直升機(jī)飛行教員手冊 Helicopter Flight Instructor Manual
時間：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. Your students may be confused if questions are asked in a haphazard fashion. The purpose for which a question is intended may be lost. To ensure mental participation by all students, the following procedure is used: ASK THE QUESTION. You should state the question, applying the qualities of a good question. To do this you must have the question in mind before asking it. If questions are being used to evaluate learning or to confirm attainment of objectives, you should prepare them beforehand and write them in your lesson plan. It is often a good idea for beginning instructors to write out ALL questions until they are accustomed to thinking on their feet. PAUSE. After asking the question, you should pause for approximately 1 to 5 seconds (depending on the complexity of the question) to allow all students to think it over and formulate an answer. During the pause you should look over the class, being careful not to ‘telegraph’ who you are going to call upon to provide the answer. NAME THE STUDENT. A problem you continuously have to face is selecting the student to answer the question. Some effort should be made to fit the question to the individual, because students will vary in ability and you have to recognise and provide for these differences. Therefore, you should consider giving the more difficult questions to the most advanced students. You also have to ensure that everyone in the class is called upon to provide answers with reasonable frequency. A number of systems commonly used to ensure this have serious drawbacks. For example, if members of a class are called on according to seating arrangement or alphabetical order, it becomes quite easy for students to determine when they will be named to answer; thus the lazy students will not give serious thought to any question until it is getting close to their turn to answer. Possibly the most practical approach is to call upon students in a random order, then indicate by a check mark on a seating plan card each time a student is asked a question. To get a broader sampling of learning and to maintain interest, you should periodically call upon other class members to confirm the answer made by the first student asked. |
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