In recent years, cochlear implant technology has developed rapidly in China, bringing a boon to patients with severe deafness, profound deafness and even total deafness. Many parents, seeing that cochlear implants provide such good auditory compensation, think that their children will naturally be able to hear and speak and that they no longer need any training. In fact, this is very wrong and many children delay valuable time for this reason. Because prelingually deaf children have little perception of sound, especially speech, and their auditory nerve is dormant for a long time, they need training to learn to hear and distinguish sound after receiving cochlear implants. For older children who are completely dependent on seeing and communicating, this process can be longer and more difficult. It is very important that families of deaf children have a proper understanding of cochlear implants and the corresponding training methods. In terms of language development, there is no difference between cochlear implant and hearing aid training methods. The difference between the two is that post-cochlear implant training is more focused on comprehensive and detailed hearing training, which is determined by the difference in auditory information provided by the cochlear implant and the auditory information provided by the hearing aid. A great deal of effort should be invested in helping the deaf child develop listening habits and the ability to recognize sounds and subtle differences in speech. Therefore, successful surgery is the basis for returning these deaf children to the world of sound, and long-term scientific rehabilitation after surgery is necessary for their return and participation in society. The auditory speech training for deaf children should be in accordance with the law of pediatric language development, and should be carried out gradually in stages from superficial to profound according to the “hearing age” of deaf children. The auditory training stage, the vocabulary building stage, and the speech training stage can be broadly divided into three stages. The auditory training stage is to use the deaf child’s residual hearing to listen to various sounds, to awaken the deaf child’s “sleeping state”, and to give frequent stimulation, repeated training, and repeated reinforcement, so that the deaf child gradually adapts to various daily sounds and enters the audible society. Cochlear implant users need to develop at least two auditory abilities to best utilize the auditory sensations induced by electrical stimulation. One is the perception of rhythm, including information about amplitude and tone length; the other is the ability to perceive pitch discrimination, including information about the first and second resonance peaks. These two aspects of the ability to integrate the development of the process consists of the following stages: 1, perception: to play the form of listening to the sound conditioned reflex training. 2.Discrimination: including the discrimination of sound length, rhythm, resonance peaks, etc. Such as distinguishing vowels. The main difference of vowels is the second resonance peak. The second resonance beacon frequency is higher for vowels in front of the tongue, such as i. The second resonance beacon frequency is lower for vowels behind the tongue, such as 0. 3. Confirmation: including the confirmation of super-syncopated and syncopated components. The super-syncopated component includes the length, loudness, tone, and intonation, etc.; the syncopated component includes the difference in syllable number and phoneme, etc. At this stage, the deaf child can retell the sounds, words, and sentences heard. 4. Comprehension: The ability to understand the meaning of the sounds heard and to communicate. A few principles of post-cochlear implant hearing training should be emphasized here: 1. Setting the right expectations and establishing reasonable stage goals will go a long way in promoting the deaf child’s level of rehabilitation; unrealistic goal setting will only hinder his or her development. Due to individual differences between children receiving cochlear implants (age of deafness onset, age of surgery, number of surviving auditory nerves, electrode insertion, duration of continuous preoperative hearing aid wear, preoperative rehabilitation training received, as well as individual cognitive level, personality, etc.), training progress and results cannot be completely consistent. Therefore, do not compare them horizontally, but set targeted development goals according to different situations. 2. Insist on encouragement and guidance, to help deaf children accept this new thing, like it and build up confidence, rather than exerting pressure on them. 3.Provide a quiet environment at the beginning of training, and start training in a noisy environment when appropriate, the signal-to-noise ratio can be gradually reduced from ten 10dB. 4, start with familiar content, in his hearing level is still relatively low, to use his most familiar and favorite content for training. 5.Provide rich and colorful sounds, so that he can adapt to a variety of sounds. 6.Regular assessments help to clearly understand the deaf child’s level of progress, compare the stages, and identify weaknesses.