笔者在教育教学实践中发现,由于性格因素、家庭环境的影响,学生在刚入学时表现出的倾听习惯和能力是有较大差异的。要缩小这种差异,仅靠说教往往收效甚微,需要从多重层面入手,通过持之以恒的科学训练,逐步形成习惯,提升能力。一、借助环境暗示,强化倾听意识外部环境是一种隐性教育资源,对学生有潜移默化的影响。教师有意识地营造相应的外部环 In the practice of education and teaching, the author found that due to the influence of personality factors and family environment, there is a big difference between the students’ listening habit and their abilities when they first enrolled. To narrow this gap, teaching alone often has little effect, and needs to start with multiple dimensions and gradually develop habits and capabilities through sustained scientific training. First, with the help of environmental cues, strengthen the listening environment The external environment is a hidden education resources, have a subtle influence on students. Teachers consciously create the corresponding outer ring