教员手册 INSTRUCTORS MANUAL 飞行教员手册

时间：2011-11-08 20:34来源：蓝天飞行翻译 作者：航空 点击：次

Forgetting is less of a problem as the student builds a background to which new experiences can be related.
1.5.3 MOTIVATION
Motivation causes people to set goals, then pursue them. Without goals, people stagnate; they have no place to go. Highly motivated persons, however, know where they want to go and how they plan to get there, and they constantly strive toward their goal
One of the tasks of the instructor, then, is to provide positive motivations. Reward of some sort is a means of motivating a person, but the type of reward depends on the individual's own values.
Everyone seeks approval, and positive reinforcement is one method of showing this approval. Something good can be found in almost any performance and it should be pointed out to the student. This does not mean that low performance levels must be accepted or that standards have to be lowered to accommodate a slow student. Errors may be pointed out privately in a courteous fashion, without ridicule. On the other hand, sincere praise given in the hearing of others is a strong motivating force. In any group activity, praising the good student in front of the rest of the group not only motivates the good student, but stimulates the others to strive for praise. Conversely, ridiculing a student for a wrong answer to a question can cause the rest of the class to withdraw to avoid the threat to their own dignity.

Negative motivation, such as threats and reproof, should be avoided with all but the arrogant or impulsive student. At times, in spite of the instructor's efforts, the learning rate may be retarded by a slump in motivation. When this occurs, instructors should examine their own conduct and try to find the cause for the slump.
1.5.4 LEVELS OF LEARNING
Learning may be accomplished at any of several levels. The lowest level, rote learning, is the ability to repeat back something which one has been taught, without understanding or being able to apply what has been learned. Progressively higher levels of learning are understanding what has been taught, achieving the skill to apply what has been learned and to perform correctly, and associating and correlating what has been learned with other things previously learned or subsequently encountered. Correlation is the highest level of learning, and should be the objective of all instruction. It is the level at which the student becomes able to associate an element which has been learned with other segments or "blocks" of learning or accomplishment. The other segments may be items or skills previously learned, or new learning tasks to be undertaken in the future.

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