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. ? Make your aids simple and clear. Eliminate all unnecessary data. Avoid the tendency to produce ornate, detailed artwork. ? Manufacture aids that can be seen by all the students. Before you use it, put the aid in the position in which it is to be used. Go to the position of the student farthest away, and ensure that you can see the aid clearly. ? Use a variety of colours to add interest, but make sure you keep associated parts or ideas or a repeating idea in the same colour. In this way, you help your students to follow your presentation more easily. When an aid is not in use, cover it up or remove it from sight. It can act as a distraction for your students if it is there but not being used. ? If the aid includes written words, have someone check for correct spelling and grammar. You would be surprised how many times misspelled words are displayed for students. ? If possible, stand well away from the aid and use a pointer, so that you do not obstruct the view of any student. ? If you are using charts it is sometimes advisable to have two copies, one labelled and one unlabelled. The unlabelled one can be used later to test student knowledge. Alternatively, a duplicate work sheet of the chart can be given to each student to fill in or label. Consider: Will the aid help the student learn better, easier, or faster? You should ‘show them as well as tell them’. VARY THE RATE, VOLUME AND PITCH OF YOUR VOICE WHEN DELIVERING THE LESSON Reason: Any form of variety adds to student interest. Speaking in a dull manner will generally put students to sleep, or at least allow their minds to wander off the subject. Consider: ? Speak at a fast rate while presenting ‘nice to know’ material. This produces the effect of observable enthusiasm, and enthusiasm is contagious. ? Speak at a slow rate when identifying ‘must know’ information. This allows students to separate the ‘need to know’ from the ‘nice to know’ material and in most cases adds emphasis to the points being made. |
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