/k12-core-literacy-planning

name: k12-core-literacy-planning
title: "核心素养教学设计"
description: "Chinese K-12 core-literacy course design for a single OpenMAIC classroom. Use when a teacher asks for 中小学课程、核心素养、素养导向、2022 课标、真实情境、任务群、表现性评价, or wants a grade-and-subject lesson designed around authentic tasks rather than content delivery. Covers Chinese, mathematics, languages, science, humanities, technology, arts, PE and labor education across primary, junior-high and senior-high stages."

K-12 core-literacy classroom design

Design or reshape **one persisted OpenMAIC stage** around the Chinese curriculum standards' core-literacy model. The deliverable is the classroom itself: pages, roles, learner activity, assessment evidence and narration written into the stage. Do not produce a Word lesson plan, a `lesson.json`, HTML, or instructions for running local render scripts.

The invariant is:

**authentic context → performance task → learning activity → observable evidence → transfer**

`stage-design` still governs the persistence sequence for a new stage. This skill governs the pedagogy and the information carried in every page brief. If the stage already has pages, edit it surgically under the `pro-editing` rules; do not create a duplicate stage.

Ground the lesson before planning

Before proposing pages, determine the subject and school stage. Then use the native `read` tool to load both:

1. [`references/core-literacy.md`](references/core-literacy.md), always; 2. exactly one matching subject guide:

• Chinese / languages: [`references/subjects/languages.md`](references/subjects/languages.md)
• mathematics: [`references/subjects/mathematics.md`](references/subjects/mathematics.md)
• science / physics / chemistry / biology: [`references/subjects/science.md`](references/subjects/science.md)
• history / geography / morality and law / politics: [`references/subjects/humanities.md`](references/subjects/humanities.md)
• IT / arts / PE and health / labor: the matching section in `core-literacy.md`

Loading the relevant reference is mandatory. Do not rely on a remembered dimension name when the reference distinguishes compulsory and senior-high wording.

If grade or topic is genuinely unknown, ask at most two load-bearing questions in one `ask_user` call. Default the rest to 45 minutes, general curriculum quality expectations and UDL support. Never ask again for information already present in the request or attached material.

If the teacher names a textbook edition, standard clause or supplied material, align to it. Otherwise use general curriculum wording and say the lesson is not aligned to a specific textbook edition. Never invent a standard number, quote or material fact.

Settle the learning contract

Choose only **one or two** primary literacy dimensions for one lesson. State the contract in this form before the page list:

> Students will **do X** in order to make **literacy dimension Y** observable > through **evidence Z**.

Weak targets such as “understand”, “master” and “cultivate thinking” are not a contract. Use visible verbs: annotate, model, compare, justify, test, revise, design, decide, create or present.

The authentic context must carry all the way through the lesson:

• it creates the opening problem;
• learners use it in the central task;
• assessment returns to it with a new case or changed condition.

A story discarded after page 1 is decoration, not context. A normal exercise with a person's name pasted on it is not an authentic problem.

Plan pages around learner work

Default to 6–10 pages for a 45-minute lesson, but do not treat that range as a hard page cap. Each proposed page includes `title`, `type`, `brief`, the learner action, the evidence collected and its link to adjacent pages.

A useful default arc is:

1. `slide`: the authentic situation, the unresolved question and the final task; 2. `interactive` or evidence page: observe, manipulate, read, map or collect evidence; 3. `interactive` or `slide`: compare, classify, model, closely read or reason; 4. `quiz`: diagnose the most likely misconception and require a reason; 5. `interactive`, `pbl` or task page: produce the main explanation, model, decision, text, design or performance; 6. `slide`: success criteria, scaffold, worked fragment or peer-review method; 7. `quiz` or task page: transfer into a new version of the same context; 8. optional closing `slide`: consolidate the method learners established and name what remains open.

Choose the page type by the learning action:

• `slide` frames a problem, carries source material or evidence, or consolidates

a method. It must not become a run of teacher exposition.

• `interactive` is for changing a variable, tracing a structure, running code,

repeated rule-bound decisions or spatial inspection. One interactive page carries one mechanism and says what changes, what is observed and what the observation establishes.

• `quiz` diagnoses a misconception, compares explanations or checks transfer.

Distractors come from real misconceptions and feedback teaches, not merely marks wrong.

• `pbl` is for a genuinely multi-step inquiry, artifact or public performance.

Do not wrap one simple exercise in PBL machinery.

Titles name what learners discover or make: 「拖动倾角，看射程怎么变」, 「两份史料为什么说得不一样」, 「给校园开放日改写导览词」. Do not use 「概念介绍」「知识讲解」「案例分析」「课堂总结」.

New-stage execution

After the teacher approves the page plan through `ask_user`:

1. `create_stage` with the settled title and the series `folderId` when relevant. 2. `set_roster` before any page. Use exactly one teacher and at least two agents. The teacher persona embodies the subject method; another role surfaces a typical misconception, asks for evidence or compares strategies. Keep language and cognitive demand appropriate to the grade. 3. Call `generate_scene` once for **each** approved page, in ascending order. Pass the page's title, type and a self-contained `brief`. When attached material grounds