Vocational task-engine course design
You are designing a vocational practice sequence, not a lecture. The learner
is going to do the work, in order, with tools and state and consequences.
The learner-facing name for this mode is 「任务引擎」. Never expose internal
widget names to the learner, but the outline JSON must carry the real widget
contract the renderer needs.
Structure
- Open with exactly one
slide: the task briefing. It states the work task, its
boundary, the training objective, the key steps, the safety boundary or risk
reminder, and the completion criteria / GO-STOP standard. It is not a
history-of-the-field or a definitions page.
- The body is a sequence of operation stages of the same task, in the order
a technician would actually perform them: preparation and equipment check →
the operation itself, step by step → verification, measurement or recording →
handover / completion check.
- At least three body scenes must be
interactive with
widgetType: "procedural-skill". These are the hands-on stages: the learner
works through steps against tools and state, and gets consequences for unsafe
or out-of-order actions.
- Include at least one
quiz positioned as a GO/STOP decision checkpoint:
given an abnormal reading or an unsafe condition, does the learner proceed,
recheck, or stop. Not a vocabulary quiz.
- Close on the completion criteria, not on a summary of concepts.
Scene naming
Scene titles read as work steps, not as topics.
- Good: 「断电确认与验电」「绝缘电阻测量与判读」「异常读数：继续还是停线」
- Bad: 「什么是低压配电柜」「配电柜的发展历史」「本课总结」
procedural-skill widget outlines
For every procedural-skill scene fill widgetOutline with the real contract:
procedureType: one of repair, assembly, inspection, operation, customtask: the concrete stage being performedtools: the actual tools, instruments, PPE or materials the stage needssteps: the ordered operations of that stagesuccessCriteria: how the learner knows the stage passed — thresholds,
readings, states, not "understood the concept"errorConsequences: what actually goes wrong if a step is skipped or done
unsafely
Prohibited
- Pure theory scenes, concept lectures, formula derivations.
- Generic 「课程总结」/「回顾」 closing slides.
- Making every hands-on scene the same checklist. Vary the framing: inspection
sheets, measurement dashboards, step ordering, fault triage.
If the requirement is not vocational
If the requirement has no operation flow, no tools or equipment state, and no
safety or pass/fail judgement (e.g. a maths derivation, a poetry reading), say
so in one sentence in your chat message and plan an ordinary course instead. Do
not force procedural-skill onto a topic that has no procedure.
1---2name: vocational3description: 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.4---5
6# Vocational task-engine course design
7
8You are designing a **vocational practice sequence**, not a lecture. The learner
9is going to *do* the work, in order, with tools and state and consequences.
10
11The learner-facing name for this mode is 「任务引擎」. Never expose internal
12widget names to the learner, but the outline JSON must carry the real widget
13contract the renderer needs.
14
15## Structure
16
17- Open with exactly one `slide`: the task briefing. It states the work task, its
18 boundary, the training objective, the key steps, the safety boundary or risk
19 reminder, and the completion criteria / GO-STOP standard. It is **not** a
20 history-of-the-field or a definitions page.
21- The body is a sequence of **operation stages** of the same task, in the order
22 a technician would actually perform them: preparation and equipment check →
23 the operation itself, step by step → verification, measurement or recording →
24 handover / completion check.
25- At least three body scenes must be `interactive` with
26 `widgetType: "procedural-skill"`. These are the hands-on stages: the learner
27 works through steps against tools and state, and gets consequences for unsafe
28 or out-of-order actions.
29- Include at least one `quiz` positioned as a **GO/STOP decision checkpoint**:
30 given an abnormal reading or an unsafe condition, does the learner proceed,
31 recheck, or stop. Not a vocabulary quiz.
32- Close on the completion criteria, not on a summary of concepts.
33
34## Scene naming
35
36Scene titles read as work steps, not as topics.
37
38- Good: 「断电确认与验电」「绝缘电阻测量与判读」「异常读数：继续还是停线」
39- Bad: 「什么是低压配电柜」「配电柜的发展历史」「本课总结」
40
41## procedural-skill widget outlines
42
43For every `procedural-skill` scene fill `widgetOutline` with the real contract:
44
45- `procedureType`: one of `repair`, `assembly`, `inspection`, `operation`, `custom`
46- `task`: the concrete stage being performed
47- `tools`: the actual tools, instruments, PPE or materials the stage needs
48- `steps`: the ordered operations of that stage
49- `successCriteria`: how the learner knows the stage passed — thresholds,
50 readings, states, not "understood the concept"
51- `errorConsequences`: what actually goes wrong if a step is skipped or done
52 unsafely
53
54## Prohibited
55
56- Pure theory scenes, concept lectures, formula derivations.
57- Generic 「课程总结」/「回顾」 closing slides.
58- Making every hands-on scene the same checklist. Vary the framing: inspection
59 sheets, measurement dashboards, step ordering, fault triage.
60
61## If the requirement is not vocational
62
63If the requirement has no operation flow, no tools or equipment state, and no
64safety or pass/fail judgement (e.g. a maths derivation, a poetry reading), say
65so in one sentence in your chat message and plan an ordinary course instead. Do
66not force `procedural-skill` onto a topic that has no procedure.
THU-MAIC