OpenMAIC

工作台会话挂载了教师课堂录像/讲义材料时使用。

Use Understanding by Design (UbD) to plan one OpenMAIC classroom or a course series around transferable conceptual understanding. Use when the user wants backward design, enduring understandings, essential questions, GRASPS performance evidence, WHERETO learning experiences, or a concept-centered lesson rather than a list of facts. Do not use for visual style cloning, teacher-style imitation, or direct PPT import.

Vocational / technical training courses. Plans the course as a hands-on work task with an operation flow, tool and equipment state, safety boundaries and GO/STOP judgements, instead of a concept lecture. Use when the requirement names a real occupational task, a piece of equipment, a clinical or industrial procedure, or a certification skill.

Hands-on workshop — the learner works through the course instead of watching it, with an exercise or a check every couple of pages, short slides that only set up the next task, guiding narration that asks more than it tells, and a closing page where the pieces come together in one small project. Use when the ask is a workshop, a bootcamp session, 「动手」「实操」「练中学」「边做边学」, or a skill the learner is meant to leave holding; also use when the user names this style. Not for a systematic explanatory course (that is `lecture-style`) and not for occupational procedure training with tools and safety gates (that is `vocational`).

Design a coherent assessment-and-practice lesson using zone-of-proximal-development principles: independent diagnosis, targeted review, supported practice, fresh independent checks, and an evidence-based next step. Use for 习题课（最近发展区）, 最近发展区, 测验习题课, diagnostic review lessons, or guided-to-independent practice. Can also run one practice cycle in chat; do not turn a request for a single exercise or theory explanation into a full lesson.