{"id": "ca_XHWpiEth", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能列举出科学课程设置的13个学科核心概念中的至少5个", "verb": "列举", "object": "科学课程设置的13个学科核心概念中的至少5个", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能口头或书面说出5个以上的学科核心概念名称", "学生能从给定的列表中正确识别出5个以上的学科核心概念"], "assessment": "{{name}}能说出科学课程里的5个学科核心概念吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_k4tmKQlR", "method": "capability-rewrite", "why": "这条能力要求学生能具体说出或识别出科学课程的核心概念，而非仅仅知道有13个。", "srcSubject": "科学", "srcPage": 23, "srcText": "科学课程设置13个学科核心概念，是所有学生在义务教育阶段应该掌握的科学课程的核心内容。", "crosscuttingWhy": "记忆列举，非思维或实践", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "这是对课程结构的识记要求，不是学生运用科学概念解决问题的能力；学生能背出概念名称不等于掌握了这些概念"}], "dropReason": "AI 裁决：异议成立。课标原文是陈述性要求（'科学课程设置13个学科核心概念，是所有学生在义务教育阶段应该掌握的科学课程的核心内容'），这是对课程内容的描述，并非直接提出学生需要'列举'的学习行为要求。改写后的断言'能列举出...中的至少5个'是一个具体的、可测试的能力行为，但这个行为要求是改写时添加的，课标原文并未明确要求学生'列举'这些概念。因此，该断言是改写时增加的要求，而（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"id": "ca_iMLR8kt4", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出空气与水对人类生活和生产活动的两项重要用途", "verb": "说出", "object": "空气与水的两项重要用途", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能口头列举出两个具体例子，如‘空气供呼吸’和‘水用于灌溉’", "学生能在地图或图片上指出获取清洁空气和水的设施，如通风口、水井"], "assessment": "{{name}}能说出空气和水在咱们生活里有什么用吗？比如空气怎么用，水怎么用？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_6jWjyXkf", "method": "capability-rewrite", "why": "这条能力要求学生将‘空气与水是重要的物质’这一知识，具体化为可观察、可验证的用途描述，而不是停留在抽象的认知层面。", "srcSubject": "科学", "srcPage": 24, "srcText": "1.2 空气与水是重要的物质", "crosscuttingWhy": "识记用途，无跨学科思维或科学实践", "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": 0.333, "verbatimCoverage": 0.318, "facts": ["空气是重要的物质", "水是重要的物质"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_9cBjrFLv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学思维", "statement": "能判断一个具体实例中，力是否是导致物体运动状态改变的原因", "verb": "判断", "object": "力是否是导致物体运动状态改变的原因", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能指出“苹果从树上掉落是因为受到重力作用，改变了其静止状态”", "学生能判断“冰面上滑行的物体最终停下来是因为受到摩擦力，改变了其运动状态”"], "assessment": "{{name}}能判断冰面上滑行的物体最终停下来是因为受到摩擦力，改变了其运动状态吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_0ejYUAL6", "method": "capability-rewrite", "why": "这条能力要求学生运用“力是改变物体运动状态的原因”这一知识，去分析具体的物理现象，并做出判断。", "srcSubject": "科学", "srcPage": 24, "srcText": "3.1 力是改变物体运动状态的原因", "crosscuttingWhy": "判断力与运动状态改变的因果关系", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "证据只涉及重力和摩擦力两种常见力，未证明学生能判断任意具体实例（如弹力、磁力等）中力是否是运动状态改变的原因；证据示例过窄，不能充分支撑断言。"}], "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": "passed", "overlap": 0.579, "verbatimCoverage": 0.52, "facts": ["力是改变物体运动状态的原因"]}}
{"id": "ca_qXYgQ24V", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "核心概念", "dimension": "科学观念", "statement": "能举例说明至少两种生物体的结构或生命活动依赖于细胞", "verb": "举例说明", "object": "生物体的结构或生命活动依赖于细胞", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能正确指出植物的根、茎、叶等器官由细胞构成", "学生能正确描述动物通过细胞进行呼吸、消化等生命活动"], "assessment": "{{name}}能举例说明至少两种生物体的结构或生命活动依赖于细胞吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_6JfUcXJK", "method": "capability-rewrite", "why": "这条能力要求学生运用‘细胞是基本单位’这一知识，通过具体实例来论证或说明，而非仅仅复述该事实。", "srcSubject": "科学", "srcPage": 25, "srcText": "5.3 细胞是生物体结构与生命活动的基本单位", "crosscuttingWhy": "理解结构与功能关系，举例建构解释", "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": 0.458, "facts": ["细胞是生物体结构的基本单位", "细胞是生物体生命活动的基本单位"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_PEJuSJi2", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "核心概念", "dimension": "科学观念", "statement": "能说出人的生命起点是受精卵，并指出其在母体内的发育场所", "verb": "说出、指出", "object": "人的生命起点是受精卵及其发育场所", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能正确回答‘人的生命是从受精卵开始的’", "学生能指出受精卵在母体子宫内发育"], "assessment": "{{name}}能说出人的生命是从受精卵开始的，并指出它在母体子宫内发育吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_Np0vMe02", "method": "capability-rewrite", "why": "这条能力要求学生基于‘人的生命是从受精卵开始的’这一知识，进行明确的陈述和定位，行为可观察、可判定。", "srcSubject": "科学", "srcPage": 25, "srcText": "8.3 人的生命是从受精卵开始的", "crosscuttingWhy": "识记性知识，无跨学科思维或实践动作", "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": 0.375, "verbatimCoverage": 0.333, "facts": ["人的生命是从受精卵开始的"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_WybTdveM", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能通过感官描述空气的物理性质，如颜色和气味", "verb": "描述", "object": "空气的颜色和气味", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "courseType": null, "evidence": ["学生观察空气后说出‘空气没有颜色’", "学生闻一闻后说出‘空气没有味道’"], "assessment": "{{name}}能说出空气没有颜色、没有味道吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_znunDVjR", "method": "capability-rewrite", "why": "要求学生基于感官观察，主动描述空气无色无味的特征，而非仅仅背诵知识", "srcSubject": "科学", "srcPage": 26, "srcText": "认识空气是无色、无味的气体。", "crosscuttingWhy": "通过感官观察描述性质", "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": 0.25, "verbatimCoverage": 0.263, "facts": ["空气是无色的气体", "空气是无味的气体"]}, "fieldIssues": ["composite", "independent-check-suspect"], "composite": true}
{"id": "ca_qniq5VnE", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能列举出至少两种生活中形成风的方法，并说明其原理", "verb": "列举", "object": "生活中形成风的方法及原理", "type": "PROCEDURAL", "literacy": ["科学观念"], "cognitive": "应用", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["学生能说出‘扇扇子’和‘开电风扇’是形成风的方法，并解释‘扇子或风扇叶片推动空气流动’", "学生能描述‘打开窗户，室外空气流入室内’是形成风的方法，并说明‘空气从高压区流向低压区’"], "assessment": "{{name}}，你能说出扇扇子或开电风扇是怎么形成风的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_9Wpvvej2", "method": "capability-rewrite", "why": "这条能力要求学生将‘风是空气流动’的知识，应用于解释具体生活现象，通过列举和说明来展示其应用能力。", "srcSubject": "科学", "srcPage": 27, "srcText": "⑥知道风是一种空气流动的现象，列举生活中常见的形成风的一些方法。", "crosscuttingWhy": "解释风的成因与能量流动", "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": 0.111, "verbatimCoverage": 0.522, "facts": ["风是一种空气流动的现象"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_xZWyEG45", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学观念", "statement": "能列举空气中两种主要成分并说明它们分别约占空气体积的百分比", "verb": "列举并说明", "object": "空气中两种主要成分及其体积占比", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["在讨论中正确说出氮气约占78%，氧气约占21%", "在提问中能补充说明稀有气体、二氧化碳等其他成分的存在"], "assessment": "{{name}}能说出空气中氮气和氧气分别占多少比例吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["matter-energy", "scale-proportion"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_EbLtPDbe", "method": "capability-rewrite", "why": "这条能力要求学生在已知空气是混合物的基础上，能具体说出其主要成分的名称和大致比例，这是可观察和判定的行为", "srcSubject": "科学", "srcPage": 31, "srcText": "知道空气是一种混合物以及它的主要成分。", "crosscuttingWhy": "记忆空气组成及比例，属事实性知识", "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": 0.333, "verbatimCoverage": 0.36, "facts": ["空气是一种混合物", "空气有主要成分"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_UZTEv9jY", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学观念", "statement": "能举例说出三种物质及其构成的微观粒子类型", "verb": "举例说出", "object": "三种物质及其构成的微观粒子类型", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能说出水由水分子构成", "学生能说出铁由铁原子构成"], "assessment": "{{name}}，你能说出水是由水分子构成的，铁是由铁原子构成的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["matter-energy"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_pqoMNF40", "method": "capability-rewrite", "why": "这条能力要求学生将微观粒子构成的知识应用于具体物质实例，通过举例来展示其掌握程度，旁观者可通过其举例的准确性和相关性进行判定。", "srcSubject": "科学", "srcPage": 31, "srcText": "知道已知的绝大多数物质是由分子、原子、离子等微观粒子构成的，", "crosscuttingWhy": "物质构成与微观粒子类型", "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": "suspect", "overlap": 0.533, "verbatimCoverage": 0.45, "facts": ["已知的绝大多数物质是由分子、原子、离子等微观粒子构成的。"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_NS7Fzf83", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学思维", "statement": "能判断给定的变化是否属于物理变化，并说明理由", "verb": "判断", "object": "给定的变化是否属于物理变化", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能正确判断冰融化成水是物理变化，并指出状态改变且无新物质生成", "学生能正确判断铁生锈不是物理变化，并指出有新物质生成"], "assessment": "{{name}}能判断冰融化成水是物理变化，并说出理由吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "matter-energy"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_iUmSmYcB", "method": "capability-rewrite", "why": "这条能力要求学生运用物理变化的定义，对具体实例进行分类和解释，其判断过程和结果是旁观者可观察和判定的。", "srcSubject": "科学", "srcPage": 35, "srcText": "物理变化是物质的状态发生了改变，没有新物质生成", "crosscuttingWhy": "辨识变化类型并解释", "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": 0.286, "verbatimCoverage": 0.333, "facts": ["物理变化是物质的状态发生了改变", "物理变化没有新物质生成"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_xryQqMe6", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学观念", "statement": "能举例说明一个化学变化中物质性质的改变和新物质的生成", "verb": "举例说明", "object": "化学变化中物质性质的改变和新物质的生成", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能描述铁生锈过程中铁的性质改变并生成了铁锈", "学生能解释蜡烛燃烧后蜡的性质改变并生成了二氧化碳和水"], "assessment": "{{name}}能举例说明铁生锈或蜡烛燃烧这类化学变化中，物质性质的改变和新物质的生成吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["matter-energy", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_xmROhvzD", "method": "capability-rewrite", "why": "这条能力要求学生运用化学变化的定义，通过具体实例来展示其对概念的掌握，旁观者可以通过学生所举的例子及其解释来判定其是否理解。", "srcSubject": "科学", "srcPage": 35, "srcText": "化学变化是物质的性质发生了改变，有新物质生成", "crosscuttingWhy": "理解物质变化与性质关系，举例说明", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：化学变化是初中化学核心概念，通常在九年级系统学习；小学阶段（G1-G6）仅初步接触物质变化现象，不要求举例说明性质改变和新物质生成的因果关系"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确定义了化学变化包含性质改变和新物质生成，能力断言要求学生能举例说明这一过程，是忠实于原文要求的。", "quote": "化学变化是物质的性质发生了改变，有新物质生成", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_tZU9baHQ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学思维", "statement": "能用图示或文字描述一个化学反应中，反应物原子如何重新组合生成新物质", "verb": "描述", "object": "化学反应中原子重新组合的过程", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生画出水电解的微观示意图，清晰标出水分子分解为氢原子和氧原子，再重新组合成氢分子和氧分子。", "学生用文字解释铁生锈的反应，说明铁原子和氧原子重新组合生成了氧化铁。"], "assessment": "{{name}}能画出水电解的微观示意图，标出水分子怎么分解成氢原子和氧原子，再重新组合成氢分子和氧分子吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["matter-energy", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_EC5ejMTF", "method": "capability-rewrite", "why": "这条能力要求学生将「原子重新组合」这一抽象实质，通过图示或文字描述这一可观察的行为表现出来，从而判定其是否真正掌握了该概念。", "srcSubject": "科学", "srcPage": 35, "srcText": "化学变化通过化学反应得以实现，其实质是原子的重新组合", "crosscuttingWhy": "描述原子重组与物质变化", "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": 0.478, "verbatimCoverage": 0.393, "facts": ["化学变化通过化学反应得以实现", "化学变化的实质是原子的重新组合"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_nCCmJWwZ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "探究实践", "statement": "能通过对比实验，说明搅拌和温度高低对物质在水中溶解快慢的影响", "verb": "说明", "object": "搅拌和温度高低对物质在水中溶解快慢的影响", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "应用", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["学生设计并执行了对比实验，分别改变搅拌条件和温度条件，观察并记录了溶解时间", "学生根据实验数据，得出了搅拌和升温能加快溶解的结论"], "assessment": "{{name}}能自己设计对比实验，看看搅拌和温度对溶解快慢的影响吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "provenance": {"derivedFrom": "ca_cvPPJHbz", "method": "capability-rewrite", "why": "这条能力要求学生运用知识设计并执行对比实验，通过可观察的实验操作和数据分析来验证知识，而非仅仅复述知识。", "srcSubject": "科学", "srcPage": 36, "srcText": "④知道是否搅拌和温度高低是影响物质在水中溶解快慢的常见因素。", "crosscuttingWhy": "探究影响溶解快慢的因果与量级", "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": 0.682, "verbatimCoverage": 0.679, "facts": ["是否搅拌是影响物质在水中溶解快慢的常见因素", "温度高低是影响物质在水中溶解快慢的常见因素"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_UAijUvVR", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能举例说明推力和拉力如何改变物体的形状", "verb": "举例说明", "object": "推力和拉力如何改变物体的形状", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "courseType": null, "evidence": ["学生能说出用手推橡皮泥使其变扁（推力改变形状）", "学生能说出用绳子拉弹簧使其伸长（拉力改变形状）"], "assessment": "{{name}}能用手推橡皮泥让它变扁，或者用绳子拉弹簧让它伸长吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_q0RxiAu7", "method": "capability-rewrite", "why": "这条能力要求学生运用‘力可以使物体形状改变’的知识，通过具体实例来展示其应用，旁观者可以通过学生举出的例子来判定其是否掌握。", "srcSubject": "科学", "srcPage": 42, "srcText": "②知道推力和拉力是常见的力，力可以使物体的形状发生改变。", "crosscuttingWhy": "理解力如何改变形状并举例说明", "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": 0.6, "verbatimCoverage": 0.611, "facts": ["推力是常见的力", "拉力是常见的力", "力可以使物体的形状发生改变"]}}
{"id": "ca_UaYwYmKY", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学思维", "statement": "能列举出两个以上缺少任一必要元件就无法工作的电路实例", "verb": "列举", "object": "电路实例", "type": "PROCEDURAL", "literacy": ["科学思维"], "cognitive": "应用", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["学生口头描述了一个只有电源和导线的电路，并说明用电器无法工作。", "学生画出一个只有用电器和开关的图，并解释电路没有电源不会形成回路。"], "assessment": "{{name}}能说出缺少电源或缺少用电器的电路为什么无法工作吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "structure-function"], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_7LrflvaG", "method": "capability-rewrite", "why": "这条能力要求学生应用「电路必要元件」的知识，通过构造反例来具体说明，其行为（列举、解释）是旁观者可以观察和判定的。", "srcSubject": "科学", "srcPage": 42, "srcText": "⑦知道电源、导线、用电器和开关是构成电路的必要元件；说明形成电路的条件，切断闭合回路是控制电流的一种方法。", "crosscuttingWhy": "理解系统依赖与结构功能关系", "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": "suspect", "overlap": 0.333, "verbatimCoverage": 0.346, "facts": ["电源、导线、用电器和开关是构成电路的必要元件", "切断闭合回路是控制电流的一种方法"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_FTrXfVtx", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能举例说明相互作用是导致物体形变或运动状态变化的原因", "verb": "举例说明", "object": "相互作用是导致物体形变或运动状态变化的原因", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能举出两个具体实例，如推箱子使箱子运动、捏橡皮泥使橡皮泥形变，并指出其中的相互作用", "学生能解释一个实例中，相互作用如何具体导致了形变或运动状态变化"], "assessment": "{{name}}能举出两个例子，比如推箱子或捏橡皮泥，说明相互作用是怎么让物体动起来或变形的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_SZzX4KAu", "method": "capability-rewrite", "why": "这条能力要求学生运用给定的知识，通过具体实例来展示其应用，而非仅仅复述知识本身。", "srcSubject": "科学", "srcPage": 48, "srcText": "相互作用是物体发生形变或发生运动状态变化的原因", "crosscuttingWhy": "理解力与运动的因果关系", "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": "passed", "overlap": 0.714, "verbatimCoverage": 0.72, "facts": ["相互作用是物体发生形变的原因", "相互作用是物体发生运动状态变化的原因"]}}
{"id": "ca_3eQdJUVn", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能举例说明至少两种生物体（如植物、动物）的基本结构单位是细胞", "verb": "举例说明", "object": "生物体的基本结构单位是细胞", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能正确指出植物和动物的结构单位是细胞", "学生能用显微镜观察或图片识别出细胞结构"], "assessment": "{{name}}能举例说明植物和动物都是由细胞构成的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_rgOqS7Df", "method": "capability-rewrite", "why": "这条能力要求学生运用‘细胞是生物体的基本结构单位’这一知识，通过举例来具体说明，其行为（举例）和结果（正确指出）是旁观者可观察和判定的。", "srcSubject": "科学", "srcPage": 57, "srcText": "知道细胞是生物体的基本结构单位。", "crosscuttingWhy": "理解结构与功能关系，举例说明", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：科学在1–9年级开设，G5–G6标注为小学高年级。内容涉及用显微镜观察细胞结构，对于小学阶段的学生来说，显微镜操作和细胞结构的识别属于较高难度的内容，通常在七年级或以上进行系统教学。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中的‘学生能正确指出植物和动物的结构单位是细胞’本质上是重复了‘已标的直接前置’的能力，没有提供能证明学生‘能举例说明’的证据。举例说明需要更复杂的表达和论证，但证据未体现这一点。"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'知道细胞是生物体的基本结构单位'。改写后的断言'能举例说明至少两种生物体（如植物、动物）的基本结构单位是细胞'是对这一要求的合理转述和具体化，是忠实的。意见中关于教学难度和证据的讨论，不改变断言本身对课标要求的忠实性。", "quote": "知道细胞是生物体的基本结构单位", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_W78UJjaF", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学思维", "statement": "能举例说明判断某一区域内的某类生物是否构成一个种群", "verb": "举例说明", "object": "判断某一区域内的某类生物是否构成一个种群", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能举例说明‘一片草地上所有的蒲公英’是一个种群，而‘一片草地上的所有昆虫’不是一个种群。", "学生能举例说明判断标准需要同时满足‘同一区域’和‘同种生物’两个条件。"], "assessment": "{{name}}能举例说明判断一片草地上的蒲公英是不是一个种群吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "patterns"], "practice": ["investigating", "explaining-designing"], "provenance": {"derivedFrom": "ca_vGVGOabh", "method": "capability-rewrite", "why": "这条能力要求学生运用‘种群’的概念（区域内的同种生物个体集合）进行具体的实例分析与判断，而非仅仅复述定义。", "srcSubject": "科学", "srcPage": 59, "srcText": "⑳知道种群是由一定区域内同种生物的所有个体组成的。", "crosscuttingWhy": "界定系统边界，识别种群特征", "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": 0.444, "verbatimCoverage": 0.522, "facts": ["种群是由一定区域内同种生物的所有个体组成的。"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_4gHnNEPy", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出至少两种依据食物类型进行的动物分类，并举例说明", "verb": "说出", "object": "依据食物类型的动物分类及例子", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["学生能指出：草食动物（如牛、羊）和肉食动物（如狮、虎）是依据食物类型划分的", "学生能举出例子：蝗虫是植食性昆虫，蜻蜓是肉食性昆虫"], "assessment": "{{name}}，你能说出至少两种根据食物类型分的动物，比如草食动物和肉食动物吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "scale-proportion"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_xcTl8fJ8", "method": "capability-rewrite", "why": "这条能力要求学生运用‘根据动物获取的食物进行分类’的知识，具体说出分类的类别并举例，这是可观察、可判定的。", "srcSubject": "科学", "srcPage": 62, "srcText": "利用动物图片进行分类（如根据动物获取的食物将动物进行分类）", "crosscuttingWhy": "识别分类规律并举例说明", "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": 0.409, "facts": []}}
{"id": "ca_dXThj42G", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出当地至少三种主要的经济作物、观赏植物和珍稀植物的名称", "verb": "说出", "object": "当地至少三种主要的经济作物、观赏植物和珍稀植物的名称", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["学生能口头列举出三种符合类别的植物名称", "学生能正确区分所列植物属于经济作物、观赏植物或珍稀植物中的哪一类"], "assessment": "{{name}}，你能说出咱们这里至少三种经济作物、三种观赏植物和三种珍稀植物的名字吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_tvr5zQit", "method": "capability-rewrite", "why": "这条能力要求学生将调查知识转化为可观察的口头陈述，并能对植物进行基本分类。", "srcSubject": "科学", "srcPage": 62, "srcText": "调查当地主要的经济作物、观赏植物和珍稀植物", "crosscuttingWhy": "识记类知识，无跨学科思维或科学实践", "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": 0.625, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_8arcytcv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能列举出当地近年来新出现的至少两种食用植物品种名称", "verb": "列举", "object": "当地近年来新出现的食用植物品种名称", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["学生能说出当地市场或餐桌上新出现的一种蔬菜或水果的具体名称", "学生能说出当地近年来引进或推广种植的另一种新食用植物的名称"], "assessment": "{{name}}能说出当地市场或餐桌上新出现的一种蔬菜或水果的具体名称吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_EqZ2ODBn", "method": "capability-rewrite", "why": "这条能力要求学生基于调查结果，具体说出新品种的名称，这是一个可观察、可判定的行为。", "srcSubject": "科学", "srcPage": 62, "srcText": "调查当地近年来新出现的食用植物品种", "crosscuttingWhy": "列举名称属记忆，无跨学科思维或科学实践", "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": 0.652, "facts": []}}
{"id": "ca_m5BPrBNe", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学思维", "statement": "能针对某一城市，列举出其行道树树种变化的两个具体实例，并说明其背后的一个可能原因", "verb": "列举并说明", "object": "行道树树种变化的实例及原因", "type": "PROCEDURAL", "literacy": ["科学思维"], "cognitive": "应用", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能说出‘某市将法国梧桐替换为香樟树，因为前者飞絮扰民’", "学生能指出‘某新区新建道路种植银杏树，因为其适应性强且美观’"], "assessment": "{{name}}能说出某市把法国梧桐换成香樟树是因为飞絮扰民，或者某新区种银杏树是因为适应性强又好看吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "cause-effect"], "practice": ["investigating", "explaining-designing"], "provenance": {"derivedFrom": "ca_oAeZBU4s", "method": "capability-rewrite", "why": "这条能力要求学生将‘调查变化及原因’这一知识，转化为可操作的、针对具体实例的列举与归因行为，旁观者可通过其陈述的具体实例和原因来判定其是否掌握。", "srcSubject": "科学", "srcPage": 62, "srcText": "调查各地行道树树种的变化及其背后的原因", "crosscuttingWhy": "观察变化规律并解释原因", "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": 0.375, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_GDSEwR8h", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能指出生物体系统在维持稳态时，同时进行物质循环、能量流动和信息交流反馈的具体实例", "verb": "指出", "object": "生物体系统在维持稳态时，同时进行物质循环、能量流动和信息交流反馈的具体实例", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能描述一个具体生物体（如人体或植物）在调节体温或血糖时，物质、能量和信息三者如何协同作用。", "学生能分析一个生态系统（如池塘）中，物质、能量和信息如何循环流动以维持其稳定。"], "assessment": "{{name}}能举例说明人体在调节体温时，物质、能量和信息是如何一起工作的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "matter-energy"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_swmLhGBF", "method": "capability-rewrite", "why": "这条能力要求学生将「生物体是一个开放系统并自我调节维持稳态」这一抽象概念，应用于分析一个具体、可观测的生物或生态系统实例，并能够指出其中物质、能量和信息三个要素的协同作用，从而判定学生是否真正掌握了该概念的内涵。", "srcSubject": "科学", "srcPage": 63, "srcText": "生物体是一个在内部和外部不断进行物质循环、能量流动和信息交流与反馈的开放系统，能通过自我调节机制维持稳态。", "crosscuttingWhy": "识别系统模型中的物质能量流动", "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": 0.448, "verbatimCoverage": 0.788, "facts": ["生物体是一个开放系统", "生物体在内部不断进行物质循环", "生物体在外部不断进行物质循环", "生物体在内部不断进行能量流动", "生物体在外部不断进行能量流动"]}, "fieldIssues": ["composite", "independent-check-suspect"], "composite": true}
{"id": "ca_NQSVFNpn", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能描述至少两种所观察到的动物取食行为或争斗行为的具体表现", "verb": "描述", "object": "所观察到的动物取食行为或争斗行为的具体表现", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生在观察后，能说出‘我看到两只公羊用角互相顶撞’", "学生能描述‘那只猴子先用手把香蕉皮剥掉再吃里面的果肉’"], "assessment": "{{name}}能说出像公羊用角顶撞、猴子剥香蕉皮这样的动物行为吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "structure-function"], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_ZZqB8uTv", "method": "capability-rewrite", "why": "这条能力要求学生将观察到的动物行为，用语言具体地描述出来，描述的内容是观察到的特定行为细节，而非泛泛的‘知道动物有行为’。", "srcSubject": "科学", "srcPage": 72, "srcText": "7～9年级：观察动物取食、争斗等行为", "crosscuttingWhy": "观察行为模式与功能，需设计观察", "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": 0.4, "facts": []}}
{"id": "ca_BTKvtAkq", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能描述蚯蚓对光刺激和热刺激的反应行为", "verb": "描述", "object": "蚯蚓对光刺激和热刺激的反应行为", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能说出蚯蚓在光照下会向暗处移动", "学生能说出蚯蚓在热刺激下会远离热源"], "assessment": "{{name}}能说出蚯蚓在光照下会向暗处移动吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "patterns"], "practice": ["investigating", "analyzing-data"], "provenance": {"derivedFrom": "ca_TbQvMfZa", "method": "capability-rewrite", "why": "这条能力要求学生通过观察，用语言描述出蚯蚓对两种特定刺激的具体行为反应，这是一个可观察、可判定的实验操作与描述能力。", "srcSubject": "科学", "srcPage": 72, "srcText": "7～9年级：观察蚯蚓对刺激（如光、热）的反应", "crosscuttingWhy": "观察刺激-反应规律并分析因果", "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": 0.625, "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‘观察蚯蚓对刺激（如光、热）的反应’，断言‘能描述蚯蚓对光刺激和热刺激的反应行为’是对此要求的忠实转述，将观察结果进行描述是观察行为的一部分。意见中提到的‘生成不出家长可照念的问句’等属于对具体教学实施的担忧，但断言本身是符合课标要求的，不应因此被否定。", "quote": "观察蚯蚓对刺激（如光、热）的反应", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_Waqk7QJN", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能描述蚂蚁（或蜜蜂）社群中不同成员的分工或行为特点", "verb": "描述", "object": "蚂蚁（或蜜蜂）社群中不同成员的分工或行为特点", "type": "PROCEDURAL", "literacy": ["科学观念"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能口头或书面说明蚁后、工蚁、兵蚁等的不同职责。", "学生能根据观察，指出蜜蜂群体中采蜜蜂、守卫蜂等角色的行为差异。"], "assessment": "{{name}}能说说蚂蚁社群里蚁后、工蚁、兵蚁分别做什么吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "structure-function"], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_0nSa2sri", "method": "capability-rewrite", "why": "这条能力要求学生基于观察，具体说明社群内部的角色与功能，这是一个可观察、可判定的行为描述。", "srcSubject": "科学", "srcPage": 72, "srcText": "7～9年级：观察蚂蚁（或蜜蜂）的社群行为", "crosscuttingWhy": "描述社群分工，涉及系统与结构功能", "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": 0.455, "facts": []}}
{"id": "ca_ARmxnb6Y", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能描述鸟类筑巢与育雏、迁徙行为的至少两个具体特征", "verb": "描述", "object": "鸟类筑巢与育雏、迁徙行为的特征", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能说出两种鸟在筑巢位置或材料上的不同特征", "能举出鸟类迁徙中两个具体行为特征并说明其作用"], "assessment": "{{name}}能说出鸟类筑巢用的材料或巢穴的形状吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_1fVemFIw", "method": "capability-rewrite", "why": "这条能力要求学生将观察到的现象转化为具体的语言描述，旁观者可以通过其描述的细节来判断其是否具备该能力。", "srcSubject": "科学", "srcPage": 72, "srcText": "7～9年级：观察鸟类的筑巢与育雏、迁徙行为", "crosscuttingWhy": "描述动物行为特征属于观察探究", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "证据只要求说出筑巢材料或形状、指出育雏中的动作，这属于观察描述，但能力断言要求的是“至少两个具体特征”，证据未体现对“特征”的归纳概括，例如未要求对比不同鸟类的行为差异或分析行为与环境的关系"}], "fieldIssues": ["composite"], "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": 0.522, "facts": []}, "composite": true, "evidenceDrafted": true}
{"id": "ca_kZdmambs", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能指出图示中叶芽发育成枝条的对应关系", "verb": "指出", "object": "图示中叶芽发育成枝条的对应关系", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["在提供的植物生长示意图中，准确标出叶芽与新形成的枝条、叶之间的对应部分", "能口头描述图示中叶芽的哪个部分发育成了枝条的哪个部分"], "assessment": "{{name}}能看图指出叶芽的哪个部分发育成枝条，哪个部分发育成叶子吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_Hy0fPsTM", "method": "capability-rewrite", "why": "这条能力要求学生将关于叶芽发育的知识，应用到具体的图示识别与描述中，这是一个可观察、可判定的行为。", "srcSubject": "科学", "srcPage": 75, "srcText": "知道枝条和叶都是由叶芽发育而来的。", "crosscuttingWhy": "识别结构与功能对应关系", "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": 0.429, "verbatimCoverage": 0.389, "facts": ["枝条是由叶芽发育而来的。", "叶是由叶芽发育而来的。"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_XUMJwfwU", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能用一段话说明太阳系在银河系中的位置", "verb": "说明", "object": "太阳系在银河系中的位置", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "courseType": null, "evidence": ["在回答时，学生提到了太阳系位于银河系内", "学生能正确指出银河系包含太阳系"], "assessment": "{{name}}能用一段话说明太阳系在银河系中的位置吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["scale-proportion", "systems"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_56aNLr3O", "method": "capability-rewrite", "why": "这条能力要求学生基于知识，能用自己的语言表述太阳系和银河系的从属关系，这是可观察和判定的。", "srcSubject": "科学", "srcPage": 79, "srcText": "地球是太阳系中的一颗行星，地球和月球组成地月系，太阳、绕太阳运转的行星及其卫星和各类小天体组成太阳系，太阳是银河系中的一颗普通恒星，银河系是宇宙中的一个普通星系。", "crosscuttingWhy": "描述位置需尺度与系统关系", "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": "suspect", "overlap": 0.417, "verbatimCoverage": 0.471, "facts": ["地球是太阳系中的一颗行星", "地球和月球组成地月系", "太阳、绕太阳运转的行星及其卫星和各类小天体组成太阳系", "太阳是银河系中的一颗普通恒星", "银河系是宇宙中的一个普通星系"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_inSiWYy2", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球与宇宙", "dimension": "探究实践", "statement": "能连续描述至少三天月亮形状的变化趋势", "verb": "描述", "object": "月亮形状的变化趋势", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "courseType": null, "evidence": ["学生指着记录表说'月亮从弯弯的变圆了一点'", "学生在一周内多次观察并画出月亮形状的不同样子"], "assessment": "{{name}}能看着记录表说说月亮这三天是怎么变化的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "stability-change"], "practice": ["investigating", "analyzing-data"], "provenance": {"derivedFrom": "ca_kx5AEixl", "method": "capability-rewrite", "why": "这条能力要求学生基于观察，描述月亮形状随时间变化的连续过程，旁观者可通过学生的描述或记录来判定其是否会。", "srcSubject": "科学", "srcPage": 80, "srcText": "③知道每天观察到的月亮形状是变化的。", "crosscuttingWhy": "观察记录月亮形状变化规律", "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": 0.467, "verbatimCoverage": 0.444, "facts": ["每天观察到的月亮形状是变化的。"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_76AhhG9F", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能指出地球在太阳系示意图中的位置，并说出太阳系中另外两颗行星的名称", "verb": "指出、说出", "object": "地球在太阳系示意图中的位置、另外两颗行星的名称", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["在太阳系示意图中，用手指正确指出了地球的位置。", "口头说出了木星和土星是太阳系中的行星。"], "assessment": "{{name}}能在太阳系示意图里指出地球在哪，并说出另外两颗行星的名字吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["scale-proportion"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_m48cVRo5", "method": "capability-rewrite", "why": "这条能力要求学生将关于地球和太阳系的知识，转化为可观察的指认和列举行为。", "srcSubject": "科学", "srcPage": 80, "srcText": "①知道地球是一个球体，是太阳系中的一颗行星，太阳系有八颗行星。", "crosscuttingWhy": "辨识天体位置与命名，涉及尺度认知与表达", "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": 0.381, "verbatimCoverage": 0.385, "facts": ["地球是一个球体", "地球是太阳系中的一颗行星", "太阳系有八颗行星"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_Cyr2GPAb", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能指出或描述月球表面的一个显著特征（如环形山、月海等）", "verb": "指出或描述", "object": "月球表面的一个显著特征", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["在提供的月球照片中，学生能圈出或说出一个环形山", "在描述月球表面概况时，学生能说出月球表面有明暗不同的区域"], "assessment": "{{name}}，看着这张月球照片，你能圈出或说出一个环形山吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_6KH24Pe0", "method": "capability-rewrite", "why": "这条能力要求学生将关于月球表面概况的知识，转化为可观察的具体描述或指认行为。", "srcSubject": "科学", "srcPage": 80, "srcText": "③知道月球是地球的天然卫星；通过望远镜观察或利用图片资料，了解月球表面的概况。", "crosscuttingWhy": "描述月表特征，涉及结构与观察", "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": 0.118, "verbatimCoverage": 0.261, "facts": ["月球是地球的天然卫星"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_2UVFEMyv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能用至少两个具体例子说明太阳系、银河系或宇宙是动态演化的", "verb": "说明", "object": "太阳系、银河系或宇宙的动态演化", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能说出地球板块运动导致大陆漂移，是太阳系内天体演化的例子", "学生能描述恒星从诞生到死亡的过程，说明银河系的动态演化"], "assessment": "{{name}}能说出地球板块运动导致大陆漂移，或者描述恒星从诞生到死亡的过程吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["scale-proportion", "stability-change"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_ORQRjrr8", "method": "capability-rewrite", "why": "这条能力要求学生运用具体事实来论证一个抽象概念，旁观者可以通过其举例是否恰当、逻辑是否清晰来判定其是否掌握。", "srcSubject": "科学", "srcPage": 83, "srcText": "初步形成太阳系、银河系、宇宙动态演化的思想", "crosscuttingWhy": "理解尺度与动态变化，建构解释", "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": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.462, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_gBE67izk", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能操作三球仪，演示出地球绕太阳公转、月球绕地球公转的相对运动", "verb": "操作", "object": "三球仪", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能正确转动三球仪的摇柄，使地球和月球按正确方向和相对速度运动", "学生能指出并解释三球仪上地球、月球、太阳三者的位置关系变化"], "assessment": "{{name}}能转三球仪的摇柄，让地球和月球按正确方向运动，并说出它们的位置关系变化吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "provenance": {"derivedFrom": "ca_ja89YmaW", "method": "capability-rewrite", "why": "这条能力要求学生通过动手操作仪器，将抽象的天体运动知识转化为可观察的演示行为，旁观者能直接判断其操作是否正确。", "srcSubject": "科学", "srcPage": 84, "srcText": "7～9年级：利用三球仪模拟地球、月球和太阳的相对运动", "crosscuttingWhy": "操作模型演示天体系统运动", "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": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.571, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_vRCKBuX3", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能举例说明流水和地壳运动各自如何塑造地表形态", "verb": "举例说明", "object": "流水和地壳运动塑造地表形态的方式", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["能说出流水侵蚀形成峡谷、沉积形成三角洲的具体例子", "能说出地壳运动导致山脉隆起或地表断裂的具体例子"], "assessment": "{{name}}能说出流水侵蚀形成峡谷、沉积形成三角洲，还有地壳运动导致山脉隆起或地表断裂的具体例子吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_jBkpBRGV", "method": "capability-rewrite", "why": "这条能力要求学生运用所学知识，通过具体例子来阐述流水和地壳运动这两种力量对地表形态的具体作用方式，旁观者可以通过其举例是否准确、相关来判定其是否掌握。", "srcSubject": "科学", "srcPage": 85, "srcText": "大气运动形成了天气和气候现象，岩石风化形成了土壤，流水和地壳运动是塑造地表形态的重要力量。", "crosscuttingWhy": "解释地表形态的成因与构造关系", "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": "passed", "overlap": 0.579, "verbatimCoverage": 0.571, "facts": ["大气运动形成了天气和气候现象", "岩石风化形成了土壤", "流水是塑造地表形态的重要力量", "地壳运动是塑造地表形态的重要力量"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_RnSnMBnH", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球科学", "dimension": "科学观念", "statement": "能从图片或实物中指出至少两块不同的岩石，并说明它们属于岩石而非矿物", "verb": "指出", "object": "岩石", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能指着一块花岗岩说‘这是岩石’", "学生能区分出一块石英和一块砂岩，并正确指出砂岩是岩石"], "assessment": "{{name}}能指着一块花岗岩说‘这是岩石’，还能分清石英和砂岩吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_Wb3Qk5zF", "method": "capability-rewrite", "why": "这条能力要求学生将‘地球表面覆盖着岩石，岩石是由矿物组成的’这一知识，应用于识别和区分具体对象，判断其属于‘岩石’还是‘矿物’。", "srcSubject": "科学", "srcPage": 86, "srcText": "③知道地球表面覆盖着岩石，岩石是由矿物组成的；", "crosscuttingWhy": "观察实物并分类辨识", "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": 0.167, "verbatimCoverage": 0.172, "facts": ["地球表面覆盖着岩石", "岩石是由矿物组成的"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_J3twmwjv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球科学", "dimension": "科学观念", "statement": "能用一句话解释火山喷发和地震的共同成因", "verb": "解释", "object": "火山喷发和地震的共同成因", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能说出‘火山喷发和地震都是地球内部能量集中释放产生的自然现象’", "学生能指出‘能量释放’是两者共同的成因"], "assessment": "{{name}}，你能用一句话说说火山喷发和地震的共同成因是什么吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_QaJfoGi5", "method": "capability-rewrite", "why": "这条能力要求学生将知识转化为对现象成因的口头解释，旁观者可以通过听其解释来判定是否掌握。", "srcSubject": "科学", "srcPage": 86, "srcText": "④知道火山喷发和地震是地球内部能量集中释放产生的自然现象。", "crosscuttingWhy": "解释地质现象的共同成因", "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": 0.467, "verbatimCoverage": 0.526, "facts": ["火山喷发是地球内部能量集中释放产生的自然现象", "地震是地球内部能量集中释放产生的自然现象"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_ufd5aRGQ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出地球由哪些外部圈层和内部圈层组成", "verb": "说出", "object": "地球的外部圈层和内部圈层", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G6"}, "courseType": null, "evidence": ["学生能正确列举出地球的外部圈层（如大气圈、水圈、生物圈）", "学生能正确列举出地球的内部圈层（如地壳、地幔、地核）"], "assessment": "{{name}}能说出地球的外部圈层和内部圈层分别有哪些吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems"], "practice": [], "provenance": {"derivedFrom": "ca_DX7omnHJ", "method": "capability-rewrite", "why": "这条能力要求学生将「地球由圈层组成」这一知识，转化为可观察的、具体的列举行为。", "srcSubject": "科学", "srcPage": 89, "srcText": "使学生认识到：地球是一个有机的整体，由外部圈层和内部圈层组成", "crosscuttingWhy": "识别地球圈层结构，属系统认知", "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": 0.833, "verbatimCoverage": 0.688, "facts": ["地球是一个有机的整体", "地球由外部圈层和内部圈层组成"]}}
{"id": "ca_MPCyt8uQ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "人类活动与环境", "dimension": "科学观念", "statement": "能举例说明地球是人类与动植物共同的家园这一事实", "verb": "举例说明", "object": "地球是人类与动植物共同的家园这一事实", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "courseType": null, "evidence": ["学生能说出植物提供氧气、动物提供食物、人类建造家园等具体例子来说明共同家园", "学生能画出或描述一个包含人、动物和植物的生态场景来体现共同家园"], "assessment": "{{name}}能说出植物提供氧气、动物提供食物这些例子，来说明地球是人类和动植物共同的家园吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["systems"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_su9uOypk", "method": "capability-rewrite", "why": "要求学生运用知识，通过具体例子来证明或阐释一个概念", "srcSubject": "科学", "srcPage": 91, "srcText": "知道地球是人类与动植物共同的家园", "crosscuttingWhy": "理解生态系统整体性并举例说明", "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": 0.647, "verbatimCoverage": 0.609, "facts": ["地球是人类与动植物共同的家园"]}}
{"id": "ca_qF2LZfhm", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能举例说明土壤在农业生产中的两种具体作用", "verb": "举例说明", "object": "土壤在农业生产中的两种具体作用", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["学生在作业中写出‘土壤为作物生长提供水分和养分’并配图解释", "学生在课堂讨论中指出‘土壤能固定植物根系，防止倒伏’"], "assessment": "{{name}}，你能给妈妈/爸爸说说，土壤在种地的时候具体有什么作用吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function", "systems"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_ZU9HMXt8", "method": "capability-rewrite", "why": "这条能力要求学生在知道土壤是农业生产基础的知识之上，能具体化为两个可观察的实例，来证明这一基础作用。", "srcSubject": "科学", "srcPage": 92, "srcText": "③知道土壤是农业生产的基础，树立保护土壤资源的意识。", "crosscuttingWhy": "理解土壤结构功能及农业系统作用", "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": 0.375, "verbatimCoverage": 0.35, "facts": ["土壤是农业生产的基础"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_gFZrPNbn", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能列举出我国两种主要的自然灾害类型及其多发地区", "verb": "列举", "object": "自然灾害类型及其多发地区", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能说出‘地震多发于西南地区’", "学生能说出‘台风多发于东南沿海’"], "assessment": "{{name}}能说出地震多发于西南地区，台风多发于东南沿海吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["asking-questions"], "provenance": {"derivedFrom": "ca_lktqMaB5", "method": "capability-rewrite", "why": "这条能力要求学生将‘自然灾害多发’这一知识具体化，通过列举类型和地区来证明其掌握程度，行为可观察、可判定。", "srcSubject": "科学", "srcPage": 94, "srcText": "知道我国是一个自然灾害多发的国家", "crosscuttingWhy": "列举事实，界定问题范围", "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": 0.421, "verbatimCoverage": 0.391, "facts": ["我国是一个自然灾害多发的国家"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_iAaPtPBU", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "技术、工程与社会", "dimension": "科学观念", "statement": "能举例说出三种人造物及其设计或制造者", "verb": "举例说出", "object": "人造物及其设计或制造者", "type": "LANGUAGE", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "courseType": null, "evidence": ["学生能说出‘铅笔是人设计制造的，设计者是某某’", "学生能指出‘课桌椅是由工厂制造的，制造者是工人’"], "assessment": "{{name}}，你能举个例子说说铅笔是谁设计的，或者课桌椅是谁制造的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_ZTMq83zD", "method": "capability-rewrite", "why": "这条能力要求学生运用‘人造物由人设计制造’的知识，通过具体举例来表达，旁观者能从其举例内容判断是否掌握。", "srcSubject": "科学", "srcPage": 97, "srcText": "①知道我们周围的人造物是由人设计并制造出来的，观察和区别身边的自然物和人造物。", "crosscuttingWhy": "识别结构与功能，举例说明设计者", "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": 0.583, "verbatimCoverage": 0.412, "facts": ["我们周围的人造物是由人设计并制造出来的。"]}}
{"id": "ca_3utv2w8H", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能通过观察或实验，判断不同季节日晷晷面角度是否需要调节，并说明理由", "verb": "判断", "object": "不同季节日晷晷面角度是否需要调节", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能正确指出晷面角度需要或不需要调节", "学生能解释其判断所依据的原理或现象"], "assessment": "{{name}}能说出不同季节日晷晷面角度需不需要调节，并解释为什么吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "cause-effect"], "practice": ["investigating", "explaining-designing"], "provenance": {"derivedFrom": "ca_5zkD6tUR", "method": "capability-rewrite", "why": "这条能力要求学生基于对日晷原理的理解，对一个具体问题做出可观察的判断并陈述理由，而非仅仅复述事实。", "srcSubject": "科学", "srcPage": 106, "srcText": "为了使晷针影子匀速转动，不同季节日晷晷面角度是否需要调节？", "crosscuttingWhy": "观察规律并解释因果，设计探究说明理由", "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": 0.483, "facts": []}}
{"id": "ca_wm8s2k9w", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学思维", "statement": "能举例说明材料选择和成本计算如何体现思维训练", "verb": "举例说明", "object": "材料选择和成本计算如何体现思维训练", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能自己举出一个材料选择与成本计算的实例，并说明其中体现了哪种思维训练", "能就所举实例指出材料与成本之间的一次取舍，并说明取舍依据"], "assessment": "{{name}}能说出一个具体的产品设计案例，并解释其中材料选择和成本计算所涉及的思维活动吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function", "scale-proportion"], "practice": ["explaining-designing", "math-computational"], "provenance": {"derivedFrom": "ca_8N9uzw8J", "method": "capability-rewrite", "why": "这条能力要求学生基于给定的知识点（材料选择、成本计算是思维训练的载体），进行分析、解释和举例，这是可观察的思维外化过程。", "srcSubject": "科学", "srcPage": 113, "srcText": "又如，材料选择、成本计算，是思维训练的载体", "crosscuttingWhy": "分析材料功能与成本比例，设计方案", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "证据要求学生‘能说出’和‘能对比’，但这主要是在描述‘知道’或‘解释’的层面，而不是‘能举例说明…如何体现’的能力本身。要证明学生‘能举例说明’，证据应要求学生自己提出一个新的、具体的例子，并进行说明，而不仅仅是复述或分析现成的案例。"}], "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": 0.65, "verbatimCoverage": 0.636, "facts": ["材料选择是思维训练的载体", "成本计算是思维训练的载体"]}, "evidenceDrafted": true}
{"id": "ca_jD4ZHzAw", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能按顺序说出制作飞船模型并加入电路的三个主要步骤", "verb": "说出", "object": "制作飞船模型并加入电路的三个主要步骤", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "应用", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能按顺序说出第一步是制作模型，第二步是艺术处理，第三步是加入电路", "学生能说出制作模型和加入电路是实施计划的两个核心环节"], "assessment": "{{name}}能按顺序说出制作飞船模型并加入电路的三个主要步骤吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_nPzTqrU2", "method": "capability-rewrite", "why": "这条能力要求学生将知识（实施计划的步骤）转化为可观察的口头陈述，旁观者能通过其陈述的完整性和顺序性来判定其掌握程度。", "srcSubject": "科学", "srcPage": 116, "srcText": "③实施计划。在教师指导下，做出飞船模型并适当进行艺术处理（如图9所示），同时把电路加入。", "crosscuttingWhy": "按顺序说出制作步骤属于设计方案", "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是对制作流程的复述，不是科学能力；学生能背诵步骤不等于具备科学探究或工程设计能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生在教师指导下“做出飞船模型并适当进行艺术处理...同时把电路加入”，这包含了制作与加入电路的行动。断言“能按顺序说出制作飞船模型并加入电路的三个主要步骤”是对此行动过程中所需步骤的忠实转述，属于可观察的行为描述。", "quote": "在教师指导下，做出飞船模型并适当进行艺术处理（如图9所示），同时把电路加入。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}