Addressing the practical challenges of “difficulty in diagnosis, feedback, and personalized intervention” in teaching basic table tennis movements in large-class public physical education settings, this study, guided by the concept of lightweight intelligent teaching, constructs a framework for formative assessment and stratified practice prescriptions for basic table tennis movements, using forms as its medium. The framework designs a three-dimensional evaluation structure of “general movement quality–movement stability–technique-specific indicators,” establishes a structured closed-loop mechanism of “diagnosis–prescription–retesting,” and achieves the operationalization of transitioning from classroom observation to personalized intervention. This paper demonstrates the design rationality of the framework from three dimensions: content validity, operational feasibility, and decision-making effectiveness. It provides a standardized and replicable paradigm for skill teaching in large-class public physical education under low-resource constraints, and also offers a complete framework foundation and theoretical basis for subsequent empirical research.