mediate experience second hand experience second??hand experience
Example Sentences:
1.
We become content with second - hand experiences 我们越来越满足于间接经验。
2.
But one cannot have direct experience of everything ; as a matter of fact , most of our knowledge comes from indirect experience , for example , all knowledge from past times and foreign lands 但人不能事事直接经验，事实上多数的知识都是间接经验的东西，这就是一切古代的和外域的知识。
3.
This returning on one side provides students with complex and open problems of the real life world , on the other side , no longer only emphasizes indirect experience but begins to emphasize the dynamic balance between indirect and dire ct experiences 其回归主要表现在两个方面，其一是向学生提供关于现实世界的、复杂且开放的问题，其二是由重间接经验转向实现间接经验与直接经验的动态平衡。
4.
It can be assessed by the means of question - answer drills in class , practical analysis and operation , writing of findings reports or theses etc . in environmental teaching , the effective method of quick knowledge accumulation via indirect experience should not be denied 在地理教学中开展情境教学，不能否定通过学习间接经验来迅速积累知识这一有效途径。因此，学习并不一定都要在具体情境中发生，可以因知识的种类而异。从总体上看，教学应该以学习间接经验为主，以直接经验为辅。
5.
Exam results and the proportion of the students entering schools of a higher grade are the only targets and this is used as its assess standard . as for the teaching contents , it pays its attention to the teaching of indirect experiences and as a result , what is learned is divorced from practice . the basic teaching steps put forward by karav are more used , that is , " teaching organization - review - check - transfer to the new lesson - study - consolidation - assignment " , while the students can not play their main and creative role in this way 在教学理念上，传统教学强调教师的主导作用，忽视学生的个性差异；在评价机制上，以考试分数和升学率为惟一的衡量教学质量的指标，不注重学生的综合发展；在教学内容上，注重书本上的间接经验的传授，所学内容与社会实际严重脱节，不能培养真正适合社会需要的人才；在教学方法上，多运用凯洛夫的“组织教学?复习检查?导入新课?学习新课?巩固新课?布置作业”的基本教学环节进行教学，学生的主体作用和创造能力难以发挥。
