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第 88 天:獨立掌握度檢索——無 AI 應證日

在聲明條件下無輔助檢索核心 Python、Git 除錯、數學、梯度與模型推理,並以真實專案證據為錨的透明量規評分。

Agent 與智能體工作流 480 分鐘有效研習(8 小時)
01 120 分鐘

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。

獨立掌握標準

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

linking Journal publisher copyright (all rights reserved) - lawful external linking only

Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention

作者 / 機構: Henry L. Roediger III, Jeffrey D. Karpicke | 原始出處連結 ↗

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)

入選理由:

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.

來源前置條件:

Basic understanding of study sessions, retention intervals, and experimental design vocabulary.

安全回退方案(離線彈性):

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.

linking Journal publisher copyright (all rights reserved) - lawful external linking only

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

作者 / 機構: John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, Daniel T. Willingham | 原始出處連結 ↗

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)

入選理由:

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.

來源前置條件:

None beyond general academic reading.

安全回退方案(離線彈性):

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)
Pashler et al. Learning Styles: Concepts and Evidence ↗ compared_alternative [Publisher copyright (originally Wiley; now SAGE Publications)]

Important negative result on learning-styles matching but narrower scope; Dunlosky et al. rates a broader set of techniques directly usable for this curriculum.

Brown, Roediger & McDaniel: Make It Stick: The Science of Successful Learning ↗ compared_alternative [Publisher copyright (Harvard University Press)]

Strong trade-book synthesis of the same evidence base; the peer-reviewed review is preferred for citation precision and technique-by-technique utility ratings.

02 120 分鐘

獨立檢查 A:核心 Python 與 Git 除錯(無 AI)

獨立掌握檢查(無 AI 輔助)

前置要求

已完成第 88 天活動 1 的封存清單聲明;輔助條件:獨立(無 AI、無筆記)。

學習目標

在固定任務上無輔助地證明核心 Python 與 Git/除錯能力:實作帶測試的文字工具、診斷失敗測試輸出、在一次性儲存庫上規劃安全 Git 復原。

操作指引

任務 PY-1(45 分鐘):實作 top_k_words(text, k)——回傳輸入中頻率最高的 k 個詞,忽略大小寫、剔除標點、同頻按字母序。撰寫函式及涵蓋以下情形的 unittest:常規計數、同頻排序、空文字、k 大於詞表。
任務 GIT-1(35 分鐘):在一次性複製上誤把工作直接提交到 main。寫出把該提交移到新分支 fix/login 並把 main 恢復到遠端狀態的準確命令序列,以及找回昨天誤刪分支尖端的命令。可在暫存儲存庫上演練;破壞性旗標只允許在一次性環境內使用。
任務 DBG-1(25 分鐘):給定失敗輸出——FAIL: test_parse (KeyError: 'total') 與 FAIL: test_window (expected 6 items, got 7)——寫出兩個最可能的根因,以及每個根因對應的第一條診斷命令。
全部答案記入工作表;每條斷言必須可用命令驗證(python -m unittest、git log、git reflog)。

自主實作與記錄

交付工作表條目:PY-1 實作+測試輸出;GIT-1 命令序列(附每條命令產生的工作區狀態說明);DBG-1 兩個診斷及診斷命令。

獨立掌握標準

三個任務全部在無輔助條件下以可執行驗證正確作答。

權威來源資源與權利證明

linking PSF License Version 2

Python Standard Library: unittest

作者 / 機構: Python Software Foundation | 原始出處連結 ↗

對應章節 / 時間戳: Classes and functions: Test cases (TestCase assert methods)

驗證版本與日期: Python 3.12 (Verified: 2026-10-30)

入選理由:

Normative reference for unittest.TestCase, assertEqual, assertRaises, the failure report format, and test_*.py discovery conventions.

來源前置條件:

Basic Python syntax from Study Days 01-09

安全回退方案(離線彈性):

unittest ships with the interpreter, so every example runs offline; help(unittest.TestCase) documents the assert methods.

對比候選資源與選型分析 (2)
pytest documentation ↗ compared_alternative [MIT]

Strong third-party runner deferred for now; unittest needs no environment change and is the curriculum baseline.

Powerful third-party runner used industry-wide; unittest is selected for these AI-free checks because it ships in the standard library and needs no external dependency.

linking CC BY-NC-SA 3.0 noncommercial share-alike

Pro Git, Second Edition

作者 / 機構: Scott Chacon and Ben Straub | 原始出處連結 ↗

對應章節 / 時間戳: Chapter 3 Git Branching and Section 7.7 Reset Demystified

驗證版本與日期: Second edition (Apress, 2014) (Verified: 2026-10-30)

入選理由:

Freely licensed reference for branching, merging, conflict resolution, and safe recovery vocabulary used on Day 14.

來源前置條件:

Basic git status/log/diff vocabulary from earlier study days

安全回退方案(離線彈性):

git help <command> and the Git manual pages ship with Git and cover the same commands offline; every required workflow is stated locally in the lesson.

對比候選資源與選型分析 (2)
GitHub Skills interactive courses ↗ compared_rejected_for_day14 [MIT (varies by course)]

Interactive but requires a GitHub account and an external service; disposable local repositories keep the exercise self-contained.

Atlassian Git Tutorials ↗ compared_rejected_for_day14 [All Rights Reserved]

Vendor-owned prose with no permissive license; Pro Git covers the same ground under CC BY-NC-SA.

03 120 分鐘

獨立檢查 B:數學、梯度與模型推理(無 AI)

獨立掌握檢查(無 AI 輔助)

前置要求

第 88 天活動 2;輔助條件:獨立。

學習目標

無輔助證明定量推理:手算連鎖律梯度、Transformer 參數台帳、因果遮罩推理、LoRA 配接器計數、對照已記錄工件值解讀損失/困惑度。

操作指引

任務 M-1(25 分鐘):對 f(a,b)=a*b+a,在 a=2.0, b=3.0 處手算 df/da 與 df/db(df/da=b+1=4.0,df/db=a=2.0),然後寫出在 float64 下驗證用的有限差分公式與步長 h,並說明雙側差分優於單側的原因。
任務 M-2(25 分鐘):重算預訓練 smoke 設定(vocab=65, block=16, n_layer=2, n_head=2, n_embd=16)的參數台帳:token_embedding=65*16=1040;position_embedding=16*16=256;attention/層=4*(16*16)=1024;mlp/層=2*(16*64)=2048;合計=1040+256+2*(1024+2048)=7440。與 projects/pretrain/artifacts/run_artifact.json 對比。
任務 M-3(20 分鐘):用三句話解釋位置 t 為何不能讀位置 t+1,以及上三角因果遮罩如何強制這一點。
任務 M-4(25 分鐘):d_model=1024、LoRA 秩 r=16、單個投影:配接器參數=A(16x1024)+B(1024x16)=32768,對比稠密 1024x1024=1,048,576(約 3.125%)。說明 alpha/r 縮放在何處進入。
任務 M-5(25 分鐘):解讀 smoke 工件中的 val_loss 4.0372:困惑度=exp(4.0372)≈56.7。解釋為何 10 步 CPU smoke 執行該值合理,並舉出兩個會證偽訓練健全度的觀測(如損失上升、非有限梯度)。

自主實作與記錄

五個題目全部寫出公式與單位求解,然後把數值答案與已記錄工件欄位對照——如實記錄一致或差異。

獨立掌握標準

五個定量題目全部在展示過程下無輔助正確作答,並與已記錄工件值核對。

權威來源資源與權利證明

linking MIT

CS231n: Backpropagation and Intuitions

作者 / 機構: Andrej Karpathy / Stanford University | 原始出處連結 ↗

對應章節 / 時間戳: Patterns in backward flow

驗證版本與日期: Course notes (Verified: 2026-10-30)

入選理由:

Modular local-gradient interpretation (gate operations: add, multiply, max) and gradient flow intuition.

來源前置條件:

Multivariable calculus and basic Python.

安全回退方案(離線彈性):

Local gate definitions and circuit flow diagrams in the lesson provide full coverage.

對比候選資源與選型分析 (2)

Raw circuit view; CS231n notes are more structured with explicit gate derivations.

Fast.ai Practical Deep Learning for Coders ↗ compared_alternative [GPL-3.0]

Top-down approach; CS231n bottom-up modular view matches our first-principles curriculum.

linking MIT

micrograd: A tiny scalar-valued autograd engine

作者 / 機構: Andrej Karpathy | 原始出處連結 ↗

對應章節 / 時間戳: micrograd/engine.py: class Value (_backward closures and backward() topological sort); README 'Example usage'

驗證版本與日期: Git commit master (Verified: 2026-10-30)

入選理由:

Minimal, readable implementation of scalar autograd and MLP layers directly matched to our project.

來源前置條件:

Python object-oriented programming and operator overloading from Day 31.

安全回退方案(離線彈性):

The local projects/autograd engine is runnable offline and matches micrograd semantics.

對比候選資源與選型分析 (2)
PyTorch autograd C++ engine ↗ compared_alternative [Modified BSD]

Production scale, but too large and complex for tracing by hand in introductory lessons.

Autograd (HIPS) ↗ compared_alternative [MIT]

Vectorized autograd; micrograd's pure scalar model is pedagogical for hand backprop.

04 120 分鐘

評估:透明量規評分與未達標台帳

獨立掌握檢查(無 AI 輔助)

前置要求

第 88 天活動 1-3 完成。

學習目標

按固定 0/1/2 量規為每個封存任務評分、計算各域小計,並產出把每項未達導向具名恢復活動的未達標台帳——明示誠實證據規則。

操作指引

1. 量規(評分前固定):0=缺失或錯誤;1=部分正確(方法對但有一個算術/邏輯錯誤或缺驗證);2=完全正確且命令可驗證。
2. 域及格線:每域 ≥5/6 且無 0 分任務。總及格:五域全部達標。
3. 每個 <2 分項寫一列台帳:{task_id, miss_type ∈ {concept_gap, slip, ambiguity, evidence_gap}, recovery_day, next_attempt_date}。
4. 發佈 score_sheet.json:逐題得分、各域小計、各域及格與否、全部台帳列。
5. 在表頭寫明誠實規則:獨立掌握檢查只證明無輔助能力;Agent 輔助結果永不可替代;本檢查不構成官方認證,也不聲稱人人三個月即可掌握——未達標準保持可見未達。

自主實作與記錄

輸出填寫完整的 score_sheet.json,為每個未滿分項寫台帳列;表頭逐字包含 honesty_rules。

獨立掌握標準

產出完整、誠實的評分表與補救台帳;未達項保持可見未達,每項缺失都帶具名恢復路徑。

權威來源資源與權利證明

linking NIST public information (U.S. government site; NIST/SEMATECH co-production)

NIST/SEMATECH e-Handbook of Statistical Methods

作者 / 機構: NIST (U.S. National Institute of Standards and Technology) and SEMATECH | 原始出處連結 ↗

對應章節 / 時間戳: Sections 1.3.5-1.3.6: quantitative techniques, variability, and probability distributions

驗證版本與日期: Current online edition (Verified: 2026-10-30)

入選理由:

Primary engineering reference for descriptive statistics, exploratory data analysis, and uncertainty quantification with worked formulas.

來源前置條件:

High-school arithmetic; no calculus required for the descriptive sections.

安全回退方案(離線彈性):

Every formula used in the lesson (mean, variance, standard error) is reproduced as original explanation; all exercises run fully offline.

對比候選資源與選型分析 (2)
OpenIntro Statistics (4th edition) ↗ compared_selected_for_day28 [CC BY-SA 3.0]

Undergraduate statistics text with a stronger narrative bridge from probability to inference; retained as the second linked source for inferential framing.

Seeing Theory (Brown University) ↗ compared_alternative [Free web resource (site copyright)]

Strong interactive visualizations of probability and sampling, but a browser-only interactive format is a weaker fit for an offline-capable 480-minute ledger.

linking Journal publisher copyright (all rights reserved) - lawful external linking only

Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention

作者 / 機構: Henry L. Roediger III, Jeffrey D. Karpicke | 原始出處連結 ↗

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)

入選理由:

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.

來源前置條件:

Basic understanding of study sessions, retention intervals, and experimental design vocabulary.

安全回退方案(離線彈性):

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.