Recently more and more concern is given to learning characteristics and individual differences of students. As one of individual differences, learning style has important effects on class learning. Numerous studies show that learning style is closely associated with academic performance. The teaching strategies matching specific leaning style can improve students’ academic performance. Evidences reveal that group cooperative learning facilitates leaning outcome. Then, will the appropriate teaching strategies and group cooperation based on specific leaning style influence students’ academic performance? There have been no reports about it. In order to improve students’ Chinese academic performance, the current study used visual teaching strategy, which was based on the learning style of the whole class. Meanwhile, students were divided into groups based on their learning styles, in order to improve students’ Chinese performance. In the current study, two natural classes in primary school were randomly chosen (there were 27 students in either class). One class was treated as experimental class, the other was control class. Before experiment, there were no significant performance differences in Chinese, reading, and summary tests between the two classes. For experimental class, Soloman learning style questionnaire was applied to investigate 27 students’ learning style before experiment manipulation. The results showed that most of the students have visual learning style. Therefore, the current study adopted teaching strategies aiming at visual leaning style in experimental class. The students were asked to mark the key points out in the content by some visual symbols, for guiding the visual attention of students. Meanwhile, the students in experimental class were divided into seven cooperative learning groups, in which various learning types were included, that for improving the facilitate and complementation in group cooperative learning. Traditional teaching strategies were used in control class. The experiment lasted a semester, after which students in both experimental class and control class were tested on Chinese, reading and summary. The results showed that after experiment, the students in experimental class had significantly better performance in Chinese, reading and summary tests than control class, which suggested that visual teaching strategies in group cooperation mode could help primary school children to improve Chinese performance effectively.