Evidence-Based Teaching Design Optimizer

Problem

In primary school English teaching review, lesson plans, classroom observation reports, and follow-up improvements are often scattered across files: a lesson-plan .docx, a smart-classroom PDF report, and an A/B/C tiered student list. The skill targets this evidence-based teaching workflow where materials exist but the analysis structure is missing, reducing generic advice or unsupported claims.

How It Works

• Mode A: classroom analysis report: when {{lesson_plan}} and {{report_pdf}} or classroom observation data are provided, it follows references/report_structure.md to analyze lesson stages, first activation of knowledge points, teacher-student talk distribution, interaction behavior, and language features, then writes outputs/01_课堂分析报告.md, 05_指标对比表.md, and 06_教研反思稿.md.
• Mode B: lesson design optimization: when only a lesson plan is available, it uses {{lesson_plan}}, optional {{curriculum_standard}}, and {{student_tiers}} to generate an optimized lesson design, tiered worksheets, question lists, and activity cards in outputs/.
• Guardrails: it routes to one mode first and does not mix outputs; if data are insufficient, it avoids inventing statistics and marks sections that need classroom audio, video, or monitoring data.

Limits

It fits lesson-plan review, evidence-based teaching reflection, and tiered material generation for primary English. It can be adapted to other subjects, but question categories, lesson-stage types, and tiering rules need adjustment. Without classroom data, it can only optimize design based on the plan and cannot substitute for real classroom observation.