教員手冊(cè) INSTRUCTORS MANUAL 飛行教員手冊(cè)

時(shí)間：2011-11-08 20:34來(lái)源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次

Occasionally, students ask questions which instructors cannot answer. In such cases, instructors should freely admit they do not know the answer, but that they will research it. If practicable, they can offer to help students look up answers in the available references. Above all, questions asked by students should not be belittled in any way or treated as anything but a sincere effort to learn. There is no surer way to sever lines of communication than to treat a question lightly or to give the answer less than the consideration it deserves.
3.9.2 Final Evaluation
The criteria used for final evaluation and for stage tests and checks are prescribed in the training syllabus and the appropriate flight test guides. The standards which must be applied by instructors in their day-to-day instruction, however, usually must be established or at least administered personally.
Some students may be slow but steady learners, while others may grasp new learning tasks quickly, but make many careless mistakes. Flight instructors must learn to size up their students, become familiar with their thinking and aptitudes, and apply standards of progress appropriate to each individual. Attempts to make students conform to an arbitrary general standard may actually retard their overall progress.

Chapter 4

RESPONSIBILITIES OF
INSTRUCTOR &
PUPIL PILOT

4.1 The basic function of the flight instructor is to provide the flight and ground instruction appropriate to the student's needs. Competent flight instruction must be appropriate to the individual student and the circumstances under which it is given. The slow student requires special handling to promote confidence and avoid discouragement. Assigning "subgoals" which are easily achievable is a useful technique.
In contrast, a good student may exhibit overconfidence. This tendency can be corrected by increasing the standard of performance required for each lesson. Instructors must remember that students generally do not ask for the information or guidance needed, and they normally do not understand how the learning tasks assigned apply to overall objectives. It is the responsibility of the instructor to see that each period of learning provides another block of instruction in its proper position in the total structure, and to help the student see the relationship.

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