2020年對全球人類而言，是相當衝擊的，面對COVID-19疫情，改變了生活中許多的日常，教育亦不例外的為因應疫情停止實體教室授課而改採遠距線上教學。相關措施對師或生而言，多是陌生的新型態，也是「教」與「學」的新挑戰。且在回應此驟變的過程中，教育現場衍生出一些面對採取線上教學的非理性情緒，無怪乎有網路媒體以「教師無法跨越教學的七道陰影」針砭。哲學諮商（Philosophical Counseling）亦稱為哲學輔導或哲學實踐，旨在運用哲學對話助人價值澄清面對困境，協助我們啟動理性思維回應問題。有感於師生在面對疫情衝擊，教學迥異過往型態，失去原來視為理所當然的正常與平衝，師生與生生關係，從實體走向虛擬，實有待適應與熟稔。而《易經》乃古人仰觀俯察天地，累積富涵觀察變化與未來評估之數據，具問題解惑與行為指引的生命智慧。因此，本文嘗試由《易經》之義理，建構師生面對線上學習的思維暨態度予以討論，期助益於面對災疫「教」「學」的積極主動性。本文除前言與結語外，共分為四個部分予以探討：「一、疫情變化與遠距教學；二、MS Teams的學習反饋；三、重新定義教學的距離；四、自主學習與合作共構。」欲藉由外部總體實施線上教學的情形，並以在通識教授的「哲學概論」及「人生哲學」兩門課程為例，透過學習過程使用軟體、教材、討論、作業與反饋等面向之量化與質性解析，予以省察師與生面對「教」與「學」的距離，期能反思師生在「教」「學」習焉不察的慣性，轉化為後續線上教學的資源，與裝備虛實交互新型態的「教」「學」可能性。

2020 saw a tremendous and profound impact on humanity. The COVID-19 pandemic has changed so many aspects of daily life. Education is no exception. Online classes replace physical classrooms. The resultant measures are new and strange to most teachers and students, posing new challenges to teaching and learning. Of all the responses and reactions to online classes, some are quite irrational. It is unsurprising that some online media describe these irrational reactions or responses as “the seven shadows that teachers cannot cross over.” Philosophical counseling is also called philosophical guidance or philosophical practice, the aim of which is to help people clarify values, cope with difficulties, and activate rational thinking in response to problems. Because of the impact made by the pandemic, traditional methods of teaching have been altered to such a degree that what used to be regarded as normal and balanced is gone. Both teachers and students have to adapt and adjust themselves to the new relationships between teachers and students and among students while physical classrooms are changing into virtual ones. I Ching is a book full of the data that the ancients had collected from observing the changes in the world and applied to assessment and prediction of the future. The life wisdom it contains can help to clear up confusions, solve problems, and guide actions. Therefore, this article, based on the philosophy of I Ching, attempts to initiate a discussion about how to cultivate teachers’ and students’ attitude toward online education in the hope of boosting positive and initiative response to new forms of teaching and learning caused by the pandemic. Besides the preface and conclusion, the article is divided into four parts: 1. the pandemic and remote education; 2. students’ feedback on MS Teams; 3. redefining the distance between teaching and learning; 4. self-directed learning and cooperative construction. Based on the observations of online teaching in general and the two GE courses, Introduction to Philosophy and Life Philosophy, which I have been teaching, I will offer quantitative and qualitative analysis of the learning process in terms of the use of software, materials, discussion, assignments and feedback in order to deliberate over the distance that teachers and students are facing between teaching and learning. In this way, I hope to examine the inertia teachers and students are so used to that they are not aware of its existence, transform my discoveries into online education resources, and finally open up new possibilities for the alternation or coexistence of physical and virtual teaching and learning.