Use when asked 帮我写教案, 写一份新课标教案, 教学设计, 单元教学设计, 大单元教案, or a lesson plan in the format Chinese schools expect. Produces a complete 教案 in Chinese with 教材分析, 学情分析, 教学目标 tied to the subject's 核心素养, 教学重难点, 教学方法, a timed 教学过程 with teacher and student activity, 板书设计, layered 作业设计 within the 双减 time limits, and 教学反思 prompts, with curriculum references marked to confirm against the current 课程标准.
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Chinese schools expect a lesson plan in a recognisable format: textbook analysis, learner analysis, objectives framed by the subject's core competencies (核心素养), key and difficult points, a timed teaching process, the board design and the homework. Teachers write many of these each term, often for inspection or a lesson-plan check (教案检查). This skill turns a topic and a class into a complete 教案 the teacher can adapt, not a generic template.
Write in Simplified Chinese unless asked otherwise. Curriculum standards are revised; this skill frames objectives in the language of 《义务教育课程方案和课程标准（2022 年版）》 and the 普通高中课程标准 (2017 年版 2020 年修订), but every reference to a standard, a 学业要求 or a textbook unit is marked 需核实: the teacher confirms it against the current standard and the edition of the textbook their school uses. For a general, non-Chinese lesson plan use lesson-plan or teaching-lesson-plan instead.
Ask for these if not provided, otherwise infer and label the assumption:
cn-open-class for the 说课稿), or a competitionWhere the lesson sits in the unit and the year, what came before and what it prepares for, and the textbook's intent for this section. One short paragraph.
What these students already know and can do, the likely misconceptions, and what interests them. Use the teacher's own observations; mark any assumption.
Three to four objectives, each observable and checkable by the end of the lesson, and each tagged to the subject's 核心素养 (for example 数学：抽象能力、运算能力、推理能力; 语文：文化自信、语言运用、思维能力、审美创造). Write them as what students will be able to do, not what the teacher will cover.
Methods (情境导入, 问题驱动, 小组合作, 实验探究, 讲练结合) chosen for this content, with the materials list.
| 环节 | 时间 | 教师活动 | 学生活动 | 设计意图 | Typical flow: 情境导入 → 新知探究 → 例题精讲或活动 → 巩固练习（分层）→ 课堂小结 → 布置作业. Include the key questions the teacher will ask word for word, expected student answers, and a check for understanding before moving on. Times add up to the lesson length.
A text layout of the board: title, the main structure on the left, examples or student work on the right. Keep it simple enough to copy.
Three prompts: did students meet each objective and how do I know; where did time go; what I will change next lesson.
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概要と使いどころ
Design a 360-degree feedback survey or write a structured 360 feedback report. Use when asked to build a 360 feedback process, write 360 feedback for a colleague, design a feedback survey, or produce a feedback report. Produces either a complete survey instrument with rating scales and open-ended questions, or a structured narrative feedback report with themes, strengths, and development areas.
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。
Decode a 401k or workplace retirement plan — the real cost of its funds, the match's fine print, vesting math, and the plan features worth using or avoiding. Use when someone asks 'is my 401k any good', 'decode my 401k plan', 'which funds should I look at', or 'what fees am I paying'. Produces a fee decode in dollars-over-time, match and vesting math, a fund-lineup triage by cost, and the questions for HR or the plan administrator.
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 statistically rigorous A/B tests for product features, UI changes, onboarding flows, and pricing experiments. Use when asked to set up an experiment, design an A/B test, calculate sample size, or interpret test results. Produces a complete test plan with hypothesis, variant definitions, sample size, duration estimate, guardrail metrics, and a results interpretation guide.
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。
Analyse a finished A/B test and write the readout — the result, whether it's statistically and practically significant, what it means, and the ship/no-ship call. Use when asked to analyse experiment results, write an A/B test readout, interpret test data, or decide whether to ship a variant. Produces a clear verdict with the lift and confidence, segment cuts, the risks (peeking, novelty, sample), and a recommendation. Distinct from planning a test — this reads results.
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。
Build or tailor an academic CV for faculty, postdoc, research or fellowship applications: publications, grants, teaching, supervision and service in the order the field expects, with consistent citations. Use when asked to write my academic CV, update my CV for a lectureship, tenure-track or postdoc application, format my publications list, or adapt my academic CV for an industry research role. Produces the full academic CV, a field-appropriate section order, a clean publications list in one citation style, and a two-page summary version when asked.
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。
Generate a WCAG 2.2 accessibility audit checklist and remediation suggestions for any UI or design. Use when asked to audit for accessibility, check WCAG compliance, review a design for a11y issues, or create an accessibility remediation plan. Produces a prioritised checklist with pass/fail assessments and specific fixes.
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。