Educational narrative is to find out the loopholes and fill the sky with results.

On April 13, students from Grade One and Grade Two in Shaanxi Province arrived at the school. The online class that lasted for more than two months came to an end and face-to-face teaching began. The school gave clear instructions to the beginning of teaching: spend two weeks studying online to check for leaks and fill gaps, and don't take new lessons.

As a webcast teacher, I quite agree with this regulation of the school. Although, in the process of online classroom learning, all teachers are racking their brains. I dare not slack off in preparing lessons, attending lectures and approving homework. However, judging from the class notes, the number of students in class and the completion of homework, we clearly know that we don't have much expectation for the learning effect of online classes.

On the first day of school, we mainly introduce COVID-19 to students and take preventive measures to guide their study. The next day, the formal class. Online learning begins with ancient poems, and then the tasks of reciting and writing are assigned. So, as soon as I briefly introduced the recent Chinese learning plan to my classmates in class, I started a spot check from the recitation of the first group of extracurricular ancient poems. As a result, I called five or six students in a row, not to mention reciting. They can't even read fluently. Although I am psychologically prepared, I still feel very complicated in the face of the current students' learning situation. It seems that our bottom line for students is still not low enough. Helpless, it seems that I can only start all over again.

According to the discussion of the preparatory group meeting, the class begins with Unit 3 of Ancient Chinese. Since students can't even understand ancient poetry, they dare not expect it. After the research, I had to adjust my thinking and change the design I originally planned to review and check the loopholes into a new design.

In the office, teachers of other subjects also spit after one or two classes. The students' responses in class all show that their online learning is only formal and has no content.

Perhaps, the situation in other places and other schools is better than that in rural schools like ours. Personally, from the feedback of this online classroom, the effect of online learning is actually very weak for rural children who lack parental supervision.

I suddenly remembered a joke on the internet: I thought that review was to check for leaks and fill gaps, but I didn't know that I needed a goddess to fill the sky until I reviewed it, and I found that I still had to find a Jingwei to fill the sea. Finally, I found it best to ask Pangu to open a world!

After more than two months of online learning, I don't know how many people collapsed, and teachers, parents, students and so on paid the price. Finally, it left us with such an embarrassing result. Looking back at myself struggling in the online class, what do you think is like a joke?