THU-MAIC
- 17 skills
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- ▌ Openmaic · thu-maic bundleOpenMAIC assistant for setting up, generating, and extending OpenMAIC. Use when the user wants to use OpenMAIC, generate a multi-agent interactive classroom, or build on / extend / customize OpenMAIC and its @openmaic/* SDK (secondary development, 二开) — covers Live Demo or local setup, startup modes, provider keys, classroom generation, and secondary development (forking, providers/storage/themes, routes, or the renderer/editor).
- ▌ Learning To Learn · thu-maicInfuse learning strategies and metacognition into a concept-centered OpenMAIC classroom as a parallel goal. Use when the user wants students to learn how to learn while studying a subject: retrieval practice, self-explanation, prediction before feedback, monitoring understanding, deliberate review, or productive failure. Do not use when learning science or study skills should be the standalone subject of the lesson.
- ▌ Spiral Curriculum · thu-maicDesign a multi-stage OpenMAIC course series around a small concept spine whose ideas return repeatedly at higher levels of complexity, abstraction, relationship density, representation, transfer distance, or boundary awareness. Use when the user explicitly wants a Bruner-style spiral curriculum, progressive conceptual revisits, or a series organized by how understanding develops rather than by a linear topic list. Do not use for a single standalone stage or a series that only needs sequential coverage.
- ▌ Deep Interactive · thu-maic bundleDeep Interactive courses. Plans the course so the learner manipulates something on most pages — simulations, diagrams they explore, code they run, games, 3D scenes — with slides reserved for the opening frame and the closing consolidation. Use when the topic has a mechanism, a variable to vary, a process to trace, or a structure to inspect.
- ▌ Feynman Learning · thu-maicTurn 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.
- ▌ Workshop Style · thu-maic bundleHands-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`).
- ▌ Lecture Style · thu-maic bundleMasterclass lecturing — one continuous explanation carried by slides, with dense pages, long narration that builds an argument across several real cases, and checkpoints that are rare and deliberate. Use when the ask is a lecture, a masterclass, a systematic walkthrough of a subject, 「大师课」「系统讲解」「讲透」, or any topic whose payoff is understanding rather than practice; also use when the user names this style. Not for hands-on training (that is `workshop-style`) and not for a course whose point is manipulating a mechanism (that is `deep-interactive`).
- ▌ Stage Design · thu-maicThe baseline method for building ONE stage — a single classroom — with this runtime. Covers how the plan is settled in conversation, the order the generation tools are called in, how the classroom roster is written, when narration has to be re-synthesized, and what must be true before a stage is called done. Load this before generating or rebuilding any stage from scratch, whatever its subject; it is the floor the topic skills build on, not an alternative to them.
- ▌ PPTX Import · thu-maic bundle会话里有上传的 .pptx，且用户要把这份幻灯片填进一节已建的课（先 create_stage 建课，再 import_pptx 把页面追加进这节课堂，保留原版排版；课堂标题以 create_stage 为准，PPT 不接管）。随后逐页检查（有 render_scene_preview 就渲染看）并修 bad case，理解整课之后才写旁白/spotlight，最后 TTS。仅在用户要求时插入 quiz 或 interactive。不要重新规划整课。
- ▌ Pro Editing · thu-maic bundleProfessional editing of a course that already exists. Use when the user wants to revise, improve, restructure or polish pages the course already has — fix a page, tune a layout, repair a quiz, reword narration, reorder the deck, or raise the quality of the whole course. Not for building a new course from scratch.
- ▌ Slide Craft · thu-maicThe design law of a slide page — canvas geometry, the text height table, the type scale, contrast pairs, spacing rhythm, and which element type carries which content. Load it when patching slide elements one at a time, when a fix is about colour or contrast, when text has to grow or shrink inside a box, when a page feels crowded or empty, or when replacement content needs real rich-text structure. It is the standard `page-clone` and `pro-editing` edit against, not a procedure of its own — those two decide which pages to touch and in what order, this one decides what a good page looks like when you put it back.
- ▌ Style Clone · thu-maic bundleBuilding a new course inside someone else's deck — import the deck as a library of layouts, then produce each page of the new course by copying the layout that fits it and rewriting that copy's content element by element, so the result reads as though the original author made it. Use when the session has an imported deck (or a `.pptx` to import) and the ask is to teach new material in its design — its palette, its typography, its way of dividing a page. Not for a straight import that must stay slide-for-slide identical to the file (that is `pptx-import`), and not for extracting how a teacher speaks from a recording or handout (that is `teacher-style-clone`, which supplies the voice while this one supplies the look; the two compose).
- ▌ Fact Check · thu-maicImprove factual reliability while creating or reviewing a course or supplied content. Use when the user asks to fact-check, verify accuracy, reduce hallucinations, make a reliable course, or mentions 事实性错误、知识性错误、专业知识准确性、可靠性. During creation, checks the completed pages before delivery; on existing content, returns a short evidence-backed report and lets the user choose what to fix. Not for grammar, style, or layout. Combine with deep-research when current evidence is the course's main subject.
- ▌ Page Clone · thu-maicBuilding one page that looks like a page the course already has — copy the model page with `duplicate_scene`, then rewrite the copy's words with one `patch_stage` op per content slot. Use when a new page has to inherit an existing page's design, whether the model page came from an imported deck or the course wrote it earlier. Not for revising a page that is already the page you want (that is `pro-editing`), and not for the course-level work of cataloguing layouts and assigning one per outline entry (that is `style-clone`).
- ▌ Vocational · thu-maic bundleVocational / 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.
- ▌ Slide Dsl · thu-maicThe complete slide DSL manual — the canvas and its background, the ten element types field by field with units, defaults and legal values, where each type keeps its words, which field the renderer actually paints when two disagree, exactly what happens to the HTML you put in `content`, and the structure schema that is now the ONLY thing a write is checked against. Nothing filters your markup and nothing normalises your values, so this manual is the whole of what makes a page render correctly. Load it before patching a field you have not patched before, when a patch comes back rejected, when a patch lands but nothing moves on screen, or when you need to know where a colour, a font, a table cell or a code line really lives. This is a field reference and not a procedure — `page-clone` and `pro-editing` decide which pages to touch, `slide-craft` decides what a good page looks like, and this one says what the JSON means.
- ▌ Stage Dsl · thu-maic bundleThe map for reading and editing an OpenMAIC stage document with read_stage, patch_stage, and grep_stage. Load it before patching a structure you have not patched before, when patch_stage rejects an operation, or whenever the path from a stage, outline, scene, content object, or action to the field you need is uncertain. It routes to field-level references for quizzes, interactive widgets, actions, and PBL projects; the installed slide-dsl skill remains the complete slide canvas manual.