Similarly, teachers in high school are facing the wide capacity of the course material, wide knowledge, wide grammar, a large quantities of words and expressions, sophisticated sentences and so on. In addition, the teachers’ quality in high school are irregular, most of the teaching ways are single. As a result, students can’t catch up with it. So can their low interest. They have to give it up. Such situation has caused some educators worry.

　　In these years, teachers in the primary school, the junior school and the high school lose themselves in their own textbook.. The research activity is divided. In fact, teachers in different grades have few knowledge of other grades material, the common usage of teaching ways. What’s more, they couldn’t estimate the future students’ level. All of the above shows teachers have blindness in their teaching and make the running-in period longer. So the purpose for me to choose this topic is aim to solve the following four questions:

　　Q1: What kind of psychology features does students in the elementary school, the junior school and the high school have?

　　Q2: According to these features, how do teachers choose the appropriate and effective classroom teaching methods?

　　Q3: What’s the difference in the elementary school, the junior school and the high school?

　　Q4: How to solve the textbook material problems so as to improve the efficiency?

　　2. The limitation of the subject

　　2.1 The age criteria and grades of the reference of the subject

　　In the primary school: 9-12

　　In the junior school: 12-16

　　In the high school: 16-19

　　2.2 The material used

　　In the primary school: New Criteria English

　　In the junior school: Materials from people’s publication

　　So does high school.

　　2.3 the basic principle and theory referred by the subject research

　　3. The method and ways of the research

　　4. The content of this subject research—The difference of English classroom teaching method

　　4.1 Happy teaching method are used in the elementary school.

　　Under the principle of students’ predominate, teachers’ teaching dominate, launch students’ learning activity according to the rule of children’s psychology.

　　4.2 Interest teaching method used in junior school

　　The youths are in a stage of growth, especially interested in the changeable circumstance. So Interest is their source of their learning motivation. Teachers should look for variety of teaching skills.

　　4.3 Task-based-learning teaching method used in high school

　　Students from the junior school have wide range of English levels. As a matter of fact, excellent students has no language environment to practise, while most of students with study problems have given up it. In order to change this tramp, the task-based-learning is used.

　　5. The ways to this subject research

　　5.1 The content of the investigation statistics chart

　　5.2 The teaching ways of the investigation statistics chart

　　6. Conclution

　　It is obvious that the psychology difference among the elementary school, the junior school and the high school. So there’s much difference of classroom teaching methods. But according to the investigation result, there’s stable factor for every stage development. So while teachers has done well in their class teaching, they should also pay attention to other grades’ teaching situation, including the material choice and the students’ usage. So as to have the most knowledge of future students, which can reduce the teaching blindness to make better teaching effect.

　　Literature:

　　1.《国家英语课程》(实验) 中华人发共和国教育部

　　2.张庆林 《当代认知心理学在教学中的应用》

　　3.张大均 《教学心理学》西南师范大学出版社

　　4.关文信主编 《新课程理念与初中英语课堂教学实施》首师大出版社出版

　　5.孙玉梅主编 《现代英语教学法》东北师大出版

　　6.何广铿著 《英语教学研究》广东高等教育出版社

　　7.《中小学外语教学》全国核心期刊

　　8.C.Kyriacou.Essential Teaching Skills, Nelson Thornes Ltd.2001

　　9.T.Hedge Teaching and Learning in the Language Classroom DUP 2000

　　10.J.Jarmer How to Teach English Longman 1998.

　　11.J.Jarmer The Practice of English Language Teaching Pearson Education Limited 2001

　　12.H.G.Widdowson Teaching Language as communication DUP 1996

　　13.杨忠,张扬.国外英语教学流派及我国英语教学改革.长春:东北师范大学出版社,1999