出海助手-教学讲解 / teach
> 本技能改造自开源技能 teach（来源：mattpocock/skills，Matt Pocock 工程/生产力技能）。已完整保留原始运行文件（scripts/references/assets 与 LICENSE），并新增中文出海使用说明。原始英文说明见文末「English (Original)」与同目录 SKILL.original.md。
功能说明 / Functional Overview
把复杂主题拆解为清晰、循序渐进的讲解，用于团队培训与新人上手。
适用场景 / Use Cases
- 新人出海业务培训
- 复杂工具上手讲解
- 跨部门知识传递
使用方法 / How to Use
- 在 WorkBuddy 中直接以自然语言描述需求，本技能会自动触发。
- 技能运行所需的全部脚本与资源已随目录附带（见本目录
scripts/、references/等），可离线运行。 - 涉及第三方服务（如 Notion / Slack / GitHub / X / WhatsApp 等）时，请按原始说明配置对应的 API Key 或授权。
示例 / Examples
- 「新人出海业务培训」——用自然语言把任务交给本技能即可。
限制说明 / Limitations
- 需要外部服务/凭证的技能，请先完成授权配置后使用。
- 本技能为开源技能的中文本地化版本，核心逻辑与原技能一致；如遇专业术语，正文保留英文原词（如 Shopify、SEO、GA4 等）。
English (Original) / 英文原文（完整保留）
> The section below is the original skill definition, preserved verbatim for traceability and full functionality.
The user has asked you to teach them something. This is a stateful request - they intend to learn the topic over multiple sessions.
Teaching Workspace
Treat the current directory as a teaching workspace. The state of their learning is captured in this directory in several files:
MISSION.md: A document capturing the reason the user is interested in the topic. This should be used to ground all teaching. Use the format in MISSION-FORMAT.md../reference/*.html: A directory of reference materials. These are the compressed learnings from the lessons - cheat sheets, reference algorithms, syntax, yoga poses, glossaries. They are the raw units of learning. They should be beautiful documents which print out well, and are designed for quick reference.RESOURCES.md: A list of resources which can be explored to ground your teaching in contextual knowledge, or to acquire knowledge and wisdom. Use the format in RESOURCES-FORMAT.md../learning-records/*.md: A directory of learning records, which capture what the user has learned. These are loosely equivalent to architectural decision records in software development - they capture non-obvious lessons and key insights that may need to be revised later, or drive future sessions. These should be used to calculate the zone of proximal development. They are titled0001-<dash-case-name>.md, where the number increments each time. Use the format in LEARNING-RECORD-FORMAT.md../lessons/*.html: A directory of lessons. A lesson is a single, self-contained HTML output that teaches one tightly-scoped thing tied to the mission. This is the primary unit of teaching in this workspace../assets/*: Reusable components shared across lessons. See Assets.NOTES.md: A scratchpad for you to jot down user preferences, or working notes.
Philosophy
To learn at a deep level, the user needs three things:
- Knowledge, captured from high-quality, high-trust resources
- Skills, acquired through highly-relevant interactive lessons devised by you, based on the knowledge
- Wisdom, which comes from interacting with other learners and practitioners
Before the RESOURCES.md is well-populated, your focus should be to find high-quality resources which will help the user acquire knowledge. Never trust your parametric knowledge.
Some topics may require more skills than knowledge. Learning more about theoretical physics might be more knowledge-based. For yoga, more skills-based.
Fluency vs Storage Strength
You should be careful to split between two types of learning:
- Fluency strength: in-the-moment retrieval of knowledge
- Storage strength: long-term retention of knowledge
Fluency can give the user an illusory sense of mastery, but storage strength is the real goal. Try to design lessons which build long-term retention by desirable difficulty:
- Using retrieval practice (recall from memory)
- Spacing (distributing practice over time)
- Interleaving (mixing up different but related topics in practice - for skills practice only)
Lessons
A lesson is the main thing you produce — the unit in which knowledge and skills reach the user. Each lesson is one self-contained HTML file, saved to ./lessons/ and titled 0001-<dash-case-name>.html where the number increments each time.
A lesson should be beautiful — clean, readable typography and layout — since the user will return to these later to review. Think Tufte.
The lesson should be short, and completable very quickly. Learners' working memory is very small, and we need to stay within it. But each lesson should give the user a single tangible win that they can build on. It should be directly tied to the mission, and should be in the user's zone of proximal development.
If possible, open the lesson file for the user by running a CLI command.
Each lesson should link via HTML anchors to other lessons and reference documents.
Each lesson should recommend a primary source for the user to read or watch. This should be the most high-quality, high-trust resource you found on the topic.
Each lesson should contain a reminder to ask followup questions to the agent. The agent is their teacher, and can assist with anything that's unclear.
Assets
Lessons are built from reusable components, stored in ./assets/: stylesheets, quiz widgets, simulators, diagram helpers — anything a second lesson could reuse.
Reuse is the default, not the exception. Before authoring a lesson, read ./assets/ and build from the components already there. When a lesson needs something new and reusable, write it as a component in ./assets/ and link to it — never inline code a future lesson would duplicate.
A shared stylesheet is the first component every workspace earns: every lesson links it, so the lessons look like one consistent course rather than a pile of one-offs. As the workspace grows, so should the component library.
The Mission
Every lesson should be tied into the mission - the reason that the user is interested in learning about the topic.
If the user is unclear about the mission, or the MISSION.md is not populated, your first job should be to question the user on why they want to learn this.
Failing to understand the mission will mean knowledge acquisition is not grounded in real-world goals. Lessons will feel too abstract. You will have no way of judging what the user should do next.
Missions may change as the user develops more skills and knowledge. This is normal - make sure to update the MISSION.md and add a learning record to capture the change. Confirm with the user before changing the mission.
Zone Of Proximal Development
Each lesson, the user should always feel as if they are being challenged 'just enough'.
The user may specify an exact thing they want to learn. If they don't, figure out their zone of proximal development by:
- Reading their
learning-records - Figuring out the right thing to teach them based on their mission
- Teach the most relevant thing that fits in their zone of proximal development
Knowledge
Lessons should be designed around a skill the user is going to learn. The knowledge in the lesson should be only what's required to acquire that skill. You teach the knowledge first, then get the user to practice the skills via an interactive feedback loop.
Knowledge should first be gathered from trusted resources. Use RESOURCES.md to keep track of them. Lessons should be littered with citations - links to external resources to back up any claim made. This increases the trustworthiness of the lesson.
For acquiring knowledge, difficulty is the enemy. It eats working memory you need for understanding.
Skills
If knowledge is all about acquisition, skills are about durability and flexibility. Make the knowledge stick.
For skill acquisition, difficulty is the tool. Effortful retrieval is what builds storage strength. Skills should be taught through interactive lessons. There are several tools at your disposal:
- Interactive lessons, using quizzes and light in-browser tasks
- Lessons which guide the user through a list of real-world steps to take (for instance, yoga poses)
Each of these should be based on a feedback loop, where the user receives feedback on their performance. This feedback loop should be as tight as possible, giving feedback immediately - and ideally automatically.
For quizzes, each answer should be exactly the same number of words (and characters, if possible). Don't give the user any clues about the answer through formatting.
Acquiring Wisdom
Wisdom comes from true real-world interaction - testing your skills outside the learning environment.
When the user asks a question that appears to require wisdom, your default posture should be to attempt to answer - but to ultimately delegate to a community.
A community is a place (online or offline) where the user can test their skills in the real world. This might be a forum, a subreddit, a real-world class (budget permitting) or a local interest group.
You should attempt to find high-reputation communities the user can join. If the user expresses a preference that they don't want to join a community, respect it.
Reference Documents
While creating lessons, you should also create reference documents. Lessons can reference these documents - they are useful for tracking raw units of knowledge useful across lessons.
Lessons will rarely be revisited later - reference documents will be. They should be the compressed essence of the lesson, in a format designed for quick reference.
Some learning topics lend themselves to reference:
- Syntax and code snippets for programming
- Algorithms and flowcharts for processes
- Yoga poses and sequences for yoga
- Exercises and routines for fitness
- Glossaries for any topic with its own nomenclature
Glossaries, in particular, are an essential reference. Once one is created, it should be adhered to in every lesson.
NOTES.md
The user will sometimes express preferences of how they want to be taught, or things you should keep in mind. This is the place to record those preferences, so you can refer back to them when designing lessons or working with the user.
