OpenMAIC

Evidence-based creation of a reusable personal course-making Skill from the user's own classroom and chat history. Use when the user asks to summarize, analyze, or learn from their past course-making records/history and create a personal, exclusive, or reusable Skill, such as “总结我的做课记录，给我做个专属 Skill” or “从我过去的课程和对话里提炼一个个人技能”.

Multi-stage series — a request for several classrooms that belong together, like 「7 天学 Python」, a four-week onboarding track, a semester unit split across lessons, or "turn this book into a lesson per chapter". Clarifies the series brief, gets the user's explicit sign-off on the full lesson list before spending anything, then builds the stages one at a time into a shared folder. Use when the ask is a sequence of classrooms; not for a single stage, however large.

Deep Interactive courses. Plans the course so the learner manipulates something on most pages — simulations, diagrams they explore, code they run, games, 3D scenes — with slides reserved for the opening frame and the closing consolidation. Use when the topic has a mechanism, a variable to vary, a process to trace, or a structure to inspect.

Courses whose content rests on current, external or real-world facts that must be verified against live sources before being taught — recent events, market or policy data, product and version specifics, scientific developments, named cases. Researches the topic first, keeps a claim-to-source ledger, and grounds the outline and every page in what was actually fetched. Use when the request depends on up-to-date or externally checkable facts; not for timeless textbook topics that stand on established knowledge alone.

Improve factual reliability while creating or reviewing a course or supplied content. Use when the user asks to fact-check, verify accuracy, reduce hallucinations, make a reliable course, or mentions 事实性错误、知识性错误、专业知识准确性、可靠性. During creation, checks the completed pages before delivery; on existing content, returns a short evidence-backed report and lets the user choose what to fix. Not for grammar, style, or layout. Combine with deep-research when current evidence is the course's main subject.

Turn any concept, lesson, slide deck, or source material into a Feynman learning cycle in which learners explain first, expose the smallest gap, rebuild the explanation through Socratic prompts, strip jargon, stress-test analogies, and transfer the idea to a new context. Use when the user asks for teach-back, learning by explaining, or a Feynman-style classroom. Do not use when the Feynman technique itself is merely the lesson topic or when study strategy should remain a parallel goal.

Chinese K-12 core-literacy course design for a single OpenMAIC classroom. Use when a teacher asks for 中小学课程、核心素养、素养导向、2022 课标、真实情境、任务群、表现性评价, or wants a grade-and-subject lesson designed around authentic tasks rather than content delivery. Covers Chinese, mathematics, languages, science, humanities, technology, arts, PE and labor education across primary, junior-high and senior-high stages.

Infuse learning strategies and metacognition into a concept-centered OpenMAIC classroom as a parallel goal. Use when the user wants students to learn how to learn while studying a subject: retrieval practice, self-explanation, prediction before feedback, monitoring understanding, deliberate review, or productive failure. Do not use when learning science or study skills should be the standalone subject of the lesson.

OpenMAIC assistant for setting up, generating, and extending OpenMAIC. Use when the user wants to use OpenMAIC, generate a multi-agent interactive classroom, or build on / extend / customize OpenMAIC and its @openmaic/* SDK (secondary development, 二开) — covers Live Demo or local setup, startup modes, provider keys, classroom generation, and secondary development (forking, providers/storage/themes, routes, or the renderer/editor).