{"id": "ca_PWus3vBn", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "细胞的结构与功能", "dimension": "生命观念", "statement": "识别动植物细胞的结构并说出其异同点，说明细胞是生物体结构和功能的基本单位", "verb": "说出", "object": "其异同点，说明细胞是生物体结构和功能的基本单位", "type": "CONCEPTUAL", "literacy": ["生命观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确指出动植物细胞图中的细胞壁、叶绿体等结构并说明其功能", "能对比动植物细胞结构并解释为何细胞是生物体的基本单位"], "assessment": "{{name}}，你能告诉我植物细胞比动物细胞多了哪些结构，以及为什么说细胞是生命的基本单位吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 17, "srcStage": "", "srcAgree": "1.00", "srcText": "(2) 识别动植物细胞的结构并说出其异同点，说明细胞是生物体结构和功能的基本单位。", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别结构、比较异同、说明功能"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["structure-function", "systems"], "practice": ["investigating", "explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.773, "verbatimCoverage": 1.0, "facts": ["动植物细胞的结构存在异同点", "细胞是生物体结构和功能的基本单位"]}}
{"id": "ca_xsLaLvtN", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "细胞的结构与功能", "dimension": "科学思维", "statement": "运用示意图或模型等方式，展示和说明细胞各结构的功能及其相互关系", "verb": "说明", "object": "细胞各结构的功能及其相互关系", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用图示清晰标出线粒体、叶绿体等结构并解释其功能", "能用箭头或连线展示细胞核、细胞膜等结构间的物质或信息联系"], "assessment": "请让{{name}}画一个植物细胞图，并解释图中各个部分的作用和它们之间如何协作。", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 17, "srcStage": "", "srcAgree": "1.00", "srcText": "(3) 运用示意图或模型等方式，展示和说明细胞各结构的功能及其相互关系。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议（‘运用…方式，展示和说明…’），描述的是教师教学活动或学生学习活动，而非可直接判定‘会/不会’的学生能。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议（‘运用…方式，展示和说明…’），描述的是教师教学活动或学生学习活动，而非可直接判定‘会/不会’的学生能力。"}}
{"id": "ca_jDwi3ta4", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "科学探究方法", "dimension": "科学思维", "statement": "运用控制变量的方法", "verb": "运用", "object": "控制变量的方法", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能设计实验时明确指出只改变一个条件而保持其他条件相同", "能分析实验结果时说明哪个变量导致了观察到的差异"], "assessment": "{{name}}，你能告诉我做实验时为什么每次只能改变一个条件吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 17, "srcStage": "", "srcAgree": "1.00", "srcText": "(4) 运用控制变量的方法，设计简单的实验，探究单细胞生物的运动或趋性。", "method": "vlm-transcribe+split", "crosscuttingWhy": "设计对照实验并分析结果"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": [], "practice": ["investigating", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_d9ZKsu9v", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "生物体的结构层次", "dimension": "生命观念", "statement": "识别给定生物材料所属的结构层次，并阐明生物体在结构和功能上是一个有机整体", "verb": "识别", "object": "给定生物材料所属的结构层次，并阐明生物体在结构和功能上是一个有机整体", "type": "CONCEPTUAL", "literacy": ["生命观念"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举例说明同一生物体不同层次结构如何相互配合完成一项生命活动", "能指出某层次结构受损时其他层次受到的影响并说明层次间联系"], "assessment": "你能告诉{{name}}，他能说出食物从吃下到消化，涉及了哪些不同结构层次的配合吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 17, "srcStage": "", "srcAgree": "1.00", "srcText": "(6) 识别给定生物材料所属的结构层次，并阐明生物体在结构和功能上是一个有机整体。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（断言要求'阐明生物体在结构和功能上是一个有机整体'，但两条证据只到'指出结构并说出所属层次'和'解释肌肉收缩牵动骨骼'，）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_U7atfeh7", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "生物的分类", "dimension": "科学思维", "statement": "对于给定的一组生物，尝试根据一定的特征对其进行分类", "verb": "尝试", "object": "根据一定的特征对其进行分类", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能将一组动物按是否有脊柱分为两类并说明分类依据", "能根据植物是否有种子将一组植物分成两组并解释原因"], "assessment": "{{name}}，你能告诉我你是怎么把那些生物分成不同组的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 20, "srcStage": "", "srcAgree": "1.00", "srcText": "(2) 对于给定的一组生物，尝试根据一定的特征对其进行分类。", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别特征规律并分类，需设计探究与分析数据"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["patterns", "systems"], "practice": ["investigating", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_tw6JxB2M", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "生态系统", "dimension": "生命观念", "statement": "生态系统自我调节的能力是有限的，人类活动可能对生态环境造成一定的破坏，维护生态平衡对于人类的生存和发展具有重要意义", "verb": "调节", "object": "能力是有限的，人类活动可能对生态环境造成一定的破坏，维护生态平衡对于人类的生存和", "type": "META", "literacy": ["生命观念", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能结合具体案例说明人类活动如何超出生态系统的自我调节能力而造成破坏", "能举出至少两种人类维护生态平衡的实际行动及其意义"], "assessment": "请{{name}}举例说明人类活动怎样影响生态平衡，以及我们应该怎么保护它？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 21, "srcStage": "", "srcAgree": "0.00", "srcText": "生态系统自我调节的能力是有限的，人类活动可能对生态环境造成一定的破坏，维护生态平衡对于人类的生存和发展具有重要意义。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "undecidable", "detail": "‘生态系统自我调节的能力是有限的’是客观事实描述，不是学生能力；‘人类活动可能对生态环境造成一定的破坏’是课程目标而非具体能力。"}], "repairAttempt": {"fixable": false, "why": "原句是客观事实描述和课程目标，不是学生能力断言，无法改为可判定的学生行为。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是客观事实描述和课程目标，不是学生能力断言，无法改为可判定的学生行为。"}
{"id": "ca_4fd7rTGW", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "生态系统结构", "dimension": "科学思维", "statement": "运用图示或模型表示生态系统中各生物成分之间的营养关系", "verb": "表示", "object": "生态系统中各生物成分之间的营养关系", "type": "REPRESENTATIONAL", "literacy": ["科学思维", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能画出包含生产者、消费者和分解者的食物网图示", "能用箭头正确标注能量从草流向兔再流向鹰的路径"], "assessment": "{{name}}，你能画出一个食物网并标出能量流动的方向吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 22, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "(2) 运用图示或模型表示生态系统中各生物成分之间的营养关系。", "method": "vlm-transcribe+split", "crosscuttingWhy": "用模型表示系统内成分关系"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["systems", "structure-function"], "practice": ["modeling"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_zF2xJNqQ", "discipline": "生物学", "track": "MATRIX", "strand": "生物", "topic": "植物的生理作用", "dimension": "生命观念", "statement": "运用植物光合作用、呼吸作用、蒸腾作用等方面的知识", "verb": "运用", "object": "植物光合作用、呼吸作用、蒸腾作用等方面的知识", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能解释为什么把植物放在阳光下，塑料袋内壁会出现小水珠", "能用图表区分植物白天和晚上分别进行哪些气体交换过程"], "assessment": "你能给{{name}}一张图，让他指出植物白天在吸收什么、放出什么吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 25, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "(2) 运用植物光合作用、呼吸作用、蒸腾作用等方面的知识，解释生产生活中的相关现象。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "undecidable", "detail": "断言本身是知识运用的描述，不是可直接判断学生“会/不会”的具体能力点，更像教学目标或内容要求"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分"}
{"id": "ca_hSdpDTNS", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "人体生理与健康", "dimension": "探究实践", "statement": "能够设计简单的实验，探究有关人体生理与健康的问题", "verb": "实验", "object": "探究有关人体生理与健康的问题", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能针对‘运动后心跳加快’设计对照实验，明确写出实验步骤和观察指标", "能用图表记录实验数据，并解释数据变化与假设的关系"], "assessment": "{{name}}，你能说说你是怎么设计实验来验证运动对心跳的影响吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 29, "srcStage": "", "srcAgree": "1.00", "srcText": "(2) 能够设计简单的实验，探究有关人体生理与健康的问题。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程目标或内容要求，描述的是学生应达到的能力方向，而非一个可直接观察、判定‘会/不会’的具体行为。它缺少明确的、。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是课程目标或内容要求，描述的是学生应达到的能力方向，而非一个可直接观察、判定‘会/不会’的具体行为。它缺少明确的、可操作的动词和具体对象，无法直接转化为一个可判定的能力断言。"}}
{"id": "ca_D6vUcgaG", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "人体的营养", "dimension": "探究实践", "statement": "能运用营养成分、消化吸收和均衡膳食的知识，设计一份合理的食谱", "verb": "设计", "object": "一份合理的食谱", "type": "CONCEPTUAL", "literacy": ["探究实践", "态度责任"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据蛋白质、糖类等营养成分的功能，为一名中学生设计一日三餐食谱", "能解释所设计食谱中食物搭配如何满足消化吸收和均衡膳食的要求"], "assessment": "{{name}}，你能说说为什么早餐吃鸡蛋对身体好吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（3）运用食物中的营养成分、消化与吸收、均衡膳食等知识，设计一份合理的食谱。", "method": "vlm-transcribe+split", "crosscuttingWhy": "运用系统与物质能量知识设计方案"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "运用食物中的营养成分、消化与吸收、均衡膳食等知识", "repair": {"why": "将知识罗列改为具体的能力描述‘设计一份合理的食谱’，并明确了运用知识的范围和对象", "grounding": 1.0}, "crosscutting": ["systems", "matter-energy"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.923, "facts": []}}
{"id": "ca_HbuRndqT", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "健康与疾病", "dimension": "科学思维", "statement": "学会根据血常规、尿常规等化验的主要结果初步判断身体的健康状况", "verb": "判断", "object": "身体的健康状况", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据血常规报告中白细胞计数偏高，判断可能存在炎症", "能结合尿常规中尿蛋白阳性，推测肾脏功能可能异常"], "assessment": "{{name}}，你能看懂化验单上的关键指标并说出它们可能代表什么吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（5）学会根据血常规、尿常规等化验的主要结果初步判断身体的健康状况。", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析化验数据推断健康，涉及结构功能与因果"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["structure-function", "cause-effect"], "practice": ["analyzing-data", "explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_Rje8aKzA", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "人体感觉器官的结构与功能", "dimension": "生命观念", "statement": "描述眼和耳的结构与功能，阐明视觉和听觉的形成过程", "verb": "描述", "object": "眼和耳的结构与功能，阐明视觉和听觉的形成过程", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能准确指出眼球结构图中的晶状体、视网膜和视神经，并说明各自功能", "能用流程图描述声音从外耳道到听觉中枢的传导路径和成因"], "assessment": "{{name}}，你能看着图说说眼睛怎么看到东西、耳朵怎么听到声音吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（6）描述眼和耳的结构与功能，阐明视觉和听觉的形成过程；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "undecidable", "detail": "可判定性过滤器：句末谓语是虚动词「形成」：前面的「描述」只是状语里的动作，真正要求的仍不可判定", "by": "decidability-gate"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议（描述、阐明），未转化为可判定的学生能力表述"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议（描述、阐明），未转化为可判定的学生能力表述"}
{"id": "ca_me7FxGTf", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "人体健康与卫生习惯", "dimension": "态度责任", "statement": "学会科学用眼和用耳，保护眼和耳的健康", "verb": "保护", "object": "眼和耳的健康", "type": "CONCEPTUAL", "literacy": ["态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能说出看书时眼睛与书本保持一尺距离的具体做法", "能演示用耳机听音乐时音量不超过最大音量的60%"], "assessment": "{{name}}，你能告诉我平时怎么保护眼睛和耳朵吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "学会科学用眼和用耳，保护眼和耳的健康。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}]}
{"id": "ca_rjfNMFME", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "内环境与稳态的调节", "dimension": "科学思维", "statement": "能结合具体实例，分析神经系统、内分泌系统和免疫功能对内外环境变化作出的反应并阐明其意义", "verb": "分析", "object": "神经系统、内分泌系统和免疫功能对内外环境变化作出的反应并阐明其意义", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G7"}, "evidence": ["能解释寒冷时骨骼肌战栗与肾上腺素分泌增加如何协同维持体温", "能举例说明长期压力如何通过神经-内分泌-免疫轴影响健康并阐明意义"], "assessment": "{{name}}，你能说说感冒时身体里这三个系统是怎么配合来对抗病毒的吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（7）结合具体实例，分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析系统间协调机制并阐明意义"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义", "repair": {"why": "将章节级目标转化为可判定的能力点，保留了课标原句的‘结合具体实例’、‘分析’、‘阐明’等核心要求，并将指代明确化。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：内容涉及神经-内分泌-免疫调节网络的综合作用，属于高中生物必修三《稳态与环境》的核心内容，标注为七年级（G7）明显不符。七年级学生尚未系统学习这些系统的结构与功能，更无法进行综合分析。"}], "crosscutting": ["systems", "cause-effect"], "practice": ["analyzing-data", "explaining-designing"], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生结合具体实例，分析神经系统、内分泌系统和免疫功能对内外环境变化作出的反应并阐明其意义。能力断言是对该要求的忠实转述，因此意见不成立。", "quote": "结合具体实例，分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_CdnpYavt", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "生物体的结构层次", "dimension": "生命观念", "statement": "运用结构与功能相适应的观念", "verb": "运用", "object": "结构与功能相适应的观念", "type": "CONCEPTUAL", "literacy": ["生命观念"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能解释鸟的翅膀结构如何适应飞行功能", "能对比鱼鳃和肺的结构差异并说明各自适应的呼吸环境"], "assessment": "{{name}}，你能说说为什么鸟的翅膀长这样，而鱼的鳃又长那样吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（8）运用结构与功能相适应的观念，分析由于机体特定结构受损可能导致的机体功能障碍或异常行为表现，提出相应的预防措施。", "method": "vlm-transcribe+split", "crosscuttingWhy": "核心是结构与功能的对应关系"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["structure-function"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_ttxu9WN2", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "人体结构与功能", "dimension": "科学思维", "statement": "分析由于机体特定结构受损可能导致的机体功能障碍或异常行为表现，提出相应的预防措施", "verb": "分析", "object": "由于机体特定结构受损可能导致的机体功能障碍或异常行为表现，提出相应的预防措施", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能解释小脑受损会导致动作不协调，并举出预防酒精中毒的措施", "能说明胰岛素分泌不足会导致糖尿病，并提出控制饮食的建议"], "assessment": "你能告诉{{name}}，如果某个器官受伤了身体会出什么问题，以及怎么预防吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（8）运用结构与功能相适应的观念，分析由于机体特定结构受损可能导致的机体功能障碍或异常行为表现，提出相应的预防措施。", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析结构-功能关系及因果，提出预防方案"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["structure-function", "cause-effect"], "practice": ["analyzing-data", "explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_9L5Jvyif", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "传染病的预防", "dimension": "探究实践", "statement": "尝试提出可有效预防传染病的方法", "verb": "尝试", "object": "提出可有效预防传染病的方法", "type": "CONCEPTUAL", "literacy": ["探究实践", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能列举至少两种预防传染病的具体措施并说明其原理", "能针对一种传染病设计包含三个步骤的预防方案"], "assessment": "{{name}}，你能说出预防感冒和流感的方法吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "尝试提出可有效预防传染病的方法。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}]}
{"id": "ca_Gq5PrGnr", "discipline": "生物学", "track": "MATRIX", "strand": "遗传、变异与进化", "topic": "遗传信息的传递", "dimension": "生命观念", "statement": "能够解释遗传信息在生殖过程中完成了传递，并控制新个体的生长发育", "verb": "完成", "object": "了传递，并控制新个体的生长发育", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能画出亲代产生生殖细胞、受精及受精卵发育为新个体的流程图并标注关键步骤", "能解释为什么子女与父母在某些性状上相似而另一些不同，结合生殖细胞中遗传物质的传递进行说明"], "assessment": "{{name}}，你能画出从父母到孩子的遗传传递过程，并解释为什么你长得像爸爸妈妈吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 33, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "(1) 能够解释遗传信息在生殖过程中完成了传递，并控制新个体的生长发育。", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释遗传信息传递机制与控制作用"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.857, "verbatimCoverage": 1.0, "facts": ["遗传信息在生殖过程中完成了传递", "遗传信息控制新个体的生长发育"]}}
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{"id": "ca_rUv6kbqP", "discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "健康与疾病分析", "dimension": "科学思维", "statement": "运用结构与功能观、生物与环境的关系等知识进行分析，推测产生特定病症的可能原因", "verb": "分析", "object": "推测产生特定病症的可能原因", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据提供的病人症状描述和相关生物学知识，分析出该症状可能与哪种器官或系统的功能异常有关。", "能通过查阅或回忆资料，解释为什么某种环境因素（如污染、饮食）可能导致了该病症的发生。"], "assessment": "你可以问问{{name}}，如果一个人经常感觉呼吸困难，从结构和功能的角度分析，可能是身体哪个部位出了什么问题？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "生物学", "srcPage": 41, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "根据生理指标等方面的检测结果，运用结构与功能观、生物与环境的关系等知识进行分析，推测产生特定病症的可能原因；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分"}}
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{"id": "ca_XytL6wdF", "discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": null, "dimension": "生命观念", "statement": "能说出真菌是单细胞或多细胞生物，有成形的细胞核", "verb": "说出", "object": "真菌是单细胞或多细胞生物，有成形的细胞核", "type": "KNOWLEDGE", "literacy": ["生命观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：真菌是单细胞或多细胞生物，有成形的细胞核是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出真菌是单细胞或多细胞生物，有成形的细胞核吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "生物学", "srcText": "真菌是单细胞或多细胞生物，有成形的细胞核", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记性知识，无跨学科思维或实践动作", "srcPage": 19, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.833, "facts": ["真菌是单细胞或多细胞生物", "真菌有成形的细胞核"]}}
{"id": "ca_H6ytpMqn", "discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": null, "dimension": "社会责任", "statement": "能说出保护生物资源的基本遵循是有关野生动植物资源保护的法律法规", "verb": "说出", "object": "保护生物资源的基本遵循是有关野生动植物资源保护的法律法规", "type": "KNOWLEDGE", "literacy": ["社会责任"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：保护生物资源的基本遵循是有关野生动植物资源保护的法律法规是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出保护生物资源的基本遵循是有关野生动植物资源保护的法律法规吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "生物学", "srcText": "2.4.2 有关野生动植物资源保护的法律法规是保护生物资源的基本遵循", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记法规内容，非思维或实践训练", "srcPage": 20, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.87, "facts": ["有关野生动植物资源保护的法律法规是保护生物资源的基本遵循"]}}
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{"id": "ca_q0fisxt4", "discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": "遗传、变异与进化", "dimension": "生命观念", "statement": "能说出多种多样的生物是经过自然选择长期进化的结果", "verb": "说出", "object": "多种多样的生物是经过自然选择长期进化的结果", "type": "KNOWLEDGE", "literacy": ["生命观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：多种多样的生物是经过自然选择长期进化的结果是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出多种多样的生物是经过自然选择长期进化的结果吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "生物学", "srcText": "8.2 多种多样的生物是经过自然选择长期进化的结果", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释进化机制，归纳规律", "srcPage": 33, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "patterns"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.864, "facts": ["多种多样的生物是经过自然选择长期进化的结果"]}, "topicFrom": "curriculum-page-index"}
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{"id": "ca_Hn3rdC4d", "discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": "生物学与社会·跨学科实践", "dimension": "探究实践", "statement": "能运用多学科的知识和方法自制实验装置模拟吸烟有害健康", "verb": "运用", "object": "多学科的知识和方法自制实验装置模拟吸烟有害健康", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能设计并制作一个用于模拟吸烟过程的实验装置", "学生能在装置中使用来自不同学科的知识来模拟烟雾对呼吸道的影响"], "assessment": "{{name}}能说出制作实验装置模拟吸烟有害健康项目是运用多学科的知识和方法自制实验装置，模拟香烟烟雾对呼吸道黏膜的危害吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "生物学", "srcText": "（2）制作实验装置，模拟吸烟有害健康。运用多学科的知识和方法自制实验装置，模拟香烟烟雾对呼吸道黏膜的危害；", "method": "curriculum-content-rewrite", "crosscuttingWhy": "建模模拟系统，探究物质流动", "srcPage": 35, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "matter-energy"], "practice": ["modeling", "investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.962, "facts": []}, "statementBefore": "能说出制作实验装置模拟吸烟有害健康项目是运用多学科的知识和方法自制实验装置，模拟香烟烟雾对呼吸道黏膜的危害", "repair": {"kind": "undegrade", "why": "将要求学生「说出」项目内容的断言，改回要求学生「运用」知识和方法「制作」实验装置的动手操作要求，符合课标原文动词和内容。", "grounding": 1.0, "srcVerbs": ["运用", "制作"]}, "topicFrom": "curriculum-page-index"}
{"discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "内环境与稳态的调节", "dimension": "科学思维", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G7"}, "evidence": ["能解释寒冷时骨骼肌战栗与肾上腺素分泌增加如何协同维持体温", "能举例说明长期压力如何通过神经-内分泌-免疫轴影响健康并阐明意义"], "assessment": "{{name}}，你能说说感冒时身体里这三个系统是怎么配合来对抗病毒的吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（7）结合具体实例，分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "atomize/atomize-substring", "crosscuttingWhy": "分析系统间协调机制并阐明意义", "splitFrom": "ca_rjfNMFME"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义", "repair": {"why": "将章节级目标转化为可判定的能力点，保留了课标原句的‘结合具体实例’、‘分析’、‘阐明’等核心要求，并将指代明确化。", "grounding": 1.0}, "crosscutting": ["systems", "cause-effect"], "practice": ["analyzing-data", "explaining-designing"], "id": "ca_WxXBUqtq", "statement": "能结合具体实例，分析神经系统对内外环境变化作出的反应并阐明其意义", "verb": "分析", "object": "神经系统对内外环境变化作出的反应并阐明其意义", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：神经系统对内外环境变化作出反应并阐明意义，涉及神经-内分泌-免疫轴调节，属于高中稳态与调节的深度内容，远超出七年级（G7）认知水平。七年级学生尚未系统学习神经调节、激素调节及免疫调节的相互作用。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生结合具体实例，分析神经系统对内外环境变化作出的反应并阐明其意义。能力断言是对此要求的忠实转述，且课标原文并未限定该内容仅适用于特定年级。提意见者基于对七年级认知水平的假设，但课标原文本身并未做出此限制，因此意见不成立。", "quote": "结合具体实例，分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "内环境与稳态的调节", "dimension": "科学思维", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G7"}, "evidence": ["能解释寒冷时骨骼肌战栗与肾上腺素分泌增加如何协同维持体温", "能举例说明长期压力如何通过神经-内分泌-免疫轴影响健康并阐明意义"], "assessment": "{{name}}，你能说说感冒时身体里这三个系统是怎么配合来对抗病毒的吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（7）结合具体实例，分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "atomize/atomize-substring", "crosscuttingWhy": "分析系统间协调机制并阐明意义", "splitFrom": "ca_rjfNMFME"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义", "repair": {"why": "将章节级目标转化为可判定的能力点，保留了课标原句的‘结合具体实例’、‘分析’、‘阐明’等核心要求，并将指代明确化。", "grounding": 1.0}, "crosscutting": ["systems", "cause-effect"], "practice": ["analyzing-data", "explaining-designing"], "id": "ca_Vej5Qf8H", "statement": "能结合具体实例，分析内分泌系统对内外环境变化作出的反应并阐明其意义", "verb": "分析", "object": "内分泌系统对内外环境变化作出的反应并阐明其意义", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G7（初一）学生尚未系统学习内分泌系统，该内容属于高中必修模块，标注学段过低"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将‘分析人体的…内分泌系统…对机体内外环境变化所作出的反应，阐明其重要意义’列为学生应达到的能力要求，且未限定学段。该能力断言是原文的忠实缩略，删除了并列的神经系统和免疫系统，核心要求与原文一致。", "quote": "（7）结合具体实例，分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "生物学", "track": "MATRIX", "strand": null, "topic": "内环境与稳态的调节", "dimension": "科学思维", "type": "CONCEPTUAL", "literacy": ["生命观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G7"}, "evidence": ["能解释寒冷时骨骼肌战栗与肾上腺素分泌增加如何协同维持体温", "能举例说明长期压力如何通过神经-内分泌-免疫轴影响健康并阐明意义"], "assessment": "{{name}}，你能说说感冒时身体里这三个系统是怎么配合来对抗病毒的吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "生物学", "srcPage": 30, "srcStage": "", "srcAgree": "1.00", "srcText": "（7）结合具体实例，分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "atomize/atomize-substring", "crosscuttingWhy": "分析系统间协调机制并阐明意义", "splitFrom": "ca_rjfNMFME"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义", "repair": {"why": "将章节级目标转化为可判定的能力点，保留了课标原句的‘结合具体实例’、‘分析’、‘阐明’等核心要求，并将指代明确化。", "grounding": 1.0}, "crosscutting": ["systems", "cause-effect"], "practice": ["analyzing-data", "explaining-designing"], "id": "ca_PiPJEr7Z", "statement": "能结合具体实例，分析免疫功能对内外环境变化作出的反应并阐明其意义", "verb": "分析", "object": "免疫功能对内外环境变化作出的反应并阐明其意义", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：免疫调节属于高中稳态与环境模块，G7阶段仅涉及基础免疫概念，该能力要求过高"}], "adjudication": {"verdict": "overrule", "why": "课标原文（7）明确要求学生‘分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义’。该断言是原文中关于‘免疫功能’部分的忠实拆分和转述，并未超出课标要求。", "quote": "分析人体的神经系统、内分泌系统和免疫功能对机体内外环境变化所作出的反应，阐明其重要意义。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": "生命科学", "dimension": "生命观念", "type": "CONCEPTUAL", "literacy": ["生命观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["在花的结构示意图上，能准确圈出雄蕊和雌蕊", "能口头或书面说明雄蕊产生花粉、雌蕊接受花粉并发育成果实"], "assessment": "{{name}}能在花的结构图上圈出雄蕊和雌蕊吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_LNvwMtTL", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将关于花最重要结构的知识，应用于具体的结构识别和功能解释任务中，其表现（指认和说明）是旁观者可观察和判定的。", "srcSubject": "生物学", "srcPage": 24, "srcText": "花中最重要的结构是雄蕊和雌蕊", "crosscuttingWhy": "识别结构并解释其功能", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_Dw3T8efX"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_baqRCf9d", "statement": "能指出花的结构图中雄蕊的位置", "verb": "指出", "object": "花的结构图中雄蕊的位置", "reviewedBy": []}
{"discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": "生命科学", "dimension": "生命观念", "type": "CONCEPTUAL", "literacy": ["生命观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["在花的结构示意图上，能准确圈出雄蕊和雌蕊", "能口头或书面说明雄蕊产生花粉、雌蕊接受花粉并发育成果实"], "assessment": "{{name}}能圈出花的结构图里雌蕊的位置吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "disputed", "deprecated": true, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_LNvwMtTL", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将关于花最重要结构的知识，应用于具体的结构识别和功能解释任务中，其表现（指认和说明）是旁观者可观察和判定的。", "srcSubject": "生物学", "srcPage": 24, "srcText": "花中最重要的结构是雄蕊和雌蕊", "crosscuttingWhy": "识别结构并解释其功能", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_Dw3T8efX"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_MsEmsnrs", "statement": "能指出花的结构图中雌蕊的位置", "verb": "指出", "object": "花的结构图中雌蕊的位置", "reviewedBy": [], "aiIssues": [{"type": "not-a-capability", "detail": "'能指出花的结构图中雌蕊的位置'是具体操作描述，但给出的掌握证据'能口头或书面说明雄蕊产生花粉、雌蕊接受花粉并发育成果实'是知识陈述，与能力断言不匹配，证据无法证明该操作能力"}], "dropReason": "AI 裁决：异议成立。课标原文'花中最重要的结构是雄蕊和雌蕊'是知识陈述，没有要求学生'能指出花的结构图中雌蕊的位置'这一具体操作技能。能力断言中要求指出结构图中位置，这是从知识陈述中过度推断出的操作能力，证据中的知识陈述无法匹配该操作能力断言。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": "生命科学", "dimension": "生命观念", "type": "CONCEPTUAL", "literacy": ["生命观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能指着一朵花的雄蕊，说明它产生花粉、完成传粉的功能。", "能对比一朵去掉雄蕊的花，说明它不能完成传粉。"], "assessment": "{{name}}能说明雄蕊的功能吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_LNvwMtTL", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将关于花最重要结构的知识，应用于具体的结构识别和功能解释任务中，其表现（指认和说明）是旁观者可观察和判定的。", "srcSubject": "生物学", "srcPage": 24, "srcText": "花中最重要的结构是雄蕊和雌蕊", "crosscuttingWhy": "识别结构并解释其功能", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_Dw3T8efX"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_hpdY9SuU", "statement": "能说明雄蕊的功能", "verb": "说明", "object": "雄蕊的功能", "reviewedBy": [], "evidenceDrafted": true}
{"discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": "生命科学", "dimension": "生命观念", "type": "CONCEPTUAL", "literacy": ["生命观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能指出花的结构图中雌蕊的位置，并说明其功能是接受花粉、发育成果实", "能举例说明雌蕊在传粉受精过程中的作用，如子房发育成果实"], "assessment": "{{name}}能说明雌蕊的功能吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_LNvwMtTL", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将关于花最重要结构的知识，应用于具体的结构识别和功能解释任务中，其表现（指认和说明）是旁观者可观察和判定的。", "srcSubject": "生物学", "srcPage": 24, "srcText": "花中最重要的结构是雄蕊和雌蕊", "crosscuttingWhy": "识别结构并解释其功能", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_Dw3T8efX"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_vbkmtfjV", "statement": "能说明雌蕊的功能", "verb": "说明", "object": "雌蕊的功能", "reviewedBy": [], "evidenceDrafted": true}
{"discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": null, "dimension": "社会责任", "type": "CONCEPTUAL", "literacy": ["社会责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能说出血吸虫病是寄生虫病，并举出另一个寄生虫病的例子", "能说出艾滋病是病毒性传染病，并举出另一个病毒性传染病的例子"], "assessment": "{{name}}能列举出至少两种不同类型的传染病吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "cause-effect"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_jcmZYUF1", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生基于已知的传染病类型知识，进行分类列举和关联说明，这是一个可观察、可判定的认知操作。", "srcSubject": "生物学", "srcPage": 29, "srcText": "6.1.2 常见的寄生虫病（如血吸虫病、肠道蠕虫病等）、细菌性传染病（如淋病）、病毒性传染病（如严重急性呼吸综合征、新型冠状病毒肺炎、艾滋病、乙型肝炎、丙型肝炎等）是人体健康的威胁", "crosscuttingWhy": "分类传染病并解释其威胁", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_WUdm8HWV"}, "schemaVersion": "0.1.0", "id": "ca_sxRh4VFs", "statement": "能列举出至少两种不同类型的传染病", "verb": "举出", "object": "至少两种不同类型的传染病", "reviewedBy": [], "evidenceDrafted": true}
{"discipline": "生物学", "track": "MATRIX", "strand": "生命观念", "topic": null, "dimension": "社会责任", "type": "CONCEPTUAL", "literacy": ["社会责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能列举出课标中提到的至少三种不同类型的传染病，并说出它们各属于哪种类型", "能针对课标中提到的某一种传染病，说明它对人体健康的具体威胁是什么"], "assessment": "{{name}}能说明不同类型的传染病对人体健康的威胁吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "cause-effect"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_jcmZYUF1", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生基于已知的传染病类型知识，进行分类列举和关联说明，这是一个可观察、可判定的认知操作。", "srcSubject": "生物学", "srcPage": 29, "srcText": "6.1.2 常见的寄生虫病（如血吸虫病、肠道蠕虫病等）、细菌性传染病（如淋病）、病毒性传染病（如严重急性呼吸综合征、新型冠状病毒肺炎、艾滋病、乙型肝炎、丙型肝炎等）是人体健康的威胁", "crosscuttingWhy": "分类传染病并解释其威胁", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_WUdm8HWV"}, "schemaVersion": "0.1.0", "id": "ca_zw2wJ2GL", "statement": "能说明不同类型的传染病对人体健康的威胁", "verb": "说明", "object": "不同类型的传染病对人体健康的威胁", "reviewedBy": [], "evidenceDrafted": true, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能说明不同类型的传染病对人体健康的威胁’是课标主题表述，不是可对单个学生判断‘会/不会’的能力断言；具体掌握证据已将其拆为列举和说明，但原断言本身仍不可判"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据要求‘说出它们各属于哪种类型’，但前置能力已包含‘能说出常见的寄生虫病、细菌性传染病、病毒性传染病是人体健康的威胁’，证据未展示如何‘说明威胁’的具体层次，仍停留在识别层面"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确陈述了不同类型的传染病（寄生虫病、细菌性、病毒性）是人体健康的威胁。将这一事实性陈述改写为要求学生‘能说明不同类型的传染病对人体健康的威胁’，是要求学生复述和解释这一已知事实，是忠实的能力转述。提意见者认为断言不可判，但课标原文本身就是一个明确的知识点陈述，要求学生掌握这一知识是合理的。", "quote": "常见的寄生虫病（如血吸虫病、肠道蠕虫病等）、细菌性传染病（如淋病）、病毒性传染病（如严重急性呼吸综合征、新型冠状病毒肺炎、艾滋病、乙型肝炎、丙型肝炎等）是人体健康的威胁", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}