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者

student or transitioning pilot’s assessment skills, judgment, and decision-making
skills. Typically, the discussion should begin with student self-critique; the
instructor pilot enables the student to solve the problems and draw conclusions.
Based on this analysis, the student and instructor pilot should discuss methods for
improvement, even on those items that were considered successful.
TYPE OF TRAINING
MANEUVER OR TRAINING OBJECTIVE
SCENARIO
COMPLETION STANDARDS
POSSIBLE HAZARDS OR CONSIDERATIONS
MITIGATION STRATEGIES AND RESOURCES (Every hazard or consideration
should be addressed through the use of some mitigating strategy or resource. Those provided
below serve only as an example to illustrate the system safety methodology.)
FLY THE SCENARIO
POSTFLIGHT REVIEW
Figure 6-8. SBT lesson plan.
5. Evaluate student progress and maintain appropriate
records.
6. Provide continuous review of student learning.
The aviation instructor is the key to the success of SBT.
Remember, the overall learning objective is for the student
to be ready to exercise sound judgment and make good
decisions. For example, the flight instructor must be ready to
turn the responsibility for planning and execution of the flight
over to the student as soon as possible. The flight instructor
continues to demonstrate and instruct skill maneuvers in the
traditional manner; but, when the student begins to make
decisions, the flight instructor should revert to the role of
mentor and/or learning facilitator.
A situation a student faces may not have one right or one
wrong answer. Instead, a student encounters situations in
training that may have several “good” outcomes and few
“poor” ones. Rather than requiring the student to make a
decision that matches the instructor’s personal preference,
he or she should understand in advance which outcomes are
positive and/or negative and give the student the freedom to
make both good and poor decisions. This does not mean that
the student should be allowed to make an unsafe decision or
commit an unsafe act. However, it does allow the student to
make decisions that fit his or her experience level and result
in positive outcomes.
SBT Lesson Plan
The SBT lesson plan differs from the traditional lesson
plan. [Figure 6-8] In this example, the instructor pilot
tells the student to plan for arrival at a specific nontowered
airport. The planning should take into consideration the
possible wind conditions, arrival paths, airport information
and communication procedures, available runways,
recommended traffic patterns, courses of action, and
preparation for unexpected situations. Upon arrival at the
airport, the student makes decisions (with guidance and
feedback, as necessary) to safely enter and fly the traffic
pattern. This is followed by a discussion of what was done,
why it was done, the consequences, other possible courses
of action, and how it applies to other airports. In contrast to
the student who trained under the traditional lesson plan, the
student who trains under the SBT format is not only capable
of a specific flight maneuver, he or she is now capable of
detailing the safe arrival at any nontowered airport in any
wind condition.
6-11
SBT is situated in a real context and is based on the idea
that knowledge cannot be gained and fully integrated
independent of its context.
SBT accords with a performance improvement and
behavior change philosophy of the learning function.
SBT is different from traditional instructional design;
one must be aware of the differences to successfully
employ SBT.
Most learning solutions should employ both traditional
training and SBT.
Traditional learning elements should enhance the SBT
elements.
It is essential to place boundaries around scenarios to
make the transitions between scenarios and traditional
learning as efficient as possible.
Open-ended qualitative learner feedback is key to
successful scenario revision, but revisions should not
further complicate the scenario unless highly justified.
The Main Points To Remember
About Scenario-Based Training
Figure 6-9. Points to remember about scenario-based training.
SBT is a compilation of basic learning theory, adult learning
concepts, and the best of the traditional aviation training
procedures. Above all, it is about learning complex tasks
in a realistic environment at a pace and in a structure the
individual student can comprehend and process. [Figure 6-9]
　
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航空教員手冊(113)