2。1。1 Psychological theory

The psychological theory indicates that the learning process of human being is the process of perception, attention, memory, understanding, and problem solving, while the quality of learning depends on the learning effect。 However, the traditional English teaching methods make students feel bored with learning English, and it influences their learning effect。 Thus, it is important for teachers to apply the psychological theory to improve their own teaching proficiency as well as to understand students’ mental activity of learning (Chang 320)。

 The psychological mission of leading-in is to stir up, form and keep or develop students’ interest to the content and attention to the theme。 After the class begins, the crisis will arrive。 Crisis for the first time usually appears between the 15-20th minutes, and the second between the 30-35th minutes (Sun 1200)。 Based on the psychological research, the best time of senior high school students’ attention is between the 5-20th minutes after the class begins, and then anyone would suffer the situation of weakened attention。 Therefore, the teacher should organize the content well before the class and let the students enjoy the psychological satisfaction。 It is a crucial point of a successful leading-in part。

2。1。2 Aesthetic theory

The aesthetic perception in education means that the teacher can apply the law of beauty as well as the artistic practice to make students improve their aesthetic ability and creativity。 English teaching activity is an activity that fuses wisdom with emotion。 Thus, the English classroom teaching cannot be short of aesthetic。 However, the traditional teaching method is to instill knowledge into students。 As a result, students will lose interest in learning new knowledge。 So, there is no denying that the aesthetic education should run through the English classroom teaching。 

For instance, at the very beginning of each lesson, if the teacher smiles to the students, walks to the platform youthfully, looks at each student kindly and each of his action and expression is natural and graceful, the students will easily arise a sense of beauty。 This kind of sense will please the students so that they will prepare for learning the new content in a joyful atmosphere。 It indicates that this class has already achieved half success。 What’s more, the quality of teaching will improve by degrees, and this is the effect of beauty in the leading-in part。

In classroom teaching, reflection of beauty, appreciation of beauty, and transfer of beauty between the teacher and the students make up the aesthetic foundation of the leading-in part。

2。1。3 Pedagogical theory

The basic theory in teaching is adaption and conversion, and the leading-in part in English classroom teaching should obey this theory as well。

Adaption means that “teaching” must adapt to “learning”, which points out that “what to teach, how to teach” should be suited to “what to learn, how to learn”。 So the teacher, students, textbooks, teaching methods as well as learning environment should adapt to each other。

Conversion indicates that the teacher converses his own knowledge, ability and mind into the realistic power (Sun 1206)。 This theory is advantageous to develop students’ creativity, the flexibility and uniqueness of thinking。

2。2 Previous studies at home and abroad文献综述

Hu Shuzhen once said that leading-in part can also be named “starting to speak” (Hu 76)。 What she believed was that leading-in, as an import connection in the classroom teaching, could be the start of a course, and sometimes was even throughout the whole classroom teaching process。 She gave a deep description of function, category and basic requirement of leading-in in classroom teaching。 Yan Chengli studied optimized leading-in in the classroom teaching and came up with some professional principles which the leading-in design should follow。 He also concluded some methods of leading-in about optimum classroom teaching。 Li Rumi who was the first one to regard the leading-in in the classroom teaching as the art of teaching。 He also believed that leading-in in classroom teaching was just like “the first hammer knocking in the students’ mind”, or like magnet drawing the attention from the students (Li 153)。 Meanwhile, he thought that leading-in of different characteristics could produce different kinds of teaching effects。