Automotive Safety Driving Technology: 200 Examples

Author: Editor-in-Chief: Sun Yong et al.
Publisher:
Publish Date: 2002-01-01
Features: This book is a concise reference guide that comprehensively explains the techniques of safe driving. It serves as a reading material for both new and experienced car drivers. The book is divided into eight parts, including basic driving training techniques, the influence of psychological and physiological factors on safe driving, safe driving techniques on enclosed tracks, general road driving techniques, complex road driving techniques, driving under special conditions, highway driving techniques, and driving in other situations. The book systematically introduces the technical requirements of driving under various road conditions and different circumstances, as well as driving instructors' and learners' practical training, from the basic training of novice drivers to the impact of psychological and physiological factors on driving, and the teaching and training of driving. It highlights new concepts and methods of scientific driving, aiming to provide rich, easy-to-understand, and practical content with illustrative visuals. The book is suitable for car learners, instructors, and general drivers, as well as as a reference for students and teachers in higher education institutions studying car driving.
Excerpt: The action of hitting the accelerator repeatedly helps students establish the correct action concept. The rhythm of the action can be practiced slowly first and then quickly; coordination can be trained by breaking down the movements first and then combining them. Once students have correctly mastered the techniques, they should practice repeatedly until the correct operation becomes proficient, at which point incorrect movements can be gradually corrected.
(3) Changing the training environment. Car training involves four main aspects: people, vehicles, roads, and the environment, making it a complex dynamic system. During road training, students often become tense and make mistakes due to changing circumstances, such as complex pedestrian traffic or unfamiliar routes. In such cases, instructors can intentionally change the environment to teach, such as practicing uphill starts on a bridge ramp. However, some students with poor psychological resilience may constantly worry about blocking the bridge, colliding with the guardrail, or even being afraid of rivers, leading to overly tense and movements, resulting in repeated failures. To address this, the instructor can change the training environment to shift the student's focus, such as switching from bridge ramp training to general road ramp training, thereby eliminating artificial awareness of the bridge and guardrail and boosting the student's confidence.
(4) Assisted practice. During training, many students struggle with inaccurate spatial judgment, especially when estimating left-side angles, which often leads to drifting to the left. In such cases, instructors can use assisted methods, such as drawing lines on the road the same width as the wheelbase or placing bricks, requiring students to drive over them to correct the deviation.
(5) Limiting conditions. For some quick-thinking and highly progressing students, higher requirements can be set. For example, to improve the skill of shifting gears, instructors can require students to shift from low to high gear and vice versa within a certain time or distance, evaluating the quality and speed of completion. This approach not onlys the learning atmosphere but also enhances driving proficiency. During smooth parking practice, to correct the habit of braking too hard and skidding over long distances, instructors can inform students of specific parking points, such as aligning the door with a tree or the front of the car with a lamppost, requiring them to park steadily, thereby correcting bad habits.
(6) Signal prompting. The reasonable use of verbal or other signals is one of the important methods to help students master techniques and improve training quality. For example, during slalom driving, instructors can use commands like "1, 2, 3, stop" to help students understand the rhythm of steering. During urban training, instructors can use changes in hand gestures to signal acceleration, braking, or releasing the accelerator, and may also use clapping, shaking the head, or nodding as supplementary cues.
(7) Incentive and punishment.using incentives and punishments can improve training quality to some extent, but the methods, occasions, and progress of training must be considered. For example, near the graduation exam, if students make mistakes due to negligence, such as engine stalls during starts, they may be required to pause for one round and receive criticism; otherwise, they can be encouraged based on the situation. However, instructors must use this method judiciously with a "fair" mindset and not use it lightly. For example, if there are conflicts among students in the training group, this method should be used with caution.
(8) Solving worries. Some students may temporarily encounter training "obstacles," especially during the early stages, when they develop pessimistic or hesitant attitudes. Instructors should engage in conversations or home visits to help them boost confidence or resolve personal issues. Therefore, instructors must keep track of students' psychological dynamics and address the issues accordingly, which is highly beneficial for skill training. Additionally, instructors can boost students' confidence by lowering training requirements and reducing technical difficulty, and more encouragement and praise can be given when they perform well.