Infuse learning strategies and metacognition into a concept-centered OpenMAIC classroom as a parallel goal. Use when the user wants students to learn how to learn while studying a subject: retrieval practice, self-explanation, prediction before feedback, monitoring understanding, deliberate review, or productive failure. Do not use when learning science or study skills should be the standalone subject of the lesson.
インストールする前に、エージェントに与えられる指示の中身を確認できます。
把学习策略与元认知作为平行目标嵌入概念主课：不替换学科概念主线，而是改变学生如何经历、检查和巩固这些概念。
stage-design 仍然约束课堂的创建和持久化流程。如果同时使用 /understanding-by-design，先确定大概念、基本问题与表现性任务，再嵌入学习策略；如果同时使用 /social-emotional-learning，让两类平行目标服务同一概念任务，不要各自另起一条课程主线。
在页面计划前分别声明：
每一个学习策略都要能回答“它在服务哪个概念理解”；答不出的嵌入删除。优先选择最贴合任务的 1–2 种策略，不要在一节课里罗列整套学习科学术语。
学习缝、元认知、教学意图、平行目标 等内部框架词只用于规划与 brief，不作为学生可见的标题、正文或栏目标签。页面使用学生能立即执行的动作语言，而不是技术术语：
只有当用户明确要求讲授某种学习方法本身时，才把对应术语作为学生要学的内容。
这些是页面规划锚点，不是页面标题，也不要求各自新增一页：
interactive 中先预测或作答，再给反馈；错误要进入检查、补漏和重试路径，不能成为死路。围绕方法和理解讨论，不评价人；老师及时把对话带回概念主线。
本 Skill 用于把学习策略嵌入学科概念课，不用于以学习方法或学习科学本身为内容主线的独立课程。若用户要把学习法做成第二条完整课程主线，先用 ask_user 确认范围。
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概要と使いどころ
Evidence-based creation of a reusable personal course-making Skill from the user's own classroom and chat history. Use when the user asks to summarize, analyze, or learn from their past course-making records/history and create a personal, exclusive, or reusable Skill, such as “总结我的做课记录，给我做个专属 Skill” or “从我过去的课程和对话里提炼一个个人技能”.
日本語の概要は準備中です。原文の説明を表示しています。
Multi-stage series — a request for several classrooms that belong together, like 「7 天学 Python」, a four-week onboarding track, a semester unit split across lessons, or "turn this book into a lesson per chapter". Clarifies the series brief, gets the user's explicit sign-off on the full lesson list before spending anything, then builds the stages one at a time into a shared folder. Use when the ask is a sequence of classrooms; not for a single stage, however large.
日本語の概要は準備中です。原文の説明を表示しています。
Deep Interactive courses. Plans the course so the learner manipulates something on most pages — simulations, diagrams they explore, code they run, games, 3D scenes — with slides reserved for the opening frame and the closing consolidation. Use when the topic has a mechanism, a variable to vary, a process to trace, or a structure to inspect.
日本語の概要は準備中です。原文の説明を表示しています。
Courses whose content rests on current, external or real-world facts that must be verified against live sources before being taught — recent events, market or policy data, product and version specifics, scientific developments, named cases. Researches the topic first, keeps a claim-to-source ledger, and grounds the outline and every page in what was actually fetched. Use when the request depends on up-to-date or externally checkable facts; not for timeless textbook topics that stand on established knowledge alone.
日本語の概要は準備中です。原文の説明を表示しています。
Improve factual reliability while creating or reviewing a course or supplied content. Use when the user asks to fact-check, verify accuracy, reduce hallucinations, make a reliable course, or mentions 事实性错误、知识性错误、专业知识准确性、可靠性. During creation, checks the completed pages before delivery; on existing content, returns a short evidence-backed report and lets the user choose what to fix. Not for grammar, style, or layout. Combine with deep-research when current evidence is the course's main subject.
日本語の概要は準備中です。原文の説明を表示しています。
Turn any concept, lesson, slide deck, or source material into a Feynman learning cycle in which learners explain first, expose the smallest gap, rebuild the explanation through Socratic prompts, strip jargon, stress-test analogies, and transfer the idea to a new context. Use when the user asks for teach-back, learning by explaining, or a Feynman-style classroom. Do not use when the Feynman technique itself is merely the lesson topic or when study strategy should remain a parallel goal.
日本語の概要は準備中です。原文の説明を表示しています。