Automotive Safety Driving Technology 200 Examples

Author: Sun Yong
Publisher:
Publish Date: 2002-01-01
Features: This book is a concise and comprehensive guide that thoroughly explains the techniques of safe driving. It serves as a valuable resource for both new and experienced car drivers. The book is divided into eight parts: basic driving training techniques; psychological and physiological factors and safe driving techniques; off-road driving safety techniques; general road driving techniques; complex road driving techniques; driving under special conditions; highway driving techniques; and driving in other situations. The book provides a comprehensive and systematic introduction to the technical requirements of driving instructors and practical training, covering various road conditions and different circumstances, as well as safe driving experience. It highlights new concepts and methods of scientific driving, aiming to offer rich, easy-to-understand content with illustrations and strong practicality. This book is suitable for car learners, instructors, and to study and use. It can also serve as a reference for students and teachers of automotive driving majors in higher education institutions.
Excerpt: The actions of the instructor help students continuously establish the correct concept of movements. The rhythm of movements can be slow at first and then faster; coordination can be practiced by breaking down the movements into smaller parts before combining them. Once students have correctly mastered the techniques, they should practice repeatedly to achieve proficiency in correct operations, gradually correcting any wrong movements.
(3) Changing Training Environments: Car training involves four main aspects—people, the vehicle, the road, and the environment—making it a complex dynamic system. During road training, students often become tense and make mistakes due to changes in certain situations, such as complex pedestrian traffic or unfamiliar routes. In such cases, instructors can intentionally change the environment for teaching purposes. For example, many instructors prefer practicing hill starts on bridge slopes. However, some students with poor psychological resilience may constantly worry about blocking the bridge, colliding with railings, or even being afraid of rivers, leading to overly tense and rigid movements, resulting in repeated failures. To address this, changing the training environment can help divert students' attention. For instance, switching bridge slope training to general road slopes can eliminate artificial concerns about the bridge and railings, thereby boosting students' confidence.
(4) Auxiliary Practice Methods: In training, many students struggle with accurate spatial judgment, especially when estimating left-side angles, leading to a tendency to steer too far to the left. In such cases, instructors can use auxiliary methods, such as drawing lines on the road as wide as wheelbase or placing bricks, requiring students to drive over them to correct the steering.
(5) Restriction Condition Methods: For students who react quickly and progress rapidly, higher standards can be set. For example, to improve the skill of gear shifting, instructors can require students to complete shifting from low to high gears and vice versa within a certain time or distance, evaluating the quality and speed of completion. This not only enlivens the learning atmosphere but also enhances driving proficiency. During smooth parking practice, to correct the habit of overly abrupt braking leading to long-distance deceleration, instructors can temporarily specify a parking point, such as aligning the door with a tree or the front of the car with a utility pole, requiring students to park precisely and smoothly, thereby correcting bad habits.
(6) Signal Prompting Methods: The reasonable use of language or other signals is one of the important methods to help students master movements and improve training quality. For example, during parking lot or training, instructors can use commands like "1, 2, 3, stop" to help students grasp the rhythm of steering. In urban training, hand gestures can be used to indicate acceleration, braking, or releasing the accelerator. When necessary, other methods such as clapping, shaking, or nodding can be used in conjunction.
(7) Incentive and Punishment Methods: The moderate use of incentives and punishments can, to some extent, improve training quality, but the approach, method, and timing must be carefully considered and aligned with the training progress. For instance, near the end of the graduation exam, if a student makes a mistake due to negligence—such as a stalled engine during a start—they may be required to pause for a round and receive criticism. Conversely, they can be encouraged based on the situation. However, instructors must use this method with fairness and should not apply it lightly or frequently. For example, if there are conflicts among students in a training group, this method should be used with extreme caution.
(8) Troubleshooting Methods: Some students may temporarily encounter training "obstacles," especially in the early stages, when they develop pessimistic or fearful attitudes. Instructors should engage in talks or home visits to help them regain confidence or address personal issues. Therefore, instructors must stay attuned to students' psychological dynamics and provide targeted support, which greatly benefits skill training. Additionally, lowering training requirements or reducing technical difficulty can help boost students' confidence. More encouragement and praise should be given when they perform well.