{"id": "ca_UWzhN9Yc", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "人地协调观", "statement": "能说出地球是人类唯一家园的至少两个理由", "verb": "说出", "object": "地球是人类唯一家园的至少两个理由", "type": "CONCEPTUAL", "literacy": ["人地协调观"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能回答‘因为地球有适宜的温度、液态水和大气层’", "学生能回答‘因为目前没有发现其他适合人类大规模生存的星球’"], "assessment": "{{name}}能说出地球是人类唯一家园的至少两个理由吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": ["systems"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_uoP5DE2w", "method": "capability-rewrite", "why": "这条能力要求学生基于‘地球是人类唯一家园’这一知识，能具体阐述其成立的依据，而非仅仅复述结论。", "srcSubject": "地理", "srcPage": 15, "srcText": "认识地球是人类唯一的家园", "crosscuttingWhy": "理解地球系统，建构解释", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "这是情感态度价值观目标，不是可观察的地理学科能力；无法对具体孩子判断‘会/不会’"}], "dropReason": "AI 裁决：异议成立。课标原文'认识地球是人类唯一的家园'是一个陈述性目标，但未要求学生'说出理由'。断言'能说出地球是人类唯一家园的至少两个理由'在原文中没有对应的要求，属于改写时添加的内容，且将情感态度目标转化为具体的能力陈述，可能超出了课标要求。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_RQJSwUHZ", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境", "dimension": "地理实践力", "statement": "能结合地球仪演示地球自西向东的自转方向", "verb": "演示", "object": "地球自转方向", "type": "PROCEDURAL", "literacy": ["地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["手指沿地球仪表面从西向东拨动", "拨动时能正确指出昼夜更替方向"], "assessment": "{{name}}，你能用地球仪演示一下地球是怎么自西向东转的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "scale-proportion"], "practice": ["modeling"], "provenance": {"derivedFrom": "ca_6o9ZcpDx", "method": "capability-rewrite", "why": "要求学生将知识转化为可操作的演示行为，通过观察演示动作可判定是否掌握", "srcSubject": "地理", "srcPage": 16, "srcText": "说出地球的自转方向、周期。", "crosscuttingWhy": "演示地球自转方向，涉及规律与模型", "srcPageFrom": "extract-intermediate"}, "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": "passed", "overlap": 0.615, "verbatimCoverage": 0.467, "facts": ["地球的自转方向是自西向东。", "地球的自转周期是一天。"]}}
{"id": "ca_kfR8FRKS", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境", "dimension": "地理实践力", "statement": "能用地球仪演示地球自转的方向和周期", "verb": "演示", "object": "地球自转的方向和周期", "type": "PROCEDURAL", "literacy": ["地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生手持地球仪，逆时针（自西向东）拨动它，并说明这是一天的周期", "学生面对地球仪，正确指出其自转方向，并说明周期为一天"], "assessment": "{{name}}能用地球仪演示地球自转的方向和周期吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "scale-proportion"], "practice": ["modeling"], "provenance": {"derivedFrom": "ca_Y8wZyZl7", "method": "capability-rewrite", "why": "这条能力要求学生将关于地球自转方向和周期的知识，转化为一个可观察、可操作的演示行为。", "srcSubject": "地理", "srcPage": 16, "srcText": "说出地球的自转方向、周期。", "crosscuttingWhy": "演示地球自转的规律与周期", "srcPageFrom": "extract-intermediate"}, "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": "passed", "overlap": 0.667, "verbatimCoverage": 0.6, "facts": ["地球的自转方向是自西向东。", "地球的自转周期是一天。"]}}
{"id": "ca_3gBpq7uF", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境", "dimension": "综合思维", "statement": "能举例说明地球自转对人们生产生活造成时差的具体表现", "verb": "举例说明", "object": "地球自转对人们生产生活造成时差的具体表现", "type": "CONCEPTUAL", "literacy": ["综合思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能说出因经度不同导致的两地时差，例如北京和纽约的作息时间差异", "能描述时差对跨国旅行、国际通讯或金融交易等活动产生的具体影响"], "assessment": "{{name}}，你能举个例子说说，像北京和纽约这样经度不同的地方，时差是怎么影响人们作息的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_ME67hCLx", "method": "capability-rewrite", "why": "这条能力要求学生以地球自转产生时差的知识为基础，通过列举具体实例来展示其应用，其输出（举例内容）是旁观者可观察和判定的。", "srcSubject": "地理", "srcPage": 16, "srcText": "结合实例，说出地球自转产生的主要自然现象及其对人们生产生活的影响", "crosscuttingWhy": "解释因果机制，涉及时间尺度", "srcPageFrom": "extract-intermediate"}, "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": 0.476, "verbatimCoverage": 0.583, "facts": ["地球自转产生主要自然现象", "地球自转对人们生产生活有影响"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_GjSef3BV", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的运动", "dimension": "地理实践力", "statement": "能使用地球仪或软件，演示地球公转的方向和周期", "verb": "演示", "object": "地球公转的方向和周期", "type": "PROCEDURAL", "literacy": ["地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生操作地球仪或软件，使地球模型绕太阳模型逆时针运动", "学生在演示后，能指出地球公转一周的时间是一年"], "assessment": "{{name}}能用地球仪或软件，演示地球公转的方向和周期吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "scale-proportion"], "practice": ["modeling", "investigating"], "provenance": {"derivedFrom": "ca_F6t88f6l", "method": "capability-rewrite", "why": "这条能力要求学生将关于地球公转的知识（方向、周期）转化为可观察的操作行为，即通过使用工具进行演示来证明其掌握程度。", "srcSubject": "地理", "srcPage": 17, "srcText": "运用模型或软件，演示地球的公转运动，说出地球的公转方向、周期。", "crosscuttingWhy": "演示公转规律与周期，建模探究", "srcPageFrom": "extract-intermediate"}, "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": 0.533, "verbatimCoverage": 0.789, "facts": ["地球的公转方向是自西向东", "地球的公转周期是一年"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_zgEvt74G", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "认识中国", "dimension": "区域认知", "statement": "能在地图上指出钓鱼岛及其附属岛屿的位置，并说明其是中国固有领土", "verb": "指出并说明", "object": "钓鱼岛及其附属岛屿的位置与归属", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["在空白中国地图上准确标出钓鱼岛及其附属岛屿的位置", "口头或书面陈述钓鱼岛及其附属岛屿是中国固有领土的理由"], "assessment": "{{name}}能在地图上准确指出钓鱼岛及其附属岛屿的位置吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_tDKEo7MP", "method": "capability-rewrite", "why": "这条能力要求学生将「钓鱼岛是中国固有领土」这一知识，转化为在地图上定位并进行说明的可观察行为。", "srcSubject": "地理", "srcPage": 23, "srcText": "运用地图，描述中国的地理位置与疆域特征，说明南海诸岛是中国领土的组成部分，钓鱼岛及其附属岛屿是中国固有领土，增强国家版图意识与海洋权益意识。", "crosscuttingWhy": "识记与立场表达，非科学思维或实践", "srcPageFrom": "extract-intermediate"}, "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": 0.526, "verbatimCoverage": 0.786, "facts": ["南海诸岛是中国领土的组成部分", "钓鱼岛及其附属岛屿是中国固有领土"]}, "fieldIssues": ["composite", "independent-check-suspect"], "composite": true}
{"id": "ca_WtgmJpEU", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "区域认知", "statement": "能根据定义，从一组图片或描述中识别出湿地", "verb": "识别", "object": "湿地", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能从包含森林、沙漠、湿地等不同景观的图片中，正确圈出湿地", "学生能判断一段描述‘地表常年积水，生长芦苇和水鸟’的区域是否属于湿地"], "assessment": "{{name}}能从森林、沙漠、湿地这些图片里，把湿地圈出来吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns"], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_4ZGvS7h2", "method": "capability-rewrite", "why": "这条能力要求学生运用湿地的定义（地表过湿或经常积水、生长湿地生物）作为判断标准，去识别具体的实例，这是一个可观察的判定过程。", "srcSubject": "地理", "srcPage": 30, "srcText": "湿地通常是指地表过湿或经常积水、生长湿地生物的地区。", "crosscuttingWhy": "识别分类依据，属于探究活动", "srcPageFrom": "extract-intermediate"}, "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": 0.133, "verbatimCoverage": 0.158, "facts": ["湿地通常是指地表过湿或经常积水、生长湿地生物的地区。"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_azkVrdRV", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "综合思维", "statement": "能结合定义，说出湿地公园的生态基础和三个主要功能主题", "verb": "说出", "object": "湿地公园的生态基础和功能主题", "type": "CONCEPTUAL", "literacy": ["综合思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生回答中包含了‘以湿地良好的生态环境和多样化湿地景观资源为基础’这一生态基础。", "学生能列举出‘科普宣教、湿地功能利用、弘扬湿地文化’中的至少三个功能主题。"], "assessment": "{{name}}能说出湿地公园的生态基础和科普宣教、湿地功能利用、弘扬湿地文化这三个功能主题吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_vSydX28y", "method": "capability-rewrite", "why": "这条能力要求学生将知识（定义）进行结构化复述，并提取出其中的关键要素，这是一个可观察、可判定的行为。", "srcSubject": "地理", "srcPage": 30, "srcText": "湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础，以湿地的科普宣教、湿地功能利用、弘扬湿地文化等为主题的生态型主题公园。", "crosscuttingWhy": "系统功能分析与解释", "srcPageFrom": "extract-intermediate"}, "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": "passed", "overlap": 0.611, "verbatimCoverage": 0.609, "facts": ["湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础的生态型主题公园。", "湿地公园是以湿地的科普宣教、湿地功能利用、弘扬湿地文化等为主题的生态型主题公园。"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_eMnST7ZV", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "区域认知", "statement": "能说出家乡地理环境的两个主要特征及其对人们社会生活的一个具体影响", "verb": "说出", "object": "家乡地理环境的特征及其对社会生活的影响", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能指出家乡的地形是平原，并说明这使得当地农业以种植业为主", "学生能描述家乡靠近河流，并说明这使得当地居民历史上以捕鱼为生"], "assessment": "{{name}}能说出家乡地形是平原，并说明这使得当地农业以种植业为主吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_E7sji1RA", "method": "capability-rewrite", "why": "这条能力要求学生将地理环境特征与社会生活现象进行关联，并用具体例子进行说明，这是一个可观察、可判定的表述行为。", "srcSubject": "地理", "srcPage": 34, "srcText": "一是调查家乡的地理环境及人们的社会生活", "crosscuttingWhy": "分析环境与生活的因果关系", "srcPageFrom": "extract-intermediate"}, "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": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.5, "facts": []}}