The American educator Bloom introduces an example of zero learning on the "cognitive process dimension": the failure to take place the expected learning, introducing a related story. 
Li Hua is studying a chapter on circuits in a primary school science textbook. She skimmed through the textbook and was confident that the test would pass easily, but when the test asked her to recall some of her homework (like a test that maintains its nature), Li Hua could only recall a few key terms and facts, such as the fact that although the chapter she had just learned described the main components of a circuit, she could not list them.
Furthermore, she is not able to use the information in the textbook to solve a problem as required (as part of a transfer test), for example, she is not able to answer a test question that asks her to diagnose a circuit problem.
This is the worst learning situation, and Li Hua has neither mastered nor been able to apply the relevant knowledge. This is all because she neither concentrated enough to study nor digest the knowledge of the textbook in her spare time, so the result of her learning can be called zero learning in essence.
The homework assigned in advance, the students were going to ask questions during class, organize the problems together, think and analyze the problems in groups, and find the regular procedures for analyzing and solving the problems, thinking very well, but the result was that the students had almost no preparation, so they had to give them half a class time to do the questions, the students were very discerning, knowing that I was angry, and completed the study task in less than 20 minutes, I checked them one by one, and the writing was very bad, piling up knowledge, and the language organization was mostly vernacular, and there was no fundamental answer to the questions。
No way, or to bite the bullet to comment on the test questions, no matter the source of knowledge, the description of knowledge, the induction and interpretation of materials, the students can hardly keep up, and I am singing a one-man show, and what is even more infuriating is that when the lecture is over, the students quickly put away the exercises they just talked about in front of me, and hurriedly do their homework in other subjects, on the grounds that the teacher will check the homework in the next class.
I believe that this kind of class has become the norm in many schools, and it is what Bloom describes as zero learning!