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. ? While the student is performing an exercise, supervise the actions very closely. Stop the student as soon as any performance error is noticed, and teach the correct method. Close supervision means that you NEVER allow a student to make an error during the initial stages of training. Think of how you would go about training a student to defuse a live bomb. RELATIONSHIP: Present lessons in the logical sequence of known to unknown, simple to complex, easy to difficult. This particular learning factor emphasises the necessity for your student to understand relationships between new and old facts, or between ideas and skills, if learning is to take place. During flight training, students must understand not only why they are learning a particular exercise, but how that exercise combines with previous ones and where it fits into the overall syllabus. Giving students the relationship at the start of the lesson provides preparation for learning. Continuing the process throughout the lesson helps to maintain the desire to learn. Example: Compare or relate advanced take-offs and landings to normal take-offs and landings; show how a steep approach uses the same techniques. Suggestions: ? Present lessons in a logical sequence: known to unknown easy to difficult concrete to abstract simple to complex familiar to unfamiliar. ? Always review basic knowledge before proceeding to the unknown. For example, when teaching students to multiply with a circular slide rule, the first example should be as simple as 2 × 2. The reason is that students already know the answer and are able to follow the manipulation of the slide rule. In the next problem or example, a change of one factor (2 × 4) allows students to build on knowledge already gained. The process is continued until students have mastered all the required knowledge and skills necessary to solve real problems. ? Present new material in stages, confirming that students have mastered one stage before proceeding to the next. The length of time for each stage would depend on the complexity of the material covered. |
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