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The use of integrated flight instruction provides the student with the ability to control an aircraft in flight for limited periods if outside references are lost. In an emergency, this ability could save the pilot’s life and those of the passengers.
During the conduct of integrated flight training, the flight instructor must emphasize to the students that the introduction to the use of flight instruments does not prepare them for operations in marginal weather or instrument meteorological conditions (IMC). The possible consequences, both to themselves and to others, of experiments with flight operations in weather conditions below visual flight rules (VFR) minimums before they are instrument rated should be constantly impressed on the students. According to NTSB accident data, inflight encounters with weather (attempting VFR flight into IMC) is one of the most lethal types of GA flying.Procedures
Integrated flight instruction begins with the first briefing on the function of the flight controls. This briefing includes the instrument indications to be expected, as well as the outside references to be used to control the attitude of the aircraft.
Each new flight maneuver is introduced using both outside and instrument references with students developing the ability to maneuver an aircraft equally as well by instrument or outside references. They naturally accept the fact that the manipulation of the flight controls is identical, regardless of which references are used to determine the attitude of the aircraft. This practice should continue throughout the flight instruction for all maneuvers. To fully achieve the demonstrated benefits of this type of training, the use of visual and instrument references must be constantly integrated throughout the training. Failure to do so lengthens the flight instruction necessary for the student to achieve the competency required for a private pilot certificate.See and Avoid
From the start of flight training, the instructor must ensure students develop the habit of looking for other air traffic at all times. If students believe the instructor assumes all responsibility for scanning and collision avoidance procedures, they do not develop the habit of maintaining a constant vigilance, which is essential to safety. Any observed tendency of a student to enter flight maneuvers without first making a careful check for other air traffic must be corrected immediately. Recent studies of midair collisions determined that:
• Flight instructors were onboard the aircraft in 37 percent of the accidents in the study.
8-12
Demonstrated Ability
Assessment of demonstrated ability during flight instruction must be based upon established standards of performance, suitably modified to apply to the student’s experience and stage of development as a pilot. The assessment must consider the student’s mastery of the elements involved in the maneuver, rather than merely the overall performance.
In order for a student to be signed off for a solo flight, the CFI must determine that the student is qualified and proficient in the flight tasks necessary for the flight. The CFI bases this assessment on the student’s ability to demonstrate consistent proficiency on a number of flight maneuvers. Also associated with pilot skill evaluations during flight training are the stage checks conducted in FAA-approved school courses and the practical tests for pilot certificates and ratings. Postflight Evaluation
In assessing piloting ability, it is important for the flight instructor to keep the student informed of progress. This may be done as each procedure or maneuver is completed or summarized during postflight critiques. Postflight critiques should be in a written format, such as notes to aid the flight instructor in covering all areas that were noticed during the flight or lesson. Traditionally, flight instructors explained errors in performance, pointed out elements in which the deficiencies were believed to have originated and, if possible, suggested appropriate corrective measures. Traditional assessment depends on a grading scale of “excellent, good, fair, poor” or “exceeds standards, meets standards, needs more training” which often meets the instructor’s needs but not the needs of the student.
With the advent of SBT, collaborative assessment is used whenever the student has completed a scenario. As discussed in chapters 4 and 5, SBT uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment. During the postflight evaluation, collaborative assessment is used to evaluate whether certain learning criteria were met during the SBT.
Collaborative assessment includes learner self-assessment and a detailed assessment by the aviation instructor. The purpose of the self-assessment is to stimulate growth in the learner’s thought processes and, in turn, behaviors. The self-assessment is followed by an in-depth discussion between the instructor and the student which compares the instructor’s assessment to the student’s self-assessment. First Solo Flight
　
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本文鏈接地址：Aviation Instructor’s Handbook下(66)