直升機飛行教員手冊 Helicopter Flight Instructor Manual
時間：2012-06-08 09:45來源：藍天飛行翻譯 作者：航空 點擊：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Reinforce students’ learning of new facts or ideas by frequently summarising the major points of your lesson. ? Use examples and comparisons to show how the new material being learned is really not much different from that already known by your students. The examples you use may be real or imaginary, as the main purpose of an example is to paint a verbal picture so students can visualise relationships between the new material and things that have happened before. This is called using ‘verbal aids’ for your instruction. EXERCISE: Ensure students are engaged in meaningful activity. Meaningful mental or physical activity is essential if learning is to occur. During flight training this is achieved through correct practice or repetition. Students learn by applying what they have been told or what has been demonstrated. As learning continues or is strengthened by additional practice, your training syllabus should make provision for this practice time. You must ensure that the practice is directed towards a specific goal. Oral questions, hypothetical problems, dual review, or solo practice are all methods of providing mental or physical activity. If students are able to answer questions involving the words ‘how’ and ‘why’, it usually means that they have a good understanding of the subject. For you as a flight instructor, these two words are probably the most important in your vocabulary. Study Table 1 opposite and note both the instructor and student activities for each level of learning. Should you attempt to employ the application level of learning without having covered the understanding level, students will probably encounter much more difficulty than if they had mastered previous levels. Suggestions: ? Unless you are testing to see what students have learned, avoid questions that are prefixed by the word ‘what’. Give students the facts, figures and necessary knowledge, then ask ‘how’ and ‘why’ questions to develop their understanding of the new knowledge. |
