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直升機(jī)飛行教員手冊(cè) Helicopter Flight Instructor Manual

時(shí)間：2012-06-08 09:45來(lái)源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次

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The student should concentrate on procedures and maintaining an accurate track.
Increasing student responsibility for navigation as they pick up the basic concepts.
Demonstrate low-level navigation.
Student practice
Demonstrate diversion techniques and procedures. Student practice
Demonstrate techniques for flying and navigating in actual minimum legal meteorological conditions.
Student practice
TIPS FOR INSTRUCTORS
If students become uncertain of their positions, allow a sufficient period of time for reorientation. If they are completely lost after using appropriate `lost procedures’, pinpoint your position for them and continue. This is especially important in the earlier dual lessons, as some students could suffer a loss of confidence.
Dual instruction should relate to any previous experience the student may have. It should be remembered, however, that the need to keep the right hand on the cyclic at all times will impose difficulties that even an experienced fixed-wing pilot will find trying. It is important to demonstrate correct organisation of the cockpit to minimise these difficulties.
The solo cross-country exercise involves the application of all skills and experience accumulated by the students throughout the training course. Before authorising solo flights, assure yourself and the students that they are competent to complete this exercise successfully. Ensure that they have carried out adequate pre-flight planning and preparation unassisted, and check the results carefully.
Extreme care should be taken to ensure that the weather is suitable; the helicopter is serviceable, with sufficient fuel for the intended flight; and the student has been thoroughly briefed on the correct procedure to be followed for any event that likely to occur during the flight.
During the low flying, stress the changes in visual cues and (if you are using a large-scale map) the speed at which the helicopter moves over the map.
If possible, expose the student to different scales of map, particularly 500 000 and 250 000.

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