Other skills

环境变量管理器：扫描、校验、同步 .env 文件，生成安全配置模板

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国际化/本地化助手 — 扫描代码中的硬编码文本、生成 i18n 配置、批量翻译

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日志分析助手 — 智能解析日志文件，识别异常模式，定位问题根因

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中文 README 生成器 - 先分析项目，再生成面向中文开发者的高质量 README

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项目目录结构地图 - 生成带说明的可视化目录树，快速理解任意代码库

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编程错误消息翻译专家 — 将英文错误消息翻译成中文，解释原因并提供修复方案

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数据库迁移助手 - Schema 对比、迁移脚本生成

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Best practices for structuring prpm.json package manifests with required fields, tags, organization, multi-package management, enhanced file format, eager/lazy activation, and conversion hints

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Use when creating or fixing .claude/rules/ files - provides correct paths frontmatter (not globs), glob patterns, and avoids Cursor-specific fields like alwaysApply

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Comprehensive Scrum Master assistant for sprint planning, backlog grooming, retrospectives, capacity planning, and daily standups with intelligent context-aware reporting

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Analyzes, generates, and enhances CLAUDE.md files for any project type using best practices, modular architecture support, and tech stack customization. Use when setting up new projects, improving existing CLAUDE.md files, or establishing AI-assisted development standards.

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Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.

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Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.

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Map a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.

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Map a complex topic by placing factors on hexagonal tiles where adjacency signals a claimed relationship. Use when students need to surface hidden connections in a system before analysis or action.

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Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.

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Generate follow-up teaching moves that extend student thinking after a specific classroom response. Use when a student says something worth exploring and the teacher wants to deepen the dialogue.

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Map control, influence, and concern after systems analysis. Use when students need wise agency without being made responsible for everything.

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Generate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.

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Select and configure a structured discussion protocol matched to the purpose, topic, and group readiness. Use when planning classroom discussions, Socratic seminars, or structured debate.

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Generate argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.

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Build students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.

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Adapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.

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Evaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shallow responses.

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