references/analysis-framework.md
7.5 KB查看排版效果| 1 | # Infographic Content Analysis Framework |
| 2 | |
| 3 | Deep analysis framework applying instructional design principles to infographic creation. |
| 4 | |
| 5 | ## Purpose |
| 6 | |
| 7 | Before creating an infographic, thoroughly analyze the source material to: |
| 8 | - Understand the content at a deep level |
| 9 | - Identify clear learning objectives for the viewer |
| 10 | - Structure information for maximum clarity and retention |
| 11 | - Match content to optimal layout×style combinations |
| 12 | - Preserve all source data verbatim |
| 13 | |
| 14 | ## Instructional Design Mindset |
| 15 | |
| 16 | Approach content analysis as a **world-class instructional designer**: |
| 17 | |
| 18 | | Principle | Application | |
| 19 | |-----------|-------------| |
| 20 | | **Deep Understanding** | Read the entire document before analyzing any part | |
| 21 | | **Learner-Centered** | Focus on what the viewer needs to understand | |
| 22 | | **Visual Storytelling** | Use visuals to communicate, not just decorate | |
| 23 | | **Cognitive Load** | Simplify complex ideas without losing accuracy | |
| 24 | | **Data Integrity** | Never alter, summarize, or paraphrase source facts | |
| 25 | |
| 26 | ## Analysis Dimensions |
| 27 | |
| 28 | ### 1. Content Type Classification |
| 29 | |
| 30 | | Type | Characteristics | Best Layout | Best Style | |
| 31 | |------|-----------------|-------------|------------| |
| 32 | | **Timeline/History** | Sequential events, dates, progression | linear-progression | craft-handmade, aged-academia | |
| 33 | | **Process/Tutorial** | Step-by-step instructions, how-to | linear-progression, winding-roadmap | ikea-manual, technical-schematic | |
| 34 | | **Comparison** | A vs B, pros/cons, before-after | binary-comparison, comparison-matrix | corporate-memphis, bold-graphic | |
| 35 | | **Hierarchy** | Levels, priorities, pyramids | hierarchical-layers, tree-branching | craft-handmade, corporate-memphis | |
| 36 | | **Relationships** | Connections, overlaps, influences | venn-diagram, hub-spoke, jigsaw | craft-handmade, subway-map | |
| 37 | | **Data/Metrics** | Statistics, KPIs, measurements | dashboard, periodic-table | corporate-memphis, technical-schematic | |
| 38 | | **Cycle/Loop** | Recurring processes, feedback loops | circular-flow | craft-handmade, technical-schematic | |
| 39 | | **System/Structure** | Components, architecture, anatomy | structural-breakdown, bento-grid | technical-schematic, ikea-manual | |
| 40 | | **Journey/Narrative** | Stories, user flows, milestones | winding-roadmap, story-mountain | storybook-watercolor, comic-strip | |
| 41 | | **Overview/Summary** | Multiple topics, feature highlights | bento-grid, periodic-table, dense-modules | chalkboard, bold-graphic | |
| 42 | | **Product/Buying Guide** | Multi-dimension comparisons, specs, pitfalls | dense-modules | morandi-journal, pop-laboratory, retro-pop-grid, retro-popup-pop | |
| 43 | |
| 44 | ### 2. Learning Objective Identification |
| 45 | |
| 46 | Every infographic should have 1-3 clear learning objectives. |
| 47 | |
| 48 | **Good Learning Objectives**: |
| 49 | - Specific and measurable |
| 50 | - Focus on what the viewer will understand, not just see |
| 51 | - Written from the viewer's perspective |
| 52 | |
| 53 | **Format**: "After viewing this infographic, the viewer will understand..." |
| 54 | |
| 55 | | Content Aspect | Objective Type | |
| 56 | |----------------|----------------| |
| 57 | | Core concept | "...what [topic] is and why it matters" | |
| 58 | | Process | "...how to [accomplish something]" | |
| 59 | | Comparison | "...the key differences between [A] and [B]" | |
| 60 | | Relationships | "...how [elements] connect to each other" | |
| 61 | | Data | "...the significance of [key statistics]" | |
| 62 | |
| 63 | ### 3. Audience Analysis |
| 64 | |
| 65 | | Factor | Questions | Impact | |
| 66 | |--------|-----------|--------| |
| 67 | | **Knowledge Level** | What do they already know? | Determines complexity depth | |
| 68 | | **Context** | Why are they viewing this? | Determines emphasis points | |
| 69 | | **Expectations** | What do they hope to learn? | Determines success criteria | |
| 70 | | **Visual Preferences** | Professional, playful, technical? | Influences style choice | |
| 71 | |
| 72 | ### 4. Complexity Assessment |
| 73 | |
| 74 | | Level | Indicators | Layout Recommendation | |
| 75 | |-------|------------|----------------------| |
| 76 | | **Simple** (3-5 points) | Few main concepts, clear relationships | sparse layouts, single focus | |
| 77 | | **Moderate** (6-8 points) | Multiple concepts, some relationships | balanced layouts, clear sections | |
| 78 | | **Complex** (9+ points) | Many concepts, intricate relationships | dense layouts, multiple sections | |
| 79 | |
| 80 | ### 5. Visual Opportunity Mapping |
| 81 | |
| 82 | Identify what can be shown rather than told: |
| 83 | |
| 84 | | Content Element | Visual Treatment | |
| 85 | |-----------------|------------------| |
| 86 | | Numbers/Statistics | Large, highlighted numerals | |
| 87 | | Comparisons | Side-by-side, split screen | |
| 88 | | Processes | Arrows, numbered steps, flow | |
| 89 | | Hierarchies | Pyramids, layers, size differences | |
| 90 | | Relationships | Lines, connections, overlapping shapes | |
| 91 | | Categories | Color coding, grouping, sections | |
| 92 | | Timelines | Horizontal/vertical progression | |
| 93 | | Quotes | Callout boxes, quotation marks | |
| 94 | |
| 95 | ### 6. Data Verbatim Extraction |
| 96 | |
| 97 | **Critical**: All factual information must be preserved exactly as written in the source. |
| 98 | |
| 99 | | Data Type | Handling Rule | |
| 100 | |-----------|---------------| |
| 101 | | **Statistics** | Copy exactly: "73%" not "about 70%" | |
| 102 | | **Quotes** | Copy word-for-word with attribution | |
| 103 | | **Names** | Preserve exact spelling | |
| 104 | | **Dates** | Keep original format | |
| 105 | | **Technical Terms** | Do not simplify or substitute | |
| 106 | | **Lists** | Preserve order and wording | |
| 107 | |
| 108 | **Never**: |
| 109 | - Round numbers |
| 110 | - Paraphrase quotes |
| 111 | - Substitute simpler words |
| 112 | - Add implied information |
| 113 | - Remove context that affects meaning |
| 114 | |
| 115 | ## Output Format |
| 116 | |
| 117 | Save analysis results to `analysis.md`: |
| 118 | |
| 119 | ```yaml |
| 120 | --- |
| 121 | title: "[Main topic title]" |
| 122 | topic: "[educational/technical/business/creative/etc.]" |
| 123 | data_type: "[timeline/hierarchy/comparison/process/etc.]" |
| 124 | complexity: "[simple/moderate/complex]" |
| 125 | point_count: [number of main points] |
| 126 | source_language: "[detected language]" |
| 127 | user_language: "[user's language]" |
| 128 | --- |
| 129 | |
| 130 | ## Main Topic |
| 131 | [1-2 sentence summary of what this content is about] |
| 132 | |
| 133 | ## Learning Objectives |
| 134 | After viewing this infographic, the viewer should understand: |
| 135 | 1. [Primary objective] |
| 136 | 2. [Secondary objective] |
| 137 | 3. [Tertiary objective if applicable] |
| 138 | |
| 139 | ## Target Audience |
| 140 | - **Knowledge Level**: [Beginner/Intermediate/Expert] |
| 141 | - **Context**: [Why they're viewing this] |
| 142 | - **Expectations**: [What they hope to learn] |
| 143 | |
| 144 | ## Content Type Analysis |
| 145 | - **Data Structure**: [How information relates to itself] |
| 146 | - **Key Relationships**: [What connects to what] |
| 147 | - **Visual Opportunities**: [What can be shown rather than told] |
| 148 | |
| 149 | ## Key Data Points (Verbatim) |
| 150 | [All statistics, quotes, and critical facts exactly as they appear in source] |
| 151 | - "[Exact data point 1]" |
| 152 | - "[Exact data point 2]" |
| 153 | - "[Exact quote with attribution]" |
| 154 | |
| 155 | ## Layout × Style Signals |
| 156 | - Content type: [type] → suggests [layout] |
| 157 | - Tone: [tone] → suggests [style] |
| 158 | - Audience: [audience] → suggests [style] |
| 159 | - Complexity: [level] → suggests [layout density] |
| 160 | |
| 161 | ## Design Instructions (from user input) |
| 162 | [Any style, color, layout, or visual preferences extracted from user's steering prompt] |
| 163 | |
| 164 | ## Recommended Combinations |
| 165 | 1. **[Layout] + [Style]** (Recommended): [Brief rationale] |
| 166 | 2. **[Layout] + [Style]**: [Brief rationale] |
| 167 | 3. **[Layout] + [Style]**: [Brief rationale] |
| 168 | ``` |
| 169 | |
| 170 | ## Analysis Checklist |
| 171 | |
| 172 | Before proceeding to structured content generation: |
| 173 | |
| 174 | - [ ] Have I read the entire source document? |
| 175 | - [ ] Can I summarize the main topic in 1-2 sentences? |
| 176 | - [ ] Have I identified 1-3 clear learning objectives? |
| 177 | - [ ] Do I understand the target audience? |
| 178 | - [ ] Have I classified the content type correctly? |
| 179 | - [ ] Have I extracted all data points verbatim? |
| 180 | - [ ] Have I identified visual opportunities? |
| 181 | - [ ] Have I extracted design instructions from user input? |
| 182 | - [ ] Have I recommended 3 layout×style combinations? |
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