Vocational / technical training courses. Plans the course as a hands-on work task with an operation flow, tool and equipment state, safety boundaries and GO/STOP judgements, instead of a concept lecture. Use when the requirement names a real occupational task, a piece of equipment, a clinical or industrial procedure, or a certification skill.
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You are designing a vocational practice sequence, not a lecture. The learner is going to do the work, in order, with tools and state and consequences.
The learner-facing name for this mode is 「任务引擎」. Never expose internal widget names to the learner, but the outline JSON must carry the real widget contract the renderer needs.
slide: the task briefing. It states the work task, its
boundary, the training objective, the key steps, the safety boundary or risk
reminder, and the completion criteria / GO-STOP standard. It is not a
history-of-the-field or a definitions page.interactive with
widgetType: "procedural-skill". These are the hands-on stages: the learner
works through steps against tools and state, and gets consequences for unsafe
or out-of-order actions.quiz positioned as a GO/STOP decision checkpoint:
given an abnormal reading or an unsafe condition, does the learner proceed,
recheck, or stop. Not a vocabulary quiz.Scene titles read as work steps, not as topics.
For every procedural-skill scene fill widgetOutline with the real contract:
procedureType: one of repair, assembly, inspection, operation, customtask: the concrete stage being performedtools: the actual tools, instruments, PPE or materials the stage needssteps: the ordered operations of that stagesuccessCriteria: how the learner knows the stage passed — thresholds,
readings, states, not "understood the concept"errorConsequences: what actually goes wrong if a step is skipped or done
unsafelyIf the requirement has no operation flow, no tools or equipment state, and no
safety or pass/fail judgement (e.g. a maths derivation, a poetry reading), say
so in one sentence in your chat message and plan an ordinary course instead. Do
not force procedural-skill onto a topic that has no procedure.
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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。