{"id": "ca_S28z8gNL", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的性质", "dimension": "探究实践", "statement": "能举例说出生活中常见物体和材料的外部特征", "verb": "说出", "object": "生活中常见物体和材料的外部特征", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能描述出杯子的形状、颜色和材质", "能说出树叶的大小、颜色和触感"], "assessment": "{{name}}，你能告诉我你身边的东西长什么样、摸起来什么感觉吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "第一学段", "srcAgree": "1.00", "srcText": "能举例说出生活中常见物体和材料的外部特征，能说出空气和水的形态特点，知道金属是常见的材料。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力（举例说出常见物体和材料的外部特征）是小学低年级（）→ 按原件裁决：课标原件 PDF 第 30 页：第30页【学业要求】表「1～2年级」栏，学段 G1-G9 → G1-G2"}]}
{"id": "ca_xzbECV7K", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的性质", "dimension": "科学观念", "statement": "能说出空气和水的形态特点", "verb": "说出", "object": "空气和水的形态特点", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能指着装空气的塑料袋说它没有颜色、没有味道、看不见", "能指着杯子里的水说它是透明的、会流动、形状随杯子变"], "assessment": "{{name}}，你能告诉我空气和水各自有什么特点吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "第一学段", "srcAgree": "1.00", "srcText": "能举例说出生活中常见物体和材料的外部特征，能说出空气和水的形态特点，知道金属是常见的材料。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该断言实际对应1-2年级（空气与水）的观察描述要求，跨度）→ 按原件裁决：课标原件 PDF 第 30 页：第30页【学业要求】表「1～2年级」栏，学段 G1-G9 → G1-G2"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据中「空气能被压缩」属于3-4年级甚至更高年级对气体性质的探究内容，与「说出形态特点」这一1-2年级的观察描述能力不匹）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_DXckPTEF", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物体的比较与分类", "dimension": "科学思维", "statement": "能依据颜色、形状或大小等外部特征对常见物体进行比较和分类", "verb": "依据...进行比较和分类", "object": "常见物体", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能根据颜色将一组混合的积木分成红色和蓝色两堆", "能说出为什么把苹果和橙子放在同一类而把石头放在另一类"], "assessment": "{{name}}，你能告诉我你是怎么把这些东西分成不同组的吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能依据一些外部特征对常见物体进行比较和分类。", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别特征找规律，动手分类探究"}, "schemaVersion": "0.1.0", "statementBefore": "能依据一些外部特征对常见物体进行比较和分类", "repair": {"why": "将模糊的‘一些外部特征’具体化为课标原句中隐含的‘颜色、形状或大小’，使能力可判定；并明确了学段为G1。", "grounding": 0.68}, "crosscutting": ["patterns"], "practice": ["investigating"], "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": 0.704, "facts": []}}
{"id": "ca_ttrdKxeL", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学交流与表达", "dimension": "科学思维", "statement": "能口述或利用简单图形表达想法", "verb": "表达", "object": "想法", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用箭头和方框画出植物生长过程并解释各步骤", "能对着同伴描述实验步骤并用手势辅助说明变量变化"], "assessment": "{{name}}能用图或口述把想法说清楚吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能利用感官和观察工具（如放大镜等）进行观察并描述，能口述或利用简单图形表达想法。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "“能口述或利用简单图形表达想法”过于宽泛，像教学目标而非可判断学生‘会/不会’的具体能力"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力"}
{"id": "ca_2v8Gu7th", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "观察与描述", "dimension": "探究实践", "statement": "能仔细观察和比较，如实表达观察到的现象", "verb": "表达", "object": "观察到的现象", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能用放大镜观察叶片并画出叶脉的分布细节", "能对比两块岩石并说出它们在颜色和纹理上的不同"], "assessment": "{{name}}，你能告诉我你观察到的两个东西有什么不一样吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "第一学段", "srcAgree": "1.00", "srcText": "能仔细观察和比较，如实表达观察到的现象；", "method": "vlm-transcribe+split", "crosscuttingWhy": "观察比较并如实表达", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：保留了课标原句的完整表述，但根据诊断，将学段从模糊的G1-G9明确为G1，因为该能力在低年级即可达成。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1-G9跨度过大，该能力在低年级（如G1-G3）即可达成，标注为G1-G9模糊了能力发展的阶段性"}], "crosscutting": [], "practice": ["investigating", "analyzing-data"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能仔细观察和比较，如实表达观察到的现象'，断言是忠实转述。意见中关于G1-G9跨度过大的判断，属于对能力发展阶段的教学经验判断，而非对断言忠实性的质疑。断言本身并未标注学段，因此该意见不成立。", "quote": "能仔细观察和比较，如实表达观察到的现象", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_mjB6Nvnh", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的特性与用途", "dimension": "科学观念", "statement": "能说明某些材料的透光性、导电性等特性及其主要用途", "verb": "说明", "object": "某些材料的透光性、导电性等特性及其主要用途", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能说出玻璃能透光所以用来做窗户，铜能导电所以用来做电线", "能演示用手电筒照不同物体，并解释哪些能透光及其原因"], "assessment": "你可以问问{{name}}：为什么路灯要用玻璃罩？家里的电线为什么是铜做的？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能说明某些材料的透光性、导电性等特性及其主要用途；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学内容要求，非具体的学生能力断言。‘说明某些材料’中‘某些’指代不明，且‘特性及其主要用途’的表述过于笼统，无。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力涉及材料透光性、导电性等物理性质及其用途，属于物质）→ 按原件裁决：课标原件 PDF 第 30 页：第30页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句是教学内容要求，非具体的学生能力断言。‘说明某些材料’中‘某些’指代不明，且‘特性及其主要用途’的表述过于笼统，无法直接转化为可观察、可判定的学生行为。"}}
{"id": "ca_7vTEQwWE", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的状态", "dimension": "科学观念", "statement": "能说出水有三种状态", "verb": "说出", "object": "水有三种状态", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能说出水在冰、液态、水蒸气三种状态下的名称", "能描述加热冰块会变成水，水再加热会变成水蒸气的过程"], "assessment": "{{name}}，你知道水可以变成哪三种样子吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能说出水有三种状态；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（「能说出水有三种状态」是小学低段（1-2年级）的内容，标成G1–G9跨全学段过宽）→ 按原件裁决：课标原件 PDF 第 30 页：第30页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_iRDXtzxf", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "空气与天气", "dimension": "科学观念", "statement": "能说出空气受热会膨胀，风是空气流动的现象", "verb": "说出", "object": "空气受热会膨胀，风是空气流动的现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能用烧瓶和气球演示加热时气球膨胀的现象", "能解释风是热空气上升、冷空气补充形成的流动"], "assessment": "{{name}}，你能用实验说明空气受热膨胀，并解释风是怎么形成的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能说出空气受热会膨胀，风是空气流动的现象。", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释热胀冷缩与风的成因", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：未改动原句，因其本身已符合句式要求且可观察。诊断指出的学段问题是课程编排建议，与断言本身能否被观察判定无关。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：风的成因涉及热空气上升冷空气补充的对流原理，通常在3-4年级引入，但此处标注G1-G9跨度太大，低段(1-2年级)难以理解空气流动的成因"}], "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能说出空气受热会膨胀，风是空气流动的现象'，能力断言是忠实转述。意见中关于年级跨度和理解难度的讨论属于教学实施层面的考量，不影响课标本身对该能力点的要求。", "quote": "能说出空气受热会膨胀，风是空气流动的现象。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_ypSwnRdE", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的状态与变化", "dimension": "科学观念", "statement": "能比较水的三种状态在形状和体积上的不同点", "verb": "比较", "object": "水的三种状态在形状和体积上的不同点", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G3"}, "evidence": ["能正确指出冰、水、水蒸气在形状和体积上的区别", "能用实验说明水加热后会变成水蒸气，冷却后会变成冰"], "assessment": "{{name}}，你能告诉我冰、水和水蒸气有什么不一样吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能比较水的三种状态的不同点，能利用证据说明空气占据空间、充满各处的性质等。", "method": "vlm-transcribe+split", "crosscuttingWhy": "比较物质状态的性质差异"}, "schemaVersion": "0.1.0", "statementBefore": "能比较水的三种状态的不同点", "repair": {"why": "将比较对象从泛指的‘不同点’具体化为课标原句中隐含的‘形状和体积’，使能力可判定；根据诊断将学段从G1-G9修正为更精确的G3。", "grounding": 0.71}, "crosscutting": ["matter-energy", "structure-function"], "practice": ["investigating"], "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": 0.308, "verbatimCoverage": 0.667, "facts": ["水有三种状态", "空气占据空间", "空气充满各处"]}, "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_FehCknHR", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "空气的性质", "dimension": "科学观念", "statement": "能利用证据说明空气占据空间、充满各处的性质等", "verb": "说明", "object": "空气占据空间、充满各处的性质等", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能演示杯子倒扣入水后水面不上升，并指出杯内有空气占据空间", "能举出教室或家中两处有空气的地方，说明空气充满各处"], "assessment": "你能问问{{name}}，为什么把杯子倒扣进水里水却进不去吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能比较水的三种状态的不同点，能利用证据说明空气占据空间、充满各处的性质等。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是内容目标（‘能利用证据说明…’），而非可直接判定具体学生掌握与否的能力断言。课标未提供更具体、可观察的学生行为描。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力（利用证据说明空气占据空间、充满各处）是课标中3-）→ 按原件裁决：课标原件 PDF 第 30 页：第30页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据中「气球在密封盒中按压时阻力变化」这一现象本身不能直接说明「空气无处不在」，只能说明空气占据空间/可被压缩，与断）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是内容目标（‘能利用证据说明…’），而非可直接判定具体学生掌握与否的能力断言。课标未提供更具体、可观察的学生行为描述，无法改写为‘能+可观察动词+明确对象’的句式。"}}
{"id": "ca_uBSn2Yim", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "合作探究学习", "dimension": "探究实践", "statement": "能按要求进行合作探究学习", "verb": "合作", "object": "探究学习", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能在小组讨论中主动提出自己的观察或想法", "能与同伴分工完成一项简单的实验或调查任务"], "assessment": "{{name}}在小组活动时，会主动参与讨论并和同伴一起完成任务吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 30, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能按要求进行合作探究学习；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "'能按要求进行合作探究学习'是教学目标或活动描述，不是可判断学生个体是否掌握的具体能力，无法对单个孩子答'会/不会'"}, {"type": "not-a-capability", "detail": "该断言更像教学建议或课程目标（'按要求进行合作探究学习'），而非学生可展示的具体能力行为"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_FQ9SdRvu", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "材料的性质与用途", "dimension": "科学观念", "statement": "能说明常见材料在水中的沉浮现象、导热性及其用途", "verb": "说明", "object": "常见材料在水中的沉浮现象、导热性及其用途", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能解释木头和铁块放入水中的沉浮差异，并说明木头用于造船、铁用于做锅具的原因", "能用手触摸金属勺和木勺的勺柄，指出金属勺更烫并说明金属适合做导热工具"], "assessment": "{{name}}能解释木头和铁块放入水中一个浮一个沉的原因，并说明为什么木头适合造船、铁适合做锅具吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能说明常见材料在水中的沉浮现象、导热性及其用途，能解释水在日常生活中的三态变化现象及引起变化的主要因素，知道空气是一种混合物以及它的主要成分。", "method": "vlm-transcribe+split", "crosscuttingWhy": "探究材料性质与用途的关系", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能说明常见材料在水中的沉浮现象、导热性及其用途’更像一个内容主题或章节标题，而非一个可直接用于判断具体学生‘会/不会’的微技能。它缺少明确的认知行为动词（如‘比较’、‘解释’）和可观察的完成标准。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：‘能说明…及其用途’的表述，更接近课程目标或教学内容要求，而非一个具体的、可评估的学生能力点。能力点应更具体，如‘能解释沉浮现象的原因’或‘能根据导热性选择合适的材料’。"}], "crosscutting": ["structure-function", "matter-energy"], "practice": ["investigating", "explaining-designing"], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能说明常见材料在水中的沉浮现象、导热性及其用途’，断言是对此的忠实转述。‘能说明’是明确的认知行为动词，且该能力点可观察（如通过实验、描述或解释来体现）。", "quote": "能说明常见材料在水中的沉浮现象、导热性及其用途", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_m859i382", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的三态变化", "dimension": "科学观念", "statement": "能解释水在日常生活中的三态变化现象及引起变化的主要因素", "verb": "解释", "object": "水在日常生活中的三态变化现象及引起变化的主要因素", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能正确描述烧水时水蒸气遇冷变成小水珠的过程", "能解释冰块在室温下融化是因为吸收了周围环境的热量"], "assessment": "{{name}}，你能说说为什么烧水时锅盖上会有小水珠吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能说明常见材料在水中的沉浮现象、导热性及其用途，能解释水在日常生活中的三态变化现象及引起变化的主要因素，知道空气是一种混合物以及它的主要成分。", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释物态变化的因果与能量机制", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：将学段从G1-G9修正为G3，因为课标原句描述的能力（解释三态变化）是小学中高年级内容，与G1学段不符。断言本身与课标原句一致，无需修改内容。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1-G9学段范围过大，水的三态变化及热传递解释是3-4年级内容，标注G1-G9未体现具体学段"}], "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能解释水在日常生活中的三态变化现象及引起变化的主要因素’，该断言是忠实转述。意见中关于学段范围的标注并非该断言本身的忠实性问题，且原文未限定学段。", "quote": "能解释水在日常生活中的三态变化现象及引起变化的主要因素", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_ziQFawDD", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "材料的性质", "dimension": "探究实践", "statement": "能比较和分析常见材料在水中的沉浮现象、导热性", "verb": "比较", "object": "和分析常见材料在水中的沉浮现象、导热性", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能预测木块和铁钉放入水中哪个会沉，并正确操作验证其结果", "能触摸热水杯壁和玻璃杯壁，指出哪个更烫手并说明导热快慢"], "assessment": "你可以问{{name}}：把塑料尺和铁尺放进热水里，哪根会先变热？为什么？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能比较和分析常见材料在水中的沉浮现象、导热性，能以生活中的实例分析水的三态变化与温度的关系。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "能比较和分析常见材料在水中的沉浮现象、导热性是小学低年段（1-3年级）内容，标注G1-G9范围过大，与高年段内容不匹配"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力"}
{"id": "ca_6Uw4ec8R", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的性质", "dimension": "科学观念", "statement": "能以生活中的实例分析水的三态变化与温度的关系", "verb": "分析", "object": "水的三态变化与温度的关系", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能举例说明冰箱冷冻室内水结成冰是因为温度降低", "能解释烧水时水壶口冒白气是因为水蒸气遇冷液化"], "assessment": "{{name}}，你能举个生活中的例子说说温度变化怎么让水变冰或变水蒸气吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能比较和分析常见材料在水中的沉浮现象、导热性，能以生活中的实例分析水的三态变化与温度的关系。", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析温度与状态变化的因果及物质能量流动", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：修正了学段（G1→G3），并保留了课标原句的完整能力描述，使其可判定。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1–G9学段范围过宽，该能力（分析三态变化与温度关系）通常在小学中高年级（如G3–G6）引入，标为G1–G9未体现学段针对性"}], "crosscutting": ["cause-effect", "matter-energy"], "practice": ["analyzing-data", "explaining-designing"], "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。意见中关于学段范围的讨论，是课标整体适用范围的问题，不影响该能力断言本身的正确性。", "quote": "能以生活中的实例分析水的三态变化与温度的关系", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_ZqUMbs3B", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "常见材料的性能", "dimension": "探究实践", "statement": "能观察、描述常见材料的某些性能", "verb": "描述", "object": "常见材料的某些性能", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用磁铁测试并记录哪些材料被吸引", "能将不同材料放入水中观察并描述沉浮现象"], "assessment": "{{name}}，你能告诉我哪些东西能被磁铁吸起来，哪些会浮在水面上吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能观察、描述常见材料的某些性能；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9跨度过大，未落到具体年级。'观察、描述常见材料的某些性能'在1）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_AsFbPWPv", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "材料的性质", "dimension": "探究实践", "statement": "能利用控制变量的方法设计方案并操作，探究不同材料在水中的沉浮现象和导热性等", "verb": "操作", "object": "探究不同材料在水中的沉浮现象和导热性等", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能说出对比实验中哪些条件要保持相同、哪个条件要改变", "能按自己设计的方案操作并记录不同材料的沉浮或温度变化"], "assessment": "{{name}}，你能设计实验来比较不同材料在水中的沉浮和导热快慢吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能利用控制变量的方法设计方案并操作，探究不同材料在水中的沉浮现象和导热性等。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教师应组织的活动（探究...现象和导热性），而非学生应达成的可观察、可判定的能力。断言中的‘能。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但控制变量法设计方案属于中高年级（约5–6年级起）的能力要）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据一「测试木块和铁块在水中的沉浮」只涉及两种材料，未体现控制变量（如体积相同、形状相同等变量的控制），无法证明「利用控）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教师应组织的活动（探究...现象和导热性），而非学生应达成的可观察、可判定的能力。断言中的‘能利用控制变量的方法设计方案并操作’是能力，但后半句‘探究...’是活动目标，两者混合导致无法对具体学生判断‘会/不会’。"}}
{"id": "ca_bJaNTrqM", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的性质", "dimension": "科学观念", "statement": "能说明常见物质主要的物理性质和化学性质", "verb": "说明", "object": "常见物质主要的物理性质和化学性质", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["给几种常见物质，能分别说出它们的一条物理性质和一条化学性质", "给一个变化实例，能判断属物理还是化学变化并说出依据"], "assessment": "{{name}}，你能告诉我为什么铁能被磁铁吸住而木头不能吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能说明常见物质主要的物理性质和化学性质；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句‘能说明常见物质主要的物理性质和化学性质’本身是一个教学目标陈述，而非一个可观察、可判定的具体学生能力断言。它没有。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9过宽，未落到具体年级。'物理性质/化学性质'的区分是课标中5-）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（'能用磁铁区分铁制品和非铁制品并说明磁性是物理性质'只能证明学生知道'磁性'这一条物理性质，无法证明其能'说明常见物质主）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句‘能说明常见物质主要的物理性质和化学性质’本身是一个教学目标陈述，而非一个可观察、可判定的具体学生能力断言。它没有提供足够的细节来明确“说明”的具体表现形式、对象范围（“常见物质”指哪些？）以及判定标准，因此无法直接修改为一个符合‘能+"}}
{"id": "ca_HKYhRGVh", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的性质与用途", "dimension": "科学观念", "statement": "能举例说明常见物质的用途，认识物质的性质决定其用途", "verb": "说明", "object": "常见物质的用途，认识物质的性质决定其用途", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能完成：能举例说明常见物质的用途，认识物质的性质决定其用途"], "assessment": null, "evidenceSource": "fallback", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能举例说明常见物质的用途，认识物质的性质决定其用途；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "‘能举例说明常见物质的用途，认识物质的性质决定其用途’是课程目标或章节概述，无法直接判断一个具体学生是否‘会’，缺乏可观察、可测量的行为动词和具体对象。"}, {"type": "evidence-weak", "detail": "掌握证据与能力断言完全相同，是同义反复，没有提供任何新的、可验证的证据来证明学生达到了该能力。"}], "repairAttempt": {"fixable": false, "why": "原句是课程目标或章节概述，缺乏可观察、可测量的行为动词和具体对象，无法直接判断一个具体学生是否‘会’。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程目标或章节概述，缺乏可观察、可测量的行为动词和具体对象，无法直接判断一个具体学生是否‘会’。"}
{"id": "ca_5CsGzZnU", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "化学方程式与物质转化", "dimension": "科学思维", "statement": "能用化学方程式表示常见单质、氧化物、酸（碱）之间的转化", "verb": "表示", "object": "常见单质、氧化物、酸（碱）之间的转化", "type": "REPRESENTATIONAL", "literacy": ["科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能写出二氧化碳与氢氧化钠溶液反应的化学方程式并配平", "能写出氧化铁与稀盐酸反应的化学方程式并配平"], "assessment": "{{name}}，你能写出铁和盐酸反应的方程式吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "认识同类物质具有相似的性质，能用化学方程式表示常见单质、氧化物、酸（碱）之间的转化；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（化学方程式书写与配平是九年级（G9）内容，课标中1-8年级不涉及化学符号表征，标）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只覆盖了金属与酸、金属氧化物与酸两类反应，无法证明'单质、氧化物、酸（碱）之间'的完整转化能力，尤其缺少碱参与的）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_MKSBGfvk", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的微观构成", "dimension": "科学观念", "statement": "能初步从微观粒子的角度认识物质，并简单地解释生产生活及实验中的一些现象", "verb": "实验", "object": "中的一些现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用分子运动解释湿衣服晾干的原因", "能用粒子间隙解释热胀冷缩现象"], "assessment": "{{name}}，你能用粒子模型解释为什么湿衣服会变干吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第四学段", "srcAgree": "1.00", "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，能初步从微观粒子的角度认识物质，并简单地解释生产生活及实验中的一些现象。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学目标，描述的是学生应达到的认知水平（知道...能初步...），而非一个可直接观察、判定的具体行为。其表述（如。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（「从微观粒子的角度认识物质」是课标中7-9年级（物质科学）的内容，分子、原子、粒）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学目标，描述的是学生应达到的认知水平（知道...能初步...），而非一个可直接观察、判定的具体行为。其表述（如‘初步’、‘简单地’）和内容（微观粒子构成物质）在小学阶段（G1）无法达成，且无法转化为一个针对具体孩子的、可判定的‘会/"}}
{"id": "ca_YeVTuRRG", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "质量的测量", "dimension": "探究实践", "statement": "会用天平测量物体的质量", "verb": "测量", "object": "物体的质量", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能独立将天平放在水平台面上并调节平衡螺母使横梁平衡", "能将被测物体放左盘，用镊子向右盘加减砝码并正确读出质量数值"], "assessment": "{{name}}，你能说说用天平时，物体放哪边、砝码放哪边吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "会用天平测量物体的质量；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句'会用天平测量物体的质量'是初中物理实验的基本要求，但仅凭此句无法判定其适用于G1学段，且缺乏具体的行为指标和明确。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（用天平测质量是初中（7-9年级）内容，托盘天平的使用涉及平衡螺母调节、砝码镊子操）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句'会用天平测量物体的质量'是初中物理实验的基本要求，但仅凭此句无法判定其适用于G1学段，且缺乏具体的行为指标和明确的学段定位，无法修改为符合低年级学生能力的可观察行为断言。"}}
{"id": "ca_PWMKrwKe", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "体积测量与量筒使用", "dimension": "探究实践", "statement": "会用排水法测量物体的体积", "verb": "测量", "object": "物体的体积", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确操作量筒，记录放入物体前后水面的刻度差", "能根据刻度差计算出物体的体积并记录在实验报告中"], "assessment": "你可以问{{name}}：如果让你测量一块石头的体积，你会怎么做？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "会用排水法测量物体的体积，理解等效替代的实验方法；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是学生应达到的能力目标，但未提供可观察、可判定的具体行为标准。例如，'理解等效替代的实验方法'无。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（排水法测体积需要量筒读数、体积差计算等操作，属于3-4年级及以上内容，标注G1–）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是学生应达到的能力目标，但未提供可观察、可判定的具体行为标准。例如，'理解等效替代的实验方法'无法直接观察和判定一个一年级学生是否达成。"}}
{"id": "ca_ut6arhj8", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的性质与鉴别", "dimension": "探究实践", "statement": "能根据物质的性质设计实验，检验和区分氧气、二氧化碳及常见的酸和碱", "verb": "实验", "object": "检验和区分氧气、二氧化碳及常见的酸和碱", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["给氧气、二氧化碳两瓶气体，能说出各自性质并据此写出区分方案", "给酸、碱溶液各一瓶，能自选试剂并说明选择依据和预期现象"], "assessment": "{{name}}，你能设计实验来区分氧气、二氧化碳、酸和碱吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能根据物质的性质设计实验，检验和区分氧气、二氧化碳及常见的酸和碱；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课标中的教学内容要求或学习目标陈述，而非对单个学生在特定学段应达成的具体、可观察的能力断言，无法直接转化为一个可。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（氧气、二氧化碳的性质检验及酸碱指示剂/pH试纸是初中（7-9年级）内容，标注为G）→ 按原件裁决：课标原件 PDF 第 31 页：第31页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只覆盖了氧气、二氧化碳的区分和酸碱溶液区分，未涉及「根据物质的性质设计实验」这一核心能力中的设计环节，证据仅证明）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是课标中的教学内容要求或学习目标陈述，而非对单个学生在特定学段应达成的具体、可观察的能力断言，无法直接转化为一个可判定的行为描述。"}}
{"id": "ca_7T6SdUiP", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "气体的实验室制取", "dimension": "探究实践", "statement": "能完成氧气和二氧化碳的实验室制取，认识实验室制取气体的一般思路和方法", "verb": "实验", "object": "室制取，认识实验室制取气体的一般思路和方法", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学观念"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能根据反应物和反应条件，选择合适的发生装置和收集装置进行气体收集", "能用带火星的木条或澄清石灰水检验所收集气体的种类"], "assessment": "请问{{name}}能不能说说，实验室制取氧气和二氧化碳时，装置选择有什么不同？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能完成氧气和二氧化碳的实验室制取，认识实验室制取气体的一般思路和方法。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "实验室制取氧气和二氧化碳是九年级化学的核心内容，标注为G1–G9学段过于宽泛，与内容难度不匹配。"}], "repairAttempt": {"fixable": false, "why": "原句是教学内容要求，不是可观察的学生能力断言。它描述了学生应学习的内容（制取气体、认识思路），但未规定具体、可判定的行为标准（如“能独立完成”、“能解释”）。无法直接转化为“能+可观察动词+明确对象”的句式。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学内容要求，不是可观察的学生能力断言。它描述了学生应学习的内容（制取气体、认识思路），但未规定具体、可判定的行为标准（如“能独立完成”、“能解释”）。无"}
{"id": "ca_87ydhYdn", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的变化与性质", "dimension": "科学观念", "statement": "描述化学变化是产生新物质的过程，并存在能的转化", "verb": "描述", "object": "化学变化是产生新物质的过程，并存在能的转化", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能举例说明铁生锈是化学变化并指出产生了新物质", "能解释燃烧过程中化学能转化为热能和光能"], "assessment": "{{name}}，你能告诉我为什么铁生锈和燃烧都是化学变化吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 37, "srcStage": "全学段", "srcAgree": "0.00", "srcText": "⑦了解物质变化存在物理变化和化学变化，描述化学变化是产生新物质的过程，并存在能的转化；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "「化学变化是产生新物质的过程」属于初中化学核心概念，通常在九年级才系统学习，标为G1-G9全学段范围过大，G1-G3学段无法达成此能力要求"}], "repairAttempt": {"fixable": false, "why": "课标原句是教学建议（了解、描述），不是对学生能力的具体要求。原句信息不足以改成可观察、可判定的具体学生能力描述。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句是教学建议（了解、描述），不是对学生能力的具体要求。原句信息不足以改成可观察、可判定的具体学生能力描述。"}
{"id": "ca_AA5BbNfT", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的溶解现象", "dimension": "探究实践", "statement": "能操作简单的实验，观察和描述某些物质在水中的溶解现象", "verb": "操作", "object": "简单的实验，观察和描述某些物质在水中的溶解现象", "type": "PROCEDURAL", "literacy": ["探究实践", "科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能按步骤操作溶解实验，记录物质在水中的变化", "能描述食盐溶解后消失不见，而沙子沉在水底"], "assessment": "问问{{name}}，做溶解实验时，他看到了什么？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 37, "srcStage": "第一学段", "srcAgree": "0.00", "srcText": "能操作简单的实验，观察和描述某些物质在水中的溶解现象。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，跨度过大，未指明具体年级。溶解现象是小学中高段（如三年级））→ 按原件裁决：课标原件 PDF 第 37 页：第37页【学业要求】表「1～2年级」栏，学段 G1-G9 → G1-G2"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，不含学生能力"}}
{"id": "ca_n4BD2rPj", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的溶解", "dimension": "探究实践", "statement": "能客观描述溶解实验中观察到的现象", "verb": "客观描述", "object": "溶解实验中观察到的现象", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能说出实验中物质溶解时颜色、形状的变化", "能区分描述的是看到的溶解现象还是自己的猜想"], "assessment": "{{name}}，你能告诉我你刚才看到了什么，而不是你觉得它应该是什么吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 37, "srcStage": "全学段", "srcAgree": "0.00", "srcText": "对生活中的溶解现象产生探究兴趣，能客观描述观察到的现象。", "method": "vlm-transcribe+split", "crosscuttingWhy": "观察记录实验现象并分析"}, "schemaVersion": "0.1.0", "statementBefore": "能客观描述观察到的现象", "repair": {"why": "将笼统描述现象具体为溶解实验，明确对象；证据聚焦于描述本身和区分观察与猜想，更直接对应能力。", "grounding": 0.83}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1（一年级）学生尚不具备客观描述实验现象的能力，该内容通常在三至四年级开设"}], "crosscutting": [], "practice": ["investigating", "analyzing-data"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能客观描述观察到的现象'，改写后的断言'能客观描述溶解实验中观察到的现象'是对此的忠实转述，只是将范围从泛指的'生活中的溶解现象'具体化为'溶解实验中'，这属于合理的拆句和具体化，并未改变核心能力要求。提意见者基于年级适用性的判断，属于教学实施层面的考量，而非对课标要求本身的否定。", "quote": "对生活中的溶解现象产生探究兴趣，能客观描述观察到的现象。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_LX6HCZXc", "discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "物质的溶解", "dimension": "科学思维", "statement": "能说明影响物质溶解快慢的常见因素", "verb": "说明", "object": "影响物质溶解快慢的常见因素", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能列举出温度、搅拌、颗粒大小三个因素并解释它们如何影响溶解速度", "能设计一个对比实验来验证其中一个因素对溶解快慢的影响"], "assessment": "{{name}}，你能告诉我哪些因素会让糖在水里化得更快吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 37, "srcStage": "第二学段", "srcAgree": "0.00", "srcText": "能说明影响物质溶解快慢的常见因素；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但溶解快慢的影响因素（温度、搅拌、颗粒大小）是小学中高段（）→ 按原件裁决：课标原件 PDF 第 37 页：第37页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_KEhw3mDQ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的溶解", "dimension": "探究实践", "statement": "能设计对比实验探究物质在水中溶解快慢的影响因素", "verb": "实验", "object": "探究物质在水中溶解快慢的影响因素", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能设计两组实验对比搅拌与不搅拌对食盐溶解速度的影响", "能正确记录两组实验中食盐完全溶解所用的时间并说明变量控制方法"], "assessment": "{{name}}能设计两组实验对比搅拌与不搅拌对食盐溶解速度的影响吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能设计对比实验探究物质在水中溶解快慢的影响因素，能用简单的文字和图画描述观察到的现象。", "method": "vlm-transcribe+split", "crosscuttingWhy": "探究因果与量级，设计实验并分析数据", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_Qbmqwq34", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的变化", "dimension": "科学观念", "statement": "能举例说明物质发生变化时有些产生了新物质，有些则没有", "verb": "说明", "object": "物质发生变化时有些产生了新物质，有些则没有", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能对比冰融化和纸燃烧，指出一个没有新物质生成而另一个有", "能从厨房中找出两种变化，说明哪种产生了新物质并描述其不同之处"], "assessment": "{{name}}，你能告诉我哪些日常变化产生了新物质，哪些没有吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能举例说明物质发生变化时有些产生了新物质，有些则没有。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学目标，不是可观察的学生能力断言。它描述了学生应达到的认知水平（举例说明），但未规定具体、可判定的行为标准（如。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（该断言对应课标中'物质变化'的启蒙内容，通常安排在3-4年级（如'知道有些变化只）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}], "repairAttempt": {"fixable": false, "why": "原句是教学目标，不是可观察的学生能力断言。它描述了学生应达到的认知水平（举例说明），但未规定具体、可判定的行为标准（如能区分哪些变化、能描述什么特征）。无法直接转化为一个能对具体孩子判定“会/不会”的能力断言。"}}
{"id": "ca_Psi4cLve", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的变化与性质", "dimension": "科学观念", "statement": "能寻找证据解释和判断物体发生变化时，其构成物质是否改变", "verb": "判断", "object": "物体发生变化时，其构成物质是否改变", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能对比冰融化前后的状态，指出水分子本身没有变", "能解释铁生锈后质量增加，说明有新物质氧气参与反应"], "assessment": "{{name}}，你能说出冰融化和铁生锈时，物质本身变没变吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能寻找证据解释和判断物体发生变化时，其构成物质是否改变。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程目标/教学建议，描述的是期望达成的总体能力方向，而非可直接观察、可判定的学生行为。它未规定具体的行为动词、观。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据中「水分子」「铁生锈后质量增加，说明有新物质氧气）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}], "repairAttempt": {"fixable": false, "why": "原句是课程目标/教学建议，描述的是期望达成的总体能力方向，而非可直接观察、可判定的学生行为。它未规定具体的行为动词、观察对象和判定标准，无法直接转化为一个针对特定学段（如G1）的、可判定的能力断言。"}}
{"id": "ca_S6RkrkJX", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的变化", "dimension": "探究实践", "statement": "能设计方案，探究身边物体的变化", "verb": "设计", "object": "方案，探究身边物体的变化", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能针对身边物体变化，写出含材料、步骤、记录方式的完整探究方案", "能按自己写的方案实际动手操作，并记录下物体变化前后的现象"], "assessment": "{{name}}，你能说说你是怎么设计那个小实验来研究冰化得快不快的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能设计方案，探究身边物体的变化。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求'提出两种不同条件的对比实验方案'并'解释为）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据中'能解释为什么选择这两种条件'只证明学生能说明选择理由，无法证明其具备'设计方案'的能力；'说明如何测量和记录数据）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
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{"id": "ca_HKJadshe", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "溶液的组成与性质", "dimension": "科学观念", "statement": "能说出溶液的组成，从定性与定量的视角说明饱和溶液、溶解度及溶质质量分数的含义", "verb": "说出", "object": "溶液的组成，从定性与定量的视角说明饱和溶液、溶解度及溶质质量分数的含义", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能说出某温度下某物质的溶解度是多少克，并说明它表示的含义", "能指出饱和溶液与不饱和溶液的区别，并说出溶质质量分数的表示方法"], "assessment": "{{name}}，你能说说怎么配一杯刚好饱和的糖水吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能说出溶液的组成，从定性与定量的视角说明饱和溶液、溶解度及溶质质量分数的含义；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学目标，描述的是学生应达到的认知水平（如‘能说出’、‘能说明’），但未提供可直接观察、判定的具体行为标准。例如。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（溶液组成、饱和溶液、溶解度、溶质质量分数是初中化学（7-9年级）内容，标注为G1）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只覆盖了饱和溶液和溶质质量分数计算，未涉及「溶解度」含义的说明，无法证明该条中溶解度部分的掌握）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学目标，描述的是学生应达到的认知水平（如‘能说出’、‘能说明’），但未提供可直接观察、判定的具体行为标准。例如，‘说明含义’如何具体判定？‘从定性与定量的视角’如何观察？这些表述本身是教学建议，而非可判定的能力断言。"}}
{"id": "ca_K6WAHfqt", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的变化", "dimension": "科学观念", "statement": "能举出至少一个化学变化的例子，并说明它如何产生新物质或伴随能量转化", "verb": "举出", "object": "至少一个化学变化的例子", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能说出光合作用是二氧化碳和水变成有机物的变化", "能描述燃烧是木头变成灰烬并释放热量的变化"], "assessment": "{{name}}，你能告诉我化学变化在我们身边有哪些重要的应用吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "认识通过化学变化可以实现物质的转化，产生新物质，并伴随能的转化，能举例说明化学变化在自然界和生产生活中的重要应用价值；", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别化学变化中的物质能量转化并解释"}, "schemaVersion": "0.1.0", "statementBefore": "能举例说明化学变化在自然界和生产生活中的重要应用价值", "repair": {"why": "将概括性陈述拆解为可观察的举例和说明行为，并将“重要应用价值”具体化为“产生新物质或伴随能量转化”这一课标原句中明确给出的判定标准。", "grounding": 0.75}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1（一年级）学生无法理解化学变化、新物质、能量转化等抽象概念，这是九年级化学内容"}], "crosscutting": ["matter-energy", "cause-effect"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘认识’并‘能举例说明’化学变化、新物质转化及能量转化。改写后的断言‘能举出至少一个化学变化的例子，并说明它如何产生新物质或伴随能量转化’是对该要求的忠实简化，适用于学生（主语隐含），且未添加超出原文的要求。", "quote": "认识通过化学变化可以实现物质的转化，产生新物质，并伴随能的转化，能举例说明化学变化在自然界和生产生活中的重要应用价值", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"id": "ca_irMGx4QN", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的性质与变化", "dimension": "科学观念", "statement": "能从宏观和微观的视角说明物理变化与化学变化", "verb": "说明", "object": "物理变化与化学变化", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举一个物理变化实例，说明分子本身没变、只是间隔或排列变了", "能举一个化学变化实例，说明分子变成了新分子、种类跟原来不同"], "assessment": "{{name}}，你能用冰融化和铁生锈的例子，从分子角度解释物理变化和化学变化吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能从宏观和微观的视角说明物理变化与化学变化；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学内容要求，未描述任何学生可观察的具体能力行为。课标原文未提供更具体的能力表述，无法据此修改为符合要求的断言。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力涉及分子、原子等微观粒子概念，属于课标中物质科学领）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据中「画出水蒸发和水电解的微观示意图」涉及水电解（化学变化）的微观过程，但水电解属于九年级内容，用此作为G1–G9）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学内容要求，未描述任何学生可观察的具体能力行为。课标原文未提供更具体的能力表述，无法据此修改为符合要求的断言。"}}
{"id": "ca_qPTTmyCm", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的三态及变化", "dimension": "探究实践", "statement": "能用图像表示物态变化时物理量的变化规律，用观察和实验方法研究物质的三态及变化现象，并用物质的粒子模型作简要的微观解释", "verb": "表示", "object": "物态变化时物理量的变化规律，用观察和实验方法研究物质的三态及变化现象，并用物质的", "type": "REPRESENTATIONAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能画出冰熔化成水时温度随时间变化的曲线图并标注出熔点", "能用烧杯加热冰块观察其熔化过程，记录温度变化并解释水分子运动加快导致物态变化"], "assessment": "{{name}}能不能画出温度变化曲线，并解释物态变化时分子运动的变化？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用图像表示物态变化时物理量的变化规律，用观察和实验方法研究物质的三态及变化现象，并用物质的粒子模型作简要的微观解释；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "证据中「解释水分子运动加快导致物态变化」涉及分子动理论，属于7-9年级要求，与标注的G1起点不匹配，证据无法支撑低年级掌握"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是章节教学目标，包含多个复杂能力（图像表示、观察实验、微观解释），且‘用物质的粒子模型作简要的微观解释’是九年级物。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（物态变化、熔点、分子动理论（粒子模型）是7-9年级物质科学内容，课标中对应7-9）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是章节教学目标，包含多个复杂能力（图像表示、观察实验、微观解释），且‘用物质的粒子模型作简要的微观解释’是九年级物理内容，无法直接转化为一个针对G1学段、可观察判定的学生能力断言。"}}
{"id": "ca_TkhGtMBX", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "溶液的形成", "dimension": "科学观念", "statement": "能从宏观与微观视角说明并解释溶液的形成过程", "verb": "解释", "object": "溶液的形成过程", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能画出糖溶解在水中的微观示意图，展示分子运动和扩散过程", "能用宏观现象（如体积不变）和微观解释（分子间有间隔）说明酒精与水混合后体积减小"], "assessment": "{{name}}，你能给我讲讲，为什么糖放进水里就看不见了，但水却变甜了呢？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能从宏观与微观视角说明并解释溶液的形成过程；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "该断言表述为教学目标（能说明并解释），而非学生可回答的具体能力任务，无法判定某个孩子是否会"}], "repairAttempt": {"fixable": false, "why": "原句是教学目标（能说明并解释），而非可判定的具体能力任务。要改成可判定的，需拆解为‘能描述’或‘能解释’等可观察行为，但原句中‘溶液的形成过程’指代不明（指哪种溶液？），且‘宏观与微观视角’是并列要求，合并后难以判定单一具体行为。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学目标（能说明并解释），而非可判定的具体能力任务。要改成可判定的，需拆解为‘能描述’或‘能解释’等可观察行为，但原句中‘溶液的形成过程’指代不明（指哪种"}
{"id": "ca_jRe37vqz", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "质量守恒定律", "dimension": "科学思维", "statement": "能选取实验证据说明、论证质量守恒定律，并能解释其微观本质", "verb": "实验", "object": "证据说明、论证质量守恒定律，并能解释其微观本质", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能针对一个具体化学反应，从若干实验事实中选出支持质量守恒的那条并说明理由", "能用原子种类、数目、质量在反应前后不变解释该反应总质量为何相等"], "assessment": "{{name}}，你能用实验数据和原子示意图来解释为什么化学反应前后总质量不变吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "SPLIT", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能选取实验证据说明、论证质量守恒定律，并能解释其微观本质。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教师应引导学生达成的能力目标，而非学生可直接观察的具体行为。且该能力（论证质量守恒定律并解释微。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（质量守恒定律是初中（7-9年级）内容，且需要原子、分子等微观概念支撑，标注为G1）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只覆盖了「用天平称量反应前后总质量相等」这一操作层面，以及「画原子种类数量不变示意图」，但断言要求「选取实验证据）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教师应引导学生达成的能力目标，而非学生可直接观察的具体行为。且该能力（论证质量守恒定律并解释微观本质）属于九年级化学范畴，与当前学段G1严重不符，无法在G1学段内修改为可判定的学生能力断言。"}}
{"id": "ca_sEzfUzvq", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的化学变化", "dimension": "探究实践", "statement": "能运用控制变量的方法设计实验，探究燃烧的条件", "verb": "实验", "object": "探究燃烧的条件", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能针对燃烧条件设计对比实验，每次只改变一个变量，其余条件保持相同", "能根据实验现象指出被改变的那个变量对燃烧结果的影响"], "assessment": "{{name}}，你能告诉我怎么设计实验来找出燃烧必须满足哪些条件吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能运用控制变量的方法设计实验，探究燃烧的条件。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句“能运用控制变量的方法设计实验，探究燃烧的条件”是教学目标，描述了期望学生掌握的方法和探究领域，但未提供任何可。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（探究燃烧条件（控制变量法设计对比实验）是初中化学/科学内容，通常对应7-9年级，）→ 按原件裁决：课标原件 PDF 第 38 页：第38页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据中「分别改变可燃物种类、温度和氧气接触情况」是三个变量同时列举，但控制变量法要求每次只改变一个变量，证据表述本身与能）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "课标原句“能运用控制变量的方法设计实验，探究燃烧的条件”是教学目标，描述了期望学生掌握的方法和探究领域，但未提供任何可供旁观者观察和判定的具体行为指标（如“能说出…并据此设计…步骤”或“能完成…实验并记录…”），因此无法按要求转化为一个可对"}}
{"id": "ca_T72Y72db", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "化学变化的应用", "dimension": "科学观念", "statement": "能举例说明化学变化在自然界与生产生活中的广泛存在和应用，认同化学反应造福人类的独特价值", "verb": "说明", "object": "化学变化在自然界与生产生活中的广泛存在和应用，认同化学反应造福人类的独特价值", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能举出铁生锈、食物消化等2-3个自然或生活中的化学变化实例", "能解释酿造啤酒或化肥生产等过程中化学变化如何被用于造福人类"], "assessment": "{{name}}，你能告诉我哪些现象是化学变化，它们又是怎样被我们利用的吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 38, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能举例说明化学变化在自然界与生产生活中的广泛存在和应用，认同化学反应造福人类的独特价值。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "铁生锈、食物消化、酿造啤酒等内容属于九年级化学课程，标注为G1–G9学段不准确，小学阶段不涉及此类具体化学变化实例的系统学习"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_jv53GyN7", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "力与运动", "dimension": "科学观念", "statement": "能举例说明力可以改变物体的形状", "verb": "说明", "object": "力可以改变物体的形状", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能用橡皮泥演示挤压后形状改变并指出是力的作用", "能列举书本被压弯、气球被吹大等生活实例说明力改变形状"], "assessment": "{{name}}，你能告诉我生活中哪些例子说明力能改变物体的形状吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "第一学段", "srcAgree": "1.00", "srcText": "能举例说明力可以改变物体的形状，能使用方位名词说出物体所处的位置和方向，能举例说明磁铁具有磁力。", "method": "vlm-transcribe+split", "crosscuttingWhy": "力导致形变，结构功能关系", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "structure-function"], "practice": ["investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.636, "verbatimCoverage": 1.0, "facts": ["力可以改变物体的形状", "磁铁具有磁力"]}}
{"id": "ca_jtNpMbmt", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "空间方位与位置描述", "dimension": "科学思维", "statement": "能使用方位名词说出物体所处的位置和方向", "verb": "说出", "object": "物体所处的位置和方向", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能指着地图说'公园在学校的东边'或'河流在桥的北边'", "能描述积木在盒子的具体位置如'红色的在蓝色的上面，绿色的在最左边'"], "assessment": "{{name}}，你能告诉我那个玩具在房间的哪个方向吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "第一学段", "srcAgree": "1.00", "srcText": "能举例说明力可以改变物体的形状，能使用方位名词说出物体所处的位置和方向，能举例说明磁铁具有磁力。", "method": "vlm-transcribe+split", "crosscuttingWhy": "方位词使用属语言表达，非科学思维", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：修正了学段标注，将过宽的G1-G9限定为G1，与课标原句对应的具体能力要求相符。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：标注学段G1–G9过宽，该能力（使用方位名词描述位置）是小学低年级（1-2年级）的具体内容，与九年级学生的能力要求不匹配"}], "crosscutting": [], "practice": [], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生具备此能力，断言忠实转述了原文。学段标注是另一维度的判断，不影响断言本身对课标内容的忠实性。", "quote": "能使用方位名词说出物体所处的位置和方向", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_iqUxxCWV", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "磁铁的性质", "dimension": "科学观念", "statement": "能举例说明磁铁具有磁力", "verb": "说明", "object": "磁铁具有磁力", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能用磁铁吸起回形针并描述吸起的过程", "能演示磁铁隔着纸仍能吸引铁钉"], "assessment": "{{name}}，你能用磁铁做个小实验，告诉我它怎么吸东西的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "第一学段", "srcAgree": "1.00", "srcText": "能举例说明力可以改变物体的形状，能使用方位名词说出物体所处的位置和方向，能举例说明磁铁具有磁力。", "method": "vlm-transcribe+split", "crosscuttingWhy": "探究磁力作用机制", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：修正了原诊断中对学段范围的质疑，确认了课标原句中明确包含该能力点，并依据原句内容进行了精准还原。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1–G9学段范围过宽，该能力（举例说明磁铁具有磁力）是小学低年段（1-3年级）的具体内容，标为G1–G9不精确，且与高年段的电磁学等更复杂内容混淆。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：'能举例说明磁铁具有磁力'本身是一个可观察的能力描述，但结合其前置能力'能仔细观察和比较'，整体更像一个教学活动目标，而非一个可独立判断学生'会/不会'的、边界清晰的能力点。"}], "crosscutting": ["cause-effect"], "practice": ["investigating"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能举例说明磁铁具有磁力'，断言是忠实转述，不应因学段划分的讨论而被推翻。", "quote": "能举例说明磁铁具有磁力", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_vVn6DY9D", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "力与运动", "dimension": "探究实践", "statement": "能通过动手操作，体验力对物体形状的改变", "verb": "操作", "object": "体验力对物体形状的改变", "type": "PROCEDURAL", "literacy": ["探究实践", "科学观念"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用双手挤压海绵并描述其体积变小", "能将橡皮泥捏成不同形状并指出力改变了它的样子"], "assessment": "你可以让{{name}}试试用手改变物体的形状，看能不能说出力的作用。", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能通过动手操作，体验力对物体形状的改变；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "‘能通过动手操作，体验力对物体形状的改变’是活动描述，无法直接判断某个具体孩子是否掌握，需要更具体的操作性能力描述"}], "repairAttempt": {"fixable": false, "why": "原句是教学活动建议，描述的是学生应参与的活动（动手操作、体验），而非一个可直接观察和判定的具体能力。它没有指明学生需要达到的具体行为标准或产出。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学活动建议，描述的是学生应参与的活动（动手操作、体验），而非一个可直接观察和判定的具体能力。它没有指明学生需要达到的具体行为标准或产出。"}
{"id": "ca_SWLr29Py", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物体运动方式", "dimension": "科学观念", "statement": "能说明常见的物体运动方式（如滑动、滚动）及其特点", "verb": "说明", "object": "常见的物体运动方式及其特点", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能描述滑滑梯是滑动、车轮是滚动，并指出它们的不同", "能用动作演示推箱子是平动、转陀螺是转动，并说明各自特点"], "assessment": "{{name}}，你能告诉我滑滑梯和车轮的运动有什么不同吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能说明常见的物体运动方式和特点，知道速度可以描述物体运动的快慢；", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别运动模式并解释其特点", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "statementBefore": "能说明常见的物体运动方式和特点", "repair": {"why": "将断言中的指代词“常见的物体运动方式和特点”具体化为“常见的物体运动方式（如滑动、滚动）及其特点”，使其成为可判定的学生能力。移除了对年级不匹配的诊断，因为原句本身是学生能力描述。", "grounding": 0.86}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1–G9学段范围过大，该能力主要对应小学低中年级，对初中生过于简单"}], "crosscutting": ["patterns", "structure-function"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生能说明常见的物体运动方式和特点，断言是对其的忠实转述，包含了核心要素。学段适用性判断不属于断言内容本身的忠实性问题，且原文并未限定具体年级。", "quote": "能说明常见的物体运动方式和特点", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_KYjDwJBY", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电路与材料", "dimension": "科学观念", "statement": "能说明形成简单电路的基本条件及控制方法，区别导体和绝缘体", "verb": "说明", "object": "形成简单电路的基本条件及控制方法，区别导体和绝缘体", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能正确连接电池、导线和小灯泡，使灯泡发光", "能说出铁钉是导体、橡皮是绝缘体，并解释原因"], "assessment": "{{name}}，你能搭出一个让灯泡亮起来的电路，并告诉我哪些东西能导电、哪些不能吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能说明形成简单电路的基本条件及控制方法，区别导体和绝缘体，知道安全用电；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是章节标题式教学建议，不是可观察的学生能力点，无法直接转化为具体行为描述。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力（形成简单电路的条件、导体与绝缘体）是小学中高段（）→ 按原件裁决：课标原件 PDF 第 45 页：第45页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句是章节标题式教学建议，不是可观察的学生能力点，无法直接转化为具体行为描述"}}
{"id": "ca_QU79zKsW", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光与光源", "dimension": "科学观念", "statement": "能识别生活中的光源", "verb": "识别", "object": "生活中的光源", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能指出房间里的台灯、窗外的太阳是光源", "能区分镜子和发光的灯泡哪个是光源"], "assessment": "{{name}}，你能告诉我哪些东西会自己发光吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能识别生活中的光源，能解释影子形成的原因；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写脱离课标原句（字面覆盖 17% < 62%），不采纳。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，跨度过大，未指明具体年级。'识别生活中的光源'是小学低段（）→ 按原件裁决：课标原件 PDF 第 45 页：第45页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "改写脱离课标原句（字面覆盖 17% < 62%），不采纳"}}
{"id": "ca_iVJEUP4s", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光的直线传播", "dimension": "科学观念", "statement": "能解释影子形成的原因", "verb": "解释", "object": "影子形成的原因", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用光源、物体和屏幕演示影子产生，并指出光被挡住的区域", "能画出或描述光沿直线传播时，物体后方形成影子的示意图"], "assessment": "你可以让{{name}}用玩具和手电筒制造影子，并问问他影子为什么会在那儿？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能识别生活中的光源，能解释影子形成的原因；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "G1–G9学段范围过大，该能力（解释影子成因）在小学低段（如G1-G2）即可达成，标注为G1–G9未体现学段针对性，且与初中物理光学内容（如光的反射、折射）混淆。"}, {"type": "undecidable", "detail": "‘能解释影子形成的原因’本身是一个可评估的能力陈述，但结合其‘掌握证据’（演示、画图）来看，证据更偏向于‘描述现象’和‘操作演示’，而非直接证明‘解释原因’（即理解光沿直线传播的原理）。能力断言与证据之间存在逻辑断层。"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：句末谓语是虚动词「形成」：前面的「解释」只是状语里的动作，真正要求的仍不可判定"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：句末谓语是虚动词「形成」：前面的「解释」只是状语里的动作，真正要求的仍不可判定"}
{"id": "ca_7ZsqTh4H", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "声音的产生与特性", "dimension": "科学观念", "statement": "能解释声音产生与物体振动的关系，以及声音高低、强弱的改变与振动变", "verb": "解释", "object": "声音产生与物体振动的关系，以及声音高低、强弱的改变与振动变", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用鼓面撒米粒的实验，说明声音由振动产生", "能改变尺子伸出桌面长度并弹拨，解释音高与振动快慢的关系"], "assessment": "你可以问{{name}}：敲鼓时米粒为什么会跳动？尺子伸出长短不同声音为何会变？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 45, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能解释声音产生与物体振动的关系，以及声音高低、强弱的改变与振动变", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "断言后半句‘声音高低、强弱的改变与振动变’不完整，无法判断学生是否掌握"}, {"type": "truncated", "detail": "断言结尾‘与振动变’明显被截断，缺少宾语（如‘变化的关系’）"}], "repairAttempt": {"fixable": false, "why": "课标原句在诊断中被指出结尾‘与振动变’不完整，缺少宾语，导致信息不足以构成一个可判定的学生能力断言。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句在诊断中被指出结尾‘与振动变’不完整，缺少宾语，导致信息不足以构成一个可判定的学生能力断言。"}
{"id": "ca_VLxde2xQ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "声音的产生与传播", "dimension": "科学观念", "statement": "能说明声音可以在不同物质中传播", "verb": "说明", "object": "声音可以在不同物质中传播", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能举例说明声音在空气、水、固体中都能传播", "能对比声音在不同物质中传播速度的快慢"], "assessment": "{{name}}，你能告诉我声音在哪些东西里能跑吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "3～4年级化的关系，能说明声音可以在不同物质中传播，了解生产生活中的噪声现象和防噪办法；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力（声音在不同物质中传播）是课标中3-4年级或更高年）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「3～4年级」栏（跨页续表续接第45页3～4年级栏；srcText前缀「3～4年级」系OCR残留），学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_MnSPc5zd", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "磁铁的性质", "dimension": "科学观念", "statement": "能利用磁铁的基本性质解释生活中的现象", "verb": "解释", "object": "生活中的现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G2", "max": "G2"}, "evidence": ["能说明冰箱贴能贴在冰箱上是因为磁铁被铁质表面吸引", "能说明磁铁能吸起回形针是因为它有磁性"], "assessment": "{{name}}，你能告诉我为什么磁铁能吸住冰箱门吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "全学段", "srcAgree": "0.99", "srcText": "能利用磁铁的基本性质解释某些生活现象。", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释现象需因果推理与结构功能分析"}, "schemaVersion": "0.1.0", "statementBefore": "能利用磁铁的基本性质解释某些生活现象", "repair": {"why": "将原句中指代不明的'某些'替换为明确的'生活中的'，使对象更具体；将学段从G1调整为更符合'磁铁基本性质'教学内容的G2；证据调整为更符合学段的、可直接观察的具体解释行为。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：能利用磁铁的基本性质解释生活中的现象要求学生具备初步的抽象解释能力，更符合三年级及以上的认知水平，G2学段（二年级）以观察和描述具体现象为主"}], "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能利用磁铁的基本性质解释某些生活现象'，改写后的断言'能利用磁铁的基本性质解释生活中的现象'是忠实转述，仅将'某些'改为'中的'，核心要求一致。提意见者未看到课标原文，其关于学段认知水平的判断与课标要求无关。", "quote": "能利用磁铁的基本性质解释某些生活现象。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_DuqAamT2", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "声音的产生与变化", "dimension": "探究实践", "statement": "能解释物体振动与声音产生及其变化之间的关系", "verb": "解释", "object": "物体振动与声音产生及其变化之间的关系", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能敲击鼓面并用手轻触鼓面感受振动，说出振动停止发声也停止", "能改变敲击鼓面的力度，指出声音变强时鼓面振动幅度变大"], "assessment": "你能给{{name}}演示一下，物体振动快慢不同时，声音是怎么变化的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能解释物体振动与声音产生及其变化之间的关系。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力涉及振动频率与音调、振动与音调变化的关系，属于课标）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据一“用尺子拨动水面演示振动频率与声音高低的关系”表述有误，尺子拨动水面产生的是水波而非声音，无法证明振动频率与声音高）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_cE4K98XN", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物体运动的描述", "dimension": "科学观念", "statement": "能用科学词汇、图示符号等表达物体运动的方式", "verb": "表达", "object": "物体运动的方式", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能画出物体运动的路线，并用箭头标出运动方向", "能用快慢、直线或曲线等词说出物体是怎样运动的"], "assessment": "{{name}}能用画图和科学词汇描述物体怎么动吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能用科学词汇、图示符号等表达物体运动的方式；", "method": "vlm-transcribe+split", "crosscuttingWhy": "用符号表达运动，属交流信息", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：保留了课标原句，但将过于抽象的证据（如“匀速直线运动”）替换为符合G1学段、可观察的具体行为（如“快的、慢的或来回动的”）。"}, "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 裁决：异议成立。课标原文是'能用科学词汇、图示符号等表达物体运动的方式'，这通常是在描述教师的教学目标或教材内容编写要求，主语并非学生。意见指出了该能力断言的主语（隐含为学生。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求'能说出并写出匀速直线运动等描述运动状态的词）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据'能用箭头和线条画出物体运动方向和路径'只能证明会用图示符号表达，无法证明'能用科学词汇表达'；而'匀速直线运动）：带着这条意见重写证据，复审未挑出问题"}], "crosscutting": [], "practice": ["communicating"]}
{"id": "ca_xcvmCdHs", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "测量基础", "dimension": "探究实践", "statement": "会用简单工具测量距离、时间等", "verb": "测量", "object": "距离、时间等", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能用尺子测量课桌的长度并准确读数", "能用秒表测量从教室走到操场的时间"], "assessment": "你可以让{{name}}用尺子量一下书本的宽度，或者用秒表测一下跳绳10次用了多少秒，看看他操作得怎么样。", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "会用简单工具测量距离、时间等；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_7cAC2xtU", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电路与电流", "dimension": "探究实践", "statement": "会用简单的元件连接简单电路", "verb": "连接", "object": "简单电路", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能用导线将电池、开关和小灯泡连接成闭合回路并点亮灯泡", "能根据电路图用两个开关分别控制两个灯泡的亮灭"], "assessment": "{{name}}，你能用电池和开关让灯泡亮起来吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "会用简单的元件连接简单电路。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但「用两个开关分别控制两个灯泡的亮灭」涉及并联/串联电路的）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_4PmKq8cs", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "简单电路", "dimension": "态度责任", "statement": "能在动手连接电路等活动中，耐心操作、反复检查", "verb": "操作", "object": "反复检查", "type": "PROCEDURAL", "literacy": ["态度责任", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能独立将灯泡、开关和导线正确连接，并多次测试确保电路稳定通电。", "能发现连接松动后，主动重新插紧导线并再通电验证。"], "assessment": "{{name}}在连接电路时，是不是会反复检查接线，直到确认灯泡稳定亮起才满意？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能在动手连接电路等活动中，耐心操作、反复检查；", "method": "vlm-transcribe+split", "crosscuttingWhy": "动手操作与反复检查属于探究实践", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_iJ3gudF9", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "力与运动", "dimension": "科学观念", "statement": "能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的，力可以改变物体的运动状态", "verb": "说明", "object": "力的施加方式与作用效果", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能举例说明推箱子是接触力，磁铁吸铁钉是非接触力", "能演示用力推静止的小车使其运动，松手后小车停下"], "assessment": "{{name}}，你能告诉我哪些力需要碰到东西才起作用，哪些不用碰到吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "5～6年级能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的，力可以改变物体的运动状态；", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释力的作用机制与效果", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "statementBefore": "~6年级能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的，力可以改变物体的运动状态", "repair": {"why": "将学段从G1修正为G5-6，与课标原句一致；保留了原句的全部核心意思，未添加新内容；句式符合要求，可判定。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：力可以改变物体的运动状态是初中物理核心概念，G1-G3学段学生难以理解抽象的力与运动关系，学段标注过宽"}], "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求5～6年级学生能说明'力可以改变物体的运动状态'，断言忠实转述了原文内容，学段标注与课标一致。", "quote": "5～6年级能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的，力可以改变物体的运动状态；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_GMHHbYEW", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光的传播与视觉", "dimension": "科学观念", "statement": "能解释人眼看到光源和物体的原因", "verb": "解释", "object": "人眼看到光源和物体的原因", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能画出光线从光源或物体进入眼睛的路径图", "能举例说明为什么我们能看到不发光的月亮"], "assessment": "{{name}}，你能告诉我为什么我们能看到太阳和月亮吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能解释人眼看到光源和物体的原因；", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释光传播与视觉机制", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.833, "verbatimCoverage": 1.0, "facts": ["人眼看到光源的原因是光源发出的光进入人眼", "人眼看到物体的原因是物体反射的光进入人眼"]}}
{"id": "ca_veuXDubK", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光的反射", "dimension": "科学观念", "statement": "能举例说出光的反射现象", "verb": "说出", "object": "光的反射现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能举出水面倒影、镜子成像等两个生活中光的反射实例", "能指出黑板反光、湖面倒影中哪是反射面、哪是反射现象"], "assessment": "{{name}}，你能告诉我生活中哪些现象是光的反射吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能举例说出光的反射现象，知道太阳光的色散现象。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：句末谓语是虚动词「知道」：前面的「说出」只是状语里的动作，真正要求的仍不可判定。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（光的反射是课标中3-4年级（或5-6年级）光单元的内容，标成G1–G9跨全学段过）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：句末谓语是虚动词「知道」：前面的「说出」只是状语里的动作，真正要求的仍不可判定"}}
{"id": "ca_mWwwEDk7", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球引力", "dimension": "科学思维", "statement": "能运用分析、推理的方法认识地球引力", "verb": "分析", "object": "推理的方法认识地球引力", "type": "CONCEPTUAL", "literacy": ["科学思维", "科学观念"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能解释为什么苹果会落地而月亮不会掉下来", "能用实验演示不同重量物体下落速度相同"], "assessment": "{{name}}，你能说说为什么东西会往下掉，而不会往上飞吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "全学段", "srcAgree": "0.99", "srcText": "能运用分析、推理的方法认识地球引力，能分析光的行进路线及反射现象。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "G1–G9跨度太大，小学低年级难以理解‘地球引力’概念及分析推理方法，内容难度与年级不匹配"}, {"type": "evidence-weak", "detail": "证据中‘能解释为什么苹果落地而月亮不掉下来’是经典物理问题，需牛顿力学基础，超小学低年级认知；‘演示不同重量物体下落速度相同’需伽利略实验的严谨控制，小学阶段难以真正实现"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学内容（认识地球引力），而非学生可观察的能力行为。且‘地球引力’概念及‘分析、推理的方法’对小学低年级（G1）学生而言过于抽象，无法转化为具体、可判定的能力断言。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学内容（认识地球引力），而非学生可观察的能力行为。且‘地球引力’概念及‘分析、推理的方法’对小学低年级（G1）学生而言过于抽象，无法转"}
{"id": "ca_WpaDfMRb", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光的传播与反射", "dimension": "科学思维", "statement": "能分析光的行进路线及反射现象", "verb": "分析", "object": "光的行进路线及反射现象", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能画出光线照射镜面的反射路线并标注入射角和反射角", "能解释为什么从不同角度照镜子看到不同景象"], "assessment": "你可以问问{{name}}：光碰到镜子时是怎么弹回来的？能不能画给我看看？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能运用分析、推理的方法认识地球引力，能分析光的行进路线及反射现象。", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析光路与反射机制，建构解释", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：原句已是课标原文，且表述具体，能用于判断。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能分析光的行进路线及反射现象'是对一类现象的总述，而非对具体学生行为的可判断描述。掌握证据部分（画图、解释）是具体的，但能力断言本身过于宽泛，无法直接用于判断一个孩子'会/不会'。"}], "crosscutting": ["cause-effect", "structure-function"], "practice": ["analyzing-data", "explaining-designing"], "adjudication": {"verdict": "overrule", "why": "能力断言完全忠实于课标原文，课标明确要求学生掌握此能力，且“能分析光的行进路线及反射现象”本身是可观察、可判断的行为描述，意见不成立。", "quote": "能分析光的行进路线及反射现象。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_UwTUcuaz", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "力与运动", "dimension": "科学观念", "statement": "能通过观察和实验理解常见的力对物体运动的作用", "verb": "实验", "object": "理解常见的力对物体运动的作用", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能描述用力推小车后小车运动距离变长，并指出力改变了运动状态", "能通过实验对比，说明小车停下来是因为受到摩擦力，力改变了运动状态"], "assessment": "{{name}}，小车没人推了，为什么还会慢慢停下来？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能通过观察和实验理解常见的力对物体运动的作用，能通过观察、查阅资料等方法了解地球引力，能通过实验认识光在传播过程中会发生折射现象，能设计制作简单的光学物品。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程目标或章节概述，无法直接判断某个具体学生是否掌握，缺乏可观察、可测量的行为指标。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但「力对物体运动的作用」在课标中属于3-4年级「物体的运动）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据中「不施加力的物体最终会停下来是因为摩擦力」表述有误——物体停下来是因为受到摩擦力（施加了力），而非「不施加力」）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是课程目标或章节概述，无法直接判断某个具体学生是否掌握，缺乏可观察、可测量的行为指标。"}}
{"id": "ca_pkyXZHvw", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光的折射", "dimension": "探究实践", "statement": "能通过观察和实验认识光在传播过程中会发生折射现象", "verb": "认识", "object": "光在传播过程中会发生折射现象", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G8", "max": "G8"}, "evidence": ["能将铅笔斜插入水中，观察并描述铅笔在水面处看起来弯折了", "能用激光笔照射半圆形玻璃砖，画出光线进入和离开玻璃砖时的偏折路径"], "assessment": "{{name}}，你能用实验告诉我们光从空气进入水中时，它的传播方向会发生什么变化吗？", "evidenceSource": "repaired-from-source", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "全学段", "srcAgree": "0.99", "srcText": "能通过观察和实验理解常见的力对物体运动的作用，能通过观察、查阅资料等方法了解地球引力，能通过实验认识光在传播过程中会发生折射现象，能设计制作简单的光学物品。", "method": "vlm-transcribe+split", "crosscuttingWhy": "探究光折射的因果机制与能量传播"}, "schemaVersion": "0.1.0", "statementBefore": "能通过实验认识光在传播过程中会发生折射现象", "repair": {"why": "修正了学段错误，将断言限定在课标原句的范围内，使观察行为（看弯折、画路径）能作为认识折射的证据。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 undecidable（该断言是‘能通过观察和实验认识光在传播过程中会发生折射现象’，这是一个现象描述或课程目标，而非可直接）：可判定闸放行、第三个判官（豆包）也没挑出问题，二比一撤销"}], "crosscutting": ["cause-effect", "matter-energy"], "practice": ["investigating"]}
{"id": "ca_D3LyJyKB", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光现象", "dimension": "探究实践", "statement": "能设计制作简单的光学物品", "verb": "制作", "object": "简单的光学物品", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能根据要观察的目标，自己选定镜片和筒长，做出一个能看清远处物体的装置", "能画出自己设计的光学物品草图，标出各部件位置，并按图做出实物"], "assessment": "你可以问{{name}}：你能不能用家里的东西做一个小玩具，让光走弯路或者放大东西？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能通过观察和实验理解常见的力对物体运动的作用，能通过观察、查阅资料等方法了解地球引力，能通过实验认识光在传播过程中会发生折射现象，能设计制作简单的光学物品。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教师应组织的活动（能设计制作简单的光学物品），而非学生应达成的具体能力。课标未规定学生必须独立。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求用凸透镜组装望远镜、用激光笔演示折射并画光路）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据1「用凸透镜和纸筒组装出简易望远镜并看到远处物体」只能证明会组装，不能证明「设计」能力——按图组装与自主设计是两回事）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教师应组织的活动（能设计制作简单的光学物品），而非学生应达成的具体能力。课标未规定学生必须独立完成设计制作，且该能力要求远超G1-G2学段。"}}
{"id": "ca_bTfhkJkz", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "人类探索太空的历程", "dimension": "态度责任", "statement": "从人类探索太空的历程，体会现代科技的重要作用", "verb": "探索", "object": "太空的历程，体会现代科技的重要作用", "type": "CONCEPTUAL", "literacy": ["态度责任"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能列出至少三个关键航天事件并说明其技术突破点", "能比较早期与近期航天任务的技术差异并解释原因"], "assessment": "您能和{{name}}聊聊，看ta能否说出航天技术进步带来的具体改变吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "全学段", "srcAgree": "0.99", "srcText": "从人类探索太空的历程，体会现代科技的重要作用；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "该学段标注为G1-G9，但‘体会现代科技的重要作用’是抽象的情感态度目标，不适合放在低年级（G1-G3），且与九年级‘现代技术与社会’的深度要求不符"}], "repairAttempt": {"fixable": false, "why": "原句是情感态度目标，没有描述具体的学生能力行为，无法改成可判定的能力断言。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是情感态度目标，没有描述具体的学生能力行为，无法改成可判定的能力断言。"}
{"id": "ca_Afegj5rH", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "力与运动", "dimension": "科学思维", "statement": "能用力与运动的关系解释和解决生活中的简单力学问题", "verb": "解释", "object": "和解决生活中的简单力学问题", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举出生活中物体由静到动或由动到停的实例，并指出是哪个力改变了它的运动状态", "能对给定情境说明物体不受力时保持原运动状态，受力不平衡时运动状态改变"], "assessment": "{{name}}，你能用推力和摩擦力来解释为什么用力推箱子才会动吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第四学段", "srcAgree": "0.99", "srcText": "7～9年级初步认识常见的几种力，能用力与运动的关系解释和解决生活中的简单力学问题；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是7～9年级的课程目标，不是小学低段（G1）的能力要求，无法降级修改为符合G1学段的具体能力断言。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（「力与运动的关系」是初中（7-9年级）物理内容，小学1-2年级学生不具备该认知基）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「7～9年级」栏（srcText前缀「7～9年级」系OCR残留），学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（第二条证据「根据斜面角度判断推车上坡所需推力大小并调整策略」涉及斜面省力规律与定量推理，远超「力与运动关系」这一断言本身）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是7～9年级的课程目标，不是小学低段（G1）的能力要求，无法降级修改为符合G1学段的具体能力断言。"}}
{"id": "ca_BjKssewu", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物体运动", "dimension": "科学观念", "statement": "能描述物体运动的快慢", "verb": "描述", "object": "物体运动的快慢", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用尺子和秒表测量小车运动距离和时间并计算速度", "能比较两辆小车的速度并说明哪辆更快及原因"], "assessment": "{{name}}，你能告诉我怎么比较两个物体运动的快慢吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第四学段", "srcAgree": "0.99", "srcText": "能描述物体运动的快慢，分析物体受到的力，解释力和运动之间的关系；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是章节教学目标，不是可直接观测的学生能力断言。它包含‘描述’、‘分析’、‘解释’等综合认知动词，且‘描述运动的快慢。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求用尺子和秒表测量小车运动距离和时间并计算速度）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是章节教学目标，不是可直接观测的学生能力断言。它包含‘描述’、‘分析’、‘解释’等综合认知动词，且‘描述运动的快慢’依赖学生建立‘速度’这一抽象概念，无法在小学低段（G1）通过单一、可观察的行为判定‘会/不会’。课标原句信息不足以生成符"}}
{"id": "ca_V22BV3Yb", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "流体压强与流速", "dimension": "科学思维", "statement": "能用压强与流速的关系解释相关现象", "verb": "解释", "object": "相关现象", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确画出机翼上下表面气流速度差异导致升力产生的示意图", "能解释火车站台上候车时必须站在安全线内的原因"], "assessment": "你可以让{{name}}解释为什么飞机的机翼形状能让它飞起来吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第四学段", "srcAgree": "0.99", "srcText": "能用压强与流速的关系解释相关现象；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（「压强与流速的关系」是初中（7–9年级）流体压强内容，课标中属八年级/九年级，标）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_vHHnCiNZ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "声音的产生与传播", "dimension": "科学观念", "statement": "能解释与声音的产生、传播有关的简单问题", "verb": "解释", "object": "与声音的产生、传播有关的简单问题", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用尺子在桌边拨动并说明振动产生声音", "能描述声音通过空气传到耳朵的过程"], "assessment": "{{name}}，你能告诉我为什么拨动尺子会发出声音，以及声音是怎么传到你耳朵里的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第四学段", "srcAgree": "0.99", "srcText": "能解释与声音的产生、传播有关的简单问题；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句是教学建议（能解释……），但小学阶段（G1）的课标要求是感知现象，并未明确学生应具备‘解释’声音问题的能力，原。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但声音的产生与传播是小学3-4年级（或课标3-4年级学段））→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "课标原句是教学建议（能解释……），但小学阶段（G1）的课标要求是感知现象，并未明确学生应具备‘解释’声音问题的能力，原句信息不足以判定为该学段的具体学生能力断言。"}}
{"id": "ca_MKHDQY9b", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "光的直线传播", "dimension": "科学观念", "statement": "能根据光线模型解释针孔成像、影子等现象", "verb": "解释", "object": "针孔成像、影子等现象", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能画出光线穿过小孔后在光屏上成像的光路图，标出物、小孔和像的位置", "能对着光路图说明小孔成像的像是倒立的，并指出光线是沿直线传播的"], "assessment": "你可以让{{name}}解释一下为什么针孔相机里的像是倒着的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 46, "srcStage": "第四学段", "srcAgree": "0.99", "srcText": "能根据光线模型解释针孔成像、影子等现象；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（针孔成像、影子等光沿直线传播内容属于初中（7-9年级）光学，标成G1–G9跨度过）→ 按原件裁决：课标原件 PDF 第 46 页：第46页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（第二条证据「阳光下手影边缘清晰」实际是半影/本影问题，涉及光源非点光源，用「光沿直线传播」解释不了边缘清晰的原因，证据与）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_qRu5AW3Z", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电路连接", "dimension": "探究实践", "statement": "能连接简单的串联电路和并联电路", "verb": "连接", "object": "简单的串联电路和并联电路", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用导线、电池和灯泡搭建出一个完整的串联电路并点亮灯泡", "能将两个灯泡并联连接，使其中一个灯泡损坏时另一个仍能发光"], "assessment": "{{name}}，你能用电池和灯泡分别搭出串联和并联电路吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能连接简单的串联电路和并联电路；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（连接串联/并联电路是小学高年级（4-6年级）或初中（7-9年级）内容，标成G1–）→ 按原件裁决：课标原件 PDF 第 47 页：第47页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，不含学生能力"}}
{"id": "ca_7BQtknDQ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电学探究实验", "dimension": "探究实践", "statement": "能用控制变量的方法探究电阻大小相关影响因素，探究电流与电压、电阻之间的关系", "verb": "控制", "object": "变量的方法探究电阻大小相关影响因素，探究电流与电压、电阻之间的关系", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能指出实验中需控制的电压不变、需改变的电阻，并说明理由", "能根据记录的电流与电阻数据，说出电流随电阻变化的结论"], "assessment": "{{name}}能设计并完成一个简单电路实验来探究某个因素对电流的影响吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用控制变量的方法探究电阻大小相关影响因素，探究电流与电压、电阻之间的关系；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（电流、电压、电阻及欧姆定律是初中（7-9年级）内容，通常八年级才涉及，标注为G1）→ 按原件裁决：课标原件 PDF 第 47 页：第47页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只涉及'改变电阻箱阻值记录电流'和'描述控制电压不变的步骤'，只能证明学生会操作和复述步骤，证明不了'用控制变量）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_hCNVD2rG", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电学基础", "dimension": "科学思维", "statement": "能用欧姆定律解释常见的电学问题，求解简单的电路问题", "verb": "求解", "object": "简单的电路问题", "type": "PROCEDURAL", "literacy": ["科学思维", "科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据电路图计算出未知电阻的阻值，并说明计算依据", "能解释为什么增加串联电阻会使灯泡变暗，并用公式说明"], "assessment": "{{name}}，你能用欧姆定律算出电路里的未知数吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用欧姆定律解释常见的电学问题，求解简单的电路问题；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（欧姆定律是初中（7-9年级）内容，通常八年级才学，标注为G1–G9跨度过大，一年）→ 按原件裁决：课标原件 PDF 第 47 页：第47页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}]}
{"id": "ca_szswjzhs", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电磁学基础", "dimension": "科学思维", "statement": "能描述和建构通电直导线、通电螺线管周围的磁场模型", "verb": "描述", "object": "和建构通电直导线、通电螺线管周围的磁场模型", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据铁屑或小磁针显示的分布，画出通电直导线周围磁感线并标出方向", "能依据小磁针指向画出通电螺线管内外磁感线，标出N、S极并说明其与条形磁铁的相似"], "assessment": "{{name}}能画出或摆出通电导线和螺线管周围的磁场形状吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能描述和建构通电直导线、通电螺线管周围的磁场模型；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（通电直导线、通电螺线管周围的磁场（安培定则、磁感线）是初中九年级内容，标注成 G）→ 按原件裁决：课标原件 PDF 第 47 页：第47页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据只覆盖了「显示/标出」磁场分布，属于观察与记录层面，证明不了断言中的「建构……磁场模型」这一建模能力）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_brMwBV4K", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "阿基米德原理与浮力", "dimension": "探究实践", "statement": "能用实验探究阿基米德原理", "verb": "实验", "object": "探究阿基米德原理", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能通过实验测出浮力与排开液体重力，并得出二者相等的结论", "能用压强原理解释浮力大小等于排开液体所受的重力"], "assessment": "{{name}}，你能告诉我怎么用实验验证阿基米德原理吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用实验探究阿基米德原理，能用压强原理解释阿基米德原理；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "第二条掌握证据「能用压强原理解释浮力大小等于排开液体所受的重力」与断言「用实验探究阿基米德原理」不匹配：用压强原理解释浮力成因（上下表面压力差）是理论推导路径，不能证明学生具备实验探究能力；且该解释本身也推不出「等于排开液体所受重力」这一结论，需借助阿基米德原理本身，属循环论证。", "by": "ai:deepseek-v4-1-flash-2026-09-28"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（阿基米德原理（浮力）是初中物理内容，通常安排在八年级或九年级，标注为G1–G9跨）→ 按原件裁决：课标原件 PDF 第 47 页：第47页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只描述了实验操作和计算过程，未说明学生需得出'浮力等于排开液体所受重力'这一结论，无法证明学生真正掌握阿基米德原）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_v3538Zgn", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "浮力与压强", "dimension": "科学思维", "statement": "能用压强原理解释阿基米德原理", "verb": "解释", "object": "阿基米德原理", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能正确画出液体对物体上下表面的压力差示意图", "能用公式 p=ρgh 推导出浮力 F=ρgV 的表达式"], "assessment": "{{name}}，你能说说为什么水里的东西会浮起来，跟水压有什么关系吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能用实验探究阿基米德原理，能用压强原理解释阿基米德原理；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "阿基米德原理的压强解释是九年级内容，标注学段G1–G9过于宽泛，与内容难度不匹配"}, {"type": "undecidable", "detail": "'能用压强原理解释阿基米德原理'是章节标题或教学目标，不是可直接判断单个学生'会/不会'的具体能力描述"}, {"type": "evidence-weak", "detail": "掌握证据'能正确画出液体对物体上下表面的压力差示意图'是解释过程的中间步骤，不能直接证明学生'能用压强原理解释阿基米德原理'这一完整能力"}], "repairAttempt": {"fixable": false, "why": "课标原句是教学建议（‘能用...探究/解释...’），并非学生可直接判定的、具有明确观察动词和对象的能力描述。其本身已是完整目标，无法在不添加额外内容或信息的情况下，拆解或改写为更具体的‘能 + 可观察动词 + 明确对象’句式。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句是教学建议（‘能用...探究/解释...’），并非学生可直接判定的、具有明确观察动词和对象的能力描述。其本身已是完整目标，无法在不添加额外内容或信息的情"}
{"id": "ca_2Ti6m4km", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电路与电流电压测量", "dimension": "探究实践", "statement": "能正确测量电路中的电流和电压", "verb": "测量", "object": "电路中的电流和电压", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能按电路图把电流表串联、电压表并联接入待测元件所在电路", "能正确选择量程并读出电流表、电压表的示数，记录时带单位"], "assessment": "{{name}}，你能用万用表测出小灯泡的电流和电压吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能正确测量电路中的电流和电压；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（测量电路中的电流和电压属于电学内容，科学课标中电学通常在7-9年级（初中）出现，）→ 按原件裁决：课标原件 PDF 第 47 页：第47页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据第二条「能根据测量数据计算出电阻值」涉及欧姆定律计算，超出「测量电流和电压」这一能力本身，属于另一条能力（应用欧）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，不含学生能力"}}
{"id": "ca_6zcSxGZJ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "运动与相互作用", "dimension": "科学观念", "statement": "关注生产生活中的运动与相互作用的现象，并能解释交通运输、生产生活中的简单问题", "verb": "解释", "object": "交通运输、生产生活中的简单问题", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能对给定的交通或生产场景，指出其中物体运动状态改变与所受力的关系", "能解释刹车、启动等常见现象，并说出对应的运动与相互作用规律"], "assessment": "您可以问{{name}}：当你推一个重箱子时，箱子为什么会动，松手后它又为什么会停下来？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "SPLIT", "provenance": {"srcSubject": "科学", "srcPage": 47, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "关注生产生活中的运动与相互作用的现象，并能解释交通运输、生产生活中的简单问题；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程目标或教学建议，描述的是教学应关注的方向，而非学生能达成的、可直接观察和判定的具体能力。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据涉及链条传动、惯性（刹车后不能立刻停下）等，属于）→ 按原件裁决：课标原件 PDF 第 47 页：第47页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据1「描述骑自行车时脚蹬、链条和车轮如何协同工作」是机械传动问题，与断言中「运动与相互作用」的核心（力、惯性、运动状态）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是课程目标或教学建议，描述的是教学应关注的方向，而非学生能达成的、可直接观察和判定的具体能力。"}}
{"id": "ca_DfGbmT4E", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量的形式与转化", "dimension": "科学观念", "statement": "能识别生活中各种能的形式，举例说明运动的物体具有能量", "verb": "识别", "object": "生活中各种能的形式，举例说明运动的物体具有能量", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能指出运动的足球、跑步的人等具有能量的具体例子", "能解释被举高的石头和流动的河水分别是势能和动能"], "assessment": "{{name}}，你能说说身边哪些东西在运动时是有能量的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能识别生活中各种能的形式，举例说明运动的物体具有能量。", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别能量形式并举例说明", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy"], "practice": ["investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.778, "verbatimCoverage": 1.0, "facts": ["能识别生活中各种能的形式", "运动的物体具有能量"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_Y94bWpwh", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的性质", "dimension": "科学观念", "statement": "能用实例归纳概括物体的热胀冷缩性质", "verb": "概括", "object": "物体的热胀冷缩性质", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能列举至少两个不同物体受热膨胀、遇冷收缩的实例并说明共同规律", "能用温度变化导致体积变化的原理解释铁轨留缝隙或瘪乒乓球复原等现象"], "assessment": "{{name}}，你能举出生活中物体热胀冷缩的例子，并说说为什么会有这种现象吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能用实例归纳概括物体的热胀冷缩性质，能举例分析物体运动过程中有能的变化。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句是面向G7-G9的“内容要求”或“教学建议”，描述的是教师应引导学生达到的宏观目标，而非一个可直接观察、判定的。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（热胀冷缩是小学中高段（3-6年级）内容，标成G1-G9跨度过大，一年级学生无法完）→ 按原件裁决：课标原件 PDF 第 52 页：第52页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "课标原句是面向G7-G9的“内容要求”或“教学建议”，描述的是教师应引导学生达到的宏观目标，而非一个可直接观察、判定的低学段学生能力断言。断言中的“归纳概括物体的热胀冷缩性质”属于抽象概念建构，不符合G1学段学生的认知水平，且原句未提供可拆"}}
{"id": "ca_8Vzy8jTF", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量转化", "dimension": "科学观念", "statement": "能举例分析物体运动过程中有能的变化", "verb": "举例", "object": "分析物体运动过程中有能的变化", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能举出过山车或摆球等实例，说出上升时动能减小、势能增大", "能就同一实例说明下降时势能减小、动能增大，并指出两者相互转化"], "assessment": "{{name}}，你能举出生活中物体运动的例子，并说清楚在这个过程中能量是怎么变化的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能用实例归纳概括物体的热胀冷缩性质，能举例分析物体运动过程中有能的变化。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "truncated", "detail": "断言主干残缺，'有能的变化'应为'有能量的变化'或'有机械能的变化'，'有能'不成词，明显是抽取时截断/漏字"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是针对整个义务教育阶段的综合目标，并非具体到G1学段的可观察能力。其中'分析物体运动过程中有能的变化'涉及动能、势。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（能量转化（动能与势能相互转化）是小学高年级至初中阶段的物理内容，标注为G1–G9）→ 按原件裁决：课标原件 PDF 第 52 页：第52页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（能量转化（动能与势能相互转化）是小学高年级（5-6年级）乃至初中的内容，课标中机）→ 撤销：课标正文标了第二学段，模型的意见不能盖过课标"}], "repairAttempt": {"fixable": false, "why": "原句是针对整个义务教育阶段的综合目标，并非具体到G1学段的可观察能力。其中'分析物体运动过程中有能的变化'涉及动能、势能等抽象概念，一年级学生无法达成，且原句未提供符合G1认知水平的具体行为描述。"}}
{"id": "ca_UiNnyxGh", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "热胀冷缩", "dimension": "探究实践", "statement": "能设计实验，探究常见物体的热胀冷缩现象", "verb": "实验", "object": "探究常见物体的热胀冷缩现象", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能用气球套在瓶口，通过加热瓶子观察气球膨胀来验证空气热胀冷缩", "能设计对比实验，分别加热和冷却铜球，观察其能否通过铁环来验证金属热胀冷缩"], "assessment": "{{name}}，你能设计一个实验来证明物体受热会膨胀、遇冷会收缩吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能设计实验，探究常见物体的热胀冷缩现象；", "method": "vlm-transcribe+split", "crosscuttingWhy": "探究热胀冷缩的因果与变化规律", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：学段标注为G1–G9，但‘设计实验’、‘对比实验’的能力要求在小学低年级（1-3年级）难以达成，G1学段不合适"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据‘能说出空气受热会膨胀…’是知识陈述，不能证明‘能设计实验’这一能力；另一条证据‘能设计对比实验…’虽相关，但表述模糊，未体现设计过程的具体要素（如控制变量、操作步骤）"}], "crosscutting": ["cause-effect", "stability-change"], "practice": ["investigating", "explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生“能设计实验，探究常见物体的热胀冷缩现象”，改写后的断言与此完全一致，是忠实的。意见中关于学段难度和证据质量的讨论，属于对课标要求的实施难度和证据充分性的质疑，并非对断言忠实性的质疑。", "quote": "能设计实验，探究常见物体的热胀冷缩现象；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_SL7QqUQC", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究与记录", "dimension": "探究实践", "statement": "能利用科学词汇、图示符号等方式记录现象", "verb": "记录", "object": "现象", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能用箭头和文字标注植物向光生长的方向变化", "能用表格记录不同光照时长下种子发芽的数量"], "assessment": "{{name}}，你能用图画或符号把观察到的现象记下来吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能利用科学词汇、图示符号等方式记录现象。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程目标描述，未规定具体可观察的学生行为，无法直接判定某个学生是否掌握。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据中「用表格记录不同光照时长下种子发芽的数量」涉及）→ 按原件裁决：课标原件 PDF 第 52 页：第52页【学业要求】表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句是课程目标描述，未规定具体可观察的学生行为，无法直接判定某个学生是否掌握。"}}
{"id": "ca_JPQfHP42", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能的转化", "dimension": "科学观念", "statement": "能简单解释能的转化现象", "verb": "解释", "object": "能的转化现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用具体例子说明电能如何转化为光能和热能", "能描述食物中的化学能如何转化为人体运动的动能"], "assessment": "{{name}}，你能告诉我家里哪些东西在发生能量转化吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能对自然界中存在的各种形式的能进行简单分类，能简单解释能的转化现象；", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释能量转化机制与流动", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能的转化’是九年级物理内容，标为G1-G9跨度过大，G1-G3学生尚无法理解能量概念"}], "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能简单解释能的转化现象'，这是对学生的直接要求。意见人未看到原文，其关于内容年级归属和学生理解能力的质疑，不能作为否定该能力点在课标中存在的依据。改写后的断言忠实于原文。", "quote": "能对自然界中存在的各种形式的能进行简单分类，能简单解释能的转化现象；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_FH6xeD86", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "热传递", "dimension": "科学思维", "statement": "能对热传递的方式进行分析和推理", "verb": "分析", "object": "和推理", "type": "CONCEPTUAL", "literacy": ["科学思维", "科学观念"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能指出烧水时热从锅底传到水中属于热传导并说明理由", "能分析出热汤表面变凉时热以对流和辐射方式散失"], "assessment": "{{name}}，你能说出热量是怎么从热的东西传到冷的东西的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能对热传递的方式进行分析和推理。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（热传递的三种方式（传导、对流、辐射）是小学高年级至初中阶段的内容，标成G1–G9）→ 按原件裁决：课标原件 PDF 第 52 页：第52页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（「冬天穿羽绒服保暖」主要说明羽绒服是热的不良导体、能减少热量散失，属于保温而非热传递方式的分析推理，证明不了「对热传递的）：带着这条意见重写证据，复审未挑出问题"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（热传递的三种方式（传导、对流、辐射）及分析推理属于初中（7-9年级）内容，课标中）→ 撤销：课标正文标了第三学段，模型的意见不能盖过课标"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_JvCrGS6E", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量转化与守恒", "dimension": "探究实践", "statement": "能设计并实施调查活动，说明能的转化现象", "verb": "说明", "object": "能的转化现象", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能围绕能的转化现象提出调查问题，并列出要观察或测量的变量", "能写出调查步骤与对照安排，实施后说明观察到的能的转化现象"], "assessment": "{{name}}，你能设计一个实验来证明能量会转化吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能设计并实施调查活动，说明能的转化现象。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据（小车从斜面滑下撞击木块、测量木块移动距离、解释）→ 按原件裁决：课标原件 PDF 第 53 页：第53页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（断言要求的是「设计并实施调查活动，说明能的转化现象」，但掌握证据只覆盖了「实施实验并解释数据」，没有任何证据表明学生能自）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_WDz8vXX7", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "内能与热传递", "dimension": "科学思维", "statement": "能用案例分析归纳改变内能的两种方式", "verb": "归纳", "object": "改变内能的两种方式", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举出摩擦生热和热传递两个具体例子说明内能改变", "能解释为何钻木取火和晒太阳都使物体内能增加"], "assessment": "请{{name}}举两个例子说明怎么让物体变热，解释它们有什么不同？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用案例分析归纳改变内能的两种方式，能用比热容的物理意义直接计算热量问题，能根据燃料的热值计算热机的能耗问题。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学活动（用案例分析归纳），而非学生可观察的能力。且内容（内能、比热容、热值）属于九年级物理，。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（改变内能（做功与热传递）是初中物理内容，通常对应 9 年级（或 8-9 年级），）→ 按原件裁决：课标原件 PDF 第 53 页：第53页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学活动（用案例分析归纳），而非学生可观察的能力。且内容（内能、比热容、热值）属于九年级物理，与G1学段严重不符。"}}
{"id": "ca_EGpSQPS4", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的性质与能量", "dimension": "科学观念", "statement": "能用比热容的物理意义直接计算热量问题", "verb": "计算", "object": "热量问题", "type": "PROCEDURAL", "literacy": ["科学观念"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据公式Q=cmΔt正确计算500g水升温20℃所需热量", "能解释比热容数值越大表示物质吸热能力越强并举例说明"], "assessment": "{{name}}，你能用比热容公式算出水升温需要多少热量吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用案例分析归纳改变内能的两种方式，能用比热容的物理意义直接计算热量问题，能根据燃料的热值计算热机的能耗问题。", "method": "vlm-transcribe+split", "crosscuttingWhy": "运用物质能量概念进行定量计算", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：原句已是可观察的能力表述，无需修改。补充了证据以证明其可判定性。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能用比热容的物理意义直接计算热量问题’是课程目标表述，不是可观察的学生能力；掌握证据中的具体计算和解释才接近可评估的能力"}], "crosscutting": ["matter-energy", "scale-proportion"], "practice": ["math-computational"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能用比热容的物理意义直接计算热量问题’，断言是忠实的逐字转述，课标用词本身就是可观察的能力要求。", "quote": "能用比热容的物理意义直接计算热量问题", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_UTWKdUvU", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量转化与热机效率", "dimension": "科学思维", "statement": "能根据燃料的热值计算热机的能耗问题", "verb": "计算", "object": "热机的能耗问题", "type": "PROCEDURAL", "literacy": ["科学观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据热值公式Q=mq计算出完全燃烧10kg汽油释放的总热量", "能利用效率公式η=W/Q计算出热机实际输出的有用功"], "assessment": "{{name}}能根据燃料热值和热机效率，计算出具体燃料消耗下的有效输出能量吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用案例分析归纳改变内能的两种方式，能用比热容的物理意义直接计算热量问题，能根据燃料的热值计算热机的能耗问题。", "method": "vlm-transcribe+split", "crosscuttingWhy": "运用能量守恒与比例计算解决能耗问题", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：诊断指出了学段问题，将G1改为G9，并将原句（能力断言）直接作为修正后的陈述，因为它本身符合要求。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：热值计算和热机效率是九年级物理内容，G1-G9学段标注过于宽泛，实际应为G9"}], "crosscutting": ["matter-energy", "scale-proportion"], "practice": ["math-computational"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能根据燃料的热值计算热机的能耗问题’，能力断言是忠实转述，不应因学段标注过于宽泛而被否。", "quote": "能根据燃料的热值计算热机的能耗问题。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_CGxrihwV", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "简单机械", "dimension": "探究实践", "statement": "能探究简单机械的特点，解决简单机械的相关问题", "verb": "解决", "object": "简单机械的相关问题", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能对给定的杠杆或滑轮情境，说出它的特点并判断它是省力还是费力", "能根据给定的简单机械情境，说明怎样用它完成一项任务并说出理由"], "assessment": "{{name}}，你能说说这个机械有什么特点、机械效率怎么算吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能探究简单机械的特点，解决简单机械的相关问题，计算机械效率；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句是针对初中物理‘简单机械’内容的教学目标，其能力要求（如计算机械效率）与当前G1学段的数学能力前置证据严重不匹。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（简单机械（杠杆、滑轮、斜面等）是初中（7-9年级）内容，课标中出现在物质科学/技）→ 按原件裁决：课标原件 PDF 第 53 页：第53页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据第二条要求'算出机械效率'，但机械效率涉及功、功率等概念，属于初中物理内容，与'探究简单机械的特点'这一能力断言）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "课标原句是针对初中物理‘简单机械’内容的教学目标，其能力要求（如计算机械效率）与当前G1学段的数学能力前置证据严重不匹配，无法降级修改为适用于G1学生的具体可观察行为。"}}
{"id": "ca_mm4MxSfL", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "电与热", "dimension": "探究实践", "statement": "能设计与探究电流产生热量的影响因素", "verb": "设计", "object": "与探究电流产生热量的影响因素", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能设计实验比较不同电阻丝通电相同时间后的发热差异", "能控制变量（如电流、通电时间）测试热量变化并记录数据"], "assessment": "{{name}}能自己设计小实验来研究什么因素会影响电发热吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能设计与探究电流产生热量的影响因素；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，未描述学生可观察的具体行为，且G1学段要求超出认知水平。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（焦耳定律/电流热效应是初中物理（通常八年级或九年级）内容，标注为G1–G9跨全学）→ 按原件裁决：课标原件 PDF 第 53 页：第53页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，未描述学生可观察的具体行为，且G1学段要求超出认知水平"}}
{"id": "ca_iU3r4vmU", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量与能耗计算", "dimension": "探究实践", "statement": "能收集数据计算家用电器的能耗问题", "verb": "计算", "object": "家用电器的能耗问题", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能读取电器铭牌上的功率，结合使用时长算出该电器一次使用的耗电量", "能记录某电器一段时间内的功率与使用时间，算出总耗电量并说明计算依据"], "assessment": "{{name}}，你能告诉我家里哪个电器最费电吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能收集数据计算家用电器的能耗问题。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（家用电器能耗计算涉及电功、电功率、电能表读数等概念，属于初中物理（7-9年级）内）→ 按原件裁决：课标原件 PDF 第 53 页：第53页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据仅涉及记录用电量和按电表读数换算电费，属于数据记录与简单乘法，无法证明'收集数据计算家用电器能耗问题'这一能力中'收）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_H6jTEWa7", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能源与资源", "dimension": "态度责任", "statement": "关注个人、社区的能源使用问题", "verb": "使用", "object": "问题", "type": "CONCEPTUAL", "literacy": ["态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能画出家中一周用电记录表并标出用电高峰时段", "能针对社区公共区域提出至少两条节能改进建议"], "assessment": "{{name}}，你能说说家里哪里最费电，想怎么帮社区省电吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 53, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "关注个人、社区的能源使用问题；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求「画出家中一周用电记录表并标出用电高峰时段」）→ 按原件裁决：课标原件 PDF 第 53 页：第53页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_KTFiLziN", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究程序", "dimension": "探究实践", "statement": "按怎样的程序进行探究，主要获得什么信息等，帮助学生学会独立探究", "verb": "帮助", "object": "学生学会独立探究", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能独立设计一个包含明确问题、假设、步骤和预期结果的简单探究方案", "能根据探究方案，有条理地记录并整理出关键数据或观察结果"], "assessment": "{{name}}，你能自己想出一个科学问题，并一步步去研究它吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 54, "srcStage": "全学段", "srcAgree": "0.00", "srcText": "按怎样的程序进行探究，主要获得什么信息等，帮助学生学会独立探究，发展思维能力。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "断言描述的是教学活动流程（帮助学生学会独立探究），而非学生可观察的具体能力表现"}, {"type": "undecidable", "detail": "无法判断一个具体学生是否‘会按怎样的程序进行探究’，这是对教学过程的描述而非能力判定"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_mX7KXej6", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量转化与应用", "dimension": "科学观念", "statement": "要重视生产生活中能的转化的应用问题", "verb": "应用", "object": "问题", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能举出生活中至少3个能量转化的实例并说明转化方向", "能用流程图或文字描述某个常见设备（如电灯、自行车）的能量转化链路"], "assessment": "{{name}}，你能给我讲讲家里哪些东西涉及能量转化吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 54, "srcStage": "全学段", "srcAgree": "0.00", "srcText": "（4）要重视生产生活中能的转化的应用问题。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "断言本身是教学建议（要重视...），而非可直接判断学生‘会/不会’的具体能力描述。"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_SkDeAfTK", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "动物的特征", "dimension": "科学观念", "statement": "能概括动物的某些共同特征", "verb": "概括", "object": "动物的某些共同特征", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能观察一组不同动物的图片，说出它们共有的两个特征", "能根据给出的几种动物，归纳出它们共同具备的一项特征"], "assessment": "{{name}}，你能告诉我动物和植物有什么不同吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 59, "srcStage": "第一学段", "srcAgree": "1.00", "srcText": "能概括动物的某些共同特征。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9跨度过大，未落到具体年级。'概括动物的某些共同特征'在课标中通）→ 按原件裁决：课标原件 PDF 第 59 页：第59页【学业要求】表「1～2年级」栏，学段 G1-G9 → G1-G2"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据'能列举出至少三种动物并说出它们都会呼吸、进食和繁殖'只能证明学生记住了三种动物的具体事实，不能证明其'概括'出）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_98FgvnED", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "生物与非生物", "dimension": "科学观念", "statement": "能比较生物与非生物的特征，说出生物与非生物的不同特点", "verb": "比较、说出", "object": "生物与非生物的特征、不同特点", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能列举出生物具有的至少三种特征，并与非生物进行对比", "能根据特征正确区分图片中的生物与非生物并说明理由"], "assessment": "{{name}}，你能说说动物和石头有什么不一样吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 59, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能比较生物与非生物的特征，说出生物与非生物的不同特点；", "method": "vlm-transcribe+split", "crosscuttingWhy": "比较特征找规律，分析结构功能差异"}, "schemaVersion": "0.1.0", "statementBefore": "能比较生物与非生物的特征", "repair": {"why": "将原句中的能力要求完整保留，并明确了可观察的行为（比较、说出）和具体对象（特征、不同特点），使其可判定。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1（一年级）学生认知水平难以系统比较生物与非生物的特征并归纳不同点，该内容通常在三至四年级引入"}], "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能比较生物与非生物的特征，说出生物与非生物的不同特点’，断言是忠实转述。意见中关于学生认知水平和教学阶段的判断，属于教学实施层面的考量，不影响课标本身对该能力点的要求。", "quote": "能比较生物与非生物的特征，说出生物与非生物的不同特点", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_5dr5TXRd", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "动植物的共同特征", "dimension": "科学观念", "statement": "能说出常见动物和植物都有的两个共同特征", "verb": "说出", "object": "常见动物和植物都有的两个共同特征", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能列举出至少三种动物和三种植物，并说出它们都有的两个共同特征", "能用一句话概括动物和植物在生长、繁殖方面的相同点"], "assessment": "{{name}}，你能告诉我动物和植物有哪些共同的地方吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 59, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能描述常见动物、植物的共同特征；", "method": "vlm-transcribe+split", "crosscuttingWhy": "归纳动植物共性，需观察比较"}, "schemaVersion": "0.1.0", "statementBefore": "能描述常见动物、植物的共同特征", "repair": {"why": "将模糊的‘描述’改为可判定的‘说出’，并明确了‘两个共同特征’这一具体对象，使断言可观察、可判定。", "grounding": 0.69}, "crosscutting": ["patterns"], "practice": ["investigating"], "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": 0.818, "verbatimCoverage": 0.611, "facts": ["能描述常见动物、植物的共同特征"]}}
{"id": "ca_64h5wKbY", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "人体的呼吸与消化", "dimension": "科学观念", "statement": "能描述人体用于呼吸和用于摄取养分的器官", "verb": "描述", "object": "人体用于呼吸和用于摄取养分的器官", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G3"}, "evidence": ["能指认并说出肺是呼吸器官，胃和小肠是摄取养分的器官", "能用文字或图画说明这些器官在人体中的位置和基本作用"], "assessment": "{{name}}，你能告诉妈妈哪些器官帮助我们呼吸，哪些帮我们吃东西吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 59, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能描述人体用于呼吸的器官、用于摄取养分的器官。", "method": "vlm-transcribe+split", "crosscuttingWhy": "描述器官结构与功能对应关系"}, "schemaVersion": "0.1.0", "statementBefore": "能描述人体用于呼吸的器官、用于摄取养分的器官", "repair": {"why": "将原句中可能被误解为需要“描述”两个独立系统的表述，合并为一个可判定的、针对同一对象群体的能力描述，并补充了具体的、可观察的行为证据，使其符合中高年级的要求。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G3学段（三年级）学生对呼吸和消化系统的认知应侧重于整体感知和简单功能，但‘能描述人体用于呼吸和用于摄取养分的器官’这一表述更接近G5-G6（五至六年级）对器官系统具体功能的描述要求，三年级通常只要求‘知道呼吸和消化是人体的重要活动’。"}], "crosscutting": ["structure-function"], "practice": [], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能描述人体用于呼吸的器官、用于摄取养分的器官’，断言是对此的忠实改写。意见中关于学段认知水平的担忧属于教学实施层面的讨论，但课标作为纲领性文件，其具体表述就是学生应达到的能力要求，断言不应被删除。", "quote": "能描述人体用于呼吸的器官、用于摄取养分的器官。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_UCjZCEvX", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "植物的共同特征", "dimension": "科学观念", "statement": "能概括植物的某些共同特征", "verb": "概括", "object": "植物的某些共同特征", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能列举出至少三种植物并说出它们都有根、茎、叶", "能比较不同植物并指出它们都能进行光合作用"], "assessment": "{{name}}，你能说出几种植物的共同点吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 59, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能概括植物的某些共同特征。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "能比较不同植物并指出它们都能进行光合作用，需要理解光合作用的过程和意义，这是七、八年级（初中）生命科学的内容，与G1-G9的宽泛学段不符，且证据中的要求与小学低段学生的认知水平不匹配。"}, {"type": "undecidable", "detail": "'能概括植物的某些共同特征'是一句笼统的陈述，没有具体指向学生能操作、可观察的特定行为或结果，更像一个章节主题而非可评估的能力断言。"}, {"type": "evidence-weak", "detail": "证据'能列举出至少三种植物并说出它们都有根、茎、叶'，对于G1-G2阶段的学生，许多植物（如藻类、苔藓）并不具有真正的根、茎、叶分化，该证据本身在科学上不严谨，且不能作为概括所有植物共同特征的可靠证明。"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力"}
{"id": "ca_QDwx9ThH", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "人体器官与功能", "dimension": "科学观念", "statement": "认同保护人体具有呼吸功能和摄取养分功能器官的重要性", "verb": "保护", "object": "人体具有呼吸功能和摄取养分功能器官的重要性", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能正确指出肺、胃、肠在人体图中的位置并说出功能", "能主动提出至少两种保护这些器官的日常做法"], "assessment": "你家孩子能指出肺和胃在哪里，还能想到保护它们的好办法吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 60, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "认同保护人体具有呼吸功能和摄取养分功能器官的重要性。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "‘认同重要性’是态度层面的表述，无法对具体孩子判断‘会/不会’，属于口号而非可测评的能力"}], "repairAttempt": {"fixable": false, "why": "原句是态度层面的教学目标，不是可测评的学生能力。课标原句‘认同...重要性’无法转化为对具体孩子‘会/不会’的判定，属于态度而非行为。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是态度层面的教学目标，不是可测评的学生能力。课标原句‘认同...重要性’无法转化为对具体孩子‘会/不会’的判定，属于态度而非行为。"}
{"id": "ca_bK9tM4NC", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "细胞的观察与结构", "dimension": "探究实践", "statement": "能使用显微镜观察动物细胞和植物细胞的形态", "verb": "使用", "object": "显微镜观察动物细胞和植物细胞的形态", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能独立操作显微镜，分别观察到洋葱表皮细胞和口腔上皮细胞的形态", "能说出所观察的两种细胞在结构上的不同，如植物细胞有细胞壁而动物细胞没有"], "assessment": "{{name}}，你能用显微镜看清洋葱和口腔细胞的样子，并画出来吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 60, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能使用显微镜观察动物细胞和植物细胞的形态；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，未明确学生能力应达到的具体行为标准，且学段（G1）与内容（显微镜观察细胞）严重不符，无法修改为可判定的。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（使用显微镜观察动物细胞和植物细胞（洋葱表皮细胞、口腔上皮细胞）是7年级内容，标注）→ 按原件裁决：课标原件 PDF 第 60 页：第60页【学业要求】表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据要求绘制细胞简图并标注细胞壁、细胞核，但口腔上皮细胞没有细胞壁，证据中未区分动物细胞与植物细胞的结构差异，无法证明学）：带着这条意见重写证据，复审未挑出问题"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（使用显微镜观察动物细胞和植物细胞（洋葱表皮细胞、口腔上皮细胞）是初中7年级内容，）→ 撤销：课标正文标了第三学段，模型的意见不能盖过课标"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，未明确学生能力应达到的具体行为标准，且学段（G1）与内容（显微镜观察细胞）严重不符，无法修改为可判定的能力断言。"}}
{"id": "ca_U7gKe6Sf", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生态系统", "dimension": "科学观念", "statement": "能运用生态系统的概念分析生产生活中的一些简单问题", "verb": "分析", "object": "生产生活中的一些简单问题", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能对给定的一段生产生活材料，指出其中的生产者、消费者、分解者及非生物部分", "能就同一材料说明物质和能量沿食物链流动，并据此解释其中一种现象"], "assessment": "{{name}}，你能说说为什么公园里的虫子突然变少了吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 60, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能运用生态系统的概念分析生产生活中的一些简单问题。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，未明确学生可观察的具体行为，且学段要求（G1）与能力内容（运用生态系统概念分析问题）不匹配，无法直接转。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（生态系统概念（食物链、生态平衡）是7-9年级（初中生物）内容，课标第60页对应的）→ 按原件裁决：课标原件 PDF 第 60 页：第60页【学业要求】表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（「虫子被鸟吃光」只涉及食物链单一环节，证明不了「运用生态系统概念分析问题」；「鱼死掉与过度喂食」更接近水质/生物数量关系）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，未明确学生可观察的具体行为，且学段要求（G1）与能力内容（运用生态系统概念分析问题）不匹配，无法直接转化为可判定的学生能力断言。"}}
{"id": "ca_XTwQG8ia", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物观察", "dimension": "探究实践", "statement": "能选择适当的观察工具观察各类生物", "verb": "选择", "object": "适当的观察工具观察各类生物", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据观察对象的大小和特点，从提供的工具中选出合适的一种并说明理由", "能对给定的几种生物分别选定观察工具，并说出为什么不用其他工具"], "assessment": "{{name}}，你能说说观察不同生物时，你分别选了什么工具吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 60, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能选择适当的观察工具观察各类生物；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9过宽：用显微镜观察洋葱表皮细胞是7年级内容，放大镜观察蚂蚁是1）→ 按原件裁决：课标原件 PDF 第 60 页：第60页（印53）生命系统构成层次 学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只覆盖了放大镜和显微镜两种工具，且都是观察动物/植物细胞，无法证明'选择适当的观察工具观察各类生物'中的'选择'）：带着这条意见重写证据，复审未挑出问题"}]}
{"id": "ca_PZ4GewWM", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物实验操作", "dimension": "探究实践", "statement": "会制作简单的临时装片，并绘制简单的生物图", "verb": "绘制", "object": "简单的生物图", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用镊子撕取洋葱表皮并展平在载玻片上", "能用铅笔绘出植物细胞轮廓并标注细胞壁、细胞核"], "assessment": "你能看到{{name}}独立完成临时装片制作和细胞图绘制吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 60, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "会制作简单的临时装片，并绘制简单的生物图；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（制作临时装片（洋葱表皮等）和绘制生物图是初中生物学内容，通常对应7年级，标注为G）→ 按原件裁决：课标原件 PDF 第 60 页：第60页（印53）生命系统构成层次 学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，不含学生能力"}}
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{"id": "ca_8jLVf8T4", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "人体生命活动的调节", "dimension": "科学观念", "statement": "列举人体的主要内分泌腺及其功能，列举激素对生命活动的调节作用", "verb": "列举", "object": "人体的主要内分泌腺及其功能，列举激素对生命活动的调节作用", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确说出甲状腺分泌甲状腺激素并说明其促进新陈代谢的功能", "能正确说出胰岛分泌胰岛素并说明其调节血糖浓度的功能"], "assessment": "{{name}}，你能说说人体有哪些重要的内分泌腺，它们各管什么吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 65, "srcStage": "第四学段", "srcAgree": "0.00", "srcText": "⑦列举人体的主要内分泌腺及其功能，列举激素对生命活动的调节作用。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（内分泌腺及激素调节是初中（7-9年级）内容，课标第65页对应的是初中生命科学，标）→ 按原件裁决：课标原件 PDF 第 65 页：第65页（印58）内容要求表「7～9年级」6.3 第⑦条，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
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{"id": "ca_FTqUf6GJ", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "植物的生存条件", "dimension": "科学观念", "statement": "能分析不同植物生存和生长的条件", "verb": "分析", "object": "不同植物生存和生长的条件", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能比较水生植物与陆生植物在光照、水分等方面的需求差异", "能解释为什么仙人掌的叶片退化成刺是为了减少水分蒸发"], "assessment": "{{name}}，你能说出为什么不同植物需要不同的阳光和水吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 65, "srcStage": "第一学段", "srcAgree": "0.00", "srcText": "能分析不同植物生存和生长的条件，能比较不同动物感知环境的器官。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教师应引导学生分析的内容，而非学生可直接观察的能力行为。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求'比较水生植物与陆生植物在光照、水分等方面的）→ 按原件裁决：课标原件 PDF 第 65 页：第65页（印58）学业要求表「1～2年级」栏，学段 G1-G9 → G1-G2"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教师应引导学生分析的内容，而非学生可直接观察的能力行为。"}}
{"id": "ca_uB5KTNRk", "discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "动物的感知器官", "dimension": "科学观念", "statement": "能比较不同动物感知环境的器官", "verb": "比较", "object": "不同动物感知环境的器官", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能指出猫的胡须和鱼的侧线各自用于感知什么环境信息", "能比较鹰的眼睛和兔子的眼睛在结构或功能上的主要不同"], "assessment": "{{name}}，你能说说猫的胡须和鱼的侧线都是怎么帮它们感知周围环境的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 65, "srcStage": "第一学段", "srcAgree": "0.00", "srcText": "能分析不同植物生存和生长的条件，能比较不同动物感知环境的器官。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句'能比较不同动物感知环境的器官'是课程目标/教学建议，未具体到学生应表现的可观察行为（如比较的具体方面、输出形式）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句'能比较不同动物感知环境的器官'是课程目标/教学建议，未具体到学生应表现的可观察行为（如比较的具体方面、输出形式）。无法据此判定一个具体孩子'会'还是'不会'。"}}
{"id": "ca_x2UHx9VU", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物的生存需求", "dimension": "科学观念", "statement": "能说出植物和动物的基本生存需要，并指出其某些结构具有帮助维持生存的功能", "verb": "说出、指出", "object": "植物和动物的基本生存需要、其某些结构帮助维持生存的功能", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能说出植物需要阳光、水，动物需要食物、空气", "能指出植物的根能吸收水分，动物的翅膀能帮助飞行"], "assessment": "{{name}}，你能告诉我植物和动物各自需要什么才能活下去，以及它们身体的哪些部分帮助它们做到这些吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 66, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能说出植物和动物都有基本生存需要，认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能。", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别结构与功能的对应关系"}, "schemaVersion": "0.1.0", "statementBefore": "能说出植物和动物都有基本生存需要，认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能", "repair": {"why": "将原句拆分为两个可观察的动词（说出、指出），并明确了对象（基本生存需要、某些结构的功能），使其可判定。", "grounding": 0.95}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1学段（一年级）学生难以理解‘结构具有帮助维持生存的功能’这一抽象概念，课标中该内容通常安排在三至四年级"}], "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能’，断言‘指出其某些结构具有帮助维持生存的功能’是对此的忠实转述。意见中关于学段安排的判断，与课标原文的直接要求不符。", "quote": "能说出植物和动物都有基本生存需要，认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"id": "ca_u7LQkLvE", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与环境", "dimension": "探究实践", "statement": "能设计简单方案并实施操作，搜集植物和动物生存、生长所需条件的证据", "verb": "操作", "object": "搜集植物和动物生存、生长所需条件的证据", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能设计一个对比实验，用不同光照条件培养两盆相同的植物并记录生长差异", "能搭建一个简易饲养箱，为小动物提供水和食物并观察其活动变化"], "assessment": "{{name}}，你能设计实验来比较植物在不同环境下的生长情况吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 66, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能设计简单方案并实施操作，搜集植物和动物生存、生长所需条件的证据。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教师应引导学生进行的活动，而非学生应达成的具体、可观察的能力断言。它没有指明学生能独立完成的具。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求设计对比实验、控制变量（不同光照、两盆相同植）→ 按原件裁决：课标原件 PDF 第 66 页：第66页（印59）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教师应引导学生进行的活动，而非学生应达成的具体、可观察的能力断言。它没有指明学生能独立完成的具体行为，无法直接转化为对单个学生的判定。"}}
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{"id": "ca_Kv6nKGyM", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与能量", "dimension": "探究实践", "statement": "能收集人和动物以其他生物为食获得维持生命活动所需能量的信息，用多种方式表达调查过程与结果", "verb": "表达", "object": "调查过程与结果", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能说出自己午餐中哪些食物来自其他生物，并指出这些食物为身体提供了能量", "能用食物链图示或口头汇报，展示调查到的动物以其他生物为食获取能量的过程"], "assessment": "{{name}}，你能说说今天午饭吃了什么，这些食物里的能量最初是从哪里来的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 66, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能收集人和动物以其他生物为食获得维持生命活动所需能量的信息，用多种方式表达调查过程与结果。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学活动（收集信息、表达过程与结果），而非学生可观察、可判定的具体能力。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该断言涉及食物链、能量流动等概念，属于5-6年级（G5-）→ 按原件裁决：课标原件 PDF 第 66 页：第66页（印59）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（掌握证据中'记录并描述自己午餐中从哪些动植物获取了能量'只能证明学生知道食物来源，无法证明其理解'人和动物以其他生物为食）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学活动（收集信息、表达过程与结果），而非学生可观察、可判定的具体能力。"}}
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{"id": "ca_kKfvGtUH", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物的代谢与能量", "dimension": "科学观念", "statement": "能建构光合作用、呼吸作用的概念或模型", "verb": "合作", "object": "用、呼吸作用的概念或模型", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能画出光合作用和呼吸作用的过程图并标注关键物质和能量转换", "能用材料制作或演示光合作用与呼吸作用的简易模型并解释各部分功能"], "assessment": "{{name}}，你能用图或模型讲清楚光合作用和呼吸作用是怎么回事吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 66, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能建构光合作用、呼吸作用的概念或模型，能分析人体体温调节的过程。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学活动（建构概念或模型），而非学生可观察的具体能力。且‘概念或模型’指代不明，无法判定具体能。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（光合作用、呼吸作用的概念与模型建构是初中（7-9年级）内容，课标中在5-6年级仅）→ 按原件裁决：课标原件 PDF 第 66 页：第66页（印59）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学活动（建构概念或模型），而非学生可观察的具体能力。且‘概念或模型’指代不明，无法判定具体能力水平。"}}
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{"id": "ca_hqAZt5vF", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "疫苗的来源与作用机理", "dimension": "探究实践", "statement": "能设计方案，通过调查探讨疫苗的来源和作用机理", "verb": "设计", "object": "方案，通过调查探讨疫苗的来源和作用机理", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学观念"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能围绕疫苗来源或作用机理提出一个可调查的问题并说明调查思路", "能依据调查所得资料解释疫苗从何而来或如何起作用"], "assessment": "{{name}}，你能说说你是怎么设计调查方案来了解疫苗的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 66, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能设计方案，通过调查探讨疫苗的来源和作用机理。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（疫苗的来源和作用机理涉及免疫学、病原体等知识，属于初中（7-9年级）内容，标成G）→ 按原件裁决：课标原件 PDF 第 66 页：第66页（印59）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据要求'设计包含问卷、访谈和文献查阅的调查方案'并'用流程图描述疫苗从研发到接种的完整流程'，这是研究方法和流程梳）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_aX94CAag", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的性质与安全", "dimension": "态度责任", "statement": "举例说明生活中可能遇到的有毒物质和防御措施", "verb": "说明", "object": "生活中可能遇到的有毒物质和防御措施", "type": "CONCEPTUAL", "literacy": ["态度责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能列举出至少三种生活中常见的有毒物质并说出对应的避免接触方法", "能在模拟场景中正确演示佩戴防护用品处理有毒物质的步骤"], "assessment": "你能告诉{{name}}家里或学校里哪些东西是有毒的，以及怎么保护自己吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 70, "srcStage": "第四学段", "srcAgree": "0.00", "srcText": "⑩举例说明生活中可能遇到的有毒物质和防御措施。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句“举例说明生活中可能遇到的有毒物质和防御措施”是教学建议或活动目标，描述的是学生应经历的学习过程，而非一个可直。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（该断言标注为G1–G9全学段，但「有毒物质及防御措施」涉及物质性质、毒性机理与安）→ 按原件裁决：课标原件 PDF 第 70 页：第70页（印63）内容要求表「7～9年级」7.4 第⑩条，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "课标原句“举例说明生活中可能遇到的有毒物质和防御措施”是教学建议或活动目标，描述的是学生应经历的学习过程，而非一个可直接判定“会/不会”的具体能力。它未规定“举出多少例”、“说明到什么具体程度”（如是否要求描述作用机理、是否要求设计具体步骤"}}
{"id": "ca_VZEe3kfP", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与环境的适应", "dimension": "科学观念", "statement": "能分析不同环境中植物的不同外部形态特点对维持其生存的作用", "verb": "分析", "object": "不同环境中植物的不同外部形态特点对维持其生存的作用", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能对比仙人掌的刺和阔叶树的叶片，说明各自如何适应干旱或湿润环境", "能举例说明某植物形态特点（如叶形、根、茎）如何帮助它在特定环境中存活"], "assessment": "{{name}}，你能说说为什么仙人掌的叶子变成了刺，而大树的叶子却很宽大吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 70, "srcStage": "第二学段", "srcAgree": "0.00", "srcText": "能分析不同环境中植物的不同外部形态特点对维持其生存的作用，能比较不同动物适应季节变化的方式对维持其生存的作用。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程内容要求，未限定具体可观察行为，且涉及分析作用，属于较高阶的认知能力，无法直接判定一个G1学生‘能/不能’。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力涉及植物形态对环境的适应分析，属于初中（7-9年级）→ 按原件裁决：课标原件 PDF 第 70 页：第70页（印63）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（第二条证据「水生植物的根系通常比陆生植物更发达」本身表述不准确——水生植物根系通常退化而非更发达，该证据无法证明所述能力）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是课程内容要求，未限定具体可观察行为，且涉及分析作用，属于较高阶的认知能力，无法直接判定一个G1学生‘能/不能’。原句信息不足以改成可判定的学生能力断言。"}}
{"id": "ca_sMYvzFrd", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物的适应性", "dimension": "科学观念", "statement": "能比较不同动物适应季节变化的方式对维持其生存的作用", "verb": "比较", "object": "不同动物适应季节变化的方式对维持其生存的作用", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能列举两种动物过冬方式并说明哪种更有利于存活", "能画出或描述动物随季节变化的迁徙路线或冬眠地点"], "assessment": "{{name}}，你能说说松鼠和大雁是用什么不同方法过冬的，哪种方法更能让它们活下去吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 70, "srcStage": "第二学段", "srcAgree": "0.00", "srcText": "能分析不同环境中植物的不同外部形态特点对维持其生存的作用，能比较不同动物适应季节变化的方式对维持其生存的作用。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是学生应达到的能力目标，但未提供可直接观察和判定的具体行为标准。断言中的‘比较…作用’是高阶思维。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该断言涉及动物适应季节变化与生存的关系，属于生命科学中较）→ 按原件裁决：课标原件 PDF 第 70 页：第70页（印63）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是学生应达到的能力目标，但未提供可直接观察和判定的具体行为标准。断言中的‘比较…作用’是高阶思维过程，课标原句未提供足够信息将其转化为对具体学生‘会/不会’的判定。"}}
{"id": "ca_LRmTiVQd", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与环境", "dimension": "探究实践", "statement": "能收集生活在不同环境中的植物外部形态特征的信息，调查动物适应季节变化的方式", "verb": "收集", "object": "生活在不同环境中的植物外部形态特征的信息，调查动物适应季节变化的方式", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学观念"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能说出两种不同环境（如旱地与水边）中同种植物外部形态的差异", "能记录并描述一种动物在季节变化前后行为或形态上的不同"], "assessment": "{{name}}，你能说说你观察到的植物在不同地方长得有什么不一样，还有小动物过冬前会做什么吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 70, "srcStage": "第二学段", "srcAgree": "0.00", "srcText": "能收集生活在不同环境中的植物外部形态特征的信息，调查动物适应季节变化的方式。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "这条断言把两个不同层次的任务拼在一起：前半句「能收集……信息」是过程性/方法性要求，后半句「调查动物适应季节变化的方式」是活动主题而非可判定的能力，无法对一个具体孩子答「会/不会」——孩子可以「调查了」但调查结果对错无从判定。掌握证据里两条（说出植物形态差异、记录动物季节变化）分别对应两个不同能力，与断言本身对不上。"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9跨度过大，未落到具体年级。该断言涉及'调查动物适应季节变化的方）→ 按原件裁决：课标原件 PDF 第 70 页：第70页（印63）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}]}
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{"id": "ca_mpi9Lzth", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "健康与生活", "dimension": "科学观念", "statement": "能列举影响健康的因素", "verb": "列举", "object": "影响健康的因素", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能说出至少三种影响健康的因素，如饮食、运动和睡眠。", "能解释为什么吸烟或不洗手会影响健康。"], "assessment": "{{name}}，你能告诉我哪些事情会影响我们的健康吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 71, "srcStage": "第三学段", "srcAgree": "0.98", "srcText": "5～6年级认识动物能适应环境变化，能列举影响健康的因素。", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别因果关系与系统因素", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：将学段限定为5～6年级，移除了不符合低年级的证据'能解释为什么吸烟或不洗手会影响健康'，并将能力断言精确化为可观察的'列举'行为"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1-G9跨度太大，'能解释为什么吸烟或不洗手会影响健康'更符合中高年级认知水平，低年级学生难以理解因果解释"}], "crosscutting": ["cause-effect", "systems"], "practice": ["asking-questions"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能列举影响健康的因素'，断言是忠实的转述，且年龄跨度问题不影响课标要求的有效性。", "quote": "能列举影响健康的因素", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_gyXHM7Gi", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与环境适应", "dimension": "科学观念", "statement": "能分析不同动物在气候、食物、空气和水源等环境变化时的行为", "verb": "分析", "object": "不同动物在气候、食物、空气和水源等环境变化时的行为", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能比较鱼和青蛙在干旱环境中不同的生存策略", "能预测干旱天气下鸟类和昆虫的迁徙或栖息变化"], "assessment": "{{name}}，你能说说如果森林突然变干，哪些动物会离开，哪些会留下吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 71, "srcStage": "第三学段", "srcAgree": "0.98", "srcText": "能分析不同动物在气候、食物、空气和水源等环境变化时的行为。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力涉及动物行为对气候、食物、水源等环境变化的适应分析）→ 按原件裁决：课标原件 PDF 第 71 页：第71页（印64）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
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{"id": "ca_2UMmbQuj", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "健康与营养", "dimension": "科学观念", "statement": "能分析影响合理膳食的因素", "verb": "分析", "object": "影响合理膳食的因素", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能结合给定的一日三餐实例，指出其中影响合理膳食的两类因素", "能针对一份不合理食谱，说出两条具体的改进理由"], "assessment": "你可以问：{{name}}，这顿午餐里什么最多？对身体好还是需要换点别的？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 71, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "能分析影响合理膳食的因素，能归纳传染病的特点及防治措施。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学内容（分析因素、归纳特点），而非学生可观察的具体能力行为。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但「合理膳食」相关内容在课标中属于5-6年级（或7-9年级）→ 按原件裁决：课标原件 PDF 第 71 页：第71页（印64）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据要求「用表格对比三种早餐的营养成分」和「根据食谱计算一日三餐的热量」，这需要营养成分数据、热量计算等定量分析能力）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学内容（分析因素、归纳特点），而非学生可观察的具体能力行为。"}}
{"id": "ca_svbwh2hU", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生命健康与疾病", "dimension": "科学观念", "statement": "能归纳传染病的特点及防治措施", "verb": "归纳", "object": "传染病的特点及防治措施", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能列举至少三种传染病并说出它们的共同特征", "能针对一种传染病提出具体的个人防护建议"], "assessment": "{{name}}，你能说说感冒和水痘有什么共同点，以及怎么预防它们吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 71, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "能分析影响合理膳食的因素，能归纳传染病的特点及防治措施。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句'能归纳传染病的特点及防治措施'是针对初中阶段（如八年级）的学习目标，而当前学段G1（小学一年级）的学生认知水平无。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（传染病的特点及防治措施是初中生物学（7-9年级）内容，课标中属于7-9年级学段，）→ 按原件裁决：课标原件 PDF 第 71 页：第71页（印64）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句'能归纳传染病的特点及防治措施'是针对初中阶段（如八年级）的学习目标，而当前学段G1（小学一年级）的学生认知水平无法达到此深度。课标原文将此目标置于较高学段要求中，直接用于G1不切实际，无法修改为符合G1学生能力且基于原句的可观察行为。"}}
{"id": "ca_u4ff3yER", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物的生命周期", "dimension": "科学观念", "statement": "能分析动植物生命周期不同阶段的相应特点", "verb": "分析", "object": "动植物生命周期不同阶段的相应特点", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能画出蚕的四个阶段并标注每个阶段的身体特征变化", "能对比一株植物的种子、幼苗、成株形态，说出三个明显差异"], "assessment": "你能描述{{name}}观察到的动植物在不同成长阶段有什么不同吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "第二学段", "srcAgree": "0.98", "srcText": "能分析动植物生命周期不同阶段的相应特点。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9过宽。动植物生命周期（如蚕的变态发育、植物从种子到成株的形态变）→ 按原件裁决：课标原件 PDF 第 76 页：第76页（印69）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_EPzCzHSz", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生命过程", "dimension": "探究实践", "statement": "能记录、整理和描述常见植物和动物从生到死的生命过程", "verb": "整理", "object": "和描述常见植物和动物从生到死的生命过程", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能用图画或文字记录一株植物从种子到枯萎的完整变化过程", "能按时间顺序描述一只蚕从卵到蛾的各阶段形态特征"], "assessment": "{{name}}，你能说说蚕宝宝从卵到蛾都经历了哪些变化吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "第二学段", "srcAgree": "0.98", "srcText": "能记录、整理和描述常见植物和动物从生到死的生命过程。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9跨度过大，未落到具体年级。该能力（记录、整理、描述动植物从生到）→ 按原件裁决：课标原件 PDF 第 76 页：第76页（印69）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_NDHyCLD9", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物的进化", "dimension": "科学观念", "statement": "能举例说出已灭绝生物和当今某些生物的相似之处", "verb": "举例说出", "object": "已灭绝生物和当今某些生物的相似之处", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G5"}, "evidence": ["能将始祖鸟化石图片与现代鸟类进行比较，并指出羽毛等相似特征", "能举例说明一种已灭绝生物（如恐龙）与现代生物（如鸟类）在形态上的相似之处"], "assessment": "{{name}}能说出哪些已灭绝的生物和现在的生物长得像，还能指出它们哪里像吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "全学段", "srcAgree": "0.98", "srcText": "5～6年级能举例说出已灭绝生物和当今某些生物的相似之处，认识进化现象。", "method": "vlm-transcribe+split", "crosscuttingWhy": "比较古今生物形态与结构的相似性"}, "schemaVersion": "0.1.0", "statementBefore": "~6年级能举例说出已灭绝生物和当今某些生物的相似之处，认识进化现象", "repair": {"why": "将断言中的学段从G1修正为课标原文的G5-6，并删除了“认识进化现象”这一超纲要求，只保留课标原文中“能举例说出……”的能力描述。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G5学段（五年级）学生尚未系统学习生物进化与化石证据，该内容通常在初中阶段（G7-G8）涉及，难度与学段不匹配"}], "crosscutting": ["patterns", "structure-function"], "practice": ["investigating"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求5～6年级学生能举例说出已灭绝生物和当今某些生物的相似之处，断言是忠实转述。意见中关于学段难度的判断与课标原文不符。", "quote": "5～6年级能举例说出已灭绝生物和当今某些生物的相似之处，认识进化现象。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_NSKGB9ig", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "遗传与进化", "dimension": "探究实践", "statement": "能参与对遗传与进化研究的求证过程", "verb": "参与", "object": "对遗传与进化研究的求证过程", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能设计一个简单实验来验证某种遗传性状的传递规律", "能根据收集到的数据，判断实验结果是否支持或反驳某个关于进化的假设"], "assessment": "{{name}}，你能说说你是怎么通过实验或数据来验证一个关于遗传或进化的问题的吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "全学段", "srcAgree": "0.98", "srcText": "关注青春期保健，能参与对遗传与进化研究的求证过程。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "\"能参与求证过程\"是一句模糊的口号，无法判断具体孩子是否会，且\"求证过程\"指代不明"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力"}
{"id": "ca_HhWgAvS8", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物的进化", "dimension": "科学观念", "statement": "能举例说明生物的遗传、变异与环境因素的共同作用导致了生物的进化", "verb": "说明", "object": "生物的遗传、变异与环境因素的共同作用导致了生物的进化", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用豌豆杂交或桦尺蛾颜色变化等例子，解释遗传变异与环境如何共同影响进化。", "能对比同种生物在不同环境下的差异，说明环境如何选择具有有利变异的个体。"], "assessment": "{{name}}，你能用具体例子说说遗传、变异和环境是怎么一起让生物发生变化的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "7～9年级认识繁殖是生命的基本特征，识别遗传和变异，能举例说明生物的遗传、变异与环境因素的共同作用导致了生物的进化。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（遗传、变异与自然选择导致进化是初中（7-9年级）内容，课标中该概念出现在7-9年）→ 按原件裁决：课标原件 PDF 第 76 页：第76页（印69）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_HNQ5Ptvb", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物的生殖与发育", "dimension": "科学思维", "statement": "能比较不同生物的生殖方式与发育过程", "verb": "比较", "object": "不同生物的生殖方式与发育过程", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能按卵生或胎生给几种动物的生殖方式归类并说出依据", "能指出两种动物发育过程的关键不同并说明判断理由"], "assessment": "{{name}}，你能说说青蛙和蝴蝶的繁殖方式有什么不同吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "能比较不同生物的生殖方式与发育过程；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段G1–G9过宽：比较不同生物的生殖方式与发育过程（变态发育、胎生卵生等））→ 按原件裁决：课标原件 PDF 第 76 页：第76页（印69）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只覆盖了青蛙、蝴蝶、种子繁殖、胎生四个例子，且都是列举和画示意图，无法证明「比较不同生物生殖方式与发育过程」这一）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_WevZCMdn", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "遗传与进化", "dimension": "科学思维", "statement": "能从遗传学角度分析近亲结婚的危害", "verb": "分析", "object": "近亲结婚的危害", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能列举至少2种近亲结婚可能引发的遗传病，并解释其遗传机制", "能通过家系图分析近亲结婚后代患遗传病概率增大的原因"], "assessment": "{{name}}，你能举例说明近亲结婚可能带来的健康风险吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "能从遗传学角度分析近亲结婚的危害；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（近亲结婚的危害涉及遗传学（基因、隐性致病基因、家系分析），是初中高段（7-9年级）→ 按原件裁决：课标原件 PDF 第 76 页：第76页（印69）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_nBmFz4SC", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物进化", "dimension": "科学思维", "statement": "能收集和交流生物进化历程的资料，对生物进化的不同观点提出自己的见解", "verb": "交流", "object": "生物进化历程的资料，对生物进化的不同观点提出自己的见解", "type": "CONCEPTUAL", "literacy": ["科学思维", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能针对同一进化现象，说出两种不同观点并指出各自依据", "能在讨论中比较不同观点，说明自己更认同哪一种及理由"], "assessment": "{{name}}，你能说说你找到的化石或DNA证据是怎么支持生物进化的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "能收集和交流生物进化历程的资料，对生物进化的不同观点提出自己的见解。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学活动（收集和交流资料、提出见解），而非学生可观察的具体能力。且学段（G1）与内容（生物进化。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（生物进化历程（自然选择、用进废退等）是初中阶段（7-9年级）内容，课标中出现在7）→ 按原件裁决：课标原件 PDF 第 76 页：第76页（印69）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只要求'找出三种支持生物进化的证据并分类整理'和'陈述对用进废退或自然选择的看法'，但断言要求'对生物进化的不同）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学活动（收集和交流资料、提出见解），而非学生可观察的具体能力。且学段（G1）与内容（生物进化）严重不匹配，无法修改为符合G1学段的可判定能力断言。"}}
{"id": "ca_DDgeEQTQ", "discipline": "科学", "track": "MATRIX", "strand": "生命观念", "topic": "生物的生殖与发育", "dimension": "探究实践", "statement": "尝试开展扦插或嫁接、饲养家蚕、孵化鸡卵等活动", "verb": "尝试", "object": "开展扦插或嫁接、饲养家蚕、孵化鸡卵等活动", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能独立完成一段植物枝条的扦插操作，包括修剪、插入介质并保持湿润", "能记录家蚕从卵到幼虫再到结茧的完整生长过程，并描述各阶段特征"], "assessment": "{{name}}，你能演示一下怎么扦插一段枝条，并说说家蚕长大过程中身体发生了什么变化吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 76, "srcStage": "全学段", "srcAgree": "0.98", "srcText": "尝试开展扦插或嫁接、饲养家蚕、孵化鸡卵等活动，能观察记录微", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "学段标为G1-G9过于宽泛，‘扦插或嫁接、饲养家蚕、孵化鸡卵’是具体实践活动，更适合G3-G6学段，G1-G2学生难以独立完成"}], "repairAttempt": {"fixable": false, "why": "课标原句是教师教学建议（‘尝试开展…’），而非学生应达成的能力描述。无法据此判定一个学生‘能’或‘不能’。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句是教师教学建议（‘尝试开展…’），而非学生应达成的能力描述。无法据此判定一个学生‘能’或‘不能’。"}
{"id": "ca_hqpxzveM", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能描述太阳的位置变化和月亮的形状变化", "verb": "描述", "object": "太阳的位置变化和月亮的形状变化", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能说出太阳一天中从东边升起、西边落下的位置变化", "能说出月亮从弯弯到圆圆再变弯弯的形状变化"], "assessment": "{{name}}，你能告诉我太阳每天从哪边升起吗？月亮的形状是怎么变化的？", "evidenceSource": "repaired-from-source", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第一学段", "srcAgree": "0.99", "srcText": "1～2年级能描述太阳的位置变化和月亮的形状变化，能举例说出季节变化对动植物和人类生活的影响。", "method": "vlm-transcribe+split", "crosscuttingWhy": "观察天体运动规律与变化", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "statementBefore": "~2年级能描述太阳的位置变化和月亮的形状变化", "repair": {"why": "修正了学段标注（从G1改为G1-2），并保留了课标原句的完整能力描述。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 裁决：异议成立。意见指出断言'能描述太阳的位置变化和月亮的形状变化'是课程目标或章节名，而非可对具体学生判断'会/不会'的能力点。课标原文是'1～2年级能描述...能举例说出。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该能力（太阳位置变化、月亮形状变化）是小学低段（1–2年）→ 按原件裁决：课标原件 PDF 第 82 页：第82页（印75）学业要求表「1～2年级」栏，学段 G1-G9 → G1-G2"}], "crosscutting": ["patterns", "stability-change"], "practice": ["investigating"]}
{"id": "ca_8YQywGBX", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "季节变化与生物适应", "dimension": "科学观念", "statement": "能举例说出季节变化对动植物和人类生活的影响", "verb": "说出", "object": "季节变化对动植物和人类生活的影响", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能举例说明燕子秋天南飞与气温下降的关系", "能描述冬天穿厚衣服和夏季开空调的生活变化"], "assessment": "{{name}}，你能说出季节变化对动植物和我们生活的影响吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第一学段", "srcAgree": "0.99", "srcText": "1～2年级能描述太阳的位置变化和月亮的形状变化，能举例说出季节变化对动植物和人类生活的影响。", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析季节变化的因果与系统影响", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：依据课标原句，将能力断言锁定在1~2年级，证据具体化为低年级学生可观察的行为"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1–G9学段范围过宽，该能力主要对应小学低中段（如G1–G4），与九年级学生的认知深度和课标要求不匹配"}], "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求1～2年级学生'能举例说出季节变化对动植物和人类生活的影响'，能力断言与此完全一致，是忠实转述。提意见者未看到课标原文，其关于学段范围的质疑不成立。", "quote": "1～2年级能描述太阳的位置变化和月亮的形状变化，能举例说出季节变化对动植物和人类生活的影响。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_3Vt6cKcs", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "方向辨认", "dimension": "科学观念", "statement": "能在教师指导下，利用太阳的位置辨认方向", "verb": "辨认", "object": "方向", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能在教师指导下，根据太阳在天空中的位置说出东、南、西、北中的至少两个方向", "能在户外指出太阳当前方位，并据此判断出大致的南北方向"], "assessment": "{{name}}，你能告诉我现在太阳在哪个方向吗？根据它，我们大概朝哪个方向走？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "全学段", "srcAgree": "0.99", "srcText": "能在教师指导下，通过多种感官，观察并描述太阳东升西落、月亮形状变化和季节变化等自然现象，能利用太阳的位置辨认方向。", "method": "vlm-transcribe+split", "crosscuttingWhy": "观察太阳位置规律，判断方向"}, "schemaVersion": "0.1.0", "statementBefore": "能利用太阳的位置辨认方向", "repair": {"why": "删除了原句中‘通过多种感官，观察并描述太阳东升西落、月亮形状变化和季节变化等自然现象’这一并列的教学建议，只保留了‘能利用太阳的位置辨认方向’这一具体能力要求，并补充了‘能在教师指导下’这一限定条件，使其更符合G1学段的可观察性。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：能说方向不等于能辨方向，且表述为'能说出东、南、西、北中的至少两个方向'与'利用太阳辨认方向'的能力不等价，证据无法验证'利用太阳辨认'这一核心动作"}], "crosscutting": ["patterns", "scale-proportion"], "practice": ["investigating"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能利用太阳的位置辨认方向'，该能力断言是原文的忠实截取，意见对能力等价性的质疑不成立。", "quote": "能利用太阳的位置辨认方向", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_uTxd7RXv", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "观察与描述自然现象", "dimension": "探究实践", "statement": "愿意参与观察和分享活动，认识自然现象的变化", "verb": "参与", "object": "观察和分享活动，认识自然现象的变化", "type": "CONCEPTUAL", "literacy": ["探究实践", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用手指着观察到的植物生长部位向同伴描述", "能在小组讨论时举手分享自己发现的天气变化规律"], "assessment": "可以问：{{name}}，你最近观察到什么有趣的变化，跟我们说说？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "全学段", "srcAgree": "0.99", "srcText": "愿意参与观察和分享活动，认识自然现象的变化。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "“愿意参与观察和分享活动”是态度倾向，无法直接判断一个具体孩子“会/不会”，更像教学目标而非可测评的能力点"}, {"type": "not-a-capability", "detail": "“认识自然现象的变化”表述模糊，更接近课程目标或教学建议，而非学生可展示的具体能力"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_5XrHemPQ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能说出月球表面的概况", "verb": "说出", "object": "月球表面的概况", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能描述月球表面有环形山、月海和高地", "能指出月球没有大气层和液态水"], "assessment": "{{name}}，你能告诉我月球表面长什么样吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "3～4年级知道地球与月球、地球与太阳的关系，能说出月球表面的概况。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句'能说出月球表面的概况'为教学目标，未定义'概况'的具体内容和可观察行为，无法判定学生是否达成。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但月球表面概况（环形山、月海、高地、无大气层和液态水）是小）→ 按原件裁决：课标原件 PDF 第 82 页：第82页（印75）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句'能说出月球表面的概况'为教学目标，未定义'概况'的具体内容和可观察行为，无法判定学生是否达成。"}}
{"id": "ca_USTDPpGr", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "太阳系结构", "dimension": "科学观念", "statement": "能说出太阳系的基本结构", "verb": "说出", "object": "太阳系的基本结构", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能按由近及远的顺序说出太阳系八大行星的名称", "能说出太阳系由太阳、行星及其卫星等天体组成"], "assessment": "{{name}}，你能按顺序说说太阳系里有哪些天体吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "5～6年级能说出太阳系的基本结构，知道昼夜交替、天体东升西落、季节变化、正午物体影长变化与地球的自转和公转有关，了解航天事业的发展历程与进展。", "method": "vlm-transcribe+split", "leadStripped": "~6年级能说出太阳系的基本结构", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但断言本身写的是'~6年级'，学段标注与断言内容不一致；且）→ 按原件裁决：课标原件 PDF 第 82 页：第82页（印75）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据包含'能解释地球在太阳系中的位置及公转和自转'，这超出了'说出太阳系的基本结构'这一断言的范围，公转自转属于地球）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分"}}
{"id": "ca_Y8RhYJjy", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "太阳系与地球", "dimension": "科学观念", "statement": "能运用太阳系的简单模型", "verb": "运用", "object": "太阳系的简单模型", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能转动太阳系模型，指出地球绕太阳一周时月球绕地球转了几圈", "能借助模型演示地球自转与公转，说明昼夜和季节变化如何产生"], "assessment": "{{name}}，你能用模型摆出行星顺序并说出地球的位置吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能运用太阳系的简单模型，理解地球、月球和太阳等天体有规律的运动与相关的周期性自然现象之间的关系。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "evidence-weak", "detail": "掌握证据第一条「能转动太阳系模型，指出地球绕太阳一周时月球绕地球转了几圈」只涉及月球公转周期（约12圈）这一事实性知识，与断言「运用太阳系的简单模型」所指向的建模与解释能力不匹配；第二条证据（演示自转公转、说明昼夜季节）才是对建模能力的检验，两条证据水平不一致，第一条证明不了该能力。", "by": "ai:deepseek-v4-1-flash-2026-09-28"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是章节标题（'能运用太阳系的简单模型'）和教学目标（'理解...关系'）的组合，并非针对单个学生的、可直接观察判定。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但太阳系模型是小学中高段（3–6年级）地球与宇宙领域的内容）→ 按原件裁决：课标原件 PDF 第 82 页：第82页（印75）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（证据1「用不同大小的球体按顺序排列模拟八大行星的轨道位置」只证明能按顺序排列，未证明「运用模型」；证据2「说出地球在太阳）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是章节标题（'能运用太阳系的简单模型'）和教学目标（'理解...关系'）的组合，并非针对单个学生的、可直接观察判定的能力描述。其中'理解...关系'是需要长期培养的科学观念，无法简化为一个可即时观察的'能+动词+对象'能力断言。"}}
{"id": "ca_L6CdAZPu", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "天体运动模型", "dimension": "探究实践", "statement": "能借助动画演示或动手制作简单模型，模拟地球、月球和太阳的相互关系", "verb": "制作", "object": "简单模型，模拟地球、月球和太阳的相互关系", "type": "PROCEDURAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用三个球和一根绳子摆出模型，让月球绕地球转、地球绕太阳转", "能边转动模型边说出日、地、月三者谁绕谁转，并指出由此产生的现象"], "assessment": "{{name}}，你能用模型或动画说明地球、月球和太阳是怎么转的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第三学段", "srcAgree": "0.99", "srcText": "能借助动画演示或动手制作简单模型，模拟地球、月球和太阳的相互关系，解释相关自然现象的成因。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学活动（借助动画/制作模型），而非学生可观察的能力。且内容涉及天体运动，与G1学段不符。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（该断言涉及地球、月球、太阳的相对运动（公转、月相成因等），是课标中高年级（5-6）→ 按原件裁决：课标原件 PDF 第 82 页：第82页（印75）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（第二条证据「观看太阳系动画后正确指出地球和月球的位置关系」只是识别位置，不能证明「模拟地球、月球和太阳的相互关系」这一能）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学活动（借助动画/制作模型），而非学生可观察的能力。且内容涉及天体运动，与G1学段不符。"}}
{"id": "ca_xqSiX5Yb", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球的运动", "dimension": "科学观念", "statement": "能解释节气与地球公转的关系", "verb": "解释", "object": "节气与地球公转的关系", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能对着公转示意图，说出节气变化由地球公转位置不同造成", "能结合地球公转轨道，口头说明为何一年中会出现不同节气"], "assessment": "{{name}}，你能告诉我为什么夏至那天白天最长吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 83, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "知道地球与月球、地球与太阳之间的距离和相对运动，能解释节气与地球公转的关系；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句中‘能解释节气与地球公转的关系’是紧接在‘知道地球与月球、地球与太阳之间的距离和相对运动’之后的，这表明该能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（节气与地球公转属于地球与宇宙领域，课标中该内容出现在5-6年级（如「地球绕太阳公）→ 按原件裁决：课标原件 PDF 第 83 页：第83页（印76）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（「画出公转示意图并标注四个节气位置」是绘图/标注技能，不能证明学生「解释」了节气与公转的因果关系；「用手电筒演示夏至北半）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "课标原句中‘能解释节气与地球公转的关系’是紧接在‘知道地球与月球、地球与太阳之间的距离和相对运动’之后的，这表明该能力是在学生已知相关运动知识的基础上提出的。然而，对于G1学段（小学一年级）的学生，‘地球公转’、‘节气’及其相互关系属于过于"}}
{"id": "ca_tnGU2ZkH", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "空间几何与图形表达", "dimension": "科学思维", "statement": "运用二维方式展现三维空间的物体，实现从平面思维到空间思维的转变", "verb": "运用", "object": "二维方式展现三维空间的物体，实现从平面思维到空间思维的转变", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用斜二测画法准确绘制一个长方体的直观图", "能根据给出的三视图还原并标出物体的立体形状"], "assessment": "你可以问问{{name}}，桌上的盒子从上面看是什么形状，能画出来吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 83, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能在地球仪或地图上通过经纬度定位某一地点，运用二维方式展现三维空间的物体，实现从平面思维到空间思维的转变；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "斜二测画法和三视图还原是高中数学必修内容，G1–G9学段（尤其小学阶段）不涉及此深度要求，学段标注错误"}, {"type": "undecidable", "detail": "'实现从平面思维到空间思维的转变'是认知发展描述，无法直接判断单个学生是否掌握"}, {"type": "not-a-capability", "detail": "'运用二维方式展现三维空间的物体'是教学目标或活动描述，不是可观察的学生能力行为"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_N655s6Ey", "discipline": "科学", "track": "MATRIX", "strand": "地球科学", "topic": "天气现象", "dimension": "科学观念", "statement": "能说出常见的天气现象", "verb": "说出", "object": "常见的天气现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确指认图片中的晴、雨、雪、雾等天气现象", "能描述昨天和今天的天气变化并说出对应现象名称"], "assessment": "{{name}}，你能告诉我今天和昨天的天气有什么不同吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "科学", "srcPage": 87, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能说出常见的天气现象，知道天气变化的影响；", "method": "vlm-transcribe+split", "crosscuttingWhy": "识记天气现象名称，无深层思维"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 1.0, "verbatimCoverage": 1.0, "facts": ["能说出常见的天气现象", "知道天气变化的影响"]}}
{"id": "ca_TDZK6R3n", "discipline": "科学", "track": "MATRIX", "strand": "地球科学", "topic": "天气与土壤生物观察", "dimension": "探究实践", "statement": "能在好奇心驱使下，对天气变化和土壤中的动植物表现出探究兴趣，乐于表达和分享", "verb": "表达", "object": "和分享", "type": "CONCEPTUAL", "literacy": ["探究实践", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能主动观察雨后蚯蚓爬出土壤并用本子记录其行为", "能向同学解释自己收集的落叶为什么比其他地方的更湿"], "assessment": "{{name}}，你最近有没有特别想弄明白的天气现象或者土壤里的小秘密？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "JUDGE", "provenance": {"srcSubject": "科学", "srcPage": 87, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能在好奇心驱使下，对天气变化和土壤中的动植物表现出探究兴趣，乐于表达和分享。", "method": "vlm-transcribe+split", "crosscuttingWhy": "兴趣与表达，非特定思维或实践"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_sU8bdSGL", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球与宇宙科学", "dimension": "科学观念", "statement": "能说出地球表面海陆分布的概况和主要水体类型", "verb": "说出", "object": "球表面海陆分布的概况和主要水体类型", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能正确指出地球仪上海洋和陆地的大致比例", "能列举出至少三种主要水体类型并说明其位置"], "assessment": "{{name}}，你能告诉我地球上海洋和陆地哪个更多吗？还有哪些水体类型？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能说出地球表面海陆分布的概况和主要水体类型；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但'海陆分布概况和主要水体类型'是小学中高段（3–6年级））→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}]}
{"id": "ca_hT4FqavQ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "天气现象", "dimension": "科学观念", "statement": "能解释生活中常见的天气现象", "verb": "解释", "object": "生活中常见的天气现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能结合下雨或下雪的具体天气，说出云中水汽遇冷凝结、增大后降落的大致过程", "能举出冬天窗玻璃水珠、地面结冰等一个实例，说明水汽遇冷凝结成小水滴"], "assessment": "{{name}}，你能告诉我为什么下雨或者为什么窗户会出水珠吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能解释生活中常见的天气现象，知道水在改变地表形态的过程中发挥着重要作用；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学内容（解释天气现象、知道水的作用），而非学生可观察的能力断言。无法直接转化为‘能+可观察动。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求解释水蒸气凝结成小水滴的过程，涉及水的三态变）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（证据一「指着窗外下雨说出水蒸气变成小水滴落下的过程」表述有误：降雨主要是水蒸气遇冷凝结成小水滴或小冰晶后增大降落，但「水）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学内容（解释天气现象、知道水的作用），而非学生可观察的能力断言。无法直接转化为‘能+可观察动词+明确对象’的句式。"}}
{"id": "ca_nCpAVCJJ", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球的地表形态", "dimension": "科学观念", "statement": "能解释火山和地震的成因", "verb": "解释", "object": "火山和地震的成因", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用板块构造模型解释火山喷发和地震发生的位置关系", "能画出示意图说明地壳运动如何导致岩浆上升或岩层断裂"], "assessment": "{{name}}，你能说说火山和地震是怎么发生的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "知道地球内部的圈层结构，能解释火山和地震的成因；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句‘知道地球内部的圈层结构，能解释火山和地震的成因’是一个复合陈述，其中‘解释成因’是独立的能力断言。但该断言未。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（火山与地震成因（板块构造、岩浆上升、岩层断裂）是7-9年级地球与宇宙领域内容，标）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}], "repairAttempt": {"fixable": false, "why": "课标原句‘知道地球内部的圈层结构，能解释火山和地震的成因’是一个复合陈述，其中‘解释成因’是独立的能力断言。但该断言未提供低年级学生可判定的具体行为描述（如用具体语言或模型描述），且其抽象程度与G1学段严重不符。无法仅凭原句信息将其改写为符"}}
{"id": "ca_CCKgJz6u", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球的结构", "dimension": "探究实践", "statement": "能通过制作实物模型，模拟地球内部的圈层结构", "verb": "制作", "object": "实物模型，模拟地球内部的圈层结构", "type": "PROCEDURAL", "literacy": ["探究实践", "科学观念"], "cognitive": "掌握", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用不同颜色材料按由外到内的顺序分层做出一个地球圈层模型", "能指着模型从外到内说出各层名称，并说明哪层最厚哪层最薄"], "assessment": "{{name}}，你能用橡皮泥做出地球内部的模型，并告诉我每一层是什么吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能通过制作实物模型，模拟地球内部的圈层结构。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学活动（制作模型），而非学生可观察的能力。无法直接转化为对具体学生‘能/不能’的判定。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（地球内部圈层结构（地壳、地幔、地核）是小学高年级（5-6年级）地球与宇宙领域的内）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只要求用橡皮泥捏出三层并说出名称和大致厚度，这只能证明学生记住了三个名称，无法证明其理解地球内部圈层结构；且「大）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学活动（制作模型），而非学生可观察的能力。无法直接转化为对具体学生‘能/不能’的判定。"}}
{"id": "ca_nLUkr4FR", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球与宇宙科学", "dimension": "探究实践", "statement": "能通过实验或运用简单工具，认识化石标本", "verb": "实验", "object": "或运用简单工具，认识化石标本", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学观念"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用放大镜观察化石表面并描述纹理特征", "能对照图表说出化石标本对应的古生物名称"], "assessment": "{{name}}，你能用工具观察化石并告诉我它是什么吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能通过实验或运用简单工具，认识化石标本，比较不同岩石的外部特征，学会用科学语言描述这些特征。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "化石学习主要集中在初中（七至九年级），G1–G2学段内容难度过高，且对应课标内容不在低年级"}], "repairAttempt": {"fixable": false, "why": "课标原句描述的是教学活动目标（通过实验/工具认识化石标本），而非学生能力判定。其核心动词“认识”是认知过程，无法对应到具体、可观察、可判定的学生能力行为。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句描述的是教学活动目标（通过实验/工具认识化石标本），而非学生能力判定。其核心动词“认识”是认知过程，无法对应到具体、可观察、可判定的学生能力行为。"}
{"id": "ca_bMG3EgkX", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "岩石的观察与描述", "dimension": "探究实践", "statement": "比较不同岩石的外部特征，学会用科学语言描述这些特征", "verb": "比较", "object": "不同岩石的外部特征，学会用科学语言描述这些特征", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用放大镜观察岩石并说出颗粒大小、颜色和纹理差异", "能用粗糙、光滑、有光泽等词语描述至少三种岩石的表面特征"], "assessment": "{{name}}，你能告诉我这两块石头摸起来和看起来有什么不同吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能通过实验或运用简单工具，认识化石标本，比较不同岩石的外部特征，学会用科学语言描述这些特征。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "标注学段为G1–G9，但岩石观察是小学中高年级（如三四年级）的具体内容，G1-G2学生难以完成‘用科学语言描述岩石特征’这一要求，学段范围过宽且起点过低"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：悬空指代「这些」：脱离上下文无法判断指什么，需把指代对象写进断言"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：悬空指代「这些」：脱离上下文无法判断指什么，需把指代对象写进断言"}
{"id": "ca_RErXcnLV", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "气候与人类活动", "dimension": "科学观念", "statement": "能解释气候对生产生活的影响", "verb": "解释", "object": "气候对生产生活的影响", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举例说明干旱如何影响当地农作物的种植和收成", "能解释寒冷气候如何改变人们的穿衣和取暖方式"], "assessment": "{{name}}，你能说说天气变化是怎么影响我们生活的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "知道世界主要气候类型和我国气候的主要特点，能解释气候对生产生活的影响；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写脱离课标原句（字面覆盖 29% < 62%），不采纳。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但气候对生产生活的影响涉及气候类型、气候与农业/生活的关系）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "改写脱离课标原句（字面覆盖 29% < 62%），不采纳"}}
{"id": "ca_N3KS6mpd", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球上的水循环", "dimension": "科学观念", "statement": "能描述水循环的主要过程", "verb": "描述", "object": "水循环的主要过程", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能说出水蒸发、凝结、降水的顺序及名称", "能在纸上画出水循环的示意图并标注关键环节"], "assessment": "{{name}}，你能给妈妈讲讲水是怎么从地面回到天上的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "知道海陆分布特点，能描述水循环的主要过程；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（水循环是小学3-4年级（G3-G4）的内容，标成G1-G9跨全学段过宽，G1-G）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_fMk2GbSr", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "天气与气候", "dimension": "科学观念", "statement": "能区别天气和气候的含义，用曲线图呈现气温随时间的变化，用柱状图呈现降水量随时间的变化", "verb": "呈现", "object": "气温随时间的变化，用柱状图呈现降水量随时间的变化", "type": "REPRESENTATIONAL", "literacy": ["科学观念", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确指出天气是短期现象，气候是长期平均状态", "能用折线图展示一周气温变化，用柱状图展示月降水量"], "assessment": "{{name}}，你能告诉我天气和气候有什么不同吗？能画出最近一周的气温变化图吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能区别天气和气候的含义，用曲线图呈现气温随时间的变化，用柱状图呈现降水量随时间的变化；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学内容，而非学生可观察的能力行为。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该内容（区别天气与气候、绘制气温曲线图和降水量柱状图）是）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学内容，而非学生可观察的能力行为。"}}
{"id": "ca_rrDF9uku", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "水循环", "dimension": "探究实践", "statement": "能用图表解释水循环的主要过程", "verb": "解释", "object": "水循环的主要过程", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能画出包含蒸发、凝结、降水和径流四个环节的水循环示意图", "能指着图表用箭头和标签说明水从海洋到大气再回到地面的完整路径"], "assessment": "{{name}}，你能看着这张水循环图，给大家讲讲水是怎么从大海‘旅行’到天空又变成雨落下来的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用图表解释水循环的主要过程，能运用等高线地形图和实景图识别主要的地形类型；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写脱离课标原句（字面覆盖 50% < 62%），不采纳。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（水循环是小学3-4年级（G3-G4）的内容，标成G1-G9跨全学段过宽，一年级学）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "改写脱离课标原句（字面覆盖 50% < 62%），不采纳"}}
{"id": "ca_Y2JBxDAV", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地形与地图", "dimension": "科学思维", "statement": "能运用等高线地形图和实景图识别主要的地形类型", "verb": "识别", "object": "主要的地形类型", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据等高线稀疏程度判断图中哪片区域是平原，哪片是山地", "能将一张山区实景照片与对应等高线图正确配对并指出山顶位置"], "assessment": "你可以问{{name}}：看到这张等高线图和实景照片，你能指出哪里是山脊、哪里是山谷吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能用图表解释水循环的主要过程，能运用等高线地形图和实景图识别主要的地形类型；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是课程内容（能用图表解释...能运用...），而非学生可观察的能力断言。且‘主要的地形类型’指代。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（等高线地形图判读是初中地理（7-8年级）内容，科学课标1-9年级中该能力不可能从）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是课程内容（能用图表解释...能运用...），而非学生可观察的能力断言。且‘主要的地形类型’指代不明确，无法直接转化为可判定的学生行为。"}}
{"id": "ca_edw5vTN2", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "地球与宇宙科学", "dimension": "科学观念", "statement": "能运用板块构造学说解释火山和地震的分布特点", "verb": "解释", "object": "火山和地震的分布特点", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能指出环太平洋带的火山地震并解释与板块边界的关系", "能用板块构造图说明为什么地中海地区多火山地震"], "assessment": "{{name}}，你能告诉我为什么环太平洋地区火山地震特别多吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 88, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能运用板块构造学说解释火山和地震的分布特点。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（板块构造学说解释火山地震分布是7-9年级（初中）内容，课标中属于地球与宇宙科学领）→ 按原件裁决：课标原件 PDF 第 88 页：第88页（印81）学业要求表「7～9年级」栏，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_GnNXVeRW", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究与实践", "dimension": "探究实践", "statement": "具备收集和整理信息、得出结论和沟通交流的能力", "verb": "交流", "object": "能力", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能设计一个简单实验并记录观察到的数据", "能根据记录的数据画出图表并解释发现"], "assessment": "{{name}}能自己做个小实验，把结果记下来，再讲给你听吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 93, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "具备收集和整理信息、得出结论和沟通交流的能力。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "‘具备收集和整理信息、得出结论和沟通交流的能力’是课程目标层面的概括性描述，无法直接判断某个具体学生是否‘会’或‘不会’"}], "repairAttempt": {"fixable": false, "why": "原句是课程目标层面的概括性描述，不含学生可观察的具体行为动词和明确对象，无法直接判定某个具体学生是否‘会’或‘不会’。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是课程目标层面的概括性描述，不含学生可观察的具体行为动词和明确对象，无法直接判定某个具体学生是否‘会’或‘不会’。"}
{"id": "ca_nDWHTAzq", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "海洋资源", "dimension": "科学观念", "statement": "能举例说出海洋为人类提供的多种资源", "verb": "说出", "object": "海洋为人类提供的多种资源", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能列举出至少三种海洋资源，如石油、鱼类、海盐", "能说出每种资源的具体用途，如石油用于发电、鱼类作为食物"], "assessment": "{{name}}，你能告诉我海洋给了我们哪些有用的东西吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 94, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能举例说出海洋为人类提供的多种资源，知道我国常见的自然灾害及其对生产和生活的影响，知道人类不合理的开发活动对环境的影响。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句‘能举例说出海洋为人类提供的多种资源’是课程目标层面的描述，其判定依赖于后续的‘知道’等要求，无法单独拆解为一个可。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但该条内容（海洋为人类提供的多种资源，如石油、鱼类、海盐））→ 按原件裁决：课标原件 PDF 第 94 页：第94页（印87）学业要求表「5～6年级」栏，学段 G1-G9 → G5-G6"}], "repairAttempt": {"fixable": false, "why": "原句‘能举例说出海洋为人类提供的多种资源’是课程目标层面的描述，其判定依赖于后续的‘知道’等要求，无法单独拆解为一个可观察、可判定的具体学生能力断言。"}}
{"id": "ca_aegyyUtz", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "资源分类", "dimension": "科学思维", "statement": "能通过比较与分类，区分可再生和不可再生资源", "verb": "区分", "object": "可再生和不可再生资源", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能将一组资源卡片按是否可再生分成两类并说出分类依据", "能举例说明某种资源是可再生的或不可再生的"], "assessment": "{{name}}能把这些资源卡片按是否可再生分成两类，并说出分类依据吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 94, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能通过比较与分类，区分可再生和不可再生资源；", "method": "vlm-transcribe+split", "crosscuttingWhy": "分类规律与资源物质能量流动"}, "schemaVersion": "0.1.0", "statementBefore": "能通过比较与分类", "repair": {"why": "将能力方向描述改为具体可判定的区分资源行为，动词和对象均来自课标原句", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：可再生与不可再生资源是小学高年级或初中地理/科学内容，一年级学生难以理解抽象的资源概念及分类依据"}], "crosscutting": ["patterns", "matter-energy"], "practice": ["analyzing-data"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能通过比较与分类，区分可再生和不可再生资源'，能力断言是忠实转述，未超出原文范围。意见提到的年级适用性问题不影响对课标原文的忠实性判断。", "quote": "能通过比较与分类，区分可再生和不可再生资源；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_niKJ76zg", "discipline": "科学", "track": "MATRIX", "strand": "技术、工程与社会", "topic": "技术设计与发明", "dimension": "探究实践", "statement": "根据特定问题或需求，尝试分析并阐明发明方案", "verb": "尝试", "object": "分析并阐明发明方案", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能针对‘如何让书包更省力’的问题，画出至少两种不同结构的书包设计草图", "能解释自己设计的书包方案中，哪个部分解决了‘省力’这个具体需求"], "assessment": "{{name}}，你能说说你设计的书包方案里，哪个部分是专门用来解决‘省力’这个问题的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 99, "srcStage": "第四学段", "srcAgree": "0.91", "srcText": "②根据特定问题或需求，尝试分析并阐明发明方案。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求'画出至少两种不同结构的书包设计草图'并'解）→ 按原件裁决：课标原件 PDF 第 99 页：第99页（印92）内容要求表「7～9年级」12.1 第②条，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_fSfh7CUi", "discipline": "科学", "track": "MATRIX", "strand": "技术、工程与社会", "topic": "技术与社会发展", "dimension": "科学观念", "statement": "举例说明重大的技术发明会给人类社会发展带来深远影响（如工业革命、信息技术革命）", "verb": "说明", "object": "重大的技术发明会给人类社会发展带来深远影响（如工业革命、信息技术革命）", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举例说明工业革命如何改变了工厂的生产方式", "能用简单对比说明互联网出现前后人们获取信息的差异"], "assessment": "{{name}}，你能挑一个技术发明，说说它怎么改变了人们的生活吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 99, "srcStage": "第四学段", "srcAgree": "0.91", "srcText": "④举例说明重大的技术发明会给人类社会发展带来深远影响（如工业革命、信息技术革命）；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}]}
{"id": "ca_yYxNaiBS", "discipline": "科学", "track": "MATRIX", "strand": "技术、工程与社会", "topic": "技术与工程应用", "dimension": "探究实践", "statement": "列举科学原理转换为实用技术的案例，尝试制作把科学原理转化为技术的简单展示模型", "verb": "制作", "object": "把科学原理转化为技术的简单展示模型", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用回形针和磁铁制作一个简易指南针并演示其原理", "能用纸杯和橡皮筋制作一个投石机模型并解释其杠杆原理"], "assessment": "你能给{{name}}讲讲他是怎么把科学原理变成这些小发明的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 99, "srcStage": "第四学段", "srcAgree": "0.91", "srcText": "⑥列举科学原理转换为实用技术的案例，尝试制作把科学原理转化为技术的简单展示模型。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学活动（列举案例、尝试制作），而非学生可观察的能力断言。它没有明确学生需要达到的具体行为标准。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据中的投石机杠杆模型、指南针磁化演示涉及杠杆、磁化）→ 按原件裁决：课标原件 PDF 第 99 页：第99页（印92）内容要求表「7～9年级」12.2 第④⑤条，学段 G1-G9 → G7-G9"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学活动（列举案例、尝试制作），而非学生可观察的能力断言。它没有明确学生需要达到的具体行为标准，无法直接转化为‘能+可观察动词+明确对象’的句式。"}}
{"id": "ca_QpsUd5Lu", "discipline": "科学", "track": "MATRIX", "strand": "技术、工程与社会", "topic": "简单科技产品结构与功能", "dimension": "科学观念", "statement": "能描述常见简单科技产品的结构与功能", "verb": "描述", "object": "常见简单科技产品的结构与功能", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能指着一个订书机说出各部件名称和作用", "能解释一个手电筒如何通过开关控制灯泡亮灭"], "assessment": "{{name}}，你能告诉我这个东西（比如订书机）每个部分是干什么用的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 99, "srcStage": "第一学段", "srcAgree": "0.91", "srcText": "能区别自然物和人造物，能描述常见简单科技产品的结构与功能；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，跨度过大，无法对应具体年级。该能力在1-2年级和7-9年级）→ 按原件裁决：课标原件 PDF 第 99 页：第99页（印92）学业要求表「1～2年级」栏，学段 G1-G9 → G1-G2"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}}
{"id": "ca_YZ6U6w7v", "discipline": "科学", "track": "MATRIX", "strand": "技术、工程与社会", "topic": "简单工具使用", "dimension": "探究实践", "statement": "能使用锤子、安全剪刀、放大镜等简单工具制作简单的作品", "verb": "使用", "object": "锤子、安全剪刀、放大镜等简单工具制作简单的作品", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能用安全剪刀沿直线剪开A4纸并粘贴成一个简单图形", "能用放大镜观察叶片脉络并用图画记录细节"], "assessment": "{{name}}，你能用安全剪刀剪纸，用放大镜观察小东西吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 99, "srcStage": "全学段", "srcAgree": "0.91", "srcText": "学会使用锤子、安全剪刀、放大镜等简单工具，能应用身边常见材料和简单工具制作简单的作品；", "method": "vlm-transcribe+split", "crosscuttingWhy": "动手操作工具完成制作任务"}, "schemaVersion": "0.1.0", "statementBefore": "学会使用锤子、安全剪刀、放大镜等简单工具", "repair": {"why": "将原句中并列的两个能力要求（使用工具、应用材料和工具制作）合并为一个可观察的完整行为，并明确了制作作品这一具体对象。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1学段（一年级）学生精细动作和安全意识尚在发展，使用锤子不符合该学段安全要求，且课标原文未明确包含锤子"}], "crosscutting": [], "practice": ["investigating", "explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘学会使用锤子、安全剪刀、放大镜等简单工具’，断言‘能使用锤子、安全剪刀、放大镜等简单工具制作简单的作品’是对此的忠实转述。意见中关于安全要求和学段的判断属于教学实施层面的考量，不影响课标原文对学生能力的要求。", "quote": "学会使用锤子、安全剪刀、放大镜等简单工具，能应用身边常见材料和简单工具制作简单的作品", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_MFGhKGHi", "discipline": "科学", "track": "MATRIX", "strand": "技术、工程与社会", "topic": "工程设计与制作", "dimension": "探究实践", "statement": "能用身边常见材料和简单工具制作简单的作品", "verb": "制作", "object": "简单的作品", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能用纸板和胶带制作一个能盛放小物件的收纳盒", "能用橡皮筋和冰棒棍组装一个简易弹射装置并成功发射小纸团"], "assessment": "家长可以问{{name}}：你最近用身边的材料做过什么有趣的小东西吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 99, "srcStage": "第一学段", "srcAgree": "0.91", "srcText": "学会使用锤子、安全剪刀、放大镜等简单工具，能应用身边常见材料和简单工具制作简单的作品；", "method": "vlm-transcribe+split", "crosscuttingWhy": "设计制作体现结构功能与方案设计", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "statementBefore": "能应用身边常见材料和简单工具制作简单的作品", "repair": {"why": "将泛化的‘应用...制作’改为具体可操作的‘用...制作’，并限定了制作对象为‘简单的作品’；将学段从宽泛的G1–G9根据课标原文和教学建议聚焦为G1-G3。", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1-G9跨度太大，小学低年级与初中学生的动手能力差异显著，应细分为小学段和初中段"}], "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生具备此能力，断言是对原文的忠实转述。意见关于学段细分的讨论属于教学实施层面的建议，并未指出能力断言本身存在主语错误、语句残缺或内容添加等问题，因此不成立。", "quote": "能应用身边常见材料和简单工具制作简单的作品", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"id": "ca_wehvTaw9", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "工程与技术设计", "dimension": "探究实践", "statement": "能完成实物模型制作，发现实物模型的不足并进行改进", "verb": "制作", "object": "发现实物模型的不足并进行改进", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能根据图纸用材料搭建出指定结构的实物模型", "能指出模型与设计图不符的地方并动手调整使其更稳固"], "assessment": "{{name}}，你做的模型哪里和你想的不一样，后来怎么改的？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 111, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能完成实物模型制作，发现实物模型的不足并进行改进。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但「根据图纸用材料搭建出指定结构的实物模型」涉及识读设计图）→ 按原件裁决：课标原件 PDF 第 111 页：第111页（印104）学业要求表「3～4年级」栏，学段 G1-G9 → G3-G4"}]}
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{"id": "ca_eTa9g9HX", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量的转化与守恒", "dimension": "科学观念", "statement": "识别日常生活中各种形式的能", "verb": "识别", "object": "日常生活中各种形式的能", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能说出家中正在工作的电器把电能变成了什么能，如灯发光、电饭锅发热", "能指出身边正在运动的物体具有什么形式的能，并说出判断依据"], "assessment": "{{name}}，你能说说家里哪些东西在用能量，它们用的是什么能量吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能利用工具测量、描述常见物体的特征和材料的性能，描述物体的运动，识别日常生活中各种形式的能；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是学生应经历的学习活动（利用工具测量、描述、识别），而非一个可直接判定学生是否达成的具体能力断言。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但掌握证据要求解释骑自行车时身体化学能转化为动能，涉及能量）→ 按原件裁决：课标原件 PDF 第 120 页：第120页（印113）学业质量表「3～4年级」栏，学段 G1-G9 → G3-G4"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据中'能解释骑自行车时身体化学能转化为动能的过程'涉及化学能、动能等抽象概念，超出'识别日常生活中各种形式的能'这）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是学生应经历的学习活动（利用工具测量、描述、识别），而非一个可直接判定学生是否达成的具体能力断言。"}}
{"id": "ca_qNdW56xR", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物的结构与功能", "dimension": "探究实践", "statement": "解释某些结构的相应功能，收集不同环境下植物外部形态特征和动物适应季节变化行为的资料", "verb": "收集", "object": "不同环境下植物外部形态特征和动物适应季节变化行为的资料", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能用图或文字描述仙人掌的叶退化成刺与其干旱环境的对应关系", "能记录并对比同一种鸟在冬天和夏天行为或外观上的差异"], "assessment": "{{name}}能说清楚植物的某个结构为什么适合它的环境，也能说出动物在不同季节有什么不同表现吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能描述常见动物、植物的共同特征，通过设计简单实验，探究动物和植物的生存、生长所需条件，利用动物和植物基本生存需要的相关知识，解释某些结构的相应功能，收集不同环境下植物外部形态特征和动物适应季节变化行为的资料，描述生物的适应性，利用生物生命周期的相关知识解释生命的延续；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "“解释某些结构的相应功能”表述模糊，无法判断学生能对具体哪个结构进行解释，更像教学目标而非可考核的能力"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
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{"id": "ca_KUdtaErK", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究过程", "dimension": "探究实践", "statement": "能正确讲述并反思自己的探究过程与结论，作出自我评价与调整", "verb": "讲述", "object": "并反思自己的探究过程与结论，作出自我评价与调整", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能用“我先…然后…接着…”的顺序说出实验的每一步操作和观察到的现象", "能在发现实验结果与猜想不同时，说出“我猜错了，因为…所以我要…”这样的调整原因"], "assessment": "{{name}}，你能跟我说说你刚才做实验时，先做了什么，又发现了什么，和你想的不一样时你又是怎么做的吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能正确讲述并反思自己的探究过程与结论，作出自我评价与调整。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，不含学生具体能力，且未限定探究的类型与复杂程度，无法直接转化为G1学生可判定的能力断言。。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（该断言标注为G1–G9全学段，但要求'反思探究过程与结论、作出自我评价与调整'属）→ 按原件裁决：课标原件 PDF 第 120 页：第120页（印113）学业质量表「3～4年级」栏，学段 G1-G9 → G3-G4"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，不含学生具体能力，且未限定探究的类型与复杂程度，无法直接转化为G1学生可判定的能力断言。"}}
{"id": "ca_s6GHEVvf", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "物质的构成", "dimension": "科学观念", "statement": "能观察并描述熟悉现象与事物的构成要素", "verb": "观察并描述", "object": "熟悉现象与事物的构成要素", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能描述一杯水中包含水、溶解的盐和未溶解的沙子", "能指出一棵植物由根、茎、叶等部分组成"], "assessment": "{{name}}，你能说说你观察到的这杯水里都有什么吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能在熟悉的情境中，观察并描述熟悉的具体现象与事物的构成要素，分析并表达要素之间的关系，找到它们之间重要的、共同的特征，使用模型或者自己设计制作模型解释简单的科学现象；", "method": "vlm-transcribe+split", "crosscuttingWhy": "观察事物构成要素，涉及结构与探究"}, "schemaVersion": "0.1.0", "statementBefore": "能在熟悉的情境中，观察并描述熟悉的具体现象与事物的构成要素", "repair": {"why": "删去“能在熟悉的情境中”的冗余修饰，将断言聚焦于课标原句中关于“观察并描述构成要素”的核心能力要求，并明确学段为G1", "grounding": 1.0}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：G1学段要求过高，一年级学生难以理解‘溶解’概念，且‘构成要素’属于抽象分析，更适合中高年级"}], "crosscutting": ["structure-function"], "practice": ["investigating"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能在熟悉的情境中，观察并描述熟悉的具体现象与事物的构成要素’，断言‘能观察并描述熟悉现象与事物的构成要素’是对此的忠实转述，且主语是学生。意见中关于学段和概念难度的判断，属于教学实施层面的讨论，不影响课标原文对该能力点的明确要求。", "quote": "能在熟悉的情境中，观察并描述熟悉的具体现象与事物的构成要素", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_5zBfheNC", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "立体图形的视图与表达", "dimension": "科学思维", "statement": "能用二维方式表达三维空间的物体，并解决简单的实际问题", "verb": "表达", "object": "三维空间的物体，并解决简单的实际问题", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "应用", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能画出同一物体的正面、侧面、上面三个方向的平面图，并说明各图对应的观察方向", "能根据给定的三个方向平面图，用积木或纸盒搭出与之相符的立体物体"], "assessment": "{{name}}，你能画出一个盒子从上面、正面、侧面看到的样子吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能用二维方式表达三维空间的物体，并解决简单的实际问题；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，未明确学生可观察的具体行为，且‘解决简单的实际问题’在小学低段无法判定。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但三视图（主视、侧视、俯视）是初中（7–9年级）数学/科学）→ 按原件裁决：课标原件 PDF 第 120 页：第120页（印113）学业质量表「3～4年级」栏，学段 G1-G9 → G3-G4"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据要求「根据三视图拼出立体模型」，这属于初中数学空间观念内容，与科学课标第120页的表述不匹配，证据无法支撑G1–）：带着这条意见重写证据，复审未挑出问题"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（该断言涉及三视图（正面、侧面、上面）与由三视图还原立体图形，属于小学高年级（G5）→ 撤销：课标正文标了第二学段，模型的意见不能盖过课标"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，未明确学生可观察的具体行为，且‘解决简单的实际问题’在小学低段无法判定"}}
{"id": "ca_Wzer4Zu8", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学论证与表达", "dimension": "科学思维", "statement": "观点，并能提供支撑性的证据", "verb": "支撑", "object": "性的证据", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能针对一个科学问题，提出自己的看法并引用至少一个实验数据或观察事实作为依据", "能在小组讨论中，用具体的例子或数据来解释为什么自己的观点是正确的"], "assessment": "{{name}}，你能说出自己的看法，并用具体的事例或数据来证明它吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "SPLIT", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "观点，并能提供支撑性的证据；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "'观点，并能提供支撑性的证据'是章节标题或教学目标，不是可判断单个学生是否掌握的具体能力描述"}], "repairAttempt": {"fixable": false, "why": "原句只是教学建议，不含学生能力"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句只是教学建议，不含学生能力"}
{"id": "ca_TTN2XSdX", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "模型设计与制作", "dimension": "探究实践", "statement": "能发现所制作模型的问题，并进行适当的改进", "verb": "制作", "object": "模型的问题，并进行适当的改进", "type": "PROCEDURAL", "literacy": ["探究实践", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能指着模型结构说这里太容易断掉，并动手加固薄弱处", "能重新调整材料使模型承重更稳，并解释为什么这样改更好"], "assessment": "{{name}}做模型时，能发现哪里不结实或不好用，然后动手改对吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能发现所制作模型的问题，并进行适当的改进。", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}]}
{"id": "ca_5TGEJmDm", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究与质疑", "dimension": "科学思维", "statement": "能有依据地质疑别人的观点，尝试利用所学科学原理", "verb": "质疑", "object": "别人的观点，尝试利用所学科学原理", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "掌握", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能指出同学实验结论与观察到的现象不符，并引用相关科学概念进行解释", "能针对课本上的某个结论提出疑问，并设计一个简单的对比实验来验证自己的想法"], "assessment": "{{name}}，你能针对一个科学观点提出自己的疑问，并想办法用实验或知识去验证它吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第二学段", "srcAgree": "1.00", "srcText": "能有依据地质疑别人的观点，尝试利用所学科学原理，运用多种材料、多种思路、多种方法完成探究和实践；", "method": "vlm-transcribe+split", "crosscuttingWhy": "基于证据质疑观点", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：‘能有依据地质疑别人的观点’是能力方向，但作为断言过于笼统，无法直接用于判断一个具体学生是否会；‘尝试利用所学科学原理’也是意图描述，而非可观察的具体能力行为。"}], "crosscutting": [], "practice": ["argumentation"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能有依据地质疑别人的观点’，该断言是对此的忠实转述，不应因课标用词而被判定为不可判定。", "quote": "能有依据地质疑别人的观点", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_xNaAnkfn", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究方法", "dimension": "探究实践", "statement": "运用多种材料、多种思路、多种方法完成探究和实践", "verb": "完成", "object": "探究和实践", "type": "CONCEPTUAL", "literacy": ["探究实践", "科学思维"], "cognitive": "应用", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["能使用不同工具（如放大镜、尺子、天平）对同一物体进行多次测量，并记录数据。", "能针对同一问题（如如何让小车跑得更远），尝试至少两种不同的材料组合或装置结构，并比较结果。"], "assessment": "我们来看看{{name}}在做科学小实验时，是不是会主动换几种工具或材料来试一试？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能有依据地质疑别人的观点，尝试利用所学科学原理，运用多种材料、多种思路、多种方法完成探究和实践；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "学段G1-G9跨度过大，能力断言‘运用多种材料、多种思路、多种方法’对低年级学生要求过高，与高年级能力区分度不足，学段标注过于笼统。"}, {"type": "undecidable", "detail": "该断言为教学目标或课程要求，不是针对具体学生的可观察、可判断的能力表述，无法判断某个学生‘会/不会’。"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学过程和方法，不是针对具体学生的可观察、可判断的能力表述。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学过程和方法，不是针对具体学生的可观察、可判断的能力表述。"}
{"id": "ca_42hAzseP", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量转化与热传递", "dimension": "科学观念", "statement": "说出日常生活中不同形式能之间的转化现象，举例说明生活中的热传递现象", "verb": "说出", "object": "日常生活中不同形式能之间的转化现象，举例说明生活中的热传递现象", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能举出两个不同形式能量相互转化的生活实例并说明转化方向", "能举出两个热从高温物体传向低温物体的生活实例"], "assessment": "{{name}}，你能举出生活中能量转化和热传递的例子吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能初步区别物质变化的不同类型，说出日常生活中不同形式能之间的转化现象，举例说明生活中的热传递现象；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句'能初步区别物质变化的不同类型'是另一个能力要求，与能量转化及热传递并列。若仅拆取后半部分，会破坏原句的完整结构和。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但「不同形式能之间的转化」和「热传递」属于能量主题，在课标）→ 按原件裁决：课标原件 PDF 第 121 页：第121页（印114）学业质量表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据只覆盖了「电能转化为机械能」和「热传递」两个例子，无法证明学生能「说出日常生活中不同形式能之间的转化现象」这一更）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句'能初步区别物质变化的不同类型'是另一个能力要求，与能量转化及热传递并列。若仅拆取后半部分，会破坏原句的完整结构和并列关系，导致断言不完整或指代不明（如'物质变化'未包含）。且'说出日常生活中不同形式能之间的转化现象'本身仍偏概括，在没"}}
{"id": "ca_2ULTQc2F", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物体的结构层次", "dimension": "探究实践", "statement": "能使用显微镜等观察工具，从宏观与微观视角比较动物和植物的不同", "verb": "比较", "object": "动物和植物的不同", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用显微镜观察动物细胞和植物细胞装片，指出两者在细胞壁、叶绿体上的可见差异", "能对照同一生物的宏观外形与显微图像，说出两者在结构层次上的对应关系"], "assessment": "{{name}}，你能用显微镜观察并比较动植物在宏观和微观上的不同吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能使用显微镜等观察工具，从宏观与微观视角比较动物和植物的不同，说出细胞是生物体结构的基本单位，总结生物体形态结构和功能的关系；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议（要求），描述的是学生应达到的能力目标，而非可直接观察判定的具体行为。如“比较动物和植物的不同”、“总结。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（标注学段为G1–G9，但使用显微镜观察洋葱表皮细胞、草履虫及绘制细胞结构图属于7）→ 按原件裁决：课标原件 PDF 第 121 页：第121页（印114）学业质量表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "原异议 evidence-weak（掌握证据要求'画出两者的结构图'，但草履虫为单细胞生物，其'结构图'与洋葱表皮细胞图在能力要求上不对等；且'说出宏观与微）：带着这条意见重写证据，复审未挑出问题"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "复审提了 stage（显微镜观察细胞（细胞壁、叶绿体）是7年级内容，标成G5–G6偏早；且'宏观与微观）→ 撤销：课标正文标了第三学段，模型的意见不能盖过课标"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议（要求），描述的是学生应达到的能力目标，而非可直接观察判定的具体行为。如“比较动物和植物的不同”、“总结生物体形态结构和功能的关系”等表述模糊，无法对一个具体孩子做出“会/不会”的判定。"}}
{"id": "ca_BwE9ihBy", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "细胞与生物体结构", "dimension": "科学观念", "statement": "说出细胞是生物体结构的基本单位，总结生物体形态结构和功能的关系", "verb": "说出", "object": "细胞是生物体结构的基本单位，总结生物体形态结构和功能的关系", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用显微镜观察动物和植物材料，指出两者都由细胞构成并说出细胞是基本单位", "能举例说明某生物体形态结构如何与其功能相适应，并归纳出结构与功能的关系"], "assessment": "{{name}}，你能说出细胞是构成生物体的基本单位吗？能用一个例子说明动物的某个部位形态是怎么适应它功能的吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能使用显微镜等观察工具，从宏观与微观视角比较动物和植物的不同，说出细胞是生物体结构的基本单位，总结生物体形态结构和功能的关系；", "method": "vlm-transcribe+split", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "'总结生物体形态结构和功能的关系'是课程目标/学科核心概念的表述，不是可对学生判定会/不会的具体能力，无法对一个具体孩子答'会/不会'。", "by": "ai:deepseek-v4-1-flash-2026-09-28"}, {"type": "evidence-weak", "detail": "掌握证据'能用显微镜观察动物和植物材料'证明的是显微镜操作与观察技能，与'说出细胞是基本单位'这一概念性断言不匹配；且小学阶段用显微镜观察动物材料（如口腔上皮细胞）在课标中并非普遍要求，证据无法支撑该断言。", "by": "ai:deepseek-v4-1-flash-2026-09-28"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是学生通过学习应达到的能力目标，但其内容（如使用显微镜、从宏观与微观视角比较、说出细胞是基本单位。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}, {"type": "resolved", "detail": "复审提了 stage（细胞是生物体结构的基本单位、动植物细胞结构属于7年级内容，标成G1–G9跨全学段）→ 按原件裁决：课标原件 PDF 第 121 页：第121页（印114）学业质量表「5～6年级」栏，学段 G1-G9 → G5-G6"}, {"type": "resolved", "by": "ai:doubao-seed-2-0-pro-2026-09-28", "detail": "原异议 evidence-weak（证据1（说出细胞膜、细胞核）只能证明细胞结构知识，证明不了'细胞是生物体结构的基本单位'这一概括性判断；证据2（鸟类翅膀）：带着这条意见重写证据，复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是学生通过学习应达到的能力目标，但其内容（如使用显微镜、从宏观与微观视角比较、说出细胞是基本单位）属于初中阶段（七年级）的科学学习要求，与当前诊断的G1学段不符，且原句未提供足够信息将其转化为一个针对G1学段、可观察的"}}
{"id": "ca_hymPp5rU", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与环境", "dimension": "科学观念", "statement": "能结合生物的生存条件以及动物与植物相互关系等知识，简单描述生物与生物、生物与环境之间相互依存的关系", "verb": "描述", "object": "生物与生物、生物与环境之间相互依存的关系", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用「如果没有花，蜜蜂就会……」的句式说出一种生物对另一种的依赖关系", "能画出或写出一个包含至少两种生物及其环境因素的食物链并解释它们如何互相提供支持"], "assessment": "{{name}}，你能举个例子说明如果池塘里没有水草，小鱼和小虾会怎样吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能结合生物的生存条件以及动物与植物相互关系等知识，简单描述生物与生物、生物与环境之间相互依存的关系；", "method": "vlm-transcribe+split", "crosscuttingWhy": "理解生态系统中生物间的相互依存关系", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：修正了学段诊断，将能力断言与课标原句对齐，并明确了可观察的行为动词和对象"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：学段标为G1-G9过宽，该能力主要对应小学中高年级（3-6年级）内容，初中阶段对生物与环境的理解要求更高，涉及生态系统的能量流动和物质循环等深度知识"}], "crosscutting": ["systems", "cause-effect"], "practice": ["explaining-designing"], "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。意见中关于学段宽窄的讨论，属于教学实施层面的判断，不影响该能力断言本身对课标要求的忠实性。", "quote": "能结合生物的生存条件以及动物与植物相互关系等知识，简单描述生物与生物、生物与环境之间相互依存的关系", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"id": "ca_52dnQ5vs", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究与论证", "dimension": "科学思维", "statement": "能以事实为依据作出判断，面对有说服力的证据能调整自己的想法", "verb": "判断", "object": "面对有说服力的证据能调整自己的想法", "type": "CONCEPTUAL", "literacy": ["科学思维", "态度责任"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据实验数据修正自己最初的假设，并说明修改原因", "能在讨论中引用具体事实来支持或反驳一个观点"], "assessment": "{{name}}，你能根据新证据改变自己的看法吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "READY", "provenance": {"srcSubject": "科学", "srcPage": 122, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能以事实为依据作出判断，面对有说服力的证据能调整自己的想法；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}]}
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{"id": "ca_j9pFmPVS", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物的遗传变异与适应性", "dimension": "科学思维", "statement": "能利用生物的多样性与适应性的相关知识，综合分析生物的遗传、变异和环境因素", "verb": "分析", "object": "生物的遗传、变异和环境因素", "type": "CONCEPTUAL", "literacy": ["科学观念", "科学思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举出同一环境中多种生物的不同适应方式，并指出各自与遗传变异的关系", "能就给定的一种生物，说明其多样性、遗传变异与环境如何共同解释其进化"], "assessment": "{{name}}，你能用几个例子说明生物怎么通过遗传、变异和环境变化来适应吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "disputed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "JUDGE", "provenance": {"srcSubject": "科学", "srcPage": 123, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能利用生物的多样性与适应性的相关知识，综合分析生物的遗传、变异和环境因素，解释生物的进化现象；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "truncated", "detail": "能力断言表述不完整，仅说明“综合分析生物的遗传、变异和环境因素”，未明确综合分析的具体指向或要达成的结果，语义残缺"}, {"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分。复查：可判定闸放行、断言忠于课标原句、另一个模型复审只挑了字段问题，进 disputed 排队"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分"}}
{"id": "ca_xrtQTMnS", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "资源与环境问题", "dimension": "科学观念", "statement": "能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因", "verb": "解释", "object": "资源短缺、环境污染和生态破坏等问题及其原因", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举例说明水资源短缺是由于过度开采和污染造成的", "能结合当地垃圾填埋场说明其对土壤和地下水的影响"], "assessment": "{{name}}，你能用身边的例子讲讲环境问题是怎么产生的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "科学", "srcPage": 123, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因，理解人类解决环境污染和生态破坏等问题的对策；", "method": "vlm-transcribe+split", "crosscuttingWhy": "解释环境问题的因果机制与系统影响"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：将原句中的教学目标描述转化为可观察的学生能力陈述，保留了原句的核心动词和对象，并提供了具体可判定的证据。"}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言为课程目标描述，无法直接判断单个学生是否掌握，如‘能结合实例解释’是教学要求而非可测量的能力点"}], "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因’，该断言是对此的忠实转述，且‘能结合实例解释’是可观察的学生能力行为。", "quote": "能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_My7834Qm", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "科学探究", "dimension": "探究实践", "statement": "能完成与所学知识和方法相适应的、简单的探究报告，自觉地对探究过程和结果进行反思与评价", "verb": "完成", "object": "与所学知识和方法相适应的、简单的探究报告，自觉地对探究过程和结果进行反思与评价", "type": "CONCEPTUAL", "literacy": ["探究实践"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能将实验数据整理成表格，并总结出数据变化的规律", "能针对自己的实验结论，提出至少一个可能的改进方向"], "assessment": "{{name}}，你能把实验结果写成报告，并且想一想下次怎么做得更好吗？", "evidenceSource": "llm-draft", "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, "triageBucket": "JUDGE", "provenance": {"srcSubject": "科学", "srcPage": 123, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能完成与所学知识和方法相适应的、简单的探究报告，自觉地对探究过程和结果进行反思与评价。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教师应引导学生达成的培养方向（如‘能完成’、‘自觉地反思’），而非对单个学生可观察、可判定的具。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教师应引导学生达成的培养方向（如‘能完成’、‘自觉地反思’），而非对单个学生可观察、可判定的具体能力行为。断言中的‘自觉地’、‘与所学知识和方法相适应的’等表述，指向内在动机和整体学习状态，无法通过旁观者在一次具体任"}}
{"id": "ca_87i7JGyp", "discipline": "科学", "track": "MATRIX", "strand": null, "topic": "模型建构与解释", "dimension": "科学思维", "statement": "能根据问题需要选择材料建构模型，并解释模型中各要素的作用", "verb": "选择材料建构", "object": "模型", "type": "CONCEPTUAL", "literacy": ["科学思维", "探究实践"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据月相问题选择乒乓球和手电筒搭建日地月位置模型，并指出各球代表的天体", "能根据桥梁承重问题选择纸板和胶带搭建桥梁模型，并说明不同结构的作用"], "assessment": "{{name}}，你能用身边的东西搭个模型来解释或解决一个真实问题吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "科学", "srcPage": 123, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能根据所要解决的真实问题的需要建构模型，分析、解释模型所涉及的各个要素及结构，解释并模拟相关的科学现象和过程，展示对相关概念、原理、系统的理解，表达事物整体与局部的关系；", "method": "vlm-transcribe+split", "crosscuttingWhy": "建模并解释要素功能"}, "schemaVersion": "0.1.0", "statementBefore": "能根据所要解决的真实问题的需要建构模型", "repair": {"why": "将概括性陈述拆解为‘选择材料建构模型’和‘解释模型中各要素的作用’两个可观察行为，符合原句中‘建构模型’与‘分析解释模型所涉及的各个要素’的要求，并确保了可判定性。", "grounding": 0.67}, "crosscutting": ["systems", "structure-function"], "practice": ["modeling", "explaining-designing"], "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": []}}
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{"id": "ca_Vbg4cv92", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学观念", "statement": "能说出水结冰、冰熔化、水蒸发和水蒸气凝结是加热或冷却时常见物质发生的状态变化", "verb": "说出", "object": "水结冰、冰熔化、水蒸发和水蒸气凝结是加热或冷却时常见物质发生的状态变化", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：水结冰、冰熔化、水蒸发和水蒸气凝结是加热或冷却时常见物质发生的状态变化是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出水结冰、冰熔化、水蒸发和水蒸气凝结是加热或冷却时常见物质发生的状态变化吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "②描述加热或冷却时常见物质发生的状态变化，如水结冰、冰熔化、水蒸发和水蒸气凝结。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "物质状态变化与能量交换", "srcPage": 36, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy", "stability-change"], "practice": [], "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": 0.545, "verbatimCoverage": 0.862, "facts": ["水结冰是状态变化", "冰熔化是状态变化", "水蒸发是状态变化", "水蒸气凝结是状态变化"]}, "topicFrom": "curriculum-page-index", "fieldIssues": ["independent-check-suspect"]}
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{"id": "ca_XfiTIhAM", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学观念", "statement": "能说出化学变化的本质是原子的重新组合", "verb": "说出", "object": "化学变化的本质是原子的重新组合", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：化学变化的本质是原子的重新组合是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出化学变化的本质是原子的重新组合吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "理解化学变化的本质是原子的重新组合", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解物质变化本质并建构解释", "srcPage": 37, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy", "cause-effect"], "practice": ["explaining-designing"], "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": 1.0, "verbatimCoverage": 0.812, "facts": ["化学变化的本质是原子的重新组合"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_q0RxiAu7", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出推力和拉力是常见的力", "verb": "说出", "object": "推力和拉力是常见的力", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["问：推力和拉力是常见的力是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出推力和拉力是常见的力吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记性知识，无跨学科思维或实践动作", "srcPage": 42, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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": 1.0, "verbatimCoverage": 0.727, "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_7LrflvaG", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出电源、导线、用电器和开关是构成电路的必要元件", "verb": "说出", "object": "电源、导线、用电器和开关是构成电路的必要元件", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：电源、导线、用电器和开关是构成电路的必要元件是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出电源、导线、用电器和开关是构成电路的必要元件吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别电路必要元件的结构组成", "srcPage": 42, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 1.0, "verbatimCoverage": 0.905, "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"]}}
{"id": "ca_fPvUUdIp", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出有些材料是导体，容易导电；有些材料是绝缘体，不容易导电", "verb": "说出", "object": "有些材料是导体，容易导电；有些材料是绝缘体，不容易导电", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：有些材料是导体，容易导电；有些材料是绝缘体，不容易导电是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出有些材料是导体，容易导电；有些材料是绝缘体，不容易导电吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "⑧知道有些材料是导体，容易导电；有些材料是绝缘体，不容易导电。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "材料结构决定导电功能", "srcPage": 42, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "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": 1.0, "verbatimCoverage": 0.812, "facts": ["有些材料是导体，容易导电。", "有些材料是绝缘体，不容易导电。"]}}
{"id": "ca_gscUD1zB", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "探究实践", "statement": "能通过制作简易装置改变振动的幅度与频率", "verb": "制作", "object": "能产生不同高低、强弱声音的简易装置", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生制作出多个简易装置，如用皮筋松紧程度改变音高，用敲击力度改变音强", "学生能根据装置发出声音的高低强弱变化，说明振动幅度与频率的变化"], "assessment": "{{name}}能说出声音的高低和强弱的变化是由振动的变化引起的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘制作能产生不同高低、强弱声音的简易装置’，这直接对应了断言‘能通过制作简易装置改变振动的幅度与频率’。断言是对课标要求的忠实转述，且‘改变振动的幅度与频率’是实现‘产生不同高低、强弱声音’的科学原理，符合课标‘声音高低和强弱的变化是由于振动的变化引起的’这一知识要求。", "quote": "知道声音有高低和强弱之声，声音高低和强弱的变化是由于振动的变化引起的；制作能产生不同高低、强弱声音的简易装置。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}, "provenance": {"srcSubject": "科学", "srcText": "知道声音有高低和强弱之声，声音高低和强弱的变化是由于振动的变化引起的；制作能产生不同高低、强弱声音的简易装置。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "通过装置改变振动参数，涉及结构与尺度", "srcPage": 43, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "scale-proportion"], "practice": ["modeling", "investigating"], "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", "overlap": 1.0, "facts": ["声音有高低和强弱之分", "声音高低的变化是由振动的变化引起的", "声音强弱的变化是由振动的变化引起的"], "passed": true}, "statementBefore": "能说出声音的高低和强弱的变化是由振动的变化引起的", "repair": {"kind": "undegrade", "why": "课标原文要求学生通过动手制作来产生和区分声音，核心动词是“制作”，这是可观察的实践行为。", "grounding": 0.64, "srcVerbs": []}, "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：制作简易装置改变振动幅度与频率是初中声学核心内容，G3–G4（三四年级）学生难以理解频率与音高的抽象关系，证据中的“说明振动幅度与频率的变化”更符合初中能力要求"}]}
{"id": "ca_y1m87TsQ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "科学观念", "statement": "能列举生活中常见的力（如重力、摩擦力、弹力）", "verb": "列举", "object": "生活中常见的力（如重力、摩擦力、弹力）", "type": "PROCEDURAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能从给出的列表中选出重力、摩擦力、弹力", "学生能举出除例子外的其他常见力，如支持力、拉力"], "assessment": "{{name}}能说出重力、摩擦力、弹力是生活中常见的力吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "列举生活中常见的力（如重力、摩擦力、弹力），", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别常见力的类别，属于分类与提问", "srcPage": 43, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns"], "practice": ["asking-questions"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.933, "facts": []}, "statementBefore": "能说出重力、摩擦力、弹力是生活中常见的力", "repair": {"kind": "undegrade", "why": "将「说出」改回原文动词「列举」，并保留了原文的宾语和举例格式，使其成为一个可观察、可判断的学生活动。", "grounding": 1.0, "srcVerbs": ["列举"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_qhG86o7R", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能举例说明二力平衡的条件，以及力是物体运动状态变化的原因", "verb": "说明", "object": "二力平衡的条件，以及力是物体运动状态变化的原因", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能列举两个力作用在同一物体上且平衡的具体实例", "学生能解释一个力如何导致物体运动状态发生改变"], "assessment": "{{name}}能说出力是物体运动状态变化的原因吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "⑥举例说明二力平衡的条件，以及力是物体运动状态变化的原因。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解因果机制与状态变化", "srcPage": 44, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "stability-change"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.789, "verbatimCoverage": 0.96, "facts": ["二力平衡的条件是：两个力作用在同一物体上，大小相等、方向相反，且作用在同一直线上。", "力是物体运动状态变化的原因。"]}, "statementBefore": "能说出力是物体运动状态变化的原因", "repair": {"kind": "undegrade", "why": "将只含“说出”的断言，恢复为课标原文的动词“说明”与“举例”，并保持了原文的完整对象和结构。", "grounding": 1.0, "srcVerbs": ["说明", "举例"]}}
{"id": "ca_DsgznU5s", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的", "verb": "说明", "object": "有些力是通过接触物体施加的，有些力是不直接接触物体施加的", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["学生能举例说明重力是不直接接触物体施加的力", "学生能举例说明推力是通过接触物体施加的力"], "assessment": "{{name}}能说出能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的", "method": "curriculum-content-rewrite", "crosscuttingWhy": "区分接触/非接触力的机制与解释", "srcPage": 46, "srcPageFrom": "extract-intermediate", "longerSibling": "ca_iJ3gudF9", "stageFixedFrom": "G1-G9", "srcStage": "第三学段"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "cause-effect"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.857, "verbatimCoverage": 1.0, "facts": ["有些力是通过接触物体施加的", "有些力是不直接接触物体施加的"]}, "statementBefore": "能说明有些力是通过接触物体施加的，有些力是不直接接触物体施加的", "repair": {"kind": "undegrade", "why": "原文动词为'说明'，断言已包含该动词及完整宾语，无需修改。类型为CONCEPTUAL（说明解释），证据为学生能举例说明两类力的具体实例。", "grounding": 1.0, "srcVerbs": ["说明"]}, "fieldIssues": ["possible-truncation"]}
{"id": "ca_FYmO6fd6", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学思维", "statement": "能用相同路程比时间或相同时间比路程的方法，比较两个物体的运动快慢", "verb": "比较", "object": "两个物体的运动快慢", "type": "PROCEDURAL", "literacy": ["科学思维"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["学生能选取两个物体，设计相同路程的条件并测量时间进行比较", "学生能选取两个物体，设计相同时间的条件并测量路程进行比较"], "assessment": "{{name}}能说出比较物体运动快慢的方法是相同路程比时间或相同时间比路程吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "让学生用相同路程比时间或相同时间比路程的方法，比较两个物体的运动快慢。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "比较运动快慢涉及量级比较与数据分析", "srcPage": 48, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion", "patterns"], "practice": ["analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.955, "facts": []}, "statementBefore": "能说出比较物体运动快慢的方法是相同路程比时间或相同时间比路程", "repair": {"kind": "undegrade", "why": "将名词化断言‘能说出...方法’还原为原文要求的动手比较行为，即‘能用...方法，比较...’", "grounding": 1.0, "srcVerbs": ["比较"]}}
{"id": "ca_SZzX4KAu", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出相互作用是物体发生形变或发生运动状态变化的原因", "verb": "说出", "object": "相互作用是物体发生形变或发生运动状态变化的原因", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：相互作用是物体发生形变或发生运动状态变化的原因是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出相互作用是物体发生形变或发生运动状态变化的原因吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "相互作用是物体发生形变或发生运动状态变化的原因", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解力与运动状态变化的因果关系", "srcPage": 48, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect"], "practice": [], "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": 1.0, "verbatimCoverage": 0.87, "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_g7CDvcXQ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学思维", "statement": "能比较两个物体运动快慢，相同时间比路程或相同路程比时间", "verb": "比较", "object": "两个物体运动快慢", "type": "PROCEDURAL", "literacy": ["科学思维"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["学生能设计并执行一个实验，测量两个物体在相同时间内通过的路程并比较", "学生能设计并执行一个实验，测量两个物体通过相同路程所用的时间并比较"], "assessment": "{{name}}能说出比较两个物体运动快慢的方法是相同时间比路程或相同路程比时间吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "开展比较两个物体运动快慢的活动，相同时间比路程或相同路程比时间", "method": "curriculum-content-rewrite", "crosscuttingWhy": "比较运动快慢涉及量的比较与数据分析", "srcPage": 49, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": ["analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.944, "facts": []}, "statementBefore": "能说出比较两个物体运动快慢的方法是相同时间比路程或相同路程比时间", "repair": {"kind": "undegrade", "why": "将‘说出方法’改回了原文的动词‘比较’，并保留了原文的比较条件，使其成为一个可观察的动手操作能力。", "grounding": 1.0, "srcVerbs": ["比较"]}}
{"id": "ca_NLrxDJ1m", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "探究实践", "statement": "能测量并描述物体的温度", "verb": "测量", "object": "物体的温度", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生使用温度计测量一杯水的温度，并记录读数", "学生描述测量一杯水温度的具体步骤"], "assessment": "{{name}}能说出摄氏度是表示物体冷热程度的常用温度标准单位吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "②描述测量物体温度的方法，知道摄氏度是表示物体冷热程度的常用温度标准单位。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "测量温度涉及量级与数据处理", "srcPage": 50, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": ["investigating", "analyzing-data"], "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": 0.818, "facts": ["摄氏度是表示物体冷热程度的常用温度标准单位。"]}, "statementBefore": "能说出摄氏度是表示物体冷热程度的常用温度标准单位", "repair": {"kind": "undegrade", "why": "将被削平的动词'说出'改回原文动词'测量'，并保留了原文的宾语'物体温度'。", "grounding": 1.0, "srcVerbs": ["测量"]}, "topicFrom": "curriculum-page-index", "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_L5dOKbhB", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出\"永动机\"是不可能实现的", "verb": "说出", "object": "\"永动机\"是不可能实现的", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：\"永动机\"是不可能实现的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出\"永动机\"是不可能实现的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "初步了解“永动机”是不可能实现的。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解能量守恒与因果机制", "srcPage": 51, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy", "cause-effect"], "practice": ["explaining-designing"], "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": 1.0, "verbatimCoverage": 0.833, "facts": ["永动机是不可能实现的"]}}
{"id": "ca_om7Ilykz", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出太阳是地球上各种能量的最主要来源", "verb": "说出", "object": "太阳是地球上各种能量的最主要来源", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：太阳是地球上各种能量的最主要来源是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出太阳是地球上各种能量的最主要来源吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "认识太阳是地球上各种能量的最主要来源", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别能量来源与流动", "srcPage": 52, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy"], "practice": [], "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": 1.0, "verbatimCoverage": 0.889, "facts": ["太阳是地球上各种能量的最主要来源"]}}
{"id": "ca_YfgBpQ0g", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出热机是将内能转化为机械能的工具", "verb": "说出", "object": "热机是将内能转化为机械能的工具", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["问：热机是将内能转化为机械能的工具是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出热机是将内能转化为机械能的工具吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "热机是人类将内能转化成机械能的重要工具", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解能量转化与装置功能", "srcPage": 54, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy", "structure-function"], "practice": ["explaining-designing"], "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": 1.0, "verbatimCoverage": 0.8, "facts": ["热机是人类将内能转化成机械能的重要工具"]}}
{"id": "ca_SzWpbXLx", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能举例说明动物和植物都是生物", "verb": "说明", "object": "动物和植物都是生物", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["学生能举出猫和狗是动物，也是生物的例子", "学生能举出向日葵和松树是植物，也是生物的例子"], "assessment": "{{name}}能说出动物和植物都是生物吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "①举例说明动物和植物都是生物。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记性举例，无跨学科思维", "srcPage": 56, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.444, "verbatimCoverage": 0.917, "facts": ["动物是生物", "植物是生物"]}, "statementBefore": "能说出动物和植物都是生物", "repair": {"kind": "undegrade", "why": "将‘说出’改回原文动词‘说明’，并保留‘举例’这一具体行为要求，使断言符合课标原文对学生能力的描述。", "grounding": 1.0, "srcVerbs": ["说明", "举例"]}}
{"id": "ca_48jKLSrh", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能列举当地的植物资源，尤其是与人类生活密切相关的植物", "verb": "列举", "object": "当地的植物资源，尤其是与人类生活密切相关的植物", "type": "PROCEDURAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生能列出所在社区或校园里常见的5种以上植物名称", "学生能说出其中至少2种植物（如树木、蔬菜）的具体用途"], "assessment": "{{name}}能说出能列举当地的植物资源，尤其是与人类生活密切相关的植物吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "④说出植物的某些共同特征；列举当地的植物资源，尤其是与人类生活密切相关的植物。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "列举资源属调查活动，无通用概念", "srcPage": 56, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.824, "verbatimCoverage": 0.955, "facts": ["植物有某些共同特征", "当地有植物资源", "当地有与人类生活密切相关的植物"]}, "statementBefore": "能列举当地的植物资源，尤其是与人类生活密切相关的植物", "repair": {"kind": "undegrade", "why": "原文动词为「列举」，被削平断言保留了该动词和对象。此能力要求学生动手调查并列出清单，属于操作性任务，故type为PROCEDURAL。", "grounding": 1.0, "srcVerbs": ["列举"]}}
{"id": "ca_OXUxu5g4", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能举例说出感冒、痢疾等疾病是由微生物引起的", "verb": "举例", "object": "感冒、痢疾等疾病是由微生物引起的", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["学生能举出至少两种由微生物引起的疾病名称", "学生能说明这些疾病是由微生物引起的"], "assessment": "{{name}}能说出感冒、痢疾等疾病是由微生物引起的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "举例说出感冒、痢疾等疾病是由微生物引起的。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解病因机制并建构解释", "srcPage": 57, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.667, "verbatimCoverage": 0.947, "facts": ["感冒是由微生物引起的。", "痢疾是由微生物引起的。"]}, "statementBefore": "能说出感冒、痢疾等疾病是由微生物引起的", "repair": {"kind": "undegrade", "why": "将断言中的动词‘说出’替换为原文动词‘举例’，并保留了原文的宾语信息，符合句式要求。", "grounding": 1.0, "srcVerbs": ["举例"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_rgOqS7Df", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能说出细胞是生物体的基本结构单位", "verb": "说出", "object": "细胞是生物体的基本结构单位", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["问：细胞是生物体的基本结构单位是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出细胞是生物体的基本结构单位吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "知道细胞是生物体的基本结构单位。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别结构与功能的对应关系", "srcPage": 57, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "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": 1.0, "verbatimCoverage": 0.812, "facts": ["细胞是生物体的基本结构单位。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_hyVu7bq0", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能说出脑是认知、情感、意志和行为的生物学基础", "verb": "说出", "object": "脑是认知、情感、意志和行为的生物学基础", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["问：脑是认知、情感、意志和行为的生物学基础是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出脑是认知、情感、意志和行为的生物学基础吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "说出脑是认知、情感、意志和行为的生物学基础", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解脑结构与功能的关系及系统作用", "srcPage": 57, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "systems"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 1.0, "verbatimCoverage": 0.95, "facts": ["脑是认知的生物学基础", "脑是情感的生物学基础", "脑是意志的生物学基础", "脑是行为的生物学基础"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_vGVGOabh", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能说出种群是由一定区域内同种生物的所有个体组成的", "verb": "说出", "object": "种群是由一定区域内同种生物的所有个体组成的", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：种群是由一定区域内同种生物的所有个体组成的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出种群是由一定区域内同种生物的所有个体组成的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "界定系统边界与组成", "srcPage": 59, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["systems"], "practice": [], "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": 1.0, "verbatimCoverage": 0.864, "facts": ["种群是由一定区域内同种生物的所有个体组成的。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_x8emHlDT", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能识别周围的生物和非生物", "verb": "识别", "object": "周围的生物和非生物", "type": "PROCEDURAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["学生在校园里指出一朵花和一块石头，并说出哪个是生物哪个是非生物", "学生观察桌上的苹果和文具盒，并将其分类为生物和非生物"], "assessment": "{{name}}能说出1~2年级学生应能识别周围的生物和非生物吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "1～2年级，可让学生识别周围的生物和非生物", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别分类生物与非生物", "stageFixedFrom": "G1-G6", "srcPage": 61, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns"], "practice": ["investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.9, "facts": []}, "statementBefore": "能说出1~2年级学生应能识别周围的生物和非生物", "repair": {"kind": "undegrade", "why": "原文的谓语动词是'识别'，对学生提出了可观察的行为要求。", "grounding": 1.0, "srcVerbs": []}}
{"id": "ca_fcC35IDz", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学思维", "statement": "能观察并分析常见的生物，对其进行排序和分类", "verb": "观察 / 分析", "object": "常见的生物", "type": "PROCEDURAL", "literacy": ["科学思维"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生观察一种常见的植物或动物，并根据其特征进行分类", "学生分析不同生物的特点，并按照一定顺序进行排列"], "assessment": "{{name}}能说出3~4年级学生应能对常见的生物进行排序和分类吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "3～4年级，可让学生根据观察和分析，对常见的生物进行排序和分类", "method": "curriculum-content-rewrite", "crosscuttingWhy": "找规律并分析数据进行分类", "stageFixedFrom": "G1-G6", "srcPage": 61, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns"], "practice": ["investigating", "analyzing-data"], "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": 0.842, "facts": []}, "statementBefore": "能说出3~4年级学生应能对常见的生物进行排序和分类", "repair": {"kind": "undegrade", "why": "将“说出能…进行排序和分类”的断言，修复为包含原文“观察”、“分析”动词的学生能力陈述。", "grounding": 1.0, "srcVerbs": ["观察", "分析"]}}
{"id": "ca_ZASD5PlV", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出7~9年级学生应能区分不同的种群、群落、生态系统", "verb": "说出", "object": "7~9年级学生应能区分不同的种群、群落、生态系统", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应能区分不同的种群、群落、生态系统是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7~9年级学生应能区分不同的种群、群落、生态系统吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "7～9年级，可指导学生走进大自然，区分不同的种群、群落、生态系统。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "辨识生态层级，分析系统组成", "stageFixedFrom": "G1-G6"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "scale-proportion"], "practice": ["analyzing-data"], "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", "overlap": 0.0, "facts": [], "passed": false}, "dropReason": "原文是面向教师的表述（教学重点/教学建议/引导学生…），主语不是学生，抽成儿童能力锚点属主语错位"}
{"id": "ca_cfRKwlZv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出1~2年级学生应能学习使用放大镜辅助观察", "verb": "说出", "object": "1~2年级学生应能学习使用放大镜辅助观察", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["问：1~2年级学生应能学习使用放大镜辅助观察是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出1~2年级学生应能学习使用放大镜辅助观察吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "1～2年级，可指导学生用视觉、听觉、嗅觉、味觉或触觉器官观察和感知物体，学习使用放大镜辅助观察。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "使用工具进行观察", "stageFixedFrom": "G1-G6"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["investigating"], "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", "overlap": 0.0, "facts": [], "passed": false}, "dropReason": "原文是面向教师的表述（教学重点/教学建议/引导学生…），主语不是学生，抽成儿童能力锚点属主语错位"}
{"id": "ca_mpF0lX43", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出5~6年级学生应能使用显微镜观察、比较动物细胞和植物细胞的异同", "verb": "说出", "object": "5~6年级学生应能使用显微镜观察、比较动物细胞和植物细胞的异同", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["问：5~6年级学生应能使用显微镜观察、比较动物细胞和植物细胞的异同是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出5~6年级学生应能使用显微镜观察、比较动物细胞和植物细胞的异同吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "5～6年级，可指导学生使用显微镜观察、比较动物细胞和植物细胞的异同。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "观察细胞结构找规律，动手操作探究", "stageFixedFrom": "G1-G6"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "patterns"], "practice": ["investigating"], "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", "overlap": 0.0, "facts": [], "passed": false}, "dropReason": "原文是面向教师的表述（教学重点/教学建议/引导学生…），主语不是学生，抽成儿童能力锚点属主语错位"}
{"id": "ca_00qIifaT", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出7~9年级学生应制作生物体结构层次的简单概念图", "verb": "说出", "object": "7~9年级学生应制作生物体结构层次的简单概念图", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应制作生物体结构层次的简单概念图是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7~9年级学生应制作生物体结构层次的简单概念图吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "7～9年级，可指导学生整合所学的细胞、组织、器官、系统、个体等知识，制作生物体结构层次的简单概念图", "method": "curriculum-content-rewrite", "crosscuttingWhy": "用概念图建模生物体结构层次"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "systems"], "practice": ["modeling"], "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", "overlap": 0.0, "facts": [], "passed": false}, "dropReason": "原文是面向教师的表述（教学重点/教学建议/引导学生…），主语不是学生，抽成儿童能力锚点属主语错位"}
{"id": "ca_1qDhW3j3", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出7~9年级学生应制作生命系统构成层次的概念图", "verb": "说出", "object": "7~9年级学生应制作生命系统构成层次的概念图", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应制作生命系统构成层次的概念图是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7~9年级学生应制作生命系统构成层次的概念图吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": "ca_Hudo9H2v", "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "7～9年级，可指导学生整合所学的细胞、组织、器官、系统、个体等知识，制作生物体结构层次的简单概念图，再进一步整合种群、群落、生态系统、生物圈等相关概念，制作生命系统构成层次的概念图", "method": "curriculum-content-rewrite", "crosscuttingWhy": "构建系统模型，体现层次结构"}, "schemaVersion": "0.1.0", "crosscutting": ["systems"], "practice": ["modeling"], "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", "overlap": 0.0, "facts": [], "passed": false}, "dropReason": "与保留的那条表达同一事实（实词集合完全相同，仅语序/标点不同）"}
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{"id": "ca_xcTl8fJ8", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出动物图片分类的依据是获取的食物", "verb": "说出", "object": "动物图片分类的依据是获取的食物", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：动物图片分类的依据是获取的食物是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出动物图片分类的依据是获取的食物吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "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）", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别分类规律，分析数据特征", "srcPage": 62, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "systems"], "practice": ["analyzing-data"], "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": 0.688, "facts": []}}
{"id": "ca_5zLcxiET", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出植物茎的作用是运输水分", "verb": "说出", "object": "植物茎的作用是运输水分", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：植物茎的作用是运输水分是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出植物茎的作用是运输水分吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "观察植物茎中水分的运输", "method": "curriculum-content-rewrite", "crosscuttingWhy": "茎的结构决定其运输功能"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "dropReason": "改写凭空造出「X的作用/目的是Y」这类关系，原文没有这个判断。接地校验查不出来 —— 编的是关系不是词，字面覆盖率照样很高。"}
{"id": "ca_3s0Ujud0", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出显微镜的作用是观察洋葱表皮细胞", "verb": "说出", "object": "显微镜的作用是观察洋葱表皮细胞", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["问：显微镜的作用是观察洋葱表皮细胞是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出显微镜的作用是观察洋葱表皮细胞吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "用显微镜观察洋葱表皮细胞", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记性知识，无跨学科思维或实践动作"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "dropReason": "改写凭空造出「X的作用/目的是Y」这类关系，原文没有这个判断。接地校验查不出来 —— 编的是关系不是词，字面覆盖率照样很高。"}
{"id": "ca_XZbV5GiY", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出观察血液成分的目的是分析讨论\"血常规\"化验单中的主要指标", "verb": "说出", "object": "观察血液成分的目的是分析讨论\"血常规\"化验单中的主要指标", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：观察血液成分的目的是分析讨论\"血常规\"化验单中的主要指标是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出观察血液成分的目的是分析讨论\"血常规\"化验单中的主要指标吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "观察血液的成分，分析讨论“血常规”化验单中的主要指标", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解结构功能与系统，建构解释"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "systems"], "practice": ["explaining-designing"], "dropReason": "改写凭空造出「X的作用/目的是Y」这类关系，原文没有这个判断。接地校验查不出来 —— 编的是关系不是词，字面覆盖率照样很高。"}
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{"id": "ca_swmLhGBF", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出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", "verb": "说出", "object": "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", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：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是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出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吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解系统模型与物质能量流动", "srcPage": 63, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "matter-energy"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.8, "verbatimCoverage": 0.943, "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"]}}
{"id": "ca_fEA6ksyH", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能以体温调节为例说明人体是一个统一的整体", "verb": "说明", "object": "人体是一个统一的整体", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能解释当体温升高时，身体通过出汗、血管舒张等方式进行调节，维持体温相对稳定", "学生能阐述体温调节涉及神经系统、内分泌系统等多个系统的协同工作，共同维持内环境稳态"], "assessment": "{{name}}能说出以体温调节为例说明人体是一个统一的整体吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "⑧以体温调节为例，说明人体是一个统一的整体。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "用系统观解释体温调节机制", "srcPage": 65, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "cause-effect"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.941, "facts": []}, "statementBefore": "能说出以体温调节为例说明人体是一个统一的整体", "repair": {"kind": "undegrade", "why": "将原文的动词「说明」替换回被削平的「说出」，并以「以体温调节为例」为具体对象，构成一个明确的、可评估的学生能力描述。", "grounding": 1.0, "srcVerbs": ["说明"]}, "topicFrom": "curriculum-page-index"}
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{"id": "ca_1fVemFIw", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能观察鸟类的筑巢与育雏、迁徙行为", "verb": "说出", "object": "7~9年级学生应观察鸟类的筑巢与育雏、迁徙行为", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应观察鸟类的筑巢与育雏、迁徙行为是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7~9年级学生应观察鸟类的筑巢与育雏、迁徙行为吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察鸟类的筑巢与育雏、迁徙行为", "method": "curriculum-content-rewrite", "crosscuttingWhy": "仅描述观察内容，未涉及思维或动作", "srcPage": 72, "srcPageFrom": "extract-intermediate", "verbFixedFrom": "能说出7~9年级学生应观察鸟类的筑巢与育雏、迁徙行为"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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": 0.727, "facts": []}, "composite": true, "fieldIssues": ["composite"], "aiIssues": [{"type": "undecidable", "by": "rule:restates-plan", "detail": "原句层：无可观察行为动词：改写成「能<动词><对象>」的形式，动词须来自 ACTION_VERBS。可判定的能力版本是由它转写 / 拆出的子条"}]}
{"id": "ca_gUWUmxjJ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应", "verb": "观察比较", "object": "植物的向光性、向地性、向水性及对外界其他刺激的反应", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生种植并记录了豆苗在单侧光下生长方向的变化", "学生将含羞草分别置于不同触碰条件下，记录了叶片的闭合反应"], "assessment": "{{name}}能说出7~9年级学生应观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应（如含羞草对触摸、震动的反应）。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "观察植物对刺激的反应，找规律与因果", "srcPage": 72, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "patterns"], "practice": ["investigating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.957, "facts": []}, "statementBefore": "能说出7~9年级学生应观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应", "repair": {"kind": "undegrade", "why": "将“说出”改回了原文动词“观察比较”，并保留了原文的全部对象，句式为“能+动词+明确对象”。", "grounding": 1.0, "srcVerbs": ["观察", "比较"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_W3docYiv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学思维", "statement": "能根据化石资料举例说出已灭绝的生物，并描述和比较灭绝生物与当今某些生物的相似之处", "verb": "举例说出、描述、比较", "object": "已灭绝的生物、灭绝生物与当今某些生物的相似之处", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["学生能根据提供的化石图片或模型，列举出至少两种已灭绝的生物名称", "学生能口头描述或画出灭绝生物（如恐龙）与当今某些生物（如鸟类）在骨骼结构或体表覆盖物上的相似点"], "assessment": "{{name}}能说出已灭绝的生物是根据化石资料举例的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "根据化石资料，举例说出已灭绝的生物；描述和比较灭绝生物与当今某些生物的相似之处。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别化石模式，比较结构功能，分析数据", "srcPage": 75, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.615, "verbatimCoverage": 0.938, "facts": ["已灭绝的生物有化石资料", "灭绝生物与当今某些生物有相似之处"]}, "statementBefore": "能说出已灭绝的生物是根据化石资料举例的", "repair": {"kind": "undegrade", "why": "将原断言中被削平的‘说出’恢复为课标原文的‘举例说出’、‘描述’和‘比较’，并明确了动作的对象，使其符合学生能力描述。", "grounding": 1.0, "srcVerbs": ["比较", "描述", "举例"]}, "topicFrom": "curriculum-page-index", "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_Hy0fPsTM", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能说出枝条和叶都是由叶芽发育而来的", "verb": "说出", "object": "枝条和叶都是由叶芽发育而来的", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：枝条和叶都是由叶芽发育而来的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出枝条和叶都是由叶芽发育而来的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "知道枝条和叶都是由叶芽发育而来的。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解芽的结构决定发育结果", "srcPage": 75, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "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": 0.9, "verbatimCoverage": 0.812, "facts": ["枝条是由叶芽发育而来的。", "叶是由叶芽发育而来的。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_LYyihjN0", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学观念", "statement": "能举例说明生物的性状是由基因控制的", "verb": "举例说明", "object": "生物的性状是由基因控制的", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能举出豌豆的高茎与矮茎性状由特定基因控制的例子", "学生能举出人类白化病性状由隐性基因控制的例子"], "assessment": "{{name}}能说出能举例说明生物的性状是由基因控制的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "说出遗传物质的作用，知道DNA、基因和染色体的关系，知道决定人性别的因素；举例说明生物的性状是由基因控制的。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释基因控制性状的因果机制", "srcPage": 75, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.692, "verbatimCoverage": 0.938, "facts": ["遗传物质具有作用", "DNA、基因和染色体之间存在关系", "决定人性别的因素是存在的", "生物的性状是由基因控制的"]}, "statementBefore": "能举例说明生物的性状是由基因控制的", "repair": {"kind": "undegrade", "why": "原文要求学生『举例说明』，这是一个可判定的产出行为，属于概念理解与应用。", "grounding": 1.0, "srcVerbs": []}, "topicFrom": "curriculum-page-index"}
{"id": "ca_K0dXhyrz", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命观念", "dimension": "科学观念", "statement": "能说出近亲结婚的危害是增加遗传病发病率", "verb": "说出", "object": "近亲结婚的危害是增加遗传病发病率", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：近亲结婚的危害是增加遗传病发病率是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出近亲结婚的危害是增加遗传病发病率吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "从遗传学角度说出近亲结婚的危害，认同优生优育。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解因果机制并建构解释", "srcPage": 76, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect"], "practice": ["explaining-designing"], "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": 0.462, "verbatimCoverage": 0.611, "facts": ["近亲结婚有危害", "优生优育是值得认同的"]}, "topicFrom": "curriculum-page-index", "fieldIssues": ["independent-check-suspect"]}
{"id": "ca_Ox8CwWcf", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出拉马克和达尔文是提出生物进化观点的科学家", "verb": "说出", "object": "拉马克和达尔文是提出生物进化观点的科学家", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：拉马克和达尔文是提出生物进化观点的科学家是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出拉马克和达尔文是提出生物进化观点的科学家吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "扮演拉马克、达尔文等科学家，提出各自的生物进化观点", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记科学家姓名，无跨学科思维或实践", "srcPage": 78, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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": 0.818, "facts": []}}
{"id": "ca_MOOdpO5B", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出地球是太阳系中的一颗行星", "verb": "说出", "object": "地球是太阳系中的一颗行星", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["问：地球是太阳系中的一颗行星是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球是太阳系中的一颗行星吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "涉及天体尺度与层级关系", "srcPage": 79, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": [], "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": 1.0, "verbatimCoverage": 0.8, "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"]}}
{"id": "ca_56aNLr3O", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出太阳是银河系中的一颗普通恒星", "verb": "说出", "object": "太阳是银河系中的一颗普通恒星", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["问：太阳是银河系中的一颗普通恒星是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出太阳是银河系中的一颗普通恒星吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "涉及天体尺度与量级认知", "srcPage": 79, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": [], "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": 1.0, "verbatimCoverage": 0.824, "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"]}}
{"id": "ca_ZLO9YKCg", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出银河系是宇宙中的一个普通星系", "verb": "说出", "object": "银河系是宇宙中的一个普通星系", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G9"}, "evidence": ["问：银河系是宇宙中的一个普通星系是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出银河系是宇宙中的一个普通星系吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "认识天体尺度与层级", "srcPage": 79, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": [], "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": 1.0, "verbatimCoverage": 0.812, "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"]}}
{"id": "ca_kx5AEixl", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能说出每天观察到的月亮形状是变化的", "verb": "说出", "object": "每天观察到的月亮形状是变化的", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["问：每天观察到的月亮形状是变化的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出每天观察到的月亮形状是变化的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "③知道每天观察到的月亮形状是变化的。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别周期性变化规律", "srcPage": 80, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "stability-change"], "practice": [], "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": 1.0, "verbatimCoverage": 0.812, "facts": ["每天观察到的月亮形状是变化的。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_m48cVRo5", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能说出地球是一个球体", "verb": "说出", "object": "地球是一个球体", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：地球是一个球体是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球是一个球体吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "陈述事实，无思维训练", "srcPage": 80, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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": 1.0, "verbatimCoverage": 0.667, "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"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_6KH24Pe0", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能说出月球是地球的天然卫星", "verb": "说出", "object": "月球是地球的天然卫星", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：月球是地球的天然卫星是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出月球是地球的天然卫星吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "陈述事实，无思维训练", "srcPage": 80, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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": 1.0, "verbatimCoverage": 0.75, "facts": ["月球是地球的天然卫星"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_C6kkISwh", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球与宇宙", "dimension": "科学观念", "statement": "能说出太阳是一颗恒星，是太阳系的中心天体", "verb": "说出", "object": "太阳是一颗恒星，是太阳系的中心天体", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["问：太阳是一颗恒星，是太阳系的中心天体是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出太阳是一颗恒星，是太阳系的中心天体吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "⑤比较太阳、地球、月球的相对大小，知道太阳是一颗恒星，是太阳系的中心天体，描述太阳系八颗行星在太阳系中的相对位置。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记性知识，无跨学科思维或实践动作", "srcPage": 80, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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": 1.0, "verbatimCoverage": 0.812, "facts": ["太阳是一颗恒星", "太阳是太阳系的中心天体", "太阳系有八颗行星"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_d3hSxHN9", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出已知最早的汉字是甲骨文", "verb": "说出", "object": "已知最早的汉字是甲骨文", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["问：已知最早的汉字是甲骨文是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出已知最早的汉字是甲骨文吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "知道甲骨文是已知最早的汉字", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记事实，无跨学科思维或实践"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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", "overlap": 1.0, "facts": ["甲骨文是已知最早的汉字"], "passed": true}, "dropReason": "模型污染：这句课标原文只存在于历史课标，模型在科学课标的页面上吐出了记忆里的别科原文。接地校验查不出来 —— 引用原文和断言是一起编的，两者当然对得上。"}
{"id": "ca_ORQRjrr8", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出太阳系、银河系、宇宙是动态演化的", "verb": "说出", "object": "太阳系、银河系、宇宙是动态演化的", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：太阳系、银河系、宇宙是动态演化的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出太阳系、银河系、宇宙是动态演化的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "初步形成太阳系、银河系、宇宙动态演化的思想", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解天体系统的动态演化过程", "srcPage": 83, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["stability-change", "systems"], "practice": [], "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": 0.75, "facts": []}}
{"id": "ca_1Gjv3P0f", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能测量并记录一天中不同时刻的物体影长", "verb": "测量", "object": "一天中不同时刻的物体影长", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生使用尺子测量了上午10点和下午2点同一物体的影子长度，并将数据记录在表格中", "学生连续观察并记录了从早晨到傍晚，同一物体影子长度的变化情况"], "assessment": "{{name}}能说出一天中不同时刻物体的影长是不同的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "3～4年级：测量并记录一天中不同时刻的物体影长。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "观察规律、测量变化、记录分析", "srcPage": 84, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 0.944, "facts": []}, "statementBefore": "能说出一天中不同时刻物体的影长是不同的", "repair": {"kind": "undegrade", "why": "将断言中的动词‘说出’替换为原文动词‘测量’，并保留了原文的完整对象‘一天中不同时刻的物体影长’，使能力要求从知识复述变为动手操作。", "grounding": 1.0, "srcVerbs": ["测量"]}}
{"id": "ca_ja89YmaW", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "statement": "能利用三球仪模拟地球、月球和太阳的相对运动", "verb": "说出", "object": "7~9年级学生需要利用三球仪模拟地球、月球和太阳的相对运动", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生需要利用三球仪模拟地球、月球和太阳的相对运动是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7~9年级学生需要利用三球仪模拟地球、月球和太阳的相对运动吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：利用三球仪模拟地球、月球和太阳的相对运动", "method": "curriculum-content-rewrite", "crosscuttingWhy": "用模型模拟天体系统运动", "srcPage": 84, "srcPageFrom": "extract-intermediate", "verbFixedFrom": "能说出7~9年级学生需要利用三球仪模拟地球、月球和太阳的相对运动"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "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": 0.731, "facts": []}, "aiIssues": [{"type": "undecidable", "by": "rule:restates-plan", "detail": "原句层：无可观察行为动词：改写成「能<动词><对象>」的形式，动词须来自 ACTION_VERBS。可判定的能力版本是由它转写 / 拆出的子条"}]}
{"id": "ca_jBkpBRGV", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出流水和地壳运动是塑造地表形态的重要力量", "verb": "说出", "object": "流水和地壳运动是塑造地表形态的重要力量", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["问：流水和地壳运动是塑造地表形态的重要力量是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出流水和地壳运动是塑造地表形态的重要力量吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解地表形态变化的成因与系统", "srcPage": 85, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "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": 1.0, "verbatimCoverage": 0.857, "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"]}}
{"id": "ca_4GTdRW6R", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球科学", "dimension": "科学观念", "statement": "能说出地球表面被大气包围着，大气是运动的", "verb": "说出", "object": "地球表面被大气包围着，大气是运动的", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：地球表面被大气包围着，大气是运动的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球表面被大气包围着，大气是运动的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "①知道地球表面被大气包围着，大气是运动的；", "method": "curriculum-content-rewrite", "crosscuttingWhy": "描述地球系统组成与物质运动", "srcPage": 86, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "matter-energy"], "practice": ["explaining-designing"], "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": 1.0, "verbatimCoverage": 0.824, "facts": ["地球表面被大气包围着", "大气是运动的"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_Wb3Qk5zF", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球科学", "dimension": "科学观念", "statement": "能说出地球表面覆盖着岩石，岩石是由矿物组成的", "verb": "说出", "object": "地球表面覆盖着岩石，岩石是由矿物组成的", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["问：地球表面覆盖着岩石，岩石是由矿物组成的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球表面覆盖着岩石，岩石是由矿物组成的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "③知道地球表面覆盖着岩石，岩石是由矿物组成的；", "method": "curriculum-content-rewrite", "crosscuttingWhy": "岩石由矿物组成，结构决定功能", "srcPage": 86, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "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": 1.0, "verbatimCoverage": 0.842, "facts": ["地球表面覆盖着岩石", "岩石是由矿物组成的"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_QaJfoGi5", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "地球科学", "dimension": "科学观念", "statement": "能说出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", "verb": "说出", "object": "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", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["问：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是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出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吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释地球内部能量释放的因果机制", "srcPage": 86, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 1.0, "verbatimCoverage": 0.923, "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"]}, "topicFrom": "curriculum-page-index"}
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{"id": "ca_DX7omnHJ", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "statement": "能说出地球是一个有机的整体，由外部圈层和内部圈层组成", "verb": "说出", "object": "地球是一个有机的整体，由外部圈层和内部圈层组成", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["问：地球是一个有机的整体，由外部圈层和内部圈层组成是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球是一个有机的整体，由外部圈层和内部圈层组成吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "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", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解地球圈层结构与整体系统", "srcPage": 89, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "structure-function"], "practice": [], "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": 1.0, "verbatimCoverage": 0.864, "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_50zaOe0G", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出气温计的作用是测量温度", "verb": "说出", "object": "气温计的作用是测量温度", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：气温计的作用是测量温度是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出气温计的作用是测量温度吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "使用气温计测量并记录一天中不同时刻或每天同一时刻的温度", "method": "curriculum-content-rewrite", "crosscuttingWhy": "气温计结构决定测温功能"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": [], "dropReason": "改写凭空造出「X的作用/目的是Y」这类关系，原文没有这个判断。接地校验查不出来 —— 编的是关系不是词，字面覆盖率照样很高。"}
{"id": "ca_glZpSRAk", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出天气符号的作用是记录气象数据", "verb": "说出", "object": "天气符号的作用是记录气象数据", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：天气符号的作用是记录气象数据是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出天气符号的作用是记录气象数据吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "学会使用仪器测量气象数据，并用天气符号记录", "method": "curriculum-content-rewrite", "crosscuttingWhy": "符号结构决定其记录功能，属解释设计"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "dropReason": "改写凭空造出「X的作用/目的是Y」这类关系，原文没有这个判断。接地校验查不出来 —— 编的是关系不是词，字面覆盖率照样很高。"}
{"id": "ca_K9SPiwzT", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出气温曲线图和降水量柱状图的作用是描述气温和降水量的变化规律", "verb": "说出", "object": "气温曲线图和降水量柱状图的作用是描述气温和降水量的变化规律", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：气温曲线图和降水量柱状图的作用是描述气温和降水量的变化规律是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出气温曲线图和降水量柱状图的作用是描述气温和降水量的变化规律吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "运用气温和降水量资料，绘制气温曲线图和降水量柱状图，描述一段时间内气温和降水量的变化规律", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别图表描述的规律与量级变化"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "scale-proportion"], "practice": ["analyzing-data"], "dropReason": "改写凭空造出「X的作用/目的是Y」这类关系，原文没有这个判断。接地校验查不出来 —— 编的是关系不是词，字面覆盖率照样很高。"}
{"id": "ca_su9uOypk", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "人类活动与环境", "dimension": "科学观念", "statement": "能说出地球是人类与动植物共同的家园", "verb": "说出", "object": "地球是人类与动植物共同的家园", "type": "KNOWLEDGE", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["问：地球是人类与动植物共同的家园是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球是人类与动植物共同的家园吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "知道地球是人类与动植物共同的家园", "method": "curriculum-content-rewrite", "crosscuttingWhy": "陈述性知识，无特定思维或实践", "srcPage": 91, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "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": 1.0, "verbatimCoverage": 0.824, "facts": ["地球是人类与动植物共同的家园"]}, "topicFrom": "curriculum-page-index"}
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{"id": "ca_XU6YNHGY", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出正确使用电脑、手机的方式和习惯是养成正确使用电脑、手机的方式和习惯", "verb": "说出", "object": "正确使用电脑、手机的方式和习惯是养成正确使用电脑、手机的方式和习惯", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["问：正确使用电脑、手机的方式和习惯是养成正确使用电脑、手机的方式和习惯是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出正确使用电脑、手机的方式和习惯是养成正确使用电脑、手机的方式和习惯吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "教学时，可在理解技术与生活关系的基础上，积极倡导正确使用工具和技术，使学生养成正确使用电脑、手机的方式和习惯。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "行为习惯养成，非学科思维或实践"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "dropReason": "独立验证不通过 —— 循环定义：主语和宾语高度重叠，问了等于没问", "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", "overlap": 0.0, "facts": [], "passed": false}}
{"id": "ca_0KCMvbNv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出不同人群看待问题的不同立场是体会不同人群看待问题的不同立场", "verb": "说出", "object": "不同人群看待问题的不同立场是体会不同人群看待问题的不同立场", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G6"}, "evidence": ["问：不同人群看待问题的不同立场是体会不同人群看待问题的不同立场是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出不同人群看待问题的不同立场是体会不同人群看待问题的不同立场吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "让学生结合身边的事例，采用角色扮演的方式，体会不同人群看待问题的不同立场，理解不同观点的合理性。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "描述性陈述，无明确思维或动作"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "dropReason": "独立验证不通过 —— 循环定义：主语和宾语高度重叠，问了等于没问", "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", "overlap": 0.0, "facts": [], "passed": false}}
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{"id": "ca_y9z8c5cv", "discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": null, "statement": "能说出声音是如何传递或放大的", "verb": "说出", "object": "声音是如何传递或放大的", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：声音是如何传递或放大的是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出声音是如何传递或放大的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "科学", "srcText": "利用这一模型了解声音和振动的关系，以及声音是如何传递或放大的。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释声音传递机制与能量流动"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "matter-energy"], "practice": ["explaining-designing"], "dropReason": "独立验证不通过 —— 没有标准答案：原文是「讨论/探讨」类活动，不是可判定的事实", "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", "overlap": 0.0, "facts": [], "passed": false}}
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{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "探究实践", "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", "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "provenance": {"derivedFrom": "ca_cvPPJHbz", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_nCCmJWwZ"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_VKU9hc8E", "statement": "能通过对比实验说明搅拌对物质在水中溶解快慢的影响", "verb": "实验", "object": "说明搅拌对物质在水中溶解快慢的影响", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中写到“分别改变搅拌条件和温度条件”，这与能力断言只涉及“搅拌”不符，且“学生根据实验数据，得出了搅拌和升温能加快溶解的结论”中的“升温”超出了断言范围，使证据无法对应断言。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据是两个不同实验（搅拌 vs 温度）的混合描述，无法单独证明“能通过对比实验说明搅拌对物质在水中溶解快慢的影响”这一具体能力。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘知道是否搅拌…是影响物质在水中溶解快慢的常见因素’。能力断言‘能通过对比实验说明搅拌对物质在水中溶解快慢的影响’是对此要求的忠实转述和具体化，属于学生应掌握的能力。意见中指出的证据范围问题，不影响断言本身与课标的一致性。", "quote": "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。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "物质科学", "dimension": "探究实践", "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", "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "provenance": {"derivedFrom": "ca_cvPPJHbz", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_nCCmJWwZ"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_d2XpK8Ar", "statement": "能通过对比实验说明温度高低对物质在水中溶解快慢的影响", "verb": "实验", "object": "说明温度高低对物质在水中溶解快慢的影响", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中包含了搅拌条件的实验，但能力断言只要求说明温度的影响，证据与断言不匹配"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生知道‘温度高低’是影响溶解快慢的常见因素。该能力断言‘能通过对比实验说明温度高低对物质在水中溶解快慢的影响’是对课标这一要求的具体化和可操作化转述，是忠实的。意见所指的‘证据与断言不匹配’是基于对课标原文的误解，课标本身并未将搅拌和温度捆绑为不可分割的单一要求，断言单独聚焦温度高低是合理的。", "quote": "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。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "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}}能说出当地至少三种主要的珍稀植物的名称吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_tvr5zQit", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_dXThj42G"}, "schemaVersion": "0.1.0", "id": "ca_wdNyu3ey", "statement": "能说出当地至少三种主要的珍稀植物的名称", "verb": "说出", "object": "当地至少三种主要的珍稀植物的名称", "reviewedBy": []}
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{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能说出鸟类筑巢材料的种类或巢穴的形状", "能指出鸟类育雏过程中亲鸟喂食或护巢的具体动作"], "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", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": ["investigating"], "provenance": {"derivedFrom": "ca_1fVemFIw", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_ARmxnb6Y"}, "schemaVersion": "0.1.0", "id": "ca_QKH8xRw5", "statement": "能描述鸟类迁徙行为的至少两个具体特征", "verb": "描述", "object": "鸟类迁徙行为的至少两个具体特征", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据描述的是鸟类筑巢、育雏行为，与能力断言要求的'迁徙行为特征'无关，无法证明学生掌握了迁徙行为的具体特征"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生观察鸟类的迁徙行为，能力断言'能描述鸟类迁徙行为的至少两个具体特征'是对这一要求的合理、具体化转述，属于可观察的能力表现。", "quote": "观察鸟类的筑巢与育雏、迁徙行为", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "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", "deprecated": false, "supersededBy": null, "crosscutting": ["scale-proportion", "stability-change"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_ORQRjrr8", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_2UVFEMyv"}, "schemaVersion": "0.1.0", "id": "ca_r38sLk9n", "statement": "能用至少两个具体例子说明太阳系是动态演化的", "verb": "说明", "object": "太阳系是动态演化的", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：能力断言要求‘说明太阳系是动态演化的’，但掌握证据中‘地球板块运动导致大陆漂移’是地球内部动力学，不是太阳系尺度天体演化的例子；‘恒星从诞生到死亡’描述的是银河系演化，与太阳系演化不符。证据与断言的逻辑不匹配。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据未能证明学生能用‘两个具体例子说明太阳系是动态演化的’。板块漂移不是太阳系演化例子，恒星演化不属于太阳系范畴。证据无法支撑断言。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘初步形成太阳系、银河系、宇宙动态演化的思想’，这是对学生认知的要求。能力断言‘能用至少两个具体例子说明太阳系是动态演化的’是对该要求的一种可观察、可检验的行为化转述，符合课标精神。意见中提到的证据问题（如板块漂移、恒星演化）属于教学实施中证据选择的准确性问题，而非能力断言本身与课标不匹配。因此，意见不成立。", "quote": "初步形成太阳系、银河系、宇宙动态演化的思想", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "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", "deprecated": false, "supersededBy": null, "crosscutting": ["scale-proportion", "stability-change"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_ORQRjrr8", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_2UVFEMyv"}, "schemaVersion": "0.1.0", "id": "ca_4Lmxb8Dh", "statement": "能用至少两个具体例子说明银河系是动态演化的", "verb": "说明", "object": "银河系是动态演化的", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中的'地球板块运动导致大陆漂移'是地球科学内容，与银河系演化无直接关联，无法作为证明该能力的证据"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生初步形成关于银河系动态演化的思想，该能力断言是对此要求的忠实转述，即要求学生能用具体例子说明，这是可观察的能力表现。意见所指的'地球板块运动'是举例子时可能出现的错误内容，但断言本身并未限定必须使用该例子，因此断言成立。", "quote": "初步形成太阳系、银河系、宇宙动态演化的思想", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["能举出两个例子，如恒星演化或星系碰撞，说明宇宙在不断变化", "能结合具体现象，解释宇宙不是静止的，而是处于动态演化过程"], "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", "deprecated": false, "supersededBy": null, "crosscutting": ["scale-proportion", "stability-change"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_ORQRjrr8", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_2UVFEMyv"}, "schemaVersion": "0.1.0", "id": "ca_QZXARsqP", "statement": "能用至少两个具体例子说明宇宙是动态演化的", "verb": "说明", "object": "宇宙是动态演化的", "reviewedBy": [], "evidenceDrafted": true}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "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", "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "provenance": {"derivedFrom": "ca_ja89YmaW", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_gBE67izk"}, "schemaVersion": "0.1.0", "id": "ca_43JQQ5wK", "statement": "能操作三球仪，演示出地球绕太阳公转的相对运动", "verb": "演示", "object": "出地球绕太阳公转的相对运动", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "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", "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "provenance": {"derivedFrom": "ca_ja89YmaW", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_gBE67izk"}, "schemaVersion": "0.1.0", "id": "ca_jeNQmF3T", "statement": "能操作三球仪，演示出月球绕地球公转的相对运动", "verb": "演示", "object": "出月球绕地球公转的相对运动", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "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、沉积形成三角洲的例子吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_jBkpBRGV", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_vRCKBuX3"}, "schemaVersion": "0.1.0", "id": "ca_bKbF7hhc", "statement": "能举例说明流水如何塑造地表形态", "verb": "说明", "object": "流水如何塑造地表形态", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中包含'地壳运动导致山脉隆起或地表断裂'，这属于内力作用，与能力断言'流水塑造地表形态'（外力作用）不符，证据与能力不匹配。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将'流水'列为塑造地表形态的重要力量之一，因此要求学生'能举例说明流水如何塑造地表形态'是对原文的忠实转述和具体化，属于课标要求的能力。意见中提到的'地壳运动'是原文中并列的另一项力量，与'流水塑造地表形态'这一断言并不冲突，也不构成证据不匹配。", "quote": "流水和地壳运动是塑造地表形态的重要力量。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "科学观念", "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", "deprecated": false, "supersededBy": null, "crosscutting": ["cause-effect", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_jBkpBRGV", "method": "capability-rewrite/atomize-substring", "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", "splitFrom": "ca_vRCKBuX3"}, "schemaVersion": "0.1.0", "id": "ca_DwEv8dgr", "statement": "能举例说明地壳运动如何塑造地表形态", "verb": "说明", "object": "地壳运动如何塑造地表形态", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：地壳运动塑造地表形态是地球科学的内容，在1-9年级科学课标中通常安排在中高年级（如七年级），标注为G1-G6（小学阶段）可能偏低，但小学高年级也有涉及简单地貌，证据中要求'说出地壳运动导致山脉隆起'，这对小学生偏难，学段标注需斟酌"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确指出'地壳运动是塑造地表形态的重要力量'，因此'能举例说明地壳运动如何塑造地表形态'是对原文的忠实转述，是课标要求学生理解的内容。", "quote": "流水和地壳运动是塑造地表形态的重要力量", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "材料的性质与用途", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能解释木头和铁块放入水中的沉浮差异，并说明木头用于造船、铁用于做锅具的原因", "能用手触摸金属勺和木勺的勺柄，指出金属勺更烫并说明金属适合做导热工具"], "assessment": "{{name}}能解释木头和铁块放入水中一个浮一个沉的原因，并说明为什么木头适合造船、铁适合做锅具吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能说明常见材料在水中的沉浮现象、导热性及其用途，能解释水在日常生活中的三态变化现象及引起变化的主要因素，知道空气是一种混合物以及它的主要成分。", "method": "atomize/atomize-substring", "crosscuttingWhy": "探究材料性质与用途的关系", "splitFrom": "ca_FQ9SdRvu", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "matter-energy"], "practice": ["investigating", "explaining-designing"], "id": "ca_SkDb6e3r", "statement": "能说明常见材料在水中的沉浮现象", "verb": "说明", "object": "常见材料在水中的沉浮现象", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "材料的性质与用途", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能解释木头和铁块放入水中的沉浮差异，并说明木头用于造船、铁用于做锅具的原因", "能用手触摸金属勺和木勺的勺柄，指出金属勺更烫并说明金属适合做导热工具"], "assessment": "{{name}}能解释木头和铁块放入水中的沉浮差异，并说明木头用于造船、铁用于做锅具的原因吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能说明常见材料在水中的沉浮现象、导热性及其用途，能解释水在日常生活中的三态变化现象及引起变化的主要因素，知道空气是一种混合物以及它的主要成分。", "method": "atomize/atomize-substring", "crosscuttingWhy": "探究材料性质与用途的关系", "splitFrom": "ca_FQ9SdRvu", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "matter-energy"], "practice": ["investigating", "explaining-designing"], "id": "ca_QS73GYLV", "statement": "能说明常见材料的导热性", "verb": "说明", "object": "常见材料的导热性", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中'解释木头和铁块放入水中的沉浮差异'证明的是密度/浮力能力，与导热性无关；'用手触摸金属勺和木勺的勺柄，指出金属勺更烫'只能证明金属导热快，但'说明金属适合做导热工具'是应用推断，证据未覆盖'说明常见材料的导热性'这一完整能力（如"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能说明常见材料...导热性及其用途'，断言'能说明常见材料的导热性'是对此的忠实转述，意见中关于证据覆盖不全的质疑属于教学实施层面的讨论，不影响断言本身对课标要求的忠实性。", "quote": "能说明常见材料在水中的沉浮现象、导热性及其用途", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "物质科学", "topic": "材料的性质与用途", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能解释木头和铁块放入水中的沉浮差异，并说明木头用于造船、铁用于做锅具的原因", "能用手触摸金属勺和木勺的勺柄，指出金属勺更烫并说明金属适合做导热工具"], "assessment": "{{name}}能解释木头和铁块放进水里为什么一个浮一个沉，还能说明木头为什么适合造船、铁为什么适合做锅吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 31, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能说明常见材料在水中的沉浮现象、导热性及其用途，能解释水在日常生活中的三态变化现象及引起变化的主要因素，知道空气是一种混合物以及它的主要成分。", "method": "atomize/atomize-substring", "crosscuttingWhy": "探究材料性质与用途的关系", "splitFrom": "ca_FQ9SdRvu", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "matter-energy"], "practice": ["investigating", "explaining-designing"], "id": "ca_j9i8nKgd", "statement": "能说明常见材料的用途", "verb": "说明", "object": "常见材料的用途", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量的形式与转化", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能指出运动的足球、跑步的人等具有能量的具体例子", "能解释被举高的石头和流动的河水分别是势能和动能"], "assessment": "{{name}}能指出运动的足球、跑步的人这些有能量的例子，还能解释被举高的石头和流动的河水分别是势能和动能吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能识别生活中各种能的形式，举例说明运动的物体具有能量。", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别能量形式并举例说明", "splitFrom": "ca_DfGbmT4E", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy"], "practice": ["investigating"], "id": "ca_LvxTaNmP", "statement": "能识别生活中各种能的形式", "verb": "识别", "object": "生活中各种能的形式", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：小学阶段（1-6年级）对能量的要求主要是‘知道物体具有能量’，能举出生活中的例子即可；‘解释被举高的石头和流动的河水分别是势能和动能’涉及势能、动能的具体概念和分类，这是初中物理（八年级）的内容，小学阶段不要求。该断言将小学和初中不同层次的"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生'能识别生活中各种能的形式'，断言忠实转述了这一要求，且主语是学生。意见中提到的'势能、动能的具体概念和分类'是改写断言时未包含的内容，该断言本身并未要求学生解释势能或动能。", "quote": "能识别生活中各种能的形式，举例说明运动的物体具有能量。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "能量的形式与转化", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能指出运动的足球、跑步的人等具有能量的具体例子", "能解释被举高的石头和流动的河水分别是势能和动能"], "assessment": "{{name}}，你能说说身边哪些东西在运动时是有能量的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 52, "srcStage": "第二学段", "srcAgree": "0.99", "srcText": "能识别生活中各种能的形式，举例说明运动的物体具有能量。", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别能量形式并举例说明", "splitFrom": "ca_DfGbmT4E", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "crosscutting": ["matter-energy"], "practice": ["investigating"], "id": "ca_MGtxHfGu", "statement": "能举例说明运动的物体具有能量", "verb": "说明", "object": "运动的物体具有能量", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "生物与非生物", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能列举出生物具有的至少三种特征，并与非生物进行对比", "能根据特征正确区分图片中的生物与非生物并说明理由"], "assessment": "{{name}}，你能说说动物和石头有什么不一样吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 59, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能比较生物与非生物的特征，说出生物与非生物的不同特点；", "method": "atomize/atomize-substring", "crosscuttingWhy": "比较特征找规律，分析结构功能差异", "splitFrom": "ca_98FgvnED"}, "schemaVersion": "0.1.0", "statementBefore": "能比较生物与非生物的特征", "repair": {"why": "将原句中的能力要求完整保留，并明确了可观察的行为（比较、说出）和具体对象（特征、不同特点），使其可判定。", "grounding": 1.0}, "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "id": "ca_BAQtXbkq", "statement": "能比较生物与非生物的特征", "verb": "比较", "object": "生物与非生物的特征", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "生命科学", "topic": "生物与非生物", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能列举出生物具有的至少三种特征，并与非生物进行对比", "能根据特征正确区分图片中的生物与非生物并说明理由"], "assessment": "{{name}}，你能说说动物和石头有什么不一样吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 59, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能比较生物与非生物的特征，说出生物与非生物的不同特点；", "method": "atomize/atomize-substring", "crosscuttingWhy": "比较特征找规律，分析结构功能差异", "splitFrom": "ca_98FgvnED"}, "schemaVersion": "0.1.0", "statementBefore": "能比较生物与非生物的特征", "repair": {"why": "将原句中的能力要求完整保留，并明确了可观察的行为（比较、说出）和具体对象（特征、不同特点），使其可判定。", "grounding": 1.0}, "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "id": "ca_GhHbFXnL", "statement": "能说出生物与非生物的不同特点", "verb": "说出", "object": "生物与非生物的不同特点", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物的生存需求", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能说出植物需要阳光、水，动物需要食物、空气", "能指出植物的根能吸收水分，动物的翅膀能帮助飞行"], "assessment": "{{name}}，植物需要什么才能活下来呀？那动物呢？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 66, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能说出植物和动物都有基本生存需要，认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能。", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别结构与功能的对应关系", "splitFrom": "ca_x2UHx9VU"}, "schemaVersion": "0.1.0", "statementBefore": "能说出植物和动物都有基本生存需要，认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能", "repair": {"why": "将原句拆分为两个可观察的动词（说出、指出），并明确了对象（基本生存需要、某些结构的功能），使其可判定。", "grounding": 0.95}, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "id": "ca_GRdtgs7G", "statement": "能说出植物和动物的基本生存需要", "verb": "说出", "object": "植物和动物的基本生存需要", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物的生存需求", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G1"}, "evidence": ["能说出植物需要阳光、水，动物需要食物、空气", "能指出植物的根能吸收水分，动物的翅膀能帮助飞行"], "assessment": "{{name}}，你能告诉我植物和动物各自需要什么才能活下去，以及它们身体的哪些部分帮助它们做到这些吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 66, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能说出植物和动物都有基本生存需要，认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能。", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别结构与功能的对应关系", "splitFrom": "ca_x2UHx9VU"}, "schemaVersion": "0.1.0", "statementBefore": "能说出植物和动物都有基本生存需要，认识到植物、动物的某些结构具有帮助其维持自身生存的相应功能", "repair": {"why": "将原句拆分为两个可观察的动词（说出、指出），并明确了对象（基本生存需要、某些结构的功能），使其可判定。", "grounding": 0.95}, "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "id": "ca_KR7N4UG8", "statement": "能指出植物和动物的某些结构具有帮助维持生存的功能", "verb": "指出", "object": "植物和动物的某些结构具有帮助维持生存的功能", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "季节变化与生物适应", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能举例说明燕子秋天南飞与气温下降的关系", "能描述冬天穿厚衣服和夏季开空调的生活变化"], "assessment": "{{name}}，你能说出季节变化对动植物和我们生活的影响吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第一学段", "srcAgree": "0.99", "srcText": "1～2年级能描述太阳的位置变化和月亮的形状变化，能举例说出季节变化对动植物和人类生活的影响。", "method": "atomize/atomize-substring", "crosscuttingWhy": "分析季节变化的因果与系统影响", "splitFrom": "ca_8YQywGBX", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：依据课标原句，将能力断言锁定在1~2年级，证据具体化为低年级学生可观察的行为"}, "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "id": "ca_A6TKjuxf", "statement": "能举例说出季节变化对动植物的影响", "verb": "说出", "object": "季节变化对动植物的影响", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：标注学段G1–G9跨度太大，该能力属于低年级（1-3年级）观察与描述层次，九年级学生应具备更复杂的生态关系分析能力，不应停留在举例说出影响"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求1～2年级学生'能举例说出季节变化对动植物和人类生活的影响'，断言'能举例说出季节变化对动植物的影响'是对原文的忠实截取，原文确实要求学生具备此能力。提意见者忽略了课标原文的具体要求。", "quote": "能举例说出季节变化对动植物和人类生活的影响", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "季节变化与生物适应", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "探究实践"], "cognitive": "了解", "stageHint": {"min": "G1", "max": "G2"}, "evidence": ["能举例说明燕子秋天南飞与气温下降的关系", "能描述冬天穿厚衣服和夏季开空调的生活变化"], "assessment": "{{name}}能说说燕子秋天飞去南方和天气变冷有什么关系吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 82, "srcStage": "第一学段", "srcAgree": "0.99", "srcText": "1～2年级能描述太阳的位置变化和月亮的形状变化，能举例说出季节变化对动植物和人类生活的影响。", "method": "atomize/atomize-substring", "crosscuttingWhy": "分析季节变化的因果与系统影响", "splitFrom": "ca_8YQywGBX", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：依据课标原句，将能力断言锁定在1~2年级，证据具体化为低年级学生可观察的行为"}, "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "id": "ca_WHMqLgMv", "statement": "能举例说出季节变化对人类生活的影响", "verb": "说出", "object": "季节变化对人类生活的影响", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：证据只涉及动物迁徙和人类穿衣行为，未涉及能力断言要求的‘季节变化对人类生活的影响’（如饮食、农事、健康等）"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能举例说出季节变化对动植物和人类生活的影响’，改写后的断言‘能举例说出季节变化对人类生活的影响’是原文的忠实子集，符合要求。", "quote": "能举例说出季节变化对动植物和人类生活的影响", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "测量与描述物体特征", "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G3"}, "evidence": ["能用尺子测量课本的长、宽、厚度并记录数据", "能用手电筒照射不同布料，比较并描述透光性的差异"], "assessment": "{{name}}能用工具（比如尺子、手电筒）测量和比较东西的特点吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能利用工具测量、描述常见物体的特征和材料的性能，描述物体的运动，识别日常生活中各种形式的能；", "method": "atomize/atomize-substring", "crosscuttingWhy": "测量描述物体特征与材料性能", "splitFrom": "ca_mCSatHY7"}, "schemaVersion": "0.1.0", "statementBefore": "能利用工具测量、描述常见物体的特征和材料的性能", "repair": {"why": "将原句中并列的多个能力拆分，聚焦于‘测量、描述特征和材料性能’这一核心能力，并调整了学段。", "grounding": 1.0}, "crosscutting": ["structure-function", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "id": "ca_4ut9FX6H", "statement": "能利用工具测量常见物体的特征", "verb": "测量", "object": "常见物体的特征", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "测量与描述物体特征", "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G3"}, "evidence": ["能用尺子测量课本的长、宽、厚度并记录数据", "能用手电筒照射不同布料，比较并描述透光性的差异"], "assessment": "{{name}}能用工具（比如尺子、手电筒）测量和比较东西的特点吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能利用工具测量、描述常见物体的特征和材料的性能，描述物体的运动，识别日常生活中各种形式的能；", "method": "atomize/atomize-substring", "crosscuttingWhy": "测量描述物体特征与材料性能", "splitFrom": "ca_mCSatHY7"}, "schemaVersion": "0.1.0", "statementBefore": "能利用工具测量、描述常见物体的特征和材料的性能", "repair": {"why": "将原句中并列的多个能力拆分，聚焦于‘测量、描述特征和材料性能’这一核心能力，并调整了学段。", "grounding": 1.0}, "crosscutting": ["structure-function", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "id": "ca_hVsJQr97", "statement": "能利用工具测量常见物体的材料的性能", "verb": "测量", "object": "常见物体的材料的性能", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：第一条证据测量课本长宽厚度是长度测量，不是材料性能；第二条用手电筒比较布料透光性是材料性能，但证据只描述了透光性一个方面，不足以支撑‘材料的性能’这一宽泛断言"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘能利用工具测量、描述常见物体的特征和材料的性能’，断言‘能利用工具测量常见物体的材料的性能’是对此的忠实拆句和转述，符合课标要求。", "quote": "能利用工具测量、描述常见物体的特征和材料的性能", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "测量与描述物体特征", "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G3"}, "evidence": ["给一个物体，能用尺子测量它的长度或宽度并报出数值", "给几种材料，能用简单方法（如摸、敲）描述它们的软硬、粗糙等特征"], "assessment": "{{name}}能用工具（比如尺子、手电筒）测量和比较东西的特点吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能利用工具测量、描述常见物体的特征和材料的性能，描述物体的运动，识别日常生活中各种形式的能；", "method": "atomize/atomize-substring", "crosscuttingWhy": "测量描述物体特征与材料性能", "splitFrom": "ca_mCSatHY7"}, "schemaVersion": "0.1.0", "statementBefore": "能利用工具测量、描述常见物体的特征和材料的性能", "repair": {"why": "将原句中并列的多个能力拆分，聚焦于‘测量、描述特征和材料性能’这一核心能力，并调整了学段。", "grounding": 1.0}, "crosscutting": ["structure-function", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "id": "ca_StsYG44Y", "statement": "能利用工具描述常见物体的特征", "verb": "描述", "object": "常见物体的特征", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "测量与描述物体特征", "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "理解", "stageHint": {"min": "G3", "max": "G3"}, "evidence": ["能用尺子测量课本的长、宽、厚度并记录数据", "能用手电筒照射不同布料，比较并描述透光性的差异"], "assessment": "{{name}}能用尺子测量课本的长、宽、厚度并记录数据吗？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 120, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能利用工具测量、描述常见物体的特征和材料的性能，描述物体的运动，识别日常生活中各种形式的能；", "method": "atomize/atomize-substring", "crosscuttingWhy": "测量描述物体特征与材料性能", "splitFrom": "ca_mCSatHY7"}, "schemaVersion": "0.1.0", "statementBefore": "能利用工具测量、描述常见物体的特征和材料的性能", "repair": {"why": "将原句中并列的多个能力拆分，聚焦于‘测量、描述特征和材料性能’这一核心能力，并调整了学段。", "grounding": 1.0}, "crosscutting": ["structure-function", "scale-proportion"], "practice": ["investigating", "analyzing-data"], "id": "ca_uSHwCu4t", "statement": "能利用工具描述常见物体的材料的性能", "verb": "描述", "object": "常见物体的材料的性能", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中'用手电筒照射布料比较透光性'属于定性观察，而非'利用工具描述材料性能'中的工具使用能力证明；且测量课本尺寸是长度测量能力，未涉及材料性能描述"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求'能利用工具...描述...材料的性能'，断言'能利用工具描述常见物体的材料的性能'是对此要求的忠实转述。意见中以具体例子（手电筒、测量课本）来否定一般性能力要求，属于误判，不影响断言本身对课标的忠实性。", "quote": "能利用工具测量、描述常见物体的特征和材料的性能", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与环境", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用「如果没有花，蜜蜂就会……」的句式说出一种生物对另一种的依赖关系", "能画出或写出一个包含至少两种生物及其环境因素的食物链并解释它们如何互相提供支持"], "assessment": "{{name}}，你能举个例子说明如果池塘里没有水草，小鱼和小虾会怎样吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能结合生物的生存条件以及动物与植物相互关系等知识，简单描述生物与生物、生物与环境之间相互依存的关系；", "method": "atomize/atomize-substring", "crosscuttingWhy": "理解生态系统中生物间的相互依存关系", "splitFrom": "ca_hymPp5rU", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：修正了学段诊断，将能力断言与课标原句对齐，并明确了可观察的行为动词和对象"}, "crosscutting": ["systems", "cause-effect"], "practice": ["explaining-designing"], "id": "ca_ZFxHCv7d", "statement": "能结合生物的生存条件以及动物与植物相互关系等知识，简单描述生物与生物之间相互依存的关系", "verb": "描述", "object": "生物与生物之间相互依存的关系", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "生物与环境", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念"], "cognitive": "理解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["能用「如果没有花，蜜蜂就会……」的句式说出一种生物对另一种的依赖关系", "能画出或写出一个包含至少两种生物及其环境因素的食物链并解释它们如何互相提供支持"], "assessment": "{{name}}，你能举个例子说明如果池塘里没有水草，小鱼和小虾会怎样吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 121, "srcStage": "第三学段", "srcAgree": "1.00", "srcText": "能结合生物的生存条件以及动物与植物相互关系等知识，简单描述生物与生物、生物与环境之间相互依存的关系；", "method": "atomize/atomize-substring", "crosscuttingWhy": "理解生态系统中生物间的相互依存关系", "splitFrom": "ca_hymPp5rU", "stageFixedFrom": "G1-G9"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：修正了学段诊断，将能力断言与课标原句对齐，并明确了可观察的行为动词和对象"}, "crosscutting": ["systems", "cause-effect"], "practice": ["explaining-designing"], "id": "ca_8ugQh2VM", "statement": "能结合生物的生存条件以及动物与植物相互关系等知识，简单描述生物与环境之间相互依存的关系", "verb": "描述", "object": "生物与环境之间相互依存的关系", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "资源与环境问题", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举例说明水资源短缺是由于过度开采和污染造成的", "能结合当地垃圾填埋场说明其对土壤和地下水的影响"], "assessment": "{{name}}能举例说明水资源短缺是由于过度开采和污染造成的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 123, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因，理解人类解决环境污染和生态破坏等问题的对策；", "method": "atomize/atomize-substring", "crosscuttingWhy": "解释环境问题的因果机制与系统影响", "splitFrom": "ca_xrtQTMnS"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：将原句中的教学目标描述转化为可观察的学生能力陈述，保留了原句的核心动词和对象，并提供了具体可判定的证据。"}, "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "id": "ca_rpnw2JgZ", "statement": "能结合实例解释资源短缺等问题及其原因", "verb": "解释", "object": "资源短缺等问题及其原因", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "资源与环境问题", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举例说明水资源短缺是由于过度开采和污染造成的", "能结合当地垃圾填埋场说明其对土壤和地下水的影响"], "assessment": "{{name}}，你能用身边的例子讲讲环境问题是怎么产生的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 123, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因，理解人类解决环境污染和生态破坏等问题的对策；", "method": "atomize/atomize-substring", "crosscuttingWhy": "解释环境问题的因果机制与系统影响", "splitFrom": "ca_xrtQTMnS"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：将原句中的教学目标描述转化为可观察的学生能力陈述，保留了原句的核心动词和对象，并提供了具体可判定的证据。"}, "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "id": "ca_xWzfKCg4", "statement": "能结合实例解释环境污染等问题及其原因", "verb": "解释", "object": "环境污染等问题及其原因", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'能结合实例解释环境污染等问题及其原因'是一句宽泛的教学目标，无法对一个具体孩子答'会/不会'，例如：哪个具体污染问题？什么程度的解释算'解释'？"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生“能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因”。改写后的断言“能结合实例解释环境污染等问题及其原因”是原文要求的忠实提取，只是对“等问题”的概括。该断言本身是可观察的能力目标，其宽泛性是教学目标表述的常见特征，而非不忠实或不可判定。", "quote": "能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因，理解人类解决环境污染和生态破坏等问题的对策；", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": null, "topic": "资源与环境问题", "dimension": "科学观念", "type": "CONCEPTUAL", "literacy": ["科学观念", "态度责任"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能举例说明水资源短缺是由于过度开采和污染造成的", "能结合当地垃圾填埋场说明其对土壤和地下水的影响"], "assessment": "{{name}}，你能用身边的例子讲讲环境问题是怎么产生的吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcPage": 123, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能结合实例解释资源短缺、环境污染和生态破坏等问题及其原因，理解人类解决环境污染和生态破坏等问题的对策；", "method": "atomize/atomize-substring", "crosscuttingWhy": "解释环境问题的因果机制与系统影响", "splitFrom": "ca_xrtQTMnS"}, "schemaVersion": "0.1.0", "repairAttempt": {"fixable": true, "noop": true, "why": "复审认为原断言本身没问题：将原句中的教学目标描述转化为可观察的学生能力陈述，保留了原句的核心动词和对象，并提供了具体可判定的证据。"}, "crosscutting": ["cause-effect", "systems"], "practice": ["explaining-designing"], "id": "ca_qEpEsRuN", "statement": "能结合实例解释生态破坏等问题及其原因", "verb": "解释", "object": "生态破坏等问题及其原因", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：3~4年级学生应调查不同环境中植物、动物的类型和数量是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出3~4年级学生应调查不同环境中植物、动物的类型和数量吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": true, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "3～4年级，可让学生调查不同环境中的植物、动物的类型和数量。", "method": "atomize/atomize-substring", "crosscuttingWhy": "调查不同环境中的生物类型和数量", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_U7GgVizO"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["investigating"], "id": "ca_fTCqXVTg", "statement": "能说出3~4年级学生应调查不同环境中植物的类型和数量", "verb": "说出", "object": "3~4年级学生应调查不同环境中植物的类型和数量", "reviewedBy": [], "aiIssues": [{"type": "not-a-capability", "detail": "能力断言的主体是‘3~4年级学生应…’，描述的是课程目标或教学建议，而不是学生的能力；学生的能力应是‘能对不同环境中的植物进行类型和数量的调查’，而非‘能说出学生应调查…’"}], "dropReason": "AI 裁决：异议成立。课标原文是‘可让学生调查…’，这是对教师的教学建议，主语是教师（或课程设计者），而非学生的能力。能力断言‘能说出3~4年级学生应调查…’描述的是课程目标或教学建议，不是学生自身的能力。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：3~4年级学生应调查不同环境中植物、动物的类型和数量是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出3~4年级学生应调查不同环境中植物、动物的类型和数量吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "3～4年级，可让学生调查不同环境中的植物、动物的类型和数量。", "method": "atomize/atomize-substring", "crosscuttingWhy": "调查不同环境中的生物类型和数量", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_U7GgVizO", "verbFixedFrom": "能说出3~4年级学生应调查不同环境中动物的类型和数量"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["investigating"], "id": "ca_dv32R2fF", "statement": "能调查不同环境中动物的类型和数量", "verb": "说出", "object": "3~4年级学生应调查不同环境中动物的类型和数量", "reviewedBy": [], "aiIssues": [{"type": "undecidable", "by": "rule:restates-plan", "detail": "原句层：无可观察行为动词：改写成「能<动词><对象>」的形式，动词须来自 ACTION_VERBS。可判定的能力版本是由它转写 / 拆出的子条"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：断言是‘能说出3~4年级学生应调查…’，这是对课程要求的复述，不是学生能展示的能力。学生能力应是‘能调查不同环境中动物的类型和数量’。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据是‘能答出即为会’，但问题本身是‘应调查…是什么？’，这测试的是对课标要求的记忆，而非‘调查’这一实践能力。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求在3～4年级让学生调查不同环境中动物的类型和数量，断言‘能说出3~4年级学生应调查…’是对这一要求的忠实转述，且‘能说出’本身是可观察的行为能力。", "quote": "3～4年级，可让学生调查不同环境中的植物、动物的类型和数量。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：3~4年级学生应观察对比沙漠、盐碱地及海底植物的外部形态的异同是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}，你能说出沙漠、盐碱地和海底植物的外部形态有什么相同和不同吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "3～4年级：利用图片或实物，观察对比沙漠、盐碱地及海底植物的外部形态的异同", "method": "atomize/atomize-substring", "crosscuttingWhy": "观察对比形态异同，找规律与结构功能", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_6e6Ghayy", "verbFixedFrom": "能说出3~4年级学生应观察对比沙漠植物的外部形态的异同"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "structure-function"], "practice": ["investigating"], "id": "ca_5wRMnz47", "statement": "能观察对比沙漠植物的外部形态的异同", "verb": "说出", "object": "3~4年级学生应观察对比沙漠植物的外部形态的异同", "reviewedBy": [], "aiIssues": [{"type": "undecidable", "by": "rule:restates-plan", "detail": "原句层：无可观察行为动词：改写成「能<动词><对象>」的形式，动词须来自 ACTION_VERBS。可判定的能力版本是由它转写 / 拆出的子条"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：这是对教师的教学要求（应观察对比），不是学生能展示的能力。改为‘能观察对比沙漠植物的外部形态异同’才算学生能力。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：‘答案与课标原文一致’证明的是记忆或背诵，不是‘能观察对比’的实践能力。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生（3～4年级）‘观察对比沙漠…植物的外部形态的异同’，断言‘能说出3~4年级学生应观察对比沙漠植物的外部形态的异同’是对这一要求的忠实转述，主语是学生，行为是‘观察对比’，属于可观察的能力。", "quote": "3～4年级：利用图片或实物，观察对比沙漠、盐碱地及海底植物的外部形态的异同", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：3~4年级学生应观察对比沙漠、盐碱地及海底植物的外部形态的异同是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出3~4年级学生应观察对比盐碱地植物的外部形态的异同吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": true, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "3～4年级：利用图片或实物，观察对比沙漠、盐碱地及海底植物的外部形态的异同", "method": "atomize/atomize-substring", "crosscuttingWhy": "观察对比形态异同，找规律与结构功能", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_6e6Ghayy"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "structure-function"], "practice": ["investigating"], "id": "ca_b4BcaUk2", "statement": "能说出3~4年级学生应观察对比盐碱地植物的外部形态的异同", "verb": "说出", "object": "3~4年级学生应观察对比盐碱地植物的外部形态的异同", "reviewedBy": [], "aiIssues": [{"type": "not-a-capability", "detail": "断言描述的是教学活动（应观察对比），而非学生能力（能观察对比）；主语是课程要求而非学生行为"}, {"type": "evidence-weak", "detail": "掌握证据要求回答的内容与断言不匹配：断言是盐碱地植物，证据却要求对比沙漠、盐碱地及海底植物三类"}], "dropReason": "AI 裁决：异议成立。断言描述的是教学活动（应观察对比），主语是课程要求而非学生行为；且证据要求回答的内容与断言不匹配，断言是盐碱地植物，而证据要求对比三类植物。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["问：3~4年级学生应观察对比沙漠、盐碱地及海底植物的外部形态的异同是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出3~4年级学生应观察对比沙漠、盐碱地及海底植物的外部形态的异同吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "3～4年级：利用图片或实物，观察对比沙漠、盐碱地及海底植物的外部形态的异同", "method": "atomize/atomize-substring", "crosscuttingWhy": "观察对比形态异同，找规律与结构功能", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_6e6Ghayy", "verbFixedFrom": "能说出3~4年级学生应观察对比海底植物的外部形态的异同"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "structure-function"], "practice": ["investigating"], "id": "ca_FLKPbexT", "statement": "能观察对比海底植物的外部形态的异同", "verb": "说出", "object": "3~4年级学生应观察对比海底植物的外部形态的异同", "reviewedBy": [], "aiIssues": [{"type": "undecidable", "by": "rule:restates-plan", "detail": "原句层：无可观察行为动词：改写成「能<动词><对象>」的形式，动词须来自 ACTION_VERBS。可判定的能力版本是由它转写 / 拆出的子条"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：断言主语是“3~4年级学生应…”，这是课标对教学内容的描述或对学生的通用要求，不是一条可对个体孩子判定“会/不会”的能力。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求3～4年级学生‘观察对比…海底植物的外部形态的异同’，断言‘能说出3~4年级学生应观察对比海底植物的外部形态的异同’是对该要求的忠实转述，主语是学生，且‘能说出’是可观察的行为。", "quote": "3～4年级：利用图片或实物，观察对比沙漠、盐碱地及海底植物的外部形态的异同", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应观察动物取食、争斗等行为是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7~9年级学生应观察动物取食、争斗等行为是什么吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": true, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察动物取食、争斗等行为", "method": "atomize/atomize-substring", "crosscuttingWhy": "描述课程要求，非学生思维或动作", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_ZZqB8uTv"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "id": "ca_57eSNbGH", "statement": "能说出7~9年级学生应观察动物取食行为", "verb": "说出", "object": "7~9年级学生应观察动物取食行为", "reviewedBy": [], "aiIssues": [{"type": "not-a-capability", "detail": "这条断言要求学生复述课标内容（'7~9年级学生应观察动物取食、争斗等行为'），是让学生知道教学要求是什么，而不是描述学生能做什么具体行为。"}], "dropReason": "AI 裁决：异议成立。课标原文'7～9年级：观察动物取食、争斗等行为'是一个对教学内容或学生学习活动的简要描述，但改写后的断言'能说出7~9年级学生应观察动物取食行为'，其主语和焦点是让学生知道'应做什么'（教学要求），而不是描述学生在具体学习活动中能'做什么'（如观察并描述行为）。这更像在测试学生对课标的了解，而非课程标准本身所要求的学生可观察行为。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应观察动物取食、争斗等行为是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}，你能说说7到9年级学生要观察动物的哪些行为，比如取食、争斗这些吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": true, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察动物取食、争斗等行为", "method": "atomize/atomize-substring", "crosscuttingWhy": "描述课程要求，非学生思维或动作", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_ZZqB8uTv"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "id": "ca_v4mPYccc", "statement": "能说出7~9年级学生应观察动物争斗行为", "verb": "说出", "object": "7~9年级学生应观察动物争斗行为", "reviewedBy": [], "aiIssues": [{"type": "not-a-capability", "detail": "这是课标对教学内容的规定（学生应观察什么），不是学生能展示的能力。能力应是'能观察并描述动物争斗行为'，而非'能说出应观察什么'。"}, {"type": "evidence-weak", "detail": "掌握证据要求答出课标原文，这是在考查对课标文本的记忆，而非考查学生是否具备观察动物行为的能力。"}], "dropReason": "AI 裁决：异议成立。课标原文是'观察动物取食、争斗等行为'，这是对教学内容的规定（学生应观察什么），而非学生能展示的能力。能力断言应描述学生能做什么（如'能观察并描述动物争斗行为'），而非'能说出应观察什么'。意见指出断言将教学内容规定误当作能力，成立。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应观察鸟类的筑巢与育雏、迁徙行为是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7~9年级学生应观察鸟类的筑巢与育雏、迁徙行为是什么吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察鸟类的筑巢与育雏、迁徙行为", "method": "atomize/atomize-substring", "crosscuttingWhy": "仅描述观察内容，未涉及思维或动作", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_1fVemFIw", "verbFixedFrom": "能说出7~9年级学生应观察鸟类的筑巢与育雏"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "id": "ca_Y3DBGveb", "statement": "能观察鸟类的筑巢与育雏", "verb": "说出", "object": "7~9年级学生应观察鸟类的筑巢与育雏", "reviewedBy": [], "aiIssues": [{"type": "undecidable", "by": "rule:restates-plan", "detail": "原句层：无可观察行为动词：改写成「能<动词><对象>」的形式，动词须来自 ACTION_VERBS。可判定的能力版本是由它转写 / 拆出的子条"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：断言是‘能说出7~9年级学生应观察鸟类的筑巢与育雏’，这是在描述一个课程要求（学生‘应’做什么），而不是一个可对具体孩子判断‘会/不会’的能力。孩子能复述课标文字不等于具备了某种能力。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据要求‘答出课标原文’，这只能证明学生背诵了课标要求，不能证明其具备‘观察鸟类的筑巢与育雏’这一实践能力或相关的科学探究能力。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘观察鸟类的筑巢与育雏’，断言‘能说出7~9年级学生应观察鸟类的筑巢与育雏’是对该要求的忠实转述。意见中关于‘描述课程要求而非能力’的质疑，与我们的判据不符，因为‘能说出’本身是可观察的行为，且断言主语是学生。", "quote": "7～9年级：观察鸟类的筑巢与育雏、迁徙行为", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "KNOWLEDGE", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：7~9年级学生应观察鸟类的筑巢与育雏、迁徙行为是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出7到9年级学生应该观察鸟类的哪些行为吗？", "evidenceSource": "curriculum-content", "reviewStatus": "disputed", "deprecated": true, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察鸟类的筑巢与育雏、迁徙行为", "method": "atomize/atomize-substring", "crosscuttingWhy": "仅描述观察内容，未涉及思维或动作", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_1fVemFIw"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "id": "ca_Myx3Qipk", "statement": "能说出7~9年级学生应观察鸟类的迁徙行为", "verb": "说出", "object": "7~9年级学生应观察鸟类的迁徙行为", "reviewedBy": [], "aiIssues": [{"type": "not-a-capability", "detail": "断言是‘能说出7~9年级学生应观察鸟类的迁徙行为’，这是对课程要求的复述，不是学生能展示的能力。学生能力应是‘能描述鸟类迁徙行为的特征’，而非‘能说出应观察什么’。"}, {"type": "evidence-weak", "detail": "掌握证据要求‘答出与课标原文一致’，这测试的是对课标文本的记忆，而非对鸟类迁徙行为的观察能力或理解能力。"}], "dropReason": "AI 裁决：异议成立。课标原文是‘观察鸟类的筑巢与育雏、迁徙行为’，这是一个对学生学习活动的建议或要求（学生应观察…），而不是学生自身能‘展示’或‘说出’的能力。将这一要求改写为‘能说出…应观察…’，其主语和焦点变成了对课程要求的复述，而非学生在学习后能够展示的具体能力行为（如‘能描述’、‘能识别’、‘能解释’等）。意见指出其为‘对课程要求的复述，不是学生能展示的能力’是成立的。（裁决者看得到课标原文，挑错者看不到 —— 见 tools/adjudicate.py）"}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生种植并记录了豆苗在单侧光下生长方向的变化", "学生将含羞草分别置于不同触碰条件下，记录了叶片的闭合反应"], "assessment": "{{name}}能观察并记录豆苗在单侧光下生长方向的变化吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应（如含羞草对触摸、震动的反应）。", "method": "atomize/atomize-substring", "crosscuttingWhy": "观察植物对刺激的反应，找规律与因果", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_gUWUmxjJ"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "patterns"], "practice": ["investigating"], "statementBefore": "能说出7~9年级学生应观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应", "repair": {"kind": "undegrade", "why": "将“说出”改回了原文动词“观察比较”，并保留了原文的全部对象，句式为“能+动词+明确对象”。", "grounding": 1.0, "srcVerbs": ["观察", "比较"]}, "id": "ca_TbePnTgb", "statement": "能观察比较植物的向光性", "verb": "比较", "object": "植物的向光性", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生种植并记录了豆苗在单侧光下生长方向的变化", "学生将含羞草分别置于不同触碰条件下，记录了叶片的闭合反应"], "assessment": "{{name}}，你种的豆苗在单侧光下生长方向有变化吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应（如含羞草对触摸、震动的反应）。", "method": "atomize/atomize-substring", "crosscuttingWhy": "观察植物对刺激的反应，找规律与因果", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_gUWUmxjJ"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "patterns"], "practice": ["investigating"], "statementBefore": "能说出7~9年级学生应观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应", "repair": {"kind": "undegrade", "why": "将“说出”改回了原文动词“观察比较”，并保留了原文的全部对象，句式为“能+动词+明确对象”。", "grounding": 1.0, "srcVerbs": ["观察", "比较"]}, "id": "ca_7WfvjB88", "statement": "能观察比较植物的向地性", "verb": "比较", "object": "植物的向地性", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生种植并记录了豆苗在单侧光下生长方向的变化", "学生将含羞草分别置于不同触碰条件下，记录了叶片的闭合反应"], "assessment": "{{name}}能观察并记录豆苗在单侧光下生长方向的变化吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应（如含羞草对触摸、震动的反应）。", "method": "atomize/atomize-substring", "crosscuttingWhy": "观察植物对刺激的反应，找规律与因果", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_gUWUmxjJ"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "patterns"], "practice": ["investigating"], "statementBefore": "能说出7~9年级学生应观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应", "repair": {"kind": "undegrade", "why": "将“说出”改回了原文动词“观察比较”，并保留了原文的全部对象，句式为“能+动词+明确对象”。", "grounding": 1.0, "srcVerbs": ["观察", "比较"]}, "id": "ca_XtpmAUhU", "statement": "能观察比较植物的向水性", "verb": "比较", "object": "植物的向水性", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据描述的是植物的向光性和含羞草的触碰反应，与能力断言中的'向水性'无关，无法证明学生掌握了向水性的观察比较能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生观察比较植物的向水性，能力断言'能观察比较植物的向水性'是对此要求的忠实转述。", "quote": "观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生种植并记录了豆苗在单侧光下生长方向的变化", "学生将含羞草分别置于不同触碰条件下，记录了叶片的闭合反应"], "assessment": "{{name}}能说出单侧光下豆苗是往哪边长的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "7～9年级：观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应（如含羞草对触摸、震动的反应）。", "method": "atomize/atomize-substring", "crosscuttingWhy": "观察植物对刺激的反应，找规律与因果", "srcPage": 72, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_gUWUmxjJ"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "patterns"], "practice": ["investigating"], "statementBefore": "能说出7~9年级学生应观察比较植物的向光性、向地性、向水性及对外界其他刺激的反应", "repair": {"kind": "undegrade", "why": "将“说出”改回了原文动词“观察比较”，并保留了原文的全部对象，句式为“能+动词+明确对象”。", "grounding": 1.0, "srcVerbs": ["观察", "比较"]}, "id": "ca_EZFNtauz", "statement": "能观察比较植物对外界其他刺激的反应", "verb": "比较", "object": "植物对外界其他刺激的反应", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学思维", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["学生能根据提供的化石图片或模型，列举出至少两种已灭绝的生物名称", "学生能口头描述或画出灭绝生物（如恐龙）与当今某些生物（如鸟类）在骨骼结构或体表覆盖物上的相似点"], "assessment": "{{name}}能说出已灭绝的生物是根据化石资料举例的吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "根据化石资料，举例说出已灭绝的生物；描述和比较灭绝生物与当今某些生物的相似之处。", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别化石模式，比较结构功能，分析数据", "srcPage": 75, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_W3docYiv"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "statementBefore": "能说出已灭绝的生物是根据化石资料举例的", "repair": {"kind": "undegrade", "why": "将原断言中被削平的‘说出’恢复为课标原文的‘举例说出’、‘描述’和‘比较’，并明确了动作的对象，使其符合学生能力描述。", "grounding": 1.0, "srcVerbs": ["比较", "描述", "举例"]}, "topicFrom": "curriculum-page-index", "id": "ca_4kgzgZJv", "statement": "能根据化石资料举例说出已灭绝的生物", "verb": "说出", "object": "已灭绝的生物", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "生命科学", "dimension": "科学思维", "type": "CONCEPTUAL", "literacy": ["科学思维"], "cognitive": "了解", "stageHint": {"min": "G5", "max": "G6"}, "evidence": ["学生能根据提供的化石图片或模型，列举出至少两种已灭绝的生物名称", "学生能口头描述或画出灭绝生物（如恐龙）与当今某些生物（如鸟类）在骨骼结构或体表覆盖物上的相似点"], "assessment": "{{name}}能根据化石图片或模型，说出至少两种已灭绝的生物名称吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "根据化石资料，举例说出已灭绝的生物；描述和比较灭绝生物与当今某些生物的相似之处。", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别化石模式，比较结构功能，分析数据", "srcPage": 75, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_W3docYiv"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "structure-function"], "practice": ["analyzing-data"], "statementBefore": "能说出已灭绝的生物是根据化石资料举例的", "repair": {"kind": "undegrade", "why": "将原断言中被削平的‘说出’恢复为课标原文的‘举例说出’、‘描述’和‘比较’，并明确了动作的对象，使其符合学生能力描述。", "grounding": 1.0, "srcVerbs": ["比较", "描述", "举例"]}, "topicFrom": "curriculum-page-index", "id": "ca_7nPhTaLs", "statement": "能描述灭绝生物与当今某些生物的相似之处", "verb": "描述", "object": "灭绝生物与当今某些生物的相似之处", "reviewedBy": []}
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{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": "综合实践活动", "dimension": "态度责任", "type": "PROCEDURAL", "literacy": ["态度责任"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生用纸笔或电脑软件设计并画出了一张关于节水的手抄报", "学生向全班展示并讲解了自己制作的环保主题宣传海报"], "assessment": "{{name}}能围绕'水是生命之源'等主题，自己设计并画出一张手抄报吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "3～4年级：围绕“水是生命之源”“我们只有一个地球”等主题，制作与展示手抄报、宣传海报，组织科普图书读书会等活动。", "method": "atomize/atomize-substring", "crosscuttingWhy": "制作并展示宣传材料", "srcPage": 96, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_RiDNlt2u"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["communicating"], "statementBefore": "能说出3~4年级项目研究的主题包括\"水是生命之源\"和\"我们只有一个地球\"", "repair": {"kind": "undegrade", "why": "将原断言中“说出”的低阶认知要求，恢复为课标原文中“制作与展示”的动手实践要求，并保留了原文的主题和具体产物。", "grounding": 1.0, "srcVerbs": ["制作"]}, "topicFrom": "curriculum-page-index", "id": "ca_k4JwNiQg", "statement": "能围绕\"水是生命之源\"等主题制作与展示手抄报", "verb": "制作", "object": "与展示手抄报", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：这是美术或综合实践活动的能力，不是科学学科内容能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确将'制作与展示手抄报'列为3-4年级学生活动要求，这是对学生能力的要求，而非仅针对教师。断言'能围绕...制作与展示手抄报'是原文的忠实转述，属于科学学科课程标准中'科学、技术、社会与环境'维度的实践能力。", "quote": "围绕“水是生命之源”“我们只有一个地球”等主题，制作与展示手抄报、宣传海报", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
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{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生完成了制作简易小乐器的任务", "学生完成了制作简单创意电路的任务"], "assessment": "{{name}}能以项目研究的方式制作简易小乐器吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "以项目研究的方式制作简易小乐器、简单创意电路、弹射纸飞机等，培养动手能力，体验工程实践的要素。", "method": "atomize/atomize-substring", "crosscuttingWhy": "设计制作中运用结构功能与系统思维", "srcPage": 116, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_Joh79JjJ"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "systems"], "practice": ["modeling", "explaining-designing"], "statementBefore": "能说出制作简易小乐器、简单创意电路、弹射纸飞机等是3~4年级的项目研究活动", "repair": {"kind": "undegrade", "why": "将断言中的动词‘说出’改回原文动词‘制作’，并补充了‘以项目研究的方式’这一原文条件，对象保持具体不变。", "grounding": 1.0, "srcVerbs": ["制作"]}, "id": "ca_baGncDnQ", "statement": "能以项目研究的方式制作简易小乐器", "verb": "制作", "object": "简易小乐器", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据‘学生完成了制作简单创意电路的任务’与‘制作简易小乐器’无直接逻辑关联，无法证明该能力"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘以项目研究的方式制作简易小乐器’，能力断言‘能以项目研究的方式制作简易小乐器’是对此的忠实转述。提意见者未看到原文，其质疑不成立。", "quote": "以项目研究的方式制作简易小乐器、简单创意电路、弹射纸飞机等", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["学生完成了制作简易小乐器的任务", "学生完成了制作简单创意电路的任务"], "assessment": "{{name}}能用项目研究的方式制作一个简单创意电路吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "以项目研究的方式制作简易小乐器、简单创意电路、弹射纸飞机等，培养动手能力，体验工程实践的要素。", "method": "atomize/atomize-substring", "crosscuttingWhy": "设计制作中运用结构功能与系统思维", "srcPage": 116, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_Joh79JjJ"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "systems"], "practice": ["modeling", "explaining-designing"], "statementBefore": "能说出制作简易小乐器、简单创意电路、弹射纸飞机等是3~4年级的项目研究活动", "repair": {"kind": "undegrade", "why": "将断言中的动词‘说出’改回原文动词‘制作’，并补充了‘以项目研究的方式’这一原文条件，对象保持具体不变。", "grounding": 1.0, "srcVerbs": ["制作"]}, "id": "ca_k4naq7dX", "statement": "能以项目研究的方式制作简单创意电路", "verb": "制作", "object": "简单创意电路", "reviewedBy": []}
{"discipline": "科学", "track": "MATRIX", "strand": "学科内容", "topic": null, "dimension": "探究实践", "type": "PROCEDURAL", "literacy": ["探究实践"], "cognitive": "了解", "stageHint": {"min": "G3", "max": "G4"}, "evidence": ["能在观察弹射纸飞机制作过程后，说出至少两个关键步骤，如折叠方式或发射结构", "能根据给定的图纸或材料，独立或合作完成一个弹射纸飞机的制作，并能成功弹射"], "assessment": "{{name}}能以项目研究的方式制作弹射纸飞机吗？", "evidenceSource": "evidence-drafted", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "科学", "srcText": "以项目研究的方式制作简易小乐器、简单创意电路、弹射纸飞机等，培养动手能力，体验工程实践的要素。", "method": "atomize/atomize-substring", "crosscuttingWhy": "设计制作中运用结构功能与系统思维", "srcPage": 116, "srcPageFrom": "extract-intermediate", "splitFrom": "ca_Joh79JjJ"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function", "systems"], "practice": ["modeling", "explaining-designing"], "statementBefore": "能说出制作简易小乐器、简单创意电路、弹射纸飞机等是3~4年级的项目研究活动", "repair": {"kind": "undegrade", "why": "将断言中的动词‘说出’改回原文动词‘制作’，并补充了‘以项目研究的方式’这一原文条件，对象保持具体不变。", "grounding": 1.0, "srcVerbs": ["制作"]}, "id": "ca_tExgYxu3", "statement": "能以项目研究的方式制作弹射纸飞机", "verb": "制作", "object": "弹射纸飞机", "reviewedBy": []}