“thinking”的搜索结果

Trains the HUMAN user's critical thinking through four modes: drill (argument-analysis items with a single defensible answer, judge stance), scene (Socratic exploration of synthetic scenes or user-supplied material, no verdicts on interpretations; includes a configure track — design the information request and verification plan for a decision before any analysis), expedition (guided audit of impossible-tier problems from verified packs), and detective (a runtime-generated multi-layer case worked as an escape room, guide-and-judge stance). Use when the user wants to practice critical thinking, analyze arguments, hunt assumptions, examine bias, train reasoning, or decide what information a decision needs first. Triggers: critical thinking practice, train my thinking, drill, scene, byom, configure, information plan, what would I need to know, spot manipulation tactics, scam literacy, 批判思考練習, 話術辨識, detective, 查案, 破案, 偵探.

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Guide multi-step coding tasks with deepseek-v4-pro or deepseek-v4-flash in thinking mode. Verify files and symbols, write plans with confirmed file paths and line numbers, and use a verifier agent before changes spanning three or more files.

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• Verify that files and functions exist before editing
• Write plans with confirmed file paths and line numbers
• Check assumptions before changes spanning three or more files

Comprehensive framework for deep analysis of articles, papers, and long-form content using 10+ thinking models (SCQA, 5W2H, critical thinking, inversion, mental models, first principles, systems thinking, six thinking hats). Use when users want to: (1) deeply understand complex articles/content, (2) analyze arguments and identify logical flaws, (3) extract actionable insights from reading materials, (4) create study notes or learning summaries, (5) compare multiple sources, (6) transform knowledge into practical applications, or (7) apply specific thinking frameworks. Triggered by phrases like 'analyze this article,' 'help me understand,' 'deep dive into,' 'extract insights from,' 'use [framework name],' or when users provide URLs/long-form content for analysis.

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Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.

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Design discipline-specific critical thinking tasks grounded in knowledge-contingent reasoning rather than generic skills. Use when embedding higher-order thinking into subject content.

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人間中心のイノベーション・問題解決スキル（Design Thinking）。Stanford d.school / IDEOが体系化した 5フェーズ（共感→定義→発想→試作→検証）で、曖昧な課題を具体的な解決策に変換する。 Use when: 新サービス企画、UX改善、顧客理解、問題の再定義、イノベーション創出、ワークショップ設計。 Triggers: "ペルソナを作りたい", "顧客の課題を理解したい", "アイデア出しをしたい", "ジャーニーマップを作成", "プロトタイプを作りたい", "design thinking", "HMW", "エンパシーマップ"

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Orchestrate one or more thinking frameworks to work through any problem, decision, document, or idea rigorously. Diagnoses which frameworks fit — inversion, pre-mortem, assumption-mapping, socratic, adversarial-hat — then guides the user through them in the right sequence. Load when the user asks for deep thinking, says "help me think through this properly", "apply your best thinking frameworks", "I need to think carefully before deciding", or "what thinking tools should I use here". Also the entry point for any complex problem where the right framework is unclear. Covers product decisions, engineering tradeoffs, personal decisions, strategy, creative challenges — any domain.

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This skill should be used when the user asks to "decide reasoning effort", "set a thinking budget", "when to use extended thinking", "tune reasoning vs cost", or "should this task use a reasoning model".

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Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.

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Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.

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Design a critical thinking task targeting specific skills like evaluating evidence, identifying bias, or analysing arguments. Use when embedding critical analysis into subject lessons.

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Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.

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Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.

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Design a critical thinking task targeting specific skills like evaluating evidence, identifying bias, or analysing arguments. Use when embedding critical analysis into subject lessons.

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Facilitate a full design-thinking engagement (Empathize, Define, Ideate, Prototype, Test) grounded in real user evidence. Use whenever the user wants to understand users deeply and design a solution for them: "run design thinking", "understand our users", "design user interviews", "synthesize these interview notes", "build personas", "write How-Might-We questions", "prototype this concept", "design a usability test", "our users are churning and we don't know why", in any language ("tư duy thiết kế", "nghiên cứu người dùng", "phỏng vấn khách hàng", "デザイン思考", "设计思维"), even when they never say "design thinking". Also use when the user drops raw interview notes, transcripts, or survey exports and wants insights, personas, or product decisions. Not for "is there a market for X" desk questions (market-researcher).

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Techniques for generating novel ideas, reframing problems, and escaping fixed mental models. Covers lateral thinking (de Bono), Six Thinking Hats, random stimulation, provocation operators (PO), analogical transfer, assumption challenging, and divergent-then-convergent thinking cycles. Use when the goal is to produce new options or perspectives rather than evaluate existing ones.

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Create a reusable SKILL.md from research into a person’s thinking or a topic’s methods. Start with a name or a broad need, then extract mental models, decision rules, expression patterns, and limitations into a working skill.

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• Creating a thinking adviser based on a named person
• Finding a suitable perspective for an unclear need
• Building a skill from personal writing and decision notes

Explore computer science and AI research directions using eight creativity frameworks. Combine ideas across fields, question hidden assumptions, and transfer mechanisms from other disciplines to develop research questions with testable predictions.

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• Finding research directions beyond incremental improvements
• Connecting mechanisms across distant disciplines
• Reframing a research problem that feels stuck

Add animated AI activity indicators to React interfaces, with distinct states for searching, reasoning, listening, writing, and creating. The skill covers matching indicators to real tasks, choosing sizes and themes, and providing accessible status announcements.

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• Showing search and writing states in an AI chat
• Indicating microphone input in a voice interface
• Replacing a generic loading spinner

Manually-invoked skill that stops overthinking and forces a short, practical decision. Use only when the user explicitly invokes stop-overthinking.

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When unsure which thinking skill fits, map domain and problem type, then return NONE or one primary skill by default (at most three complementary).

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Show or change the Cassette editing model and thinking level for the current media session. Invoke only when the user explicitly asks for the model picker, wants to inspect the current Cassette model, or requests a model/thinking change.

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Applies cognitive science frameworks for creative thinking to CS and AI research ideation. Use when seeking genuinely novel research directions by leveraging combinatorial creativity, analogical reasoning, constraint manipulation, and other empirically grounded creative strategies.

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Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.

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