance, and better capacity of experiment designing, and that they are more adaptable to the teaching methods, in particular, to the computer-aided teaching. Likewise, cognition is a means of habit, but not a fixed method. Therefore, proper teaching strategies are advised towards the individual variations for the sake of the students'competence.