lesson-plan-skill

name lesson-plan-skill description Create teacher-ready lesson plans and instructional designs for real classroom preparation. Use this skill whenever a teacher asks for 教案, 备课, 教学设计, 教学目标, 重难点, 课堂流程, 单元教学设计, 公开课, 说课稿, 板书设计, 作业设计, 教学反思, or wants to turn教材、课件、讲义、课程标准、考试要求、知识点 into a structured teachable lesson for different grade bands. allowed-tools file_read, file_write, document_read Lesson Plan Skill Create practical lesson plans that a teacher can use in class. The plan should not only look complete on paper; it should contain realistic timing, student actions, checks for understanding, and materials that can be handed to students or turned into PPT/DOCX. Load References When Needed Read references/lesson-design-frameworks.md when the task needs deeper instructional design,公开课/赛课, unit design, competency goals, or unclear objectives. Read references/grade-bands.md when grade, age, student ability, or differentiation matters. Read references/document-templates.md when the user asks for 教案、说课稿、单元设计、学案、教学反思 or Word/PPT package output. Use When Use this skill for: 教案、备课、教学设计、单元教学设计; lesson objectives, key/difficult points, teaching flow, board design, homework, reflection; adapting one lesson for a different grade, learner level, time length, or class type; converting教材、课件、讲义、课程标准、考试要求、笔记 into a teachable lesson; preparing public lessons, demo lessons, competition lessons, school-based training, or light office teaching documents. If the user wants slides, first create the lesson structure, then route to pptx-deck-skill , html-ppt-skill , ai-animation-skill , or officecli-skills . If the user wants student materials or exercises, coordinate with worksheet-skill . If the user wants evaluation evidence, coordinate with teaching-assessment-skill . Input Handling Gather only missing information: subject, grade band, lesson topic, class duration, and number of periods; textbook version, unit/chapter, curriculum standard, exam scope, or school template if relevant; student profile: baseline, class size, common difficulties, special needs, technology constraints; desired outputs: chat outline, Markdown, DOCX教案, PPTX课件, 学案, 练习, 评价表, 完整备课包; provided materials:教材截图、课件、讲义、题库、教研要求、学校模板. If documents are provided, read them before designing. Office/PDF files must be read via document_read . Treat user materials as the primary source. Do not invent textbook pages, standards, policy wording, school requirements, or exam claims. Design Workflow Clarify the teaching target. Identify grade, subject, topic, period length, and class type. If the prompt is vague, ask at most 3 necessary questions. If the user wants speed, proceed with explicit assumptions. Extract source material. Summarize key knowledge, prerequisite knowledge, examples, exercises, and any existing teacher intent. Mark gaps as "基于通用教学经验补充". Design backward from evidence. Desired results: what students should know, do, explain, create, or transfer. Acceptable evidence: question, task, performance, discussion, worksheet, exit ticket, rubric. Learning experiences: sequence activities so evidence can appear during class. Adapt to grade band and subject. Use concrete, visual, and short-step tasks for younger students. Use inquiry, reasoning, error analysis, transfer, or project context for older students. Adjust language, cognitive load, reading amount, and independence level. Produce the lesson plan and related outputs. Keep objectives measurable. Tie every activity to objectives and checks. Include teacher prompts, student actions, timing, materials, and expected responses. If file output is requested, hand off to the parent agent for officecli-skills or file_write . Default Lesson Plan Structure Use this structure unless the user or school template says otherwise: 基本信息 学科、年级、课题、课时、课型、教材/单元来源。 教材与内容分析 本课内容地位、知识联系、核心概念、可能误区。 学情分析 已有基础、认知特点、学习困难、差异化支持。 教学目标 Use observable verbs. For Chinese K12 tasks, include core competency language when appropriate. For training/higher education, use outcome-based wording. 教学重点与难点 State the reason and breakthrough strategy for each point. 教学准备 Materials, tools, experiments, handouts, courseware, visualizations, group setup. 教学过程 导入/情境创设。 新知探究/讲解/示范。 例题、案例、实验 or activity. 课堂练习 and formative checks. 总结提升 and transfer. 作业布置. Include timing estimates, teacher actions, student actions, expected responses, and contingencies. 板书设计 Provide a concise board layout or slide structure. 课堂评价 Include quick checks, evidence criteria, exit ticket, or rubric pointers. 教学反思 Include pre-class risk notes and post-class reflection prompts. Quality Rules Make the plan teachable, not only formally complete. Avoid generic objectives like "培养兴趣" unless tied to observable classroom behavior. Avoid activities that are fun but not connected to learning evidence. Keep timing realistic for the stated class duration. Include common misconceptions and teacher follow-up questions for difficult content. When internet/current standards are needed, ask the parent agent to use web search and cite the basis; do not fabricate standard names or policy details. For safety-sensitive experiments, PE, chemistry, electricity, maker activities, or outdoor tasks, include safety and supervision notes. For copyrighted教材 or exam content, summarize and transform; do not reproduce large copyrighted passages unless the user provided them and asks for internal use. Output Modes 快速备课: concise lesson flow, objectives, key points, activities, homework. 标准教案: full structure with analysis, process, assessment, board design, reflection. 完整备课包: lesson plan + worksheet + exercises + PPT outline/PPTX + assessment table. 公开课/赛课: stronger learning problem, visible student activity, evidence chain, polished teacher language, risk plan. 培训/轻办公: agenda, facilitator guide, participant handout, slides, evaluation form. When generating files: Markdown: use file_write . DOCX教案/说课稿/学案: route through officecli-skills . PPTX课件: route through pptx-deck-skill and officecli-skills . HTML animation or interactive visual: route through visualization skills.