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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RELATIONSHIP: Present lessons in the logical sequence of known to unknown, simple to complex, easy to difficult.
EXERCISE: Ensure students are engaged in meaningful activity.
INTENSITY: Use dramatic, realistic or unexpected things, as they are best remembered.
EFFECT: Ensure students gain a feeling of satisfaction from having taken part in a lesson.
RECENCY: Summarise and practise the important points at the end of each lesson, as the last things learned and practised will be remembered the longest.
The learning factors listed above are useful ‘tools’ when they are applied correctly. The question, of course, is: ‘How do these learning factors apply to flight instruction?’This question will be answered by reviewing and discussing each of the learning factors that offer specific suggestions on what you can do to utilise these ‘tools’ in your instruction.
READINESS: Ensure students are mentally, physically and emotionally ready to learn.
To learn, a person must be ready to do so. An effective instructor understands this necessity and does the utmost to provide well conceived motivation. If a student has a strong purpose, a clear objective and a sound reason for learning something, progress will be much better than if motivation were lacking.
Under certain circumstances you can do little, if anything, to inspire a student to learn. If outside responsibilities, interests or worries are weighing heavily, if schedules are overcrowded, or if personal problems seem insoluble, then the student will be unable to develop the interest to learn.
Here are some suggestions you can follow to arouse interest and make the student ready to learn:
? Start lessons with an ATTENTION-GETTING opening. For examples of opening sentences that are effective, listen carefully to the start of documentary films or interviews on television. Writers spend a great deal of time developing the exact words to tune you in.
? State SPECIFICALLY WHAT is required during the lesson and how you intend to prove that the student has the knowledge or can master the skill at the end of the lesson. Make all your statements student-centred.

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