隨著新冠疫情的肆虐，為了讓上課不中斷、學習不停止，「線上教學」措施已成為疫情間必然選項。從個案學校推動「停課不停學」歷程中，本研究以Hargreaves的「情緒距離」為主，Groundy「計畫、行動、觀察、反省」行動研究步驟為輔，觀察教師間互動所產生的情緒經驗，以「研究」省思並修正在教學現場的教育觀，透過「行動」來解決與反思教育現場的困境。研究發現：家長的社會文化背景、科層制度、行政績效、成員需求與工作負荷、虛擬溝通及互動、專業自主的堅持等因素，造成教師與各利害關係人間情緒的衝突、角力、矛盾或是緊張關係，產生情緒距離。最後，根據研究結果，對教師間的情緒距離進行探究與分析，從行動和反思的過程改進學校作為，然後提出建議，作為教育人員日後規劃「停課不停學」之參考。

With the raging of COVID-19, in order to keep classes from stopping learning, “online teaching” measures have become an inevitable option during the epidemic. From the case school's process of promoting “Learning Never Stops”, this research focuses on Hargreaves's “emotional distance”, supplemented with Groundy's study of “Plan, Act, Observe, Reflect” action research steps. Emotional experiences resulting from the interactions of teachers were observed. “Research” was used for the revision and reflection on the educational concept in the teaching field with, and “action” was used to solve and reflect on the predicament of the education scene. The study found: parents' social and cultural background, bureaucratic system, administrative performance, member needs and workload, virtual communication and interaction, persistence in professional autonomy and other factors will cause emotional conflict, wrestling, contradiction or tension between teachers and stakeholders, resulting in emotional distance. Finally, based on the results, exploring and analyzing the emotional distance between teachers, improvement was made in the school as a process from action and reflection. The study concludes with recommendations as a reference for educators to plan for “Nonstop Learning” in the future.