{"id": "ca_m9ggZJNQ", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "体能", "dimension": "健康行为", "statement": "能用组成成分的相对百分比来描述两个人的身体成分差异", "verb": "用...描述", "object": "两个人的身体成分差异", "type": "CONCEPTUAL", "literacy": ["健康行为"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["口头描述说A的肌肉占比高于脂肪占比，而B的脂肪占比高于肌肉占比", "在记录表中填入或指出甲乙两人的肌肉、脂肪、骨骼等成分的相对比例数据"], "assessment": "{{name}}能说出A的肌肉占比高于脂肪占比，而B的脂肪占比高于肌肉占比吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["scale-proportion"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_S7coo7uN", "method": "capability-rewrite", "why": "要求学生将“身体成分是肌肉、脂肪、骨骼等的相对百分比”这一知识，应用于描述具体个体的成分构成，从而做出可观察的比较和描述。", "srcSubject": "体育与健康", "srcPage": 20, "srcText": "知道身体成分的基础知识，如身体成分是肌肉、脂肪、骨骼及其他机体组成成分的相对百分比", "crosscuttingWhy": "用百分比描述差异，涉及量的比较与数据分析", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第二学段"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "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": "suspect", "overlap": 0.5, "verbatimCoverage": 0.5, "facts": ["身体成分是肌肉、脂肪、骨骼及其他机体组成成分的相对百分比"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_X98wZ8zi", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "健康行为", "statement": "能说出至少两种体育锻炼对健康的益处", "verb": "说出", "object": "体育锻炼对健康的益处", "type": "CONCEPTUAL", "literacy": ["健康行为"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能列举出如增强心肺功能、控制体重等具体益处", "学生能解释为什么这些益处是健康生活方式的一部分"], "assessment": "{{name}}能说出至少两种体育锻炼对健康的益处吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_zukGWeG2", "method": "capability-rewrite", "why": "这条能力要求学生基于‘体育锻炼是健康生活方式的重要组成部分’这一知识，具体阐述其益处，是可观察和判定的。", "srcSubject": "体育与健康", "srcPage": 31, "srcText": "认同体育锻炼是健康生活方式的重要组成部分，", "crosscuttingWhy": "陈述锻炼益处属于建构解释", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第三学段"}, "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": "suspect", "overlap": 0.5, "verbatimCoverage": 0.412, "facts": ["体育锻炼是健康生活方式的重要组成部分"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_c4QyhSCd", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "球类运动", "dimension": "运动能力", "statement": "能举例说出两个同场对抗项目的共同特征", "verb": "举例说出", "object": "两个同场对抗项目的共同特征", "type": "CONCEPTUAL", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G9"}, "courseType": null, "evidence": ["学生能说出篮球和橄榄球都需要在同一场地内进行", "学生能说出篮球和橄榄球都有身体接触"], "assessment": "{{name}}能说出篮球和橄榄球都有哪些相同的地方吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "systems"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_FqMZrPg0", "method": "capability-rewrite", "why": "这条能力要求学生在知道定义的基础上，通过具体项目的例子来归纳并表述其共同特征", "srcSubject": "体育与健康", "srcPage": 34, "srcText": "前者是双方在同一场地内进行的有身体接触的对抗性运动项目（如篮球、橄榄球等）", "crosscuttingWhy": "识别共同特征需归纳规律与系统视角", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "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": "suspect", "overlap": 0.385, "verbatimCoverage": 0.412, "facts": ["前者是双方在同一场地内进行的有身体接触的对抗性运动项目"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_ZtBAT3gU", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "球类运动", "dimension": "运动能力", "statement": "能举例说出两种集体性球类运动项目，并说明它们是多人合作的对抗性运动", "verb": "举例说出", "object": "两种集体性球类运动项目及其多人合作对抗性特征", "type": "CONCEPTUAL", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G9"}, "courseType": null, "evidence": ["学生能说出足球和手球是集体性球类运动，并解释它们需要多人合作且具有对抗性", "学生能列举篮球和排球，并说明这些运动中队员需要协作对抗对手"], "assessment": "{{name}}，你能说出两种集体性球类运动，比如足球、手球、篮球或排球，并说明它们是多人合作的对抗性运动吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_DAMj1sTW", "method": "capability-rewrite", "why": "这条能力要求学生基于对集体性球类运动概念的理解，能具体举例并说明其核心特征，旁观者可通过学生的举例和解释来判定其是否掌握", "srcSubject": "体育与健康", "srcPage": 34, "srcText": "前者是多人相互合作的对抗性运动项目（如足球、手球等）", "crosscuttingWhy": "识记性知识，无跨学科思维或科学实践", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言无法对一个具体孩子判定'会/不会'——它是一个复合任务（举例+说明），但缺少可操作的判断标准，例如：举例和说明必须达到什么程度才算'会'？是必须正确命名项目且准确描述合作与对抗特征，还是只需泛泛提及？"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生了解（即能说出）集体性球类运动是多人合作的对抗性运动项目，并举例。断言“能举例说出两种集体性球类运动项目，并说明它们是多人合作的对抗性运动”是对这一要求的忠实转述，且“举例”和“说明”是课标中“如足球、手球等”和“多人相互合作的对抗性运动项目”所隐含的可观察行为要求。", "quote": "前者是多人相互合作的对抗性运动项目（如足球、手球等）", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_WqzWjYv7", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "球类运动", "dimension": "运动能力", "statement": "能从给出的运动项目列表中，正确区分出个体性对抗项目与团队性对抗项目", "verb": "区分", "object": "个体性对抗项目与团队性对抗项目", "type": "CONCEPTUAL", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G9"}, "courseType": null, "evidence": ["学生能将羽毛球、网球归入个体性对抗项目", "学生能将篮球、足球归入团队性对抗项目"], "assessment": "{{name}}能分清羽毛球、网球是个体对抗项目，篮球、足球是团队对抗项目吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_Alo3ddhN", "method": "capability-rewrite", "why": "这条能力要求学生运用「个体性对抗运动」的概念，对具体运动项目进行分类判断，这是一个可观察、可判定的认知操作。", "srcSubject": "体育与健康", "srcPage": 34, "srcText": "后者是以个人为主的对抗性运动项目（如羽毛球、网球等）", "crosscuttingWhy": "识别分类依据并分析项目特征", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "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": "suspect", "overlap": 0.333, "verbatimCoverage": 0.375, "facts": ["后者是以个人为主的对抗性运动项目"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_5CAAgTLc", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "球类运动", "dimension": "运动能力", "statement": "能指出在固定线路的运球折返跑练习中，需要控制呼吸节奏", "verb": "指出", "object": "固定线路的运球折返跑练习中需要控制呼吸节奏", "type": "PROCEDURAL", "literacy": ["运动能力"], "cognitive": "应用", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["在观察运球折返跑时，能指出教师示范或同伴练习中控制呼吸的动作或时机。", "在自己进行练习时，能做出并保持稳定的呼吸节奏。"], "assessment": "{{name}}在运球折返跑时，能控制好自己的呼吸节奏吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_hLdqo9AA", "method": "capability-rewrite", "why": "这条能力要求学生在观察或执行「固定线路的运球折返跑」这一特定练习时，能识别并执行「控制呼吸节奏」这一具体、可观察的程序性步骤，以帮助发展心肺耐力。", "srcSubject": "体育与健康", "srcPage": 39, "srcText": "通过固定线路的运球折返跑发展心肺耐力等", "crosscuttingWhy": "识别呼吸与运动节奏的规律及配合", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第三学段"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "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": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.4, "facts": []}}
{"id": "ca_WUf2kVj8", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "体能", "dimension": "运动能力", "statement": "能说出初学跳远时设置起跳区宽度的标准是35~40厘米", "verb": "说出", "object": "初学跳远时设置起跳区宽度的标准", "type": "LANGUAGE", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "courseType": null, "evidence": ["学生在回答提问时，能准确说出起跳区宽度的标准是35~40厘米", "学生在描述跳远规则时，能提及起跳区宽度的具体数值范围"], "assessment": "{{name}}能说出初学跳远时起跳区宽度的标准是多少吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": "ca_xDkgsjk0", "crosscutting": ["scale-proportion"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_xDkgsjk0", "method": "capability-rewrite", "why": "这条能力要求学生能准确复述一个具体的事实标准，这是一个可观察的语言行为。", "srcSubject": "体育与健康", "srcPage": 53, "srcText": "初学跳远时可以不固定起跳点或设置宽度为35～40厘米的起跳区", "crosscuttingWhy": "涉及尺寸标准与动作设计", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "not-a-capability", "detail": "这是对规则知识的记忆复述，不是学生能展示的运动能力或健康行为能力"}], "dropReason": "与 ca_xDkgsjk0 断言一字不差。capability-rewrite 层的定义是「在知识之上另立一条可判定能力」，吐出原锚点的复制品等于没转写。旧去重签名 (verb, object) 因为两边 object 写法不同而漏过。"}
{"id": "ca_adz4dBuc", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "体操类运动", "dimension": "运动能力", "statement": "能描述艺术性体操至少两个动作特点，并配合口头模仿或简单身体动作展示", "verb": "描述并展示", "object": "艺术性体操的动作特点", "type": "CONCEPTUAL", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G9"}, "courseType": null, "evidence": ["学生口头描述了艺术性体操的节奏明快、刚劲有力或舒展优美等特点", "学生通过口头模仿节奏或简单身体动作（如手臂挥动）来展示其中一个特点"], "assessment": "{{name}}能说出艺术性体操的两个动作特点，比如节奏明快、刚劲有力或舒展优美吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"derivedFrom": "ca_3XP2oYSv", "method": "capability-rewrite", "why": "要求学生将知识（特点描述）转化为可观察的口头描述和简单身体展示行为，旁观者可判定其能否将特点与表现形式关联", "srcSubject": "体育与健康", "srcPage": 58, "srcText": "另一类是艺术性体操（如韵律操、健美操等），其特点是伴随音乐展现节奏明快、刚劲有力、舒展优美的动作", "crosscuttingWhy": "描述特点并展示，属解释与交流", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "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": "suspect", "overlap": 0.4, "verbatimCoverage": 0.345, "facts": ["艺术性体操包括韵律操和健美操", "艺术性体操的特点是伴随音乐展现动作", "艺术性体操的动作特点是节奏明快", "艺术性体操的动作特点是刚劲有力", "艺术性体操的动作特点是舒展优美"]}, "fieldIssues": ["independent-check-suspect"], "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": "课标原文明确描述了艺术性体操的动作特点（节奏明快、刚劲有力、舒展优美），断言要求学生能描述至少两个特点并配合展示，是对原文要求的忠实转述和具体化，符合能力锚点的定义。", "quote": "其特点是伴随音乐展现节奏明快、刚劲有力、舒展优美的动作", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_7aW6CujA", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "运动能力", "statement": "能从一段韵律操视频中，指出其中包含的步法动作和上肢动作，并说明其组合结构", "verb": "指出", "object": "韵律操视频中的步法动作和上肢动作及其组合结构", "type": "PROCEDURAL", "literacy": ["运动能力"], "cognitive": "应用", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能准确指出视频中出现的5-6个不同步法动作。", "学生能准确指出视频中出现的3-4个不同上肢动作，并说明它们是如何组合成8个八拍的结构的。"], "assessment": "{{name}}能从韵律操视频里，指出5-6个不同的步法动作和3-4个上肢动作吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function", "patterns"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_HCWRS90l", "method": "capability-rewrite", "why": "这条能力要求学生将已知的韵律操基本构成要素（步法、上肢动作、8个八拍）应用到具体的观察与分析任务中，其行为（指出、说明）和对象（具体视频中的动作）都是旁观者可以清晰判定的。", "srcSubject": "体育与健康", "srcPage": 62, "srcText": "学练由5～6个韵律操步法、3～4个上肢动作组成的8个八拍韵律操主要的基本动作技术", "crosscuttingWhy": "分析动作结构与组合规律", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第三学段"}, "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": "suspect", "overlap": 0.435, "verbatimCoverage": 0.367, "facts": ["学练由5～6个韵律操步法组成的8个八拍韵律操主要的基本动作技术", "学练由3～4个上肢动作组成的8个八拍韵律操主要的基本动作技术"]}, "fieldIssues": ["independent-check-suspect"], "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'学练'由步法和上肢动作组成的韵律操基本动作技术。断言'能从一段韵律操视频中，指出其中包含的步法动作和上肢动作，并说明其组合结构'是对此要求的忠实转述，将'学练'转化为可观察的'能指出并说明'的行为。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，而非断言本身是否忠实于课标。断言本身成立。", "quote": "学练由5～6个韵律操步法、3～4个上肢动作组成的8个八拍韵律操主要的基本动作技术", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_eJDjHiPm", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": "体操类运动", "dimension": "运动能力", "statement": "能准确说出健美操组合动作技术的时长为16个八拍", "verb": "说出", "object": "健美操组合动作技术的时长", "type": "LANGUAGE", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生在回答时明确说出‘16个八拍’这个时长", "学生在描述动作时使用了‘16个八拍’这个术语"], "assessment": "{{name}}能说出这个健美操组合动作一共是16个八拍吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_O8r3zwE4", "method": "capability-rewrite", "why": "这条能力要求学生将关于时长的知识，通过口头语言准确地表达出来，这是一个可观察、可判定的行为。", "srcSubject": "体育与健康", "srcPage": 66, "srcText": "16个八拍的健美操组合动作技术", "crosscuttingWhy": "动作记忆与执行，非通用概念或科学实践", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第四学段"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "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": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.619, "facts": []}}
{"id": "ca_tQymKhqw", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "运动能力", "statement": "能举出两个分别在水环境和冰雪环境中开展的体育活动名称", "verb": "举出", "object": "两个分别在水环境和冰雪环境中开展的体育活动名称", "type": "CONCEPTUAL", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G9"}, "courseType": null, "evidence": ["学生说出游泳和跳水是在水环境中开展的体育活动", "学生说出滑雪和滑冰是在冰雪环境中开展的体育活动"], "assessment": "{{name}}能说出游泳和跳水是在水环境中开展的体育活动，滑雪和滑冰是在冰雪环境中开展的体育活动吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_FovvY6Ql", "method": "capability-rewrite", "why": "这条能力要求学生运用知识，识别并列举出符合定义的具体运动项目，其行为（说出名称）是旁观者可观察和判定的。", "srcSubject": "体育与健康", "srcPage": 69, "srcText": "水上或冰雪类运动是人们在水环境或冰雪环境中开展的体育活动。", "crosscuttingWhy": "仅要求举出活动名称，无深层思维或实践动作", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9"}, "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": "suspect", "overlap": 0.389, "verbatimCoverage": 0.583, "facts": ["水上或冰雪类运动是体育活动。"]}, "fieldIssues": ["composite", "independent-check-suspect"], "composite": true}
{"id": "ca_UxfmiB9K", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "运动能力", "statement": "能说出长拳二段是长拳的一种常见套路", "verb": "说出", "object": "长拳二段是长拳的一种常见套路", "type": "LANGUAGE", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生在提问后能口头回答‘长拳二段’", "学生能在长拳动作展示后指出‘这是长拳二段’"], "assessment": "{{name}}能说出长拳二段是长拳的一种常见套路吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_O4cygnKc", "method": "capability-rewrite", "why": "这条能力要求学生将‘长拳二段’这个具体事实用语言表述出来，是可观察和判定的。", "srcSubject": "体育与健康", "srcPage": 90, "srcText": "和套路（长拳二段）", "crosscuttingWhy": "属于动作技能记忆，非通用概念或科学实践", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这条断言是识别一个套路的名称，属于知识识别，而非一个可判断‘会/不会’的体育能力。掌握证据‘能说出’和‘能指出’更接近知识性问答，而非对具体学生体能或技能掌握情况的判断。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：该断言描述的是对课程内容（长拳二段）的认知，属于教学内容范畴，而非学生通过学习后应形成的运动能力、健康行为或体育品德。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将‘套路（长拳二段）’列为课程内容的一部分，要求学生学习并掌握。‘能说出长拳二段是长拳的一种常见套路’是对这一要求的忠实转述，属于学生通过学习后应达成的认知目标，而非与能力无关。提意见者未见原文，误判了课标要求。", "quote": "和套路（长拳二段）", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_nyxV6adC", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "运动能力", "statement": "能结合具体动作，说明一个中国式摔跤动作技术的基本原理", "verb": "说明", "object": "一个中国式摔跤动作技术的基本原理", "type": "CONCEPTUAL", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能看着一个勾踢动作，解释其发力要点或平衡原理。", "学生能对比两个动作，指出它们在原理上的异同。"], "assessment": "{{name}}能看着一个勾踢动作，说出它的发力要点或平衡原理吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function", "cause-effect"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_LtMQMGt7", "method": "capability-rewrite", "why": "这条能力要求学生将所学的原理知识，应用于对具体动作的分析和解释中，这是一个可以被观察和判定的外在行为。", "srcSubject": "体育与健康", "srcPage": 91, "srcText": "组合动作技术（勾踢、踢别、跪披、跪揣）和套路；理解中国式摔跤动作技术的基本原理，以及中国式摔跤的文化、特点与价值，制订并实施中国式摔跤的学练计划。", "crosscuttingWhy": "分析动作结构与发力因果，建构解释", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第四学段"}, "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": "suspect", "overlap": 0.5, "verbatimCoverage": 0.652, "facts": ["中国式摔跤的组合动作技术包括勾踢、踢别、跪披、跪揣。"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_6fEzhzYX", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "体育品德", "statement": "能说出中国式摔跤学练计划中包含的文化、特点与价值内容", "verb": "说出", "object": "学练计划中包含的文化、特点与价值内容", "type": "CONCEPTUAL", "literacy": ["体育品德"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能口头列举出学练计划中关于中国式摔跤文化、特点或价值的具体条目", "学生能书面列出学练计划中包含的文化、特点或价值要点"], "assessment": "{{name}}能说出中国式摔跤学练计划里包含的文化、特点或价值内容吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_c7TN0Qps", "method": "capability-rewrite", "why": "这条能力要求学生将关于中国式摔跤文化、特点与价值的知识，具体化为学练计划的组成部分并表述出来，旁观者可通过其口头或书面列举的内容进行判定。", "srcSubject": "体育与健康", "srcPage": 91, "srcText": "组合动作技术（勾踢、踢别、跪披、跪揣）和套路；理解中国式摔跤动作技术的基本原理，以及中国式摔跤的文化、特点与价值，制订并实施中国式摔跤的学练计划。", "crosscuttingWhy": "能说出计划内容属于建构解释", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第四学段"}, "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": "suspect", "overlap": 0.278, "verbatimCoverage": 0.708, "facts": ["中国式摔跤的组合动作技术包括勾踢、踢别、跪披、跪揣。"]}, "fieldIssues": ["composite", "independent-check-suspect"], "composite": true}
{"id": "ca_cKNYpcGp", "discipline": "体育与健康", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "运动能力", "statement": "能举出两个符合\"形式新颖、时尚、有挑战性\"特征的新兴体育运动例子", "verb": "举出", "object": "两个符合特征的新兴体育运动例子", "type": "CONCEPTUAL", "literacy": ["运动能力"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G9"}, "courseType": null, "evidence": ["学生能说出滑板和攀岩这两个新兴运动", "学生能指出这两个运动分别具有新颖、时尚或挑战性"], "assessment": "{{name}}能说出滑板和攀岩这两个新兴运动吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_DWEOOdsN", "method": "capability-rewrite", "why": "要求学生将“新兴体育运动的主要特点”这一知识应用于具体实例识别，判断所举例子是否符合给定特征，这是一个可被观察和判定的能力。", "srcSubject": "体育与健康", "srcPage": 94, "srcText": "新兴体育类运动是指在国际上比较流行、在国内开展不久或国内外新创的、大众运动色彩浓郁、深受青少年喜爱的体育活动。该类运动的主要特点是形式新颖，具有较强的时尚性和挑战性。", "crosscuttingWhy": "列举例子，无跨学科思维或科学实践", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这条能力本质上是在考察分类和举例的识记能力，更像是低阶的知识复述，而非对学生是否真正理解新兴体育运动特征的判断。对于具体孩子，只能回答‘能否举出例子’，无法判断是否真正理解了‘形式新颖、时尚、有挑战性’这些抽象特征。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确描述了新兴体育类运动的定义和特点（形式新颖、时尚、有挑战性）。能力断言'能举出两个符合...特征的新兴体育运动例子'是让学生基于对这些特征的理解进行举例，这是对课标内容的忠实转述和应用，属于可观察的能力表现。", "quote": "新兴体育类运动是指在国际上比较流行、在国内开展不久或国内外新创的、大众运动色彩浓郁、深受青少年喜爱的体育活动。该类运动的主要特点是形式新颖，具有较强的时尚性和挑战性。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}