👨🏫
+ +**Narrated by: Xiao Hao, an elementary school teacher** + +Xiao Hao is a rural substitute teacher for third-grade students. Before this, he had worked in operations, done business data analysis, and written code, earning a solid five-figure monthly salary. To many people, this young man who had made it out of the countryside was already "doing pretty well." But he gave up an enviable job and returned to his hometown for one reason: he wanted to help rural children see a bigger world. + + + +## 01 When "Artificial Intelligence" First Entered the Classroom + +When Xiao Hao first started teaching in the village, he felt a deep heaviness in his heart. "The conditions here are limited. These kids rarely get the chance to see the wider world. Their world is so small, sometimes it feels like all they have are worn-out textbooks and the dirt beneath their feet." He wanted them to see something bigger. He also wanted them to know that something called artificial intelligence existed in this world. It could draw, write poems, and answer all the wild questions in their heads. + + + +At first, it did not go smoothly. He wanted students to bring phones to school so they could try AI for themselves, but school leaders strongly opposed the idea: "You're just teaching them to copy answers! This has nothing to do with real learning!" But he did not give up. He kept trying to persuade them. In the end, both sides compromised: AI learning was allowed, but students still could not bring their own phones into the classroom. + +So Xiao Hao paid out of pocket, bought a few secondhand phones, and logged his own Doubao account into them for students to use. That was how the children first got their hands on "high tech." Very quickly, they learned to use AI to search for information, learn dances, and even play with text-to-image generation. For the first time, AI opened a new window onto the world for these children. + + + +## 02 A Rural Classroom Specialty: Flies and False Touches + +Rural classrooms now have multimedia smart boards too, which has improved teaching efficiency and made education more equitable. But in real classroom settings, some awkward problems remain hard to solve. For example: flies. + +Electronic boards generate heat and light, and flies love landing on them. The screen cannot tell whether a touch is intentional or accidental, so slides jump around, videos pause, and sometimes the system even shuts down mid-class. In a 40-minute lesson, teachers can end up spending 20 minutes swatting flies at the podium. The class becomes fragmented, and both Xiao Hao and his students suffer through it. + + + +Then one day, a student raised a hand and said, "Teacher, could we make a program together that keeps the flies out?" + +## 03 We Won the Fight Against Flies by "Chatting" with AI + +Writing code together with third-graders, and building a program this technical, would have been unimaginable in the past. But things are different now. With AI, it suddenly felt possible. + +Xiao Hao happened to discover a public-interest Vibe Coding course, so he started "playing" with it together with the children. The students came up with ideas, and Xiao Hao acted as the translator, turning their words into prompts for the AI. They did not have to wrestle with complex syntax or low-level concepts like pointers, handles, and message queues. AI stood between them and those barriers. + +- "Can the computer tell whether it's a mouse click or the screen touching itself?" +- "Can we give the screen a transparent shield, so flies hitting it do nothing, but I can still use the mouse?" + +Those questions led somewhere real. AI told them they needed to distinguish `RawInput` and identify `ExtraInfo`. The children did not understand the technical jargon, but by comparing data and discussing it together, they found that different input methods really did produce different `ExtraInfo` values. + + + +Step by step, one sentence at a time, Xiao Hao and the children "talked" their way with AI into building what became **Xiao Hao Touch Lock**. Its principle is simple: it recognizes the characteristics of incoming signals and precisely blocks touchscreen input while keeping mouse input intact. That way, no matter how wild the flies get on the display, the lesson stays perfectly stable. + +This software is not some grand commercial product, but it solved a real classroom pain point in rural schools. More importantly, it gave the children their first taste of creating something themselves, and of using technology to answer a real problem from daily life. + +## 04 From Writing a Line of Code to Knocking on a Door + +What left the deepest impression on Xiao Hao happened on New Year's Day. He asked Doubao, "How can I help the kids spend the holiday in a meaningful way?" AI did not suggest a party or a classroom performance. Instead, it said, "Rather than celebrating in the classroom, why not visit an elderly villager who lives alone?" + +So he really did. He took the children to visit an elderly man in the village who lived by himself with minimal support. When they arrived, the old man was eating lunch on a worn wooden stool, with only a bowl of plain noodles and a small plate of pickles on the table. Xiao Hao felt a sharp pang of regret for not bringing more food. Even the usually rowdy kids were unusually gentle that day, and they chatted with the old man for quite a while. + +On the way back, a few children tugged at Xiao Hao's sleeve, their eyes red, and said, "Teacher, can we come help Grandpa more often?" The wind cut across their faces on the walk home, but Xiao Hao felt warm inside. + +He said, "Education isn't just about teaching textbook knowledge. It also has to teach empathy. The answers AI gives us are not only technical. Sometimes they light a heart that wants to care for others." + +## 05 A Few Words from Teacher Xiao Hao + +To be honest, the biggest gain from building this software was not the software itself. It was seeing the light in the children's eyes. Before this, many of them thought computers belonged to city kids, that programming was for geniuses, and that none of it had anything to do with them. But now they know that as long as they have an idea, as long as they dare to imagine it, and even as long as they can describe it, they can use AI to change their own lives. + +The student who first suggested building the software used to be the most mischievous kid in class. Now he listens more carefully than anyone else, because he knows that something he helped create is solving a problem for everyone. That sense of "I can do this too" is more valuable than getting a perfect score. + + + +Xiao Hao also admitted that using phones and AI with the children brought him no shortage of criticism. Many people said he was neglecting his proper duties and setting a bad example. But when he sees the kids becoming more curious and more compassionate because of AI, he feels it has all been worth it. + +## 06 Final Thoughts + +Xiao Hao sincerely hopes more people will pay attention to practical, grounded AI-powered digital classrooms in public education. The small worlds of rural children need AI even more. AI is not just a tool. It is also a window that helps them connect with the vast world beyond their village. + + + + + + + + + + + + diff --git a/docs/en/vibe-stories/story-2.md b/docs/en/vibe-stories/story-2.md new file mode 100644 index 0000000..5668fdb --- /dev/null +++ b/docs/en/vibe-stories/story-2.md @@ -0,0 +1,80 @@ +--- +title: During Finals Week, I Secretly Built a "Campus Xianyu" with AI +description: The story of a sophomore student who built a campus secondhand marketplace demo during finals week. +--- + +# During Finals Week, I Secretly Built a "Campus Xianyu" with AI + +🎓
+ +**Narrated by: A sophomore student** + +## 01 Mao Xiaolv's "3-Hour Miracle" and My Overheated Brain + +"Help me test it. Try chatting with it." + +"That's amazing. Finals are coming up and you're still staying up late coding. Go study already." + +"It only took 3 hours." + +During finals week in January 2026, while I was buried in review, I suddenly got a link from a technical genius friend named Mao Xiaolv. It was an AI chat website. It already had features like scheduling and anime tracking, and the interface looked surprisingly polished. + +Three hours? I stared at the screen and felt like my brain was overheating. Once again, this guy had reset my understanding of what "fast" meant. Then he sent me a pile of materials. I opened them and realized that while I recognized every single character, the full sentences might as well have been written in another language. I wanted to ask him, but I was afraid of exposing how much of a beginner I was. So I ended up doing this: he threw jargon at me, I quietly pasted it into Doubao, waited for an explanation, and then cautiously replied to him. My learning process had turned from "person-to-person" into "person-to-AI-to-person." + + + +## 02 On My First Day in the Group Chat, I Chose Silence + +The group-based learning program started in January, and Mao Xiaolv pulled me into a big learning chat. The opening round was self-introductions: "many years of development experience," "currently at a major tech company," and so on. I stared at everyone else's intros, paused with my fingers on the keyboard for a few seconds, and then deleted the two lines I had just typed. I sighed to myself: "When experts are sparring, maybe the fool should keep quiet." + +Later, Mao Xiaolv, another new friend, and I formed a smaller group of three, and I finally started to relax. The atmosphere in that group made me especially happy: nobody cared how old you were, what job you had, or whether you were impressive. If a problem came up, we just talked about it as equals and figured it out together. Most of the time everyone was busy and quiet, but you could still feel that people were putting in effort behind the scenes. It was strangely grounding. In school, I rarely experienced this feeling of not being defined by labels and simply moving forward with others because of shared interest. + + + +## 03 "Slacking Off" During Finals Actually Made Me Learn Harder + +During this learning stretch, I felt much less tension and anxiety than before. Even while preparing for finals, if my daily progress check-ins were slow, nobody rushed me or blamed me. Everything was on me, and that freedom somehow made me more motivated. + +It felt very different from the standard-answer learning atmosphere of high school and college. This kind of autonomy actually made me want to work harder. + +Each day's task check-in felt like leveling up in a game. Learning became more active, and I learned much more because of it. + + + +## 04 In a Moment of Excitement, I Dug Myself a Huge Hole + +Before I knew it, winter break was approaching, and this round of learning was almost over. Before the graduation livestream showcase, the teacher asked me whether I wanted to demo a product. + +"Yes!" + +I answered almost reflexively, even though I had no idea what I was going to build. + +As I scrolled through the dorm and campus group chats full of secondhand listings, a direction started to form. Campus secondhand trading had always existed inside temporary chat groups. People usually arranged to meet at a dorm building or cafeteria, and almost nobody bothered to use a bigger marketplace app. So I started thinking: what if there were a secondhand platform just for campus users? It could show listings from your own school or nearby schools more accurately, and it would naturally come with a bit more trust, reducing the fear of being scammed. + +Once the idea clicked, I threw myself into my first real AI product design. The page design came pretty smoothly: a product browsing page as soon as you enter, a search bar on top, and "My Page" plus "I Want to Sell" underneath. Simple and direct. The hard part was figuring out where to add AI features. At first I thought about making AI recommendations like a shopping platform, but "cost-performance" is too subjective, so I dropped it. I came up with a few more ideas, but none really held up. For a while, I was completely stuck. + +Then I talked to a friend who loves digital gadgets, and one sentence suddenly cleared everything up: "When people sell used items, they usually only say how long they've used it, what flaws it has, and whether it still works. They don't list specs the way merchants do. What if AI helped novice buyers understand the product description instead of making them go hunt down the details themselves?" + +That was it. The direction became clear instantly. The AI feature should live inside the product description. Later, an intelligent pricing feature naturally followed. + + + +## 05 I Felt Like the Worst Student in the Livestream, but Got the Most Valuable Encouragement + +I put a lot of effort into the project, and by the time of the livestream, it was finally done. But the closer I got to presenting it, the more nervous I became. The projects shown before mine were all polished and refined, and every interaction looked smoother than the last. Before the event, I had felt confident. But when it was really my turn, the only thought left in my head was: "There has to be room for bad students too." + +So I took a deep breath and presented my demo, feeling both brave and uneasy. When it was over, my mind exploded with self-criticism: my questions had been dumb, my project wasn't polished, my idea was boring, and so many parts were still unfinished. + +But to my surprise, the teachers did not dismiss me at all. Instead, they gave me a lot of specific, practical suggestions. That was the moment I realized that even something imperfect could still be taken seriously. Before this, I had almost never been given a chance to calmly present a project that was still immature. + + + +## 06 What I Gained Was Much More Than a Demo + +Through this experience, I genuinely feel that my ability to solve real problems has improved. First, my learning efficiency went up. I learned how to build small tools for myself, such as an AI-powered schedule planner and a personal blog. Second, the way I learn changed. Instead of painfully chewing through thick tutorials page by page, I started directly designing my own small projects and learning by building. + +Not knowing how to code is no longer fatal. AI can help write code. When I run into something I don't understand, I can ask directly: "What does this line mean?" "What concept is this using?" "How do I fix this error?" + +With Trae, the wall between "having an idea" and "making it real" suddenly felt much lower. Even without a strong programming foundation, I could gradually turn ideas in my head into something tangible. Watching a product evolve through iteration gives me a very real sense of achievement. + +This experience made me believe that the threshold for creating things may really be much lower than we once imagined. diff --git a/docs/en/vibe-stories/story-3.md b/docs/en/vibe-stories/story-3.md new file mode 100644 index 0000000..bc9cfae --- /dev/null +++ b/docs/en/vibe-stories/story-3.md @@ -0,0 +1,96 @@ +--- +title: I Built Each Student a Tireless "Straight-A Study Buddy" +description: The story of a high school IT teacher who used AI to build a coding learning companion. +--- + +# I Built Each Student a Tireless "Straight-A Study Buddy" + +🧑🏫
+ +**Narrated by: A high school information technology teacher** + +I am a high school information technology teacher, the director of my school's information center, and also one of Shijiazhuang's AIGC seed teachers. Those titles may sound flashy, but in plain language, I am really trying to do just three things: train students well, reduce the burden on teachers, and improve the efficiency of teaching. + +That is why I started learning AI and thinking about how to apply it. At first, it was both a work requirement and a personal interest. But what truly pushed me to build something was the Python practice course I was responsible for. + +## 01 The Python Class That Nearly Drowned Me + +The Python class I teach is not especially complex in terms of content. Students only need to write a simple program to calculate BMI: input height and weight, determine the category, and print the result. But for students with absolutely no programming background, entering a completely new field and understanding how it works is much harder than it looks. + +Very often, what the teacher explains and what students actually understand are worlds apart. So the same points that had already been covered would keep coming back as repeated questions. Not long after I assigned the task, hands would shoot up from every direction, and the classroom would fill with calls of "Teacher! Teacher! Teacher!" It felt like standing in the middle of a noisy market, with every stall owner trying to get your attention at once. + +Fifty students. One teacher. Every student got stuck in a different place. Some did not understand what `input()` was for. Some could not figure out how to write an `if` statement. Some did not understand type conversion at all. In a 45-minute class, I felt like a factory worker tightening screws nonstop. Just as I tightened one, three more would come loose beside it. + + + +Even though I never stopped moving, the number of students with raised hands never seemed to go down. Some waited a few minutes and still could not get help, so they started randomly fiddling with their computers. Others simply gave up and put their heads on the desk to sleep. When the bell rang and class ended, I stood in the computer lab looking at the chaos and suddenly felt powerless. + +It was not the students' fault. They were already trying hard. It was not that I was teaching badly either. The problem was that the model itself was broken. Programming is not like math. You cannot solve everyone's problem by explaining one standard answer to the entire class. You can only guide them one by one. + +## 02 What If Every Student Had a Tireless Top Student Beside Them? + +That night, I could not sleep. Not because of anxiety, but because I kept thinking about one question: what if every student had an assistant who could answer questions at any time? + +This assistant would not directly give away the answer. It would simply say things like, "There is a mistake here," "This function works like this," or "Try thinking about it from another angle." + +It would be like that top student you once sat next to in school. When you got stuck, you asked a quick question, they gave you a hint, and then you figured the rest out yourself. That was when I suddenly realized AI might be able to become exactly that kind of "straight-A desk mate." + +Existing AI coding tools could already give direct answers, but they still could not truly guide learning. So I decided to build a new application myself: an AI teaching assistant that could teach, guide, and stay with students as they worked through problems. + + + +## 03 From Idea to Reality: The Coding Learning Companion + +Before this, I had only written some simple software. I had never built anything this complex. And I had no experience at all with AI-integrated application development, so honestly, I felt very unsure at the start. But that was also the first time I truly took an idea from my head and pushed it into the real world as a usable application. + +During that period, I spent five consecutive nights checking in with the course and learning step by step. The hardest part of development was not writing code. It was choosing the AI API: which platform was free, which one was fast, which one was suitable for education, and so on. I had to test them one by one. + +I still remember the first time I successfully integrated AI into the app. I typed in "How do I use the `input` function?" and saw it return sample code and an explanation. That feeling of excitement and relief is still vivid to me. I named the application **Information Technology Course Center**, and its core module was the **Coding Learning Companion**. + + + +It can do three things: + +- **Answer basic knowledge questions**: when students ask "How do I write a `for` loop?" or "How do lists work?", the companion gives usage explanations and sample code, because these are foundational concepts rather than homework answers. +- **Guide homework problem solving**: when students bring a teacher-assigned question, the companion does not output the full solution. Instead, it uses Socratic questioning to guide the student toward figuring it out independently. +- **Review student code**: when students paste in their own code, the companion points out what is wrong, but does not directly rewrite everything for them. + +Why design it this way? Because the point of learning is not just to "finish homework." It is to learn how to solve problems. If AI gives answers directly, students will only copy and paste. On the surface, the assignment gets turned in. In reality, nothing has been learned. + +## 04 Assignments and Records Became the Next Problem + +After the software was built, I tested it myself and felt pretty good about it. My colleagues looked at it and said, "This is fantastic. It solves our pain point." But in the first week after school started, a new problem appeared: students used the coding companion to solve issues in class, but where were they supposed to submit homework afterward? + +Previously, we used an electronic classroom system in the computer lab. Students submitted work there, and I collected it on the teacher's machine. But that system had one fatal flaw: it only worked inside the computer lab. Once class ended, everything stopped. Outside the lab, students could neither continue working on assignments nor review their previous learning records. + +So I spent a few more late evenings adding a complete class and course management system to the coding companion: + +- Teachers can create classes and courses. +- After joining a class, students can see all course content and assignments. +- If they do not finish something in class, they can keep working on it and submit it afterward. +- Teachers can review assignments after class and send back incomplete work for revision. +- When a student passes every assignment in a course, the system automatically issues a course completion certificate. + + + +That certificate was something I intentionally added. I know that for high school students, even a small sense of recognition and ceremony can make them feel, "I really learned something." + + + +With the coding companion plus course management, the system finally formed a complete learning loop. It gave students a clearer beginning, a clearer ending, and a stronger sense of accomplishment. + +## 05 If Only Every Teacher Had One More Helper + +The students are on break now. The course management system has not yet been deployed at scale in real classes, but the feedback from colleagues who tested it has already made me confident: "This is exactly what we need." What surprised me even more is that the system may even be promoted to other schools across Shijiazhuang. + +At first, I built it simply to solve a problem for the 50 students in my own class. I did not imagine doing anything bigger. But then I thought about it again: if information technology teachers across the whole city are facing the same dilemma, and every classroom is full of students calling "Teacher!" while there is only one teacher, then this tool really should be used by more people. + +AI may be part of the answer. Not as a replacement for teachers, but as something that helps teachers so every student can receive more personalized guidance. + +## 06 Closing + +Finally, a few words about the technical side. I used Baidu Miaoda and deployed it at zero cost. Our school does not have a server budget, so that zero cost mattered a lot. In just five days, the product moved from an idea to an online application. Even learning Vibe Coding and building the app all happened in fragmented time at night. + +I am not a professional developer, and I am definitely not a tech genius. I am just an ordinary high school information technology teacher who, on a sleepless night, wanted to solve a real problem. Later, I discovered that technology really can change education. Not in the grand narrative sense of some sweeping "education revolution," but in a specific, modest, and genuinely effective way. + +If you are also an information technology teacher facing similar challenges, or simply someone interested in AI plus education, I would be happy to keep talking. Let's work together to make technology truly serve education. diff --git a/docs/en/vibe-stories/story-4.md b/docs/en/vibe-stories/story-4.md new file mode 100644 index 0000000..575c2e9 --- /dev/null +++ b/docs/en/vibe-stories/story-4.md @@ -0,0 +1,83 @@ +--- +title: At 48, a Truck Driver Pulled Several All-Nighters and Used AI to Build an Overseas Tool Site +description: The story of a 48-year-old truck driver who used AI to build an overseas tool site and a complete payment loop. +--- + +# At 48, a Truck Driver Pulled Several All-Nighters and Used AI to Build an Overseas Tool Site + +🚚
+ +**Narrated by: Lao Huang, a truck driver** + +## 01 "The President of Yugoslavia" Decided to Switch Tracks + +"This year I turned 48, my zodiac year. At an age when I hadn't seriously touched a computer in over ten years, the explosion of DeepSeek during the 2025 Spring Festival hit me like a muffled thunderclap." + +Lao Huang grew up in Jiaozuo, a fourth-tier city. He was part of a factory family, and because of a childhood nickname, people sometimes jokingly called him "the President of Yugoslavia." These days, everyone simply calls him Lao Huang. + +He works as a cargo transporter for vending machines. DeepSeek's sudden rise made him realize something: "The train of this era is about to leave the station. Whether you're drinking coffee in an office tower or chewing on a steamed bun inside a truck cab, the AI wave is going to hit you. If you don't catch up head-on, you'll be left behind in the dust." + + + +So this complete outsider decided to learn seriously. He wanted to find out whether "hands that used to only drive trucks could also knock on the door of AI programming." + +## 02 From Handcraft to the Art of Directing + +During the first two weeks of learning, Lao Huang kept doubting himself. "I don't even know what code is supposed to look like. Can I really do this?" + +But the words from teachers and teaching assistants gave him confidence: in the age of AI programming, you are no longer just a manual laborer moving code brick by brick. You are the director. Building software is no longer about stacking every piece by hand. If you can explain clearly what you want, AI can help you build it step by step. + +That was how Lao Huang entered vibe coding. + +- "Help me make a Snake game. Make it look nice and add a start button!" +- "Generate a dynamic map that shows cargo shipping from China to destinations around the world in a cool way!" + + + +And just like that, the apps appeared. The feeling was so strange and powerful that it deeply shocked him. Programming changed from a dry form of manual craft into a kind of commanding art. The hands that had held a steering wheel for half a lifetime could now also take hold of the steering wheel of the digital world. + + + +## 03 Through Breakdowns and Persistence, He Forced a Full Business Loop to Work + +"Talking is cheap. Real combat is what matters." + +The fifth assignment in the course was to complete a substantial independent project. Lao Huang decided to build an overseas AI tool site. It had to work, it had to be deployable, and it had to take payments. Ideally, it would form a complete business loop. + +At first, reproducing the website prototype went fairly smoothly. But the moment he moved to the core feature, image generation, errors started exploding everywhere. As a complete beginner, he could only debug by talking to AI while filling in gaps in his own foundational knowledge. For four or five days straight, he drove and delivered goods during the day, then came home at night and went into round after round of battle with AI: asking, debugging, learning, repeating. At his lowest point, he sat in front of the screen all night staring at F12 developer tools. + + + +He considered giving up more than once. But the active Q&A in the learning group and the professional knowledge-sharing sessions kept pulling him back in. Later, he started using the free large model inside the domestic coding tool Trae. Errors decreased, communication became smoother, and Lao Huang pushed forward in one go, integrating text-to-image, text-to-video, and old photo restoration. + + + + + +The hardest part, though, was not the core AI function. It was setting up a domain email, configuring Google login, and connecting the payment systems, PayPal and Creem. Lao Huang read the official docs, asked AI questions, and handled the design and configuration himself. In the end, he completed the payment integration from 0 to 1 on his own. + +He said that when Nano Banana finally ran end to end, he wanted to shout: "Designing and shipping a website with a real working business loop is no longer something only programmers at big companies can do!" + +## 04 Lao Huang's Rules for Building from Zero + +After a long journey of trial, error, and persistence, Lao Huang summed up several lessons he paid for the hard way: + +- **The building-block rule**: do not try to swallow everything at once. Change one small feature at a time, and move on only after that part works. +- **Learn to give examples**: when talking to AI, do not stay abstract. Show it concrete examples, error messages, and the effect you want. +- **Learn by borrowing**: do not just copy and paste. Try to understand why AI wrote it that way. +- **Adjust your mindset**: do not panic when errors appear. They are teaching you where the pitfalls are. + + + +## 05 This Train of the Times Has Room for Everyone + +Now Lao Huang is still the same truck driver hauling goods around Zhengzhou. But unlike before, he now has a second identity: AI application developer. More recently, he even built a mini program for his company called **Su Bianli Campus Snack Shop**, which greatly improved the shopping experience for teachers and students. + + + +As Lao Huang put it: "As long as you have the urge to solve a problem, code is no longer the barrier." + +His message to others is refreshingly direct: + +> Friends, don't be afraid. If you want to begin, it's never too late. +> The steering wheel is in your own hands. diff --git a/docs/public/sitemap.xml b/docs/public/sitemap.xml index 9f79ef1..09b90d3 100644 --- a/docs/public/sitemap.xml +++ b/docs/public/sitemap.xml @@ -1343,6 +1343,7 @@