The position and role of simulation training in the process of car driving training
Yuhui Xiao, Chairman of Beijing Xuanai Intelligent Simulation Technology Co., Ltd.
In real vehicle driving, even when driving on a road with low traffic flow, the driver must complete the driving operation process with a strict operation sequence and precise coordination of a large number of actions. These include the operating actions to control the normal driving of the car, and the intellectual actions to judge the road conditions and determine the disposal plan. The entire car driving is a complex operation process which is synthesized by numerous independent actions. For beginner car driving students, the emergence of a large amount of driving information will greatly exceed their ability to master this information. Therefore, the erroneous operation rate in the driving training process is extremely high, combined with the group training methods, teaching methods, psychological, Restrictions on physiology and other factors have led to lower efficiency of actual vehicle training. Therefore, the cost of training is high and the training period is long. According to research, the average utilization rate of training time for all actual vehicle group training modes is: 10-20% in the early stage, 30-40% in the middle stage, and about 50% in the later stage.
The most effective way to improve the efficiency of car driving training is to arrange simulation training reasonably before actual vehicle training. The test results show that the use of the "intelligent simulation plus real car" group training mode for car driving teaching can increase the efficiency of real car training by 3-5 times, and on the premise of ensuring the same training effect, it can be reduced by 30 compared to the current training time. % Of actual car training.
It is an inevitable trend for the reform of car driving teaching to replace the group training mode of all real vehicles with the simulation and real vehicle group training mode. This has been widely recognized by the world. Since the early 1980s, when the first batch of simulation equipment was put into car driving teaching, no less than 10,000 people have been invested nationwide and not less than 100 million yuan in financial resources. The publicity and promotion of various aspects of society and the strong support of policies are all As much as possible. However, as of today, the market coverage of simulated equipment is less than 5%, and the application rate of simulated and real vehicle group training mode is less than 1%. According to the survey, the main reason for this situation is mainly reflected in the poor training ergonomics, narrow application range, high procurement cost, unstable performance, and too complicated maintenance of the existing simulation equipment available for simulation training, and the poor training ergonomics Problem is particularly prominent. How to improve the efficiency of simulation training? The author has conducted in-depth research and exploration for ten years in this regard, and has achieved preliminary results. It has been piloted in some training institutions for three years and has achieved satisfactory results. The author believes that the main reason for the poor ergonomics of current simulation training is that the trainers and designers do not understand the position and role of simulation training in the process of car driving training. It is not an organic combination of simulation training and real vehicle training. A holistic training solution, but still using the teaching strategy of real car training, simply understand the simulation training as the indoor ratio of real car training, so that the real effect of simulation training cannot be fully exerted. Here, The author would like to talk about some rough ideas about the position and role of simulation training in the process of car driving training, and how to give full play to the real effects of simulation training in the process of car driving training, and would like to discuss with your colleagues.
First, the actual vehicle training is the main, supplemented by the simulation training, the simulation training must be combined with the actual vehicle training
The group training mode of intelligent simulation plus real vehicle is just a new type of group training mode that combines the high efficiency and low consumption but distortion of simulated group training with the low efficiency and high consumption of real vehicle training. Following the group training concept of "driving skills decomposition, simulating the division of actual vehicles", the simulation training with the improvement of mental skills as the main training content is taken first, and then the actual vehicle training with the improvement of comprehensive driving skills as the main training content is carried out in this way. Advance and cycle back and forth, thereby completing the overall training process of car driving skills, to achieve the purpose of reducing training costs and improving training efficiency.
How to reasonably allocate the training work of car driving skills to the two training links of real car and simulation is a complicated problem. It is necessary to consider the technical conditions and economic conditions on the basis of functional analysis, but also to allocate according to the characteristics of people's mastery of skills according to the principles of pedagogy and training. To this end, we have identified five distribution principles:
1. Comparative distribution principle. It refers to the comparison of the training performance of real car training and simulation training, and the function is allocated accordingly. Those suitable for real car training are assigned to real cars, and those suitable for simulation training are assigned to simulation.
2. Residual distribution principle. It refers to assigning as many functions as possible to the simulation, and allocating the remaining functions to the real vehicle.
3. The principle of economic distribution. It refers to judging whether a training function is assigned to a real car or a simulation through comparison of economic benefits.
4. Pleasant principle. It is based on the training situation of each coach, consciously exerts the actual coach training function of excellent coaches, and also pays attention to reducing training costs.
5. The principle of flexible distribution. It means that the system has multiple group training programs, and the group trainers can choose the degree of participation in the operation of the system according to their own situation.
Based on the above system function allocation principles, we determined that the allocation criteria for real vehicle training and simulated training functions are:
Simulate the complementary training of real vehicles, decompose and comprehensive cross-training;
The sequence of the method is simulated, and it is precisely adjusted to the actual vehicle;
Intellectual action module, adapting to actual vehicles at random;
Experience accumulates to simulate first, and seize the opportunity to get on the real car.
Second, the main role of simulation training is to improve the efficiency of real vehicle training
The main function of simulation training is to greatly improve the efficiency of actual vehicle training, and secondly, to reduce the vehicle loss, fuel consumption and teaching labor intensity of actual vehicle training. The main technical factors for the use of the "intelligent simulation plus real car" group training model to improve the efficiency of real car training are:
(1) The technical breakthrough in mental simulation training has improved the practicality of simulation training.
Due to the technological breakthrough in the simulation training of mental skills, that is, the realization of simulation training for the psychological activities of car drivers, the application range of simulation training has been limited to the initial operation skill training in the past, and has been expanded to the middle and late mental skill training. , That is, analysis, judgment and processing of road conditions. This greatly increases the training proportion of simulation training in the whole process of car driving training, and improves the application value of simulation training.
(2) The use of an intelligent simulation platform for the decomposition training of intellectual movements and operation movements of car driving skills improves the effectiveness of simulation training.
The intelligent simulation training system established by the "expert module" can be used to elementally decompose and progressively organize the intellectual movements and operation movements of the car driving skills, that is, to change the driving skill training process into the first individual intellectual movements and operations Exercise practice, and then coordinated coherent movement practice, so that the training process is more suitable for people to quickly grasp the cognitive laws of car driving skills.
(3) Using simulation equipment to realize the continuous repetitive practice of intelligence and operation of a single action, which improves the efficiency of simulation training.
Through intelligent simulation training, the number of mental movements and operation movements can be greatly increased, and low-cost over-practices can be achieved, thereby accelerating the formation of fixed positions for operation movements and mental movements.
(4) Visualization of car driving teaching through simulation equipment is conducive to solving the problem of prototype orientation in driving training.
Prototype orientation is the first condition for skilled proficiency. Since the simulation system all adopts standard teaching software compiled after real shooting, teaching staff can use the large database of preset actual road scenes to flexibly and conveniently organize on-site teaching of simulated road driving. The driving scenes described are exactly the same as the driving scenes imagined in the students' brains, and the trainees can really understand what the instructors say.
(5) Adopt large-scale centralized training as a teaching method to improve the efficiency of driving teaching.
The use of large-scale centralized training teaching methods to replace the current car-teaching teaching method is conducive to the unified standardization of car driving teaching and the realization of standardized group training. It also solves the problem of uneven teaching levels of teaching staff and can also greatly Reduce the labor intensity of actual vehicle teaching staff.
3. The teaching strategy of simulation training should be different from the teaching strategy of real vehicle training
The purpose of simulation training is to solve training problems that are not easy to solve in real vehicle training. Therefore, the training strategy should be different from real vehicle training. If in the simulation training, the teaching strategy of real car training is still all used, it is considered that the simulation training is different. If in the simulation training, the teaching strategy of real car training is still all used, it is considered that the simulation training is the indoorization of the real car training. The simulation training is not only difficult to achieve the training effect, but also can mislead the formation of skills and affect the real car training. Effect. This is also the main reason why the simulation training effect is not obvious for many years. In the past simulation training, the main performance of unsuitable teaching strategies:
(1) The overall practice strategy is still used.
The strategy of holistic practice in actual vehicle training is still used, rather than the decomposition of manipulative movements and intellectual movements. Therefore, it cannot meet the need for progressive mandatory training.
(2) Do not repeat the practice of single movement continuity.
The continuous repetitive practice of single movements is not prominent, and the excessive practice of driving training cannot be achieved, so that the amount of driving movements cannot be greatly increased through simulation training, which is not conducive to the formation of operating movements and intellectual movements.
(3) The driving experience is not highly generalized and systematic.
It only uses some simple driving scenarios to express the driving environment, and the amount of information is small. In addition, the driving experience is not highly generalized and systematic. The teaching method of letting the students "cross the river by touching the stones" or "master with apprentices" is still used. By simply relying on long-term, long-distance real-vehicle driving training, students can explore and sum up in actual driving to form skilled proficiency, which makes the accumulation of driving experience very slow and the risk of road safety is also great.
(4) A fixed standard skill evaluation feedback system is adopted in the simulation equipment.
The skill evaluation feedback system in the simulation equipment is not based on different teaching objects, different training effects, and different training periods to determine different feedback content, feedback details, feedback frequency, feedback method, but a fixed standard feedback system. , Which violates the teaching principles of teaching by others and is not conducive to students' mastering of car driving skills step by step.
(5) The content of simulated training is exactly the same as the content of actual vehicle training.
Due to the great danger of real road driving training, in order to ensure driving safety, in the training, there will always be intentionally or unintentionally restricting the course of the driving skills training of the trainees. If in the simulation training, the training range of the real car cannot be exceeded, the learning process of the trainees will be restricted.
Simulated training is the expectation and supplement of trainees entering the actual vehicle training. At the same time, it can also solve many teaching problems that cannot be achieved by actual vehicle training. Therefore, it should be fully utilized. The teaching strategy should be different from the actual vehicle training. Simulation training can become the leader of real vehicle training
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