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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(lái)源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次

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? Tell students the PURPOSE of the lesson and stress the BENEFIT from the new knowledge or skill. Try to give more than one reason for learning, just in case the student doesn’t fully accept the first reason.
? Specify WHERE the lesson fits into the overall picture, and relate the lessons to past experiences that the students may have had. This statement provides a link with something students have learned before and allows them to build on that knowledge or skill. As an example, if you were giving instruction on how to level out from the climb to a student with an aeroplane pilot licence, you could point out that the sequence of control movements is the same as in an aeroplane. This concept is closely related to the RELATIONSHIP learning factor.
? If the new material is dependent on students having mastered previous lessons, confirm that the required level has been attained before proceeding with the new material. Conduct a review and, if necessary, clear up any misunderstandings by briefly re-teaching the major points.
? Plan for reviews of lesson material. Students start to forget the moment they leave the instructional environment. The greatest rate of forgetting occurs during the first 24 to 48 hours after the material has been learned. Ohio State University has carried out extensive research in this area and has designed a recommended schedule of when reviews should be done. Refer to FIGS 1 & 2 and the notes below each diagram.

Figure 1: Curve of remembering

Notes: Statistics are based on an average cross section of students.
The curve is very steep initially: within 2 days
students will remember less than 70% of what they learned.
At the end of the month, without reviews,

students will remember only approximately 40% of the lesson material.
Figure 2: Curve of remembering

Notes:
? To maintain at least a 70% level, a review should be conducted within 2 days.

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