曝光臺 注意防騙 網曝天貓店富美金盛家居專營店坑蒙拐騙欺詐消費者

she has developed the ability to correlate the elements of turn
entries with the performance in traffic patterns.
The three higher thinking skills instructional levels include
analysis, synthesis and evaluation (or HOTS level previously
mentioned in the learning theory section). The analysis level
involves breaking the information into its component parts,
examining, and trying to understand the information in order
to develop conclusions, make inferences, and/or find evidence
to support generalizations. This level uses such verbs as
points out, differentiate distinguish, examine, discriminate,
compare, outline, prioritize, recognize, or subdivide.
Synthesis involves putting parts together to form a new and
integrated whole. Typical verbs for this level include create,
design, plan, organize, generate, write, adapt, compare,
formulate, devise, model, revise, or incorporate. The final
level in the taxonomy is evaluation and involves making
judgments about the merits of ideas, materials, or phenomena.
The following example demonstrates the difference between
learning on the first three levels versus learning critical
thinking skills.
Bill provides a detailed explanation on how to control for
wind drift. The explanation includes a thorough coverage
of heading, speed, angle of bank, altitude, terrain, and wind
direction plus velocity. The explanation is followed by a
demonstration and repeated practice of a specific flight
maneuver, such as turns around a point or S-turns across the
road until the maneuver can be consistently accomplished in a
safe and effective manner within a specified limit of heading,
altitude, and airspeed. At the end of this lesson, Beverly is
only capable of performing the maneuver.
Then Bill asks Beverly to plan for the 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, Beverly 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, and other possible courses of action
and how it applies to other airports. At the end of this lesson
the student is capable of explaining the safe arrival at any
nontowered airport in any wind condition.
For aviation instructors, educational objectives for the first
three levels (knowledge, comprehension, and application)
are generally gained as the result of attending a ground
school, reading about aircraft systems, listening to a preflight
briefing, or taking part in computer-based training. The
highest educational objective levels in this domain (analysis,
synthesis, and evaluation) can be acquired through SBT
training. For example, the student pilot learns to correctly
evaluate a flight maneuver or the maintenance student repairs
an aircraft engine. Sample questions for each level of the
cognitive domain are provided in the graph. Thus, SBT
correctly utilized reinforces the three higher level thinking
skills.
Affective Domain
The affective domain addresses a learner’s emotions
toward the learning experience. It includes feelings, values,
enthusiasms, motivations, and attitudes. [Figure 2-11] For
the aviation instructor, this may mean how the student
approaches learning. Is he or she motivated to learn? Does
he or she exhibit confidence in learning? Does the student
have a positive attitude toward safety?
The affective domain provides a framework for teaching
in five levels: awareness, response, value, organizing, and
integration. In this taxonomy, the learner begins on the
awareness level and is open to learning, willing to listen to
the instructor. As the learner traverses the taxonomy, he or
she responds by participating actively in the training, decides
the value of the training, organizes the training into his or her
personal belief system, and finally internalizes it.
The affective domain is more difficult to measure, but
motivation and enthusiasm are important components of
any learning. Therefore, the aviation instructor should be
2-15
Origination
Modifies for
Special Problems
New Movement
Patterns Creativity
Skillful
Performance
of Complex Acts
Performs Simple
Acts Well
　
中國航空網 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(30)