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{"anchorId": "ca_9ARCrnE9", "prerequisiteId": "ca_eU2k79E4", "type": "component", "strength": "hard", "inInferenceGraph": true, "failureSignature": "学生在写「窓が開けてある」时，会把「てある」误用成「ておく」，写成「窓が開けておく」，混淆了表示状态和表示准备的用法。", "reason": "「能理解与运用动词的Vておく语法形式」是母条「能理解与运用动词的Vている、Vてある 、」的一个子动作", "evidence": [{"kind": "set-containment", "detail": "子条文字全部来自母条原句，机器校验（不许新增一个实词）"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "retagHash": "f6ff537d9b89429a"}
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{"anchorId": "ca_KL8wNPzm", "prerequisiteId": "ca_X6zsxJb6", "strength": "soft", "reason": "使役态与命令形都涉及动词的意志表达，需先掌握命令形才能理解使役态的使令含义。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 38 选 12，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "学生想表达“让小张唱歌”，会误用命令形“歌え”，写出“小張を歌え”，而不是使役态“歌わせる”。", "inInferenceGraph": true, "retagHash": "5f489f0e9a52c70c", "strengthCappedBy": "matrix-track"}
{"anchorId": "ca_sifXSRKk", "prerequisiteId": "ca_3wzeBFwM", "strength": "soft", "reason": "不先掌握被动态的基本语法形式，就无法理解被动态的“受害”意义。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 38 选 2，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 component"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "component", "failureSignature": "学生在造句时，会直接用主动态句子（如「弟が私のケーキを食べた」）来表达受害含义，而无法正确使用被动态形式（如「弟にケーキを食べられた」）。", "inInferenceGraph": true, "retagHash": "49a5c86feb277d74", "strengthCappedBy": "matrix-track"}
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{"anchorId": "ca_E9USxApY", "prerequisiteId": "ca_BxbczZ63", "strength": "soft", "reason": "理解语篇逻辑关系需先掌握指代关系以明确语篇衔接基础。", "crossDiscipline": null, "evidence": [{"kind": "llm", "detail": "候选池 38 选 6，模型提议未复核；本轮已两段式重标"}, {"kind": "llm", "detail": "两段式重标：先写失败表现（不告知有分类任务），再独立调用分类为 instrument"}], "reviewStatus": "llm-proposed", "reviewedBy": [], "schemaVersion": "0.1.0", "type": "instrument", "failureSignature": "学生在长句子中圈出指代词「それ」时画了个问号，但遇到「だから」「しかし」等逻辑词时，仍然能正确地将句子的因果或转折关系连线。", "inInferenceGraph": true, "retagHash": "2367cc35bcba5b19"}
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