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learn-visual

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Original

English
🇨🇳

Translation

Chinese

Learn visual

可视化学习

One idea, one picture. The picture exists so the learner can accept the step — not as decoration.
一图释一理。制作该图表的目的是帮助学习者理解步骤——而非作为装饰。

Output

输出要求

Write 
.alvar/visuals/<slug>-<n>.svg
(create the folder). Embed or link it in the session file.
Prefer SVG. Use another format only if the harness cannot preview SVG.
创建
.alvar/visuals/<slug>-<n>.svg
文件（需先创建对应文件夹）。将其嵌入或链接到会话文件中。
优先使用SVG格式。仅当工具无法预览SVG时，才使用其他格式。

Loop (do not skip)

循环流程（不可跳过）

  1. State the claim the picture must make, in one sentence.
  2. Draw the smallest picture that makes that claim.
  3. Look at the file (image/read tool). If you cannot view it, say so and keep the SVG simple enough to audit as text.
  4. Fix labels, overlap, wrong arrows, missing units, or a picture that does not match the claim.
  5. Look again. Stop after a clean pass, not after the first draft.
  1. 用一句话表述图表需要呈现的核心概念。
  2. 绘制能呈现该核心概念的最简图表。
  3. 查看文件（使用图像读取工具）。若无法查看，请说明情况，并确保SVG足够简洁，可通过文本审核。
  4. 修正标签、重叠内容、错误箭头、缺失单位，或与核心概念不符的图表内容。
  5. 再次查看。完成一次完整的修正流程后再停止，而非仅完成初稿就结束。

Design

设计规范

  • One claim. No collage of the whole course.
  • Large labels. High contrast. No tiny legend the learner needs a second lesson to read.
  • If the idea is algebraic, show the objects (arrows, planes, machines), not a screenshot of the equation.
  • Do not add decorative gradients, watermarks, or "AI art" backgrounds.
  • 聚焦一个核心概念。请勿制作包含整个课程内容的拼贴图。
  • 标签字号大、对比度高。避免使用需要学习者额外学习才能看懂的小型图例。
  • 若概念涉及代数，应展示具象化对象（如箭头、平面、模型），而非方程的截图。
  • 请勿添加装饰性渐变、水印或“AI生成艺术”背景。

Failures to catch on the look pass

查看环节需排查的问题

  • Arrow direction disagrees with the prose
  • Two symbols for the same object
  • 3D that hides the relation
  • Cropped text
  • A picture of a different special case than the one just taught
  • 箭头方向与文字描述不符
  • 同一对象使用两种符号表示
  • 3D效果遮挡了核心关系
  • 文本被裁剪
  • 图表呈现的特殊案例与刚教授的内容不一致

After

后续步骤

Tell the learner what to look at first ("the two arrows, then the pairing number"). Do not re-teach the whole node unless they ask.
告知学习者首先关注图表的哪个部分（例如“先看两个箭头，再看配对数字”）。除非学习者要求，否则无需重新讲解整个知识点。