Infuse social-emotional learning (SEL) into a concept-centered OpenMAIC classroom as a parallel learning goal. Use when the user asks to add emotional awareness, self-management, empathy, collaboration, relationship skills, resilience, or responsible decision-making to a subject lesson. Do not use when SEL itself should be the standalone content of a counseling, advisory, psychology, or homeroom 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。
把社会情感学习作为平行目标嵌入概念主课：不替换用户真正关心的学科概念，而是改变学生如何经历它。
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，再在页面计划中嵌入 SEL。每一个 SEL 设计都要能回答“它在服务哪个概念理解”；答不出就删除。
在页面计划前，用一句话分别声明：
优先从下列能力中选择与概念任务最贴合的 1–2 项，不要一节课堂包办全部：
不必为 SEL 另加四页；把目标嵌入原有页面的 brief 与交互中：
slide 中加一个情绪或觉察拍，让学生叫出“今天我可能会卡在哪里”的感受。slide 中设计一段有实质分歧的多智能体讨论，练习换位与协作；分歧落在观点上，不落在人上。interactive 存在可预期的受挫、反馈与重试路径，用来练习自我管理和韧性；失败不能是死路。不用代理宣读 SEL 术语。让能力通过可观察的对话、选择、反馈和重试发生。
interactive 必须有受挫—反馈—重试路径；收束页同时呈现概念收获与能力收获。本 Skill 用于把 SEL 嵌入学科概念课，不用于以 SEL 本身为内容主线的独立心理课、班会课或情绪课。如果用户想让 SEL 成为与学科概念并列的第二条完整主线，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。