curriculum-research

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Chinese

Curriculum Research & Standards Alignment

课程研究与标准对齐

Research subject matter and provide comprehensive analysis for curriculum design including standards alignment, prerequisite mapping, and pedagogical recommendations.

研究主题内容，为课程设计提供包含标准对齐、前置知识梳理和教学建议在内的全面分析。

When to Use

适用场景

Automatically activate when the user:

Starts curriculum development for a new topic
Asks "research [topic] for [grade level]"
Needs educational standards alignment (Common Core, NGSS, etc.)
Requests prerequisite skill analysis
Says "what learning theory should I use for [topic]"
Needs interdisciplinary connections identified

当用户进行以下操作时自动激活：

启动新主题的课程开发
询问“为[年级]研究[主题]”
需要对齐教育标准（Common Core、NGSS等）
请求前置技能分析
询问“针对[主题]应使用哪种学习理论”
需要识别跨学科关联

Required Inputs

必要输入

Topic: Subject matter to research (e.g., "photosynthesis", "quadratic equations", "Renaissance history")
Educational Level: K-5, 6-8, 9-12, undergraduate, graduate, or post-graduate
Standards Framework (optional): Specific standards to align with (e.g., "Common Core Math", "NGSS", "AP Biology")

主题：需研究的主题内容（例如：“光合作用”“二次方程”“文艺复兴历史”）
教育阶段：K-5、6-8、9-12、本科、研究生或博士后
标准框架（可选）：需对齐的特定标准（例如：“Common Core Math”“NGSS”“AP Biology”）

Workflow

工作流程

1. Gather Topic and Level

1. 收集主题与阶段信息

bash

undefined

bash

undefined

User provides topic and level

用户提供主题和阶段

undefined

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2. Conduct Subject Matter Research

2. 开展主题内容研究

Use WebSearch to gather:

Core Concepts: Foundational ideas, terminology, definitions
Scope & Boundaries: What's included/excluded at this level
Common Misconceptions: Student difficulties, conceptual barriers
Real-World Applications: Relevance, career connections, authentic contexts
Interdisciplinary Connections: Links to other subjects

通过WebSearch收集：

核心概念：基础理念、术语、定义
范围与边界：该阶段需涵盖/排除的内容
常见误解：学生易犯的错误、概念障碍
实际应用场景：相关性、职业关联、真实情境
跨学科关联：与其他学科的联系

3. Align to Educational Standards

3. 对齐教育标准

Use WebSearch to identify:

Relevant Standards: Specific standards codes and descriptions
- K-12: Common Core (Math/ELA), NGSS (Science), state standards, C3 Framework (Social Studies)
- Undergraduate: Discipline-specific accreditation standards (ABET, APA, etc.)
- Graduate: Professional competency frameworks, research methodologies
Performance Expectations: What students should know and be able to do
Cognitive Levels: Bloom's taxonomy levels expected at this grade/level
Assessment Boundaries: What's assessable vs. out of scope

通过WebSearch识别：

相关标准：具体标准代码与描述
- K-12阶段：Common Core（数学/英语语言艺术）、NGSS（科学）、州立标准、C3框架（社会研究）
- 本科阶段：学科特定认证标准（ABET、APA等）
- 研究生阶段：专业能力框架、研究方法论
绩效预期：学生应掌握的知识与技能
认知层级：对应该年级/阶段的Bloom's taxonomy层级
评估边界：可评估内容与超出范围内容

4. Map Prerequisites

4. 梳理前置知识

Analyze and document:

Required Prior Knowledge: Concepts students must already understand
Skill Dependencies: Procedural skills needed before this topic
Cognitive Readiness: Developmental appropriateness
Prerequisite Sequence: Order in which foundational topics should be taught
Gap Identification: Common missing prerequisites to address

分析并记录：

必备前置知识：学生需已掌握的概念
技能依赖：学习该主题前需具备的程序性技能
认知准备度：发展适配性
前置知识序列：基础主题的推荐教学顺序
缺口识别：学生常缺失的前置知识及解决方向

5. Recommend Learning Theories & Approaches

5. 推荐学习理论与方法

Based on topic and level, recommend:

Primary Learning Theory: Constructivism, cognitivism, connectivism, behaviorism, etc.
Instructional Approaches: Direct instruction, inquiry-based, problem-based, project-based, etc.
Pedagogical Strategies: Scaffolding, modeling, think-alouds, collaborative learning, etc.
Engagement Tactics: Hooks, real-world connections, student choice, authentic tasks
Assessment Philosophy: Formative vs summative emphasis, authentic assessment, mastery-based, etc.

基于主题与阶段，推荐：

核心学习理论：建构主义、认知主义、联通主义、行为主义等
教学方法：直接教学、探究式、问题导向、项目式等
教学策略：支架式教学、示范、出声思考、协作学习等
参与策略：引入环节、实际关联、学生选择权、真实任务
评估理念：形成性vs总结性评估侧重、真实评估、 mastery-based评估等

6. Generate Research Report

6. 生成研究报告

Create a structured document with:

markdown

undefined

创建结构化文档，格式如下：

markdown

undefined

Curriculum Research Report: [TOPIC]

课程研究报告：[主题]

Educational Level: [Level] Standards Framework: [Framework(s)] Research Date: [Date]

教育阶段：[阶段] 标准框架：[框架] 研究日期：[日期]

Executive Summary

执行摘要

[2-3 paragraph overview of topic scope, key concepts, and pedagogical recommendations]

[2-3段内容，概述主题范围、核心概念及教学建议]

Core Concepts & Scope

核心概念与范围

Foundational Ideas

基础理念

[Concept 1]: [Definition and importance]
[Concept 2]: [Definition and importance]
[Concept 3]: [Definition and importance]

[概念1]：[定义与重要性]
[概念2]：[定义与重要性]
[概念3]：[定义与重要性]

Topic Boundaries

主题边界

Included: [What this curriculum will cover] Excluded: [What's out of scope or saved for later]

包含内容：[本课程将涵盖的内容] 排除内容：[超出范围或留待后续学习的内容]

Common Misconceptions

常见误解

[Misconception 1]: [Why students think this and how to address]
[Misconception 2]: [Why students think this and how to address]

[误解1]：[学生产生该误解的原因及解决方法]
[误解2]：[学生产生该误解的原因及解决方法]

Educational Standards Alignment

教育标准对齐

Relevant Standards

Cross-Curricular Connections

跨学科关联

[Subject Area]: [How this topic connects]
[Subject Area]: [How this topic connects]

[学科领域]：[该主题与该学科的关联方式]
[学科领域]：[该主题与该学科的关联方式]

Prerequisite Analysis

前置知识分析

Required Prior Knowledge

必备前置知识

Prerequisite	Description	Typical Grade Taught	Why Needed
[Concept/Skill]	[What it is]	[Grade level]	[Connection to current topic]

前置知识	描述	通常教学年级	必要性
[概念/技能]	[定义]	[年级]	[与当前主题的关联]

Recommended Prerequisite Sequence

Common Gaps & Remediation

常见知识缺口与补救方案

Gap: [Missing knowledge students often have]
- Remediation: [How to address in current curriculum]

缺口：[学生常缺失的知识]
- 补救方案：[在当前课程中如何弥补]

Pedagogical Recommendations

教学建议

Recommended Learning Theory

Instructional Approach

教学方法

Primary Approach: [e.g., Inquiry-based learning, Direct instruction, Project-based learning]

Supporting Strategies:

[Strategy 1]: [How to implement]
[Strategy 2]: [How to implement]
[Strategy 3]: [How to implement]

核心方法：[例如：探究式学习、直接教学、项目式学习]

配套策略：

[策略1]：[实施方式]
[策略2]：[实施方式]
[策略3]：[实施方式]

Engagement Considerations

参与度提升建议

Hook Ideas: [Compelling ways to introduce topic]
Real-World Connections: [Authentic applications]
Student Choice Opportunities: [Where students can make decisions]
Differentiation Needs: [How to support diverse learners]

引入创意：[吸引学生注意力的方式]
实际关联：[真实应用场景]
学生选择权：[学生可自主决策的环节]
差异化教学需求：[如何支持不同学习风格的学生]

Assessment Philosophy

评估理念

Formative Assessment: [Recommended frequency and types]
Summative Assessment: [Recommended culminating assessments]
Authentic Assessment: [Real-world performance tasks]

形成性评估：[推荐的频率与类型]
总结性评估：[推荐的终结性评估方式]
真实评估：[真实场景下的绩效任务]

Real-World Applications

实际应用场景

[Application 1]: [Description and relevance]
[Application 2]: [Description and relevance]
[Application 3]: [Description and relevance]

[应用1]：[描述与相关性]
[应用2]：[描述与相关性]
[应用3]：[描述与相关性]

Resources for Further Development

后续开发资源

[Resource type]: [Specific recommendations]
[Resource type]: [Specific recommendations]

[资源类型]：[具体推荐]
[资源类型]：[具体推荐]

Next Steps

下一步行动

Use
```
/curriculum.design
```
to create learning objectives based on this research
Identify assessment types in
```
/curriculum.assess-design
```
Develop instructional content with
```
/curriculum.develop-content
```

Artifact Metadata (for traceability):

Artifact Type: Research Report
Topic: [Topic]
Level: [Level]
Standards: [Frameworks used]
Next Phase: Design (Learning Objectives)

undefined

使用
```
/curriculum.design
```
基于本研究创建学习目标
在
```
/curriculum.assess-design
```
中确定评估类型
通过
```
/curriculum.develop-content
```
开发教学内容

工件元数据（用于可追溯性）：

工件类型：研究报告
主题：[主题]
阶段：[阶段]
标准：[使用的框架]
下一阶段：设计（学习目标）

undefined

7. Output Format

7. 输出格式

Support both human-readable and machine-readable formats:

Human-Readable (default):

Formatted markdown as shown above

Write to file:

curriculum-artifacts/[topic]-research.md

JSON Format (use

--format json

json

{
  "artifact_type": "research_report",
  "topic": "string",
  "level": "string",
  "standards": ["array of standard codes"],
  "core_concepts": [
    {"name": "string", "description": "string"}
  ],
  "prerequisites": [
    {"concept": "string", "grade": "string", "rationale": "string"}
  ],
  "learning_theory": "string",
  "instructional_approach": "string",
  "real_world_applications": ["array of strings"],
  "next_steps": ["array of skill calls"]
}

支持人类可读格式与机器可读格式：

人类可读格式（默认）：

如上所示的格式化markdown

保存至文件：

curriculum-artifacts/[topic]-research.md

JSON格式（使用

--format json

参数）：

json

{
  "artifact_type": "research_report",
  "topic": "string",
  "level": "string",
  "standards": ["array of standard codes"],
  "core_concepts": [
    {"name": "string", "description": "string"}
  ],
  "prerequisites": [
    {"concept": "string", "grade": "string", "rationale": "string"}
  ],
  "learning_theory": "string",
  "instructional_approach": "string",
  "real_world_applications": ["array of strings"],
  "next_steps": ["array of skill calls"]
}

8. CLI Interface

8. CLI接口

bash

undefined

bash

undefined

Basic usage

基础用法

/curriculum.research "photosynthesis" --level "6-8" --standards "NGSS"

With output format

指定输出格式

/curriculum.research "quadratic equations" --level "9-12" --standards "Common Core Math" --format json

Graduate level (discipline-specific)

研究生阶段（学科特定）

/curriculum.research "neural networks" --level "graduate" --standards "ACM Computing Curricula"

Help

帮助

/curriculum.research --help

undefined

/curriculum.research --help

undefined

Educational Level Adaptations

教育阶段适配

K-5

K-5阶段

Focus on concrete, observable phenomena
Emphasize hands-on exploration
Use age-appropriate vocabulary
Prioritize foundational skills
Heavy scaffolding needs

聚焦具体、可观察的现象
强调动手探索
使用适龄词汇
优先培养基础技能
需要大量支架式支持

6-8

6-8阶段

Bridge concrete to abstract thinking
Introduce symbolic representations
Build on elementary foundations
Support identity formation (relevance crucial)
Moderate scaffolding

衔接具象与抽象思维
引入符号化表示
基于小学基础拓展
支持身份构建（相关性至关重要）
中等程度支架式支持

9-12

9-12阶段

Abstract reasoning expected
Discipline-specific thinking
College/career preparation focus
Greater cognitive complexity
Reduced scaffolding

要求抽象推理能力
学科特定思维方式
聚焦大学/职业准备
更高的认知复杂度
减少支架式支持

Undergraduate

本科阶段

Disciplinary frameworks & epistemology
Research introduction
Professional practice preparation
High cognitive demand (Analyze, Evaluate, Create)

学科框架与认识论
研究入门
专业实践准备
高认知需求（分析、评估、创造）

Graduate

研究生阶段

Original research & scholarship
Cutting-edge knowledge
Thought leadership development
Expertise-level performance

原创研究与学术成果
前沿知识
培养思想领导力
专家级绩效

Post-Graduate

博士后阶段

Specialization & innovation
Field contributions
Advanced professional practice
Research dissemination

专业化与创新
领域贡献
高级专业实践
研究成果传播

Composition with Other Skills

与其他技能的组合使用

This skill outputs research artifacts that feed into:

```
/curriculum.design
```
- Uses research to inform learning objectives
```
/curriculum.assess-design
```
- Uses standards for assessment alignment
```
/curriculum.develop-content
```
- Uses concepts, misconceptions, and pedagogical recommendations

本技能输出的研究工件可用于：

```
/curriculum.design
```
- 基于研究结果制定学习目标
```
/curriculum.assess-design
```
- 基于标准对齐设计评估
```
/curriculum.develop-content
```
- 结合概念、误解与教学建议开发内容

Error Handling

错误处理

No search results: Broaden search, try related terms, inform user if topic is too obscure
Standards not found: Suggest closest framework, document assumption
Level mismatch: Warn if topic typically taught at different level, provide guidance
Ambiguous topic: Ask user for clarification on scope

无搜索结果：扩大搜索范围，尝试相关术语，若主题过于冷门则告知用户
未找到对应标准：推荐最接近的框架，记录假设
阶段不匹配：若主题通常在其他阶段教学则发出警告，提供指导
主题模糊：请求用户明确范围

Output Example

输出示例

User: "Research photosynthesis for grade 5"

Output: Complete research report with:

Core concepts (light energy, chloroplasts, glucose production, oxygen release)
NGSS standards (5-PS3-1, 5-LS1-1, 5-LS2-1)
Prerequisites (plant structure, energy basics, cycles in nature)
Recommended approach (Inquiry-based with hands-on investigation)
Common misconceptions (plants eat soil, only leaves do photosynthesis)
Real-world connections (food production, climate, oxygen generation)

File saved to:

curriculum-artifacts/photosynthesis-grade5-research.md

用户：“为5年级研究光合作用”

输出：完整研究报告，包含：

核心概念（光能、叶绿体、葡萄糖生成、氧气释放）
NGSS标准（5-PS3-1、5-LS1-1、5-LS2-1）
前置知识（植物结构、能量基础、自然循环）
推荐方法（探究式学习结合动手实验）
常见误解（植物“吃”土壤、只有叶片能进行光合作用）
实际关联（食品生产、气候、氧气生成）

文件保存至：

curriculum-artifacts/photosynthesis-grade5-research.md

Exit Codes

退出码

0: Success - Research report generated
1: Invalid educational level specified
2: Topic too vague - needs clarification
3: Standards framework not found
4: WebSearch unavailable - cannot complete research

0：成功 - 生成研究报告
1：指定的教育阶段无效
2：主题过于模糊 - 需要明确
3：未找到指定标准框架
4：WebSearch不可用 - 无法完成研究

curriculum-research

Original

Translation

Curriculum Research & Standards Alignment

课程研究与标准对齐

When to Use

适用场景

Required Inputs

必要输入

Workflow

工作流程

1. Gather Topic and Level

1. 收集主题与阶段信息

User provides topic and level

用户提供主题和阶段

2. Conduct Subject Matter Research

2. 开展主题内容研究

3. Align to Educational Standards

3. 对齐教育标准

4. Map Prerequisites

4. 梳理前置知识

5. Recommend Learning Theories & Approaches

5. 推荐学习理论与方法

6. Generate Research Report

6. 生成研究报告

Curriculum Research Report: [TOPIC]

课程研究报告：[主题]

Executive Summary

执行摘要

Core Concepts & Scope

核心概念与范围

Foundational Ideas

基础理念

Topic Boundaries

主题边界

Common Misconceptions

常见误解

Educational Standards Alignment

教育标准对齐

Relevant Standards

相关标准

Cross-Curricular Connections

跨学科关联

Prerequisite Analysis

前置知识分析

Required Prior Knowledge

必备前置知识

Recommended Prerequisite Sequence

推荐前置知识学习序列

Common Gaps & Remediation

常见知识缺口与补救方案

Pedagogical Recommendations

教学建议

Recommended Learning Theory

推荐学习理论

Instructional Approach

教学方法

Engagement Considerations

参与度提升建议

Assessment Philosophy

评估理念

Real-World Applications

实际应用场景

Resources for Further Development

后续开发资源

Next Steps

下一步行动

7. Output Format

7. 输出格式

8. CLI Interface

8. CLI接口

Basic usage

基础用法

With output format

指定输出格式

Graduate level (discipline-specific)

研究生阶段（学科特定）

Help

帮助

Educational Level Adaptations