THU-MAIC/OpenMAIC

Agent skills in the GitHub repository THU-MAIC/OpenMAIC, each with its code score out of 100.

Open Multi-Agent Interactive Classroom — Get an immersive, multi-agent learning experience in just one click

Repository score

65 / 100 C

Skills

28

Verified

0

Average skill score

59

GitHub stars

43,363

License

MIT

Open THU-MAIC/OpenMAIC on GitHub

28 skills in this repository

1. deep-research

   Courses whose content rests on current, external or real-world facts that must be verified against live sources before being taught — recent events, market or policy data, product…

   77B
2. curriculum-planner

   Multi-stage series — a request for several classrooms that belong together, like 「7 天学 Python」, a four-week onboarding track, a semester unit split across lessons, or "turn this b…

   72B
3. openmaic

   OpenMAIC assistant for setting up, generating, and extending OpenMAIC. Use when the user wants to use OpenMAIC, generate a multi-agent interactive classroom, or build on / extend…

   69C
4. stage-design

   The baseline method for building ONE stage — a single classroom — with this runtime. Covers how the plan is settled in conversation, the order the generation tools are called in,…

   69C
5. stage-dsl

   The map for reading and editing an OpenMAIC stage document with read_stage, patch_stage, and grep_stage. Load it before patching a structure you have not patched before, when patc…

   68C
6. slide-dsl

   The complete slide DSL manual — the canvas and its background, the ten element types field by field with units, defaults and legal values, where each type keeps its words, which f…

   67C
7. style-clone

   Building a new course inside someone else's deck — import the deck as a library of layouts, then produce each page of the new course by copying the layout that fits it and rewriti…

   66C
8. build-personal-skill

   Evidence-based creation of a reusable personal course-making Skill from the user's own classroom and chat history. Use when the user asks to summarize, analyze, or learn from thei…

   65C
9. pro-editing

   Professional editing of a course that already exists. Use when the user wants to revise, improve, restructure or polish pages the course already has — fix a page, tune a layout, r…

   65C
10. page-clone

    Building one page that looks like a page the course already has — copy the model page with `duplicate_scene`, then rewrite the copy's words with one `patch_stage` op per content s…

    62C
11. social-emotional-learning

    Infuse social-emotional learning (SEL) into a concept-centered OpenMAIC classroom as a parallel learning goal. Use when the user asks to add emotional awareness, self-management,…

    62C
12. understanding-by-design

    Use Understanding by Design (UbD) to plan one OpenMAIC classroom or a course series around transferable conceptual understanding. Use when the user wants backward design, enduring…

    62C
13. k12-core-literacy-planning

    Chinese K-12 core-literacy course design for a single OpenMAIC classroom. Use when a teacher asks for 中小学课程、核心素养、素养导向、2022 课标、真实情境、任务群、表现性评价, or wants a grade-and-subject lesson d…

    61C
14. slide-craft

    The design law of a slide page — canvas geometry, the text height table, the type scale, contrast pairs, spacing rhythm, and which element type carries which content. Load it when…

    61C
15. zone-of-proximal-development

    Design a coherent assessment-and-practice lesson using zone-of-proximal-development principles: independent diagnosis, targeted review, supported practice, fresh independent check…

    61C
16. feynman-learning

    Turn any concept, lesson, slide deck, or source material into a Feynman learning cycle in which learners explain first, expose the smallest gap, rebuild the explanation through So…

    60C
17. spiral-curriculum

    Design a multi-stage OpenMAIC course series around a small concept spine whose ideas return repeatedly at higher levels of complexity, abstraction, relationship density, represent…

    60C
18. fact-check

    Improve factual reliability while creating or reviewing a course or supplied content. Use when the user asks to fact-check, verify accuracy, reduce hallucinations, make a reliable…

    59C
19. learning-to-learn

    Infuse learning strategies and metacognition into a concept-centered OpenMAIC classroom as a parallel goal. Use when the user wants students to learn how to learn while studying a…

    59C
20. pptx-import

    会话里有上传的 .pptx，且用户要把这份幻灯片填进一节已建的课（先 create_stage 建课，再 import_pptx 把页面追加进这节课堂，保留原版排版；课堂标题以 create_stage 为准，PPT 不接管）。随后逐页检查（有 render_scene_preview 就渲染看）并修 bad case，理解整课之后才写旁白/spotlig…

    56C
21. classroom-explanation

    Explain a classroom question with concise speech and optional simple board work.

    54D
22. lecture-style

    Masterclass lecturing — one continuous explanation carried by slides, with dense pages, long narration that builds an argument across several real cases, and checkpoints that are…

    54D
23. teacher-style-clone

    工作台会话挂载了教师课堂录像/讲义材料时使用。

    54D
24. deep-interactive

    Deep Interactive courses. Plans the course so the learner manipulates something on most pages — simulations, diagrams they explore, code they run, games, 3D scenes — with slides r…

    53D
25. vocational

    Vocational / technical training courses. Plans the course as a hands-on work task with an operation flow, tool and equipment state, safety boundaries and GO/STOP judgements, inste…

    52D
26. workshop-style

    Hands-on workshop — the learner works through the course instead of watching it, with an exercise or a check every couple of pages, short slides that only set up the next task, gu…

    50D
27. future-self-lite

    引导学习者完成给未来的自己留言的 Python 函数。

    35F
28. importer
    29F

Scores come from a snapshot of 300 public GitHub repositories taken on 12 November 2026. Every score is the result of fixed checks run by code; no AI is involved. How scoring works.