{"id": "ca_GLQaniDR", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语篇类型", "topic": "普通高中英语课程语篇类型", "dimension": "语言能力", "statement": "能操作指令，天气预报，歌曲和诗歌等", "verb": "操作", "object": "指令，天气预报，歌曲和诗歌等", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能在英语课堂或作业情境中完成：能操作指令，天气预报，歌曲和诗歌等"], "assessment": "{{name}}能在英语课上操作指令，听懂天气预报、歌曲和诗歌吗？", "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 25, "srcCode": "7", "srcTopic": "普通高中英语课程语篇类型", "srcCourse": "必修", "srcCourseNo": "", "srcText": "其他语篇类型，如：目录或指南，表格与图示，日程表，告示牌，地图和图例，菜单和烹饪食谱，规则，操作指令，天气预报，歌曲和诗歌等。选择性必修", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言技能操作，非跨学科概念或科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "'能操作指令，天气预报，歌曲和诗歌等' 指向不明：是'能读懂'还是'能听懂'还是'能分析'？无法判断一个具体孩子是否掌握。"}, {"type": "not-a-capability", "detail": "'天气预报，歌曲和诗歌'是语篇类型举例，不是能力描述。学生的能力应是'能理解/分析/运用XX类语篇'，而非罗列语篇类型本身。"}, {"type": "evidence-weak", "detail": "掌握证据与能力断言完全重复，没有提供任何可观察、可判断的具体行为或产出标准。"}], "dropReason": "AI 裁决：异议成立。课标原文是列举语篇类型（如目录、表格、地图、食谱、规则、指令、天气预报、歌曲和诗歌等），并说明这些是‘其他语篇类型’。能力断言‘能操作指令，天气预报，歌曲和诗歌等’将语篇类型本身当作能力，且‘能操作指令’表述模糊（是‘能读懂操作指令’还是‘能发出操作指令’？），不符合课标原文对语篇类型的列举意图。课标要求的是学生能理解、分析或运用这些语篇类型，而非简单罗列。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_gvefkLr7", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语篇类型", "topic": "普通高中英语课程语篇类型", "dimension": "语言能力", "statement": "能应用文，如：正式书信等", "verb": "应用", "object": "文，如：正式书信等", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据给定的情境和目的，写出一封格式规范、内容得体的正式书信", "能识别并修改一封正式书信中不符合格式或语体要求的错误"], "assessment": "{{name}}能应用正式书信等应用文吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 25, "srcCode": "5", "srcTopic": "普通高中英语课程语篇类型", "srcCourse": "必修", "srcCourseNo": "", "srcText": "应用文，如：正式书信等；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "应用文写作是设计文本并传递信息"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "'能应用文，如：正式书信等'是名词短语，不是可判断的能力描述，无法对具体孩子答'会/不会'"}, {"type": "not-a-capability", "detail": "这是语篇类型分类（应用文），不是学生能力，属于课程内容范畴"}, {"type": "truncated", "detail": "'能应用文'缺谓语，疑似从'能写应用文'或'能识别应用文'截断而来"}], "dropReason": "AI 裁决：异议成立。课标原文为“应用文，如：正式书信等；”，这是列举课程内容/语篇类型，未构成对学生能力的具体要求。断言“能应用文，如：正式书信等”是残句，缺谓语，且将课程内容范畴直接转化为学生能力，不忠实于原文意图。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_tQqKRSAx", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语音知识", "topic": "普通高中英语课程语音知识", "dimension": "语言能力", "statement": "能运用音标知识学习多音节单词的发音", "verb": "运用", "object": "音标知识学习多音节单词的发音", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据词典中的音标，正确读出一个生词的发音，如environment或communication。", "能将一个多音节单词按音节拆分，并对照音标逐个拼读，最终合成完整发音。"], "assessment": "{{name}}能用音标知识来学习多音节单词的发音吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["math-computational"], "provenance": {"srcSubject": "英语", "srcPage": 28, "srcCode": "3", "srcTopic": "普通高中英语课程语音知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在查阅词典时，运用音标知识学习多音节单词的发音。选择性必修", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "运用规则（音标）进行解码计算"}, "schemaVersion": "0.1.0", "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": 0.933, "facts": []}}
{"id": "ca_QKSTVvcD", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语音知识", "topic": "普通高中英语课程语音知识", "dimension": "语言能力", "statement": "能理解和表达与各种主题相关的信息或观点", "verb": "表达", "object": "与各种主题相关的信息或观点", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段语篇，能用完整句子写出或说出其中关于某个主题的信息或观点", "讨论某个话题时，能用英语说出或写出自己对该主题的看法或想法"], "assessment": "{{name}}能在英语课堂或作业中理解和表达与各种主题相关的信息或观点吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 29, "srcCode": null, "srcTopic": "普通高中英语课程语音知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "学习词汇不只是记忆词的音、形、义，更重要的是在语篇中，通过听、说、读、看、写等语言活动，理解和表达与各种主题相关的信息或观点。", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "核心是获取与交流信息", "srcTextFix": {"method": "best-sentence", "coverage": 1.0}, "srcTextFullLen": 312, "lostCondition": "通过听、说、读、看、写等语言活动"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是课程总目标或学科素养描述，不是可观察的学生能力。无法判断一个具体学生是否掌握，也无法设计对应的教学活动或评估任务。"}], "fieldIssues": ["condition-lost"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生通过一系列语言活动（听、说、读、看、写）来‘理解和表达与各种主题相关的信息或观点’。能力断言‘能理解和表达与各种主题相关的信息或观点’是对该要求的忠实转述，描述了学生需要掌握的能力，且可通过设计相应的语言活动来观察和评估。", "quote": "学习词汇不只是记忆词的音、形、义，更重要的是在语篇中，通过听、说、读、看、写等语言活动，理解和表达与各种主题相关的信息或观点。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_sc55wzx4", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能掌握词性变化规律，并用于理解和表达有关主题的信息和观点", "verb": "表达", "object": "有关主题的信息和观点", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据词根词缀，推断出一个生词的词性和基本含义", "能将一个词（如 happy）正确变形（如 unhappiness）来表达相反或不同的意思"], "assessment": "{{name}}能掌握词性变化规律，并用它来理解和表达有关主题的信息和观点吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 29, "srcCode": "2", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "了解词汇的词根、词缀，掌握词性变化规律，并用于理解和表达有关主题的信息和观点；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "识别词性变化规律并分析运用"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：断言是课程目标描述，不是学生具体能力。'能掌握...规律并用于...'是编写说明式的笼统目标，无法对单个孩子判定'会/不会'。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据是原文断言的复述，没有提供可观察、可判断的具体行为指标，无法证明能力达成。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'掌握词性变化规律，并用于理解和表达有关主题的信息和观点'，断言是对此的忠实转述，且'掌握'和'用于'是可观察的学生能力行为。", "quote": "掌握词性变化规律，并用于理解和表达有关主题的信息和观点", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_dn2QvVjd", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能运用词汇命名相关事物，进行指称", "verb": "命名", "object": "相关事物，进行指称", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据主题（如家庭），说出爸爸、妈妈等家庭成员的词汇进行指称", "能在看到动物图片时，运用狗、猫等词汇命名图片中的动物"], "assessment": "{{name}}能在英语课上用单词说出东西的名字吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 29, "srcCode": "3", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语境中，根据不同主题，运用词汇命名相关事物，进行指称，描述行为、过程和特征，说明概念等；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "基础词汇指称，无跨学科思维或科学实践", "lostCondition": "根据不同主题"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能运用词汇命名相关事物，进行指称'是词汇学习的基本功能描述，无法判断一个具体学生是否掌握，更像章节标题或教学目标"}], "fieldIssues": ["condition-lost"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'运用词汇命名相关事物，进行指称'，断言是对此的忠实转述，且描述的是学生可观察的语言运用行为。", "quote": "在语境中，根据不同主题，运用词汇命名相关事物，进行指称，描述行为、过程和特征，说明概念等；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_XLM69W3G", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能描述行为、过程和特征", "verb": "描述", "object": "行为、过程和特征", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一个主题场景，能说出三个相关的事物并说出它们的一个特点", "给一个正在发生的动作，能说出它正在进行，并说出动作的目的或结果"], "assessment": "{{name}}能在英语课堂上描述行为、过程和特征吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 29, "srcCode": "3", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语境中，根据不同主题，运用词汇命名相关事物，进行指称，描述行为、过程和特征，说明概念等；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "描述性语言能力，非跨学科概念或科学实践"}, "schemaVersion": "0.1.0", "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": 0.9, "facts": []}}
{"id": "ca_7ArzR7Pu", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度等", "verb": "使用", "object": "者的意图和态度等", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据上下文判断一个多义词在句中的具体含义", "能通过词语的褒贬色彩，判断说话者对所描述对象的态度"], "assessment": "{{name}}能在英语课堂或作业中理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function", "cause-effect"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 30, "srcCode": "1", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语境中，理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度等；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析词语功能与意图"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘理解词语功能、词义内涵外延及使用者意图态度’是宏观描述，无法判定具体孩子是否掌握；掌握证据原句复制了断言，仍不能作为判断依据"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度等’，断言‘能理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度等’是对此要求的忠实转述，且主语是学生。意见认为这是宏观描述无法判定，但课标原文本身即为宏观要求，断言并未偏离。", "quote": "在语境中，理解具体词语的功能、词义的内涵和外延以及使用者的意图和态度等；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_jTRHiCmK", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能根据不同主题，梳理词语，并用于理解和表达相关的信息", "verb": "表达", "object": "相关的信息", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能给定一个主题（如“校园安全”），从一段话中圈出相关词语，并说出它们的意思。", "能用新学的词语，说一句与该主题相关的话。", "能给定一个主题（如“动物”），从图片或短文中找出相关词语，并说出它们的特点。"], "assessment": "{{name}}能在英语课上根据不同主题梳理词语，用来理解和表达信息吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 30, "srcCode": "2", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据不同主题，梳理词语，并用于理解和表达相关的信息；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分类梳理词语，分析信息"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言为课标原文的重复，未转化为可观察、可判断的具体能力行为，无法对具体学生判断‘会/不会’"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘根据不同主题，梳理词语，并用于理解和表达相关的信息’，能力断言是对此的忠实转述，直接陈述了学生应具备的能力，且为可观察的学习结果。", "quote": "根据不同主题，梳理词语，并用于理解和表达相关的信息", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_ei7Xq7VY", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能在比较复杂的语境中", "verb": "比较", "object": "复杂的语境中", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能用恰当词汇描述一个包含多个角色的事件过程，如说明谁先做了什么、然后发生了什么。", "能在一个包含干扰信息的语境中，准确指称特定事物或人物，并描述其特征。"], "assessment": "{{name}}能在英语课堂或作业中，处理比较复杂的语境吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 30, "srcCode": "4", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在比较复杂的语境中，运用恰当词汇命名事物，进行指称，描述事件发生、发展的过程，描述特征，说明概念等；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言理解与表达，非科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "truncated", "detail": "能力断言缺主干，仅'能在比较复杂的语境中'是一个介词短语，缺少谓语和宾语，无法构成一个完整的能力描述"}], "dropReason": "AI 裁决：异议成立。该断言只是从原文中截取的一个介词短语，缺少谓语和宾语（如'运用恰当词汇命名事物'等），无法构成完整的能力描述，因此是残句。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_q37W8tRy", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能运用恰当词汇命名事物，进行指称", "verb": "命名", "object": "事物，进行指称", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能指着一张动物卡片说出它的名字，比如“长颈鹿”“企鹅”", "能看着一张复杂图片，说出图中不同事物的名称和位置"], "assessment": "{{name}}能在英语课堂或作业中用恰当的词叫出东西、指出来吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 30, "srcCode": "4", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在比较复杂的语境中，运用恰当词汇命名事物，进行指称，描述事件发生、发展的过程，描述特征，说明概念等；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言命名与指称，非科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能运用恰当词汇命名事物，进行指称'是词汇知识的定义性描述，无法判断一个具体学生是否掌握，缺乏可观察、可测量的行为指标"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'运用恰当词汇命名事物，进行指称'，断言是忠实转述，且'运用恰当词汇命名事物，进行指称'是可观察的行为描述。", "quote": "运用恰当词汇命名事物，进行指称", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_qsyqYxuj", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程词汇知识", "topic": "普通高中英语课程词汇知识", "dimension": "语言能力", "statement": "能描述事件发生、发展的过程", "verb": "描述", "object": "事件发生、发展的过程", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能按时间顺序，说出一个故事里先发生了什么、后发生了什么", "能看着一张流程图，用几句话讲清楚事情是怎么一步步发展的"], "assessment": "{{name}}能描述事件发生、发展的过程吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 30, "srcCode": "4", "srcTopic": "普通高中英语课程词汇知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在比较复杂的语境中，运用恰当词汇命名事物，进行指称，描述事件发生、发展的过程，描述特征，说明概念等；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "描述事件过程属于信息交流"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "掌握证据与能力断言完全重复，没有提供任何可观察或可验证的具体行为表现，无法证明学生是否具备该能力。"}], "fieldIssues": ["evidence-weak"], "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": 0.909, "facts": []}}
{"id": "ca_AcjYcjxu", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能运用所学的语法知识", "verb": "运用", "object": "所学的语法知识", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能用所学语法描述图片中人物正在做的事，如用现在进行时说'The boy is reading.'", "能用简单句表达对故事结局的看法，如用'I think...'或'Because...'说明理由"], "assessment": "{{name}}能在英语课堂或作业中运用所学的语法知识吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "2", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "运用所学的语法知识，理解口头和书面语篇的基本意义，描述真实和想象世界中的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活中进行一般性的人际交流；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法运用属语言技能，非通用概念或科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能运用所学的语法知识'是一句口号或章节标题，无法对一个具体孩子答'会/不会'，因为它没有说明运用语法知识做什么或达到什么程度。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据'能在英语课堂或作业情境中完成：能运用所学的语法知识'是断言本身的重复，没有提供任何可观测、可判断的具体行为表现，无法证明能力。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'运用所学的语法知识'，该断言是对此要求的忠实转述。", "quote": "运用所学的语法知识", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_HNS8Lgnj", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中理解和使用过去将来时态", "verb": "使用", "object": "过去将来时态", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段故事，说出主人公原计划要做什么，后来又怎样了。", "能在作文里用“原本打算”“当时想着”等词语描述过去某时的计划。"], "assessment": "{{name}}能在英语课或作业里，在文章中理解和使用过去将来时态吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "3", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用过去将来时态；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能在语篇中理解和使用过去将来时态'是语法教学内容描述，不是对学生能力的具体判断标准，无法对一个具体孩子答'会/不会'"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'在语篇中理解和使用过去将来时态'，能力断言'能在语篇中理解和使用过去将来时态'是对此的忠实转述，主语是学生，且描述了可观察的语言运用能力。", "quote": "在语篇中理解和使用过去将来时态", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_m2ZsrLKv", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中理解和使用现在进行和现在完成时态的被动语态", "verb": "完成", "object": "时态的被动语态", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据一篇描述工作的文章，用英语说出哪件事被完成了、哪件事正在被处理。", "能仿照语篇中的句式，写出描述正在被建设或已被修复的建筑的句子。"], "assessment": "{{name}}能在英语课堂或作业中完成：在语篇中理解和使用现在进行和现在完成时态的被动语态吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "4", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用现在进行和现在完成时态的被动语态；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言规则记忆与应用，非跨学科思维"}, "schemaVersion": "0.1.0", "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": 0.95, "facts": []}}
{"id": "ca_hCzUf94s", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中理解和使用动词不定式作句子中的定语和结果状语", "verb": "使用", "object": "动词不定式作句子中的定语和结果状语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，圈出作定语的不定式并说明它修饰哪个名词", "能仿照例句，用不定式写出一个表示结果的句子，如用too...to结构"], "assessment": "{{name}}能在英语课或作业里，看懂并用上动词不定式来当定语和结果状语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "5", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词不定式作句子中的定语和结果状语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维"}, "schemaVersion": "0.1.0", "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": 1.0, "verbatimCoverage": 0.955, "facts": ["在语篇中理解和使用动词不定式作句子中的定语和结果状语"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_tRGYRKuH", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语", "verb": "使用", "object": "动词 -ing形式作句子中的定语、状语和补语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段含 -ing 形式的短文，指出哪个词修饰名词、哪个词表伴随、哪个词补充说明宾语。", "能用 -ing 形式造三个句子，分别作定语、状语和补语，并说明每句中 -ing 的作用。"], "assessment": "{{name}}能在英语课堂或作业中，理解和使用动词-ing形式作句子的定语、状语和补语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据是能力断言的逐字重复，没有提供可观察、可验证的学生行为表现，无法判断具体孩子是否掌握"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语’，能力断言是对此的忠实转述，主语是学生，且‘理解和使用’是可观察的行为表现。", "quote": "在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_gy2dHvjs", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语", "verb": "使用", "object": "动词 -ed 形式作句子中的定语、状语和补语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读一篇短文后，能用带-ed的词修饰名词，如 a broken cup 或 a surprised look", "听老师说一句话后，能用-I saw him running或I saw him caught改写，说出区别"], "assessment": "{{name}}能在英语课堂或作业里，看懂并用上动词-ed形式当定语、状语和补语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "7", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法形式识别与应用，非跨学科概念"}, "schemaVersion": "0.1.0", "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": 0.952, "facts": []}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：生成不出家长可照念的问句 —— make_assessment 的闸（实词不得超出断言与证据）连续拒绝。说不出怎么问，就说不出怎么判，不该被档案引用。"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语'，能力断言'能在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语'是对此的忠实转述，主语是学生，且是完整的能力要求。意见中关于'生成不出家长可照念的问句'的担忧，属于对评估方式的讨论，而非对断言本身是否忠实于课标的质疑。", "quote": "在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_mPzpWTuj", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中理解和使用简单的省略句", "verb": "使用", "object": "简单的省略句", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读一段含省略句的对话后，能补全被省略的成分并说出省略了什么。", "在写作或口语中，能根据语境恰当地使用省略句来表达，且意思完整清晰。"], "assessment": "{{name}}能在英语课文或作业里看懂并用上简单的省略句吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "9", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用简单的省略句。选择性必修", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言理解与运用，非跨学科概念"}, "schemaVersion": "0.1.0", "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": 0.938, "facts": []}}
{"id": "ca_bdq2uBXq", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能通过在语境中学习和运用语法知识", "verb": "运用", "object": "语法知识", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段含新语法的英文，说出它和中文说法不一样的地方", "能在写句子时，用上刚学的语法点，而不是照搬中文的语序"], "assessment": "{{name}}能在英语课堂或作业中，通过语境来学习和运用语法知识吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["investigating", "explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "1", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过在语境中学习和运用语法知识，认识英语语法在哪些主要方面不同于汉语语法；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "在语境中探究并运用语法规则"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：断言是‘能通过在语境中学习和运用语法知识’，这是一个过程描述或教学方法，不是可判断‘会/不会’的学生能力。无法对一个具体孩子回答‘他/她会不会通过在语境中学习和运用语法知识’。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：‘能通过在语境中学习和运用语法知识’更接近教学建议或学习方式，而非学生应掌握的具体语法能力（如‘能正确使用定语从句’）。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据‘能在英语课堂或作业情境中完成：能通过在语境中学习和运用语法知识’与断言本身几乎相同，是同义反复，没有提供可观察、可验证的行为表现作为证据。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘通过在语境中学习和运用语法知识’，断言‘能通过在语境中学习和运用语法知识’是对此的忠实转述，描述的是学生应具备的学习能力或行为方式，而非教学建议。", "quote": "通过在语境中学习和运用语法知识", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_csFefbgR", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件", "verb": "描述", "object": "真实和想象世界中的人和物、情景和事件", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读完一段故事后，说出主角为什么这样做，并用一两句话讲出自己对他的看法。", "能看着一幅画或一个场景，用几句完整的话描述里面有什么人或物，正在做什么。"], "assessment": "{{name}}能理解所学语篇的基本意义和深层意义，并恰当地描述真实和想象世界中的人、物、情景和事件吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "2", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "运用所学的语法知识，理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件，表达观点、意图和情感态度，进行人际交流；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "理解语篇并描述世界，涉及解释与交流"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言是课程目标或教学建议的表述，而非可观察、可判断的具体学生能力。它描述的是学生应达到的综合语言运用状态，无法直接用于判断某个具体学生是否掌握。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件’，该断言是对此的忠实转述，描述的是学生应具备的具体语言运用能力。", "quote": "运用所学的语法知识，理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_tEkSpesq", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能表达观点、意图和情感态度，进行人际交流", "verb": "表达", "object": "观点、意图和情感态度，进行人际交流", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能就一个话题（如环保、校园生活）说出自己的看法，并给出至少一个理由。", "能用英语向同伴表达自己想做什么（如提议一起做某事），并说明原因。"], "assessment": "{{name}}能在英语课堂或作业中表达自己的观点、意图和情感态度，和别人交流吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "2", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "运用所学的语法知识，理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件，表达观点、意图和情感态度，进行人际交流；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "核心是人际交流与信息传递"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是课程总目标的概述，不是具体可测的能力点。无法针对一个具体孩子判断是否会。"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'表达观点、意图和情感态度，进行人际交流'，该断言是忠实转述，是课标要求学生达成的能力。", "quote": "表达观点、意图和情感态度，进行人际交流；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_n6FKz6yA", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态", "verb": "完成", "object": "将来进行和现在完成进行时态", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段包含过去完成时的短文，说出哪个动作先发生、哪个后发生", "能用将来进行时描述自己明天某个时间点正在做的事，语法正确"], "assessment": "{{name}}能在语篇中正确理解和使用过去完成、将来进行和现在完成进行时态吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "3", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法时态的机械运用，非跨学科思维"}, "schemaVersion": "0.1.0", "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": 0.95, "verbatimCoverage": 0.958, "facts": ["过去完成时态是语篇中需要正确理解和使用的时态", "将来进行时态是语篇中需要正确理解和使用的时态", "现在完成进行时态是语篇中需要正确理解和使用的时态"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_g5EESiuV", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中正确地理解和使用动词不定式作句子中的主语和表语", "verb": "使用", "object": "动词不定式作句子中的主语和表语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给出一段短文，能划出用不定式作主语或表语的句子，并说出不定式的具体作用", "给出含'to do'的句子，能判断该不定式在句中是作主语还是表语，并解释原因", "设计一个角色扮演场景：让家长说一个愿望，比如'我想去动物园'，然后让孩子用英语说出句子"], "assessment": "{{name}}能在英语课堂或作业中，正确理解和使用动词不定式作句子的主语和表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "5", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词不定式作句子中的主语和表语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法知识应用，非跨学科概念或科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据是能力断言本身的简单重复，并未提供可观测、可判断的具体表现，无法用于证明一个孩子“会/不会”。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：证据描述的是一个学习活动情境（“在英语课堂或作业情境中完成”），而非学生能够达成的具体能力表现，无法作为评估依据。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生“在语篇中正确地理解和使用动词不定式作句子中的主语和表语”。能力断言“能在语篇中正确地理解和使用动词不定式作句子中的主语和表语”是对原文的忠实转述，主语是学生，且“理解”和“使用”动词不定式是可观察的语言行为，构成能力。", "quote": "在语篇中正确地理解和使用动词不定式作句子中的主语和表语；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_XFNvmxAS", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中正确地理解和使用动词 -ing 形式作句子中的主语、宾语和表语", "verb": "使用", "object": "动词 -ing 形式作句子中的主语、宾语和表语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，找出文中作主语或宾语的 -ing 形式并说出它的意思。", "能用 -ing 形式造句，写一句表达自己正在做的事或喜欢做的事。"], "assessment": "{{name}}能在课文里正确理解和使用动词-ing形式当主语、宾语和表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词 -ing 形式作句子中的主语、宾语和表语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维"}, "schemaVersion": "0.1.0", "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": 1.0, "verbatimCoverage": 0.958, "facts": ["在语篇中正确地理解和使用动词 -ing 形式作句子中的主语", "在语篇中正确地理解和使用动词 -ing 形式作句子中的宾语", "在语篇中正确地理解和使用动词 -ing 形式作句子中的表语"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_jJZsdwud", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中正确地理解和使用动词 -ed 形式作句子中的表语", "verb": "使用", "object": "动词 -ed 形式作句子中的表语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，找出描述人物状态的-ed词并说出它描述的是谁", "能用-ed词补全句子，如'The door is ___(close)'，使句子意思完整合理"], "assessment": "{{name}}能在英语文章里正确理解和使用动词-ed形式作表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "7", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词 -ed 形式作句子中的表语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法形式识别与应用，非跨学科概念"}, "schemaVersion": "0.1.0", "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": 0.955, "facts": []}}
{"id": "ca_XHtgBetQ", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中恰当地理解和使用主语从句和表语从句", "verb": "使用", "object": "主语从句和表语从句", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段英文短文，找出其中用What/That引导的主语从句并说明其作用", "能用主语从句或表语从句造句，如'The problem is that...'，且语法正确、意思通顺"], "assessment": "{{name}}能在英语课堂或作业里恰当地理解和使用主语从句和表语从句吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "9", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中恰当地理解和使用主语从句和表语从句；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘恰当地理解和使用’无法判断具体孩子是否会，缺乏可观察的行为标准"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘在语篇中恰当地理解和使用主语从句和表语从句’，能力断言‘能在语篇中恰当地理解和使用主语从句和表语从句’是对此的忠实转述，且‘能…理解和使用’是可观察的行为标准。", "quote": "在语篇中恰当地理解和使用主语从句和表语从句", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_HPCuKmKZ", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能表达观点、意图和情感态度，进行流畅的人际交流", "verb": "表达", "object": "观点、意图和情感态度，进行流畅的人际交流", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能围绕一个观点或意图，用完整的句子向他人进行说明，并能回应对方的追问或提问。", "能在日常对话或角色扮演中，用恰当的语气和表情表达自己的情感态度，如高兴、生气或担忧。"], "assessment": "{{name}}能在英语课堂或作业中表达自己的观点、意图和情感态度，并进行流畅的人际交流吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 33, "srcCode": "2", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "熟练地运用所学的语法知识，准确地理解语篇的基本意义和深层意义，有效地描述真实和想象世界中的人和物、情景和事件，表达观点、意图和情感态度，进行流畅的人际交流；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "核心是人际交流与信息传递"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是课程目标或教学建议，不是可观察的学生能力。'进行流畅的人际交流'是描述性目标，无法对一个具体孩子答'会/不会'。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据与能力断言完全重复，没有提供任何可验证的行为表现或标准，无法证明能力达成。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'表达观点、意图和情感态度，进行流畅的人际交流'，这是对学生能力的直接描述，断言忠实转述了原文。", "quote": "表达观点、意图和情感态度，进行流畅的人际交流", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_cvErsr6a", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在语篇中恰当地理解和使用虚拟语气", "verb": "使用", "object": "虚拟语气", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段含虚拟语气的英文语篇，准确说出作者想表达的假设或与事实相反的含义。", "能根据中文提示，用虚拟语气写出一个表达建议或与事实相反的英文句子。"], "assessment": "{{name}}能通过英语作业或课堂表现，看出他/她理解和使用虚拟语气的情况吗？", "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, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 33, "srcCode": "4", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中恰当地理解和使用虚拟语气。学生在高中阶段应学习的语法知识详见“附录 3 语法项目一览” 。", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言规则运用，非跨学科思维"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（掌握证据与能力断言完全相同，未提供可观察的行为表现或判断标准，无法据此判断具体学生是否掌握）：可判定闸放行、第三个判官（豆包）也没挑出问题，二比一撤销"}]}
{"id": "ca_zSiR7UAe", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "statement": "能在使用语言的过程中，语言使用者不仅需要运用词汇和语法知识，而且需要将语言组织为意义连贯的语篇", "verb": "运用", "object": "词汇和语法知识，而且需要将语言组织为意义连贯的语篇", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读完一段话后，能用自己的话说出这段话主要讲了什么，前后讲的是否连贯。", "看一篇短文，能发现里面哪个句子跟前后文意思接不上，说明为什么觉得不连贯。"], "assessment": "{{name}}在英语课堂或作业中，能不仅运用词汇和语法，还能把语言组织成意义连贯的语篇吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 34, "srcCode": null, "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "语篇是表达意义的语言单位，包括口头语篇和书面语篇，是人们运用语言的常见形式。就其长度而言，较短的语篇可以是一句话甚至一个单词，而较长的语篇可以是一本书甚至几本书。在使用语言的过程中，语言使用者不仅需要运用词汇和语法知识，而且需要将语言组织为意义连贯的语篇。这就需要运用语篇知识。语篇知识就是关于语篇是如何构成、语篇是如何表达意义以及人们在交流过程中如何使用语篇的知识。", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言运用，非科学概念或实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "断言描述的是语言使用的客观事实而非学生能力，无法判断某个学生'会'或'不会'"}, {"type": "not-a-capability", "detail": "这是对语言使用过程的说明，属于课程知识描述而非学生应达成的能力"}, {"type": "truncated", "detail": "掌握证据在'组织为'后截断，缺少宾语，句子不完整"}], "dropReason": "AI 裁决：异议成立。原文说的是‘语言使用者’，主语是泛指的语言使用者，并非特指学生；断言中也没有明确的学生主语，无法直接作为学生能力要求。虽然课标描述了语言使用的客观事实，但能力锚点应聚焦于学生能做到的具体行为（如‘能将语言组织为意义连贯的语篇’），而非陈述一般事实。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_csrmHEXU", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "语言能力", "statement": "能选择符合交际场合和交际对象身份的语言形式，如正式与非正式语言", "verb": "选择", "object": "符合交际场合和交际对象身份的语言形式，如正式与非正式语言", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["面对陌生人能用敬语问候，对熟人则用轻松随意的方式打招呼", "在正式汇报时使用书面语和规范表达，与同学聊天时使用口语和网络用语"], "assessment": "{{name}}能在英语课或作业里选对正式和非正式的说法吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "1", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "选择符合交际场合和交际对象身份的语言形式，如正式与非正式语言，表达问候、介绍、告别、感谢等，保持良好的人际关系；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "根据场合选择语言形式，属交际设计与信息交流"}, "schemaVersion": "0.1.0", "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": 0.955, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_4nbUksnr", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "语言能力", "statement": "能运用得体的语言形式，如礼貌、直接或委婉等方式", "verb": "运用", "object": "得体的语言形式，如礼貌、直接或委婉等方式", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据对方身份和场合，选择用直接、委婉或礼貌的方式提出请求或拒绝", "能听出一段对话中说话人的态度，并用得体的语言形式回应，如委婉地表达不同意见"], "assessment": "{{name}}能在英语课堂或作业中，用礼貌、直接或委婉等得体的方式说话吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言得体性属语用规范，非通用概念或科学实践", "lostCondition": "根据交际具体情境"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能运用得体的语言形式，如礼貌、直接或委婉等方式' 是对语用知识的一个宽泛描述，无法判断一个具体学生是否已掌握，因为它没有指向具体的、可观察的语言行为（例如：能在请求帮助时使用'Could you...?'或'Would you mind."}], "composite": true, "fieldIssues": ["composite", "condition-lost"], "adjudication": {"verdict": "overrule", "why": "能力断言‘能运用得体的语言形式，如礼貌、直接或委婉等方式’直接源自课标原文‘运用得体的语言形式，如礼貌、直接或委婉等方式’。原文是学生能力要求的一部分，断言是忠实转述。意见人认为描述宽泛，但这正是课标原文的表述，属于能力描述，而非不可观察。", "quote": "运用得体的语言形式，如礼貌、直接或委婉等方式", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_ftkyZRZv", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "思维品质", "statement": "能表达自己的态度、情感和观点", "verb": "表达", "object": "自己的态度、情感和观点", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能针对一个有争议的话题，用「我认为…因为…」的句式说出自己的看法", "能听出对方话里的态度（如不满、期待），并用恰当的方式（如直接或委婉）回应"], "assessment": "{{name}}能在英语课堂或作业里表达自己的态度、情感和观点吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "表达观点属于信息交流", "longerSibling": "ca_giufZjyS"}, "schemaVersion": "0.1.0", "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": []}, "composite": true, "fieldIssues": ["composite", "possible-truncation"]}
{"id": "ca_giufZjyS", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "思维品质", "statement": "能表达自己的态度、情感和观点，体现文化理解", "verb": "表达", "object": "自己的态度、情感和观点，体现文化理解", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能针对一段英文材料中的不同观点，说明自己赞同或反对哪一种，并给出一个理由。", "能就一个常见文化话题，向外国朋友用两到三句话介绍自己的看法，并解释背后的文化原因。"], "assessment": "{{name}}能在英语课堂或作业中表达自己的态度、情感和观点，并体现文化理解吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "2", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在比较深入的跨文化沟通中，正确理解他人的态度、情感和观点，根据交际场合的正式程度和行事程序，选择正式或非正式、直接或委婉的语言形式，表达自己的态度、情感和观点，体现文化理解，运用得体的语言进行跨文化交际；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "表达观点与情感，属于交流信息"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是一句课程目标描述，无法对一个具体孩子判断'会/不会'。掌握证据与能力断言完全重复，没有提供任何可观测的证据。"}], "adjudication": {"verdict": "overrule", "why": "课标原文中明确要求学生'表达自己的态度、情感和观点，体现文化理解'，能力断言是对此的忠实转述。", "quote": "表达自己的态度、情感和观点，体现文化理解", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_QsRD8i8F", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "文化意识", "statement": "能运用得体的语言进行跨文化交际", "verb": "运用", "object": "得体的语言进行跨文化交际", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据场合正式程度，在模拟跨文化对话中选择直接或委婉的表达方式", "能识别他人话语中的态度和观点，并用符合文化习惯的语言形式作出回应"], "assessment": "{{name}}能在英语课堂或作业中，用得体的语言进行跨文化交际吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "2", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在比较深入的跨文化沟通中，正确理解他人的态度、情感和观点，根据交际场合的正式程度和行事程序，选择正式或非正式、直接或委婉的语言形式，表达自己的态度、情感和观点，体现文化理解，运用得体的语言进行跨文化交际；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "跨文化交际核心是信息交流"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能运用得体的语言进行跨文化交际’是课程目标或能力描述，不是对一个具体学生在特定任务下能否完成的具体行为进行判断的能力断言。掌握证据只是重复了断言本身，没有提供可观察、可判断的行为表现。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘运用得体的语言进行跨文化交际’，这是学生能力描述的一部分。断言‘能运用得体的语言进行跨文化交际’是对此要求的忠实转述，且‘运用’是可观察的行为表现。", "quote": "运用得体的语言进行跨文化交际", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_A87SrpAv", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "文化意识", "statement": "能比较文化异同，汲取文化精华，坚定文化自信的基础", "verb": "比较", "object": "文化异同，汲取文化精华，坚定文化自信的基础", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能比较中西方节日习俗的异同，并说出各自的文化内涵", "能说出两种中外文化的精华或优点，并解释为什么值得学习"], "assessment": "{{name}}能在英语课上比较中外文化异同，汲取文化精华吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 39, "srcCode": null, "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "文化知识包含中外文化知识，是学生在语言学习活动中理解文化内涵，比较文化异同，汲取文化精华，坚定文化自信的基础。掌握充分的中外多元文化知识，认同优秀文化，有助于促进英语学科核心素养的形成和发展。", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "文化比较与认同，非通用概念或科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：“坚定文化自信的基础”是口号式表述，无法判断一个具体学生是否达成，无法回答“会/不会”"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将'坚定文化自信的基础'作为文化知识的作用之一，且主语是'文化知识'，该能力断言是对原文'是...基础'这一结构的忠实转述。课标用'基础'来界定文化知识的作用，这一表述是文件原话，并非口号或无法判断的抽象要求。", "quote": "文化知识包含中外文化知识，是学生在语言学习活动中理解文化内涵，比较文化异同，汲取文化精华，坚定文化自信的基础。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_MUWpKQdN", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "文化意识", "statement": "能比较中外传统节日的异同，探讨中外传统节日对文化认同、文化传承的价值和意义", "verb": "比较", "object": "中外传统节日的异同，探讨中外传统节日对文化认同、文化传承的价值和意义", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能列举中外各两个传统节日，并说出它们各自的一个主要习俗或象征", "能说出中外传统节日在庆祝方式或文化内涵上的一个相同点和一个不同点"], "assessment": "{{name}}能在英语课上比较中外传统节日的异同，并探讨它们对文化认同和传承的意义吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "systems"], "practice": ["analyzing-data", "argumentation"], "provenance": {"srcSubject": "英语", "srcPage": 40, "srcCode": "1", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "了解英美等国家的主要传统节日及其历史与现实意义；比较中外传统节日的异同，探讨中外传统节日对文化认同、文化传承的价值和意义；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "比较异同找规律，分析文化系统价值"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：“探讨价值和意义”是开放性讨论要求，无法对具体孩子判定“会/不会”，更像教学活动描述而非可测评的能力断言"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'探讨中外传统节日对文化认同、文化传承的价值和意义'，这是对学生学习成果的描述，断言'能探讨...'是忠实转述，且'探讨'作为可观察的讨论、分析行为，是可测评的能力。", "quote": "比较中外传统节日的异同，探讨中外传统节日对文化认同、文化传承的价值和意义", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_AUdkqKWR", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "文化意识", "statement": "能对比英汉语中常用成语和俗语的表达方式，感悟语言和文化的密切关系", "verb": "表达", "object": "方式，感悟语言和文化的密切关系", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能给出一个中文成语，说出对应的英文表达，并指出两者在字面或意象上的主要差异", "能对一个英文俗语，从生活经验或文化传统角度解释其比喻含义"], "assessment": "{{name}}能对比英汉语中常用成语和俗语的表达方式，感悟语言和文化的密切关系吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "systems"], "practice": ["analyzing-data", "explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 40, "srcCode": "6", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "理解常用英语成语和俗语的文化内涵；对比英汉语中常用成语和俗语的表达方式，感悟语言和文化的密切关系；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "对比语言模式，分析文化系统"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：断言是'感悟语言和文化的密切关系'，这是情感体验描述，无法对一个具体孩子答'会/不会'。前置的'能对比'具体成语俗语表达方式才可能是能力描述。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据与能力断言是同一句话的重复，没有提供可观察的行为证据，无法证明学生达到了该能力。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'对比英汉语中常用成语和俗语的表达方式，感悟语言和文化的密切关系'。能力断言'能对比英汉语中常用成语和俗语的表达方式，感悟语言和文化的密切关系'是对原文要求的忠实转述，且主语是学生（'能'开头）。意见中认为'感悟语言和文化的密切关系'是情感体验描述，但课标原文明确将其作为学生应达到的认知目标，因此该断言是成立的，不应被移除。", "quote": "对比英汉语中常用成语和俗语的表达方式，感悟语言和文化的密切关系", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_wmZyyxtu", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "文化意识", "statement": "能比较中外差异，认同人类共同发展的理念", "verb": "比较", "object": "中外差异，认同人类共同发展的理念", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能列举中外在政治或经济方面的一个差异，并说明各自的特点", "能举出一个中外共同面临的问题，说明合作的必要性"], "assessment": "{{name}}能在英语课堂或作业中比较中外差异，认同人类共同发展的理念吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 41, "srcCode": "2", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "了解英美等国家政治和经济等方面情况的基本知识；比较中外差异，认同人类共同发展的理念；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "比较与认同属价值判断，非通用概念或科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：“认同人类共同发展的理念”是态度目标，无法对一个具体孩子判定“会/不会”"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据只是重复了能力断言本身，没有提供可观察的行为表现作为判定依据 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'比较中外差异，认同人类共同发展的理念'，改写后的断言是忠实转述，且'认同'作为态度目标在课标中被列为学生应达到的要求，因此意见不成立。", "quote": "比较中外差异，认同人类共同发展的理念", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_Y5E2iBAS", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "思维品质", "statement": "能比较汉语中相似的典故和传说", "verb": "比较", "object": "汉语中相似的典故和传说", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能举出两个相似的汉语典故，并说出它们在故事或寓意上的主要不同。", "能比较一个汉语典故和一个相似的西方传说，指出它们各自想表达的道理或态度。"], "assessment": "{{name}}能在英语课上比较汉语里相似的典故和传说吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 41, "srcCode": "3", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "理解常用英语典故和传说；比较汉语中相似的典故和传说，分析异同，理解不同的表达方式所代表的文化内涵；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "比较典故属文学鉴赏，非科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是教学内容或课程目标，不是学生能力。学生能力应表述为‘能用英语比较汉语中相似的典故和传说’，当前表述缺少‘用英语’这一关键能力要素，变成了对教学内容的描述。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将‘比较汉语中相似的典故和传说’作为学生的学习内容或能力要求，且该断言是对原文前半部分的忠实摘录。原文中‘用英语’并非强制修饰语，因为前文已规定语境为‘常用英语典故和传说’，比较汉语部分是关联性活动，其语言载体未在原文中限定为英语。因此，该断言作为能力点成立。", "quote": "比较汉语中相似的典故和传说，分析异同，理解不同的表达方式所代表的文化内涵；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_Ls58mtE9", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "文化意识", "statement": "能理解不同的表达方式所代表的文化内涵", "verb": "表达", "object": "方式所代表的文化内涵", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能听到一个英语典故后，说出它在中文里意思相近的成语或俗语", "能比较一个英语典故和一个中文典故，说出它们在文化背景上的不同之处"], "assessment": "{{name}}能在英语课上看出不同表达方式背后代表的文化内涵吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 41, "srcCode": "3", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "理解常用英语典故和传说；比较汉语中相似的典故和传说，分析异同，理解不同的表达方式所代表的文化内涵；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "理解文化内涵非通用概念或科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能理解不同的表达方式所代表的文化内涵'过于抽象，无法判断具体学生是否掌握，缺乏可观察的行为指标"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据与能力断言完全重复，没有提供任何可验证的证据 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'理解不同的表达方式所代表的文化内涵'，该断言是对此的忠实转述，且'理解'在课标语境中可视为可观察的认知行为。", "quote": "理解不同的表达方式所代表的文化内涵", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_YAhHGjXk", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "语言能力", "statement": "能在学习活动中理解和欣赏英语语言表达形式（如韵律等）的美", "verb": "表达", "object": "形式（如韵律等）的美", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能跟读或演唱一首英文儿歌/韵律诗，并自然地表现出节奏感或语气的起伏", "能听出两段不同韵律的英文表达，并说出自己更喜欢哪一段"], "assessment": "{{name}}能在英语学习活动中理解和欣赏英语语言表达形式（如韵律等）的美吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 41, "srcCode": "5", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在学习活动中理解和欣赏英语语言表达形式（如韵律等）的美；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言审美，非科学实践"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘理解和欣赏…的美’无法对一个具体孩子判定‘会/不会’，这是主观审美态度，不是可观察的能力行为"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据与能力断言完全重复，未提供可观察的行为表现或判断标准，实质是课程目标陈述而非学生能力描述"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：证据只是重复断言本身，没有说明用什么行为表现（如：能分析某首诗的韵律特征、能有感情地朗读并说明其美感所在）来证明学生达成了该能力 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘在学习活动中理解和欣赏英语语言表达形式（如韵律等）的美’，能力断言‘能在学习活动中理解和欣赏英语语言表达形式（如韵律等）的美’是对此的忠实转述，主语是学生，且‘理解和欣赏’是课标允许的、可被观察和判断的能力行为（例如通过学生的口头描述、书面分析或活动参与来体现）。", "quote": "在学习活动中理解和欣赏英语语言表达形式（如韵律等）的美", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_3c2sDmZM", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "思维品质", "statement": "能分析辨别其价值取向", "verb": "分析", "object": "辨别其价值取向", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能对比两篇不同媒体对同一事件的报道，指出其立场或倾向的差异。", "能针对一则新闻报道，说出其可能想引导读者产生何种看法或情绪。"], "assessment": "{{name}}能在英语作业或课堂里分析辨别文章的价值取向吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": ["analyzing-data", "argumentation"], "provenance": {"srcSubject": "英语", "srcPage": 41, "srcCode": "8", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "了解英美等国家主要大众传播媒体，分析辨别其价值取向；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析文本价值取向并论证"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "'能分析辨别其价值取向'缺少宾语，无法判断具体分析辨别什么的价值取向，无法对一个具体孩子答'会/不会'"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据与能力断言完全重复，没有提供任何可观察、可验证的行为表现或成果 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}, {"type": "resolved", "detail": "模型与可判定闸判断一致（悬空指代「其」：句内找不到它指的是什么 —— 指代对象在课标原文里，切下来就丢了，必须写进断言）→ 弃用。不硬拆：拆句需要教学判断"}], "dropReason": "模型判「不可判定」，可判定闸也拦（悬空指代「其」：句内找不到它指的是什么 —— 指代对象在课标原文里，切下来就丢了，必须写进断言）。两个判官一致，不需要人。不硬拆 —— 拆句需要教学判断"}
{"id": "ca_8nd4maVs", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "文化意识", "statement": "能运用中外典故和有代表性的文化标志表达意义和态度，有效进行跨文化沟通", "verb": "表达", "object": "意义和态度，有效进行跨文化沟通", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能给定中外不同文化背景的场景，说出至少两个恰当的典故或文化标志来表达观点", "能解释自己选用的典故或文化标志在特定文化语境中的含义和用意"], "assessment": "{{name}}能在英语作业或课堂上，用中外典故和文化标志来表达自己的意思和态度吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 41, "srcCode": "6", "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "运用中外典故和有代表性的文化标志表达意义和态度，有效进行跨文化沟通；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "运用文化标志进行跨文化沟通"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能运用中外典故和有代表性的文化标志表达意义和态度，有效进行跨文化沟通'是一句课程目标式的口号，缺乏可观察、可验证的具体行为描述，无法对一个具体孩子答'会'或'不会'"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据与能力断言完全相同，属于同义反复，没有提供任何可验证的行为证据来证明能力是否达成 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'运用中外典故和有代表性的文化标志表达意义和态度，有效进行跨文化沟通'，改写后的断言是忠实转述，且描述了具体可观察的行为（即运用典故和文化标志进行表达和沟通）。", "quote": "运用中外典故和有代表性的文化标志表达意义和态度，有效进行跨文化沟通", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_xBLRAU2W", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程文化知识", "topic": "普通高中英语课程文化知识", "dimension": "语言能力", "statement": "能理解性技能和表达性技能在语言学习过程中相辅相成、相互促进", "verb": "表达", "object": "性技能在语言学习过程中相辅相成、相互促进", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能在英语课堂或作业情境中完成：能理解性技能和表达性技能在语言学习过程中相辅相成、相互促进"], "assessment": null, "evidenceSource": "curriculum-content-gaozhong", "reviewStatus": "llm-proposed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 43, "srcCode": null, "srcTopic": "普通高中英语课程文化知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "语言技能是语言运用能力的重要组成部分。语言技能包括听、说、读、看、写等方面的技能。听、读、看是理解性技能，说和写是表达性技能。理解性技能和表达性技能在语言学习过程中相辅相成、相互促进。学生应通过大量的专项和综合性语言实践活动，发展语言技能，为真实语言交际打基础。", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "描述性陈述，非能力训练"}, "schemaVersion": "0.1.0", "dropReason": "这是对语言技能的说明，主语是「技能」不是学生"}
{"id": "ca_xEsLccBT", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能从语篇中提取主要信息和观点", "verb": "提取", "object": "主要信息和观点", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一篇短文，能说出文章主要讲了什么，还能指出作者想表达的观点", "读完一段话，能区分哪些是关键信息，哪些只是补充细节或例子"], "assessment": "{{name}}能从英语语篇中提取主要信息和观点吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["analyzing-data", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 44, "srcCode": "1", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "从语篇中提取主要信息和观点，理解语篇要义；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析语篇信息并提取观点"}, "schemaVersion": "0.1.0", "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": 0.929, "facts": []}}
{"id": "ca_Fkk3vK2z", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能根据语篇标题预测语篇的主题和内容", "verb": "预测", "object": "语篇的主题和内容", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["看到一篇新文章的标题后，能说出自己猜测这篇文章大概会讲什么内容。", "读完文章后，能判断自己之前的猜测是否正确，并说明理由。"], "assessment": "{{name}}能根据语篇标题预测语篇的主题和内容吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["asking-questions"], "provenance": {"srcSubject": "英语", "srcPage": 44, "srcCode": "7", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据语篇标题预测语篇的主题和内容；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "预测内容属提问界定问题"}, "schemaVersion": "0.1.0", "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": 0.929, "facts": []}}
{"id": "ca_utnPHKLZ", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能识别书面语篇中常见的指代和衔接关系", "verb": "识别", "object": "书面语篇中常见的指代和衔接关系", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读完一段文字后，能说出文中的“他”“其”“这件事”分别指代什么", "读完短文后，能说出文中的代词和连接词让句子之间有了什么联系", "家长可问：{{name}}，读完这篇短文，你能告诉妈妈“其”指代的是谁吗？"], "assessment": "{{name}}能识别英语文章里常见的指代和衔接关系吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 44, "srcCode": "11", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别书面语篇中常见的指代和衔接关系；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析语篇内部衔接关系"}, "schemaVersion": "0.1.0", "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": 0.944, "facts": []}}
{"id": "ca_KTLE44r9", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "学习能力", "statement": "能在听、读、看的过程中有选择地记录所需信息", "verb": "记录", "object": "所需信息", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["听一段新闻播报后，能说出其中提到的三个关键数据或事实", "阅读一篇短文后，能用笔圈出与主题最相关的两处信息"], "assessment": "{{name}}在听英语、读英语或者看英语的时候，能不能有选择地把需要的信息记下来？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["analyzing-data", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 44, "srcCode": "12", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在听、读、看的过程中有选择地记录所需信息；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "筛选记录信息，涉及分析与交流"}, "schemaVersion": "0.1.0", "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": 0.947, "facts": []}}
{"id": "ca_AazZJuda", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能在口头和书面表达中借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系", "verb": "表达", "object": "中借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["口头讲述一件事时，能用'因为…所以…'等连接词把前后原因和结果说清楚", "写一段话时，能用'这'、'那'等指示代词指代前文提到的事物，让句子之间衔接起来"], "assessment": "{{name}}，你能用'因为…所以…'把事情的前因后果说清楚吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "4", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在口头和书面表达中借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "识别并运用语言衔接模式进行表达"}, "schemaVersion": "0.1.0", "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": 0.969, "facts": []}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：生成不出家长可照念的问句 —— make_assessment 的闸（实词不得超出断言与证据）连续拒绝。说不出怎么问，就说不出怎么判，不该被档案引用。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生在口头和书面表达中借助这些语言手段建立逻辑关系，断言忠实转述了这一要求。意见中关于生成问句、评估等问题与断言本身是否成立无关。", "quote": "在口头和书面表达中借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_s54Gmgew", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能根据表达目的选择适当的语篇类型", "verb": "表达", "object": "目的选择适当的语篇类型", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段通知和一段故事，能说出哪个适合发布活动信息并说明理由", "写完一封信后，能判断它是否达到了说服对方的目的并解释原因"], "assessment": "{{name}}能根据表达目的选择适当的语篇类型吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "6", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据表达目的选择适当的语篇类型；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语篇结构服务于表达目的"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据与能力断言完全重复，没有提供可观察的证据行为；无法判断学生“会/不会”"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘根据表达目的选择适当的语篇类型’，能力断言‘能根据表达目的选择适当的语篇类型’是忠实转述，且‘选择’是可观察的行为。", "quote": "根据表达目的选择适当的语篇类型", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_Acu7849u", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能根据表达的需要选择词汇和语法结构", "verb": "选择", "object": "词汇和语法结构", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给定一个主题，能写出两句不同风格的句子，一句用词正式，一句用词口语化。", "看一段话后，能指出其中用词不当的地方，并提出一个更合适的替换词。"], "assessment": "{{name}}能根据表达的需要选择合适的词汇和语法结构吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "7", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据表达的需要选择词汇和语法结构；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "结构决定表达功能，设计语言方案", "verbFixedFrom": "表达/的需要选择词汇和语法结构"}, "schemaVersion": "0.1.0", "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": 0.941, "facts": []}}
{"id": "ca_sdtSkEmN", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能根据表达的需要选择正式语或非正式语", "verb": "选择", "object": "正式语或非正式语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据场合（如课堂发言、朋友聊天）调整用词，区分正式与非正式表达", "能指出同一内容在不同语境下（如书面报告、口头交流）的语体差异"], "assessment": "{{name}}能在英语课堂或作业中根据表达的需要选择正式语或非正式语吗？", "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, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "8", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据表达的需要选择正式语或非正式语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "语言选择，非通用概念或科学实践", "verbFixedFrom": "表达/的需要选择正式语或非正式语"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（该断言未提供判断学生掌握与否的具体标准或行为表现。'能在英语课堂或作业情境中完成'只是重复了断言本身）：可判定闸放行、第三个判官（豆包）也没挑出问题，二比一撤销"}]}
{"id": "ca_F6Arqfz6", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能选择性必修理解性技能", "verb": "选择", "object": "性必修理解性技能", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能在英语课堂或作业情境中完成：能选择性必修理解性技能"], "assessment": "{{name}}能在英语课堂或作业中完成选择性必修理解性技能吗？", "evidenceSource": "curriculum-content-gaozhong", "reviewStatus": "llm-proposed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "9", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "借助语调和重音突出需要强调的意义。选择性必修理解性技能", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "理解性技能，无明确跨学科概念或实践动作"}, "schemaVersion": "0.1.0", "dropReason": "切句切坏的残句：「选择性必修理解性技能」是课标里的分类标签，被当成了断言正文"}
{"id": "ca_jp57bQRx", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能识别语篇中的内容要点和相应的支撑论据", "verb": "识别", "object": "语篇中的内容要点和相应的支撑论据", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段议论文，能画出中心论点，并标注出至少两个支持该论点的具体例子或理由。", "听完一篇观点鲜明的演讲后，能复述其核心观点，并指出演讲者用了哪些事实或数据来支撑。"], "assessment": "{{name}}，读完这段文章，你能告诉我作者最想说的是什么吗？他是怎么证明自己说得对的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["analyzing-data", "argumentation"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "2", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别语篇中的内容要点和相应的支撑论据；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析语篇结构与论证逻辑"}, "schemaVersion": "0.1.0", "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": 0.944, "facts": []}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：生成不出家长可照念的问句 —— make_assessment 的闸（实词不得超出断言与证据）连续拒绝。说不出怎么问，就说不出怎么判，不该被档案引用。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'识别语篇中的内容要点和相应的支撑论据'，改写后的断言'能识别语篇中的内容要点和相应的支撑论据'是忠实转述，且主语是学生。意见中关于'生成不出家长可照念的问句'的批评，是针对评估工具设计的问题，而非断言本身的忠实性或有效性。", "quote": "识别语篇中的内容要点和相应的支撑论据；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_CqbBr6mV", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能识别语篇中的时间顺序、空间顺序、过程顺序", "verb": "识别", "object": "语篇中的时间顺序、空间顺序、过程顺序", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段按时间顺序写的游记，能标出作者先去了哪、后去了哪", "给一段介绍校园布局的文字，能说出作者是按什么顺序介绍各处的"], "assessment": "{{name}}能识别出英语文章里的时间顺序、空间顺序或过程顺序吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "3", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别语篇中的时间顺序、空间顺序、过程顺序；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "识别语篇中的组织模式"}, "schemaVersion": "0.1.0", "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": 0.929, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_wjRXJFve", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能根据语篇标题预测语篇的体裁和结构", "verb": "预测", "object": "语篇的体裁和结构", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["拿到一篇新文章，能看着标题说出它像什么类型的文章，并说明为什么这么猜。", "读到一篇散文，能根据标题提前说出它大概会按什么顺序来写。"], "assessment": "{{name}}能根据英语文章的标题预测它的体裁和结构吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["asking-questions"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "6", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据语篇标题预测语篇的体裁和结构；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "预测体裁结构，运用结构功能思维与提问"}, "schemaVersion": "0.1.0", "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": 0.933, "facts": []}}
{"id": "ca_cWbV2s2u", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能根据上下文推断语篇中的隐含意义", "verb": "推断", "object": "语篇中的隐含意义", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读完一段文字后，能说出作者没有直接写出来、但话里暗示了的意思。", "读到一个故事的结尾，能根据前文线索推断出角色接下来可能会做什么。"], "assessment": "{{name}}能根据上下文推断英语语篇中的隐含意义吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "9", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据上下文推断语篇中的隐含意义；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "推断隐含意义需分析因果与数据"}, "schemaVersion": "0.1.0", "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": 0.938, "facts": []}}
{"id": "ca_MMRSP5yP", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能根据连接词判断和猜测语篇中上下文的语义逻辑关系", "verb": "判断", "object": "和猜测语篇中上下文的语义逻辑关系", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读一段有but/however的文章，能说出后半句在反驳或转折前半句", "看到because/since，能指出前后是因果关系，并说明哪个是因哪个是果"], "assessment": "{{name}}能根据连接词判断和猜测语篇中上下文的语义逻辑关系吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "cause-effect"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "11", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据连接词判断和猜测语篇中上下文的语义逻辑关系；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "识别逻辑模式并推断因果关系"}, "schemaVersion": "0.1.0", "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": 0.957, "facts": []}}
{"id": "ca_jDnEdCFf", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能识别话语中加强或减弱语气和态度的词语", "verb": "识别", "object": "话语中加强或减弱语气和态度的词语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能从一段话中圈出'简直'、'或许'这类词，并说出它们让语气变强还是变弱。", "能比较两个句子，指出哪个语气更肯定或更委婉，并说明是哪个词造成的。"], "assessment": "{{name}}能识别英语话语中加强或减弱语气和态度的词语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "13", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别话语中加强或减弱语气和态度的词语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析词语对语气的影响"}, "schemaVersion": "0.1.0", "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": 0.941, "facts": []}}
{"id": "ca_wHszcdaJ", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能以口头或书面形式描述、概括经历和事实", "verb": "概括", "object": "经历和事实", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能口头向别人讲述自己经历的一件事，说清事情的起因、经过和结果。", "能写下一段话，把看到的一篇短文或一个事件的主要内容概括出来。"], "assessment": "{{name}}能在英语课上或作业里，用口头或书面形式描述、概括经历和事实吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "1", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "以口头或书面形式描述、概括经历和事实；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "描述概括经历事实属于信息交流"}, "schemaVersion": "0.1.0", "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": 0.944, "facts": []}}
{"id": "ca_hmXgVAHV", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能以口头或书面形式传递信息、论证观点、表达情感", "verb": "表达", "object": "情感", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能就一个话题，口头说出自己的看法并给出至少一个理由", "能写一段话，把一件事的起因、经过和结果说清楚"], "assessment": "{{name}}能在英语课堂或作业中，用口头或书面形式传递信息、论证观点、表达情感吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "2", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "以口头或书面形式传递信息、论证观点、表达情感；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "传递信息与交流"}, "schemaVersion": "0.1.0", "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": 0.952, "facts": []}}
{"id": "ca_Mh7hyLmk", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能通过重复、举例和解释等方式澄清意思", "verb": "解释", "object": "等方式澄清意思", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能用不同的话把同一个意思再说一遍，让没听懂的人明白", "能举出一个具体的例子来说明自己刚才说的一个观点"], "assessment": "{{name}}在英语课上，能通过重复、举例和解释等方式把意思说清楚吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "3", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过重复、举例和解释等方式澄清意思；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "澄清意思属解释与交流"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能通过重复、举例和解释等方式澄清意思’是对语言功能的描述，过于宽泛和抽象，无法用于判断一个具体学生是否掌握了这一‘能力’。它更像一个章节标题或能力分类标签，而非可观察、可评估的具体技能断言。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生能通过重复、举例和解释等方式澄清意思，该断言是忠实转述，且“能通过…澄清意思”本身是可观察的语言行为。", "quote": "通过重复、举例和解释等方式澄清意思", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_YLsZ4Eqq", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能运用语篇衔接手段，提高表达的连贯性", "verb": "表达", "object": "的连贯性", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能给一段不连贯的短文添加恰当的连接词，使其语意连贯、衔接自然。", "能口头讲述一个事件时，主动使用表示顺序、因果或转折的词语，使叙述条理清晰。"], "assessment": "{{name}}能用语篇衔接手段让英语表达更连贯吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "4", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "运用语篇衔接手段，提高表达的连贯性；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "运用衔接手段提升表达连贯性"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "'能运用语篇衔接手段，提高表达的连贯性' 是一个教学目标或能力描述，但无法直接判断一个具体学生'会'或'不会'。它缺少可观察、可测量的行为动词和具体标准，例如'能正确使用至少三种衔接手段（如指代、连接词、词汇衔接）使一段100词左右的短文逻辑清晰'。"}, {"type": "resolved", "detail": "模型与可判定闸判断一致（句末谓语是虚动词「提高」：前面的「运用」只是状语里的动作，真正要求的仍不可判定）→ 弃用。不硬拆：拆句需要教学判断"}], "dropReason": "模型判「不可判定」，可判定闸也拦（句末谓语是虚动词「提高」：前面的「运用」只是状语里的动作，真正要求的仍不可判定）。两个判官一致，不需要人。不硬拆 —— 拆句需要教学判断"}
{"id": "ca_mRkxB4Fd", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能根据表达意图和受众特点，有意识地选择和运用语言", "verb": "表达", "object": "意图和受众特点，有意识地选择和运用语言", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给定同一话题，能针对不同对象（如长辈、同伴）写出内容和语气明显不同的两段话", "在一次口头表达中，能根据听众反应，主动调整用词或讲述方式以达到目的"], "assessment": "{{name}}在英语课堂或作业中，能根据表达意图和受众特点，有意识地选择和运用语言吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "5", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据表达意图和受众特点，有意识地选择和运用语言；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "根据意图受众选择语言，属表达设计与交流"}, "schemaVersion": "0.1.0", "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": 0.952, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_gHJU5qng", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能设计合理的语篇结构", "verb": "设计", "object": "合理的语篇结构", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据写作目的，将文章内容划分出开头、主体、结尾等几个部分，并说明各部分的作用。", "能对比两篇同题文章，指出其中一篇在段落顺序或详略安排上更合理，并说明理由。"], "assessment": "{{name}}能在英语作业里设计出合理的语篇结构吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "6", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据表达的需要，设计合理的语篇结构；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "设计语篇结构，体现结构与功能及设计方案", "lostCondition": "根据表达的需要"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：“能设计合理的语篇结构”是教学目标或能力描述，但无法直接判断一个具体学生“会”或“不会”。它缺乏可观察、可测量的行为动词和具体情境，更像一个章节标题或课程目标。"}], "fieldIssues": ["condition-lost"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘设计合理的语篇结构’，断言‘能设计合理的语篇结构’是对此要求的忠实转述，且‘设计’是可观察、可测量的行为动词。", "quote": "根据表达的需要，设计合理的语篇结构；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_DfZzaJKw", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "statement": "能识别语篇中的隐喻等修辞手段并理解其意义", "verb": "识别", "object": "语篇中的隐喻等修辞手段并理解其意义", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读到含有隐喻的句子时，能指出这里用了比喻/隐喻，并用自己的话解释它想表达的意思。", "在分析文章时，能找出一处修辞手法，并说明作者用这个手法想达到什么效果。"], "assessment": "{{name}}，你读文章时，能发现作者在哪里用了比喻吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "7", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别语篇中的隐喻等修辞手段并理解其意义；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "识别修辞模式并分析其意义"}, "schemaVersion": "0.1.0", "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": 1.0, "verbatimCoverage": 0.95, "facts": ["识别语篇中的隐喻等修辞手段并理解其意义"]}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：生成不出家长可照念的问句 —— make_assessment 的闸（实词不得超出断言与证据）连续拒绝。说不出怎么问，就说不出怎么判，不该被档案引用。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'识别语篇中的隐喻等修辞手段并理解其意义'，改写后的断言'能识别语篇中的隐喻等修辞手段并理解其意义'是忠实转述，主语为学生，且描述了可观察的能力行为。意见中关于生成问句和判断的问题，与断言本身的忠实性无关。", "quote": "识别语篇中的隐喻等修辞手段并理解其意义", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_rAKSUJix", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "statement": "能根据需要使用委婉语、模糊语", "verb": "使用", "object": "委婉语、模糊语", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能将“去世”说成“走了”，将“胖”说成“丰满”或“壮实”", "能用“大概”“可能”等词来表达不确定的信息，避免把话说死"], "assessment": "{{name}}能在英语作业或课堂上根据需要使用委婉语、模糊语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 47, "srcCode": "6", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据需要使用委婉语、模糊语；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "根据语境选择恰当表达方式"}, "schemaVersion": "0.1.0", "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": 0.917, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_7Z68Kme7", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "学习能力", "statement": "能选择适合的参考书和词典等工具辅助英语学习", "verb": "选择", "object": "适合的参考书和词典等工具辅助英语学习", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["遇到生词时，能主动查阅词典并记录释义和例句", "完成阅读任务时，能根据需要选择合适的参考书辅助理解"], "assessment": "{{name}}能在英语课堂或作业中选择适合的参考书和词典来辅助学习吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["asking-questions", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 49, "srcCode": "4", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "选择适合的参考书和词典等工具辅助英语学习；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "选择工具辅助学习，属提问与信息获取"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是一个笼统的学习策略建议，无法判断一个具体学生是否会。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据只是重复了能力断言本身，没有提供可观测的行为表现或判断标准。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'选择适合的参考书和词典等工具辅助英语学习'，断言'能选择适合的参考书和词典等工具辅助英语学习'是忠实转述，且'选择'是可观察的行为，属于能力范畴。", "quote": "选择适合的参考书和词典等工具辅助英语学习", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_3qRUUeu7", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "学习能力", "statement": "能通过图书馆、计算机网络等资源获得更广泛的英语信息，扩充学习资源", "verb": "计算", "object": "机网络等资源获得更广泛的英语信息，扩充学习资源", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能使用搜索引擎或图书馆查找资料，并说明找到的信息与所学话题相关", "能从网络或书籍中找到一段英语材料，并说出它补充了哪些课内没有的信息"], "assessment": "{{name}}能通过图书馆、计算机网络等资源获得更广泛的英语信息，扩充学习资源吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 49, "srcCode": "5", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过图书馆、计算机网络等资源获得更广泛的英语信息，扩充学习资源；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "获取与评估信息"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是教学建议或学习策略描述，不是可观察的学生能力。无法判断一个具体学生是否‘会’，因为它描述的是资源获取行为而非语言能力。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将此作为学生应达到的能力要求，改写后的断言忠实转述了原文，且主语是学生（隐含‘学生能’），描述的是可观察的学习行为，属于能力范畴。", "quote": "通过图书馆、计算机网络等资源获得更广泛的英语信息，扩充学习资源；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_cNprdhWK", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "思维品质", "statement": "能通过分类等手段加深对词汇的理解和记忆", "verb": "分类", "object": "等手段加深对词汇的理解和记忆", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能将一组词语按不同标准（如词性、主题）分成两类以上，并说明分类理由", "能说出某个词语与同类其他词语的共同点和不同点"], "assessment": "{{name}}能通过分类等手段加深对词汇的理解和记忆吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 49, "srcCode": "4", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过分类等手段加深对词汇的理解和记忆；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分类是找规律，分析词汇特征"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言是策略性建议的表述，而非可对具体学生判定‘会/不会’的能力。它描述的是学习方式，而非一个可观察、可测评的技能点。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据只是重复了能力断言本身，并未提供任何可操作的、能证明学生‘已掌握’该策略的具体行为或成果描述。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'通过分类等手段加深对词汇的理解和记忆'，该断言是对此的忠实转述，描述的是学生应具备的学习能力，而非仅是教师的教学策略。", "quote": "通过分类等手段加深对词汇的理解和记忆", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_msQCSxmf", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "语言能力", "statement": "能通过解释、澄清或重复等方式克服交际中的语言障碍，维持交际", "verb": "解释", "object": "澄清或重复等方式克服交际中的语言障碍，维持交际", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["当说话对方没听懂时，能主动换一种更简单的说法再试一次。", "被问到不会的词时，能用学过的词描述来解释这个词的意思。"], "assessment": "{{name}}在英语课堂或作业中遇到语言障碍时，能通过解释、澄清或重复等方式来克服并维持交际吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 50, "srcCode": "2", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过解释、澄清或重复等方式克服交际中的语言障碍，维持交际。情感策略1.对英语学习保持主动和积极的态度，不断增强学习的自信心；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "克服障碍维持交际属于信息交流"}, "schemaVersion": "0.1.0", "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": 0.96, "facts": []}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：证据仍是兜底模板（复读断言），起草工具三次调用都没拿到可用结果。拿不出「凭什么说他会」，就不该被档案引用。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'通过解释、澄清或重复等方式克服交际中的语言障碍，维持交际'，断言是对此的忠实转述。", "quote": "通过解释、澄清或重复等方式克服交际中的语言障碍，维持交际", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_n5bPAQBm", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "学习能力", "statement": "能及时发现学习中的问题，善于分析成因，制订切合实际的目标", "verb": "选择", "object": "性必修元认知策略1.及时发现学习中的问题，善于分析成因，制订切合实际的目标", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能当场说出自己哪道题不会做，并讲出是哪个步骤卡住的", "能解释上次测验扣分的原因，说出接下来打算重点练什么"], "assessment": "{{name}}在英语学习中，能及时发现问题、分析原因并制定合理目标吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect"], "practice": ["asking-questions", "analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 50, "srcCode": "3", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "有合作学习的意识，愿意与他人分享各种学习资源。选择性必修元认知策略1.及时发现学习中的问题，善于分析成因，制订切合实际的目标；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析成因与目标制定"}, "schemaVersion": "0.1.0", "statementBefore": "能选择性必修元认知策略1.及时发现学习中的问题，善于分析成因，制订切合实际的目标", "repair": {"kind": "strip-label", "why": "句首粘了课标的分类标签「选择性必修元认知策略1.」，削掉"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言是教学建议或策略描述，而非可直接观测的学生能力，无法对具体学生判定‘会/不会’"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生具备该能力，断言是忠实转述。", "quote": "及时发现学习中的问题，善于分析成因，制订切合实际的目标", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_qn9Ey6aD", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "学习能力", "statement": "能分析存在的问题和取得的学习成效", "verb": "分析", "object": "存在的问题和取得的学习成效", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能说出自己最近一次英语学习中遇到的一个具体困难，以及尝试过的一种解决方法。", "能对比两次听写或测验的成绩，指出哪些词汇类型进步了、哪些还需要加强。"], "assessment": "{{name}}能在英语课上分析自己存在的问题和取得的学习成效吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["analyzing-data", "argumentation"], "provenance": {"srcSubject": "英语", "srcPage": 50, "srcCode": "4", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "进行阶段性反思和总结，分析存在的问题和取得的学习成效，归纳和总结有效的方法，提高学习效率。认知策略1.通过构词法、话题词等方式建构词族、词汇语义网，扩大词汇量；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析学习成效，基于证据论证"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能分析存在的问题和取得的学习成效'是一句泛化的口号，未指定分析什么问题（语法？阅读策略？）、在什么情境下、达到什么标准，无法对具体学生判断'会/不会'"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据直接复述了能力断言本身，没有提供任何可观察的行为或成果作为证据"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：证据'能在英语课堂或作业情境中完成'只是重复了能力陈述，未说明学生需要产出什么（如自我评估报告、错误归因分析等），无法证明能力达成 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘进行阶段性反思和总结，分析存在的问题和取得的学习成效’，能力断言‘能分析存在的问题和取得的学习成效’是忠实的改写。", "quote": "进行阶段性反思和总结，分析存在的问题和取得的学习成效", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_iuVH8NSb", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "语言能力", "statement": "能根据主题表达的需要，列出主要信息，组织基本信息结构", "verb": "列出", "object": "主要信息，组织基本信息结构", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据给定主题，列出3-5条主要信息点，并说明它们之间的逻辑关系。", "能将零散信息按主题需要，组织成一个有开头、主体、结尾的简单结构。"], "assessment": "{{name}}能根据主题的需要，列出主要信息，组织起基本的结构吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 50, "srcCode": "8", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据主题表达的需要，列出主要信息，组织基本信息结构；续表课程类别 策略 学习策略内容要求选择性必修认知策略9.利用语篇衔接手段，有逻辑地组织信息；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "组织信息结构以实现表达功能", "verbFixedFrom": "表达/的需要，列出主要信息，组织基本信息结构"}, "schemaVersion": "0.1.0", "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": 0.95, "facts": []}}
{"id": "ca_wtyE4se6", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "学习能力", "statement": "能分析原因，采用有效方法进行自我调整，有毅力坚持学习", "verb": "分析", "object": "原因，采用有效方法进行自我调整，有毅力坚持学习", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能说出自己学习时感到焦虑的具体原因，并描述自己采用的一种应对方法。", "能在连续练习某项技能遇到瓶颈时，说出自己如何调整并继续尝试的过程。"], "assessment": "{{name}}在英语学习中遇到困难时，能分析原因并调整方法坚持下去吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "4", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "监控交际中语言运用的得体性，并根据需要作出相应调整。情感策略1.能针对在学习过程中出现的焦虑或急躁情绪，分析原因，采用有效方法进行自我调整，有毅力坚持学习；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析原因并调整行为", "lostCondition": "针对在学习过程中出现的焦虑或急躁情绪"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是一句关于学习态度和习惯的通用描述，不是可观察、可判断的具体英语学科能力。无法对一个具体孩子答「会/不会」。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据只是重复了能力断言本身，没有提供任何可验证的行为表现或判断标准。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "fieldIssues": ["condition-lost"], "adjudication": {"verdict": "overrule", "why": "课标原文明确将“分析原因，采用有效方法进行自我调整，有毅力坚持学习”列为学生应具备的情感策略能力。断言是对此的忠实转述，且“能分析原因，采用有效方法进行自我调整，有毅力坚持学习”是可观察、可判断的学习行为表现。", "quote": "能针对在学习过程中出现的焦虑或急躁情绪，分析原因，采用有效方法进行自我调整，有毅力坚持学习", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_x5Nf9gcV", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "学习能力", "statement": "能根据学习目的和需要，选择最合适的资源，拓展学习渠道", "verb": "选择", "object": "最合适的资源，拓展学习渠道", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能说出为完成某个学习任务，自己用了哪些不同类型的资源（如书、视频、网站）", "能解释为什么选这个资源而不是另一个，比如哪个更权威、哪个更易懂"], "assessment": "{{name}}能根据学习目的和需要，选择最合适的资源，拓展学习渠道吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["asking-questions", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "3", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据学习目的和需要，选择最合适的资源，拓展学习渠道；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "界定需求并获取信息"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘选择最合适的资源，拓展学习渠道’是学习策略的宏观描述，无法对一个具体孩子判断‘会/不会’，缺乏可观察、可测量的行为指标"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生能够根据学习目的和需要，选择最合适的资源，拓展学习渠道。断言是对原文的忠实转述，要求的是学生的能力，且是可观察的行为。", "quote": "根据学习目的和需要，选择最合适的资源，拓展学习渠道", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_BjMESJxC", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "学习能力", "statement": "能完成理解或表达任务后，反思和巩固所使用的有效的理解或表达的策略", "verb": "表达", "object": "任务后，反思和巩固所使用的有效的理解或表达的策略", "type": "CONCEPTUAL", "literacy": ["学习能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读完一段文章后，能说出文中用了哪些词把句子连起来，以及这样用有什么好处。", "自己写完一段话后，能回头看看并指出自己用了什么方法让前后句子衔接顺畅。"], "assessment": "{{name}}在英语课堂或作业中完成理解和表达任务后，能反思和巩固自己使用的有效策略吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "argumentation"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "4", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "完成理解或表达任务后，反思和巩固所使用的有效的理解或表达的策略。认知策略1.通过比较、分析和总结等手段，辨析作者为使语篇连贯所采用的衔接手段和所达到的效果；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "反思策略并论证其有效性"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言描述的是一个元认知过程（反思和巩固策略），无法直接判断一个具体学生是否‘会’，更像教学目标而非可观察的能力表现"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据与能力断言几乎完全重复，没有提供可观察、可验证的行为指标来证明学生掌握了该能力 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生在完成任务后进行反思和巩固，断言是对此的忠实转述。意见认为这是元认知过程、不可观察，但课标本身将其列为学生应达成的能力要求，因此该断言成立。", "quote": "完成理解或表达任务后，反思和巩固所使用的有效的理解或表达的策略。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_xyGFxNjv", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "思维品质", "statement": "能通过比较、分析和总结等手段", "verb": "比较", "object": "分析和总结等手段", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能对比两段不同风格的文本，指出各自语言形式如何营造不同氛围", "能分析一首诗中的意象，说明其如何增强情感表达效果"], "assessment": "{{name}}能在英语作业里通过比较、分析和总结来完成任务吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "2", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过比较、分析和总结等手段，解释具体文本中特有的语言形式的意义和意象效果；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "识别语言规律并分析总结"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "断言缺少宾语和目标，无法判断具体能力，如“能通过比较、分析和总结等手段”做什么？"}], "dropReason": "AI 裁决：异议成立。课标原文是‘通过比较、分析和总结等手段，解释具体文本中特有的语言形式的意义和意象效果’，完整能力断言应包含‘解释…意义和意象效果’。当前断言‘能通过比较、分析和总结等手段’是残句，缺少宾语和目标，无法判断具体能力要求。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_DhgpLauj", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "语言能力", "statement": "能解释具体文本中特有的语言形式的意义和意象效果", "verb": "解释", "object": "具体文本中特有的语言形式的意义和意象效果", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段写景散文后，说出作者选用了哪些词语营造画面感，并解释其效果。", "能对比同一题材的两段文字，指出它们在用词或句式上的不同，以及各自产生了怎样的阅读感受。"], "assessment": "{{name}}能解释具体文本中特有的语言形式的意义和意象效果吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "2", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过比较、分析和总结等手段，解释具体文本中特有的语言形式的意义和意象效果；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析语言形式与表达效果的关系", "lostCondition": "通过比较、分析和总结等手段"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：断言本身是同义重复，无法判断一个具体学生是否掌握。'能解释...的意义和意象效果'是一个宏大的目标，但缺乏具体的能力操作点，无法针对一个具体学生回答'会/不会'。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：这不是一个可观察、可测评的学生能力陈述，更像是一个课程目标或教学期望的口号，因为它没有限定具体的语言形式（如隐喻、头韵、节奏）或具体的文本类型，缺乏能力判定的边界。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：提供的'掌握证据'与能力断言完全相同，是无效证据。有效的证据应描述具体的、可观察的学生产出，例如'能口头或书面解释某首诗歌中明喻的意象如何增强主题表达'。 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "fieldIssues": ["condition-lost"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'解释具体文本中特有的语言形式的意义和意象效果'，断言是对此的忠实转述。意见中'缺乏具体能力操作点'和'不是可观察、可测评的能力'的批评，是针对课标原文本身的抽象性，而非断言的改写问题。断言忠实于原文，且'解释'本身是可观察、可测评的行为。", "quote": "解释具体文本中特有的语言形式的意义和意象效果", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_3FQjXdvV", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "思维品质", "statement": "能解释作者是如何通过选择不同的篇章结构来传递意义并达成目的的", "verb": "选择", "object": "不同的篇章结构来传递意义并达成目的的", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读完一篇课文后，说出作者先写了什么、再写了什么、最后写了什么，并说明这样安排的好处", "能对比两篇不同文章的结构，指出它们在组织方式上的不同，以及这种不同如何影响了表达效果"], "assessment": "{{name}}能解释作者是怎么通过选不同篇章结构来传递意思和达成目的的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function", "cause-effect"], "practice": ["analyzing-data", "explaining-designing"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "3", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "分析篇章结构的特点，解释作者是如何通过选择不同的篇章结构来传递意义并达成目的的；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "分析结构与功能关系，解释因果机制"}, "schemaVersion": "0.1.0", "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": 0.964, "facts": []}}
{"id": "ca_DKSHK4c3", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "语言能力", "statement": "能通过事物说明、特性描述，以及必要的修辞手段创建文本", "verb": "说明", "object": "特性描述，以及必要的修辞手段创建文本", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据一段事物说明，用描述性语言写出其主要特征，并使用至少一种修辞手法", "能完成一个简短的说明性写作任务，如介绍一个物品，做到说明清晰、描述具体"], "assessment": "{{name}}能通过事物说明、特性描述，以及必要的修辞手段来创建英语文本吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "4", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "通过事物说明、特性描述，以及必要的修辞手段创建文本；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "创建说明性文本，涉及解释与信息交流"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "能力断言是‘能通过事物说明、特性描述，以及必要的修辞手段创建文本’，这是一个宽泛的任务描述，无法直接判定一个具体孩子‘会/不会’。它更像一个课程目标或任务类型，而非可观察的个人能力。"}, {"type": "resolved", "detail": "【已解决 2026-08-20】原异议：掌握证据是‘能在英语课堂或作业情境中完成：能通过事物说明、特性描述，以及必要的修辞手段创建文本’，这几乎重复了断言本身，没有提供任何具体的、可验证的掌握标准（如：文本质量、修辞运用 —— 证据已换成起草的可观察证据（evidenceDrafted），此条不再成立。"}], "dropReason": "AI 裁决：异议成立。课标原文的主语是教学行为（教师应当引导学生通过……），而非直接陈述学生的能力。断言将主语换成了学生（‘能通过……创建文本’），属于改写时偷换了陈述主体，将教学目标误植为个人能力断言。这不符合主语是学生的要求。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_DKFehKLb", "discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程学习策略", "topic": "普通高中英语课程学习策略", "dimension": "思维品质", "statement": "能根据主题表达需要，合理运用语篇知识，有逻辑地组织信息结构", "verb": "表达", "object": "需要，合理运用语篇知识，有逻辑地组织信息结构", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据给定主题，将零散信息分组并排列成有逻辑的段落顺序。", "能口头或书面说明自己组织信息结构的理由，如先讲什么、后讲什么、为什么这样安排。"], "assessment": "{{name}}能根据主题表达需要，合理运用语篇知识，有逻辑地组织信息结构吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 51, "srcCode": "5", "srcTopic": "普通高中英语课程学习策略", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据主题表达需要，合理运用语篇知识，有逻辑地组织信息结构；", "method": "gaozhong-textlayer-split", "crosscuttingWhy": "组织信息结构并表达"}, "schemaVersion": "0.1.0", "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": 0.963, "facts": []}}
{"id": "ca_tSLdwKAM", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能简要地口头描述自己或他人的经历", "verb": "描述", "object": "自己或他人的经历", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能简要地口头描述自己或他人的经历"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 55, "srcCode": "1-4", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能简要地口头描述自己或他人的经历，表达观点并举例说明。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "G10–G12 标注过高。‘简要地口头描述自己或他人的经历’是基础叙事能力，在《义务教育英语课程标准》中属于 3–4 年级（一级）的目标。高中阶段（G10–G12）的要求是能够连贯、详细、有逻辑地进行叙述和讨论，此能力描述与学段不匹配。"}, {"type": "not-a-capability", "detail": "掌握证据与能力断言完全重复，没有提供任何可观察、可判断的行为表现或产出标准（如时长、内容要点、语言复杂度等），无法用于判断一个学生是否‘掌握’。"}]}
{"id": "ca_dCGwcaB5", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能表达观点并举例说明", "verb": "表达", "object": "观点并举例说明", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就一个话题说出自己的看法，并讲出一件亲身经历或见闻作为例子", "能听完同伴的发言后，指出自己同意或不同意的哪一点，并说明理由"], "assessment": "{{name}}，你刚说的这个看法，能举个例子给我听听吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 55, "srcCode": "1-4", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能简要地口头描述自己或他人的经历，表达观点并举例说明。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只是重复了能力断言本身（能表达观点并举例说明），没有给出可观察、可验证的行为表现作为证明）：证据已重写，复审未挑出问题"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（「能表达观点并举例说明」是英语课标中贯穿多个学段的基础口语/写作能力，小学高年级）→ 撤销：出自普通高中课标，学段由文档决定，模型的意见不能盖过课标"}]}
{"id": "ca_qxgppCUU", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能根据交际场合和交际对象的身份，选择恰当的语言形式（如正式或非正式、直接或委婉的表达方式）", "verb": "表达", "object": "方式）", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能根据交际场合和交际对象的身份，选择恰当的语言形式（如正式或非正式、直接或委婉的"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 55, "srcCode": "1-6", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "在口头表达中，能根据交际场合和交际对象的身份，选择恰当的语言形式（如正式或非正式、直接或委婉的表达方式） ，表达意义、意图和情感态度；能借助手势、表情、图表、图示等非语言手段提高表达效果。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "该断言描述的是语用能力的一般性原则，缺乏可观察、可判断的具体行为指标，无法对一个具体孩子答「会/不会」"}, {"type": "evidence-weak", "detail": "掌握证据只是重复了能力断言本身，没有提供任何可验证的证据（如具体任务、表现标准或评估方式）"}, {"type": "truncated", "detail": "掌握证据在「直接或委婉的」处被截断，句子不完整"}]}
{"id": "ca_vYgNZvt9", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能表达意义、意图和情感态度", "verb": "表达", "object": "意义、意图和情感态度", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能表达意义、意图和情感态度"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 55, "srcCode": "1-6", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "在口头表达中，能根据交际场合和交际对象的身份，选择恰当的语言形式（如正式或非正式、直接或委婉的表达方式） ，表达意义、意图和情感态度；能借助手势、表情、图表、图示等非语言手段提高表达效果。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "该断言过于抽象，无法对具体学生判断‘会/不会’。‘能表达意义、意图和情感态度’是语言的终极目标或教学口号，而非一个可观察、可评估的具体能力点。例如，它未指明通过何种语言形式（口头/书面）、何种复杂度、何种语境来表达。"}]}
{"id": "ca_3B4b9BST", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能区分语篇中的主要事实与观点", "verb": "区分", "object": "语篇中的主要事实与观点", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["读一段议论性语篇后，能圈出其中陈述事实的句子并说明依据", "能指出语篇中哪些句子是作者的观点，并说出判断的理由"], "assessment": "{{name}}，这段话里哪些是事实、哪些是作者的想法，你是怎么分出来的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 55, "srcCode": "1-10", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能区分语篇中的主要事实与观点；能基于所读和所看内容，进行推断、比较、分析和概括。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
{"id": "ca_GLzHEvkU", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语篇的类型和结构，辨识和分析语篇的文体特征及衔接手段", "verb": "识别", "object": "语篇的类型和结构，辨识和分析语篇的文体特征及衔接手段", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["给一篇课文，能说出它属于哪类语篇并指出其结构层次", "给一段节选，能找出两处衔接词句并说明它们如何连起上下文"], "assessment": "{{name}}，这篇是什么类型的文章，它是怎么一步步连起来的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "1-11", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能识别语篇的类型和结构，辨识和分析语篇的文体特征及衔接手段，识别语篇为传递意义而选用的主要词汇和语法结构。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
{"id": "ca_zSqd7NM5", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语篇为传递意义而选用的主要词汇和语法结构", "verb": "识别", "object": "语篇为传递意义而选用的主要词汇和语法结构", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在一段语篇中标出为传递意义而反复出现的关键词，并说明其作用", "能指出语篇中一处语法结构，并说出它在此处表达了什么意思"], "assessment": "{{name}}，这段话里哪些词和句式是作者特意挑的，你能指给我看看吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "1-11", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能识别语篇的类型和结构，辨识和分析语篇的文体特征及衔接手段，识别语篇为传递意义而选用的主要词汇和语法结构。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
{"id": "ca_gNRr5amZ", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语篇直接陈述的情感态度、价值观和社会文化现象", "verb": "识别", "object": "语篇直接陈述的情感态度、价值观和社会文化现象", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能读完一段语篇后，直接指出其中表达情感态度的词句并说明其态度", "能找出语篇中直接写出的价值判断或文化现象，并用自己的话复述"], "assessment": "{{name}}，这段话里哪些词能看出作者喜欢还是讨厌？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "1-12", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能识别语篇直接陈述的情感态度、价值观和社会文化现象。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（掌握证据与能力断言完全重复，没有提供可观察的行为表现或判断标准，无法据此判断一个具体学生是否掌握）：可判定闸放行、第三个判官（豆包）也没挑出问题，二比一撤销"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（断言异议已二比一撤销，但证据是兜底模板或缺家长问句 —— 先补真证据再升档）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_TcZjTUK4", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能以书面形式简要描述自己或他人的经历", "verb": "描述", "object": "自己或他人的经历", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就自己或他人一段经历写几句话，说清时间、地点、做了什么", "能就所写经历写出一句自己的看法，并补一个具体例子"], "assessment": "{{name}}，你写的那段经历，能加上一句你自己的看法和一个例子吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "1-13", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能以书面形式简要描述自己或他人的经历，表达观点并举例说明；能介绍中外主要节日和中华优秀传统文化；书面表达中所用词汇和语法结构能够表达主要意思。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（「能以书面形式简要描述自己或他人的经历」是义务教育阶段（如课标三级/四级）的写作）→ 撤销：出自普通高中课标，学段由文档决定，模型的意见不能盖过课标"}]}
{"id": "ca_frVF7TwU", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能书面表达中所用词汇和语法结构能够表达主要意思", "verb": "表达", "object": "中所用词汇和语法结构能够表达主要意思", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能书面表达中所用词汇和语法结构能够表达主要意思"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "1-13", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能以书面形式简要描述自己或他人的经历，表达观点并举例说明；能介绍中外主要节日和中华优秀传统文化；书面表达中所用词汇和语法结构能够表达主要意思。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "断言本身是病句（'能书面表达中所用词汇和语法结构能够表达主要意思'），无法判断一个具体孩子是否会；且掌握证据与断言完全重复，没有提供可观察的行为标准"}]}
{"id": "ca_jCvwWGkR", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能运用语篇的衔接手段构建书面语篇、表达意义，体现意义的逻辑关联性", "verb": "表达", "object": "意义，体现意义的逻辑关联性", "type": "CONCEPTUAL", "literacy": [], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就给定话题写一段书面语篇，用指代、连接词等衔接手段使句间逻辑连贯", "能修改一段衔接混乱的短文，补上恰当的过渡与照应，使意义前后关联"], "assessment": "{{name}}，你写的那段话里，句子之间是怎么连起来的，能说给我听听吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "1-14", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能运用语篇的衔接手段构建书面语篇、表达意义，体现意义的逻辑关联性；能借助多模态语篇资源提高表达效果。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（'能运用语篇的衔接手段构建书面语篇、表达意义，体现意义的逻辑关联性' 是一个概括性目标，无法直接用于）：可判定闸放行、第三个判官（豆包）对断言没有异议，二比一撤销；它只说证据弱，换挂 evidence-weak"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据与能力断言内容完全重复，未提供可观测的具体行为依据，无法证明学生具备该能力）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_aMRx3Ynp", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能借助多模态语篇资源提高表达效果", "verb": "表达", "object": "效果", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就同一主题，用文字配图或配音频各做一版表达，并说明多模态资源让哪一处意思更清楚", "能在自己的书面语篇中选用与内容相配的图片、图表或音频，并指出它补足了文字没说到的地方"], "assessment": "{{name}}，你这次加的那张图或那段声音，帮你把哪句话说得更明白了？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "1-14", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能运用语篇的衔接手段构建书面语篇、表达意义，体现意义的逻辑关联性；能借助多模态语篇资源提高表达效果。", "srcLevel": 1, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "「能借助多模态语篇资源提高表达效果」是课程目标/教学建议式的表述，不是可对学生判定会/不会的能力。它没有说明借助什么资源、在什么任务中、达到什么效果，无法对一个具体孩子回答会或不会。掌握证据虽然给出了可观察任务（做文字配图/配音频两版并说明），但断言本身停留在目标层面，与证据不匹配。"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（该断言与掌握证据完全相同，无法判断具体能力达成标准，缺乏可操作的评估维度）：可判定闸放行、第三个判官（豆包）对断言没有异议，二比一撤销；它只说证据弱，换挂 evidence-weak"}]}
{"id": "ca_gRCRg9xG", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能理解说话者选用的词汇、语法结构和语音手段所实现的特殊表达效果", "verb": "表达", "object": "效果", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能听一段录音，指出说话人用哪个词或语气达到强调、委婉等效果", "能就一段对话，说出某处换词或改语调后表达效果发生了什么变化"], "assessment": "{{name}}，你听这段录音，说话人哪个词用得特别有讲究？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "2-2", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "理解说话者选用的词汇、语法结构和语音手段所实现的特殊表达效果。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（该断言描述的是对语言修辞效果的鉴赏能力，但表述过于抽象，无法直接判断一个具体学生是否掌握。例如，无法）：可判定闸放行、第三个判官（豆包）也没挑出问题，二比一撤销"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（断言异议已二比一撤销，但证据是兜底模板或缺家长问句 —— 先补真证据再升档）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_ihBbyX6X", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能在比较复杂的语境中", "verb": "比较", "object": "复杂的语境中", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能在比较复杂的语境中"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "2-4", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "在比较复杂的语境中，能口头描述自己或他人的经历，表达情感态度，描述事件发生、发展的过程，描述人或事物的特征，阐释和说明观点。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "truncated", "detail": "能力断言和掌握证据均以'能在比较复杂的语境中'结尾，句子不完整，缺少谓语动词和宾语，无法判断具体能力是什么。"}]}
{"id": "ca_fpneyLXD", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能口头描述自己或他人的经历", "verb": "描述", "object": "自己或他人的经历", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就一次亲身经历，按起因、经过、结果的顺序口头讲清，并说出当时的感受", "能听完他人讲述后，用自己的话复述事件经过，并指出讲述人表达的态度"], "assessment": "{{name}}，你挑一件最近发生的事，从头到尾讲给我听，再说说你当时心里怎么想的。", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "2-4", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "在比较复杂的语境中，能口头描述自己或他人的经历，表达情感态度，描述事件发生、发展的过程，描述人或事物的特征，阐释和说明观点。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（「能口头描述自己或他人的经历」属于英语课标中较低学段（如3-6年级）的口头表达要）→ 撤销：出自普通高中课标，学段由文档决定，模型的意见不能盖过课标"}]}
{"id": "ca_wWGhvXx5", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能描述人或事物的特征，阐释和说明观点", "verb": "说明", "object": "观点", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就一段材料中的人或事物，口头说出其两三个具体特征并说明依据", "能针对一个观点，口头说出自己的看法并给出至少一条理由支撑"], "assessment": "{{name}}，你能说说这个人或这件事有什么特点，你是怎么看出来、为什么这么想的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 56, "srcCode": "2-4", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "在比较复杂的语境中，能口头描述自己或他人的经历，表达情感态度，描述事件发生、发展的过程，描述人或事物的特征，阐释和说明观点。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（'能描述人或事物的特征，阐释和说明观点'是课标中的能力目标表述，过于宽泛和抽象，无法直接用于判断一个）：可判定闸放行、第三个判官（豆包）也没挑出问题，二比一撤销"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（断言异议已二比一撤销，但证据是兜底模板或缺家长问句 —— 先补真证据再升档）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_r25msESf", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能在口头表达过程中有目的地选择词汇和语法结构", "verb": "表达", "object": "过程中有目的地选择词汇和语法结构", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就同一话题换一种说法重述，使听者更易理解", "能在讲述中根据听者反应调整用词或句式并说明理由"], "assessment": "{{name}}，你刚才讲这件事时，为什么选了这个词、这么说？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-6", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能在口头表达过程中有目的地选择词汇和语法结构。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只是用不同的话重复了一遍能力断言本身，没有描述任何可观察的、区分‘会’与‘不会’的行为证据）：证据已重写，复审未挑出问题"}]}
{"id": "ca_5b3cXALC", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能在表达中借助语言建构交际角色，体现跨文化意识和情感态度", "verb": "表达", "object": "中借助语言建构交际角色，体现跨文化意识和情感态度", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在表达中根据对象切换称呼、语气和礼貌程度，使交际角色前后一致", "能在表达中选用与对方文化背景相称的说法，并流露相应情感态度"], "assessment": "{{name}}，你说话时会看对方是谁、是哪国人，换着说法和口气吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-7", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能在表达中借助语言建构交际角色，体现跨文化意识和情感态度。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "「借助语言建构交际角色，体现跨文化意识和情感态度」是课程目标式的概括表述，无法对一个具体孩子答「会/不会」——「建构交际角色」到什么程度算会？「体现跨文化意识」如何判定？掌握证据虽给了可观察行为，但断言本身没有可判定的边界。"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（'能在表达中借助语言建构交际角色，体现跨文化意识和情感态度' 是一句课程目标或教学建议，无法对一个具）：可判定闸放行、第三个判官（豆包）对断言没有异议，二比一撤销；它只说证据弱，换挂 evidence-weak"}]}
{"id": "ca_kfdgPUJK", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语篇中的主要事实与观点之间的逻辑关系", "verb": "识别", "object": "语篇中的主要事实与观点之间的逻辑关系", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["给一篇英语短文，能分别划出其中的事实句和观点句并说明依据", "读一段英语语篇后，能说出某观点由哪几条事实支撑"], "assessment": "{{name}}，这篇英语短文里哪些是事实、哪些是作者的观点，你是怎么分出来的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-8", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能判断和识别书面语篇的意图，获取其中的重要信息和观点；能识别语篇中的主要事实与观点之间的逻辑关系，理解语篇反映的文化背景；能推断语篇中的隐含意义。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（掌握证据只是重复了能力断言本身，没有提供可观察、可判断的具体行为或标准，无法判断一个孩子是否掌握）：可判定闸放行、第三个判官（豆包）对断言没有异议，二比一撤销；它只说证据弱，换挂 evidence-weak"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据与能力断言内容完全重复，未提供可观测的具体行为证明，无法有效验证学生是否具备该能力）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_2YSuDDeJ", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能推断语篇中的隐含意义", "verb": "推断", "object": "语篇中的隐含意义", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就一段书面语篇，指出作者未明说但可推出的态度或立场", "能说出语篇中哪句话支撑自己推出的隐含意义，并说明理由"], "assessment": "{{name}}，这段话作者没直说，你觉得他心里其实是什么意思？从哪句看出来的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-8", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能判断和识别书面语篇的意图，获取其中的重要信息和观点；能识别语篇中的主要事实与观点之间的逻辑关系，理解语篇反映的文化背景；能推断语篇中的隐含意义。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
{"id": "ca_BbY4jEeJ", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语篇中的内容要点和相应支撑论据", "verb": "识别", "object": "语篇中的内容要点和相应支撑论据", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["给一段带小标题的短文，能说出各段要点，并指出文中哪句话在支撑它", "读一篇议论性语篇，能圈出作者的核心主张，并标出至少两处支撑它的论据"], "assessment": "{{name}}，这篇材料主要说了什么？你是从哪句话看出来的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-9", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能识别语篇中的内容要点和相应支撑论据；能根据定义线索，理解概念性词汇或术语；能理解文本信息与非文本信息的关系。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
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{"id": "ca_87YuyGJG", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能在语境中理解具体词语的功能、词语的内涵和外延以及使用者的意图和态度", "verb": "使用", "object": "者的意图和态度", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就一段含多义词的语段，指出该词在此处的具体所指并说明依据", "能就一段含评价性词语的语段，说出说话人的态度倾向并指出体现它的词句"], "assessment": "{{name}}，这段话里这个词是什么意思，你怎么看出来的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-11", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能在语境中理解具体词语的功能、词语的内涵和外延以及使用者的意图和态度；能理解语篇中特定语言的使用意图以及语言在反映情感态度和价值观中所起的作用。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
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{"id": "ca_iuzTgaqr", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语篇间接反映或隐含的社会文化现象", "verb": "识别", "object": "语篇间接反映或隐含的社会文化现象", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就一段语篇，指出其中未明说却可推出的社会文化现象，并说出依据", "能举出语篇中两处间接反映社会文化现象的词句，并说明各自指向什么"], "assessment": "{{name}}，这段话里没直接写、但你能感觉到的社会文化现象是什么？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-12", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能根据所学概念性词语，从不同角度思考和认识周围世界；能识别语篇间接反映或隐含的社会文化现象。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只是重复了能力断言本身，没有提供任何可观察、可验证的行为描述，无法证明学生是否真的具备该能力）：证据已重写，复审未挑出问题"}]}
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{"id": "ca_bTAQvx8X", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能概述所读语篇的主要内容或续写语篇", "verb": "概述", "object": "所读语篇的主要内容或续写语篇", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能读完一篇短文后，用自己的话按顺序说出它讲了哪几件事", "能就所读语篇接着往下写一段，情节或观点与原文接得上"], "assessment": "{{name}}，你刚读的这篇讲了什么，能按顺序说给我听听吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-13", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能在书面表达中有条理地描述自己或他人的经历，阐述观点，表达情感态度；能描述事件发生、发展的过程；能描述人或事物的特征、说明概念；能概述所读语篇的主要内容或续写语篇。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
{"id": "ca_4b4ktMhg", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能在表达过程中有目的地选择词汇和语法结构，确切表达意思，体现意义的逻辑关联性", "verb": "表达", "object": "过程中有目的地选择词汇和语法结构，确切表达意思，体现意义的逻辑关联性", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能在表达过程中有目的地选择词汇和语法结构，确切表达意思，体现意义的逻辑关联性"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 57, "srcCode": "2-14", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能在表达过程中有目的地选择词汇和语法结构，确切表达意思，体现意义的逻辑关联性；能使用多模态语篇资源，达到特殊的表达效果。", "srcLevel": 2, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "断言本身是能力描述，但掌握证据只是重复了断言本身（'能在表达过程中有目的地选择词汇和语法结构...'），没有提供可观察、可判断的具体表现标准，无法据此判断一个学生'会'或'不会'。"}, {"type": "evidence-weak", "detail": "掌握证据与能力断言完全相同，是同义反复，没有提供任何新的、可验证的证据。"}]}
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{"id": "ca_UEwSR699", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能与不同地域的人进行交流时，可以识别出其发音和语调的不同", "verb": "交流", "object": "时，可以识别出其发音和语调的不同", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能与不同地域的人进行交流时，可以识别出其发音和语调的不同"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 58, "srcCode": "3-4", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "与不同地域的人进行交流时，可以识别出其发音和语调的不同。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "掌握证据与能力断言完全重复，无法证明学生能否实际执行该能力，只是复述了要求本身"}]}
{"id": "ca_CPeWS9nG", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能归纳、提炼和总结口头交流中的主要内容", "verb": "归纳", "object": "提炼和总结口头交流中的主要内容", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["听完一段口头交流后，能当场说出其中讲了哪几件事", "能指出对方话里哪句是重点、哪句可以略过"], "assessment": "{{name}}，刚才大家聊的，你能说说主要讲了哪几件事吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 58, "srcCode": "3-8", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能在口头交流过程中，根据需要插话或转移话题；能归纳、提炼和总结口头交流中的主要内容。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只是把能力断言重复了一遍，没有任何可观察、可判断的行为描述，无法证明学生是否具备该能力）：证据已重写，复审未挑出问题"}]}
{"id": "ca_F9SfgD6Q", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能阐释和评价语篇所反映的情感、态度和价值观", "verb": "评价", "object": "语篇所反映的情感、态度和价值观", "type": "CONCEPTUAL", "literacy": [], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["给一段语篇，能指出作者对其中人物或事件是褒是贬并说出依据", "给一段语篇，能说出作者赞成什么、反对什么，并各引一处原文佐证"], "assessment": "{{name}}，这篇材料里作者是夸还是骂？你从哪句话看出来的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 58, "srcCode": "3-9", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能阐释和评价语篇所反映的情感、态度和价值观；能根据语篇中的事实进行逻辑推理；能辨别并推论语篇中隐含的观点；能分辨语篇中的冗余信息。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0"}
{"id": "ca_m9NNfY8N", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别正式文体的语篇结构、语言特征和行文格式", "verb": "识别", "object": "正式文体的语篇结构、语言特征和行文格式", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能识别正式文体的语篇结构、语言特征和行文格式"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 58, "srcCode": "3-10", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能批判性地审视语篇的结构和连贯性；能识别正式文体的语篇结构、语言特征和行文格式；能识别语篇中的字体、字号等印刷特征所传递的意义。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "掌握证据只是重复了能力断言本身，没有提供可观察、可判断的具体行为表现，无法据此判断一个学生是否掌握"}, {"type": "evidence-weak", "detail": "证据与断言完全同义反复，未说明识别哪些具体特征（如段落组织、词汇选择、时态使用等），也未说明达到什么程度算掌握"}]}
{"id": "ca_7jMYhGb5", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语篇中使用的隐喻等修辞手法并理解其意义", "verb": "识别", "object": "语篇中使用的隐喻等修辞手法并理解其意义", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能给一段语篇，圈出其中至少一处隐喻或修辞表达，并说出它在此处指什么", "能就同一语篇再找出一处修辞表达，说明作者用它想达到什么效果"], "assessment": "{{name}}，这段话里哪个说法是打比方？它其实想说什么？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 58, "srcCode": "3-11", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能识别语篇中使用的隐喻等修辞手法并理解其意义；能识别语法结构在组织语篇中的作用。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（第二条证据「指出某处语法结构如何把前后句子连成一段完整意思」考的是语篇衔接/语法手段，与「识别隐喻等修辞手法并理解其意义）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_5HR3GjvL", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能识别语法结构在组织语篇中的作用", "verb": "识别", "object": "语法结构在组织语篇中的作用", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在一段英语短文中指出某处时态或连接词的选择，并说明它如何把前后句子连成整体", "能对比同一语篇中两处语法结构的不同用法，说出各自对段落组织起的作用"], "assessment": "{{name}}，你读这段英语时，能说说这里为什么用这个语法结构来连句子吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 58, "srcCode": "3-11", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能识别语篇中使用的隐喻等修辞手法并理解其意义；能识别语法结构在组织语篇中的作用。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（'能识别语法结构在组织语篇中的作用'是课标原文的章节标题或目标描述，不是可观察、可判断的具体能力。无）：可判定闸放行、第三个判官（豆包）对断言没有异议，二比一撤销；它只说证据弱，换挂 evidence-weak"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据和能力断言完全重复，无法证明学生具备该能力）：带着这条意见重写证据，复审未挑出问题"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（该断言涉及语篇层面的语法功能分析（时态、连接词如何组织语篇），属于高中英语（G1）→ 撤销：出自普通高中课标，学段由文档决定，模型的意见不能盖过课标"}]}
{"id": "ca_A78FWMMu", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能分析评价语篇所包含的审美元素", "verb": "分析", "object": "评价语篇所包含的审美元素", "type": "CONCEPTUAL", "literacy": [], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能就一部电影或一篇演讲，指出其中两处打动自己的语言或画面并说明理由", "能比较同一篇语篇中两处表达，说出哪处更具美感并给出依据"], "assessment": "{{name}}，你觉得这篇演讲或这部电影里，哪句话或哪个画面最美，为什么？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 58, "srcCode": "3-12", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "理解和欣赏经典演讲、文学名著、名人传记、电影、电视等，分析评价语篇所包含的审美元素。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（'审美元素'概念模糊，无法判断一个具体学生是否掌握；掌握证据与能力断言完全重复，未提供可观察的行为指）：可判定闸放行、第三个判官（豆包）也没挑出问题，二比一撤销"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（断言异议已二比一撤销，但证据是兜底模板或缺家长问句 —— 先补真证据再升档）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_nyYYxHHV", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能使用特殊词汇、语法创造性地表达意义", "verb": "表达", "object": "意义", "type": "CONCEPTUAL", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": null, "evidence": ["能在英语课堂或作业情境中完成：能使用特殊词汇、语法创造性地表达意义"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": ["ai:doubao-seed-2-0-pro-2026-09-28", "ai:review-2026-08-29"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 59, "srcCode": "3-14", "srcTopic": null, "srcCourse": null, "srcCourseNo": "", "srcText": "能使用衔接手段有效提高书面语篇的连贯性；能使用特殊词汇、语法创造性地表达意义。", "srcLevel": 3, "method": "gaozhong-xueye-split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "掌握证据与能力断言内容完全重复，没有提供可观测的具体表现，无法证明学生具备该能力", "by": "ai:doubao-seed-2-0-pro-2026-09-28"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（‘能使用特殊词汇、语法创造性地表达意义’是一句概括性目标，无法对一个具体孩子判断‘会/不会’，且掌握）：可判定闸放行、第三个判官（豆包）对断言没有异议，二比一撤销；它只说证据弱，换挂 evidence-weak"}]}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，圈出作定语的不定式并说明它修饰哪个名词", "能仿照例句，用不定式写出一个表示结果的句子，如用too...to结构"], "assessment": "{{name}}能读一段短文，圈出作定语的不定式并说明它修饰哪个名词吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "5", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词不定式作句子中的定语和结果状语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_hCzUf94s"}, "schemaVersion": "0.1.0", "id": "ca_PYAFVZsd", "statement": "能在语篇中理解和使用动词不定式作句子中的定语", "verb": "使用", "object": "动词不定式作句子中的定语", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，圈出作定语的不定式并说明它修饰哪个名词", "能仿照例句，用不定式写出一个表示结果的句子，如用too...to结构"], "assessment": "{{name}}能在英语课或作业里，看懂并用上动词不定式来当定语和结果状语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "5", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词不定式作句子中的定语和结果状语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_hCzUf94s"}, "schemaVersion": "0.1.0", "id": "ca_qr5RchXf", "statement": "能在语篇中理解和使用动词不定式作句子中的结果状语", "verb": "使用", "object": "动词不定式作句子中的结果状语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中'圈出作定语的不定式'与能力断言'作结果状语'不匹配，定语和状语是两种不同的语法功能"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'在语篇中理解和使用动词不定式作句子中的定语和结果状语'，能力断言'能在语篇中理解和使用动词不定式作句子中的结果状语'是原文要求的一部分，是忠实的转述。提意见者未看到原文，其关于'不匹配'的异议不成立。", "quote": "在语篇中理解和使用动词不定式作句子中的定语和结果状语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段含多个-ing形式的短文，能圈出作定语的-ing形式并说明其修饰对象", "给一个名词，能用-ing形式造出一个修饰该名词的短语，如 a running boy"], "assessment": "{{name}}能在英语课堂或作业中，理解和使用动词-ing形式作句子的定语、状语和补语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_tRGYRKuH"}, "schemaVersion": "0.1.0", "id": "ca_BSgdF8hx", "statement": "能在语篇中理解和使用动词 -ing形式作句子中的定语", "verb": "使用", "object": "动词 -ing形式作句子中的定语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据重复了能力断言本身，不是可观察的学生行为表现，无法用于判断学生是否掌握"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘在语篇中理解和使用动词 -ing形式作句子中的定语’，能力断言‘能在语篇中理解和使用动词 -ing形式作句子中的定语’是对此要求的忠实转述。", "quote": "在语篇中理解和使用动词 -ing形式作句子中的定语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段含动词-ing的短文，能说出-ing形式在句中作定语还是状语。", "能仿照例句，用动词-ing形式写出描述伴随动作的句子。"], "assessment": "{{name}}能在英语课堂或作业中，理解和使用动词-ing形式作句子的定语、状语和补语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_tRGYRKuH"}, "schemaVersion": "0.1.0", "id": "ca_wygfbtVj", "statement": "能在语篇中理解和使用动词 -ing形式作句子中的状语", "verb": "使用", "object": "动词 -ing形式作句子中的状语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据要求同时完成定语、状语和补语三种用法，但能力断言只要求状语，证据范围超出断言范围，无法精确证明该特定能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生在语篇中理解和使用动词-ing形式作状语，能力断言“能在语篇中理解和使用动词 -ing形式作句子中的状语”是原文要求的子集，是忠实的转述。意见认为证据范围超出断言范围，但断言本身是成立的，且证据（掌握三种用法）可以支持断言（掌握其中一种）。", "quote": "在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读一段包含doing的句子，能说出这个doing是补语，不是定语或状语", "给出一句含补语的句子，能用doing形式补全，使句子语法正确、意思通顺"], "assessment": "{{name}}能在英语课堂或作业中，理解和使用动词-ing形式作句子的定语、状语和补语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ing形式作句子中的定语、状语和补语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_tRGYRKuH"}, "schemaVersion": "0.1.0", "id": "ca_muzfeTJ5", "statement": "能在语篇中理解和使用动词 -ing形式作句子中的补语", "verb": "使用", "object": "动词 -ing形式作句子中的补语", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["读到含 -ed 定语的句子，能说出哪个词修饰谁，如 a broken window 是窗户破了", "写句子时能用 -ed 形式修饰名词，如 I found a lost dog，且用法正确"], "assessment": "{{name}}，你能告诉我这个句子里哪个词是用 -ed 来形容名词的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "7", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法形式识别与应用，非跨学科概念", "splitFrom": "ca_gy2dHvjs"}, "schemaVersion": "0.1.0", "id": "ca_xMPjr3zt", "statement": "能在语篇中理解和使用动词 -ed 形式作句子中的定语", "verb": "使用", "object": "动词 -ed 形式作句子中的定语", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段含分词短语的短文，能说出- ed部分修饰的是哪个主语", "读到Arrived at the airport, he…时，能仿写出一句含- ed作状语的句子"], "assessment": "{{name}}，如果有人说Hurt by the words, she left.，你能说说谁hurt了吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "7", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法形式识别与应用，非跨学科概念", "splitFrom": "ca_gy2dHvjs"}, "schemaVersion": "0.1.0", "id": "ca_dGkKLp8r", "statement": "能在语篇中理解和使用动词 -ed 形式作句子中的状语", "verb": "使用", "object": "动词 -ed 形式作句子中的状语", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段含多个动词-ed形式的短文，准确找出作补语的-ed形式并说明其作用。", "能用动词-ed形式补全句子，使句子意思完整，如：I found the door (locked)."], "assessment": "{{name}}，你能告诉我这段话里哪个-ed形式是补语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "7", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中理解和使用动词 -ed 形式作句子中的定语、状语和补语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法形式识别与应用，非跨学科概念", "splitFrom": "ca_gy2dHvjs"}, "schemaVersion": "0.1.0", "id": "ca_Ngy2VFXH", "statement": "能在语篇中理解和使用动词 -ed 形式作句子中的补语", "verb": "使用", "object": "动词 -ed 形式作句子中的补语", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["看完一篇文章后，能说出自己对其中某个观点的看法，并说出一两条理由。", "听完别人的一个想法后，能用简单的话回应自己的同意或不同意之处，并说明原因。"], "assessment": "{{name}}能表达自己的观点，和别人进行交流吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "2", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "运用所学的语法知识，理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件，表达观点、意图和情感态度，进行人际交流；", "method": "atomize/atomize-substring", "crosscuttingWhy": "核心是人际交流与信息传递", "splitFrom": "ca_tEkSpesq"}, "schemaVersion": "0.1.0", "id": "ca_RqXsBvtY", "statement": "能表达观点，进行人际交流", "verb": "表达", "object": "观点，进行人际交流", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是语言运用的综合表现，不是语法知识领域的能力。语法知识领域应聚焦于具体语法结构的识别、理解和运用，而非笼统的‘表达观点’。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将“表达观点、意图和情感态度，进行人际交流”列为学生运用语法知识后应达成的能力目标之一，该断言是对此的忠实缩写。", "quote": "表达观点、意图和情感态度，进行人际交流", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能用英语向同伴解释自己想玩什么游戏，并邀请对方加入", "能用英语向老师说明自己需要帮助，并描述遇到的具体困难"], "assessment": "{{name}}，你能用英语告诉老师你哪里不会吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "2", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "运用所学的语法知识，理解所学语篇的基本意义和深层意义，恰当地描述真实和想象世界中的人和物、情景和事件，表达观点、意图和情感态度，进行人际交流；", "method": "atomize/atomize-substring", "crosscuttingWhy": "核心是人际交流与信息传递", "splitFrom": "ca_tEkSpesq"}, "schemaVersion": "0.1.0", "id": "ca_AfC4aWyC", "statement": "能表达意图，进行人际交流", "verb": "表达", "object": "意图，进行人际交流", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是语言功能/交际意图的描述，不是语法知识能力。语法知识领域应聚焦于具体语法结构的掌握与运用，如时态、从句等，而非笼统的交际功能。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生运用语法知识来'表达观点、意图和情感态度，进行人际交流'，断言'能表达意图，进行人际交流'是对此的忠实转述。", "quote": "表达观点、意图和情感态度，进行人际交流", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段包含过去完成时的短文，说出哪个动作先发生、哪个后发生", "能用将来进行时描述自己明天某个时间点正在做的事，语法正确"], "assessment": "{{name}}能读一段包含过去完成时的短文，说出哪个动作先发生、哪个后发生吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "3", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法时态的机械运用，非跨学科思维", "splitFrom": "ca_n6FKz6yA"}, "schemaVersion": "0.1.0", "id": "ca_KhjbcLrN", "statement": "能在语篇中正确地理解和使用过去完成时态", "verb": "完成", "object": "时态", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据第二条是‘用将来进行时描述’，与断言的‘过去完成时态’无关，不能证明这条能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘在语篇中正确地理解和使用过去完成…时态’，断言‘能在语篇中正确地理解和使用过去完成时态’是对此的忠实转述，且主语是学生。意见中提到的‘将来进行时’是原文并列要求的另一项，不影响对‘过去完成时态’这一要求的证明。", "quote": "在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段包含过去完成时的短文，说出哪个动作先发生、哪个后发生", "能用将来进行时描述自己明天某个时间点正在做的事，语法正确"], "assessment": "{{name}}能读一段包含过去完成时的短文，说出哪个动作先发生、哪个后发生吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "3", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法时态的机械运用，非跨学科思维", "splitFrom": "ca_n6FKz6yA"}, "schemaVersion": "0.1.0", "id": "ca_3x6RC6Sa", "statement": "能在语篇中正确地理解和使用将来进行时态", "verb": "使用", "object": "将来进行时态", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中第一条是关于过去完成时的，与能力断言的将来进行时无关，无法证明该能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确列出了'将来进行时态'，要求学生'在语篇中正确地理解和使用'。能力断言'能在语篇中正确地理解和使用将来进行时态'是对此的忠实缩略转述，意见人因未见原文而误判。", "quote": "在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段包含过去完成时的短文，说出哪个动作先发生、哪个后发生", "能用将来进行时描述自己明天某个时间点正在做的事，语法正确"], "assessment": "{{name}}能读一段包含过去完成时的短文，说出哪个动作先发生、哪个后发生吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "3", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法时态的机械运用，非跨学科思维", "splitFrom": "ca_n6FKz6yA"}, "schemaVersion": "0.1.0", "id": "ca_8yKvaNxD", "statement": "能在语篇中正确地理解和使用现在完成进行时态", "verb": "完成", "object": "进行时态", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是语法教学目标而非学生能力，能力断言应描述学生能做什么具体行为，如'能用现在完成进行时描述从过去持续到现在的动作'"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据与能力断言不匹配，断言是'现在完成进行时'，证据却是'过去完成时'和'将来进行时'的辨认和使用"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：能力断言不完整，'在语篇中正确地理解和使用现在完成进行时态'缺少具体行为对象，应补充如'能用...表达...意义'"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'在语篇中正确地理解和使用...现在完成进行时态'，能力断言'能在语篇中正确地理解和使用现在完成进行时态'是对此要求的忠实转述，描述了学生应具备的能力。", "quote": "在语篇中正确地理解和使用过去完成、将来进行和现在完成进行时态；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文后，圈出句首的不定式并说明它在句中充当什么成分", "能用不定式作主语造一个完整句子，如 To learn English is fun"], "assessment": "{{name}}能在英语课堂或作业中，正确理解和使用动词不定式作句子的主语和表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "5", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词不定式作句子中的主语和表语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识应用，非跨学科概念或科学实践", "splitFrom": "ca_g5EESiuV"}, "schemaVersion": "0.1.0", "id": "ca_h4wc8imp", "statement": "能在语篇中正确地理解和使用动词不定式作句子中的主语", "verb": "使用", "object": "动词不定式作句子中的主语", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段英语短文，划出所有作表语的不定式，并说明它在句子中起什么作用。", "能用不定式作表语造一个句子，表达自己的想法或计划，如 My dream is to...。"], "assessment": "{{name}}能在英语课堂或作业中，正确理解和使用动词不定式作句子的主语和表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "5", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词不定式作句子中的主语和表语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识应用，非跨学科概念或科学实践", "splitFrom": "ca_g5EESiuV"}, "schemaVersion": "0.1.0", "id": "ca_sMBqcdvq", "statement": "能在语篇中正确地理解和使用动词不定式作句子中的表语", "verb": "使用", "object": "动词不定式作句子中的表语", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，找出文中作主语或宾语的 -ing 形式并说出它的意思。", "能用 -ing 形式造句，写一句表达自己正在做的事或喜欢做的事。"], "assessment": "{{name}}能在课文里正确理解和使用动词-ing形式当主语、宾语和表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词 -ing 形式作句子中的主语、宾语和表语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_XFNvmxAS"}, "schemaVersion": "0.1.0", "id": "ca_z2f4UFRi", "statement": "能在语篇中正确地理解和使用动词 -ing 形式作句子中的主语", "verb": "使用", "object": "动词 -ing 形式作句子中的主语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能在语篇中正确地理解和使用动词 -ing 形式作句子中的主语’ 是课程目标或教学内容的描述，而非对学生具体能力的断言。它更像一个章节标题或教学要点，而非一个可直接对单个学生判断‘会/不会’的可观察行为。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生在语篇中正确理解和使用动词-ing形式作主语，断言是对这一具体能力的忠实转述，符合可观察行为的要求。", "quote": "在语篇中正确地理解和使用动词 -ing 形式作句子中的主语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，找出文中作主语或宾语的 -ing 形式并说出它的意思。", "能用 -ing 形式造句，写一句表达自己正在做的事或喜欢做的事。"], "assessment": "{{name}}能在课文里正确理解和使用动词-ing形式当主语、宾语和表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词 -ing 形式作句子中的主语、宾语和表语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_XFNvmxAS"}, "schemaVersion": "0.1.0", "id": "ca_vuumhRjU", "statement": "能在语篇中正确地理解和使用动词 -ing 形式作句子中的宾语", "verb": "使用", "object": "动词 -ing 形式作句子中的宾语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：能力断言是‘能在语篇中正确地理解和使用动词-ing形式作句子中的宾语’，但掌握证据中包含了‘找出文中作主语’的能力要求，这与断言不符。断言只应涵盖作宾语的能力，证据中的‘作主语’部分属于能力范围之外的内容。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生掌握动词-ing形式作主语、宾语和表语的能力。能力断言‘能在语篇中正确地理解和使用动词-ing形式作句子中的宾语’是原文要求的一部分，是忠实的拆句。意见中提到的‘作主语’能力要求，正是课标原文所包含的，因此断言本身是成立的，意见不成立。", "quote": "在语篇中正确地理解和使用动词 -ing 形式作句子中的主语、宾语和表语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段短文，找出文中作主语或宾语的 -ing 形式并说出它的意思。", "能用 -ing 形式造句，写一句表达自己正在做的事或喜欢做的事。"], "assessment": "{{name}}能在课文里正确理解和使用动词-ing形式当主语、宾语和表语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "6", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中正确地理解和使用动词 -ing 形式作句子中的主语、宾语和表语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_XFNvmxAS"}, "schemaVersion": "0.1.0", "id": "ca_jKuYY4d7", "statement": "能在语篇中正确地理解和使用动词 -ing 形式作句子中的表语", "verb": "使用", "object": "动词 -ing 形式作句子中的表语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：能力断言要求'作句子中的表语'，但掌握证据只要求找出作主语或宾语的-ing形式，证据与断言不匹配，且证据本身描述的是识别和造句活动，不是可判定的能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生掌握动词-ing形式作句子中的主语、宾语和表语。能力断言是原文要求的忠实子集（仅保留了‘表语’部分），属于拆句，是忠实转述。意见指出的证据匹配问题（证据只要求识别作主语或宾语的-ing形式）是关于证据收集的批评，不是对断言本身是否忠实于课标的批评。断言本身符合课标要求，不应被否决。", "quote": "在语篇中正确地理解和使用动词 -ing 形式作句子中的主语、宾语和表语", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能读一段含主语从句的英文，说出哪个部分是主语从句，并解释它在句中的作用。", "能用 What/That/Whether 等引导词，写出一个语法正确且意思通顺的主语从句。"], "assessment": "{{name}}能在英语课堂或作业里恰当地理解和使用主语从句和表语从句吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "9", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中恰当地理解和使用主语从句和表语从句；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_XHtgBetQ"}, "schemaVersion": "0.1.0", "id": "ca_pXthXNNP", "statement": "能在语篇中恰当地理解和使用主语从句", "verb": "使用", "object": "主语从句", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语法知识", "topic": "普通高中英语课程语法知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段含有表语从句的英文短文，能用中文准确解释该从句在文中的含义", "能模仿文中表语从句的结构，口头造出一个语法正确且意思通顺的新句子"], "assessment": "{{name}}能在英语课堂或作业里恰当地理解和使用主语从句和表语从句吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 32, "srcCode": "9", "srcTopic": "普通高中英语课程语法知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "在语篇中恰当地理解和使用主语从句和表语从句；", "method": "atomize/atomize-substring", "crosscuttingWhy": "语法知识记忆与应用，非跨学科思维", "splitFrom": "ca_XHtgBetQ"}, "schemaVersion": "0.1.0", "id": "ca_w8GcEAGy", "statement": "能在语篇中恰当地理解和使用表语从句", "verb": "使用", "object": "表语从句", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["面对陌生人能用敬语问候，对熟人则用轻松随意的方式打招呼", "在正式汇报时使用书面语和规范表达，与同学聊天时使用口语和网络用语"], "assessment": "{{name}}能在英语课或作业里选对正式和非正式的说法吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "1", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "选择符合交际场合和交际对象身份的语言形式，如正式与非正式语言，表达问候、介绍、告别、感谢等，保持良好的人际关系；", "method": "atomize/atomize-substring", "crosscuttingWhy": "根据场合选择语言形式，属交际设计与信息交流", "splitFrom": "ca_csrmHEXU"}, "schemaVersion": "0.1.0", "id": "ca_7FCM3XkW", "statement": "能选择符合交际场合的语言形式", "verb": "选择", "object": "符合交际场合的语言形式", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["面对陌生人能用敬语问候，对熟人则用轻松随意的方式打招呼", "在正式汇报时使用书面语和规范表达，与同学聊天时使用口语和网络用语"], "assessment": "{{name}}能在英语课或作业里选对正式和非正式的说法吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "1", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "选择符合交际场合和交际对象身份的语言形式，如正式与非正式语言，表达问候、介绍、告别、感谢等，保持良好的人际关系；", "method": "atomize/atomize-substring", "crosscuttingWhy": "根据场合选择语言形式，属交际设计与信息交流", "splitFrom": "ca_csrmHEXU"}, "schemaVersion": "0.1.0", "id": "ca_hb42v9cV", "statement": "能选择符合交际对象身份的语言形式", "verb": "选择", "object": "符合交际对象身份的语言形式", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据情境，用“请”“谢谢”等礼貌用语向他人提出请求或表达感谢。", "能识别对话中他人委婉或直接的表达方式，并选择得体的语言形式回应。"], "assessment": "{{name}}能运用礼貌的语言形式吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "atomize/atomize-substring", "crosscuttingWhy": "语言得体性属语用规范，非通用概念或科学实践", "splitFrom": "ca_4nbUksnr"}, "schemaVersion": "0.1.0", "id": "ca_6PTbaC5v", "statement": "能运用礼貌的语言形式", "verb": "运用", "object": "礼貌的语言形式", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能运用礼貌的语言形式'过于宽泛，无法判断具体孩子是否掌握；掌握证据中的'请''谢谢'等礼貌用语是小学阶段内容，与G10–G12学段不匹配"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'运用得体的语言形式，如礼貌、直接或委婉等方式'，断言'能运用礼貌的语言形式'是对此的忠实转述，且礼貌用语在高中阶段的运用（如正式场合的得体表达）与小学阶段的简单用语有本质区别，意见不成立。", "quote": "运用得体的语言形式，如礼貌、直接或委婉等方式", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据情境选择直接或委婉的方式表达观点，旁观者能听出其用语与情境的匹配度", "能理解他人话语中的态度或情感，并用得体的语言形式作出恰当回应"], "assessment": "{{name}}，别人跟你说一件事，你能听出他的态度，然后选一种合适的方式回应他吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "atomize/atomize-substring", "crosscuttingWhy": "语言得体性属语用规范，非通用概念或科学实践", "splitFrom": "ca_4nbUksnr"}, "schemaVersion": "0.1.0", "id": "ca_wDpmuBnT", "statement": "能运用直接的语言形式", "verb": "运用", "object": "直接的语言形式", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能运用直接的语言形式'是一句章节名式表述，缺少具体行为动词和宾语，无法对具体孩子判定会不会"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将‘直接’列为得体语言形式的一种，并要求学生‘运用’。断言‘能运用直接的语言形式’是对该要求的忠实转述，且包含了具体行为动词‘运用’和宾语‘直接的语言形式’，并非残句。", "quote": "运用得体的语言形式，如礼貌、直接或委婉等方式", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能根据情境，将直接的拒绝或批评换用更委婉的措辞表达出来。", "能听出他人话语中委婉表达的真实意图，并做出恰当回应。"], "assessment": "{{name}}能运用委婉的语言形式吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "atomize/atomize-substring", "crosscuttingWhy": "语言得体性属语用规范，非通用概念或科学实践", "splitFrom": "ca_4nbUksnr"}, "schemaVersion": "0.1.0", "id": "ca_t4dfqxXq", "statement": "能运用委婉的语言形式", "verb": "运用", "object": "委婉的语言形式", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "思维品质", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能针对一个有争议的话题，用「我认为…因为…」的句式说出自己的看法", "能听出对方话里的态度（如不满、期待），并用恰当的方式（如直接或委婉）回应"], "assessment": "{{name}}能不能针对一个有争议的话题，用「我认为…因为…」的句式说出自己的看法？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "atomize/atomize-substring", "crosscuttingWhy": "表达观点属于信息交流", "splitFrom": "ca_ftkyZRZv", "longerSibling": "ca_giufZjyS"}, "schemaVersion": "0.1.0", "id": "ca_9xLRvsax", "statement": "能表达自己的态度", "verb": "表达", "object": "自己的态度", "reviewedBy": [], "fieldIssues": ["possible-truncation"]}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "思维品质", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能针对一个有争议的话题，用「我认为…因为…」的句式说出自己的看法", "能听出对方话里的态度（如不满、期待），并用恰当的方式（如直接或委婉）回应"], "assessment": "{{name}}能针对一个有争议的话题，用「我认为…因为…」的句式说出自己的看法吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "atomize/atomize-substring", "crosscuttingWhy": "表达观点属于信息交流", "splitFrom": "ca_ftkyZRZv"}, "schemaVersion": "0.1.0", "id": "ca_bg2mtzhb", "statement": "能表达自己的情感", "verb": "表达", "object": "自己的情感", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：“能表达自己的情感”过于宽泛，无法判断具体学生是否掌握，掌握证据中的具体行为（用特定句式、听出态度）与断言本身（表达情感）不直接对应，更像是对证据的描述而非能力断言。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'表达自己的态度、情感和观点'，'能表达自己的情感'是对此的忠实转述，意见不成立。", "quote": "表达自己的态度、情感和观点", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语用知识", "topic": "普通高中英语课程语用知识", "dimension": "思维品质", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能针对一个有争议的话题，用「我认为…因为…」的句式说出自己的看法", "能听出对方话里的态度（如不满、期待），并用恰当的方式（如直接或委婉）回应"], "assessment": "{{name}}能针对一个有争议的话题，用「我认为…因为…」的句式说出自己的看法吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 38, "srcCode": "3", "srcTopic": "普通高中英语课程语用知识", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，如礼貌、直接或委婉等方式，表达自己的态度、情感和观点。选择性必修", "method": "atomize/atomize-substring", "crosscuttingWhy": "表达观点属于信息交流", "splitFrom": "ca_ftkyZRZv"}, "schemaVersion": "0.1.0", "id": "ca_Tx5tcXcD", "statement": "能表达自己的观点", "verb": "表达", "object": "自己的观点", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段按时间顺序写的游记，能标出作者先去了哪、后去了哪", "给一段介绍校园布局的文字，能说出作者是按什么顺序介绍各处的"], "assessment": "{{name}}能标出一段游记里作者先去了哪、后去了哪吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "3", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别语篇中的时间顺序、空间顺序、过程顺序；", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别语篇中的组织模式", "splitFrom": "ca_CqbBr6mV"}, "schemaVersion": "0.1.0", "id": "ca_EJKrM43Y", "statement": "能识别语篇中的时间顺序", "verb": "识别", "object": "语篇中的时间顺序", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段按时间顺序写的游记，能标出作者先去了哪、后去了哪", "给一段介绍校园布局的文字，能说出作者是按什么顺序介绍各处的"], "assessment": "{{name}}能说出一段按时间顺序写的游记里，作者先去了哪、后去了哪吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "3", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别语篇中的时间顺序、空间顺序、过程顺序；", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别语篇中的组织模式", "splitFrom": "ca_CqbBr6mV"}, "schemaVersion": "0.1.0", "id": "ca_EwVVr4H6", "statement": "能识别语篇中的空间顺序", "verb": "识别", "object": "语篇中的空间顺序", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "思维品质", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给一段按时间顺序写的游记，能标出作者先去了哪、后去了哪", "给一段介绍校园布局的文字，能说出作者是按什么顺序介绍各处的"], "assessment": "{{name}}能说出作者是按什么顺序介绍校园各处的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"srcSubject": "英语", "srcPage": 45, "srcCode": "3", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "识别语篇中的时间顺序、空间顺序、过程顺序；", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别语篇中的组织模式", "splitFrom": "ca_CqbBr6mV"}, "schemaVersion": "0.1.0", "id": "ca_f6fMn5pe", "statement": "能识别语篇中的过程顺序", "verb": "识别", "object": "语篇中的过程顺序", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给定同一话题，能针对不同对象（如长辈、同伴）写出内容和语气明显不同的两段话", "在一次口头表达中，能根据听众反应，主动调整用词或讲述方式以达到目的"], "assessment": "{{name}}能针对不同对象（比如长辈和同伴）写出内容和语气明显不同的两段话吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "5", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据表达意图和受众特点，有意识地选择和运用语言；", "method": "atomize/atomize-substring", "crosscuttingWhy": "根据意图受众选择语言，属表达设计与交流", "splitFrom": "ca_mRkxB4Fd"}, "schemaVersion": "0.1.0", "id": "ca_vVcmGaaN", "statement": "能根据表达意图选择和运用语言", "verb": "表达", "object": "意图选择和运用语言", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给定同一话题，能针对不同对象（如长辈、同伴）写出内容和语气明显不同的两段话", "在一次口头表达中，能根据听众反应，主动调整用词或讲述方式以达到目的"], "assessment": "{{name}}能针对不同对象（比如长辈和同伴）写出内容和语气明显不同的两段话吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"srcSubject": "英语", "srcPage": 46, "srcCode": "5", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据表达意图和受众特点，有意识地选择和运用语言；", "method": "atomize/atomize-substring", "crosscuttingWhy": "根据意图受众选择语言，属表达设计与交流", "splitFrom": "ca_mRkxB4Fd"}, "schemaVersion": "0.1.0", "id": "ca_9M54VgL6", "statement": "能根据受众特点选择和运用语言", "verb": "选择", "object": "和运用语言", "reviewedBy": []}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能将“去世”说成“走了”，将“胖”说成“丰满”或“壮实”", "能用“大概”“可能”等词来表达不确定的信息，避免把话说死"], "assessment": "{{name}}能在英语作业或课堂上根据需要使用委婉语、模糊语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 47, "srcCode": "6", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据需要使用委婉语、模糊语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "根据语境选择恰当表达方式", "splitFrom": "ca_rAKSUJix"}, "schemaVersion": "0.1.0", "id": "ca_NLXDG9PP", "statement": "能根据需要使用委婉语", "verb": "使用", "object": "委婉语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据全是中文表达（'走了''丰满''大概'），无法证明学生具备英语委婉语能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'根据需要使用委婉语'，断言'能根据需要使用委婉语'是对此要求的忠实转述。提意见者误以为证据全是中文表达，但能力锚点本身是英语能力描述，中文例子只是教学中的可能示例，不影响对英语能力的要求。", "quote": "根据需要使用委婉语、模糊语；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "英语", "track": "MATRIX", "strand": "普通高中英语课程语言技能", "topic": "普通高中英语课程语言技能", "dimension": "语言能力", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["能将“去世”说成“走了”，将“胖”说成“丰满”或“壮实”", "能用“大概”“可能”等词来表达不确定的信息，避免把话说死"], "assessment": "{{name}}能在英语作业或课堂上根据需要使用委婉语、模糊语吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["communicating"], "provenance": {"srcSubject": "英语", "srcPage": 47, "srcCode": "6", "srcTopic": "普通高中英语课程语言技能", "srcCourse": "必修", "srcCourseNo": "", "srcText": "根据需要使用委婉语、模糊语；", "method": "atomize/atomize-substring", "crosscuttingWhy": "根据语境选择恰当表达方式", "splitFrom": "ca_rAKSUJix"}, "schemaVersion": "0.1.0", "id": "ca_5X3y3iqr", "statement": "能根据需要使用模糊语", "verb": "使用", "object": "模糊语", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中的例子（如将‘去世’说成‘走了’）是中文语境下的委婉表达，与高中英语课程语言技能无关，无法证明学生具备英语模糊语使用能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'根据需要使用委婉语、模糊语'，断言'能根据需要使用模糊语'是忠实转述，且模糊语的使用是英语语言技能的一部分，与中文语境下的委婉表达无关。", "quote": "根据需要使用委婉语、模糊语；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_aZC82e2j", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能词是语言的建构材料，也是最小的能够独立运用的语言单位", "verb": "词是", "object": "语言的建构材料，也是最小的能够独立运用的语言单位", "type": "KNOWLEDGE", "literacy": [], "cognitive": "应用", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给出一段话，学生能指出其中哪些片段可以单独拿出来成句、哪些不能", "学生能举出一个自己找到的例子，说明该片段能独立运用而更小的片段不能"], "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "aiIssues": [{"type": "undecidable", "by": "rule:gaozhong-rewrite", "detail": "原句层：课标原句，过不了可判定闸（知识型要求）。可判定的能力版本见由它转写的子条"}], "provenance": {"srcSubject": "英语", "srcPage": 29, "srcText": "词汇又称语汇，是一种语言中所有词和词组的总和。词是语言的建构材料，也是最小的能够独立运用的语言单位。词汇中的任何词语都是通过一定的句法关系和语义关系与其他词语建立起一定联系的，并在语境中传递信息。学习词汇不只是记忆词的音、形、义，更重要的是在语篇中，通过听、说、读、看、写等语言活动，理解和表达与各种主题相关的信息或观点。学生在义务教育阶段已经掌握了1500~1600 个常用单词和一定数量的短语，对于词的音、形、义三者之间的关系有了初步的认识。高中阶段的词汇教学除了引导学生更深入地理解和更广泛地运用已学词汇外，重点是在语境中培养学生的词块意识，并通过广泛阅读，进一步扩大词汇量，提高运用词汇准确理解和确切表达意义的能力。", "srcCourse": "必修", "srcCourseNo": "", "srcSection": "内容要求", "method": "gaozhong-textlayer-split"}, "schemaVersion": "0.1.0"}
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{"id": "ca_MbxhxX3b", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能了解词汇的词根、词缀", "verb": "了解", "object": "词汇的词根、词缀", "type": "KNOWLEDGE", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给出一个含已学词根或词缀的生词，学生指出其词性并说明该词根或词缀的含义", "学生说出由哪个词根或词缀推出该词义，并指出词性变化的规律"], "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "aiIssues": [{"type": "undecidable", "by": "rule:gaozhong-rewrite", "detail": "原句层：课标原句，过不了可判定闸（知识型要求）。可判定的能力版本见由它转写的子条"}], "provenance": {"srcSubject": "英语", "srcPage": 29, "srcText": "了解词汇的词根、词缀，掌握词性变化规律，并用于理解和表达有关主题的信息和观点；", "srcCourse": "必修", "srcCourseNo": "", "srcSection": "内容要求", "method": "gaozhong-textlayer-split"}, "schemaVersion": "0.1.0"}
{"id": "ca_eJKNkMDS", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能句法关注句子结构，如句子的成分、语序、种类等", "verb": "关注", "object": "句子结构，如句子的成分、语序、种类等", "type": "KNOWLEDGE", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["给出一句英语句子，学生能标出主语、谓语等成分并说出该句属于陈述句还是疑问句", "学生能指出句中词语的排列顺序并说明调整语序后句子种类的变化"], "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "aiIssues": [{"type": "undecidable", "by": "rule:gaozhong-rewrite", "detail": "原句层：课标原句，过不了可判定闸（知识型要求）。可判定的能力版本见由它转写的子条"}], "provenance": {"srcSubject": "英语", "srcPage": 31, "srcText": "英语语法知识包括词法知识和句法知识：词法关注词的形态变化，如名词的数、格，动词的时、态（体）等；句法关注句子结构，如句子的成分、语序、种类等。词法和句法之间的关系非常紧密。在语言使用中，语法知识是“形式—意义—使用”的统一体，与语音、词汇、语篇和语用知识紧密相连，直接影响语言理解和表达的准确性和得体性。", "srcCourse": "必修", "srcCourseNo": "", "srcSection": "内容要求", "method": "gaozhong-textlayer-split"}, "schemaVersion": "0.1.0"}
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{"id": "ca_xSjyKtAT", "discipline": "英语", "track": "MATRIX", "strand": null, "topic": null, "dimension": null, "statement": "能了解英美等国家的主要习俗", "verb": "了解", "object": "英美等国家的主要习俗", "type": "KNOWLEDGE", "literacy": [], "cognitive": "掌握", "stageHint": {"min": "G10", "max": "G12"}, "courseType": "必修", "evidence": ["说出英美国家两种主要习俗（如节日、餐桌礼仪、见面问候方式）", "针对每种习俗说出一个对应的中国习俗，并指出两者相同或不同之处"], "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "aiIssues": [{"type": "undecidable", "by": "rule:gaozhong-rewrite", "detail": "原句层：课标原句，过不了可判定闸（知识型要求）。可判定的能力版本见由它转写的子条"}], "provenance": {"srcSubject": "英语", "srcPage": 40, "srcText": "了解英美等国家的主要习俗；对比中国的主要习俗，尊重和包容文化的多样性；", "srcCourse": "必修", "srcCourseNo": "", "srcSection": "内容要求", "method": "gaozhong-textlayer-split"}, "schemaVersion": "0.1.0"}
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