Designing Courses and Projects: A Design Cycle, a Topic Mechanism, Evidence, and Human–AI Division of Work

A curriculum is the carrier through which a learning system organizes knowledge and experience. The system is larger than the curriculum. Family life and public life need not be rewritten as courses. This article proposes one six-step design cycle for use at the personal, family, school, and societal scales: stating a proposition, diagnosis, architecture, prototype testing, operation and evidence, and growth and handover. Steps may be revisited. What is not permitted is to skip evidence and treat a plan as already established. Learning may be entered through interest, through concepts, or through a problem. Disciplinary knowledge and real problems inform each other. They are not rival routes. A social resource becomes learning only after it is translated. Courses and projects use one mechanism: in a real-world topic, learners practice transferable skills under a cognitive lens and, through feedback, reflection, and transfer, gradually develop long-term capabilities. The mechanism is not a formula, and completing one project is not a stable capability. The names of thirty secondary skills are left to a supplement. A skill report takes the secondary skill as the unit and presents a skill profile; secondary skills are not combined into a composite grade for a primary skill. Assessment separates three levels and three objects. Where evidence is insufficient, the record says so. It does not enter a zero. The educational role of artificial intelligence is set by whether the learning aim requires independent mastery, by the risk of the task, and by the learner's degree of autonomy. It is not assigned by age. A suggested protocol is to form an initial understanding, then collaborate, then check evidence, and finally express the work without the tool. Teachers, parents, designers, and partners share one task: to make support operable and to hand design responsibility back as the learner develops. The article reports no primary data. Its illustrative examples are not evidence. Claims about the effects of entry points, of the topic mechanism, and of human–AI division of work remain hypotheses. 中文摘要 课程是学习系统组织知识和经验的载体,系统比课程大。家庭生活和社会生活不必全部改写成课程。本文给出一个六步设计循环,供个人、家庭、学校和社会使用:定义命题、诊断、架构、原型验证、运行与证据、生长与移交。步骤可以往返,不允许跳过证据把方案当成已经成立。学习可以从兴趣、概念或问题进入。学科知识与真实问题互相建构,而不是两条对立的路线。社会资源要经过转译才成为学习。课程与项目使用一种机制:学习者在真实议题中,通过可迁移技能和认知加工,经过反馈、反思和迁移,逐渐形成长期能力。这一机制不是计算公式,做一次项目也不等于能力已经稳定。三十项二级技能的名称放在补充材料中。技能报告以二级技能为单位,给出技能剖面,不把二级技能合成一级技能的综合等级。评价分开三个层次和三个对象。证据不足时标记为不足以判断,而不是记为零。人工智能的教育档位由学习目标是否要求独立掌握、任务风险和学习者的自主程度共同决定,不按年龄发放。建议的学习协议是先形成自己的理解,再协同,再核验证据,最后离开工具表达。教师、家长、设计者和伙伴的共同任务是把支持做成可运行的条件,并按发展把设计权移交出去。本文没有原始数据。说明性示例不是证据。关于入口、机制和人机分工的效果判断,保持为有待检验的命题。 The English PDF is the primary file. The Chinese PDF is a parallel version of the same text (zho).