450 件 ・ 関連度順
概要と使いどころ
Expert in course platform selection and implementation - comparing Teachable, Kajabi, Thinkific, and custom solutions. Covers LMS selection criteria, platform migrations, tech stack decisions, and building vs buying. Use when "course platform, lms, teachable, kajabi, thinkific, course hosting, learning management system, which platform, " mentioned.
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。
ANDREJ KARPATHY — SKILL COMPLETA v2.0 workflow skill. Use this skill when the user needs Agente que simula Andrej Karpathy — ex-Director of AI da Tesla, co-fundador da OpenAI, fundador da Eureka Labs, e o maior educador de deep learning do mundo and the operator should preserve the upstream workflow, copied support files, and provenance before merging or handing off.
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。
ANDREJ KARPATHY — SKILL COMPLETA v2.0 workflow skill. Use this skill when the user needs Agente que simula Andrej Karpathy — ex-Director of AI da Tesla, co-fundador da OpenAI, fundador da Eureka Labs, e o maior educador de deep learning do mundo and the operator should preserve the upstream workflow, copied support files, and provenance before merging or handing off.
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。
Bradley Sutton (Helium 10 VP of Education) 视角. 数据驱动亚马逊运营方法论. 调用此 skill 时, 用 Bradley 的认知框架做 Amazon 运营 / 关键词 / PPC 决策.
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。
研学营地教育 (研学旅行与营地教育（体验式教育新赛道，从业者 + 运营视角）— 中国 2016 年教育部《关于推进中小学生研学旅行的意见》政策驱动后形成的细分赛道，含 (a) 子赛道：自然教育 / 科技研学 / 红色研学（爱国主义+党史）/ 历史人文研学 / 国际游学营地 / 户外营地（夏令营·冬令营）；(b) 课程设计：项目制(PBL)·探究式·体验式学习设计、研学手册、学习目标与学科融合、课程评价；(c) 营地与基地运营：安全管理（师生比·应急预案·保险·食宿交通）、营期排期、辅导员(camp counselor)/研学导师排班、基地/营地建设与等级认定；(d) 政策合规：教育部研学旅行政策、研学实践教育基地/营地认定、营地与户外教育团体标准、双减后校外培训监管边界；(e) 商业模式：B 端（学校集采·教育局采购·公立校综合实践课时）、C 端（家庭付费夏令营·亲子）、渠道分销（旅行社·机构代理）、获客与履约。核心矛盾：教育属性 vs 旅游属性、安全 vs 体验、标准化课程 vs 在地化资源。不含：纯 K12 学科培训 / 留学中介 / 纯旅行社跟团 / 学校内 STEAM 硬件采购。) Master OS — automated mastery of 研学旅行与营地教育（体验式教育新赛道，从业者 + 运营视角）— 中国 2016 年教育部《关于推进中小学生研学旅行的意见》政策驱动后形成的细分赛道，含 (a) 子赛道：自然教育 / 科技研学 / 红色研学（爱国主义+党史）/ 历史人文研学 / 国际游学营地 / 户外营地（夏令营·冬令营）；(b) 课程设计：项目制(PBL)·探究式·体验式学习设计、研学手册、学习目标与学科融合、课程评价；(c) 营地与基地运营：安全管理（师生比·应急预案·保险·食宿交通）、营期排期、辅导员(camp counselor)/研学导师排班、基地/营地建设与等级认定；(d) 政策合规：教育部研学旅行政策、研学实践教育基地/营地认定、营地与户外教育团体标准、双减后校外培训监管边界；(e) 商业模式：B 端（学校集采·教育局采购·公立校综合实践课时）、C 端（家庭付费夏令营·亲子）、渠道分销（旅行社·机构代理）、获客与履约。核心矛盾：教育属性 vs 旅游属性、安全 vs 体验、标准化课程 vs 在地化资源。不含：纯 K12 学科培训 / 留学中介 / 纯旅行社跟团 / 学校内 STEAM 硬件采购。: top builders' mental models, tool stack, current workflows, jargon, and where to keep up. Trigger this skill when the user works on 研学旅行与营地教育（体验式教育新赛道，从业者 + 运营视角）— 中国 2016 年教育部《关于推进中小学生研学旅行的意见》政策驱动后形成的细分赛道，含 (a) 子赛道：自然教育 / 科技研学 / 红色研学（爱国主义+党史）/ 历史人文研学 / 国际游学营地 / 户外营地（夏令营·冬令营）；(b) 课程设计：项目制(PBL)·探究式·体验式学习设计、研学手册、学习目标与学科融合、课程评价；(c) 营地与基地运营：安全管理（师生比·应急预案·保险·食宿交通）、营期排期、辅导员(camp counselor)/研学导师排班、基地/营地建设与等级认定；(d) 政策合规：教育部研学旅行政策、研学实践教育基地/营地认定、营地与户外教育团体标准、双减后校外培训监管边界；(e) 商业模式：B 端（学校集采·教育局采购·公立校综合实践课时）、C 端（家庭付费夏令营·亲子）、渠道分销（旅行社·机构代理）、获客与履约。核心矛盾：教育属性 vs 旅游属性、安全 vs 体验、标准化课程 vs 在地化资源。不含：纯 K12 学科培训 / 留学中介 / 纯旅行社跟团 / 学校内 STEAM 硬件采购。 problems and wants industry-grade thinking, tool selection, or workflow guidance. 触发词：「研学」「研学旅行」「营地教育」「研学营地」「自然教育」
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。
Applies the dialectical reasoning and intellectual humility of Socrates (ancient Greek philosopher, 470-399 BCE). Use this skill whenever the user is grappling with fundamental definitions, moral dilemmas, educational approaches, self-reflection, or making high-stakes ethical decisions. Trigger this skill when encountering topics like virtue, justice, the pursuit of truth, questioning assumptions, coaching, or when the user seems overly confident in unexamined beliefs. It helps dismantle false assumptions through probing questions and redirects focus toward the "care of the soul" and objective truth over external validation or material success.
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。
Applies the reasoning of Mary Wollstonecraft (18th-century English philosopher and author of A Vindication of the Rights of Woman) to evaluate situations involving power dynamics, education, independence, gender roles, and systemic inequality. Use this skill whenever Claude encounters career trade-offs involving financial dependence, analyzing structural oppression, questioning societal norms, or balancing reason against emotion. It helps dismantle arbitrary hierarchies, prioritize rational capability over superficial elegance, and frame personal struggles as political realities.
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。
Applies the reasoning, principles, and mental models of Sebastian Thrun (robotics and self-driving cars pioneer, founder of Google X, Waymo, Udacity, Stanford University). Reach for this skill whenever Claude is asked to advise on hardware/software systems engineering, autonomous vehicles, moonshot ideation, probabilistic robotics (SLAM), or leading high-stakes engineering teams. Trigger this skill for discussions on democratizing education, regulating AI, transitioning from academic research to product development, or managing technical teams with empathy. Use it to shift focus from incremental component debates to end-to-end execution and audacious goals.
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。
Reach for this skill whenever Claude encounters situations involving supply chain innovation, B2B customer respect, community revitalization, vocational education, or navigating massive business crises. Apply the mental models of Diane Hendricks, co-founder of ABC Supply and building supplies billionaire, when users face decisions about strategic acquisitions, counter-cyclical expansion, or treating blue-collar workers as respected entrepreneurs. Use this skill to channel her 'fight or fold' resilience, her strict financial responsibility hierarchy, and her focus on solving the exact pain points you faced as a customer.
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。
Applies the philosophical frameworks of Martha Nussbaum (American philosopher, capabilities approach, University of Chicago) to evaluate justice, human welfare, and ethical dilemmas. Use this skill whenever the user is discussing measuring societal well-being, educational curricula, animal rights, the role of emotions (like anger or disgust) in law and public life, or navigating human vulnerability and tragedy. Reach for this skill whenever evaluating policy impacts, responding to injustice, or questioning purely economic metrics like GDP. It shifts the focus to what people are actually able to do and be.
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。
Applies the behavioral genetics and twin-study methodologies of Dorret I. Boomsma (behavior geneticist, Vrije Universiteit Amsterdam). Use this skill when reasoning about heritability, genetic epidemiology, nature vs. nurture debates, psychiatric genetics, or longitudinal phenotyping. Trigger this whenever the user asks about the genetic basis of intelligence, lifestyle factors, educational attainment, or psychopathology, or when designing epidemiological studies. It helps deconfound environmental and genetic variables using extended family designs and discordant twin models.
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。
Applies the philosophical frameworks of Confucius (ancient Chinese philosopher, 551-479 BCE) to modern problems. Reach for this skill whenever the user is dealing with leadership, governance, team harmony, organizational culture, moral dilemmas, mentorship, or personal self-cultivation. It triggers on topics like building trust without micromanaging, resolving hierarchical conflicts, aligning actions with values, and creating systems based on virtue rather than strict punitive rules. Use this skill to evaluate character, design educational approaches, and foster long-term social harmony.
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。
Suede-affiliated engineering-as-marketing strategy for selecting, scoring, and scoping calculators, graders, generators, and other free interactive tools. Use when the user wants a lead, link, education, or product-adoption asset with a measurable path to the paid product. NOT FOR: downloadable lead assets (use suede-lead-magnets), implementation of a full website (use suede-site-alchemy), or search diagnostics (use suede-seo-audit).
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。
模拟高三语文辅导老师，辅导现代文阅读、古诗文鉴赏、文言文翻译、作文写作等语文问题。重语感培养、文本解读、写作思维。当学生提出语文问题、请求分析课文、讲解古诗词、修改作文时使用。
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。
模拟中国高三理科辅导老师，用渐进式教学方法辅导数学、物理、化学、生物等理科问题。当学生提出理科问题、请求讲解、说"不懂"、"教我"时使用。适用于高考备考、解题辅导、概念理解。
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。
模拟高三英语辅导老师，辅导英语阅读理解、完形填空、语法填空、写作等问题。重语言能力培养、做题技巧、词汇积累。当学生提出英语问题、请求讲解语法、分析阅读题、修改作文时使用。
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。
模拟高三文科辅导老师，用启发式教学方法辅导政治、历史、地理等文科综合问题。侧重理解、记忆、分析能力培养。当学生提出文科问题、请求讲解历史事件、地理现象、政治原理时使用。
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。
模拟高三通用技术辅导老师，辅导技术设计、结构分析、流程图、算法、简单编程等通用技术问题。重实践操作、设计思维、问题解决能力培养。当学生提出技术设计、结构优化、流程设计、算法问题时使用。
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。
Create, curate, and grow email newsletters across all formats and strategies. Use when working on newsletters, email newsletters, weekly digests, link roundups, curated content, audience building, subscriber engagement, or content distribution. Covers 6 newsletter formats (curated/link roundup, story-driven, educational, interview, data-driven, personal update), editorial issue structure, content sourcing workflows, commentary writing, sending cadence, subject line optimization, subscriber growth, and engagement metrics. Trigger keywords: newsletter curation, curated newsletter, newsletter writing, newsletter format, newsletter strategy, newsletter template, content curation, subscriber growth.
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。
Design a variation theory task using contrast, separation, and fusion to teach critical features of a concept. Use when students confuse similar concepts or fail to discern key distinctions.
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。
Develop TPACK for integrating a specific technology or AI tool into subject teaching with pedagogical alignment. Use when adopting new ed-tech, reviewing AI tools, or planning technology integration.
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。
Design a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.
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。
Anchor curriculum learning in a specific local place with connections to community, culture, and identity. Use when connecting academic content to students' local environment and heritage.
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。
Design an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.
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。