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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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EVALUATION
The evaluation portion of the demonstration–performance method is where students get an opportunity to prove that they can do the manoeuvre without assistance.
For the practise forced landing you should tell students that you will be simulating an engine failure and that they are to carry out the entire procedure, including all checks and lookout.
While the student is performing this manoeuvre you must refrain from making any comments. Offer no assistance whatsoever—not even grunts or head nods. You must, however, observe the entire manoeuvre very carefully, so that you can analyse any errors that the student may make and debrief accordingly.
NOTE: Of course, you would interrupt the student’s performance if safety were to become a factor.
Success or failure during the evaluation stage of the lesson will determine whether you carry on with the next exercise or repeat the lesson.
RULES FOR USING THE DEMONSTRATION PERFORMANCE METHOD
Give a perfect demonstration or, if this is not practicable, show the finished product. Example: When teaching map preparation, show a map with a cross country trip all marked out: students will see the standard expected in preparing their own maps.
Give a step by step explanation of the required task. Use reasons, examples and comparisons to make the explanation clear.
Have students imitate a step of the skill while you provide close supervision. For example, have students practise the entry to a steep turn until it is correctly done, before you go on to the next step.
Continue until the student has imitated each step. Provide student practice, with assistance as necessary.
Ensure that the amount of time allotted for student practice equals or exceeds the amount of time for the demonstration, explanation, and student performance under very close supervision. Students should take as much time to practise as you take to teach.
Overall rule: while you are demonstrating and explaining, your student listens and observes; while your student is performing, you listen and observe. NEVER ask the student to perform while you are explaining.

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