直升機(jī)飛行教員手冊(cè) Helicopter Flight Instructor Manual
時(shí)間：2012-06-08 09:45來源：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. ENCOURAGE QUESTIONS. Let the class know early in the lesson that you encourage questions at any time the students are not clear on points being taught. If it will not interfere with the presentation of the lesson, it is usually best to allow questions immediately any point arises rather than waiting for a break in the lesson to solicit questions. If you wait for questions, the point of concern may have slipped their minds. PASS QUESTIONS TO OTHER STUDENTS. Occasionally pass a student question to other members of the class; this will create interest and get class participation. Do not over use this technique, as the students may get the impression that you don’t know the answer and are fishing for help. Above all, never use this technique for any question to which you do not know the answer. REJECT QUESTIONS NOT RELATED TO THE LESSON. Quite often students will ask a question totally unrelated to the lesson. Politely reject the question, being careful not to offend the student, and then say that it is a question you would prefer to discuss after class. DO NOT BLUFF. No matter how knowledgeable you are of your subject, there will be times when you will be asked a legitimate question and will not have an answer. If you do not know the answer, say so—don’t bluff. Tell the class you will find the answer. Ensure you do, and then inform the individual who asked, as well as the rest of the class. ENSURE THAT ALL THE CLASS HEARS THE QUESTION. When a question is asked, check that all the class has heard it. When you answer the question, answer to the class and not only to the individual asking it. If a long, detailed answer is necessary, the remainder of the class may lose interest and ‘tune out’ if you get into a conversation with one student. THE DEMONSTRATION–PERFORMANCE METHOD OF TEACHING GENERAL A student instructor once asked, ‘If I had time to learn only one method of lesson presentation, which one should I learn?’ The answer is the demonstration–performance method. Why? Well, the primary concern of an instructor is training. Training, in large part, is devoted to the development of physical and mental skills, procedures, and techniques. For example, flying helicopters, interpreting blueprints, driving vehicles, welding, building, shooting, repairing, solving problems, filling out forms—all of these, and many more, can be best taught by using the demonstration–performance method. |
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