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

skills that may be used to their advantage. If they understand
that each task is useful in preparing for future activities, they
are more willing to pursue it.
Another strong motivating force is group approval. Every
person wants the approval of peers and superiors. Interest
can be stimulated and maintained by building on this natural
desire. Most students enjoy the feeling of belonging to a
group and are interested in accomplishment, which gives
them prestige among their fellow students.
Every person seeks to establish a favorable self-image.
In certain instances, this self-image may be submerged in
feelings of insecurity or despondency. Fortunately, most
people engaged in a task believe that success is possible
under the right combination of circumstances and good
fortune. This belief can be a powerful motivating force for
students. An instructor can effectively foster this motivation
by the introduction of perceptions that are solidly based on
previously learned factual information easily recognized by
the student. Each additional block of learning should help
formulate insight, contributing to the ultimate training goals,
and promoting student confidence in the overall training
program. At the same time, it helps the student develop
a favorable self-image. As this confirmation progresses
and confidence increases, advancement is more rapid and
motivation is strengthened.
Positive motivation is essential to true learning. Negative
motivation in the form of reproofs or threats should be
avoided with all but the most overconfident and impulsive
students. Slumps in learning are often due to declining
motivation. Motivation does not remain at a uniformly
high level. It may be affected by outside influences, such as
physical or mental disturbances or inadequate instruction.
The instructor should strive to maintain motivation at the
highest possible level. In addition, the instructor should be
alert to detect and counter any lapses in motivation.
2-31
Figure 2-23. An instructor’s first task with a student is to learn about
personal goals to help him or her stay motivated to learn.
Where Does the Motivation To Learn Come
From?
Motivation to learn can come from many sources. Some
students have a fundamental interest in aviation and
experience sheer fascination with aircraft or with the
experience of flight. Other students may decide that aviation
provides an opportunity to develop a wide variety of
technical, physical, communication, and problem-solving
abilities. Some see aviation as a way to boost their selfimage or ego. Other students are motivated by tradition and
wish to follow in the footsteps of a relative or close friend.
Some students are motivated to pursue aviation training
because it offers a promising career. To others, aviation offers
prestige or acceptance within social groups. Some may think
that aviation offers fun and excitement or simply a more
convenient form of transportation. All of these sources of
motivation have one thing in common: they all offer some
type of reward in exchange for performing the hard work.
Teaching the adult learner was discussed in chapter 1, but
aviation instructors should keep in mind that adult learners
who are motivated to seek out a learning experience do so
primarily because they have a use for the knowledge or skill
being sought. Learning is a means to an end, not an end in
itself. Based on this, it is important instructors determine
why a student enrolled in the course. Based on preference
and/or class size, an instructor can conduct a brief personal
interview with the student or have the student complete a
student information form. [Figure 2-23] Asking questions
such as “Why are you taking this course?” or “How do you
plan to use the information you learn in this course?” may
be all that is necessary.
Student Questionnaire
A short questionnaire can be helpful in gathering additional
student background information. For example, it is helpful
to know a student’s familiarity with the subject matter.
Questions such as “Have you ever taken a course in aircraft
maintenance?” or “Have you ever flown a small airplane?” or
“Have you had any on-the-job training in avionics?” should
garner the type of information needed.
A short questionnaire also offers an instructor the chance
to discover how the student learns best (small groups,
independent study, etc.). Another possible way to gather
information about a student is to have him or her write a
　
中國航空網 www.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(47)