在 mattpocock/skills 里,teach 把教学做成有状态的过程:目标决定方向,学习证据决定下一步难度。
真正起作用的是这一组规则:
> If 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.
>
中文翻译:如果用户不清楚学习目标,或 MISSION.md 尚未填写,首先要问清楚为什么想学。
原文出处:skills/productivity/teach/SKILL.md L75
> - Reading their `learning-records`
- Figuring out the right thing to teach them based on their mission
- Teach the most relevant thing that fits in their zone of proximal development
>
中文翻译:读取学习记录;根据学习目标判断该教什么;教授与目标最相关、又处于最近发展区的内容。
原文出处:skills/productivity/teach/SKILL.md L87
> Material that was merely covered. Coverage is not learning. Wait for evidence.
>
中文翻译:仅仅讲过的内容不算。讲过不等于学会,要等待证据。
原文出处:skills/productivity/teach/LEARNING-RECORD-FORMAT.md L40
最近探索区,就是学习者借助适当帮助能够掌握的下一步。这个组合把“按目录一路讲”改成“看目标与证据再选课”:例如会背事务定义,不代表会处理库存并发。原文还要求短课、交互练习及尽量即时的反馈,用检索练习和间隔练习巩固记忆。真正有用的是这条状态链,而非一句“循循善诱”。记录仍可能失真,因此练习表现比“听懂了”更适合决定升级难度。
地址:
github.com