Use Understanding by Design (UbD) to plan one OpenMAIC classroom or a course series around transferable conceptual understanding. Use when the user wants backward design, enduring understandings, essential questions, GRASPS performance evidence, WHERETO learning experiences, or a concept-centered lesson rather than a list of facts. Do not use for visual style cloning, teacher-style imitation, or direct PPT import.
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用 UbD 逆向设计组织一节课或一组系列课：先明确学生最终要理解什么、如何证明真正理解，再设计学习经历。
stage-design 仍然约束新课堂的持久化顺序；本 Skill 约束教学设计与每页 brief 的内容。已有页面的课堂按 pro-editing 做局部编辑，不要重建课堂。
只有当用户的请求不足以判断单节还是系列时，才用 ask_user 确认范围。
在写页面计划前定义学生如何证明理解：
pbl 页。quiz 暴露典型错误概念，要求学生给出理由，不只是选项。interactive 或新情境任务观察学生能否把理解用到变化后的问题中。表现性任务是学习路径的终点，前面的页面都要为它提供概念、证据或练习，不要在课程末尾突然加一个没有铺垫的任务。
用 WHERETO 检查每个活动，并把它们写进页面 brief：
slide 提供建立概念所需的证据与逻辑链。interactive 让学生操作、模拟或亲手做出概念。可以从下列节奏起步，但根据表现性证据调整，不要机械套模板：
slide：基本问题与真实情境；slide：用证据或逻辑链建立概念；interactive：让学生亲手做出核心概念；quiz 或 interactive：在新情境中辨析、迁移或修正；pbl：完成 GRASPS 表现性任务；quiz 与收束 slide：检查概念并回到基本问题。页面标题用探究式问题或真实情境，不要写成教科书目录。语言跟随用户和课程语言。
interactive 或 pbl 让学生实际操作、判断或创造，不能只听讲解。不用于品牌风格复制、名师讲课风格模仿、纯排版克隆或 PPT 直接导入；这些请求分别使用对应的 style、teacher-style 或 pptx-import 流程。
まだレビューはありません。使ってみた感想をお寄せください。
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。