| name | final-exam-sprint |
| description | Use when a student asks Codex to turn course folders, teacher exam guidance, textbooks/PPTs, past exams, homework feedback, or scattered notes into focused final-exam sprint HTML study artifacts, especially teacher-focus pages, textbook speed-learning pages, question-type/template review pages, mistake/recall checklists, or optional practice/index pages. |
Final Exam Sprint
Overview
Create exam-sprint study artifacts from real course materials. Optimize for a student who is short on time: inspect the actual files first, make the teacher's latest guidance the spine, and produce a small set of self-contained HTML pages that can be read directly under exam pressure. Default to a focused core bundle: teacher-focus page, textbook speed-learning page when an official textbook is available, question-type/template review page, and mistake/closed-book recall checklist.
Core Rules
- Read local files with UTF-8 when using shell text commands.
- Treat the latest teacher guidance as the highest-priority source. Rebuild the document structure around it when it appears.
- Use current-class PPTs/textbook as the knowledge baseline. Use recent exams as training samples for format and emphasis, not as unsupported predictions.
- Build a file-priority map and duplicate list before deep synthesis when the folder is large or messy.
- Attach short source-file attribution to major topics when it helps trust and later lookup.
- Make the output match the user's state: explanatory if they are lost; compact and type-based if they have already reviewed once.
- Keep the artifact set small by default. Do not generate a full catalog of documents unless the user asks for breadth or approves optional pages.
- Make HTML the default and primary deliverable. Markdown may be kept only as an optional text backup, source draft, or user-requested companion; it must not replace the HTML artifact.
- Prefer inline SVG diagrams for processes, data structures, address transformations, queues, timelines, trees, tables, memory layouts, and other spatial knowledge. SVG should clarify the idea, not decorate the page, and each SVG should be accompanied by a short textual explanation so the student knows how to read it.
- Build HTML pages as complete standalone study tools: include CSS, navigation, source notes, exam-task templates, and all core content needed to study without opening the Markdown or original sources.
- When new materials arrive or teacher guidance changes, update the directly affected file, then audit the existing artifact set for stale assumptions, changed exam scope, broken reading order, missing cross-links, or duplicated/conflicting guidance. Synchronize any affected files before reporting completion.
- Offer additional documents as choices rather than creating many by default. Ask the user when an optional page would take meaningful time or expand the artifact set.
Workflow
1. Establish the Review Mode
Infer the mode from the user's wording:
| User state | Output style |
|---|
| "没怎么听课", "看不懂", "忘了" | 循序渐进学习版: concepts, why, examples, common traps |
| "已经过了一遍", "最后复习", "一时想不起来" | 题型触发版: exam structure, templates, formulas, quick recall |
| "后天考试", "一两份文档", "快速复习" | 速通版 + 资料索引: highest-yield topics, schedules, must-do problems |
| "老师刚说考纲", "考点变了" | Rebuild around the new exam structure immediately |
Ask only if a missing answer would materially change the artifact. Otherwise inspect files and proceed.
2. Inventory the Material Set
Use rg --files or equivalent to list the folder. Classify files:
- Latest teacher guidance, exam outline, review lecture.
- Current-class PPTs and official textbook/PDF.
- Recent exams, answer keys, photographed papers.
- Homework feedback, teacher comments, marked pitfalls.
- Student notes and older review materials.
- Duplicates, scans, experiments, unrelated folders.
For PDFs and images, use extraction plus visual inspection when layout matters. For PPT/DOC/XLS, use structured libraries where available. For scanned sources, rely on visible text and summarize uncertainty.
3. Choose the Spine
Pick the organizing spine in this order:
- Explicit teacher exam structure: question counts, modules, chapters, excluded topics.
- Textbook or current PPT chapter order when the exam covers broad knowledge.
- Algorithm/problem-type modules when the course is problem-method driven.
- Recent exam structure only when teacher guidance is absent or as a secondary training index.
If the teacher excludes a topic, remove teaching content for it and leave at most a short "not in scope" note.
4. Build Exam Tasks From Sources
Convert sources into task cards:
| Task type | Include |
|---|
| Concept/comparison | definitions, mechanism, similarities/differences, when used |
| Calculation | formula, units, read-the-question cues, worked template, easy mistakes |
| Design/analysis | field allocation, table/diagram structure, step sequence, answer wording |
| Algorithm | idea, pseudocode skeleton, complexity, correctness intuition, pitfalls |
| Last-day recall | trigger phrase, one-screen template, common wrong answers |
Keep each major topic self-contained enough that a student can relearn it without opening the source immediately.
5. Produce The Right HTML Pages
Prefer standalone HTML under a clear output folder. Default to the smallest useful bundle:
| Artifact | Purpose |
|---|
老师重点最终版.html or 老师重点.html | Highest-priority exam scope: teacher-confirmed chapters, question structure, definite tested/not-tested items, and reading order |
教材速学版.html | Textbook/PPT chapter-order learning page for broad coverage: use the official textbook as the baseline, mark exam/PPT-emphasized points, keep high-frequency topics self-contained, and add a compact low-frequency checklist instead of expanding into a textbook rewrite |
考点题型复习.html or 考纲最后复习题型版.html | Exam-task template page: turn teacher guidance and past-paper formats into question-type triggers, formulas, answer skeletons, worked mini-examples, and skip boundaries |
易错点与临考默写清单.html | Common traps, teacher-feedback pitfalls, closed-book recall prompts |
Optional artifacts to offer only when useful:
| Optional artifact | Ask/offer when |
|---|
考点模拟卷.html or 模拟卷.html | The student wants practice in the teacher's expected exam format |
真题题型映射.html | The student wants past papers remapped to the current scope |
资料目录与刷题索引.html | The folder is large/messy or the user needs routing through many source files |
综合知识点重点分析.html | The user asks for broad priority analysis across all materials |
期末两天速通.html or 最后一天清单.html | The student needs a time plan rather than content learning |
全知识点循序渐进版.html | The textbook-speed page is not enough for a weak-foundation learner |
For 教材速学版.html specifically:
- Use it when the user provides or mentions an official textbook and wants broad, relatively complete learning rather than only last-minute question templates.
- Use the textbook chapter order as the baseline. Include all textbook chapters in the map; expand current-class/PPT/exam-heavy chapters, and compress low-frequency chapters into concise overviews and checklists.
- If the textbook filename or path is inconvenient for tooling, copy it to a stable English/ASCII working filename while leaving the original untouched, then cite the working filename relationship.
- Cite textbook chapter/page ranges near major sections. Mark exam/PPT evidence inline, such as
【考点】 and 【PPT重点】, with source filenames or paper years.
- Make high-frequency and teacher-mentioned topics self-contained enough for a student who did not attend lectures: explain the purpose, core definitions, mechanisms, formulas, answer templates, worked mini-examples, source evidence, and common traps.
- Keep completeness without turning the document into a textbook rewrite. Add a compact "textbook section checklist" for low-frequency subtopics, especially when the user asks whether the doc covers all knowledge points.
- Tailor the learning path to the user's time budget, e.g. a two-day order that first covers understanding and then exam-style practice.
- If a teacher-provided focus list exists, create an early coverage/audit table mapping every teacher-mentioned point to the HTML section, expected exam form, and required mastery level.
- For every teacher-mentioned point, write more than a name drop. Include what it is, why it matters, how PPT/textbook explains it, how past papers or practice materials ask it, a compact answer template, and an easy-mistake note.
- Clearly separate "definitely tested", "teacher/PPT emphasized", "in scope", "low frequency", and "explicitly not tested". When a not-tested topic is adjacent to a tested one, add a boundary note so the tested topic is not accidentally dropped.
- When the user asks for "complete enough" or worries a document is too short, audit against the textbook/PPT section map and expand missing teacher/PPT/exam-heavy topics before adding low-yield detail.
HTML page requirements:
- Make the page complete enough that the student can study from the HTML alone. Do not rely on a Markdown companion for essential content.
- Include a left or top sticky table of contents with multiple heading levels when the page is long; links must jump to stable section IDs.
- Use visual hierarchy for priority: prominent blocks for
【考点】, 【PPT重点】, 【确定要考】, 【不考】, traps, formulas, and answer templates.
- Use inline SVG diagrams liberally for process flow, PV dependencies, scheduling timelines, memory/page-table translation, replacement tables, resource allocation graphs, device/I/O pipelines, SPOOLing queues, directory/inode links, FAT chains, and index trees.
- Keep SVGs semantic and labeled: the diagram should make the concept easier to recall or solve, not merely illustrate the page.
- For every non-trivial SVG, add nearby prose that explains how to read the diagram. Prefer a one-sentence lead-in before the figure and a 2-4 sentence note after it covering: what the arrows/nodes mean, which step matters for exams, and what mistake the diagram prevents.
- Do not assume labels inside SVG are enough. A student under exam pressure should be able to understand the diagram by reading the caption plus explanation without reverse-engineering the drawing.
- Keep CSS self-contained, readable, and print-friendly enough for quick review. Ensure code blocks have high contrast and inline code remains legible.
- For plain static HTML, do not start a dev server; give the user the file path. If a web app framework is used, run the local server and provide the URL.
When multiple docs exist, update the index/README and cross-link their roles so the user knows which to read first. After modifying any content file because of new evidence, check whether 老师重点, 教材速学版, 考点题型复习/考纲最后复习题型版, 易错点与临考默写清单, README/index pages, and any optional practice pages also need corresponding edits.
Detailed reusable content templates are in references/review-doc-templates.md; read it when drafting or revising actual review pages, but adapt its shapes to HTML output.
6. Offer The Next Useful Documents
When reporting progress or completion, include a short, concrete offer menu only for optional documents that fit the student's current stage. Use wording like:
我还可以继续为你生成：
1. 考点模拟卷.html：按老师今年考点和往年题型出一套练习卷。
2. 真题题型映射.html：把往年题按今年范围重新标注哪些刷、哪些跳过。
3. 资料目录与刷题索引.html：如果资料太多，帮你做文件优先级和刷题路线。
Offer 1-3 options, not a long catalog. If the core bundle is not complete, finish or fix the core bundle before offering optional pages.
Writing Standards
- Put the exam map first: question types, weights, priority topics, and reading order.
- Treat
老师重点, 教材速学版, 考点题型复习/考纲最后复习题型版, and 易错点与临考默写清单 as the default core reading path. Optional pages must not contradict this path.
- For HTML, put a visible navigation structure near the start and make long pages easy to jump through.
- Use tables for comparisons, formulas, file priority, and mistake checklists.
- Use inline SVG when spatial structure or process order matters more than prose: address translation, queueing, dependency, graph, tree, disk/block chain, state transition, or layered architecture.
- Pair each important SVG with explanatory text: "看图抓手", "读图步骤", or "考试用法". The explanation should translate visual elements into answer steps.
- For calculations, show units and substitution, then the result.
- For design questions, give a fixed answer skeleton and name the fields/registers exactly as in the source.
- For algorithms, include idea, skeleton, complexity, and pitfalls; do not stop at a name list.
- Label past exams as "同型题/训练样本/题型参考" rather than guaranteed predictions.
- If the first draft feels too thin, expand with "why this works", "how to read the question", and one worked mini-example per major task.
- If a topic appears in teacher guidance or PPT focus, mark it clearly and explain it at useful depth. Do not bury it in a checklist or merge it with a nearby excluded topic.
- When writing optional broad-analysis documents, make them explicit about: topic priority, exam-task mapping, source evidence, prerequisites to review, and topics to skip.
- In final responses, name the created documents and proactively offer the next most useful document set.
Verification
Before finishing:
- Confirm the newest teacher guidance is reflected in the structure.
- Check that explicitly excluded topics are absent except for short exclusion notes.
- Check every announced exam task has a template or example.
- Check source attributions or source index entries are present.
- For a textbook-speed-learning page, check that every textbook chapter appears in the map and that low-frequency sections are covered by a compact checklist if not expanded.
- Check the final reading order matches the user's current state.
- If any file was modified because of new material, check whether other existing artifacts need synchronization: teacher scope, textbook-speed page, question-type/template page, mistake checklist, README/index, and optional practice/index pages.
- Check the response offers only 1-3 relevant optional documents, unless the user already asked for a full document set.
- For HTML outputs, check that the page can be studied standalone, has a usable table of contents for long pages, contains meaningful SVG diagrams where useful, and keeps code blocks and labels legible.
- Check that each important SVG has a caption plus nearby text explaining how to read it and how it maps to exam answers.
- Check every teacher-mentioned point is present, visibly labeled, and explained with exam form/source evidence rather than only named.
- Report created/updated files with absolute links.
Common Failure Modes
| Failure | Fix |
|---|
| Organizing around past-exam frequency after teacher guidance arrives | Rebuild the spine around the teacher's structure; demote exams to samples |
| Writing a topic catalog that still requires the student to know everything already | Add explanations, worked examples, question-reading cues, and pitfalls |
| Spending time on duplicate scans and old copies | Build file priority and duplicate map first |
| Treating recent exams as predictions | Say "same structure/type reference"; keep source knowledge as the baseline |
| Ignoring the user's review stage | Switch between learning notes, final trigger sheet, and cram checklist |
| Hiding provenance in an appendix | Add short source-file notes near the relevant topics or maintain a source index |
| Producing too many files by default | Return to the core bundle: teacher-focus page, textbook-speed page, question-type/template page, and mistake/recall checklist; offer other pages as choices |
| Producing only a generic summary | Add or fix one core self-contained knowledge artifact first, then offer optional artifacts |
| Producing Markdown as the main artifact after this skill asks for HTML | Convert the deliverable to standalone HTML; keep Markdown only as an optional backup |
| HTML page is just converted Markdown | Add navigation, priority styling, exam templates, and SVG diagrams where they improve learning |
| SVG diagram appears without explanation | Add a caption, a "how to read this" note, and an exam-use sentence so the diagram teaches rather than puzzles |
| Teacher-mentioned topic is only mentioned briefly | Expand it into a self-contained exam card with source evidence, diagram/template when useful, and mistakes |
| Confusing an excluded topic with an adjacent tested topic | Add a clear boundary note and keep the tested topic fully explained |
| Updating one document after new evidence but leaving others stale | Audit the existing artifact set and synchronize scope, reading order, cross-links, and duplicated topic summaries |
| Finishing without telling the user what else can be generated | Add a short optional menu tailored to the course materials, but do not generate the optional pages without need or approval |
