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feynman-learning

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.

68

Quality

83%

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SKILL.md
Quality
Evals
Security

Quality

Content

75%Weight 40%Scale 1-5

Reviews the quality of instructions and guidance provided to agents. Good implementation is clear, handles edge cases, and produces reliable results.

The body is well-structured, actionable, and concise, providing concrete per-page briefs, roster roles, and a verification checklist without padding. It is a strong instruction-only skill that could reach top marks with tightened page-mapping prose and a couple of example prompts.

Suggestions

Add one or two literal example teacher/student prompts to make the Socratic追问 pattern directly copy-paste ready.

Tighten the 费曼循环与页面映射 section, which repeats structural cues already implied by the per-stage briefs.

Add an explicit validate→fix→retry loop for the generate_scene/generate_tts pipeline to strengthen workflow_clarity feedback loops.

DimensionReasoningScore

Conciseness

Lean procedural guidance that assumes Claude's competence without explaining what the Feynman technique is; a few page-mapping passages could be tightened, keeping it just short of fully lean.

4 / 5

Actionability

Provides concrete per-page briefs with explicit constraints ("不查资料", "至少逼出一个类比失效点"), roster roles, and a named-tool build pipeline, though it stops short of literal copy-paste example prompts.

4 / 5

Workflow Clarity

Clear eight-stage sequence plus roster, build pipeline, and a per-page verification checklist with explicit validation checkpoints; minor gaps in error-recovery feedback loops.

4 / 5

Progressive Disclosure

Well-organized into clear sections with a one-level reference to the `/stage-design` skill and no nested or buried references; no bundle files exist, so content is appropriately self-contained with minor organization gaps.

4 / 5

Total

16

/

20

Passed

Description

92%Weight 40%Scale 1-5

Based on the skill's description, can an agent find and select it at the right time? Clear, specific descriptions lead to better discovery.

The description is specific, complete, and distinctive, naming concrete Feynman-cycle actions and providing explicit use/avoid triggers in third person. Trigger-term coverage is strong but not exhaustive of every natural synonym.

DimensionReasoningScore

Specificity

Lists multiple concrete cycle actions — "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" — giving comprehensive coverage.

5 / 5

Completeness

Explicitly answers both what (the named cycle actions) and when ("Use when the user asks for... Do not use when...") with concrete trigger and anti-trigger phrases.

5 / 5

Trigger Term Quality

Natural phrases users would say appear ("teach-back", "learning by explaining", "Feynman-style classroom"), but a few common synonyms are absent, so it is not quite fully comprehensive.

4 / 5

Distinctiveness Conflict Risk

Occupies a clear niche and the explicit "Do not use" clause disambiguates it from adjacent skills like learning-to-learn and style-clone, minimizing conflict risk.

5 / 5

Total

19

/

20

Passed

Validation

93%

Checks the skill against the spec for correct structure and formatting. All validation checks must pass before discovery and implementation can be scored.

Validation15 / 16 Passed

Validation for skill structure

CriteriaDescriptionResult

frontmatter_unknown_keys

Unknown frontmatter key(s) found; consider removing or moving to metadata

Warning

Total

15

/

16

Passed

Repository
THU-MAIC/OpenMAIC
Reviewed

Table of Contents

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