{"id": "ca_xkDNtkD2", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "语言能力", "statement": "能识别并说出一个语法结构在形式、意义和使用三个方面的特征", "verb": "识别并说出", "object": "一个语法结构在形式、意义和使用三个方面的特征", "type": "CONCEPTUAL", "literacy": ["语言能力"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "courseType": null, "evidence": ["学生能写出或说出某个句子（如 He is reading.）的结构（形式）、意思（意义）和使用场景（使用）", "学生能判断某个语法错误是形式错误、意义错误还是使用不当错误"], "assessment": "{{name}}能说出一个句子的结构、意思和使用场景吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "provenance": {"derivedFrom": "ca_9Dx2feL0", "method": "capability-rewrite", "why": "这条能力要求学生将语法知识的三个维度作为分析对象，对一个具体的语法结构进行可观察的特征描述和归类。", "srcSubject": "英语", "srcPage": 28, "srcText": "在语言使用中，语法知识是“形式—意义—使用”的统一体，", "crosscuttingWhy": "识别语法形式-意义-使用的规律与结构功能", "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": "suspect", "overlap": 0.5, "verbatimCoverage": 0.462, "facts": ["语法知识是“形式—意义—使用”的统一体。"]}, "fieldIssues": ["composite", "independent-check-suspect"], "composite": true}
{"id": "ca_CcSmE3iN", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "语言能力", "statement": "能说出根据实际情况接触并学习的约200个单词中，属于哪个具体主题范围", "verb": "说出", "object": "约200个单词的主题归属", "type": "LANGUAGE", "literacy": ["语言能力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["在描述「健康饮食」主题单元后，学生能从学过的词汇中举出5个相关单词", "在阅读一篇关于「旅行」的短文后，学生能指出其中哪些词汇属于该主题"], "assessment": "{{name}}能说出学过的单词里，哪些是属于「健康饮食」或「旅行」这类主题的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_3KKREUj1", "method": "capability-rewrite", "why": "这条能力要求学生能将所学的单词与明确的主题范围进行关联和归类，这是对「接触并学习相关主题词汇」这一知识的具体应用和可观察表现。", "srcSubject": "英语", "srcPage": 28, "srcText": "另外可以根据实际情况接触并学习相关主题范围内约200个单词，", "crosscuttingWhy": "识记分类，非跨学科思维或科学实践", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第四学段"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：小学阶段要求掌握的单词量远低于200个，该描述与小学一年级至三年级的实际词汇量要求不符"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘接触并学习相关主题范围内约200个单词’，断言‘能说出…属于哪个具体主题范围’是对这一要求的忠实转述，因为学习这些单词必然涉及识别其主题归属。提意见者未看到原文，其关于小学阶段词汇量的质疑与本条断言的忠实性无关。", "quote": "另外可以根据实际情况接触并学习相关主题范围内约200个单词", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_sRbDSa8f", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": "语言知识", "dimension": "文化意识", "statement": "能针对一个具体文化现象，说出其背后可能反映的态度或价值观", "verb": "说出", "object": "文化现象背后可能反映的态度或价值观", "type": "CONCEPTUAL", "literacy": ["文化意识"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "courseType": null, "evidence": ["学生在阅读一篇关于西方节日的文章后，能指出文章中描述的庆祝方式可能反映了重视家庭团聚的价值观", "学生在观看一段关于日本茶道的视频后，能分析其仪式化过程可能体现了对‘和敬清寂’精神的追求"], "assessment": "{{name}}能说出西方节日庆祝方式背后可能反映的价值观吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_BZkEy9u7", "method": "capability-rewrite", "why": "这条能力要求学生将知识（文化现象）作为分析对象，通过观察和推理，产出一个可被旁观者判定的具体判断（说出态度或价值观），而非仅仅复述事实。", "srcSubject": "英语", "srcPage": 30, "srcText": "文化知识的学习不限于了解和记忆具体的知识点，更重要的是发现、判断其背后的态度和价值观。", "crosscuttingWhy": "分析文化现象背后的价值观成因", "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": "passed", "overlap": 0.667, "verbatimCoverage": 0.538, "facts": ["文化知识的学习不限于了解和记忆具体的知识点", "文化知识的学习更重要的是发现、判断其背后的态度和价值观"]}}
{"id": "ca_vAb4SYxj", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "学习能力", "statement": "能举例说出至少两种通过分类来记忆词汇的具体方法", "verb": "举例说出", "object": "两种通过分类来记忆词汇的具体方法", "type": "PROCEDURAL", "literacy": ["学习能力"], "cognitive": "应用", "stageHint": {"min": "G3", "max": "G4"}, "courseType": null, "evidence": ["给一组已学词汇，能按自定标准分成两类并说明分类依据", "能就同一组词汇给出两种不同分类方式，并各举一个词说明"], "assessment": "{{name}}能说出按词性分类和按主题分类这两种记忆单词的方法吗？", "evidenceSource": "capability-rewrite", "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": ["patterns"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_AfEuP717", "method": "capability-rewrite", "why": "这条能力要求学生将「通过分类等方法加深词汇理解和记忆」这一认知策略，转化为可操作的具体方法并进行说明。", "srcSubject": "英语", "srcPage": 39, "srcText": "通过分类等方法加深对词汇的理解和记忆；", "crosscuttingWhy": "识别分类规律并设计记忆方法", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第二学段"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "掌握证据仅要求\"能说出\"方法，属于知识层面的复述，无法证明学生\"能举例说出至少两种方法\"这一能力，证据与能力断言不匹配"}], "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": 0.478, "facts": []}, "evidenceDrafted": true}
{"id": "ca_rFsX9pPy", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "学习能力", "statement": "能说出至少两种自己尝试过的英语学习方法，并解释选择它们的原因", "verb": "说出", "object": "自己尝试过的英语学习方法及原因", "type": "PROCEDURAL", "literacy": ["学习能力"], "cognitive": "应用", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["学生能列举出自己使用过的两种具体方法，如‘每天听英文歌’和‘用单词卡片’", "学生能说明选择这些方法的原因，如‘听歌能让我放松并记住单词’"], "assessment": "{{name}}能说出自己试过的两种英语学习方法，比如听英文歌、用单词卡片吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"derivedFrom": "ca_ZIdiXTsX", "method": "capability-rewrite", "why": "这条能力要求学生将‘探索适合自己的学习方法’这一元认知策略，转化为可观察的、关于自身实践的具体陈述。", "srcSubject": "英语", "srcPage": 39, "srcText": "主动了解英语学习方法，探索适合自己的学习方法；", "crosscuttingWhy": "反思学习策略并解释原因", "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": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.357, "facts": []}}
{"id": "ca_WucuiXyk", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "思维品质", "statement": "能举例说明一种学习内容与个人经历之间有意义的联系", "verb": "举例说明", "object": "学习内容与个人经历之间有意义的联系", "type": "CONCEPTUAL", "literacy": ["思维品质"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "courseType": null, "evidence": ["能举出一个学习内容与自身经历相关的例子，并说明该联系为何有意义", "能在讨论中举出个人经历与所学内容相关的例子，并解释其意义"], "assessment": "{{name}}能在课堂讨论或作业里，主动说出课本上的某个知识点和自己生活中的某件事是相关的吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["explaining-designing", "communicating"], "provenance": {"derivedFrom": "ca_Aenaf4ML", "method": "capability-rewrite", "why": "这条能力要求学生将抽象的策略知识（建立联系）应用于具体的例子，其应用过程是可观察和判定的。", "srcSubject": "英语", "srcPage": 39, "srcText": "在学习内容与个人经历之间建立有意义的联系；", "crosscuttingWhy": "建构个人联系并表达", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第三学段"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "掌握证据描述的是'说出联系'或'描述联系'，但能力断言是'能举例说明一种有意义的联系'。证据只能证明学生能识别并陈述存在关联，不能证明所举的例子能清晰说明该联系为何是'有意义的'，也无法评估'说明'的质量。"}], "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": 0.708, "facts": []}, "evidenceDrafted": true}
{"id": "ca_7AbztAgh", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": "学习策略", "dimension": "学习能力", "statement": "能说出至少两种合理规划时间的具体方法，并解释其如何提升学习效率", "verb": "说出", "object": "合理规划时间的具体方法及其对学习效率的作用", "type": "PROCEDURAL", "literacy": ["学习能力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能列举出‘制定每日学习计划表’和‘使用番茄工作法’两种方法，并说明前者帮助明确任务优先级，后者帮助保持专注", "学生能解释‘将大任务分解为小步骤’这一方法如何通过减少拖延来提升效率"], "assessment": "{{name}}能说出制定每日学习计划表和使用番茄工作法这两种方法，并解释它们怎么提升学习效率吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_FtJHz5pg", "method": "capability-rewrite", "why": "这条能力要求学生将‘合理规划时间提升效率’这一知识，转化为可观察的、能具体阐述方法及其作用的行为。", "srcSubject": "英语", "srcPage": 40, "srcText": "6. 合理规划、分配、利用和管理时间，提升学习效率和自控力；", "crosscuttingWhy": "解释方法如何提升效率，涉及因果与系统规划", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第四学段"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是通用学习策略或时间管理能力，不是英语学科能力，英语课标不应包含此类内容"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生具备此能力，断言是忠实转述，提意见者未看到课标原文，其意见不成立。", "quote": "合理规划、分配、利用和管理时间，提升学习效率和自控力", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_QYCyqHcg", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": "学习策略", "dimension": "思维品质", "statement": "能根据给定主题，绘制或填写一张包含至少三个要点的信息结构图", "verb": "绘制或填写", "object": "信息结构图", "type": "PROCEDURAL", "literacy": ["思维品质"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生能独立完成一张关于‘环保’主题、包含‘定义’、‘措施’、‘意义’三个要点的结构图。", "学生能根据老师提供的文本，提取关键信息并填入一张预设的结构图框架中。"], "assessment": "{{name}}能独立完成一张关于‘环保’主题、包含‘定义’、‘措施’、‘意义’三个要点的结构图吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["structure-function", "systems"], "practice": ["modeling", "communicating"], "provenance": {"derivedFrom": "ca_4wLMEvXn", "method": "capability-rewrite", "why": "这条能力要求学生将‘利用信息结构图’这一方法，转化为一个可观察、可操作的具体行为，即实际绘制或填写图表。", "srcSubject": "英语", "srcPage": 40, "srcText": "5. 在学习中善于利用信息结构图等理解主题；", "crosscuttingWhy": "用结构图组织信息，体现结构与系统思维", "srcPageFrom": "extract-intermediate", "stageFixedFrom": "G1-G9", "srcStage": "第四学段"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能根据给定主题，绘制或填写一张包含至少三个要点的信息结构图’是一句教学活动描述，无法直接判断一个具体学生‘会’或‘不会’。它描述的是一个任务类型，而非可观察、可测量的能力表现。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'善于利用信息结构图等理解主题'，这直接支持了学生需要具备绘制或填写信息结构图的能力。断言是对这一要求的合理、可操作化转述，描述的是学生应达成的能力表现。", "quote": "在学习中善于利用信息结构图等理解主题", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_Bdn9TZpa", "discipline": "英语", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "学习能力", "statement": "能举出两个具体例子，说明词汇学习可以通过语境猜测或词根分析等方式进行", "verb": "举出", "object": "词汇学习的具体方式", "type": "PROCEDURAL", "literacy": ["学习能力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生在阅读中遇到生词时，能说出‘我可以通过上下文猜这个词的意思’。", "学生在分析单词时，能说出‘我可以通过词根un-知道这个单词是否定的意思’。"], "assessment": "{{name}}能举出两个例子，说明自己怎么通过上下文或词根来猜单词意思吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "crosscutting": ["patterns", "cause-effect"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_4yaUp7J1", "method": "capability-rewrite", "why": "这条能力要求学生从‘知道词汇学习不只是死记硬背’上升到‘能说出或演示具体的、非机械操练的词汇学习方法’。", "srcSubject": "英语", "srcPage": 46, "srcText": "要让学生认识到词汇学习不是单纯的词汇记忆和机械的操练。", "crosscuttingWhy": "识别构词规律并解释学习机制", "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": 0.125, "facts": []}, "composite": true, "fieldIssues": ["composite"]}