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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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. When in the air: ? identify major strengths ? pinpoint a major weakness ? suggest a remedy to correct that major weakness. On the ground: ? identify major strengths ? identify a maximum of three major weaknesses ? suggest remedies to correct the major weaknesses. NOTE: One way to think of a major weakness is: ‘What item, if corrected now, would result in the correction of the greatest number of other faults?’ As student performance improves, the weaknesses that originally were considered minor ones now become the only weaknesses. All weaknesses will be dealt with, but in order: the most important ones first. CHARACTERISTICS OF EFFECTIVE FAULT ANALYSIS Effective fault analysis always strives for maximum objectivity. You should never allow personal bias to affect the grading or analysis of any particular flight. Objectivity should be considered in both student personality and flying techniques. At times, personality conflicts occur, but as a professional instructor you will hold these to a minimum. In the area of flight technique, you may become dogmatic and accept only one way to accomplish a manoeuvre. Always keep in mind that there are many techniques that accomplish the same manoeuvre correctly. You must be consistent in your analysis. Always attach the same importance to an error, provided the circumstances remain the same. Without a consistent set of rules, you will be considered arbitrary or accused of playing favourites. Honesty is the best policy for critiquing. The situation where you may attempt to motivate a weak student by giving better grades than deserved jeopardises the effectiveness of your instruction. Students must know exactly where they stand and be given specific suggestions for their improvement. This is the sole purpose of fault analysis, and emphasis must be placed on this function. GROUND SCHOOL TRAINING GROUND SCHOOL DEFINITION Classroom-type instruction, generally to more than one person, covering items to be taught in the curriculum. This prepares the student for the written examination, although instruction may also be extended to cover the air exercises. |
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