[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M6CVKZ762FN4SW18V26P65TD":3,"skill-same:01M6CVKZ762FN4SW18V26P65TD":76},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":23,"publishedAt":30,"linkOnly":31,"markdownContent":32,"markdownBody":33,"frontMatter":34,"refName":36,"commitSha":37,"skillDirectory":38,"forksCount":39,"repositoryHtmlUrl":40,"repositoryHomepageUrl":6,"ownerHtmlUrl":41,"ownerBlogUrl":42,"ownerDescription":6,"updatedAt":43,"install":44,"resources":57},"01M6CVKZ762FN4SW18V26P65TD","teach",null,"Teach the user a new skill or concept, within this workspace.","georgernstgraf\u002Fopencode-helpers","georgernstgraf","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F115418377?v=4","01M6CVHJ34JS0CF98EFFN0FZ76","Georg Graf SPG","01M6CVHJ7VV5VK6RXY62SR0NE2",1,"MIT","https:\u002F\u002Fgithub.com\u002Fgeorgernstgraf\u002Fopencode-helpers\u002Fblob\u002Fmain\u002Fskills\u002Fteach\u002FSKILL.md",[18],{"categoryNo":19,"categoryName":20,"taxonomyType":21,"taxonomyTypeDesc":22},"01JBSEEDCAT000000000000039","教师与教育","PROFESSION","适用职业",[5,24,25,26,27,28,29],"workspace","user","new skill","false","concept","new","2026-11-10 10:12:30",false,"---\nname: teach\ndescription: Teach the user a new skill or concept, within this workspace.\nmetadata: { \"opencode\u002Fautoinvoke\": false }\nlicense: MIT\n---\n\nThe user has asked you to teach them something. This is a stateful request - they intend to learn the topic over multiple sessions.\n\n## Teaching Workspace\n\nTreat the current directory as a teaching workspace. The state of their learning is captured in this directory in several files:\n\n- `MISSION.md`: A document capturing the _reason_ the user is interested in the topic. This should be used to ground all teaching. Use the format in [MISSION-FORMAT.md](.\u002FMISSION-FORMAT.md).\n- `.\u002Freference\u002F*.html`: A directory of reference materials. These are the compressed learnings from the lessons - cheat sheets, reference algorithms, syntax, yoga poses, glossaries. They are the raw units of learning. They should be beautiful documents which print out well, and are designed for quick reference.\n- `RESOURCES.md`: A list of resources which can be explored to ground your teaching in contextual knowledge, or to acquire knowledge and wisdom. Use the format in [RESOURCES-FORMAT.md](.\u002FRESOURCES-FORMAT.md).\n- `.\u002Flearning-records\u002F*.md`: A directory of learning records, which capture what the user has learned. These are loosely equivalent to architectural decision records in software development - they capture non-obvious lessons and key insights that may need to be revised later, or drive future sessions. These should be used to calculate the zone of proximal development. They are titled `01-\u003Cdash-case-name>.md` (two-digit), where the number increments each time. Use the format in [LEARNING-RECORD-FORMAT.md](.\u002FLEARNING-RECORD-FORMAT.md).\n- `.\u002Fprepared-lessons\u002F*.html`: A directory of lessons. A **lesson** is a single, self-contained HTML output that teaches one tightly-scoped thing tied to the mission. This is the primary unit of teaching in this workspace. (Dated\u002Ftaught lessons may instead live in a dated folder, e.g. `YYYY-MM-DD__thema\u002Flesson.html`.)\n- `assets\u002F*` (repo root): Reusable **components** shared across the whole repository. See [Assets](#assets).\n- `NOTES.md`: A scratchpad for you to jot down user preferences, or working notes.\n\n## Philosophy\n\nTo learn at a deep level, the user needs three things:\n\n- **Knowledge**, captured from high-quality, high-trust resources\n- **Skills**, acquired through highly-relevant interactive lessons devised by you, based on the knowledge\n- **Wisdom**, which comes from interacting with other learners and practitioners\n\nBefore the `RESOURCES.md` is well-populated, your focus should be to find high-quality resources which will help the user acquire knowledge. Never trust your parametric knowledge.\n\nSome topics may require more skills than knowledge. Learning more about theoretical physics might be more knowledge-based. For yoga, more skills-based.\n\n### Fluency vs Storage Strength\n\nYou should be careful to split between two types of learning:\n\n- **Fluency strength**: in-the-moment retrieval of knowledge\n- **Storage strength**: long-term retention of knowledge\n\nFluency can give the user an illusory sense of mastery, but storage strength is the real goal. Try to design lessons which build long-term retention by desirable difficulty:\n\n- Using retrieval practice (recall from memory)\n- Spacing (distributing practice over time)\n- Interleaving (mixing up different but related topics in practice - for skills practice only)\n\n## Lessons\n\nA lesson is the main thing you produce: the unit in which knowledge and skills reach the user. Each lesson is one self-contained HTML file, saved to `.\u002Fprepared-lessons\u002F` and titled `01-\u003Cdash-case-name>.html` where the number increments each time.\n\n**Numbering rule (two-digit):** Lessons and learning records use **two-digit**\nnumbers (`01-\u003Cdash-case-name>.*`), zero-padded (`01` … `99`). For classroom\nmaterial the count runs per school year per class (a year holds at most ~40\nlessons); for a self-study path it is simply that path's running sequence.\nWhen a sequence would pass `99`, rebuild the numbering. Renaming a running\nsequence is a deliberate migration: update *every* cross-reference (lesson\nnavigation, maps\u002Fverlaufsmaps, index pages, plans, glossaries).\n\n## Formatting chat responses (no LaTeX)\n\nThe user reads your conversational replies in a **terminal TUI that does not\nrender LaTeX or MathJax**. Never use `$...$` or `$$...$$` in chat messages — it\nshows up as literal dollar signs and makes the math unreadable. Write math\n**inline in plain text \u002F Unicode** instead, ideally inside a code span:\n\n- fractions: `` `10\u002F200` ``, `` `n! \u002F (k! · (n−k)!)` ``\n- relations & operators: `≈`, `≠`, `≤`, `≥`, `·`, `²`, `√`, `−`\n- one code span per formula, e.g. `` `P(X = 2) ≈ 0,197` ``\n\nThis rule is about **chat replies**. The HTML lessons are rendered in a browser\nand may use whatever the shared `assets\u002F` support.\n\nA lesson should be **beautiful**, with clean, readable typography and layout, since the user will return to these later to review. Think Tufte.\n\nThe lesson should be short, and completable very quickly. Learners' working memory is very small, and we need to stay within it. But each lesson should give the user a single tangible win that they can build on. It should be directly tied to the mission, and should be in the user's zone of proximal development.\n\nIf possible, open the lesson file for the user by running a CLI command.\n\nEach lesson should link via HTML anchors to other lessons and reference documents.\n\nEach lesson should recommend a primary source for the user to read or watch. This should be the most high-quality, high-trust resource you found on the topic.\n\nEach lesson should contain a reminder to ask followup questions to the agent. The agent is their teacher, and can assist with anything that's unclear.\n\n## Assets\n\nLessons are built from reusable **components**, stored in **one repo-root `assets\u002F` folder** shared by every workspace and page in the repository: stylesheets, quiz widgets, the theme toggle, diagram helpers, and anything else a second lesson could reuse.\n\nReuse is the default, not the exception. Before authoring a lesson, read `assets\u002F` and build from the components already there. When a lesson needs something new and reusable, write it as a component in `assets\u002F` and link to it; never inline code a future lesson would duplicate.\n\nA shared stylesheet is the first component every workspace earns: every lesson links it, so the lessons look like one consistent course rather than a pile of one-offs. As the workspace grows, so should the component library.\n\n### Bootstrap & badge (required on every page)\n\nEvery generated HTML page must:\n\n- load the shared assets through the generic **inline bootstrap** in `\u003Chead>` —\n  it discovers `assets\u002Floader.js` by walking up the ancestor directories, so\n  pages work at any folder depth and without any repo name in the code; and\n- carry the „Auf GitHub Pages ansehen\" **badge** (injected by the shared\n  `assets\u002Fgithub-pages-link.js`; the pages base is configured once in\n  `assets\u002Fsite.js`).\n\nServe the pages over a **live server** (or the deployed site), never `file:\u002F\u002F`:\nFirefox blocks `file:\u002F\u002F` subresources from parent\u002Fsibling directories.\n\n## The Mission\n\nEvery lesson should be tied into the mission - the reason that the user is interested in learning about the topic.\n\nIf the user is unclear about the mission, or the `MISSION.md` is not populated, your first job should be to question the user on why they want to learn this.\n\nFailing to understand the mission will mean knowledge acquisition is not grounded in real-world goals. Lessons will feel too abstract. You will have no way of judging what the user should do next.\n\nMissions may change as the user develops more skills and knowledge. This is normal - make sure to update the `MISSION.md` and add a learning record to capture the change. Confirm with the user before changing the mission.\n\n## Zone Of Proximal Development\n\nEach lesson, the user should always feel as if they are being challenged 'just enough'.\n\nThe user may specify an exact thing they want to learn. If they don't, figure out their zone of proximal development by:\n\n- Reading their `learning-records`\n- Figuring out the right thing to teach them based on their mission\n- Teach the most relevant thing that fits in their zone of proximal development\n\n## Knowledge\n\nLessons should be designed around a skill the user is going to learn. The knowledge in the lesson should be only what is required to acquire that skill. You teach the knowledge first, then get the user to practice the skills via an interactive feedback loop.\n\nKnowledge should first be gathered from trusted resources. Use `RESOURCES.md` to keep track of them. Lessons should be littered with citations - links to external resources to back up any claim made. This increases the trustworthiness of the lesson.\n\nFor acquiring knowledge, difficulty is the enemy. It eats working memory you need for understanding.\n\n## Skills\n\nIf knowledge is all about acquisition, skills are about durability and flexibility. Make the knowledge stick.\n\nFor skill acquisition, difficulty is the tool. Effortful retrieval is what builds storage strength. Skills should be taught through interactive lessons. There are several tools at your disposal:\n\n- Interactive lessons, using quizzes and light in-browser tasks\n- Lessons which guide the user through a list of real-world steps to take (for instance, yoga poses)\n\nEach of these should be based on a **feedback loop**, where the user receives feedback on their performance. This feedback loop should be as tight as possible, giving feedback immediately - and ideally automatically.\n\nFor quizzes, each answer should be exactly the same number of words (and characters, if possible). Don't give the user any clues about the answer through formatting.\n\n## Acquiring Wisdom\n\nWisdom comes from true real-world interaction - testing your skills outside the learning environment.\n\nWhen the user asks a question that appears to require wisdom, your default posture should be to attempt to answer - but to ultimately delegate to a **community**.\n\nA community is a place (online or offline) where the user can test their skills in the real world. This might be a forum, a subreddit, a real-world class (budget permitting) or a local interest group.\n\nYou should attempt to find high-reputation communities the user can join. If the user expresses a preference that they don't want to join a community, respect it.\n\n## Reference Documents\n\nWhile creating lessons, you should also create reference documents. Lessons can reference these documents - they are useful for tracking raw units of knowledge useful across lessons.\n\nLessons will rarely be revisited later - reference documents will be. They should be the compressed essence of the lesson, in a format designed for quick reference.\n\nSome learning topics lend themselves to reference:\n\n- Syntax and code snippets for programming\n- Algorithms and flowcharts for processes\n- Yoga poses and sequences for yoga\n- Exercises and routines for fitness\n- Glossaries for any topic with its own jargon\n\nGlossaries, in particular, are an essential reference. Once one is created, it should be adhered to in every lesson.\n\n## `NOTES.md`\n\nThe user will sometimes express preferences of how they want to be taught, or things you should keep in mind. This is the place to record those preferences, so you can refer back to them when designing lessons or working with the user.\n","The user has asked you to teach them something. This is a stateful request - they intend to learn the topic over multiple sessions.\n\n## Teaching Workspace\n\nTreat the current directory as a teaching workspace. The state of their learning is captured in this directory in several files:\n\n- `MISSION.md`: A document capturing the _reason_ the user is interested in the topic. This should be used to ground all teaching. Use the format in [MISSION-FORMAT.md](.\u002FMISSION-FORMAT.md).\n- `.\u002Freference\u002F*.html`: A directory of reference materials. These are the compressed learnings from the lessons - cheat sheets, reference algorithms, syntax, yoga poses, glossaries. They are the raw units of learning. They should be beautiful documents which print out well, and are designed for quick reference.\n- `RESOURCES.md`: A list of resources which can be explored to ground your teaching in contextual knowledge, or to acquire knowledge and wisdom. Use the format in [RESOURCES-FORMAT.md](.\u002FRESOURCES-FORMAT.md).\n- `.\u002Flearning-records\u002F*.md`: A directory of learning records, which capture what the user has learned. These are loosely equivalent to architectural decision records in software development - they capture non-obvious lessons and key insights that may need to be revised later, or drive future sessions. These should be used to calculate the zone of proximal development. They are titled `01-\u003Cdash-case-name>.md` (two-digit), where the number increments each time. Use the format in [LEARNING-RECORD-FORMAT.md](.\u002FLEARNING-RECORD-FORMAT.md).\n- `.\u002Fprepared-lessons\u002F*.html`: A directory of lessons. A **lesson** is a single, self-contained HTML output that teaches one tightly-scoped thing tied to the mission. This is the primary unit of teaching in this workspace. (Dated\u002Ftaught lessons may instead live in a dated folder, e.g. `YYYY-MM-DD__thema\u002Flesson.html`.)\n- `assets\u002F*` (repo root): Reusable **components** shared across the whole repository. See [Assets](#assets).\n- `NOTES.md`: A scratchpad for you to jot down user preferences, or working notes.\n\n## Philosophy\n\nTo learn at a deep level, the user needs three things:\n\n- **Knowledge**, captured from high-quality, high-trust resources\n- **Skills**, acquired through highly-relevant interactive lessons devised by you, based on the knowledge\n- **Wisdom**, which comes from interacting with other learners and practitioners\n\nBefore the `RESOURCES.md` is well-populated, your focus should be to find high-quality resources which will help the user acquire knowledge. Never trust your parametric knowledge.\n\nSome topics may require more skills than knowledge. Learning more about theoretical physics might be more knowledge-based. For yoga, more skills-based.\n\n### Fluency vs Storage Strength\n\nYou should be careful to split between two types of learning:\n\n- **Fluency strength**: in-the-moment retrieval of knowledge\n- **Storage strength**: long-term retention of knowledge\n\nFluency can give the user an illusory sense of mastery, but storage strength is the real goal. Try to design lessons which build long-term retention by desirable difficulty:\n\n- Using retrieval practice (recall from memory)\n- Spacing (distributing practice over time)\n- Interleaving (mixing up different but related topics in practice - for skills practice only)\n\n## Lessons\n\nA lesson is the main thing you produce: the unit in which knowledge and skills reach the user. Each lesson is one self-contained HTML file, saved to `.\u002Fprepared-lessons\u002F` and titled `01-\u003Cdash-case-name>.html` where the number increments each time.\n\n**Numbering rule (two-digit):** Lessons and learning records use **two-digit**\nnumbers (`01-\u003Cdash-case-name>.*`), zero-padded (`01` … `99`). For classroom\nmaterial the count runs per school year per class (a year holds at most ~40\nlessons); for a self-study path it is simply that path's running sequence.\nWhen a sequence would pass `99`, rebuild the numbering. Renaming a running\nsequence is a deliberate migration: update *every* cross-reference (lesson\nnavigation, maps\u002Fverlaufsmaps, index pages, plans, glossaries).\n\n## Formatting chat responses (no LaTeX)\n\nThe user reads your conversational replies in a **terminal TUI that does not\nrender LaTeX or MathJax**. Never use `$...$` or `$$...$$` in chat messages — it\nshows up as literal dollar signs and makes the math unreadable. Write math\n**inline in plain text \u002F Unicode** instead, ideally inside a code span:\n\n- fractions: `` `10\u002F200` ``, `` `n! \u002F (k! · (n−k)!)` ``\n- relations & operators: `≈`, `≠`, `≤`, `≥`, `·`, `²`, `√`, `−`\n- one code span per formula, e.g. `` `P(X = 2) ≈ 0,197` ``\n\nThis rule is about **chat replies**. The HTML lessons are rendered in a browser\nand may use whatever the shared `assets\u002F` support.\n\nA lesson should be **beautiful**, with clean, readable typography and layout, since the user will return to these later to review. Think Tufte.\n\nThe lesson should be short, and completable very quickly. Learners' working memory is very small, and we need to stay within it. But each lesson should give the user a single tangible win that they can build on. It should be directly tied to the mission, and should be in the user's zone of proximal development.\n\nIf possible, open the lesson file for the user by running a CLI command.\n\nEach lesson should link via HTML anchors to other lessons and reference documents.\n\nEach lesson should recommend a primary source for the user to read or watch. This should be the most high-quality, high-trust resource you found on the topic.\n\nEach lesson should contain a reminder to ask followup questions to the agent. The agent is their teacher, and can assist with anything that's unclear.\n\n## Assets\n\nLessons are built from reusable **components**, stored in **one repo-root `assets\u002F` folder** shared by every workspace and page in the repository: stylesheets, quiz widgets, the theme toggle, diagram helpers, and anything else a second lesson could reuse.\n\nReuse is the default, not the exception. Before authoring a lesson, read `assets\u002F` and build from the components already there. When a lesson needs something new and reusable, write it as a component in `assets\u002F` and link to it; never inline code a future lesson would duplicate.\n\nA shared stylesheet is the first component every workspace earns: every lesson links it, so the lessons look like one consistent course rather than a pile of one-offs. As the workspace grows, so should the component library.\n\n### Bootstrap & badge (required on every page)\n\nEvery generated HTML page must:\n\n- load the shared assets through the generic **inline bootstrap** in `\u003Chead>` —\n  it discovers `assets\u002Floader.js` by walking up the ancestor directories, so\n  pages work at any folder depth and without any repo name in the code; and\n- carry the „Auf GitHub Pages ansehen\" **badge** (injected by the shared\n  `assets\u002Fgithub-pages-link.js`; the pages base is configured once in\n  `assets\u002Fsite.js`).\n\nServe the pages over a **live server** (or the deployed site), never `file:\u002F\u002F`:\nFirefox blocks `file:\u002F\u002F` subresources from parent\u002Fsibling directories.\n\n## The Mission\n\nEvery lesson should be tied into the mission - the reason that the user is interested in learning about the topic.\n\nIf the user is unclear about the mission, or the `MISSION.md` is not populated, your first job should be to question the user on why they want to learn this.\n\nFailing to understand the mission will mean knowledge acquisition is not grounded in real-world goals. Lessons will feel too abstract. You will have no way of judging what the user should do next.\n\nMissions may change as the user develops more skills and knowledge. This is normal - make sure to update the `MISSION.md` and add a learning record to capture the change. Confirm with the user before changing the mission.\n\n## Zone Of Proximal Development\n\nEach lesson, the user should always feel as if they are being challenged 'just enough'.\n\nThe user may specify an exact thing they want to learn. If they don't, figure out their zone of proximal development by:\n\n- Reading their `learning-records`\n- Figuring out the right thing to teach them based on their mission\n- Teach the most relevant thing that fits in their zone of proximal development\n\n## Knowledge\n\nLessons should be designed around a skill the user is going to learn. The knowledge in the lesson should be only what is required to acquire that skill. You teach the knowledge first, then get the user to practice the skills via an interactive feedback loop.\n\nKnowledge should first be gathered from trusted resources. Use `RESOURCES.md` to keep track of them. Lessons should be littered with citations - links to external resources to back up any claim made. This increases the trustworthiness of the lesson.\n\nFor acquiring knowledge, difficulty is the enemy. It eats working memory you need for understanding.\n\n## Skills\n\nIf knowledge is all about acquisition, skills are about durability and flexibility. Make the knowledge stick.\n\nFor skill acquisition, difficulty is the tool. Effortful retrieval is what builds storage strength. Skills should be taught through interactive lessons. There are several tools at your disposal:\n\n- Interactive lessons, using quizzes and light in-browser tasks\n- Lessons which guide the user through a list of real-world steps to take (for instance, yoga poses)\n\nEach of these should be based on a **feedback loop**, where the user receives feedback on their performance. This feedback loop should be as tight as possible, giving feedback immediately - and ideally automatically.\n\nFor quizzes, each answer should be exactly the same number of words (and characters, if possible). Don't give the user any clues about the answer through formatting.\n\n## Acquiring Wisdom\n\nWisdom comes from true real-world interaction - testing your skills outside the learning environment.\n\nWhen the user asks a question that appears to require wisdom, your default posture should be to attempt to answer - but to ultimately delegate to a **community**.\n\nA community is a place (online or offline) where the user can test their skills in the real world. This might be a forum, a subreddit, a real-world class (budget permitting) or a local interest group.\n\nYou should attempt to find high-reputation communities the user can join. If the user expresses a preference that they don't want to join a community, respect it.\n\n## Reference Documents\n\nWhile creating lessons, you should also create reference documents. Lessons can reference these documents - they are useful for tracking raw units of knowledge useful across lessons.\n\nLessons will rarely be revisited later - reference documents will be. They should be the compressed essence of the lesson, in a format designed for quick reference.\n\nSome learning topics lend themselves to reference:\n\n- Syntax and code snippets for programming\n- Algorithms and flowcharts for processes\n- Yoga poses and sequences for yoga\n- Exercises and routines for fitness\n- Glossaries for any topic with its own jargon\n\nGlossaries, in particular, are an essential reference. Once one is created, it should be adhered to in every lesson.\n\n## `NOTES.md`\n\nThe user will sometimes express preferences of how they want to be taught, or things you should keep in mind. 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Also checks for duplicate skill names and dangling cross-skill references. 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