学习焦虑一直受到我国研究者们的关注。研究表明，学生不适当的学习焦虑对其学业发展，身心健康都有着不良影响。在已有研究中证实了托马斯·戈登的《教师效能训练T·E· T》中教师积极倾听对于学生学习行为、态度具有积极作用。因此，本研究以《教师效能训练 T·E· T》中的积极倾听为干预方法，旨在探索教师积极倾听能否对学生的学习焦虑起到缓解作用。
      本研究采用了实验法、观察法和访谈法。研究对象为珠海市某小学五年级两个班和四年级两个班的学生，将五年级作为实验组，四年级作为对照组。在实验开始前，首先使用《心理健康诊断测验（MHT）》中学习焦虑分量表对学生进行学习焦虑前测，其次对实验
组的三位主科教师进行教师积极倾听的培训，使其掌握积极倾听的基本知识和使用方法；在实验过程中，请教师们将积极倾听作为干预方法运用于之后对实验组学生的教育教学活动中，并由研究者进行观察记录，实验持续两个月。在实验结束后，采用与前测相同的测量工具对学生进行学习焦虑后测，并对实验结果的数据和观察结果进行分析，得出以下结论：

      第一，教师通过研究者的积极倾听培训，掌握了积极倾听的基本知识和使用方法。         

      第二，干预前实验组和对照组的学习焦虑程度基本同质，干预后实验组与对照组的学习焦虑程度无显著差异。但实验组学习焦虑前后测差异显著，对照组学习焦虑前后测差异不显著。

      第三，通过观察和访谈的结果发现教师积极倾听的沟通方式可以运用到教育教学中处理多种能够引起学生学习焦虑的问题。

      Learning anxiety has been paid close attention to by researchers in our country. However,the research shows that students' inappropriate learning anxiety has a negative impact on theiracademic development and physical and mental health. Moreover, it has been proved in theexisting research that in Thomas Gordon's Teacher Effectiveness  Training TET, teachers' active listening has a positive effect on students' learning  behavior and attitude. Therefore, this study uses active listening in Teacher Effectiveness  raining TET as an intervention method, aiming to explore whether active listening by teachers can alleviate students' learning anxiety.
      This study adopts the methods of experiment, observation and interview. The  subjects of  the study were students from two classes of grade five and two classes of grade four in a primary school in Zhuhai, with grade five as the experimental group and grade four as the control group. Before the experiment began, students were first tested with the learning anxiety subscale of Mental Health Diagnostic Test (MHT), and then the three teachers in the experimental group were trained to listen actively so that they could master the basic knowledge and usage of listening actively. During the experiment, teachers were asked to apply active listening as an intervention method in the subsequent education and teaching activities for students, and the researchers made observation records. The experiment lasted for two months. At the end of the
experiment, the same measuring tool as the previous one was used to measure the students' learning anxiety. After analyzing the data and observation results of the experiment results, the following conclusions were drawn:
        First, teachers have mastered the basic knowledge and usage of active listening through the active listening training of researchers.
       Secondly, the learning anxiety levels of the experimental group and the control group are basically the same before the intervention, and there is no significant difference between the learning anxiety levels of the experimental group and the control group after the intervention. However, there was significant difference in the test before and after learning anxiety in the experimental group, while there was no significant difference in the test before and after learning anxiety in the control group.
        Third, through observation and interviews, it is found that teachers' active listening communication method can be applied to deal with various problems in education and teaching, which plays a positive role in the cultivation of students' moral character, the establishment of class rules, the improvement of classroom teaching quality and the consolidation of teacher-student relationship.