直升機(jī)教員手冊 Helicopter Instructor’s Handbook
時(shí)間：2014-11-10 08:35來源：FAA 作者：直升機(jī)翻譯 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. Model or Type of Helicopter Flown For the purposes of giving a flight review, the regulations do not require an instructor to have any minimum amount of time in a particular make and model of helicopter. To ensure the review is safely conducted within the operating limitations of the helicopter to be used, it is a good idea to be familiar with the helicopter. An instructor conducting a flight review must hold a category, class, and, if appropriate, the type rating on the pilot certificate, as well as a category and class rating on the flight instructor certificate appropriate to the aircraft in which the review is to be conducted. Nature of Flight Operations An instructor giving a flight review should consider the type of flying usually done by the pilot before deciding how to conduct a review. Most pilots may want to review only emergency procedures, but other pilots may want to concentrate on areas of operation in which they lack experience or feel deficient. Special Federal Aviation Regulation No. 73 (SFAR 73) has additional requirements for pilots to act as PIC in Robinson R-22 or R-44 helicopters. To act as PIC in either of these helicopters, the pilot must complete the flight review in the specific model helicopter. Recency of Flight Experience The instructor should review the pilot’s logbook to determine total flight time and recency of experience. This allows the instructor to evaluate the need for particular maneuvers and procedures in the flight review. Pilots who have not flown in several years may require an extensive review of the basic maneuvers and a more extensive review of 14 CFR part 91, as well as airspace and other operating requirements. More experienced and current pilots may want to review advanced maneuvers. Regardless of flight experience, the flight review should include all areas the instructor deems necessary for future safe operations. Chapter Summary This chapter discussed the instructor’s role in a student pilot’s preparation for a practical examination. It also outlined recommended procedures for conducting a flight review. According to the National Transportation Safety Board (NTSB) statistics, approximately 80 percent of all aviation accidents are caused by “pilot error” or the human factor. [Figure 17-1] Many of these accidents are the result of the tendency of instructors to focus flight training on teaching the student pilot the physical aspects of flying the aircraft and only enough aeronautical knowledge to pass the written and practical tests. Today’s instructor must incorporate aeronautical decision-making (ADM) into flight training. ADM includes single-pilot resource management (SRM), risk management, situational awareness, task management, and controlled flight into terrain (CFIT) awareness. Ignoring these safety issues can have fatal results. The flight instructor who integrates SRM into flight training teaches aspiring pilots how to be more aware of potential risks in flying, how to clearly identify those risks, and how to manage them successfully. An instructor’s first priority should be the student. Too often instructors rush through academics, flight planning, and preflight to get into the helicopter and begin logging time. This is a very dangerous first impression for the student. Instructors learn the Law of Primacy, yet so often this is the first principle violated. The first flight should be preceded by very thorough preflight planning, encompassing every facet of aeronautical decision-making. While we do not want to overwhelm the student, it is very important to instill a sense of methodical decision-making, ensuring the student understands that safety should never take a back seat to “getting off the ground.” What will be the first impression of a student who is rushed through preflight planning for the purpose of getting off the ground? If not shown the proper procedure from the very first flight, students most likely accomplish only what they remember and what was first learned. To go backward to earlier steps that were not discussed or conducted improperly leads to confusion or rules misinterpreted by the student. We often hear a student state, “We didn’t check weather last flight or do performance planning, but today the instructor says it looks marginal.” In other words, the student is thinking, “I guess we just check the weather if it looks bad.” This could be the first link in the accident chain, and a prime example of poor decision-making as a result of poor instructional practices. The helicopter instructor should include the student in all flight decisions made during the course of instruction. By discussing the mental processes used to determine whether or not to fly, the student learns SRM, crew resource management, and human factors from the beginning of training. It is important for the instructor to model a high standard of professionalism which provides the student with a good role model and helps develop safe flying habits from the start of training. During dual instruction, the instructor should practice good crew resource management (CRM). As the student approaches solo proficiency, the instructor should begin discussing what actions and resources the student will have Percentage of general aviation accidents available during solo flights. Good preflight briefings review past performances, provide suggestions for improvement, and define the flight lessons to be demonstrated and performed during this training period. Performance of any new maneuvers should be understood by the student prior to leaving the briefing room. An effective instructor of ADM guides the student through the decision process by: . Posing a question or situation that engages the student pilot in some form of decision-making activity. . Examining the decisions made. . Exploring other ways to solve the problem. . Evaluating which way is best. For example, if the student is going to practice simulated engine failures, prior to flying and then during the debrief, the instructor might ask questions such as: “Where are you going to land?” “Why did you pick that place to land?” “Is there a better choice?” “Which place is the safest?” or “Why?” These questions force the student to focus on the decision process. This accelerates the acquisition of improved judgment, which is simply the decision-making process resulting from experience. By introducing decision-making opportunities into routine training lessons, instructors speed up acquisition of experience, thus enhancing judgment. |
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