k2f-syllabus

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🇺🇸

Original

English

🇨🇳

Translation

Chinese

K2F Syllabus — AI-Native Aesthetic Design

K2F 教学大纲——AI 原生美学设计

Purpose

目的

Teach agents to blueprint a course syllabus before layout: day-one essentials, scannable layering, and aligned outcomes, meetings, and grades—without policy dumps, orphaned readings, or schedules that hide assessment logic.

教会 Agent 在排版前规划一份课程教学大纲：涵盖开课必备信息、易于扫读的信息分层，并确保学习成果、授课安排和成绩评定相互对应——避免政策堆砌、阅读材料与课程脱节，或掩盖评估逻辑的课表。

Built on K2F

基于 K2F 构建

This skill produces course syllabi as

.K2F

documents. Follow the k2f skill for authoring: unpack or init a workspace, edit the semantic tree, run pack/verify, then export. K2F keeps agents on meaning (sections, schedule rows, policy blocks)—not pixel coordinates—while the engine compiles layout, typography, and theme.

Before you build, install the core skill:

npx skills add suzheng/k2f --skill k2f

此 skill 会生成

.K2F

文档形式的课程教学大纲。创作时请遵循 k2f skill：执行 unpack 或 init 初始化工作区，编辑语义树，运行 pack/verify，然后导出。K2F 让 Agent 专注于意义（章节、课表行、政策区块），而非像素坐标；引擎则负责编译布局、字体排印和主题。

在构建前，安装核心 skill：

npx skills add suzheng/k2f --skill k2f

。

When to Use

何时使用

An instructor needs a new or revised syllabus (higher ed, professional continuing ed, or structured K–12 course overview).
The user supplies partial inputs: catalog description, week topics, textbook, or an old syllabus to modernize.
Not for supplementary reading-list generators, exam prediction from past tests, or lesson-level daily plans (use k2f-lesson-plan).

教师需要制定新的或修订后的教学大纲（高等教育、职业继续教育或结构化的 K–12 课程概览）。
用户提供部分输入：课程目录说明、每周主题、教材或需要现代化的旧版教学大纲。
不适用于补充阅读清单生成工具、基于往年试题的考试预测或单课时层面的每日计划（请使用 k2f-lesson-plan）。

Workflow

工作流

Step 1. Generate the content_and_design.md

第 1 步：生成 content_and_design.md

One blueprint for what belongs in the syllabus and how it should read when printed or shared as PDF. Structure it so the schedule spine and shared facts are named once and referenced everywhere the k2f skill will map to sections.

Sub-steps

Route & clarify — Infer discipline, term length, meeting pattern, and audience (intro undergrad through professional). Ask at most two high-leverage questions (e.g., mandated policy text vs. draft, credit hours); default term length when unspecified.
Course identity — One identity block: title, catalog code, instructor contact, term dates, room/platform, office hours, prerequisites—do not repeat elsewhere.
Course story — Brief description plus 3–6 learning outcomes with verbs suited to audience. Infer missing outcomes from the description; mark
```
[inferred]
```
. Link each outcome to an assessment or major assignment.
Schedule spine — Week/unit rows: topic, in-class focus, readings, due dates. Compress long topic lists into 6–12 units with stated grouping logic. Label topics with applied domain (course context, not generic keywords). Place high-stakes deadlines on the spine, not only in grading prose.
Assessment & grading — Categories, weights to 100%, short performance cues, outcome alignment. Late-work rules here only when they change grades.
Policies & support — Attendance, integrity, accommodations, tech, communication—brief and neutral unless the user supplies approved text (use verbatim). List materials, tools, safety/field notes, and help resources.
Design intent — For the engine, not coordinates:
- Tone: credible welcome; grads assume fluency, intro defines terms once.
- Hierarchy: title/term first; outcomes and schedule next; policies last.
- Density: tight schedule rows; policies as bullets; no duplicate identity narrative.
- Consistency: one date format and unit label scheme; parallel schedule columns.
- Palette: print-safe; one accent for outcomes or schedule header; clear dates/weights.

Rules & constraints

Golden thread — Outcomes → schedule → assignments → weights; cut units that do not serve outcomes unless labeled enrichment.
Honest inference — Tag inferred fields; never fabricate accreditation details or mandatory policy quotes.
Arithmetic discipline — Weights total 100%; workload fits credit level.
User-owned policy — Mandated language verbatim; otherwise generic drafts flagged for registrar review.

Common failure modes

Policies before purpose → identity, story, outcomes, then schedule.
Too many vague outcomes → consolidate to assessable skills.
Readings only in an appendix → tie to schedule rows.
Grading labels with no spine assignment → rename or add rows.
Repeated contact info → identity block only.
Audience mismatch in jargon or load → recalibrate verbs and readings.

Quality checklist

Identity block complete; contacts not duplicated.
3–6 outcomes linked to assessment/spine;
```
[inferred]
```
tagged.
Full-term spine; major dates visible; 6–12 units if compressed.
Weights total 100% and match spine assignments.
Policies concise; materials and support listed.
Design intent covers tone, hierarchy, density, consistency, palette.

用一份蓝图同时定义教学大纲应包含的内容，以及打印或分享为 PDF 时的呈现方式。组织结构时应确保课表主线和共享信息只命名一次，并在 k2f skill 映射到各章节的所有位置引用这些信息。

子步骤

定位与澄清 — 推断学科、学期长度、上课安排模式和受众（从本科入门课程到职业课程）。最多提出两个高杠杆问题（例如：强制政策文本是原文还是草稿、学分要求）；未指定学期长度时采用默认值。
课程基本信息 — 设置唯一的基本信息块：课程名称、课程目录代码、教师联系方式、学期起止日期、教室/平台、教师办公时间、先修要求——不要在其他位置重复。
课程叙事 — 简要描述，加上 3–6 项学习成果，并使用适合受众的行动动词。从描述中推断缺失的学习成果，并标记
```
[inferred]
```
。将每项成果与一项评估或主要作业关联。
课表主线 — 按周/单元列出：主题、课堂重点、阅读材料、截止日期。将冗长的主题列表压缩为 6–12 个单元，并说明分组逻辑。使用应用领域标注主题（体现课程语境，而非泛化关键词）。将重要截止日期放在课表主线中，而不是只写在评分说明里。
评估与评分 — 列出评分类别、合计为 100% 的权重、简短的表现标准提示，并确保与学习成果对应。仅当迟交规则会影响成绩时，才在此列出。
政策与支持 — 简明、中立地说明出勤、学术诚信、便利安排、技术支持和沟通方式；除非用户提供已批准文本（须逐字使用）。列出材料、工具、安全/实地注意事项和帮助资源。
设计意图 — 面向引擎，而非坐标：
- 基调：营造专业亲和的氛围；面向研究生时，默认其已具备相关熟练度；面向入门课程时，术语只需定义一次。
- 层级：先呈现课程名称/学期，再呈现学习成果和课表，最后呈现政策。
- 信息密度：课表行紧凑；政策采用项目符号；不重复基本信息说明。
- 一致性：统一日期格式和单元标签体系；课表各列保持平行结构。
- 配色：适合打印；学习成果或课表表头使用一种强调色；日期和权重清晰可辨。

规则与约束

黄金主线 — 学习成果 → 课表 → 作业 → 权重；删除不服务于学习成果的单元，除非将其标记为拓展内容。
如实推断 — 标记推断字段；绝不捏造认证信息或强制性政策引文。
数值严谨性 — 权重总和为 100%；工作量与学分层级相匹配。
政策由用户掌控 — 强制规定措辞逐字保留；其他通用草稿均标记为需要教务注册人员审核。

常见失败模式

先列政策、后讲目的 → 按基本信息、课程叙事、学习成果，再到课表的顺序排列。
学习成果过多且笼统 → 整合为可评估的技能。
阅读材料只放在附录中 → 与课表中的对应行建立关联。
评分项在课表主线中没有对应作业 → 重命名或添加课表行。
重复的联系方式 → 仅保留在基本信息块中。
术语难度或工作量与受众不匹配 → 调整行动动词和阅读材料。

质量检查清单

基本信息块完整；联系方式不重复。
3–6 项学习成果与评估/课表主线关联；已标记
```
[inferred]
```
。
覆盖整个学期的主线完整；重要日期清晰可见；压缩后为 6–12 个单元。
权重总和为 100%，且与课表主线中的作业一致。
政策简明；列出材料和支持资源。
设计意图涵盖基调、层级、信息密度、一致性和配色。

Step 2. Use the content_and_design.md and k2f skill to generate a K2F file and export to an appropriate file format.

第 2 步：使用 content_and_design.md 和 k2f skill 生成 K2F 文件，并导出为适当的文件格式

Follow k2f to instantiate the syllabus from the blueprint, apply roles from design intent, verify, and export the shareable syllabus (typically PDF).

按照 k2f skill，根据蓝图实例化教学大纲，应用设计意图中指定的角色，验证后导出可分享的教学大纲（通常为 PDF）。