帮我备[年级]语文《[课文标题]》，[数字]个学生。
- [学生A]：[特点]
- [学生B]：[特点]
请按小班化5环节设计：激活→建构→巩固→辅导→拓展。
要求：每环节注明预计用时、具体活动、我（1人）怎么带（[数字]）个孩子。Help me prepare a [Grade] Chinese lesson on 《[Lesson Title]》 for [Number] students.
- [Student A]: [Characteristics]
- [Student B]: [Characteristics]
Please design using the Small-Class 5-Step Model: Activate → Construct → Consolidate → Coach → Extend.
Requirements: each step should include estimated time, specific activities, and how I (1 teacher) will guide [Number] children.
填好后的样子Filled Example
帮我备一年级语文《秋天》，4个学生。小明识字量中等，小红拼音弱，小华表达能力好但注意力短，小丽基础扎实。请按小班化5环节设计，每环节注明预计用时、具体活动、我怎么带4个孩子。Help me prep Grade 1 Chinese "Autumn", 4 students. Xiaoming: average literacy. Xiaohong: weak pinyin. Xiaohua: expressive but short attention. Xiaoli: solid foundation. Please design a 5-stage small-class plan with time estimates and how I manage 4 kids.
批改[年级]语文作业，[数字]人，题目是《[课文/知识点]》。
[学生A]：[答案内容][学生B]：[答案内容]
请：
1️⃣ 逐人批改，指出具体错误点
2️⃣ 分析每个学生的错因（知识漏洞/审题/表达/习惯）
3️⃣ 给出横向对比表：谁哪类题最弱、谁可以当小老师
4️⃣ 下节课针对这[数字]人的调整建议Grade [Grade] Chinese homework for [Number] students. Topic: 《[Lesson/Topic]》.
[Student A]: [Answer][Student B]: [Answer]
Please:
1️⃣ Grade each student individually, pointing out specific errors
2️⃣ Analyze error causes for each student (knowledge gap/reading comprehension/expression/habit)
3️⃣ Provide a cross-student comparison table: who is weakest in which category, who can be a peer tutor
4️⃣ Suggest adjustments for next class for these [Number] students
填好后的样子Filled Example
批改一年级语文作业，4人，题目是《秋天》课后题。小明：树叶黄了，大雁往南飞，秋天来了。小红：秋天来了，天气凉了。小华：秋天来了，树叶黄了，大雁往南飞了。小丽：秋天来了，天气凉了，树叶黄了。请逐人批改、分析错因、给横向对比表和下节课调整建议。Grade Grade 1 Chinese homework, 4 students, on "Autumn" exercises. [Answers provided]. Please grade per student, analyze error causes, provide a class comparison table, and suggest next-lesson adjustments.
📷批改（拍照版）Grading (Photo)上传照片，AI 自动识别批改Upload photo, AI auto-grades
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批改作业，[年级]语文，共[数字]人。
照片路径：
- [学生A]=[图片路径]
- [学生B]=[图片路径]
题目是《[课文标题]》的[题型]。
请逐人批改、指出错因、给对比分析。Grade homework, [Grade] Chinese, [Number] students total.
Photo paths:
- [Student A]=[Image Path]
- [Student B]=[Image Path]
Topic: [Question Type] from 《[Lesson Title]》.
Please grade each student individually, identify error causes, and provide comparative analysis.
填好后的样子Filled Example
批改作业，一年级语文，共3人。照片路径：小明=D:\批改\小明.jpg，小红=D:\批改\小红.jpg，小华=D:\批改\小华.jpg。题目是《秋天》的课后填空。请逐人批改、指出错因、给对比分析。Grade homework, Grade 1 Chinese, 3 students. Photo paths provided. The exercise is fill-in-the-blank on "Autumn". Please grade per student, identify error causes, and give comparison analysis.
分析[年级]语文《[课文/单元]》的学情，[数字]人。
- [学生A]：正确率[%]，主要错[题型/知识点]
- [学生B]：正确率[%]，主要错[题型/知识点]
请给出：
1️⃣ 逐人语文能力画像（识字/阅读/表达/思维各维度）
2️⃣ 全班共性vs个体差异（谁可以当小老师教谁）
3️⃣ 下节课的具体调整（哪部分加速、哪部分回炉、谁单独辅导）Analyze learning status for [Grade] Chinese 《[Lesson/Unit]》, [Number] students.
- [Student A]: Accuracy [%], mainly misses [Question Type/Topic]
- [Student B]: Accuracy [%], mainly misses [Question Type/Topic]
Please provide:
1️⃣ Individual Chinese Literacy Profile (Character/Reading/Expression/Thinking dimensions)
2️⃣ Class Commonalities vs. Individual Differences (who can tutor whom)
3️⃣ Specific Adjustments for Next Class (what to accelerate, what to review, who needs individual coaching)
填好后的样子Filled Example
分析一年级语文《秋天》的学情，4人。小明：正确率60%，拼音认读错误多。小红：正确率90%，阅读理解偶尔漏答。小华：正确率40%，识字量不足。小丽：正确率100%。请给出逐人画像、同伴结对方案、下节课调整建议。Analyze learning status for Grade 1 Chinese "Autumn", 4 students. Xiaoming 60%, pinyin errors. Xiaohong 90%, occasional missed reading answers. Xiaohua 40%, limited literacy. Xiaoli 100%. Please provide per-student profiles, peer-pairing plan, and next-lesson adjustments.
💬通用General活动设计、游戏、疑难解答Activities, games, Q&A
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我有[数字]个[年级]学生学[语文内容]。
[学生A][什么不会]，[学生B][什么已经会了]。
请设计一个[活动类型]活动，让我能用1:3的优势帮他们掌握这个知识点。
每人需要什么材料？活动怎么组织？强的和弱的分别扮演什么角色？I have [Number][Grade] students learning [Chinese Content].
[Student A][doesn't understand what]; [Student B][already knows what].
Please design a [Activity Type] activity so that I can leverage the 1:3 ratio to help them master this concept.
What materials does each student need? How to organize the activity? What roles do stronger and weaker students play?
填好后的样子Filled Example
我有4个一年级学生学拼音声母。小明b/d分不清，小红已经会拼读。请设计一个"拼音扑克牌"游戏活动，让我能用1:3的优势帮他们掌握。每人需要什么牌？怎么分组？I have 4 Grade 1 students learning initial consonants. Xiaoming confuses b/d, Xiaohong can already blend. Please design a "Pinyin Card Game" activity so I can use the 1:3 ratio to help them master it. What cards per person? How to group?
数学 · MathMath
🎯备课Lesson Prep小班化5环节 + 学具清单5-stage plan + materials list
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帮我备[年级]数学《[章节标题]》，[数字]个学生。
- [学生A]：[数学特点]
- [学生B]：[数学特点]
请按小班化5环节设计，并给出：
1️⃣ 每环节预计用时 + 我（1人）怎么带[数字]个孩子
2️⃣ 学具清单（具体到每人需要什么）
3️⃣ 分层目标（强/中/弱分别达到什么水平）Help me prepare a [Grade] Math lesson on 《[Chapter Title]》 for [Number] students.
- [Student A]: [Math Characteristics]
- [Student B]: [Math Characteristics]
Please design using the Small-Class 5-Step Model, and provide:
1️⃣ Estimated time per step + how I (1 teacher) will guide [Number] children
2️⃣ Materials List (specifically what each student needs)
3️⃣ Tiered objectives (what level should strong/average/weak students reach)
填好后的样子Filled Example
帮我备一年级数学《认识图形》，4个学生。小明空间感好，小红需要实物操作，小华数数还在5以内，小丽能完成简单分类。请按小班化5环节设计，给出学具清单和分层目标。Help me prep Grade 1 Math "Recognizing Shapes", 4 students. Xiaoming: good spatial sense. Xiaohong: needs manipulatives. Xiaohua: still counting within 5. Xiaoli: can do simple sorting. Please design 5-stage plan, materials list, and tiered goals.
📝批改（文字版）Grading (Text)逐人错因 + 知识点漏洞定位Per-student errors + knowledge gap
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批改[年级]数学作业，[数字]人，题目是《[章节]》的[题型]。
[学生A]：[答案/过程][学生B]：[答案/过程]
请：
1️⃣ 逐人批改，指出每一步的对错
2️⃣ 定位知识点漏洞（是概念不清/计算失误/审题问题？）
3️⃣ 横向对比：谁可以当小老师，谁需要回炉
4️⃣ 给每人1条精准补救建议Grade [Grade] Math homework for [Number] students. Topic: [Question Type] from 《[Chapter]》.
[Student A]: [Answer/Process][Student B]: [Answer/Process]
Please:
1️⃣ Grade each student individually, marking each step as correct/incorrect
2️⃣ Identify knowledge gaps (concept confusion/calculation error/reading comprehension?)
3️⃣ Cross-student comparison: who can be a peer tutor, who needs review
4️⃣ Give each student 1 targeted remediation suggestion
填好后的样子Filled Example
批改一年级数学作业，4人，题目是《20以内进位加法》的口算。小明：8+5=12，小红：7+6=13，小华：9+4=14，小丽：8+5=13。请逐人批改、定位知识点漏洞、横向对比、给精准补救建议。Grade Grade 1 Math homework, 4 students, mental math on "Addition within 20 with carrying". Xiaoming: 8+5=12, Xiaohong: 7+6=13, Xiaohua: 9+4=14, Xiaoli: 8+5=13. Please grade per student, identify knowledge gaps, compare, and give targeted remediation.
📷批改（拍照版）Grading (Photo)上传照片自动识别Upload photo for auto-grading
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批改[年级]数学作业，共[数字]人，照片如下：
- [学生A]=[图片路径]
- [学生B]=[图片路径]
题目：《[章节]》的[题型]。
请逐人批改、分析错因、给出全班薄弱点汇总。Grade [Grade] Math homework, [Number] students total, photos below:
- [Student A]=[Image Path]
- [Student B]=[Image Path]
Topic: [Question Type] from 《[Chapter]》.
Please grade each student individually, analyze error causes, and summarize class weak points.
填好后的样子Filled Example
批改一年级数学作业，共3人。小明=D:\批改\小明.jpg，小红=D:\批改\小红.jpg，小华=D:\批改\小华.jpg。题目：《认识钟表》的填空题。请逐人批改、分析错因、给出全班薄弱点汇总。Grade Grade 1 Math homework, 3 students. Photo paths provided. Topic: "Telling Time" fill-in-the-blank. Please grade per student, analyze errors, and summarize class weak points.
分析[年级]数学《[章节]》的学情，[数字]人。
- [学生A]：正确率[%]，主要错[题型/知识点]
- [学生B]：正确率[%]，主要错[题型/知识点]
请给出：
1️⃣ 逐人数学能力画像（数感/运算/逻辑/空间每个维度）
2️⃣ 全班共性vs个体差异（谁可以当小老师教谁）
3️⃣ 明天课堂的具体调整（哪部分加速、哪部分回炉、谁单独辅导）Analyze learning status for [Grade] Math 《[Chapter]》, [Number] students.
- [Student A]: Accuracy [%], mainly misses [Question Type/Topic]
- [Student B]: Accuracy [%], mainly misses [Question Type/Topic]
Please provide:
1️⃣ Individual Math Ability Profile (Number Sense/Calculation/Logic/Spatial dimensions)
2️⃣ Class Commonalities vs. Individual Differences (who can tutor whom)
3️⃣ Specific Adjustments for Tomorrow's Class (what to accelerate, what to review, who needs individual coaching)
填好后的样子Filled Example
分析一年级数学《第一单元0-5的认识和加减法》的学情，4人。小明：正确率60%，5以内组成不熟，加减混淆。小红：正确率95%，全会，偶尔粗心。小华：正确率40%，数都数不完整。小丽：正确率100%。请给出逐人数感画像、同伴结对方案、明天调整建议。Analyze Grade 1 Math "Unit 1: Recognizing 0-5 and Addition/Subtraction", 4 students. Xiaoming 60%, composition weak, confuses +/-. Xiaohong 95%, mastered, occasionally careless. Xiaohua 40%, can barely count. Xiaoli 100%. Please provide per-student number-sense profiles, peer-pairing plan, and tomorrow's adjustments.
💬通用General操作活动、游戏设计Hands-on activities, games
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我有[数字]个[年级]学生学[数学内容]。
[学生A][什么不会]，[学生B][什么已经会了]。
请设计一个[动手操作/游戏/角色扮演/竞速]活动，让我能用1:3的优势帮他们掌握这个知识点。
每人需要什么学具？活动怎么组织？强的和弱的分别扮演什么角色？I have [Number][Grade] students learning [Math Content].
[Student A][doesn't understand what]; [Student B][already knows what].
Please design a [Hands-on/Game/Role-play/Speed Challenge] activity so that I can leverage the 1:3 ratio to help them master this concept.
What manipulatives does each student need? How to organize the activity? What roles do stronger and weaker students play?
填好后的样子Filled Example
我有4个一年级学生学10以内的加减法。小明5以内加法还要掰手指，小红已经能算10以内。请设计一个"抢10"扑克牌游戏活动方案，让我能用1:3的优势帮他们掌握。每人需要什么牌？怎么分组？强的和弱的分别扮演什么角色？I have 4 Grade 1 students learning addition/subtraction within 10. Xiaoming still counts on fingers within 5, Xiaohong can already calculate within 10. Please design a "Race to 10" card game so I can use the 1:3 ratio to help them master it. What cards per person? How to group? What roles?
我是[年级][学科]老师，本学期要教[学期范围，如上下册]。
班级情况：[数字]个学生，[混龄/同龄]，[简要特点]。
请帮我做学期 PBL 整合规划：
1️⃣ 扫描全学期知识点，标出适合 PBL 的"高潜单元"
2️⃣ 每个高潜单元给出：PBL 切入角度 + 可产出的真实成果 + 预计课时
3️⃣ 设计穿插节奏：PBL 周与普通教学周怎么交替
4️⃣ 给出课时再分配建议：哪些传统讲授可以压缩？
5️⃣ 输出一份学期 PBL 地图（表格形式）I am a [Grade][Subject] teacher. This semester I will teach [Semester Scope, e.g., Vol. 1 & 2].
Class profile: [Number] students, [Mixed-age/Same-age], [Brief characteristics].
Please help me create a Semester PBL Integration Plan:
1️⃣ Scan all semester topics, mark "high-potential units" suitable for PBL
2️⃣ For each high-potential unit: PBL entry angle + authentic deliverables + estimated class hours
3️⃣ Design interleaving rhythm: how PBL weeks alternate with regular teaching weeks
4️⃣ Provide time reallocation suggestions: which traditional lectures can be compressed?
5️⃣ Output a Semester PBL Map (table format)
填好后的样子Filled Example
我是一年级数学老师，本学期要教苏教版一年级上册。班级4人，混龄，学生动手能力强但抽象思维弱。请帮我做学期PBL整合规划，扫描全册知识点，标出高潜单元，设计穿插节奏和课时再分配。I am a Grade 1 Math teacher teaching Jiangsu-edition Grade 1 Semester 1. 4 students, mixed-age, strong hands-on but weak abstract thinking. Please create a semester PBL integration plan, scan all units, identify high-potential ones, design interleaving rhythm and hour reallocation.
📐课标对齐设计Standard Alignment战术层：单个单元知识点精确匹配Tactical: unit-level standard matching
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我要给[年级][学科]《[单元名称]》设计一个 PBL 项目。
该单元核心知识点：[列举2-4个]。
学生[数字]人，[简要学情]。
请做课标对齐设计：
1️⃣ 将每个知识点映射到一个真实问题/真实任务
2️⃣ 设计项目驱动问题（Driving Question）
3️⃣ 列出项目必须覆盖的所有知识点清单
4️⃣ 标注哪些知识点通过项目探究掌握，哪些需要前置讲授
5️⃣ 给出20%替代上限检查：项目课时是否 ≤ 该单元总课时的20%？I want to design a PBL project for [Grade][Subject] Unit 《[Unit Name]》.
Core knowledge points: [List 2-4].
[Number] students, [Brief learning profile].
Please do a Curriculum Alignment Design:
1️⃣ Map each knowledge point to an authentic problem/task
2️⃣ Design the project Driving Question
3️⃣ List all knowledge points the project must cover
4️⃣ Mark which are mastered through project inquiry vs. which need front-loaded instruction
5️⃣ Provide a 20% Replacement Cap Check: is project time ≤ 20% of total unit time?
填好后的样子Filled Example
我要给一年级语文《秋天》设计一个PBL项目。核心知识点：识字、朗读、观察描述、季节认知。学生4人，识字量差异大。请做课标对齐设计，映射真实问题，设计驱动问题，标注前置讲授vs项目探究，并检查20%替代上限。I want to design a PBL project for Grade 1 Chinese "Autumn". Core knowledge: literacy, reading aloud, observational description, seasonal awareness. 4 students with varying literacy. Please do standard alignment, map to real problems, design driving question, mark pre-teaching vs project inquiry, and check the 20% replacement cap.
🎨项目设计Project Design从零到一设计 PBL 项目Design a PBL project from scratch
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请帮我设计一个[年级][学科]的 PBL 项目：
- 主题方向：[大致方向]
- 学生[数字]人，[混龄/同龄/特点]
- 可用课时：[数字]课时
- 希望产出的真实成果：[展览/手册/演讲/作品]
请输出：
1️⃣ 项目蓝图（名称、驱动问题、真实受众、成果形式）
2️⃣ 知识-能力矩阵（覆盖哪些课标知识点 + 培养哪些能力）
3️⃣ 里程碑时间线（每阶段做什么、产出什么）
4️⃣ 评估量规（学生自评 + 教师评估 + 真实受众反馈）Please help me design a PBL project for [Grade][Subject]:
- Theme direction: [General direction]
- [Number] students, [Mixed-age/Same-age/Characteristics]
- Available time: [Number] class hours
- Desired authentic deliverable: [Exhibition/Handbook/Speech/Artifact]
Please output:
1️⃣ Project Blueprint (name, driving question, authentic audience, deliverable format)
2️⃣ Knowledge-Skills Matrix (which curriculum points are covered + which skills are developed)
3️⃣ Milestone Timeline (what to do and deliver at each stage)
4️⃣ Assessment Rubric (self-assessment + teacher assessment + authentic audience feedback)
填好后的样子Filled Example
请帮我设计一个一年级科学的PBL项目：主题方向"校园植物观察日记"，学生4人混龄，可用6课时，希望产出植物图鉴展览。请输出项目蓝图、知识-能力矩阵、里程碑时间线和评估量规。Please help me design a Grade 1 Science PBL project: theme "Campus Plant Observation Journal", 4 mixed-age students, 6 class hours available, desired output: plant field guide exhibition. Please output project blueprint, knowledge-skill matrix, milestone timeline, and assessment rubric.
我有一个 PBL 项目方案需要打磨：
- 项目名称：[名称]
- 驱动问题：[问题]
- 目前觉得不满意的地方：[具体痛点]
- 学生[数字]人，[年级/特点]
请用Yingjianedu Project Tuning 协议（8步45分钟）帮我系统优化：
1️⃣ 第一步：用心聆听（复述我理解的项目核心）
2️⃣ 第二步：澄清问题（提出3个关键澄清问题）
3️⃣ 第三步：肯定优势（找出项目中已具备的2-3个成功要素）
4️⃣ 第四步：提出疑问（从真实性和学生参与度角度提出2-3个疑问）
5️⃣ 第五步：建议资源（推荐2-3个可借鉴的案例/资源/工具）
6️⃣ 第六步：命名建议（给项目起2-3个更有吸引力的名字）
7️⃣ 第七步：下一步行动（列出3条具体的修改建议）
8️⃣ 第八步：庆祝（用一句话肯定这个项目的潜力）I have a PBL project proposal that needs tuning:
- Project name: [Name]
- Driving question: [Question]
- Current pain points: [Specific issues]
- [Number] students, [Grade/Characteristics]
Please help me systematically refine it using the Yingjianedu Project Tuning Protocol (8 Steps, 45 min):
1️⃣ Step 1: Attentive Listening (summarize my understanding of the project core)
2️⃣ Step 2: Clarifying Questions (pose 3 key clarifying questions)
3️⃣ Step 3: Affirming Strengths (identify 2-3 success factors already present)
4️⃣ Step 4: Raising Questions (pose 2-3 questions from authenticity and student engagement angles)
5️⃣ Step 5: Suggesting Resources (recommend 2-3 cases/resources/tools)
6️⃣ Step 6: Naming Suggestions (suggest 2-3 more attractive names)
7️⃣ Step 7: Next Actions (list 3 concrete modification suggestions)
8️⃣ Step 8: Celebration (affirm the project's potential in one sentence)
填好后的样子Filled Example
我有一个PBL项目方案需要打磨：项目名称"我的小书包"，驱动问题"怎样整理书包最科学？"，目前觉得成果形式太单一，学生4人一年级。请用 Yingjianedu Project Tuning协议8步帮我优化。I have a PBL project that needs tuning: "My School Bag", driving question "How to organize a school bag most scientifically?", currently feel the output format is too simple, 4 Grade 1 students. Please use Yingjianedu Project Tuning 8-step protocol to optimize.
我想做一个[学科]跨学科项目，但还没有具体想法。
- 学生[数字]人，[年级/特点]
- 我有这些[资源/场地/社区联系]
- 本学期[学科]要教的核心单元：[列举]
请用英剑教育 Project Charrette（4步45-60分钟）帮我头脑风暴：
1️⃣ 第一步：发散（基于我的资源和单元， brainstorm 5个可能的 PBL 主题方向）
2️⃣ 第二步：聚焦（从5个中选出最可行的2个，说明理由）
3️⃣ 第三步：原型（为这2个方向各设计一个"最小可行项目"草图）
4️⃣ 第四步：反馈（列出每个方向的2个最大风险 + 应对策略）I want to do a [Subject] interdisciplinary project but don't have concrete ideas yet.
- [Number] students, [Grade/Characteristics]
- Resources available: [Resources/Venues/Community connections]
- Core units to teach this semester: [List]
Please help me brainstorm using the 英剑教育 Project Charrette (4 Steps, 45-60 min):
1️⃣ Step 1: Diverge (based on my resources and units, brainstorm 5 possible PBL theme directions)
2️⃣ Step 2: Focus (select the 2 most feasible from the 5, with rationale)
3️⃣ Step 3: Prototype (design a "minimum viable project" sketch for each of the 2 directions)
4️⃣ Step 4: Feedback (list 2 biggest risks for each direction + mitigation strategies)
填好后的样子Filled Example
我想做一个语文+美术跨学科项目，学生4人一年级。我有校园花园可用，本学期语文要教《秋天》《四季》。请用Yingjianedu Charrette 4步帮我头脑风暴5个方向、聚焦2个、设计原型、分析风险。I want to do a Chinese + Art interdisciplinary project, 4 Grade 1 students. I have a campus garden available. This semester Chinese covers "Autumn" and "Four Seasons". Please use Yingjianedu Charrette 4-step to brainstorm 5 directions, narrow to 2, design prototypes, and analyze risks.
我在 PBL 项目中遇到了一个困境：
[详细描述困境：发生了什么？我试了什么？结果怎样？]
请用Yingjianedu Dilemma Consultancy（5步20分钟）帮我：
1️⃣ 第一步：澄清（复述我的困境，确认理解正确）
2️⃣ 第二步：探询（提出3个探询问题，帮我看到困境的不同层面）
3️⃣ 第三步：假设（给出2-3个可能的假设：问题根源可能是什么？）
4️⃣ 第四步：建议（提供3条具体可操作的应对策略）
5️⃣ 第五步：反思（用1个问题帮我总结这次困境中学到了什么）I have encountered a dilemma in my PBL project:
[Detailed description: What happened? What did I try? What was the result?]
Please help me using the Yingjianedu Dilemma Consultancy (5 Steps, 20 min):
1️⃣ Step 1: Clarification (restate my dilemma, confirm understanding is correct)
2️⃣ Step 2: Inquiry (pose 3 probing questions to help me see different layers of the dilemma)
3️⃣ Step 3: Hypotheses (offer 2-3 possible hypotheses: what might be the root cause?)
4️⃣ Step 4: Suggestions (provide 3 concrete actionable strategies)
5️⃣ Step 5: Reflection (use 1 question to help me summarize what I learned from this dilemma)
填好后的样子Filled Example
我在PBL项目中遇到困境：学生做"校园植物"项目时，2个学生热情很高，另外2个完全不感兴趣，分组合作失败。我试了让他们各自选题，但成果质量差距太大。请用Yingjianedu Dilemma Consultancy 5步帮我分析。I have a dilemma in my PBL project: during "Campus Plants", 2 students are very engaged but 2 are completely uninterested, group collaboration failed. I tried letting them choose their own topics but output quality gap is huge. Please use Yingjianedu Dilemma Consultancy 5-step to help me analyze.
我刚完成一个 PBL 项目，需要做复盘：
- 项目名称：[名称]
- 学生[数字]人，[年级]
- 项目时长：[数字]课时
- 最终成果：[描述]
请用六维深度学习评估量表帮我复盘：
1️⃣ 知识掌握：学生通过项目掌握了哪些知识点？掌握程度如何？
2️⃣ 批判性思维：学生是否展现了分析、评估、推理的能力？
3️⃣ 协作沟通：团队合作的效果如何？分工是否清晰？
4️⃣ 真实问题解决：项目是否解决了真实问题？成果是否有真实受众？
5️⃣ 自我导向：学生自主学习的程度如何？需要我介入多少？
6️⃣ 创造力：成果中是否有学生原创的、超出预期的部分？
最后给出：3个做得好的地方 + 3个下次改进的地方 + 1个可以尝试的新方向I just completed a PBL project and need to do a retrospective:
- Project name: [Name]
- [Number] students, [Grade]
- Duration: [Number] class hours
- Final deliverable: [Description]
Please help me reflect using the Six-Dimension Deep Learning Assessment Rubric:
1️⃣ Knowledge Mastery: What knowledge points did students master through the project? To what degree?
2️⃣ Critical Thinking: Did students demonstrate analysis, evaluation, and reasoning abilities?
3️⃣ Collaboration & Communication: How effective was teamwork? Was the division of labor clear?
4️⃣ Authentic Problem Solving: Did the project solve a real problem? Did the deliverable have an authentic audience?
5️⃣ Self-Direction: To what degree did students learn autonomously? How much did I need to intervene?
6️⃣ Creativity: Were there any student-original, beyond-expectation elements in the deliverables?
Finally: 3 things done well + 3 things to improve next time + 1 new direction to try
填好后的样子Filled Example
我刚完成"校园植物观察日记"PBL项目，学生4人一年级，6课时，最终成果是植物图鉴展览。请用六维深度学习评估量表帮我复盘，并给出3个好、3个改进、1个新方向。I just completed the "Campus Plant Observation Journal" PBL project, 4 Grade 1 students, 6 class hours, final output: plant field guide exhibition. Please use the six-dimension deep learning rubric to retrospective, and give 3 strengths, 3 improvements, and 1 new direction.
我的 PBL 项目进行到第[数字]周/阶段，需要做一次过程跟踪：
- 项目名称：[名称]
- 当前阶段：[调研/设计/制作/展示准备]
- 学生[数字]人
请帮我做过程跟踪检查：
1️⃣ 进度对照：当前实际进度 vs 计划里程碑，偏差多少？
2️⃣ 学生状态扫描：每人当前参与度、遇到的障碍、需要什么支持
3️⃣ 风险预警：接下来1周可能出现的2-3个问题
4️⃣ 动态调整建议：需要压缩/延长/修改什么？
5️⃣ 输出一份周跟踪简报（1页纸格式）My PBL project is at week/stage [Number] and needs a progress check:
- Project name: [Name]
- Current phase: [Research/Design/Production/Presentation Prep]
- [Number] students
Please help me with a Progress Tracking Check:
1️⃣ Progress Comparison: current actual progress vs. planned milestones, what's the deviation?
2️⃣ Student Status Scan: each student's current engagement, obstacles encountered, support needed
3️⃣ Risk Alerts: 2-3 potential issues in the coming week
4️⃣ Dynamic Adjustment Suggestions: what needs to be compressed/extended/modified?
5️⃣ Output a Weekly Tracking Brief (1-page format)
填好后的样子Filled Example
我的PBL项目"我的小书包"进行到第2周，当前阶段是设计，学生4人。请帮我做过程跟踪：进度对照、学生状态扫描、风险预警、动态调整建议，输出周跟踪简报。My PBL project "My School Bag" is in week 2, current phase: design, 4 students. Please do process tracking: progress vs milestone, student status scan, risk alerts, dynamic adjustment suggestions, and output a weekly tracking brief.
批改报告 Prompts · 手机 AI 拍照批改Grading Report Prompts · Mobile AI Photo Grading
老师用手机 AI（豆包/Kimi/通义等）拍照批改作业后，复制以下 Prompt 让 AI 输出标准化格式，再粘贴到备课平台生成 DOCX 报告。After grading homework with a mobile AI app (Doubao/Kimi/Tongyi etc.), copy the prompt below to get standardized output, then paste into the prep platform to generate a DOCX report.
⚡极简版Minimal最快，适合熟练老师Fastest, for experienced teachers
复制发给手机 AICopy & send to mobile AI
请判断每道题对错，按这个格式输出：
姓名: √√×√×
（√=对，×=错，每题一个符号，按题号顺序）Please judge each question as correct or incorrect, output in this format:
Name: √√×√×
(√ = correct, × = incorrect, one symbol per question, in question order)
AI 会返回AI will return
张三: √√×√× 李四: √√√×√
📋标准版Standard推荐，适合日常场景Recommended for daily use
复制发给手机 AICopy & send to mobile AI
你是一位小学[学科]老师，正在批改[年级]学生的《[单元/课文]》作业。
请完成以下任务：
1. 逐题判断对错
2. 分析每个学生的错误原因
3. 给出针对性的改进建议
输出格式（必须严格遵守）：
【学生1】[姓名]
对错: √√×√×
错因: [简述]
建议: [简述]
（√=对，×=错，每题一个符号）You are an elementary [Subject] teacher grading [Grade] students' homework on 《[Unit/Lesson]》.
Please complete the following tasks:
1. Judge each question as correct or incorrect
2. Analyze the cause of errors for each student
3. Provide targeted improvement suggestions
Output format (strictly follow):
【Student 1】[Name]
Correct/Incorrect: √√×√×
Error cause: [Brief]
Suggestion: [Brief]
(√ = correct, × = incorrect, one symbol per question)
AI 会返回AI will return
【学生1】张三 对错: √√×√× 错因: 第3题概念不清 建议: 重温第3课例题
【学生2】李四 对错: √√√×√ 错因: 第4题计算失误 建议: 加强口算练习
🔬详细版Detailed完整诊断，适合期中期末Full diagnosis, for mid/final exams
复制发给手机 AICopy & send to mobile AI
你是一位资深小学[学科]教师，正在对[年级]学生的《[单元/课文]》测试卷进行深度学情诊断。
请按以下结构输出（严格遵守格式）：
一、逐人对错（格式：姓名: √√×√×）
二、逐人错因分析（知识漏洞/审题/计算/表达/习惯）
三、逐人改进建议（具体、可操作）
四、班级共性薄弱点TOP3
五、下节课针对性调整方案
六、需要单独辅导的学生名单及辅导重点
对错格式说明：√=正确，×=错误，每道题对应一个符号，按题号顺序排列，不要遗漏。You are a senior elementary [Subject] teacher conducting a deep learning diagnostic for [Grade] students' test on 《[Unit/Lesson]》.
Please output in the following structure (strictly follow format):
I. Individual Correct/Incorrect (format: Name: √√×√×)
II. Individual Error Analysis (knowledge gap/reading comprehension/calculation/expression/habit)
III. Individual Improvement Suggestions (specific, actionable)
IV. Top 3 Class Common Weak Points
V. Targeted Adjustment Plan for Next Class
VI. List of Students Needing Individual Tutoring and Focus Areas
Format note: √ = correct, × = incorrect, one symbol per question, in question order, do not skip any.
AI 会返回完整报告结构AI will return full report structure
包含逐人对错、错因分析、改进建议、班级薄弱点、调整方案、辅导名单六部分。老师只需提取"姓名: √√×√×"部分粘贴到备课平台即可。Includes per-student correctness, error analysis, improvement suggestions, class weak points, adjustment plan, and tutoring list. Teacher only needs to extract the "Name: √√×√×" part and paste into the prep platform.
使用流程Workflow
Step 1用手机 AI App 拍摄学生作业照片Take photos of student work with mobile AI app
Step 2发送"标准版"Prompt → AI 返回批改结果Send "Standard" prompt → AI returns grading results
Step 3复制"姓名: √√×√×"格式内容Copy the "Name: √√×√×" formatted content
帮我备[G7/G8][学科]《[章节标题]》，[数字]个学生。
- [学生A]：[学习特点/基础水平]
- [学生B]：[学习特点/基础水平]
请设计分层教学方案：
1️⃣ 基础层目标（薄弱学生必须掌握）
2️⃣ 提高层目标（中等学生拓展）
3️⃣ 挑战层目标（优秀学生深化）
4️⃣ 每层的具体活动、问题和评估方式
5️⃣ 我（1人）如何在课堂上同时照顾三层学生Help me prepare a [G7/G8][Subject] lesson on 《[Chapter Title]》 for [Number] students.
- [Student A]: [Learning characteristics/Baseline]
- [Student B]: [Learning characteristics/Baseline]
Please design a Differentiated Instruction Plan:
1️⃣ Foundation-tier objectives (must-master for struggling students)
2️⃣ Progress-tier objectives (extension for average students)
3️⃣ Challenge-tier objectives (deepening for advanced students)
4️⃣ Specific activities, questions, and assessment methods for each tier
5️⃣ How I (1 teacher) can attend to all three tiers simultaneously in class
填好后的样子Filled Example
帮我备G7数学《有理数》，15个学生。小明基础薄弱，计算总出错；小红中等水平，概念理解可以但应用题弱；小华基础扎实，需要挑战题。请设计分层教学方案，三层目标+活动+评估，以及我如何同时照顾三层。Help me prep G7 Math "Rational Numbers", 15 students. Xiaoming: weak foundation, calculation errors. Xiaohong: average, weak on word problems. Xiaohua: solid, needs challenge. Please design a tiered lesson plan with 3 levels of goals, activities, assessment, and how I manage all three simultaneously.
分析[G7/G8][学科]《[章节/单元]》的学情，[数字]人。
- [学生A]：正确率[%]，主要错[题型/知识点]
- [学生B]：正确率[%]，主要错[题型/知识点]
请给出：
1️⃣ 全班能力分层（基础/提高/挑战三层各多少人？边界在哪里？）
2️⃣ 共性薄弱知识点TOP3 + 溯源到前置知识
3️⃣ 个体差异图谱（谁偏科、谁波动大、谁稳定）
4️⃣ 下阶段教学调整：分层目标、重点突破、辅导名单Analyze learning status for [G7/G8][Subject] 《[Chapter/Unit]》, [Number] students.
- [Student A]: Accuracy [%], mainly misses [Question Type/Topic]
- [Student B]: Accuracy [%], mainly misses [Question Type/Topic]
Please provide:
1️⃣ Class Ability Tiering (how many in Foundation/Progress/Challenge? Where are the boundaries?)
2️⃣ Top 3 Common Weak Knowledge Points + traceback to prerequisite knowledge
3️⃣ Individual Difference Map (who is lopsided, who fluctuates, who is stable)
4️⃣ Next-Phase Teaching Adjustments: tiered objectives, key breakthroughs, tutoring list
填好后的样子Filled Example
分析G7数学《有理数》的学情，15人。小明：正确率40%，符号规则混乱。小红：正确率75%，混合运算易错。小华：正确率95%，需要拓展。请给出能力分层、薄弱知识点TOP3、个体差异图谱、下阶段调整。Analyze G7 Math "Rational Numbers" learning status, 15 students. Xiaoming 40%, sign rules confused. Xiaohong 75%, mixed operations weak. Xiaohua 95%, needs extension. Please provide tiered grouping, top 3 weak knowledge points, individual difference map, and next-stage adjustments.
💬通用General疑难解答、活动设计Q&A, activity design
模板 · 复制后填空TEMPLATE · COPY & FILL
我在教[G7/G8][学科]的《[内容]》时遇到了一个问题：
[具体描述问题/困惑]
学生[数字]人，[简要学情]。
请帮我：
1️⃣ 分析问题背后的教学难点
2️⃣ 提供2-3种不同的教学策略（讲授/探究/合作/翻转）
3️⃣ 每种策略的优缺点和适用场景
4️⃣ 推荐最适合我班学情的方案及具体操作步骤I encountered a problem while teaching [G7/G8][Subject] 《[Content]》:
[Detailed description of the problem/confusion][Number] students, [Brief learning profile].
Please help me:
1️⃣ Analyze the pedagogical difficulty behind the problem
2️⃣ Provide 2-3 different teaching strategies (Lecture/Inquiry/Cooperation/Flipped)
3️⃣ Pros/cons and applicable scenarios for each strategy
4️⃣ Recommend the most suitable approach for my class with specific operational steps
填好后的样子Filled Example
我在教G7数学《绝对值》时，学生总把|a|=-a理解成a是负数，15人，一半学生代数思维还没建立。请分析问题、提供2-3种教学策略、推荐最适合我班的方案。When teaching G7 Math "Absolute Value", students always interpret |a|=-a as a being negative. 15 students, half haven't established algebraic thinking. Please analyze the difficulty, provide 2-3 teaching strategies, and recommend the best fit for my class.
批改[G7/G8] Cambridge [ESL/Math/Science/GP]作业，[数字]人。
[学生A]：[英文答案/过程][学生B]：[英文答案/过程]
请从两个维度批改：
1️⃣ 学科内容维度：知识点掌握、逻辑、准确性
2️⃣ 英语语言维度：语法、词汇、表达清晰度
输出格式：
- 内容得分 + 语言得分
- 逐人改进建议（内容+语言各1条）
- 全班共性语言错误TOP3Grade [G7/G8] Cambridge [ESL/Math/Science/GP] homework for [Number] students.
[Student A]: [English Answer/Process][Student B]: [English Answer/Process]
Please grade from two dimensions:
1️⃣ Subject Content Dimension: knowledge mastery, logic, accuracy
2️⃣ English Language Dimension: grammar, vocabulary, clarity of expression
Output format:
- Content score + Language score
- Individual improvement suggestions (1 for content + 1 for language each)
- Top 3 class common language errors
填好后的样子Filled Example
批改G7 Cambridge Science作业，3人。小明："The plant need water because it is living thing." 小红："Plants need water, light and air to grow." 小华："Water is necessary for plants because of photosynthesis." 请从内容和语言双维度批改。Grade G7 Cambridge Science homework, 3 students. Xiaoming: "The plant need water because it is living thing." Xiaohong: "Plants need water, light and air to grow." Xiaohua: "Water is necessary for plants because of photosynthesis." Please grade from both content and language dimensions.
📋剑桥出卷Cambridge Test对标 Cambridge 评估标准Aligned to Cambridge assessment
模板 · 复制后填空TEMPLATE · COPY & FILL
出[G7/G8] Cambridge [ESL/Math/Science/GP]《[Unit]》的评估卷，[数字]人。
学生英语水平：[A1/A2/B1/混合]。
请设计：
1️⃣ 试卷结构（对标 Cambridge Checkpoint/IGCSE 风格）
2️⃣ 题目：知识题 + 应用题 + 开放探究题
3️⃣ 语言难度控制：确保英语薄弱学生能读懂题目
4️⃣ 评分标准（含内容和语言双维度）
5️⃣ 参考答案（英文为主，关键术语双语）Design an assessment paper for [G7/G8] Cambridge [ESL/Math/Science/GP] 《[Unit]》, [Number] students.
Student English level: [A1/A2/B1/Mixed].
Please design:
1️⃣ Test Structure (aligned with Cambridge Checkpoint/IGCSE style)
2️⃣ Questions: Knowledge + Application + Open Inquiry
3️⃣ Language Difficulty Control: ensure weaker English students can read the questions
4️⃣ Grading Rubric (content + language dual dimensions)
5️⃣ Answer Key (English-based, key terms bilingual)
填好后的样子Filled Example
出G7 Cambridge Math《Unit 2: Integers》的评估卷，12人。学生英语水平A2为主。请设计对标Cambridge风格的试卷、控制语言难度、给出双维度评分标准和双语参考答案。Create a G7 Cambridge Math "Unit 2: Integers" assessment, 12 students. English level mostly A2. Please design Cambridge-aligned test, control language difficulty, provide dual-dimension rubric and bilingual answer key.
分析[G7/G8] Cambridge [ESL/Math/Science/GP]学情，[数字]人。
- [学生A]：学科正确率[%]，英语表达[流畅/卡顿/基础]
- [学生B]：学科正确率[%]，英语表达[流畅/卡顿/基础]
请给出双轨分析：
1️⃣ 学科能力轨道：知识点掌握、思维水平、与 Cambridge 标准的差距
2️⃣ 英语语言轨道：CEFR 级别、听说读写弱项、语言进步速度
3️⃣ 交叉分析：是语言拖了学科后腿，还是学科理解本身有问题？
4️⃣ 分层教学建议：语言支持 vs 学科拓展如何配比？Analyze learning status for [G7/G8] Cambridge [ESL/Math/Science/GP], [Number] students.
- [Student A]: Subject accuracy [%], English expression [Fluent/Hesitant/Basic]
- [Student B]: Subject accuracy [%], English expression [Fluent/Hesitant/Basic]
Please provide a Dual-Track Analysis:
1️⃣ Subject Ability Track: knowledge mastery, thinking level, gap vs. Cambridge standards
2️⃣ English Language Track: CEFR level, weaknesses in L/S/R/W, language progress speed
3️⃣ Cross Analysis: Is language dragging down subject performance, or is subject understanding itself the issue?
4️⃣ Differentiated Teaching Suggestions: how to balance language support vs. subject extension?
填好后的样子Filled Example
分析G7 Cambridge Science学情，12人。小明：学科80%，英语卡顿。小红：学科60%，英语流畅。小华：学科90%，英语基础。请做双轨分析：学科能力轨道、英语语言轨道、交叉分析、分层教学建议。Analyze G7 Cambridge Science learning status, 12 students. Xiaoming: content 80%, English hesitant. Xiaohong: content 60%, English fluent. Xiaohua: content 90%, English basic. Please do dual-track analysis: content ability, English language, cross-analysis, and tiered teaching suggestions.
我需要为[G7/G8] Cambridge [ESL/Math/Science/GP]设计一个[活动/项目/讨论]。
- 学生[数字]人，英语水平[A1/A2/B1]
- 主题方向：[大致方向]
- 希望培养的能力：[思辨/合作/表达/探究]
请设计：
1️⃣ 活动流程（英文为主，关键概念双语支持）
2️⃣ 语言脚手架（词汇表、句型模板、讨论提示卡）
3️⃣ 分组策略（语言能力混合分组 vs 同质分组？）
4️⃣ 评估方式（过程性 + 成果性）I need to design a [Activity/Project/Discussion] for [G7/G8] Cambridge [ESL/Math/Science/GP].
- [Number] students, English level [A1/A2/B1]
- Theme direction: [General direction]
- Target competencies: [Critical thinking/Collaboration/Expression/Inquiry]
Please design:
1️⃣ Activity flow (English-based, key concepts bilingual-supported)
2️⃣ Language scaffolding (vocabulary list, sentence templates, discussion prompt cards)
3️⃣ Grouping strategy (mixed English ability groups vs. homogeneous groups?)
4️⃣ Assessment methods (process-based + product-based)
填好后的样子Filled Example
我需要为G8 Cambridge GP设计一个关于"塑料污染"的辩论活动。学生10人，英语水平A2-B1。希望培养思辨和表达能力。请设计活动流程、语言脚手架、分组策略和评估方式。I need to design a debate activity on "Plastic Pollution" for G8 Cambridge GP. 10 students, English A2-B1. Want to develop critical thinking and expression. Please design activity flow, language scaffolds, grouping strategy, and assessment.
我是[G7/G8][国标学科]+[Cambridge学科]老师，本学期双轨并行。
国标课程：[学期范围]；剑桥课程：[学期范围]。
学生[数字]人，[混龄/同龄/特点]。
请帮我做双轨学期 PBL 整合规划：
1️⃣ 分别扫描国标和剑桥课程，标出各自适合 PBL 的"高潜单元"
2️⃣ 寻找双轨交汇点：哪些主题可以设计成跨课程 PBL？
3️⃣ 每个高潜单元：切入角度 + 真实成果 + 预计课时
4️⃣ 设计穿插节奏：PBL 周与普通教学周、国标周与剑桥周如何协调
5️⃣ 输出双轨学期 PBL 地图（表格，含时间轴）I am a [G7/G8][National Subject] + [Cambridge Subject] teacher, running dual tracks this semester.
National curriculum: [Scope]; Cambridge curriculum: [Scope].
[Number] students, [Mixed-age/Same-age/Characteristics].
Please help me create a Dual-Track Semester PBL Integration Plan:
1️⃣ Scan National and Cambridge curricula separately, mark "high-potential units" suitable for PBL
2️⃣ Find dual-track intersection points: which topics can be designed as cross-curriculum PBL?
3️⃣ Each high-potential unit: entry angle + authentic deliverable + estimated class hours
4️⃣ Design interleaving rhythm: how to coordinate PBL weeks, regular weeks, National weeks, and Cambridge weeks
5️⃣ Output a Dual-Track Semester PBL Map (table with timeline)
填好后的样子Filled Example
我是G7数学+Cambridge Math老师，本学期双轨并行。国标：人教版七上；剑桥：Cambridge Math Stage 9。学生15人，同龄。请做双轨学期PBL整合规划，扫描高潜单元、找交汇点、设计节奏、输出地图。I am a G7 Math + Cambridge Math teacher, dual-track this semester. National: PEP Grade 7 Semester 1. Cambridge: Stage 9. 15 same-age students. Please create a dual-track semester PBL integration plan, scan high-potential units, find intersection points, design rhythm, and output a roadmap.
📐课标对齐设计Standard Alignment战术层：单单元双课标精确匹配Tactical: dual-standard unit matching
模板 · 复制后填空TEMPLATE · COPY & FILL
我要给[G7/G8][学科]《[单元]》设计 PBL 项目。
该单元：[国标课标要求] + [Cambridge Syllabus要求]。
学生[数字]人，[简要学情]。
请做双课标对齐设计：
1️⃣ 将国标课标和 Cambridge Syllabus 要求逐条映射对比
2️⃣ 找出共同覆盖点和各自独特点
3️⃣ 设计一个能同时满足双课标的项目驱动问题
4️⃣ 标注：哪些内容通过项目探究覆盖，哪些需要前置讲授补充
5️⃣ 20%替代上限检查：项目课时 ≤ 该单元总课时20%？I want to design a PBL project for [G7/G8][Subject] Unit 《[Unit]》.
Requirements: [National Curriculum Standards] + [Cambridge Syllabus Requirements].
[Number] students, [Brief learning profile].
Please do a Dual-Curriculum Alignment Design:
1️⃣ Map National Curriculum Standards and Cambridge Syllabus requirements line by line for comparison
2️⃣ Identify common coverage points and unique points for each
3️⃣ Design a project driving question that satisfies both curricula simultaneously
4️⃣ Mark: which content is covered through project inquiry, which needs front-loaded instruction
5️⃣ 20% Replacement Cap Check: is project time ≤ 20% of total unit time?
填好后的样子Filled Example
我要给G7数学《统计与概率》设计PBL项目。国标：数据分析观念、随机事件；Cambridge：Data handling, Probability。学生15人。请做双课标对齐：映射对比、找共同点、设计驱动问题、标注探究vs讲授、检查20%上限。I want to design a PBL project for G7 Math "Statistics & Probability". National: data analysis concepts, random events. Cambridge: Data handling, Probability. 15 students. Please do dual-standard alignment: map and compare, find commonalities, design driving question, mark inquiry vs pre-teaching, check 20% cap.
🎨项目设计Project Design初中 PBL 项目蓝图Junior high PBL blueprint
模板 · 复制后填空TEMPLATE · COPY & FILL
请帮我设计一个[G7/G8]的 PBL 项目：
- 学科方向：[国标学科] + [Cambridge学科，如有]
- 主题方向：[大致方向]
- 学生[数字]人，[混龄/同龄/特点]
- 可用课时：[数字]课时（占该单元总课时[%]）
- 希望产出的真实成果：[报告/展览/演讲/产品/视频]
- 真实受众：[校内/社区/家长/在线]
请输出：
1️⃣ 项目蓝图（中英文名称、驱动问题、真实受众、成果形式）
2️⃣ 双课标知识-能力矩阵（国标 + Cambridge 覆盖点）
3️⃣ 里程碑时间线（每阶段做什么、产出什么、谁负责）
4️⃣ 评估量规（自评 + 师评 + 真实受众反馈）
5️⃣ 语言支持方案（如为剑桥课程，如何提供英语脚手架）Please help me design a PBL project for [G7/G8]:
- Subject direction: [National Subject] + [Cambridge Subject, if any]
- Theme direction: [General direction]
- [Number] students, [Mixed-age/Same-age/Characteristics]
- Available time: [Number] class hours ([%] of total unit time)
- Desired authentic deliverable: [Report/Exhibition/Speech/Product/Video]
- Authentic audience: [School/Community/Parents/Online]
Please output:
1️⃣ Project Blueprint (Chinese/English name, driving question, authentic audience, deliverable format)
2️⃣ Dual-Curriculum Knowledge-Skills Matrix (National + Cambridge coverage)
3️⃣ Milestone Timeline (what to do, deliver, and who is responsible at each stage)
4️⃣ Assessment Rubric (self + teacher + authentic audience feedback)
5️⃣ Language Support Plan (if Cambridge course, how to provide English scaffolding)
填好后的样子Filled Example
请帮我设计一个G8的PBL项目：学科方向地理+Cambridge Science，主题"本地水污染调查"，学生15人同龄，可用8课时（占单元20%），希望产出调查报告展览，真实受众是校内师生。请输出蓝图、双课标矩阵、时间线、量规、语言支持。Please design a G8 PBL project: Geography + Cambridge Science, theme "Local Water Pollution Investigation", 15 same-age students, 8 class hours (20% of unit), desired output: investigation report exhibition, real audience: school community. Please output blueprint, dual-standard matrix, timeline, rubric, and language support.
我有一个初中PBL项目"社区老人数字生活帮扶"需要打磨。驱动问题"如何让社区老人更方便地使用智能手机？"学科：信息技术+Cambridge Digital Literacy。目前不满意：成果形式不够具体。学生12人G8。请用英剑教育 8步优化，关注初中生自主能力和双课标覆盖。I have a junior high PBL project "Helping Community Elderly with Digital Life" that needs tuning. Driving question: "How to make it easier for community elderly to use smartphones?" Subjects: IT + Cambridge Digital Literacy. Current issue: output format not concrete enough. 12 G8 students. Please use 英剑教育 8-step protocol, focusing on junior high self-directed learning and dual-standard coverage.
我想做一个初中跨学科 PBL 项目，还没有具体想法。
- 我可用的学科：[列举国标+Cambridge学科]
- 学生[数字]人，[G7/G8/特点]
- 资源：[场地/社区/设备/网络]
- 本学期各学科的高潜单元：[列举]
请用英剑教育 Project Charrette（4步45-60分钟）：
1️⃣ 发散：基于我的资源和单元，brainstorm 5个跨学科 PBL 主题
2️⃣ 聚焦：选出最可行的2个，说明与双课标的对应关系
3️⃣ 原型：为这2个方向各设计一个"最小可行项目"草图
4️⃣ 反馈：每个方向的风险 + 应对策略 + 成功指标I want to do an interdisciplinary PBL project in junior high but don't have concrete ideas yet.
- Available subjects: [List National + Cambridge subjects]
- [Number] students, [G7/G8/Characteristics]
- Resources: [Venue/Community/Equipment/Internet]
- High-potential units for each subject this semester: [List]
Please use the 英剑教育 Project Charrette (4 Steps, 45-60 min):
1️⃣ Diverge: based on my resources and units, brainstorm 5 interdisciplinary PBL themes
2️⃣ Focus: select the 2 most feasible, explain alignment with dual curricula
3️⃣ Prototype: design a "minimum viable project" sketch for each of the 2 directions
4️⃣ Feedback: risks + mitigation strategies + success indicators for each direction
填好后的样子Filled Example
我想做初中跨学科PBL，可用学科：语文+Cambridge ESL、数学+Cambridge Math。学生15人G7，有校园农场和社区联系。高潜单元：语文"说明文"、Cambridge Math"Data handling"。请用Yingjianedu Charrette 4步头脑风暴。I want to do a junior high interdisciplinary PBL. Available subjects: Chinese + Cambridge ESL, Math + Cambridge Math. 15 G7 students, campus farm and community connections. High-potential units: Chinese "Expository Writing", Cambridge Math "Data handling". Please use Yingjianedu Charrette 4-step.
我在初中 PBL 项目中遇到了一个困境：
[详细描述：发生了什么？我试了什么？结果怎样？]
- 学生[数字]人，[G7/G8]
- 项目阶段：[调研/设计/制作/展示准备]
请用Yingjianedu Dilemma Consultancy（5步20分钟）：
1️⃣ 澄清 → 2️⃣ 探询 → 3️⃣ 假设 → 4️⃣ 建议 → 5️⃣ 反思
特别关注初中生的心理特点（青春期、同伴影响、自主意识）和双轨课程的时间压力。I have encountered a dilemma in my junior high PBL project:
[Detailed description: What happened? What did I try? What was the result?]
- [Number] students, [G7/G8]
- Project phase: [Research/Design/Production/Presentation Prep]
Please use the Yingjianedu Dilemma Consultancy (5 Steps, 20 min):
1️⃣ Clarification → 2️⃣ Inquiry → 3️⃣ Hypotheses → 4️⃣ Suggestions → 5️⃣ Reflection
Special focus: psychological characteristics of junior high students (adolescence, peer influence, autonomy) and dual-track curriculum time pressure.
填好后的样子Filled Example
我在初中PBL项目"本地历史调查"中遇到困境：学生分组后，2组进展顺利，1组因成员矛盾完全停滞，还有1组觉得主题无聊想换题。我试了调解和允许换题，但效果不佳。学生15人G8，项目阶段是调研。请用Yingjianedu Dilemma Consultancy分析，关注初中生心理特点和双轨时间压力。In my junior high PBL "Local History Investigation": 2 groups progressing well, 1 group stalled due to member conflict, 1 group bored and wants to change topic. I tried mediation and allowing topic changes, not effective. 15 G8 students, research phase. Please use Yingjianedu Dilemma Consultancy, focusing on adolescent psychology and dual-track time pressure.
我刚完成一个初中 PBL 项目，需要复盘：
- 项目名称：[名称]
- 学科：[国标学科]+[Cambridge学科]
- 学生[数字]人，[G7/G8]
- 项目时长：[数字]课时
- 最终成果：[描述]
请用六维深度学习评估量表复盘：
1️⃣ 知识掌握 2️⃣ 批判性思维 3️⃣ 协作沟通 4️⃣ 真实问题解决 5️⃣ 自我导向 6️⃣ 创造力
额外分析：
- 双课标达成度：国标课标覆盖了百分之多少？Cambridge Syllabus 覆盖了百分之多少？
- 语言能力成长（如为剑桥课程）：学生英语表达是否有明显进步？
- 初中生适应性：项目难度、自主性要求是否适合该年龄段？
最后：3个好 + 3个改进 + 1个新方向I just completed a junior high PBL project and need a retrospective:
- Project name: [Name]
- Subjects: [National Subject] + [Cambridge Subject]
- [Number] students, [G7/G8]
- Duration: [Number] class hours
- Final deliverable: [Description]
Please reflect using the Six-Dimension Deep Learning Assessment Rubric:
1️⃣ Knowledge Mastery 2️⃣ Critical Thinking 3️⃣ Collaboration & Communication 4️⃣ Authentic Problem Solving 5️⃣ Self-Direction 6️⃣ Creativity
Additional analysis:
- Dual-Curriculum Achievement: what % of National Standards covered? What % of Cambridge Syllabus covered?
- Language Growth (if Cambridge course): did students show noticeable improvement in English expression?
- Junior High Adaptability: was project difficulty and autonomy demand appropriate for this age group?
Finally: 3 good + 3 to improve + 1 new direction
填好后的样子Filled Example
我刚完成初中PBL"社区垃圾分类调查"，学科地理+Cambridge Science，学生15人G7，8课时，成果是调查报告+展板。请用六维量表复盘，额外分析双课标达成度、语言能力成长、初中生适应性，最后给3好3改进1新方向。I just completed junior high PBL "Community Waste Sorting Investigation", Geography + Cambridge Science, 15 G7 students, 8 class hours, output: investigation report + exhibition board. Please use six-dimension rubric, plus analyze dual-standard achievement, language growth, and age appropriateness. Finally: 3 strengths, 3 improvements, 1 new direction.
我的初中 PBL 项目进行到第[数字]周/阶段：
- 项目名称：[名称]
- 当前阶段：[调研/设计/制作/展示准备]
- 学生[数字]人，[G7/G8]
- 同时还在上[国标课程]和[Cambridge课程]，时间紧张
请帮我做过程跟踪：
1️⃣ 进度对照：实际 vs 计划，偏差分析
2️⃣ 学生状态扫描：参与度、障碍、支持需求
3️⃣ 时间冲突分析：PBL 进度是否影响了常规课程？如何平衡？
4️⃣ 风险预警：接下来1周的2-3个潜在问题
5️⃣ 动态调整：压缩/延长/修改建议
6️⃣ 输出周跟踪简报（1页纸，含时间平衡建议）My junior high PBL project is at week/stage [Number]:
- Project name: [Name]
- Current phase: [Research/Design/Production/Presentation Prep]
- [Number] students, [G7/G8]
- Also attending [National Curriculum] and [Cambridge Curriculum], tight schedule
Please help me with Progress Tracking:
1️⃣ Progress comparison: actual vs. planned, deviation analysis
2️⃣ Student status scan: engagement, obstacles, support needs
3️⃣ Time Conflict Analysis: has PBL progress affected regular classes? How to balance?
4️⃣ Risk alerts: 2-3 potential issues in the coming week
5️⃣ Dynamic adjustments: compress/extend/modify suggestions
6️⃣ Output a Weekly Tracking Brief (1-page, including time-balance recommendations)
填好后的样子Filled Example
我的初中PBL"本地水污染调查"进行到第3周，当前阶段是制作，学生15人G8。同时在上国标数学和Cambridge Math，时间紧张。请做过程跟踪：进度对照、学生扫描、时间冲突分析、风险预警、调整建议，输出周简报。My junior high PBL "Local Water Pollution Investigation" is in week 3, production phase, 15 G8 students. Also taking National Math and Cambridge Math, tight schedule. Please do process tracking: progress vs plan, student scan, time conflict analysis, risk alerts, adjustment suggestions, and output a weekly brief.
批改报告 Prompts · 手机 AI 拍照批改Grading Report Prompts · Mobile AI Photo Grading
初中版 Prompt 更强调知识点溯源和分层补救建议，适配初中教学深度。Junior high prompts emphasize knowledge tracing and tiered remediation, matching junior high teaching depth.
⚡极简版Minimal最快，适合熟练老师Fastest, for experienced teachers
复制发给手机 AICopy & send to mobile AI
请判断每道题对错，按这个格式输出：
姓名: √√×√×
（√=对，×=错，每题一个符号，按题号顺序）Please judge each question as correct or incorrect, output in this format:
Name: √√×√×
(√ = correct, × = incorrect, one symbol per question, in question order)
AI 会返回AI will return
张三: √√×√× 李四: √√√×√
📋标准版Standard推荐，适合日常场景Recommended for daily use
复制发给手机 AICopy & send to mobile AI
你是一位初中[学科]老师，正在批改[G7/G8]学生的《[单元/章节]》作业/测验。
请完成：
1. 逐题判断对错
2. 分析每个学生的错误原因，追溯到前置知识漏洞
3. 给出分层补救建议（基础层/提高层/挑战层）
输出格式（严格遵守）：
【学生1】[姓名]
对错: √√×√×
错因: [简述，含前置知识漏洞]
补救: [基础层建议] | [提高层建议]
（√=对，×=错，每题一个符号）You are a junior high [Subject] teacher grading [G7/G8] students' homework/quiz on 《[Unit/Chapter]》.
Please complete:
1. Judge each question as correct or incorrect
2. Analyze the cause of errors for each student, tracing back to prerequisite knowledge gaps
3. Provide differentiated remediation suggestions (Foundation/Progress/Challenge tiers)
Output format (strictly follow):
【Student 1】[Name]
Correct/Incorrect: √√×√×
Error cause: [Brief, including prerequisite gap]
Remediation: [Foundation suggestion] | [Progress suggestion]
(√ = correct, × = incorrect, one symbol per question)
🔬详细版Detailed完整诊断，适合期中期末Full diagnosis, for mid/final exams
复制发给手机 AICopy & send to mobile AI
你是一位资深初中[学科]教师，正在对[G7/G8]学生的《[单元/章节]》测试卷进行深度学情诊断。
请按以下结构输出（严格遵守格式）：
一、逐人对错（格式：姓名: √√×√×）
二、逐人错因分析（含前置知识溯源）
三、逐人分层补救路径（基础/提高/挑战三层）
四、班级共性薄弱点TOP3 + 溯源到前置章节
五、下阶段教学调整（分层目标、重点突破、辅导名单）
六、需要家长配合的建议（如有）
对错格式：√=正确，×=错误，每题对应一个符号，按题号顺序排列。You are a senior junior high [Subject] teacher conducting a deep learning diagnostic for [G7/G8] students' test on 《[Unit/Chapter]》.
Please output in the following structure (strictly follow format):
I. Individual Correct/Incorrect (format: Name: √√×√×)
II. Individual Error Analysis (including prerequisite knowledge traceback)
III. Individual Differentiated Remediation Paths (Foundation/Progress/Challenge tiers)
IV. Top 3 Class Common Weak Points + traceback to prerequisite chapters
V. Next-Phase Teaching Adjustments (tiered objectives, key breakthroughs, tutoring list)
VI. Suggestions for Parent Cooperation (if applicable)
Format: √ = correct, × = incorrect, one symbol per question, in question order.
AI 会返回完整报告结构AI will return full report structure
包含逐人对错、错因溯源、分层补救、班级薄弱点、教学调整、家长建议六部分。老师提取"姓名: √√×√×"粘贴到备课平台即可生成 DOCX 报告。Includes per-student correctness, error tracing, tiered remediation, class weak points, teaching adjustments, and parent suggestions. Teacher extracts "Name: √√×√×" and pastes into prep platform to generate DOCX report.
使用流程Workflow
Step 1用手机 AI App 拍摄学生作业/测验照片Take photos of student work with mobile AI app
Step 2发送"标准版"Prompt → AI 返回批改+错因+补救建议Send "Standard" prompt → AI returns grading + errors + remediation
Step 3复制"姓名: √√×√×"格式内容Copy the "Name: √√×√×" formatted content
Step 4粘贴到备课平台"批改报告" → 补充班级和题目信息 → 下载 DOCXPaste into prep platform "Grading Report" → add class & question info → Download DOCX
批改报告Grading Report：批改作业，拍照后发手机AI，复制"姓名: √√×√×"到备课平台Grade homework, photo to mobile AI, copy "Name: √√×√×" to prep platform
📎 附录：填写技巧📎 Appendix: Filling Tips
🎯 学生特点怎么写？🎯 How to describe student traits?不需要复杂，一句话即可：Keep it simple — one sentence: "小明基础薄弱" / "小红算得快但粗心" / "小华英语流利但学科弱" / "小丽需要挑战题""Xiaoming weak foundation" / "Xiaohong fast but careless" / "Xiaohua fluent English but weak content" / "Xiaoli needs challenge"
🤷 不知道学生具体特点？🤷 Don't know specific traits?只写人数也有效：Just writing the number works: "帮我备G7数学《有理数》，15个学生"——AI 会按默认分层假设设计"Help me prep G7 Math 'Rational Numbers', 15 students" — AI will assume default tiered levels
🔄 不满意结果？🔄 Not happy with the result?直接追加一句话调整：Just add one sentence to adjust: "题再简单一点" / "增加小组讨论环节" / "用英文输出关键术语""Make questions easier" / "Add group discussion" / "Output key terms in English"
📱 手机 AI 批改小贴士📱 Mobile AI Grading Tips 任何手机 AI（豆包、Kimi、通义、ChatGPT）都可以。拍照时确保光线充足、答案清晰。如果 AI 返回格式不对，把"极简版"Prompt再发一次强化约束。Any mobile AI (Doubao, Kimi, Tongyi, ChatGPT) works. Ensure good lighting and clear answers when photographing. If the format is wrong, resend the "Minimal" prompt to reinforce constraints.
📝 粘贴到 WorkBuddy 前📝 Before pasting into WorkBuddy 确保已安装对应技能：yingjian-teaching-assistant（教学助手）或 yingjian-pbl-coach（PBL教练），这样 AI 才知道你要的是小班化/PBL 设计，而非普通大班教案。Make sure the corresponding skill is installed: yingjian-teaching-assistant or yingjian-pbl-coach, so AI knows you want small-class / PBL design, not regular large-class plans.