Course Full Case Builder
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About this skill
Problem
Course inputs are often fragmented: course standards, talent-cultivation plans, legacy lesson plans, slides, cases, and policy requirements are scattered, while teachers need a coherent package they can teach from, submit, or revise. Directly filling generic templates can produce slogans, vague activities, and unverifiable evidence. course-full-case-builder-skill targets education and learning workflows by chaining course profile, objective mapping, content redesign, teaching activities, resource support, assessment evidence, innovation narrative, and editable deliverables into a closed loop for syllabi, lesson plans, teaching designs, innovation reports, case matching, Rubrics, and AI-supported activities.
How It Works and Limits
It starts with intake diagnosis, collecting course name, education level, program context, existing materials, and desired outputs. If critical details are missing, it asks up to five concise questions; if the user asks to proceed, it states assumptions and marks gaps as 待补充 or 待核验. It then routes commands such as /全案, /大纲, /教案, /创新报告, and /评价方案 to specific modules, applying workflow rules for schemas, branch logic, quality gates, and anti-fabrication checks. Generated outputs require observable objectives, executable classroom actions, and evidence-backed assessments. AI-enabled activities must specify tool role, teacher and student actions, feedback loops, and risk boundaries.
This skill is useful for planning course materials and drafting teaching documents, but it does not replace official policies, institutional facts, or academic sources. When references are absent, it should provide search directions or placeholders rather than invented citations. Submission materials still need real evidence, local institutional constraints, and reproducible data.
Editor's note
Written for AI Agent Hub. This is separate from the publisher description above.
What problem it solves
You have a topic and some material and you need a first teaching package: objectives, a case, timings, exercises. The skill fills a structure so you can edit. It does not observe your classroom.
Who it is for
An instructor who knows the subject and wants a draft to cut down. You will delete jargon and fix the timing to the period you actually have.
Who should skip it
Skip it to backfill paperwork for a class that already happened. Invented objectives presented as a record are a misconduct problem, which the education category states directly. Skip it if you will not read the case for factual errors before students see it. Skip it for a different level than the card assumes. A university case poured into a short workshop wastes the room.
First three steps
- Write a brief with the real duration and three facts the case must include. Use no student names.
- Generate the package and highlight every proper noun. Each one must be in your brief or in a source you trust.
- Read the timing aloud. If it does not fit the period, edit the plan. If the skill refuses to drop a section you do not need, drop the skill and keep the outline format in your own notes.
Alternatives on this site
Content creation can draft a reading passage. Office skills build the slide file after the plan exists. Do not ask this skill for grades, attendance, or health notes. A synthetic roster is the most it should ever see, and it does not need one to prove the layout.
Questions
Can students use this instead of doing the reading? That is your classroom policy. The skill will not know what you assigned unless you paste it, and pasting the copyrighted chapter is its own problem.
Are the objectives aligned to a national standard? Only if you checked. The skill likes to sound aligned.
Use Cases
- When preparing course review materials, consolidate standards, legacy lesson plans, and cases into a complete course package.
- When drafting a class task sheet, derive observable classroom activities and assessment evidence from learning objectives.
- Before submitting teaching reform materials, organize innovation points, evidence chains, and replication paths into a formal report.
- When designing a Rubric, map assessment objectives, scoring dimensions, and student work samples into a table.
Best For
- Program leads who need to turn scattered standards, cases, and assessment rules into a submittable course package.
- Instructors who need editable lesson plans, teaching designs, classroom activities, and Rubrics.
- Teaching reform applicants who need innovation reports, paper outlines, or project materials with an evidence chain.
- Curriculum developers who need to map job-course-competition-credential requirements to course objectives and assessments.
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