直升机飞行教员手册 Helicopter Flight Instructor Manual

时间：2012-06-08 09:45来源：蓝天飞行翻译 作者：航空 点击：次

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? Avoid ridicule or sarcasm. You may feel that it might take the place of humour; however, students seldom have the same feeling, especially if they are the butt of the remark.
? Arrange each lesson so that when a student does something correctly there is a reward. This reward can be in the form of sincere, honest praise. You ask a student to complete a walk pre-flight inspection on a specific helicopter for which you have a component such as a nut placed on the ground under the engine. Your student notices the offending part and brings this to your attention and is praised for this. If a thorough inspection is not completed, you have an excellent teaching point to emphasise why careful inspections must be done.
RECENCY: Summarise and practise the important points at the end of each lesson, as things learned and practised last will be remembered longest.
Other things being equal, the things learned last are best remembered. Conversely, the longer students are removed from a new fact or even an understanding, the more difficulty they will have remembering it. The need for reviews was stated earlier, and a full circle has been completed: review—learn new material—review, etc.
Suggestions:
? Plan for a pre-flight briefing immediately before the air exercise, and review the main points by questioning. This may sound like the READINESS and EXERCISE learning factors; however, recency deals with the timing of the practice.
? Ensure that students receive a thorough summary of the important points towards the end of each lesson.
? After each sequence within an exercise or class presentation, ask questions on the material or summarise the ‘need to know’ material.
? Conduct a test as the final part of your lesson.
? At intervals throughout the course, conduct review sessions in which no new material is taught, but reinforcement of previously learned material is obtained.
? Attempt to finish each lesson with a practice of the most important parts of the lesson. This applies to solo lessons as well as dual exercises. Remember, students practise knowledge by answering questions and they practise skills by doing.

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