Abstract: In order to fully understand the online teaching of colleges and universities in China during the coronavirus pneumonia epidemic in 2020, the online teaching research group of the Teacher Development Center of Xiamen University launched a questionnaire survey on online teaching. A total of 334 universities, 13,997 teachers and 256,504 students participated in the survey. The survey results show that the first large-scale online teaching in China has achieved or its intended purpose. It is a successful online teaching practice, which has important reference for the construction of colleges and universities in the post-epidemic era and the realization of blended teaching. However, due to the epidemic situation, the current large-scale online teaching, has shown many stage-specific characteristics in teachers’ and students’ preparation, teaching platform support, online services provided by the university, online teaching modes and features, online teaching effectiveness, the main factors affecting online teaching, the problems of online teaching, the challenges faced by teachers and students, and the suggestions for teachers and students to improve their online teaching and learning. In the long run, these staged characteristics leave room for promoting the subsequent teaching reform. Drawing on these phased features, this article proposes five relationships that need to be dealt with correctly from the perspective of education informatization in the post-epidemic era: the relationship between planning and market allocation of online teaching resources, hardware construction and teaching beliefs, fairness and efficiency, the understanding and practice of different subjects, and domestic practice and international experience.

Key words: online teaching, stage characteristics, university