直升機(jī)飛行教員手冊 Helicopter Flight Instructor Manual
時間：2012-06-08 09:45來源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. ? Once you have told students a fact, avoid repeating yourself. Instead, have them relate the facts back to you. This strengthens their learning and confirms their knowledge of the required material. ? Give students challenging problems that fit the level of learning, and provide only enough assistance to keep them on track. When students are able to solve the problems alone, they have demonstrated adequate knowledge and ability. • The INTENSITY learning factor implies that students will learn more from real experiences than from substitutes. You will have to use your imagination to develop vivid experiences for dramatic or realistic effects. Suggestions: ? Show enthusiasm and sincerity for the subject you are teaching. ? Attempt to employ a wide range of speech variation in rate, volume and pitch to keep students attentive. ? Use appropriate and effective gestures while explaining major points. The lesson will seem to ‘come alive’, and the points made will make a greater impression on your student. ? Use a variety of training aids to appeal to as many senses as possible. Each aid must relate directly to the subject matter being taught. EFFECT: Ensure that students gain a feeling of satisfaction from having taken part in the lesson. Learning is strengthened when accompanied by a pleasant or satisfying feeling. Students will learn and remember more under these conditions than when feelings of defeat, frustration, anger or futility are developed. If you were to demonstrate a ‘wingover’type manoeuvre during the first air exercise, students would likely feel some inferiority, if not actual fear. The experience would be negative. They might even give up flying at that stage. This example is rather obvious, but you need to consider how your actions could produce feelings of frustration or anger. For example, you ask a student to perform a manoeuvre and then you immediately emphasise all the errors the student made. Your identification of each error may be very accurate, but how would the student feel about it? If the objective were to make the student feel defeated, then you would probably succeed. It is better to point out the positive aspects of a student’s performance first and then discuss the major errors that were committed and finish with suggestions for improvement. |
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