本片為獨(dú)立紀(jì)錄片導(dǎo)演蔣能杰留守兒童三部曲的第二部，另外兩部分別為《路》和《加一》，蔣能杰致力于用影像關(guān)注社會(huì)，用鏡頭呼吁更多人關(guān)注留守兒童，重視鄉(xiāng)村教育。 
　　本片榮獲第三屆 鳳凰視頻紀(jì)錄片大獎(jiǎng) 最佳紀(jì)錄長(zhǎng)片獎(jiǎng)、法蘭克福影展 一等獎(jiǎng)。
　　2009年：首次走進(jìn)村小，鏡頭記錄臨時(shí)學(xué)校的22個(gè)學(xué)生（其中17個(gè)為
　　留守兒童），同時(shí)關(guān)注村小艱難申請(qǐng)重建。
　　2010年：重建后的村小調(diào)來(lái)張老師教兩個(gè)班，代課十幾年的張老師老
　　為轉(zhuǎn)正問(wèn)題煩心和奔波，跟拍的留守兒童的學(xué)習(xí)、心理、生活也面臨
　　著種種問(wèn)題。
　　2011年：代課的 張老師因種種不滿(mǎn)，已離開(kāi)村小，跟拍的孩子們面臨
　　的問(wèn)題愈加嚴(yán)重。
　　2012年：由于媒體的力量，村小的物質(zhì)條件有所改變，但好像無(wú)力改
　　善更多。
　　2013年：留守兒童生活看是沒(méi)什么變化，其實(shí)在悄悄變化著。
　　2014年：又是一年春節(jié)，而跟拍的留守兒童家庭 …… 。
　　2009: First glance at the village school, in which the lives of 22 students including 17 left-behind children, together with the unsmooth application of the school’s reconstruction, were focused on.
　　2010: Teacher Zhang, a supply teacher with more than 10 years teaching experience, was assigned to the reconstructed school. While in charge of two classes, he was concerned about, and striving for the obtainment of permanent teaching status. Meanwhile, folks began to doubt on the quality of the school buildings, as the left-behind children were facing numerous problems in life, study and emotion.
　　2011: Mr. Zhang left the school out of dissatisfaction. After he left, the problems those left-behind children were confronting with became more serious.
　　2012: Thanks to the media, the material condition of the village school began to turn around. However, it still had a long way to go.
　　2013: The situation of those left-behind children seems unchanged, but it turned out to get changed day by day.
　　2014:As another Spring Festival comes, what is going on in those left-behind families?