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本研究采用认知的自我指导技术，对９名小学教师的教学监控能力进行训练。结果发现：训练不仅提高了教师教学监控能力，而且提高了教师对教学的认知水平，改善了教师的教学行为。
In this study, cognitive self-guidance techniques were used to train nine primary school teachers’ teaching monitoring abilities. The result shows that training not only improves teachers’ ability of teaching monitoring, but also improves teachers’ cognition of teaching and teachers’ teaching behavior.