直升機(jī)飛行教員手冊(cè) Helicopter Flight Instructor Manual
時(shí)間：2012-06-08 09:45來(lái)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. Whatever the learning situation, it should contain elements that affect your student positively and give feelings of satisfaction. Each learning experience does not have to be entirely successful, nor do students have to master each lesson completely; however, a student’s chance of success will be increased with a sense of accomplishment and a pleasant learning experience. Suggestions: ? Involve students in the lesson by developing some of the new material with them. This can be done by asking students questions related to the subject and allowing students to contribute knowledge and ideas. ? Throughout your lessons, obtain feedback from students by asking questions, observing the performance of a skill, and watching for facial expressions that show a lack of understanding. You must respond to any feedback by answering questions and providing help and correction where needed. ? Show students how to improve, and offer praise when improvement occurs. ? Back up all your statements with reasons. Whenever you tell students something, give the reason behind it. For example, you say to a student, ‘This helicopter has two static vents, one on each side of the fuselage.’ This is a fact, but if students do not know the reason for the two vents, they will probably pass it off as unimportant and forget. Remember, if a student understands the concept or theory, details may be forgotten but the overall concept will remain, and when a helicopter with only one vent is encountered more attention may be given to instrument readings while making a cross¬wind approach. ? When a student encounters difficulty in mastering an objective, find a means of allowing some degree of success. For example, the lesson is steep turns. Rather than having students attempt the entire manoeuvre, try having them practise the entry. When no difficulty is experienced with the entry, add the next stage, then continue until the entire manoeuvre is completed. Should difficulty still occur, back up a step and attempt medium turns rather than causing too much frustration. Sometimes instructors make the mistake of continuing to have students attempt a manoeuvre when performance is deteriorating. It is better to quit at that point and go back to something the student can do well. |
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