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mikeliang2000\n\nSummary: 高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。\n\nTags: courseware:1.0.1, education:1.0.1, english-teaching:1.0.1, exam-analysis:1.0.1, latest:1.0.1, teaching-research:1.0.1\n\nVersion history:\n\nv1.0.1 | 2026-06-01T16:43:22.746Z | user\n\n- Removed the file skill-card.md.\n- No changes to core logic or functionality.\n- Updated tags in SKILL.md from中文 to英文表达; version remains at 1.0.0.\n\nv1.0.0 | 2026-05-22T09:52:03.341Z | user\n\nInitial release: Provides a structured analysis tool for high school English exam questions.\n\n- Generates standardized four-dimensional teaching research reports (exam point analysis, solving ideas, common mistakes, and teaching suggestions).\n- Supports multiple question types and English curriculum modules.\n- Delivers concise, professional, and classroom-ready analysis in Chinese.\n- Tailored for the high school level and aligned with current curriculum standards.\n\nArchive index:\n\nArchive v1.0.1: 4 files, 6600 bytes\n\nFiles: references/question_types.md (3468b), skill-card.md (2002b), skill.md (5639b), _meta.json (145b)\n\nFile v1.0.1:skill.md\n\n---\nname: teaching-research-analyzer\ndisplay_name: 高中英语教研分析器\ndescription: 高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。\nversion: 1.0.0\nauthor: 咕嘟科技\nhomepage: https://hermesai.ltd\ntags:\n - education\n - english-teaching\n - teaching-research\n - exam-analysis\n - courseware\nlicense: MIT\ncompatibility:\n - openclaw\n - skillhub\n\n---\n\n# 教研分析器\n\n## 教研分析器\n\n> 📬 更多 AI 企业落地实战案例 → 关注公众号：**咕嘟AI** \n> 💬 1v1 免费诊断（AI岗位匹配）→ 加微信：**GuduTech** \n> 🚀 完整 ACE 体系课 + AI 内容系统搭建 → https://hermesai.ltd \n> \n> 用这个 Skill 做出了好用的教学分析？欢迎加微信分享，我帮你看看还能怎么优化 🎓\n\n## 角色定位\n\n作为资深高中英语教研专家，对用户提供的英语题目进行专业教研分析，输出可直接用于教学的结构化分析报告。\n\n## 触发条件\n\n以下情况使用此 skill：\n- 用户提供高中英语题目，要求分析考点\n- 用户需要解题思路讲解\n- 用户需要了解学生易错点\n- 用户需要教学建议或讲评思路\n- 用户说\"帮我分析这道题\"\"这道题怎么讲\"\"考点是什么\"等\n\n## 分析流程\n\n### Step 1：识别题目类型\n\n拿到题目后，先判断：\n- **题型**：完形填空 / 阅读理解 / 语法填空 / 书面表达 / 听力 / 单项选择 / 翻译 / 改错\n- **考查模块**：词汇 / 语法 / 篇章理解 / 写作技能 / 语用能力\n- **难度**：基础 / 中等 / 较难（依据题目复杂度判断）\n\n### Step 2：输出四维教研分析\n\n严格按以下格式输出，不得省略任何板块：\n\n```\n【考点分析】\n- 核心考点：（1-3个，精准标注语法点/词汇点/技能点）\n- 课标对应：（选修/必修哪册，哪个单元/话题，可选）\n- 能力层次：（识记/理解/应用/分析）\n\n【解题思路】\n（逐步拆解解题过程，逻辑清晰，适合课堂讲解节奏）\n1. 第一步：...\n2. 第二步：...\n（根据题目实际步骤数量灵活调整）\n\n【易错点】\n- 易错点①：（描述错误类型 + 典型错误示例）\n- 易错点②：（如有）\n- 根源分析：（为什么学生容易在此出错，1-2句话）\n\n【教学建议】\n- 讲评重点：（课堂讲评时应着重强调的内容）\n- 举一反三：（可拓展的相关练习方向或变式题思路）\n- 学法指导：（给学生的学习/记忆/审题建议，1-2条）\n```\n\n## 输出规范\n\n- **专业但简洁**：使用教研术语，但避免过度学术化；每个板块控制在 150 字以内\n- **可直接使用**：输出内容教师无需再修改，可直接用于课堂或教研材料\n- **聚焦高中学段**：分析深度匹配高考要求，词汇/语法参照《普通高中英语课程标准（2017 版 2020 修订）》\n- **中文输出**：分析全部用中文，题目中的英文保持原样引用\n\n## 参考资料\n\n详细题型分析方法见 `references/question_types.md`。\n\n## 示例\n\n**输入**：\n> The little boy ______ (run) out of the room when I arrived.\n> （单句语法填空）\n\n**输出**：\n\n【考点分析】\n- 核心考点：时态判断（过去进行时 vs 一般过去时）\n- 能力层次：应用\n\n【解题思路】\n1. 找时间状语：`when I arrived` 是时间从句，表示\"我到达\"这一动作发生时\n2. 判断主从句关系：主句动作（跑出去）与从句动作（到达）同时发生，且主句动作持续时间较长\n3. 确认时态：主句用**过去进行时** `was running`\n4. 答案：`was running`\n\n【易错点】\n- 易错点①：误填 `ran`（一般过去时），忽略两个动作的时间关系\n- 根源分析：学生习惯看到 `when` 就用一般过去时，未分析主从句动作的持续性与同时性\n\n【教学建议】\n- 讲评重点：强调 `when` 引导时间状语从句时，主从句时态组合规律（过去进行时+一般过去时 表示\"长动作被短动作打断\"）\n- 举一反三：设计 `while` vs `when` 对比练习，加深时态搭配理解\n- 学法指导：建议学生建立\"时态判断三步法\"：找时间词→判断动作关系→确认时态\n\n---\n\n## 埋点说明（analytics-sdk）\n\n本 Skill 集成 ACE 统一分析追踪，在以下节点自动上报数据。\n\n### 埋点事件\n\n| 事件 | 触发节点 | 关键字段 |\n|------|---------|---------|\n| `skill_start` | 用户调用 Skill 时 | skill_id, user_id, source, input_type |\n| `skill_step` | 每完成一个分析步骤 | step_name, step_index, duration_ms |\n| `skill_complete` | Skill 成功输出结果时 | output_format, output_size, total_duration_ms, word_count |\n| `skill_error` | 运行失败时 | error_type, error_message_safe |\n\n### Skill 特定字段\n\n- `word_count`：输出分析报告的字数\n- `question_type`：分析的题目类型（cloze/reading/grammar/writing/listening/choice/translation/correction）\n\n### 调用示例\n\n```javascript\n// Skill 启动时\ntrackEvent(\"skill_start\", {\n skill_id: \"teaching-research-analyzer\",\n user_id: userId,\n source: \"workbuddy\",\n input_type: \"text\"\n});\n\n// Skill 完成时\ntrackEvent(\"skill_complete\", {\n skill_id: \"teaching-research-analyzer\",\n user_id: userId,\n output_format: \"markdown\",\n output_size: 3500,\n total_duration_ms: 4200,\n word_count: 450,\n question_type: \"cloze\"\n});\n```\n\n### 静默失败\n\n埋点失败不影响 Skill 主流程。所有 `trackEvent` 调用已在 `analytics-sdk` 中封装了 try/catch + 3 秒超时。\n\nFile v1.0.1:_meta.json\n\n{\n \"ownerId\": \"kn7bt31dm0h09bawpn8ypect9h82jed7\",\n \"slug\": \"teaching-research-analyzer\",\n \"version\": \"1.0.1\",\n \"publishedAt\": 1780332202746\n}\n\nFile v1.0.1:references/question_types.md\n\n# 高中英语题型教研分析参考\n\n## 一、完形填空（Cloze Test）\n\n### 考查核心\n- 词汇辨析（近义词、固定搭配、语境用词）\n- 逻辑衔接（上下文语义连贯）\n- 语篇理解（段落主旨、作者态度）\n\n### 解题要点\n1. 通读全文，把握主旨\n2. 结合上下文语境推断词义\n3. 注意固定搭配与习惯用法\n4. 利用首尾句确认文章基调\n\n### 常见易错类型\n- 只看空格前后，忽视段落语义\n- 近义词辨析不清（如 discover/invent/find）\n- 忽略固定搭配（如 regardless of / regardless）\n\n---\n\n## 二、阅读理解（Reading Comprehension）\n\n### 题型分类\n| 题型 | 考查重点 |\n|------|---------|\n| 细节题 | 信息定位、同义替换 |\n| 主旨题 | 段落/全文中心思想 |\n|推断题 | 隐含信息、作者态度 |\n| 词义题 | 语境推断生词含义 |\n| 结构题 | 文章逻辑结构（七选五） |\n\n### 七选五专项\n- 考查段落间逻辑衔接\n- 分析上下文主题词、代词指代、逻辑连接词\n- 常用标志词：however, therefore, in addition, for example\n\n---\n\n## 三、语法填空（Grammar Cloze）\n\n### 给词类\n| 给词形式 | 常考变形 |\n|---------|---------|\n| 动词原形 | 时态、语态、非谓语（to do/doing/done） |\n| 形容词/副词 | 比较级、最高级 |\n| 名词 | 单复数、所有格 |\n\n### 不给词类\n| 填写内容 | 判断依据 |\n|---------|---------|\n| 冠词 | 特指/泛指/零冠词规律 |\n| 介词 | 固定搭配、语义逻辑 |\n| 连词 | 句子逻辑关系（并列/转折/因果/条件） |\n| 代词 | 指代对象、格的变化 |\n| 关系词 | 定语从句先行词类型 |\n\n### 时态判断三步法\n1. 找时间状语（yesterday, now, since, when 等）\n2. 判断句子结构（主动/被动）\n3. 确认主从句动作时间关系\n\n---\n\n## 四、书面表达（Writing）\n\n### 题型分类\n- 应用文：书信、通知、邀请函、申请书\n- 读后续写：故事续写（逻辑+情感+语言）\n- 概要写作：提炼主旨+关键信息\n\n### 评分维度\n| 维度 | 权重 | 关注点 |\n|------|------|-------|\n| 内容 | 40% | 要点完整、逻辑清晰 |\n| 语言 | 40% | 词汇丰富、句式多样、语法准确 |\n| 格式 | 20% | 文体规范、段落清晰 |\n\n### 高频失分点\n- 要点缺失或遗漏\n- 句式单一（过多简单句）\n- 中式英语思维（直译）\n- 书信格式错误（称呼/署名位置）\n\n---\n\n## 五、语法专项考点速查\n\n### 非谓语动词\n| 形式 | 逻辑主语关系 | 典型语境 |\n|------|------------|---------|\n| to do | 与主语是主动关系，表目的/将来 | 目的状语、be+adj+to do |\n| doing | 与主语是主动关系，表同时/正在 | 时间状语、伴随状语 |\n| done | 与主语是被动关系 | 过去分词作状语/定语 |\n| having done | 动作先于谓语完成 | 完成时非谓语 |\n\n### 定语从句 vs 同位语从句\n| 区别点 | 定语从句 | 同位语从句 |\n|-------|---------|---------|\n| 先行词类型 | 名词（具体事物） | 抽象名词（fact/idea/news 等） |\n| that 是否充当成分 | 是（宾语/主语） | 否（纯连接词） |\n| 能否用 which 替换 | 能（非限制性） | 不能 |\n\n### 虚拟语气\n| 类型 | 从句时态 | 主句结构 |\n|------|---------|---------|\n| 与现在相反 | did/were | would/could/might + do |\n| 与过去相反 | had done | would/could/might + have done |\n| 与将来相反 | did/were to do | would + do |\n\nFile v1.0.1:skill-card.md\n\n## Description:\n\n高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。\n\nThis skill is ready for commercial/non-commercial use.\n\n## Publisher:\n\n[mikeliang2000](https://clawhub.ai/user/mikeliang2000)\n\n### License/Terms of Use:\n\nMIT-0\n\n## Use Case:\n\nTeachers and education content creators use this skill to analyze high school English questions, identify tested concepts, explain solution paths, summarize common mistakes, and produce classroom-ready teaching suggestions.\n\n### Deployment Geography for Use:\n\nGlobal\n\n## Known Risks and Mitigations:\n\nRisk: The security summary reports automatic analytics using user identifiers without a clear endpoint, consent path, or opt-out.\n\nMitigation: Review the skill before use in school or privacy-sensitive settings, and use it only where user-linked analytics are acceptable or the host environment can disable or block tracking.\n\n## Reference(s):\n\n- [High School English Question Type Teaching Analysis Reference](references/question_types.md)\n- [Publisher homepage](https://hermesai.ltd)\n- [ClawHub skill page](https://clawhub.ai/mikeliang2000/skills/teaching-research-analyzer)\n\n## Skill Output:\n\n**Output Type(s):** [Analysis, Markdown, Guidance]\n\n**Output Format:** [Markdown report in Chinese with structured teaching-analysis sections]\n\n**Output Parameters:** [1D]\n\n**Other Properties Related to Output:** [Focuses on high school English exam question analysis; artifact guidance limits each report section to concise classroom-ready prose.]\n\n## Skill Version(s):\n\n1.0.1 (source: server release metadata; artifact frontmatter declares 1.0.0)\n\n## Ethical Considerations:\n\nUsers should evaluate whether this skill is appropriate for their environment, review any generated or modified files before relying on them, and apply their organization's safety, security, and compliance requirements before deployment.\n\nArchive v1.0.0: 4 files, 5911 bytes\n\nFiles: references/question_types.md (3468b), skill-card.md (2038b), skill.md (4305b), _meta.json (145b)\n\nFile v1.0.0:skill.md\n\n---\nname: teaching-research-analyzer\ndisplay_name: 高中英语教研分析器\ndescription: 高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。\nversion: 1.0.0\nauthor: 咕嘟科技\nhomepage: https://hermesai.ltd\ntags:\n - 教育\n - 英语教学\n - 教研分析\n - 题目解析\n - 课件生成\nlicense: MIT\ncompatibility:\n - openclaw\n - skillhub\n---\n\n# 教研分析器\n\n## 教研分析器\n\n> 📬 更多 AI 企业落地实战案例 → 关注公众号：**咕嘟AI** \n> 💬 1v1 免费诊断（AI岗位匹配）→ 加微信：**GuduTech** \n> 🚀 完整 ACE 体系课 + AI 内容系统搭建 → https://hermesai.ltd \n> \n> 用这个 Skill 做出了好用的教学分析？欢迎加微信分享，我帮你看看还能怎么优化 🎓\n\n## 角色定位\n\n作为资深高中英语教研专家，对用户提供的英语题目进行专业教研分析，输出可直接用于教学的结构化分析报告。\n\n## 触发条件\n\n以下情况使用此 skill：\n- 用户提供高中英语题目，要求分析考点\n- 用户需要解题思路讲解\n- 用户需要了解学生易错点\n- 用户需要教学建议或讲评思路\n- 用户说\"帮我分析这道题\"\"这道题怎么讲\"\"考点是什么\"等\n\n## 分析流程\n\n### Step 1：识别题目类型\n\n拿到题目后，先判断：\n- **题型**：完形填空 / 阅读理解 / 语法填空 / 书面表达 / 听力 / 单项选择 / 翻译 / 改错\n- **考查模块**：词汇 / 语法 / 篇章理解 / 写作技能 / 语用能力\n- **难度**：基础 / 中等 / 较难（依据题目复杂度判断）\n\n### Step 2：输出四维教研分析\n\n严格按以下格式输出，不得省略任何板块：\n\n```\n【考点分析】\n- 核心考点：（1-3个，精准标注语法点/词汇点/技能点）\n- 课标对应：（选修/必修哪册，哪个单元/话题，可选）\n- 能力层次：（识记/理解/应用/分析）\n\n【解题思路】\n（逐步拆解解题过程，逻辑清晰，适合课堂讲解节奏）\n1. 第一步：...\n2. 第二步：...\n（根据题目实际步骤数量灵活调整）\n\n【易错点】\n- 易错点①：（描述错误类型 + 典型错误示例）\n- 易错点②：（如有）\n- 根源分析：（为什么学生容易在此出错，1-2句话）\n\n【教学建议】\n- 讲评重点：（课堂讲评时应着重强调的内容）\n- 举一反三：（可拓展的相关练习方向或变式题思路）\n- 学法指导：（给学生的学习/记忆/审题建议，1-2条）\n```\n\n## 输出规范\n\n- **专业但简洁**：使用教研术语，但避免过度学术化；每个板块控制在 150 字以内\n- **可直接使用**：输出内容教师无需再修改，可直接用于课堂或教研材料\n- **聚焦高中学段**：分析深度匹配高考要求，词汇/语法参照《普通高中英语课程标准（2017 版 2020 修订）》\n- **中文输出**：分析全部用中文，题目中的英文保持原样引用\n\n## 参考资料\n\n详细题型分析方法见 `references/question_types.md`。\n\n## 示例\n\n**输入**：\n> The little boy ______ (run) out of the room when I arrived.\n> （单句语法填空）\n\n**输出**：\n\n【考点分析】\n- 核心考点：时态判断（过去进行时 vs 一般过去时）\n- 能力层次：应用\n\n【解题思路】\n1. 找时间状语：`when I arrived` 是时间从句，表示\"我到达\"这一动作发生时\n2. 判断主从句关系：主句动作（跑出去）与从句动作（到达）同时发生，且主句动作持续时间较长\n3. 确认时态：主句用**过去进行时** `was running`\n4. 答案：`was running`\n\n【易错点】\n- 易错点①：误填 `ran`（一般过去时），忽略两个动作的时间关系\n- 根源分析：学生习惯看到 `when` 就用一般过去时，未分析主从句动作的持续性与同时性\n\n【教学建议】\n- 讲评重点：强调 `when` 引导时间状语从句时，主从句时态组合规律（过去进行时+一般过去时 表示\"长动作被短动作打断\"）\n- 举一反三：设计 `while` vs `when` 对比练习，加深时态搭配理解\n- 学法指导：建议学生建立\"时态判断三步法\"：找时间词→判断动作关系→确认时态\n\nFile v1.0.0:_meta.json\n\n{\n \"ownerId\": \"kn7bt31dm0h09bawpn8ypect9h82jed7\",\n \"slug\": \"teaching-research-analyzer\",\n \"version\": \"1.0.0\",\n \"publishedAt\": 1779443523341\n}\n\nFile v1.0.0:references/question_types.md\n\n# 高中英语题型教研分析参考\n\n## 一、完形填空（Cloze Test）\n\n### 考查核心\n- 词汇辨析（近义词、固定搭配、语境用词）\n- 逻辑衔接（上下文语义连贯）\n- 语篇理解（段落主旨、作者态度）\n\n### 解题要点\n1. 通读全文，把握主旨\n2. 结合上下文语境推断词义\n3. 注意固定搭配与习惯用法\n4. 利用首尾句确认文章基调\n\n### 常见易错类型\n- 只看空格前后，忽视段落语义\n- 近义词辨析不清（如 discover/invent/find）\n- 忽略固定搭配（如 regardless of / regardless）\n\n---\n\n## 二、阅读理解（Reading Comprehension）\n\n### 题型分类\n| 题型 | 考查重点 |\n|------|---------|\n| 细节题 | 信息定位、同义替换 |\n| 主旨题 | 段落/全文中心思想 |\n|推断题 | 隐含信息、作者态度 |\n| 词义题 | 语境推断生词含义 |\n| 结构题 | 文章逻辑结构（七选五） |\n\n### 七选五专项\n- 考查段落间逻辑衔接\n- 分析上下文主题词、代词指代、逻辑连接词\n- 常用标志词：however, therefore, in addition, for example\n\n---\n\n## 三、语法填空（Grammar Cloze）\n\n### 给词类\n| 给词形式 | 常考变形 |\n|---------|---------|\n| 动词原形 | 时态、语态、非谓语（to do/doing/done） |\n| 形容词/副词 | 比较级、最高级 |\n| 名词 | 单复数、所有格 |\n\n### 不给词类\n| 填写内容 | 判断依据 |\n|---------|---------|\n| 冠词 | 特指/泛指/零冠词规律 |\n| 介词 | 固定搭配、语义逻辑 |\n| 连词 | 句子逻辑关系（并列/转折/因果/条件） |\n| 代词 | 指代对象、格的变化 |\n| 关系词 | 定语从句先行词类型 |\n\n### 时态判断三步法\n1. 找时间状语（yesterday, now, since, when 等）\n2. 判断句子结构（主动/被动）\n3. 确认主从句动作时间关系\n\n---\n\n## 四、书面表达（Writing）\n\n### 题型分类\n- 应用文：书信、通知、邀请函、申请书\n- 读后续写：故事续写（逻辑+情感+语言）\n- 概要写作：提炼主旨+关键信息\n\n### 评分维度\n| 维度 | 权重 | 关注点 |\n|------|------|-------|\n| 内容 | 40% | 要点完整、逻辑清晰 |\n| 语言 | 40% | 词汇丰富、句式多样、语法准确 |\n| 格式 | 20% | 文体规范、段落清晰 |\n\n### 高频失分点\n- 要点缺失或遗漏\n- 句式单一（过多简单句）\n- 中式英语思维（直译）\n- 书信格式错误（称呼/署名位置）\n\n---\n\n## 五、语法专项考点速查\n\n### 非谓语动词\n| 形式 | 逻辑主语关系 | 典型语境 |\n|------|------------|---------|\n| to do | 与主语是主动关系，表目的/将来 | 目的状语、be+adj+to do |\n| doing | 与主语是主动关系，表同时/正在 | 时间状语、伴随状语 |\n| done | 与主语是被动关系 | 过去分词作状语/定语 |\n| having done | 动作先于谓语完成 | 完成时非谓语 |\n\n### 定语从句 vs 同位语从句\n| 区别点 | 定语从句 | 同位语从句 |\n|-------|---------|---------|\n| 先行词类型 | 名词（具体事物） | 抽象名词（fact/idea/news 等） |\n| that 是否充当成分 | 是（宾语/主语） | 否（纯连接词） |\n| 能否用 which 替换 | 能（非限制性） | 不能 |\n\n### 虚拟语气\n| 类型 | 从句时态 | 主句结构 |\n|------|---------|---------|\n| 与现在相反 | did/were | would/could/might + do |\n| 与过去相反 | had done | would/could/might + have done |\n| 与将来相反 | did/were to do | would + do |\n\nFile v1.0.0:skill-card.md\n\n## Description:
\n高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。
\n\nThis skill is ready for commercial/non-commercial use.
\n\n## Publisher:
\n[mikeliang2000](https://clawhub.ai/user/mikeliang2000)
\n\n### License/Terms of Use:
\nMIT-0
\n\n\n## Use Case:
\nExternal educators and teaching teams use this skill to analyze high-school English exam questions and produce concise Chinese teaching research reports covering exam points, solution paths, common mistakes, and classroom suggestions.
\n\n### Deployment Geography for Use:
\nGlobal
\n\n## Known Risks and Mitigations:
\nRisk: The skill defaults to a full Chinese teaching research report, which may be too detailed for casual tutoring, translation, or short-answer help.
\nMitigation: Ask explicitly for a shorter format or a different output style when the full classroom-ready analysis is not needed.
\n\n\n## Reference(s):
\n- [高中英语题型教研分析参考](references/question_types.md)
\n- [咕嘟科技 homepage](https://hermesai.ltd)
\n- [ClawHub skill page](https://clawhub.ai/mikeliang2000/teaching-research-analyzer)
\n\n\n## Skill Output:
\n**Output Type(s):** [Analysis, Markdown, Guidance]
\n**Output Format:** [Markdown-style structured Chinese teaching report]
\n**Output Parameters:** [1D]
\n**Other Properties Related to Output:** [Produces four sections: exam point analysis, solution path, common mistakes, and teaching suggestions; keeps English source question text unchanged.]
\n\n## Skill Version(s):
\n1.0.0 (source: frontmatter and server release metadata)
\n\n## Ethical Considerations:
\nUsers should evaluate whether this skill is appropriate for their environment, review any generated or modified files before relying on them, and apply their organization's safety, security, and compliance requirements before deployment.
","readmeExcerpt":"Skill: teaching-research-analyzer Owner: mikeliang2000 Summary: 高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。 Tags: courseware:1.0.1, education:1.0.1, english-teaching:1.0.1, exam-analysis:1.0.1, latest:1.0.1, teaching-research:1.0.1 Version history: v1.0.1 | 2026-06-01T16:43:22.746Z | user - Removed the file skill-card.md. - No changes to core logic or functionality. - Updated tags in SKILL.md fr","codeSnippets":[],"executableExamples":[{"language":"text","snippet":"【考点分析】\n- 核心考点：（1-3个，精准标注语法点/词汇点/技能点）\n- 课标对应：（选修/必修哪册，哪个单元/话题，可选）\n- 能力层次：（识记/理解/应用/分析）\n\n【解题思路】\n（逐步拆解解题过程，逻辑清晰，适合课堂讲解节奏）\n1. 第一步：...\n2. 第二步：...\n（根据题目实际步骤数量灵活调整）\n\n【易错点】\n- 易错点①：（描述错误类型 + 典型错误示例）\n- 易错点②：（如有）\n- 根源分析：（为什么学生容易在此出错，1-2句话）\n\n【教学建议】\n- 讲评重点：（课堂讲评时应着重强调的内容）\n- 举一反三：（可拓展的相关练习方向或变式题思路）\n- 学法指导：（给学生的学习/记忆/审题建议，1-2条）"},{"language":"javascript","snippet":"// Skill 启动时\ntrackEvent(\"skill_start\", {\n skill_id: \"teaching-research-analyzer\",\n user_id: userId,\n source: \"workbuddy\",\n input_type: \"text\"\n});\n\n// Skill 完成时\ntrackEvent(\"skill_complete\", {\n skill_id: \"teaching-research-analyzer\",\n user_id: userId,\n output_format: \"markdown\",\n output_size: 3500,\n total_duration_ms: 4200,\n word_count: 450,\n question_type: \"cloze\"\n});"},{"language":"text","snippet":"【考点分析】\n- 核心考点：（1-3个，精准标注语法点/词汇点/技能点）\n- 课标对应：（选修/必修哪册，哪个单元/话题，可选）\n- 能力层次：（识记/理解/应用/分析）\n\n【解题思路】\n（逐步拆解解题过程，逻辑清晰，适合课堂讲解节奏）\n1. 第一步：...\n2. 第二步：...\n（根据题目实际步骤数量灵活调整）\n\n【易错点】\n- 易错点①：（描述错误类型 + 典型错误示例）\n- 易错点②：（如有）\n- 根源分析：（为什么学生容易在此出错，1-2句话）\n\n【教学建议】\n- 讲评重点：（课堂讲评时应着重强调的内容）\n- 举一反三：（可拓展的相关练习方向或变式题思路）\n- 学法指导：（给学生的学习/记忆/审题建议，1-2条）"}],"parameters":null,"dependencies":[],"permissions":[],"extractedFiles":[{"path":"skill.md","content":"---\nname: teaching-research-analyzer\ndisplay_name: 高中英语教研分析器\ndescription: 高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。\nversion: 1.0.0\nauthor: 咕嘟科技\nhomepage: https://hermesai.ltd\ntags:\n - education\n - english-teaching\n - teaching-research\n - exam-analysis\n - courseware\nlicense: MIT\ncompatibility:\n - openclaw\n - skillhub\n\n---\n\n# 教研分析器\n\n## 教研分析器\n\n> 📬 更多 AI 企业落地实战案例 → 关注公众号：**咕嘟AI** \n> 💬 1v1 免费诊断（AI岗位匹配）→ 加微信：**GuduTech** \n> 🚀 完整 ACE 体系课 + AI 内容系统搭建 → https://hermesai.ltd \n> \n> 用这个 Skill 做出了好用的教学分析？欢迎加微信分享，我帮你看看还能怎么优化 🎓\n\n## 角色定位\n\n作为资深高中英语教研专家，对用户提供的英语题目进行专业教研分析，输出可直接用于教学的结构化分析报告。\n\n## 触发条件\n\n以下情况使用此 skill：\n- 用户提供高中英语题目，要求分析考点\n- 用户需要解题思路讲解\n- 用户需要了解学生易错点\n- 用户需要教学建议或讲评思路\n- 用户说\"帮我分析这道题\"\"这道题怎么讲\"\"考点是什么\"等\n\n## 分析流程\n\n### Step 1：识别题目类型\n\n拿到题目后，先判断：\n- **题型**：完形填空 / 阅读理解 / 语法填空 / 书面表达 / 听力 / 单项选择 / 翻译 / 改错\n- **考查模块**：词汇 / 语法 / 篇章理解 / 写作技能 / 语用能力\n- **难度**：基础 / 中等 / 较难（依据题目复杂度判断）\n\n### Step 2：输出四维教研分析\n\n严格按以下格式输出，不得省略任何板块：\n\n```\n【考点分析】\n- 核心考点：（1-3个，精准标注语法点/词汇点/技能点）\n- 课标对应：（选修/必修哪册，哪个单元/话题，可选）\n- 能力层次：（识记/理解/应用/分析）\n\n【解题思路】\n（逐步拆解解题过程，逻辑清晰，适合课堂讲解节奏）\n1. 第一步：...\n2. 第二步：...\n（根据题目实际步骤数量灵活调整）\n\n【易错点】\n- 易错点①：（描述错误类型 + 典型错误示例）\n- 易错点②：（如有）\n- 根源分析：（为什么学生容易在此出错，1-2句话）\n\n【教学建议】\n- 讲评重点：（课堂讲评时应着重强调的内容）\n- 举一反三：（可拓展的相关练习方向或变式题思路）\n- 学法指导：（给学生的学习/记忆/审题建议，1-2条）\n```\n\n## 输出规范\n\n- **专业但简洁**：使用教研术语，但避免过度学术化；每个板块控制在 150 字以内\n- **可直接使用**：输出内容教师无需再修改，可直接用于课堂或教研材料\n- **聚焦高中学段**：分析深度匹配高考要求，词汇/语法参照《普通高中英语课程标准（2017 版 2020 修订）》\n- **中文输出**：分析全部用中文，题目中的英文保持原样引用\n\n## 参考资料\n\n详细题型分析方法见 `references/question_types.md`。\n\n## 示例\n\n**输入**：\n> The little boy ______ (run) out of the room when I arrived.\n> （单句语法填空）\n\n**输出**：\n\n【考点分析】\n- 核心考点：时态判断（过去进行时 vs 一般过去时）\n- 能力层次：应用\n\n【解题思路】\n1. 找时间状语：`when I arrived` 是时间从句，表示\"我到达\"这一动作发生时\n2. 判断主从句关系：主句动作（跑出去）与从句动作（到达）同时发生，且主句动作持续时间较长\n3. 确认时态：主句用**过去进行时** `was running`\n4. 答案：`was running`\n\n【易错点】\n- 易错点①：误填 `ran`（一般过去时），忽略两个动作的时间关系\n- 根源分析：学生习惯看到 `when` 就用一般过去时，未分析主从句动作的持续性与同时性\n\n【教学建议】\n- 讲评重点：强调 `when` 引导时间状语从句时，主从句时态组合规律（过去进行时+一般过去时 表示\"长动作被短动作打断\"）\n- 举一反三：设计 `while` vs `when` 对比练习，加深时态搭配理解\n- 学法指导：建议学生建立\"时态判断三步法\"：找时间词→判断动作关系→确认时态\n\n---\n\n## 埋点说明（analytics-sdk）\n\n本 Skill 集成 ACE 统一分析追踪，在以下节点自动上报数据。\n\n### 埋点事件\n\n| 事件 | 触发节点 | 关键字段 |\n|------|---------|---------|\n| `skill_start` | 用户调用 Skill 时 | skill_id, user_id, source, input_type |\n| `skill_step` | 每完成一个分析步骤 | step_name, step_index, duration_ms |\n| `skill_complete` | Skill 成功输出结果时 | output_format, output_size, total_duration_ms, word_count |\n| `skill_error` | 运行失败时 | error_type, error_message_safe |\n\n### Skill 特定字段\n\n- `word_count`：输出分析报告的字数\n- `question_type`：分析的题目类型（cloze/reading/grammar/writing/listening/choice/translation/correction）\n\n### 调用示例\n\n```javascript\n// Skill 启动时\ntrackEvent(\"skill_start\", {\n skill_id: \"teaching-research-analyzer\",\n user_id: userId,\n source: \"workbuddy\",\n input_type: \"text\"\n});\n\n// Skill 完成时\ntrackEvent(\"skill_complete\", {\n skill_id: \"teaching-research-analyzer\",\n user_id: userId,\n output_format: \"markdown\",\n output_size: 3500,\n total_duration_ms: 4200,\n word_count: 450,\n question_t"},{"path":"_meta.json","content":"{\n \"ownerId\": \"kn7bt31dm0h09bawpn8ypect9h82jed7\",\n \"slug\": \"teaching-research-analyzer\",\n \"version\": \"1.0.1\",\n \"publishedAt\": 1780332202746\n}"},{"path":"references/question_types.md","content":"# 高中英语题型教研分析参考\n\n## 一、完形填空（Cloze Test）\n\n### 考查核心\n- 词汇辨析（近义词、固定搭配、语境用词）\n- 逻辑衔接（上下文语义连贯）\n- 语篇理解（段落主旨、作者态度）\n\n### 解题要点\n1. 通读全文，把握主旨\n2. 结合上下文语境推断词义\n3. 注意固定搭配与习惯用法\n4. 利用首尾句确认文章基调\n\n### 常见易错类型\n- 只看空格前后，忽视段落语义\n- 近义词辨析不清（如 discover/invent/find）\n- 忽略固定搭配（如 regardless of / regardless）\n\n---\n\n## 二、阅读理解（Reading Comprehension）\n\n### 题型分类\n| 题型 | 考查重点 |\n|------|---------|\n| 细节题 | 信息定位、同义替换 |\n| 主旨题 | 段落/全文中心思想 |\n|推断题 | 隐含信息、作者态度 |\n| 词义题 | 语境推断生词含义 |\n| 结构题 | 文章逻辑结构（七选五） |\n\n### 七选五专项\n- 考查段落间逻辑衔接\n- 分析上下文主题词、代词指代、逻辑连接词\n- 常用标志词：however, therefore, in addition, for example\n\n---\n\n## 三、语法填空（Grammar Cloze）\n\n### 给词类\n| 给词形式 | 常考变形 |\n|---------|---------|\n| 动词原形 | 时态、语态、非谓语（to do/doing/done） |\n| 形容词/副词 | 比较级、最高级 |\n| 名词 | 单复数、所有格 |\n\n### 不给词类\n| 填写内容 | 判断依据 |\n|---------|---------|\n| 冠词 | 特指/泛指/零冠词规律 |\n| 介词 | 固定搭配、语义逻辑 |\n| 连词 | 句子逻辑关系（并列/转折/因果/条件） |\n| 代词 | 指代对象、格的变化 |\n| 关系词 | 定语从句先行词类型 |\n\n### 时态判断三步法\n1. 找时间状语（yesterday, now, since, when 等）\n2. 判断句子结构（主动/被动）\n3. 确认主从句动作时间关系\n\n---\n\n## 四、书面表达（Writing）\n\n### 题型分类\n- 应用文：书信、通知、邀请函、申请书\n- 读后续写：故事续写（逻辑+情感+语言）\n- 概要写作：提炼主旨+关键信息\n\n### 评分维度\n| 维度 | 权重 | 关注点 |\n|------|------|-------|\n| 内容 | 40% | 要点完整、逻辑清晰 |\n| 语言 | 40% | 词汇丰富、句式多样、语法准确 |\n| 格式 | 20% | 文体规范、段落清晰 |\n\n### 高频失分点\n- 要点缺失或遗漏\n- 句式单一（过多简单句）\n- 中式英语思维（直译）\n- 书信格式错误（称呼/署名位置）\n\n---\n\n## 五、语法专项考点速查\n\n### 非谓语动词\n| 形式 | 逻辑主语关系 | 典型语境 |\n|------|------------|---------|\n| to do | 与主语是主动关系，表目的/将来 | 目的状语、be+adj+to do |\n| doing | 与主语是主动关系，表同时/正在 | 时间状语、伴随状语 |\n| done | 与主语是被动关系 | 过去分词作状语/定语 |\n| having done | 动作先于谓语完成 | 完成时非谓语 |\n\n### 定语从句 vs 同位语从句\n| 区别点 | 定语从句 | 同位语从句 |\n|-------|---------|---------|\n| 先行词类型 | 名词（具体事物） | 抽象名词（fact/idea/news 等） |\n| that 是否充当成分 | 是（宾语/主语） | 否（纯连接词） |\n| 能否用 which 替换 | 能（非限制性） | 不能 |\n\n### 虚拟语气\n| 类型 | 从句时态 | 主句结构 |\n|------|---------|---------|\n| 与现在相反 | did/were | would/could/might + do |\n| 与过去相反 | had done | would/could/might + have done |\n| 与将来相反 | did/were to do | would + do |"},{"path":"skill-card.md","content":"## Description:\n\n高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。\n\nThis skill is ready for commercial/non-commercial use.\n\n## Publisher:\n\n[mikeliang2000](https://clawhub.ai/user/mikeliang2000)\n\n### License/Terms of Use:\n\nMIT-0\n\n## Use Case:\n\nTeachers and education content creators use this skill to analyze high school English questions, identify tested concepts, explain solution paths, summarize common mistakes, and produce classroom-ready teaching suggestions.\n\n### Deployment Geography for Use:\n\nGlobal\n\n## Known Risks and Mitigations:\n\nRisk: The security summary reports automatic analytics using user identifiers without a clear endpoint, consent path, or opt-out.\n\nMitigation: Review the skill before use in school or privacy-sensitive settings, and use it only where user-linked analytics are acceptable or the host environment can disable or block tracking.\n\n## Reference(s):\n\n- [High School English Question Type Teaching Analysis Reference](references/question_types.md)\n- [Publisher homepage](https://hermesai.ltd)\n- [ClawHub skill page](https://clawhub.ai/mikeliang2000/skills/teaching-research-analyzer)\n\n## Skill Output:\n\n**Output Type(s):** [Analysis, Markdown, Guidance]\n\n**Output Format:** [Markdown report in Chinese with structured teaching-analysis sections]\n\n**Output Parameters:** [1D]\n\n**Other Properties Related to Output:** [Focuses on high school English exam question analysis; artifact guidance limits each report section to concise classroom-ready prose.]\n\n## Skill Version(s):\n\n1.0.1 (source: server release metadata; artifact frontmatter declares 1.0.0)\n\n## Ethical Considerations:\n\nUsers should evaluate whether this skill is appropriate for their environment, review any generated or modified files before relying on them, and apply their organization's safety, security, and compliance requirements before deployment."}],"languages":[],"docsSourceLabel":"CLAWHUB","editorialOverview":"高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。 Skill: teaching-research-analyzer Owner: mikeliang2000 Summary: 高中英语题目教研分析工具。提供题目解析、考点分析、解题思路、易错点分析和教学建议，输出标准化四维教研分析报告，可直接用于课堂教学。 Tags: courseware:1.0.1, education:1.0.1, english-teaching:1.0.1, exam-analysis:1.0.1, latest:1.0.1, teaching-research:1.0.1 Version history: v1.0.1 | 2026-06-01T16:43:22.746Z | user - Removed the file skill-card.md. - No changes to core logic or functionality. - Updated tags in SKILL.md fr","editorialQuality":{"score":100,"threshold":65,"status":"ready","wordCount":893,"uniquenessScore":57,"reasons":[]}},"media":{"evidence":{"source":"no-media","verified":false,"confidence":"low","updatedAt":"2026-10-11T22:22:50.730Z","emptyReason":"No screenshots, media 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