Hi, I’m KIKI.

钱喵记账本 · 微信小程序

这个月的零花钱，要留多少买喜欢的书，又能拿多少请朋友吃冰淇淋？我想让孩子从这些能自己做主的小事开始，慢慢培养财商。为此，我开发了钱喵记账本。这是我做的第一款微信小程序，已通过备案并上架。

收到零花钱记一笔，买了东西也记一笔。月底翻开账本，孩子就能看见自己一共收了多少、花了多少，钱主要用在哪儿。如果这个月的钱刚好花完，下个月想攒钱买本书，就可以先留出书钱，再安排剩下的零花钱。

孩子可以先用游客模式试记。登录后，每笔收支都会存入自己的云端账本，按月就能查看各类花费。会员还可以查看年度趋势、自选统计日期、导出 CSV 账单和更换主题。

Qianmiao spending tracker · WeChat mini program How much pocket money should I save for that book, and how much can I spend on ice cream with a friend? I wanted children to learn about money through decisions they can make for themselves. That’s why I built Qianmiao, my first WeChat mini program. It’s registered and available on WeChat. Children can record money as it comes in and as they spend it. At the end of the month they can see how much they received, how much they spent and where it went. If this month’s money is all gone and they’d like a book next month, they can set the price of the book aside first. Children can try it as guests. Once signed in, their entries are saved to a personal cloud account, with spending grouped by category each month. Members can also see annual trends, set a custom date range, export a CSV and change the theme.

Thinking Lab · 学习工具

想得更清楚，学得更深入。

Thinking Lab 是我为自己做的一款思考与提问练习工具。教英语时，我常遇到这样的时刻：孩子选对了答案，我问「是哪句话让你这样想的」，孩子却一时说不上来。后来我发现，这个问题也值得问自己。听到一个很有说服力的观点，我能说清自己为什么认同它吗？

练习从一小段真实访谈开始。我先听原声，写下自己的理解，再按时间戳对照中英文，分清哪些是对方说过的话，哪些是我补进去的推测。接着，我试着追问一句：「如果当时的条件变了，你还会做同样的选择吗？」最后把这个问题带回自己的生活，看看它能不能帮我想清楚一个正在做的决定。

目前，Thinking Lab 只供我个人学习使用，尚未对外开放。未来，我想把这些练习发展成一门课，让学生也有机会在讨论中说出理由、听懂不同的解释，并在遇到新证据时，知道自己的想法为什么值得改变。

Thinking Lab · Learning tool Think Better. Learn Deeper. I built Thinking Lab to practise thinking and asking questions myself. In class a child sometimes picks the right answer, but when I ask, “Which sentence led you there?” they can’t quite say. I realised the same question applied to me. When someone makes a persuasive point, can I explain why I agree? I start with a short excerpt from a real interview. I listen, write down my understanding, then compare the Chinese and English transcripts at the same timestamp. What did the speaker actually say, and what did I infer? Next I try a follow-up: “If the circumstances had been different, would you have made the same choice?” Finally, I take the question back to a decision I’m facing in my own life. For now, Thinking Lab is just for my own study and isn’t open to the public. I’d like to turn these exercises into a course where students can give reasons, listen to another interpretation and recognise when new evidence gives them a good reason to change their minds.

Grammar DNA · 学习工具

读懂规则，理清逻辑。

我开发 Grammar DNA，是因为在教学中常遇到这样一件事：孩子能背出「一般疑问句里，does 后面用动词原形」，可一写到自己的英语老师，还是会写出「Does she teaches English?」。我看重语法，正是因为孩子动笔表达自己的意思时，需要知道每个词为什么这样用。

我把规则放进有插画的知识卡里，让孩子先看懂一个例子，再通过分层练习，从辨认句子走到自己写句子。就拿上面这句来说，把「She teaches English.」改成问句时，does 已经承担了第三人称单数的变化，后面的 teach 就要回到原形。我希望错因分析能把这一步讲清楚，让孩子下次写到类似的句子时，知道该从哪里检查。

目前，三个学段的语法内容已完成约三分之二：小学和初中部分已完成，高中部分正在制作中。

Grammar DNA · Learning tool Understand the Rules. Master the Logic. I built Grammar DNA because I kept seeing the same thing in class. A student could tell me that “does” takes the base form of a verb, then write “Does she teaches English?” about their own teacher. Grammar matters to me because when children have something of their own to say, they need to know why each word takes the form it does. I put the rules into illustrated cards. Children explore an example, then move through exercises from recognising a pattern to writing their own sentences. When “She teaches English” becomes a question, “does” already marks the third-person singular, so “teach” returns to its base form. I want the feedback to make that step clear enough for children to check it themselves next time. About two-thirds of the material across the three school stages is complete. The primary and junior high sections are finished, and the senior high section is in development.