本书是一本结合精益化管理理念系统介绍版权课程开发与运营的实用手册。本书通过7个章节详细阐述了从选题、构建大纲到素材规划、教学设计、标准套件制作、品牌包装命名，直至版权课程运营的全过程。作者基于10年以上的相关交付经验，结合十多万名学员的反馈，不仅提供了实操工具和技巧，帮助读者设计和运营高质量的版权课程；还基于培训行业的发展趋势对AI技术在课程开发领域的应用进行了展望，探讨了未来版权课程开发运营的潜在变革方向。

唐平，课匠堂创始人；师课类版权课程“TTT?猫计划”“七步成诗?”，领导力类版权课程“九段经理人?”“橙色领导力”，以及经典党课“峥嵘”“烽火”的原创作者；《将培训转化为商业结果实践手册——学习发展项目6Ds法则实施案例、工具、方法》（钻石版）译者；“6Ds——将培训转化为商业结果”的授权讲师。

第一步 课程选题破题··········································································1
课程选题的三个维度······································································2
破题的起点：买点思维与卖点思维···················································10
培训的“二户”思维·····································································11
用学习价值链来评估培训的有效性···················································12
借助业务结果视窗界定培训项目是否成功··········································16
课程开发不破题就像建高楼大厦不打地基··········································19
第二步 构建四级大纲········································································46
课程开发关键在于知识体系搭建······················································47
课程结构类似大树的根、干、枝、叶……··········································48
课程二级大纲的三段论结构····························································51
课程建模基于从问题出发找到解决方案·············································53
二级大纲结构化的方法··································································55
二级大纲常用的结构化建模方法······················································60
三级大纲要符合MECE法则并区分重点············································68
三级大纲的搭建可以借鉴“四棵树”················································71
四级大纲作为知识点是一门课程最有价值的内容·································75
“四库合一”的课程立体建构·························································77
第三步 培训素材规划········································································79
提升学习体验的三个要素·······························································80
素材有助于增强学员的学习体验······················································84
课程的情绪线和“开—进—关”结构················································85
用好四招八式做好开场设计····························································89
“面条”与“佐料”···································································100
常见的素材类型·········································································101
素材要靠平时多积累···································································105
关注学员的学习风格类型·····························································113
第四步 经典教学设计·······································································118
学习转化过程存在明显的信息衰减现象···········································119
教学设计应遵循“一少三多”原则·················································121
ISD教学金字塔·········································································129
常见的教学形式·········································································130
其他教学形式············································································138
经典教学模式············································································139
经典的教学方法·········································································147
第五步 标准套件制作·······································································154
产品标准化开发运营四部曲··························································155
利用课堂中的全感官刺激提升学员的学习体验··································157
学会用产品思维武装培训课程·······················································158
按照“衡、正、序、齐、空”的原则来设计标准课件·························159
基于课件PPT开发版权课程标准五件套··········································165
课程周边设计是版权课程商业增值的重要手段··································171
以精品课程为原点快速构建产品矩阵··············································173
组建一支复合型课程开发团队·······················································175
第六步 品牌包装命名·······································································178
课程命名的“三个一”································································181
课程命名原则：麻、辣、烫··························································183
课程命名常用的5种方法·····························································187
用好课程说明能够让品牌课程包装宣传事半功倍·······························191
第七步 版权课程运营·······································································197
通过师课体系钻石模型构建课程产品生态体系··································198
从“人课分离”到“人课共生”····················································202
“选—育—磨—激—晋”讲师成长路径···········································204
讲师课前、课中、课后准备··························································214
尾声·······························································································224