曝光臺 注意防騙 網(wǎng)曝天貓店富美金盛家居專營店坑蒙拐騙欺詐消費(fèi)者

Conclusion
An effective conclusion retraces the important elements of the lesson and relates them to the objective. This review and wrap-up of ideas reinforces student learning and improves the retention of what has been learned. New ideas should not be introduced in the conclusion because at this point they are likely to confuse the students.
By organizing the lesson material into a logical format, the instructor maximizes the opportunity for students to retain the desired information. Since each teaching situation is unique, the setting and purpose of the lesson determines which teaching method is used.Training Delivery Methods
Today’s instructor can choose from a wealth of ways to present instructional material: lecture, discussion, guided discussion, problem based, group learning, demonstration-performance, or e-learning. It is important to remember that a training delivery method is rarely used by itself. In a typical lesson, an effective instructor normally uses a combination of methods. For example, Bob lectures in the opening scenario, but after giving the students knowledge of how to compute weight and balance, he uses group learning to reinforce the lecture. To be an effective instructor, it is important to determine which teaching methods best convey the information being taught. Lecture Method
In the lecture method, the instructor delivers his knowledge via lectures to students who are more or less silent participants. Lectures are best used when an instructor wishes to convey a general understanding of a subject that students lack. While this is the most widely used form of presentation and instructors should know how to develop and present a lecture, they also should understand the advantages and limitations of this method.
Lectures are used for introduction of new subjects, summarizing ideas, showing relationships between theory and practice, and reemphasizing main points. The lecture method is adaptable to many different settings, including small or large groups. Lectures also may be used to introduce a unit of instruction or a complete training program. Finally, lectures may be combined with other teaching methods to give added meaning and direction.
The lecture method of teaching needs to be very flexible since it may be used in different ways. For example, there
4-11
Figure 4-8. Instructors should try a dry run with another instructor to get a feel for the lecture presentation.
In all stages of preparing for the teaching lecture, the instructor should support any point to be covered with meaningful examples, comparisons, statistics, or testimony. The instructor should consider that the student may neither believe nor understand any point without the use of testimony from SMEs or without meaningful examples, statistics, or comparisons. While developing the lesson, the instructor also should strongly consider the use of examples and personal experiences related to the subject of the lesson.
After completing the preliminary planning and writing of the lesson plan, the instructor should rehearse the lecture to build self-confidence. Rehearsals, or dry runs, help smooth out the mechanics of using notes, visual aids, and other instructional devices. If possible, the instructor should have another knowledgeable person, preferably another instructor, observe the practice sessions and act as a critic. This critique helps the instructor judge the adequacy of supporting materials and visual aids, as well as the presentation. [Figure 4-8]Suitable Language
In the teaching lecture, simple rather than complex words should be used whenever possible. Good newspapers offer examples of the effective use of simple words. Picturesque slang and free-and-easy colloquialisms, if they suit the subject, can add variety and vividness to a teaching lecture. The instructor should not, however, use substandard English. Errors in grammar and vulgarisms detract from an instructor’s dignity and insult the intelligence of the students.
If the subject matter includes technical terms, the instructor should clearly define each one so that no student is in doubt about its meaning. Whenever possible, the instructor should use specific rather than general words. For example, the specific words, “a leak in the fuel line” tell more than the general term “mechanical defect.”
Another way the instructor can add life to the lecture is to vary his or her tone of voice and pace of speaking. In addition, using sentences of different length helps, since consistent use of short sentences results in a choppy style. On the other hand, poorly constructed long sentences are difficult to follow and can easily become tangled. To ensure clarity and variety, the instructor should normally use sentences of short and medium length.Types of Delivery
Depending on the requirements of any particular circumstances, a lecture is usually delivered in one of four ways:
• Reading from a typed or written manuscript
• Reciting memorized material without the aid of a manuscript
　
中國航空網(wǎng) m.k6050.com
航空翻譯 www.aviation.cn
本文鏈接地址：Aviation Instructor’s Handbook下(13)