The article was written as a consequence of the COVID-19 pandemic in Poland, which had an impact not only on public health, but also on the functioning of the educational sector. The text is an attempt to summarize the challenges of crisis e-learning from the perspective of the challenges faced by teachers in Poland in the period of March-December 2020. The article reveals a number of new phenomena not present in the literature in the context of e-learning implemented in an intuitive, non-linear way, without methodological support, and thus referred to as crisis e-learning. The aim of the research was to explore the characteristics of crisis e-learning in Poland from the perspective of teachers' experiences. Due to epidemiological limitations, the research area was narrowed down to cyberspace. This text presents the results of research relating to statements made by teachers posting in the largest Polish discussion group on education. The group currently consists of over four thousand people. The study uses an analysis of several thousand posts and then identifies and categorizes statements related to crisis e-learning along with a phenomenological interpretation. The analyses made it possible to identify seven categories of challenges attributed to crisis e-learning, such as: technical problems, use of non-standard solutions, the search for solutions to increase the effectiveness of e-learning, the transfer of proven applications and programmes, problems with students, problems with parents, and the modernisation of workstations. The data presented show teacher micro-worlds in the time of the pandemic in Poland. The article is a response to the need to understand the processes occurring in the Polish educational system under the influence of crisis events related to the pandemic. The text may prove valuable for educating future generations of teachers in the field of e-learning and increasing the effectiveness of training activities aimed at strengthening the digital competence of current teachers.

这篇文章是由于波兰发生 COVID-19 大流行而写的，该流行病不仅对公共卫生产生了影响，而且对教育部门的运作也产生了影响。本文试图从 2020 年 3 月至 2020 年 12 月期间波兰教师面临的挑战的角度来总结危机电子学习的挑战。文章揭示了一些文献中没有出现的新现象。以直观、非线性的方式实施的电子学习，没有方法支持，因此被称为危机电子学习。本研究的目的是从教师经验的角度探讨波兰危机在线学习的特点。由于流行病学的限制，研究领域被缩小到网络空间。本文介绍了与教师在最大的波兰教育讨论组中发表的声明有关的研究结果。该小组目前由四千多人组成。该研究使用对数千个帖子的分析，然后识别和分类与危机电子学习相关的陈述以及现象学解释。通过分析，可以确定危机电子学习所面临的七类挑战，例如：技术问题、使用非标准解决方案、寻找提高电子学习效率的解决方案、转移经过验证的应用程序和程序、学生的问题、家长的问题以及工作站的现代化。提供的数据显示了波兰大流行期间教师的微观世界。本文是对了解在与大流行相关的危机事件的影响下波兰教育系统发生的过程的需要的回应。该文本可能对教育电子学习领域的后代教师和提高旨在加强当前教师数字能力的培训活动的有效性很有价值。