檢索闖關設計:封存任務清單與輔助條件聲明
Agent 輔助工程檢查
前置要求
第 85-87 天 Capstone 整合以及已完成的學習專案鏈(autograd、預訓練、真實 LoRA、可評測 Agent、CI 交付)。
學習目標
為涵蓋五個域的無輔助檢索組裝固定封存任務清單,並在任何作答前聲明輔助條件,確保獨立證據絕不由輔助產出推定。
操作指引
1. 理解本日存在的理由:檢索練習(測試效應)比重讀更能鞏固長期記憶;今天把整個課程轉化為固定的無輔助檢查。
2. 封存闖關恰好涵蓋五個域,每個域可追溯到真實證據日:
- PY 域(核心 Python):值、控制流程、函式、容器、例外、檔案(第 4-12 天)。
- GIT 域(Git 與除錯):分支、diff 判讀、失敗診斷、一次性儲存庫上的安全復原(第 13-15、79-81 天)。
- MATH 域(數學):導數、連鎖律、機率、交叉熵解讀(第 16-30 天)。
- GRAD 域(梯度與 Autograd):計算圖、共享節點累積、有限差分驗證(第 31-33 天與 projects/autograd)。
- MODEL 域(模型推理):分詞、因果遮罩、參數台帳、損失/困惑度判讀、LoRA 計數、Agent 迴圈行為(第 34-87 天)。
3. 現在為每個域固定 3 個任務 ID——檢查中途不得即興更換。把每個任務對映到未達標時使用的恢復日。
4. 書面聲明輔助條件:獨立掌握檢查——無 AI、無筆記、無瀏覽器,120 分鐘塊內不超過 105 分鐘,記錄開始時間。聲明條件是誠實的自我報告,不是聲稱的監控。
5. Agent 只允許協助*整理本清單*;不得為任何封存任務出題、作答或評分。
自主實作與記錄
產生 sealed_inventory.json:5 個域各 3 個固定 task_id(共 15 條),每列含 {domain, task_id, recovery_day, declared_condition: 'independent'}。斷言恰好 15 列且 task_id 無重複。
每個任務一列,如 {"domain":"GIT","task_id":"GIT-1","recovery_day":"day-14","declared_condition":"independent"}。
{
"declared_condition": "independent",
"time_cap_minutes": 105,
"tasks": [
{"domain":"PY","task_id":"PY-1","recovery_day":"day-09","declared_condition":"independent"},
{"domain":"PY","task_id":"PY-2","recovery_day":"day-11","declared_condition":"independent"},
{"domain":"PY","task_id":"PY-3","recovery_day":"day-12","declared_condition":"independent"},
{"domain":"GIT","task_id":"GIT-1","recovery_day":"day-14","declared_condition":"independent"},
{"domain":"GIT","task_id":"GIT-2","recovery_day":"day-80","declared_condition":"independent"},
{"domain":"GIT","task_id":"GIT-3","recovery_day":"day-81","declared_condition":"independent"},
{"domain":"MATH","task_id":"M-1","recovery_day":"day-19","declared_condition":"independent"},
{"domain":"MATH","task_id":"M-2","recovery_day":"day-25","declared_condition":"independent"},
{"domain":"MATH","task_id":"M-3","recovery_day":"day-27","declared_condition":"independent"},
{"domain":"GRAD","task_id":"G-1","recovery_day":"day-31","declared_condition":"independent"},
{"domain":"GRAD","task_id":"G-2","recovery_day":"day-32","declared_condition":"independent"},
{"domain":"GRAD","task_id":"G-3","recovery_day":"day-33","declared_condition":"independent"},
{"domain":"MODEL","task_id":"MR-1","recovery_day":"day-50","declared_condition":"independent"},
{"domain":"MODEL","task_id":"MR-2","recovery_day":"day-65","declared_condition":"independent"},
{"domain":"MODEL","task_id":"MR-3","recovery_day":"day-83","declared_condition":"independent"}
]
}
assert len(tasks) == 15 # 實際應列出全部 15 列
在任何作答開始前,產出把每個任務對映到具名恢復路徑的完整封存清單,並完成輔助條件聲明。
權威來源資源與權利證明
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
對應章節 / 時間戳: Psychological Science 17(3): 249-255, Experiments 1-2
驗證版本與日期: Psychological Science, 2006 (Verified: 2026-10-30)
Foundational experimental evidence that retrieval practice (testing) outperforms repeated study for long-term retention; grounds the Day 88 AI-free retrieval checks in peer-reviewed learning science rather than folk advice.
Basic understanding of study sessions, retention intervals, and experimental design vocabulary.
The curriculum restates the experimental design and effect sizes in original prose; every sealed task runs without the paper.
對比候選資源與選型分析 (2)
Strong meta-analytic coverage of spacing effects but addresses scheduling rather than the retrieval effect itself; retained as support for the Day 90 spaced-review schedule.
Equally foundational follow-up demonstrating repeated retrieval vs repeated study; the 2006 paper is cited as the standard first controlled demonstration.
Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
對應章節 / 時間戳: Psychological Science in the Public Interest 14(1): 4-58; practice testing and distributed practice sections
驗證版本與日期: Psychological Science in the Public Interest, 2013 (Verified: 2026-10-30)
Detailed comparative review rating practice testing and distributed practice as high-utility techniques while rating highlighting and rereading low-utility; anchors the retrieval, correction, and spaced-review design of Days 88-90.
None beyond general academic reading.
Curriculum restates the utility ratings and application conditions in original prose; every task remains runnable offline.
對比候選資源與選型分析 (2)
Important negative result on learning-styles matching but narrower scope; Dunlosky et al. rates a broader set of techniques directly usable for this curriculum.
Strong trade-book synthesis of the same evidence base; the peer-reviewed review is preferred for citation precision and technique-by-technique utility ratings.