家庭共进 · 知识库
评估工具、常见问题、中西多流派解法、双轨进阶与家庭任务。每个结论标注证据等级，每条建议落到可执行的动作。
我们不把「有名」当「有效」。阅读时长按这个图例判断可信度与适用边界。
2026-10-21 更新 ｜ 用途：知识库建设的书目起点。每条内容应能溯源到本表至少一条文献。 规则：引用具体数字（效应量/信度/常模）必须核对原文，禁止凭记忆引用；经典理论标 E3（框架），验证工具标 E1/E2；争议/流行内容标 E4。 详细工具许可与中文验证见
11-试点治理/许可登记表.md与reference-library.md。
使用规范
2026-10-21 update | Purpose: a bibliographic starting point for knowledge base construction. Each item should be traceable to at least one source in this list. Rule: When citing specific numbers (effect sizes/reliability/norms), the original text must be checked; citation from memory is prohibited. Classical theory is marked E3 (framework); validated tools are marked E1/E2; controversial/popular content is marked E4. For detailed tool permissions and Chinese validation, see
11-试点治理/许可登记表.mdandreference-library.md.
本文件是「3–7 岁家长观察版气质测评」与「MBTI 式四偏好语言」之间的沟通翻译层。设计原则：用气质数据说话，用偏好语言沟通，永远附加「当前倾向」限定词。
证据定位（2026-10-20 修订）：四偏好在本系统中为 E4 沟通偏好提示，不是测评。它不进入计分、不进入分型、不进入报告结论、不进入处方参数、不写入正式档案。正式测量改用 CBQ-VSF（3–8 岁，家长报告） 与 IPIP 大五（12 岁+，自评）。判定规则保留仅为历史参考与家长沟通假设。详见
01-知识库/证据分级与主张边界.md与07-测评矩阵/测评矩阵总表.md。
用法：仅作家长沟通假设；不自动判定、不输出四格结论、不写入档案、不参与处方参数。以下「判定」行保留仅为历史参考。
| 气质维度（来源） | 偏 E 的行为证据 | 偏 I 的行为证据 |
|---|---|---|
| 趋避性（T&C） | 对新的人/场合/玩具快速接近 | 初始退缩，观察后再加入 |
| 适应性（T&C） | 进入新环境后很快自在 | 需要较长预热时间 |
| 活动水平（T&C） | 偏好大肢体、多人跑动游戏 | 偏好安静、单人或小范围活动 |
| 外向性因子（CBQ） | 高：主动发起社交、兴奋表达 | 低：社交中被动跟随、兴奋度低 |
判定：4 项中 ≥3 项同向 → 输出该倾向；2:2 → 输出「中间/未定型」。
| 气质/观察维度 | 偏 S 的行为证据 | 偏 N 的行为证据 |
|---|---|---|
| 注意分散度（T&C） | 关注眼前具体刺激，按步骤来 | 容易被联想带走，问「为什么/如果…」 |
| 游戏方式（观察项） | 喜欢按说明书/示范复现，关注细节 | 喜欢改编规则、编故事、假想游戏 |
| 语言表达（观察项） | 描述具体事物和事件经过 | 描述想象、假设和可能性 |
| CBQ 补充 | 对感官刺激（声音/质地）敏感且具体 | 对概念和故事的兴趣大于感官 |
判定：同上，≥3 项同向出倾向。5 岁儿童此维度「未定型」比例最高，属正常现象。
| 气质/观察维度 | 偏 T 的行为证据 | 偏 F 的行为证据 |
|---|---|---|
| 情绪本质（T&C） | 情绪反应平稳，讲道理有效 | 情绪体验深，共情需求先于讲道理 |
| 同理心回应（观察项） | 注意到他人情绪但先问「发生了什么」 | 立即情绪共鸣并试图安慰 |
| 规则意识（观察项） | 强调「规则就是这样」，对不公平敏感于「不合规」 | 对不公平敏感于「他伤心了」 |
| 冲突处理（观察项） | 讲条件、找方案 | 讲感受、求和解 |
判定：≥3 项同向出倾向。5 岁儿童 T/F 未定型是常态，报告中应明确告知家长这是发育常态而非缺失。
| 气质维度 | 偏 J 的行为证据 | 偏 P 的行为证据 |
|---|---|---|
| 节律性（T&C） | 作息/流程高度规律，变化引起不适 | 节律灵活，变化不引起明显波动 |
| 坚持度（T&C） | 任务启动后要求完成，不喜欢中途换 | 容易转移兴趣，多任务并行 |
| 秩序感（观察项） | 玩具归位、步骤顺序有要求 | 对秩序宽松，探索优先 |
| 计划变更反应（观察项） | 预告外的变化引发强烈抵触 | 随遇而安 |
判定：≥3 项同向出倾向。
| CBQ 因子 | 高分的典型表现 | 对沟通假设的修正（非计分） |
|---|---|---|
| 外向性 | 接近快、活动高、兴奋表达多 | 强化 E 倾向的置信度 |
| 负性情绪 | 易挫败、易焦虑、恢复慢 | 不改变偏好方向，但改变话术：负性情绪高的孩子所有建议加「先降温后讲理」前缀 |
| 努力控制 | 抑制冲动、持续注意、延迟满足能力强 | 强化 J 倾向的置信度；同时是处方难度上调的依据 |
| 禁止 | 必须 |
|---|---|
| 「钰奕是 I 型」 | 「从近 4 周的观察数据看，钰奕当前呈现偏 I 的倾向」 |
| 「她天生…」 | 「在当前阶段，她更倾向于…」 |
| 类型决定论（「所以她会…」） | 倾向概率论（「所以她更可能…，可以通过…支持」） |
| 16 型标签名（如 INFP） | 四偏好组合描述（如「偏 I + 偏 N + T/F 未定型 + 偏 J」） |
每份涉及气质的报告必须附这段固定声明：
气质倾向描述的是孩子当前阶段的偏好方向，不是定型标签。5 岁儿童的偏好仍在发展中，尤其 T/F 维度多数孩子要到学龄后才逐渐稳定。本结果的价值在于指导当下的沟通与养育方式，而非预测未来。
四偏好（E/I、S/N、T/F、J/P）仅作沟通语言，不是测评结果，不进入报告结论。
报告输出规则（2026-10-20 起）：
This document is the communication translation layer between the “parent-observation temperament assessment for ages 3–7” and the “MBTI-style four-preference language.” Design principle: use temperament data to speak, use preference language to communicate, and always attach the qualifier “current leaning.”
Evidence positioning (revised 2026-10-20): In this system, the four preferences are an E4 communication preference prompt, not an assessment. They do not enter scoring, do not enter typing, do not enter report conclusions, do not enter practice card parameters, and are not written into official records. Formal measurement uses CBQ-VSF (3–8 years, parent report) and IPIP Big Five (12+, self-report). The determination rules are retained only for historical reference and parent communication hypotheses. See
01-知识库/证据分级与主张边界.mdand07-测评矩阵/测评矩阵总表.md.
Usage: For parent communication hypotheses only; do not automatically determine, do not output a four-cell conclusion, do not write into records, and do not enter practice card parameters. The “determination” rows below are retained only for historical reference.
| Temperament dimension (source) | Behavioral evidence leaning E | Behavioral evidence leaning I |
|---|---|---|
| Approach/withdrawal (T&C) | Approaches new people/situations/toys quickly | Initially withdraws, joins after observing |
| Adaptability (T&C) | Becomes comfortable quickly after entering a new environment | Needs a longer warm-up period |
| Activity level (T&C) | Prefers gross-motor, multi-player running games | Prefers quiet, solitary, or small-group activities |
| Extraversion factor (CBQ) | High: actively initiates social contact and expresses excitement | Low: passively follows in social situations, low excitement |
Determination: if ≥3 of 4 items point in the same direction → output that leaning; if 2:2 → output “intermediate/unclassified.”
| Temperament/observation dimension | Behavioral evidence leaning S | Behavioral evidence leaning N |
|---|---|---|
| Distractibility (T&C) | Focuses on concrete immediate stimuli, follows steps | Is easily led away by associations, asks “why / what if...” |
| Play style (observation item) | Likes reproducing according to instructions/demonstrations, pays attention to details | Likes changing rules, making up stories, and pretend play |
| Language expression (observation item) | Describes concrete objects and sequences of events | Describes imagination, hypotheses, and possibilities |
| CBQ supplement | Is sensitive and concrete about sensory stimuli (sound/texture) | Is more interested in concepts and stories than in sensory stimuli |
Determination: same as above; ≥3 items in the same direction yield a leaning. For 5-year-old children, the proportion of “unclassified” on this dimension is highest, which is normal.
| Temperament/observation dimension | Behavioral evidence leaning T | Behavioral evidence leaning F |
|---|---|---|
| Quality of mood (T&C) | Emotional responses are stable; reasoning is effective | Emotional experience is deep; the need for empathy comes before reasoning |
| Empathic response (observation item) | Notices others’ emotions but first asks “what happened” | Immediately resonates emotionally and tries to comfort |
| Rule awareness (observation item) | Emphasizes “the rule is like this”; is sensitive to unfairness as “non-compliance” | Is sensitive to unfairness as “he is sad” |
| Conflict handling (observation item) | Negotiates conditions, seeks solutions | Talks about feelings, seeks reconciliation |
Determination: ≥3 items in the same direction yield a leaning. For 5-year-old children, an unclassified T/F is the norm; the report should clearly tell parents this is a developmental norm, not a deficit.
| Temperament dimension | Behavioral evidence leaning J | Behavioral evidence leaning P |
|---|---|---|
| Rhythmicity (T&C) | Daily routines/processes are highly regular; changes cause discomfort | Rhythm is flexible; changes do not cause obvious fluctuations |
| Persistence (T&C) | Once a task is started, wants to complete it; dislikes switching midway | Easily shifts interest; multitasks |
| Sense of order (observation item) | Requires toys to be put back and sequence of steps to be followed | Relaxed about order; exploration first |
| Response to plan changes (observation item) | Changes outside advance notice trigger strong resistance | Takes things as they come |
Determination: ≥3 items in the same direction yield a leaning.
| CBQ factor | Typical presentation of high scores | Correction to communication hypothesis (not scored) |
|---|---|---|
| Extraversion | Approaches quickly, high activity, much excited expression | Strengthens confidence in the E leaning |
| Negative affect | Easily frustrated, easily anxious, slow to recover | Does not change preference direction, but changes wording: for children with high negative affect, add the prefix “cool down first, then reason” to all suggestions |
| Effortful control | Strong impulse inhibition, sustained attention, delay of gratification | Strengthens confidence in the J leaning; also serves as the basis for increasing practice card difficulty |
| Prohibited | Required |
|---|---|
| “Yuyi is type I” | “Based on observation data from the past 4 weeks, Yuyi currently shows a leaning toward I” |
| “She is naturally...” | “At the current stage, she is more inclined to...” |
| Type determinism (“so she will...”) | Leaning probabilism (“so she is more likely to...; this can be supported through...”) |
| 16-type label names (e.g., INFP) | Four-preference combination descriptions (e.g., “leaning I + leaning N + T/F unclassified + leaning J”) |
Every report that involves temperament must include this fixed statement:
Temperament leaning describes the child’s current-stage preference direction, not a fixed label. The preferences of a 5-year-old are still developing; especially on the T/F dimension, most children gradually stabilize only after school age. The value of this result is to guide current communication and parenting, not to predict the future.
The four preferences (E/I, S/N, T/F, J/P) are only a communication language, not an assessment result, and do not enter report conclusions.
Report output rules (from 2026-10-20):
本表是整个系统的「宪法」：每一个测评维度、每一张处方卡、每一条话术，都必须能追溯到本表中的公开学术理论。禁止引入无法溯源的「育儿经验」。
2026-10-20 修订：每条理论新增「证据等级」「适用年龄/对象」「不适用/边界」。等级定义与措辞规范见
01-知识库/证据分级与主张边界.md。 重要：理论溯源 ≠ 证据支持。E3 是框架，E4 不得进入计分/分型/报告结论。
| 等级 | 含义 |
|---|---|
| E1 | 多项 RCT / 元分析一致支持 |
| E2 | 单项 RCT / 独立准实验 / ESSA 评级 / 验证量表 |
| E3 | 理论、专家共识、观察研究、实施研究 |
| E4 | 无效果证据、证据薄弱、或被高质量研究否定；不得进入计分/分型/结论 |
| 标准 | 外部课程标准、考级标准、政府政策、指南；作标尺，不作疗效证据 |
| 理论 | 提出者 | 证据等级 | 适用年龄/对象 | 在本系统中的作用 | 不适用/边界 |
|---|---|---|---|---|---|
| 生态系统理论（Ecological Systems Theory） | Bronfenbrenner | E3（框架） | 全龄 | 产品的顶层世界观：孩子的发展 = 个体特质 × 微环境（家庭、教养方式）。诊断必须同时覆盖「孩子」和「环境」两侧，缺一不可 | 是解释框架，不是测量模型；不能据此打分或分型 |
| 测量导向照护（Measurement-Based Care） | 心理健康循证实践 | E2（青少年证据混合；成人更强） | 6 岁+ | 产品的流程骨架：基线评估 → 定期复测 → 用数据决定是否调整干预方向 | 不能替代诊断；反馈必须被家庭实际使用才可能有效 |
| 行为家长训练（PMT，含 Incredible Years、Kazdin 模型） | Patterson / Webster-Stratton / Kazdin | E1 | 2–12 岁 | 干预剂量标准：每周技能单元 + 回家练习 + 下周复盘，8–12 周为一周期。每周处方卡的节奏依据 | 效应小到中等；家长成分是关键活性成分；不是治愈 |
| 理论 | 提出者 | 证据等级 | 适用年龄/对象 | 在本系统中的用途 | 不适用/边界 |
|---|---|---|---|---|---|
| Thomas & Chess 九维气质（NYLS 纽约纵向研究） | Thomas & Chess | E3（框架；NYLS 纵向研究） | 0–12 岁 | 3–7 岁气质观察问卷的维度骨架；「易养型/难养型/启动缓慢型」画像 | 类型标签只作描述，不作标签；九维不是验证量表本身 |
| Rothbart 儿童行为问卷（CBQ） | Rothbart | E2（验证工具；三因子结构并非所有样本确认） | 3–8 岁（CBQ-VSF 36 题） | 气质三因子锚定；3–8 岁主测量 | 需研究许可；中文需本地验证；不作诊断 |
| MMTIC（Murphy-Meisgeier Type Indicator for Children） | Murphy-Meisgeier | E4（作为测量） | 7–18 岁 | 仅作家长沟通偏好语言（E/I、S/N、T/F、J/P） | 偏好分信度约 .34–.81；约 61% 儿童至少一维未定型；效标效度弱；不进入计分/分型/报告结论/处方参数 |
| 大五人格（Big Five） | 预测效度研究；IPIP | E1（预测效度；IPIP 公共领域） | 12 岁+ | 12 岁+ 自评主测量（IPIP）；长期预测效度参照 | 不向家长输出人格标签；中文翻译需回译与本地验证 |
使用规则：3–8 岁用气质（CBQ），12 岁+ 用 IPIP 大五，9–11 岁用 SDQ + 观察 + 活动清单过渡；四偏好只作沟通语言，永不作测量。措辞永远用「当前倾向」，禁止定型标签。
| 理论 | 核心内容 | 证据等级 | 适用年龄/对象 | 映射的测评/处方维度 | 不适用/边界 |
|---|---|---|---|---|---|
| 情绪智力（EI）四分支 | Mayer & Salovey：识别、表达/运用、理解、管理 | E3（框架） | 全龄 | 情绪能力的四个测评分支 | 不是验证量表；不单独计分 |
| 社会情感学习（SEL） | CASEL 五能力：自我意识、自我管理、社会意识、关系技能、负责任决策 | E2/E3（SEL 项目有元分析；五能力是框架） | 3–18 岁 | 情绪与社会主题的处方设计框架 | 框架不是分数；项目效果 ≠ 五能力测量 |
| 情绪教练（Emotion Coaching） | Gottman：情绪词汇化、共情式回应、设限 + 引导解决 | E3（观察研究）；品牌课程 E4 | 全龄 | 情绪类话术脚本的第一来源 | Gottman 品牌课无 RCT；RCT 证据属于 Tuning in to Kids 改编（E1/E2） |
| 依恋理论 | Bowlby / Ainsworth：安全基地、安全型/焦虑型/回避型 | E1（理论/证据） | 0–18 岁 | 亲子关系评估的底层维度 | 本系统不评估依恋类型；不得给家庭贴安全/焦虑/回避标签 |
| 理论 | 核心内容 | 证据等级 | 适用年龄/对象 | 映射的测评/处方维度 | 不适用/边界 |
|---|---|---|---|---|---|
| 教养方式类型学 | Baumrind 三分法 + Maccoby & Martin 扩展：权威型/专制型/放任型/忽视型（控制 × 回应两维度） | E2（类型学） | 2–18 岁 | 家长育儿方式审计的标准框架 | 用维度而非类型；无「权威 ≥70%」等无常模阈值；不审判人格 |
| 积极管教（Positive Discipline） | Nelsen：和善而坚定、逻辑后果替代体罚 | E4（品牌课程）；逻辑后果原则 E3 | 2–18 岁 | 行为管理处方的默认方法论 | 不宣称课程疗效；家庭会议无独立 RCT |
| 自我决定论（SDT） | Deci & Ryan：自主感、胜任感、归属感 | E1 | 全龄 | 评估家长激励方式；设计「保底剂量」等依从性机制 | 计分需用 BPNSFS 等验证量表；不从单次观察推断 |
| 体罚的公共卫生立场 | WHO / AAP：体罚削弱信任、增加焦虑、阻碍规则内化 | E1 | 全龄 | 涉及体罚的审计与替代方案建议 | 体罚不是一种可选的教养方式；红线项 |
| 理论 | 核心内容 | 证据等级 | 适用年龄/对象 | 映射的测评/处方维度 | 不适用/边界 |
|---|---|---|---|---|---|
| 认知发展阶段 | Piaget：5 岁处于前运算阶段，思维具体形象化 | E3（框架） | 0–12 岁 | 所有游戏任务的难度天花板依据 | 阶段年龄是近似；不用于限制孩子 |
| 最近发展区（ZPD） | Vygotsky：在成人支架下完成略高于独立水平的任务 | E3（框架） | 全龄 | 处方难度的定位原则：「家长陪着能做到，独立做略难」 | 是隐喻，不是分数 |
| 心理社会发展阶段 | Erikson：4–5 岁为主动感 vs 内疚感 | E3（框架） | 全龄 | 鼓励主动探索、避免羞耻式纠正的理论依据 | 阶段标签不作诊断 |
| 早期数学标准 | NCTM / NAEYC：数感、运算、几何空间、模式、测量 | E3（标准/共识） | 3–8 岁 | 数理游戏的六大板块 | 美国标准；作内容地图，不作疗效证据 |
| 执行功能（EF） | Blair & Razza：抑制控制、工作记忆、认知灵活性 | E2（预测/相关） | 3–12 岁 | EF 类游戏的三大靶点；实验室范式（红灯绿灯、卡片倒序、规则切换）的家庭化 | EF 任务 ≠ 智力；单任务不可靠；用 HTKS/EF Touch 多任务 |
| 理论 | 核心内容 | 证据等级 | 适用年龄/对象 | 映射的测评/处方维度 | 不适用/边界 |
|---|---|---|---|---|---|
| 行为分析基础 | 前因—行为—后果（ABC）、正强化、代币制 | E1（行为原理）；代币制 E2 | 全龄 | 行为问题处方的分析框架 | 期望性实物奖励可能削弱内在动机；不用于已有兴趣的活动 |
| 逻辑后果 | Dreikurs / Nelsen：后果与行为相关、尊重、预先告知 | E3 | 2–18 岁 | 替代惩罚的标准工具 | 必须相关/尊重/预先告知；不是变相惩罚 |
| 理论 | 适用年龄 | 核心内容 | 证据等级 | 在本系统中的用途 | 不适用/边界 |
|---|---|---|---|---|---|
| MMTIC 式四偏好自评 | 7–18 岁 | E/I、S/N、T/F、J/P（框架公开） | E4（作为测量） | 仅沟通偏好语言 | 不进入计分/分型；7–18 岁主测量改为 CBQ/IPIP/SDQ |
| 大五人格（Big Five / BFI 儿童青少年版研究） | 10 岁+ | 开放性、尽责性、外向性、宜人性、神经质 | E1 | 12 岁+ 逐步替代四偏好成为主框架；预测效度参照 | 不贴标签；IPIP 中文需验证 |
| 自我概念多维模型 | Harter（4 岁+ 分段） | 能力感、社会接纳、行为品行等多领域自我评价 | E2（验证工具） | 各龄段「自我认知」维度的骨架 | 版权需许可；儿童常模有限 |
| 心理韧性（Resilience） | Masten「普通魔法」 | 保护性因素：能力感、关系、自我调节 | E3（框架） | 心理模块的风险/保护评估框架 | 保护因素不是分数 |
| 同一性发展 | Erikson / Marcia | 13–18 岁核心发展任务：同一性 vs 角色混乱 | E3（框架） | 初高中段心理测评的主轴 | 研究框架；不是临床评估 |
| 理论 | 核心内容 | 证据等级 | 适用年龄/对象 | 映射维度 | 不适用/边界 |
|---|---|---|---|---|---|
| 自我决定论（SDT）学习动机连续体 | Deci & Ryan：外部 → 内摄 → 认同 → 内在动机 | E1 | 7 岁+ | 各龄学习动机测评的标准框架 | 用验证量表（IMI/BPNSFS）；不是儿童类型 |
| 期望—价值理论 | Eccles & Wigfield：「我能行吗」×「这对我重要吗」 | E2/E3 | 7–18 岁 | 初高中学业动机分析 | 相关为主；个体因果有限 |
| 成就目标定向 | Dweck / Elliot：掌握目标 vs 表现目标（趋近/回避） | E2/E3 | 7–18 岁 | 学习行为诊断；家长期望管理的理论依据 | 不贴标签；成长型思维干预平均效应小（d≈0.08） |
| 学业情绪 | Pekrun 控制—价值理论：愉快、焦虑、厌倦、羞愧 | E2/E3 | 7–18 岁 | 学业情绪测评维度 | 自评；年龄限制 |
| 自我调节学习（SRL） | Zimmerman：计划—监控—调节循环 | E2/E3 | 7–18 岁 | 7 岁+ 学习策略与习惯测评骨架 | 自评；不是能力测验 |
| 学习策略分类 | Weinstein / Oxford：认知、元认知、资源管理 | E3 | 10 岁+ | 学习策略题库维度 | 幼儿不适用 |
| 理论 | 核心内容 | 证据等级 | 适用年龄/对象 | 映射维度 | 不适用/边界 |
|---|---|---|---|---|---|
| 霍兰德职业兴趣类型（RIASEC） | Holland：现实/研究/艺术/社会/企业/常规六型（公开框架） | E2（成人职业）；12 岁前 E4 | 12 岁+ 探索；14 岁+ 正式 | 兴趣结构测评主框架；与特质、专业方向联动 | 3–12 岁不做正式 RIASEC；O*NET 许可是 CC BY-ND，修改需开发者许可 |
| 兴趣发展四阶段 | Hidi & Renninger：情境兴趣触发 → 维持 → 个体兴趣萌芽 → 成熟 | E3（理论） | 全龄 | 判断「真兴趣还是一时兴起」的标准 | 3–9 岁无验证自评工具；只能靠观察 |
| 多元智能（仅作观察视角，不作测评依据） | Gardner | E4（心理测量证据弱） | — | 家长沟通语言 | 不作计分维度；不进入报告结论 |
| 优势识别（strengths-based） | VIA 品格优势青少年版（公开框架） | E2/E3 | 10–17 岁 | 特长与品格优势的交叉定位 | 自评；不是天赋测验 |
| 刻意练习与特长发展阶段 | Ericsson / Bloom 三阶段（启蒙→精进→专业） | E3（Bloom 回溯）；刻意练习 E2（解释约 12% 绩效） | 全龄 | 特长培养路径规划；识别「早期专业化」风险 | 练习必要非充分；无固定年龄；不主张远迁移 |
| 理论 | 核心内容 | 证据等级 | 适用年龄/对象 | 映射维度 | 不适用/边界 |
|---|---|---|---|---|---|
| 自主支持型教养 | Grolnick / SDT：提供选择、承认视角、最少控制 | E1/E2 | 7 岁+ | 7 岁+ 家长诊断的核心维度 | 用验证量表；不凭单次观察 |
| 心理控制（区别于行为控制） | Barber：引发内疚、爱的撤回、干涉内心世界 | E2（纵向/相关） | 10–18 岁 | 初高中家长诊断的红线项 | 以孩子感受版为准；不向家长报逐题 |
| 家庭环境三维 | Moos FES：关系维度 × 个人成长维度 × 系统维持维度 | E2（验证工具） | 11 岁+ | 家庭诊断的通用骨架 | 需许可；部分维度弱 |
| 权威散养（autonomy-granting） | Steinberg：青春期自主性渐进移交 | E3 | 12–18 岁 | 初高中家庭诊断；亲子冲突处方依据 | 不是分数 |
| 标准 | 范围 | 证据等级 | 在本系统中的作用 | 不适用/边界 |
|---|---|---|---|---|
| 义务教育课程标准（2022 年版） | 小学语文/数学/英语等 | 标准/政策 | 学科轨道的能力阶梯标尺（第一学段 1–2 年级：识字写字、阅读、口语交际、写话；20 以内数与运算、图形、常见的量、综合与实践） | 只作范围/质量基准，不是教学法证据 |
| CEFR + 剑桥少儿英语/KET（A2 Key） | 英语启蒙 → A1（Starters/Movers）→ A2（KET，约 1500 词汇，听说读写四科） | 标准 | 英语轨道分级标尺；低龄段听说领先、读写跟上 | 外部基准；不作教学法来源 |
| 中国马术协会骑手分级规则手册（2022） | 盛装舞步/场地障碍：基础三级→基础二级→基础一级→初三级→初二级→初一级→中三级…… | 标准 | 马术轨道标尺（初三/初二与场地障碍同级可免费互认；以官方最新考纲为准） | 官方文件为准；安全一票否决 |
| 中国国际象棋协会棋士等级称号条例（2022 版） | 十五级棋士 → 一级棋士 → 候补棋协大师 → 棋协大师（十五至十一级可由机构考核直授） | 标准 | 国际象棋轨道标尺（十五级=掌握规则下完一盘棋；十四级=基本残局杀王；十三级=双车/单车杀王；十二级=5 分钟 10 道一步杀；十一级=30 分钟 20 道两步杀） | 官方文件为准；不主张提智 |
| 民谣吉他考级（中国音协/中央音乐学院等） | 1–10 级 | 标准 | 吉他轨道参照系（启蒙期不以考级为目标，以兴趣和基本功为先） | 外部标尺；不主张提智 |
| 刻意练习与特长发展阶段 | Ericsson / Bloom 三阶段 | E3（Bloom 回溯）；E2（刻意练习） | 所有兴趣轨道的元框架（启蒙→精进→产出）；考级只是里程碑，不是目标 | 不主张远迁移；不贴天赋标签 |
使用规则：考级/课标内容以官方最新文件为准；系统内只放「家长可观察的行为锚点」和「家庭可执行的支持动作」，不复制考卷。
| 证据 | 结论 | 证据等级 | 在本系统中的落实 | 不适用/边界 |
|---|---|---|---|---|
| Kestin et al. (2025), Scientific Reports 15:17458：哈佛物理 RCT，194 人，AI 导师 vs 主动学习 | 有教学法设计的 AI 辅导在短期物理课中学习增益约为主动学习的两倍；效应量 0.73–1.3 SD（分位数回归），线性回归 0.63；作者归因于教学法设计（引导提问、脚手架、反馈、自定进度），不是模型本身 | E2（单项 RCT；短期、样本高度选择、可能新颖效应） | 处方库人工编写 + 规则引擎匹配，LLM 只做话术改写；不把 AI 当教学法来源 | 不能外推到 3–7 岁；不能证明「AI 本身有效」；不能替代教师/家长 |
| Bastani et al. (2025), PNAS：土耳其高中数学 RCT，近 1,000 人，GPT Base vs GPT Tutor vs 无 AI | 无护栏 GPT-4 当次练习提升 48%，但闭卷考试比对照组低 17%；有护栏（提示而非答案、反馈）消除伤害但无正向效果 | E2（单项大样本 RCT；高中数学） | 儿童场景禁止 AI 自由生成内容；任何直接触达孩子的内容必须出自人审过的库；AI 只做模板内润色 | 不能推论所有 AI 都有害；不能外推到低龄；不能把「有护栏」当有效证明 |
| UNESCO 儿童数据治理原则；中国《个人信息保护法》《儿童个人信息网络保护规定》 | 儿童数据不入训练、13 岁年龄线、监护人同意、最小必要 | 政策/标准 | 未来数字化的数据合规红线 | 政策要求，不是疗效证据 |
审核规则：任何内容发布前，按 01-知识库/证据分级与主张边界.md 的审核清单逐项检查；E4 被当作 E1/E2 使用 = 一票否决。
This table is the “Constitution” of the whole system: every assessment dimension, every practice card, and every script must be traceable to a public academic theory in this table. Introducing untraceable “parenting experience” is prohibited.
2026-10-20 revision: Each theory now includes “evidence level,” “applicable age / population,” and “not applicable / boundaries.” For level definitions and wording rules, see
01-知识库/证据分级与主张边界.md. Important: Theoretical traceability ≠ evidence support. E3 is a framework; E4 must not enter scoring/classification/report conclusions.
| Level | Meaning |
|---|---|
| E1 | Consistently supported by multiple RCTs / meta-analyses |
| E2 | Single RCT / independent quasi-experiment / ESSA rating / validated scale |
| E3 | Theory, expert consensus, observational research, implementation research |
| E4 | No effectiveness evidence, weak evidence, or negated by high-quality research; must not enter scoring/classification/conclusions |
| Standard | External curriculum standards, grade-exam standards, government policies, guidelines; used as a yardstick, not as efficacy evidence |
| Theory | Proposer | Evidence level | Applicable age / population | Role in this system | Not applicable / boundaries |
|---|---|---|---|---|---|
| Ecological Systems Theory | Bronfenbrenner | E3 (framework) | All ages | Top-level worldview of the product: child development = individual traits × micro-environment (family, parenting style). Assessment must cover both the “child” side and the “environment” side; neither can be omitted. | It is an explanatory framework, not a measurement model; it cannot be used for scoring or classification. |
| Measurement-Based Care | Evidence-based practice in mental health | E2 (adolescent evidence mixed; stronger for adults) | Age 6+ | Process skeleton of the product: baseline assessment → regular reassessment → use data to decide whether to adjust the intervention direction. | Cannot replace assessment/diagnosis; feedback must actually be used by families to be effective. |
| Behavioral Parent Training (PMT, including Incredible Years and Kazdin models) | Patterson / Webster-Stratton / Kazdin | E1 | Ages 2–12 | Intervention dosage standard: weekly skill unit + home practice + next-week review, with 8–12 weeks as one cycle. Basis for the weekly practice-card rhythm. | Effects are small to moderate; the parent component is the key active ingredient; not a cure. |
| Theory | Proposer | Evidence level | Applicable age / population | Use in this system | Not applicable / boundaries |
|---|---|---|---|---|---|
| Thomas & Chess Nine Dimensions of Temperament (NYLS New York Longitudinal Study) | Thomas & Chess | E3 (framework; NYLS longitudinal study) | Ages 0–12 | Dimensional skeleton for the 3–7-year temperament observation questionnaire; “Easy / Difficult / Slow-to-warm-up” profile. | Type labels are descriptive only, not identity labels; the nine dimensions are not themselves a validated scale. |
| Rothbart Children’s Behavior Questionnaire (CBQ) | Rothbart | E2 (validated instrument; three-factor structure not confirmed in all samples) | Ages 3–8 (CBQ-VSF 36 items) | Anchors the three temperament factors; primary measure for ages 3–8. | Requires research license; the Chinese version needs local validation; not used for diagnosis. |
| MMTIC (Murphy-Meisgeier Type Indicator for Children) | Murphy-Meisgeier | E4 (as a measurement) | Ages 7–18 | Communication-language preference only for parents (E/I, S/N, T/F, J/P). | Preference-score reliability ≈ .34–.81; about 61% of children are undifferentiated on at least one dimension; weak criterion validity; does not enter scoring/classification/report conclusions/practice-card parameters. |
| Big Five personality | Predictive-validity research; IPIP | E1 (predictive validity; IPIP public domain) | Age 12+ | Primary self-report measure for ages 12+ (IPIP); long-term predictive validity reference. | Do not output personality labels to parents; Chinese translation requires back-translation and local validation. |
Usage rule: For ages 3–8, use temperament (CBQ); for ages 12+, use IPIP Big Five; for ages 9–11, transition with SDQ + observation + activity checklist. The four preferences are communication language only, never measurement. Wording always uses “current leaning”; fixed-type labels are forbidden.
| Theory | Core content | Evidence level | Applicable age / population | Mapped assessment / practice-card dimension | Not applicable / boundaries |
|---|---|---|---|---|---|
| Four-branch model of emotional intelligence (EI) | Mayer & Salovey: perceiving, using/expressing, understanding, managing | E3 (framework) | All ages | Four assessment branches of emotional competence. | Not a validated scale; not scored separately. |
| Social and Emotional Learning (SEL) | CASEL five competencies: self-awareness, self-management, social awareness, relationship skills, responsible decision-making | E2/E3 (SEL programs have meta-analyses; the five competencies are a framework) | Ages 3–18 | Design framework for emotion-related and social-themed practice cards. | The framework is not a score; program effects ≠ measurement of the five competencies. |
| Emotion Coaching | Gottman: building emotional vocabulary, empathic responding, setting limits + guiding problem-solving | E3 (observational research); branded program E4 | All ages | Primary source for emotion-related scripts. | The Gottman branded program lacks RCT evidence; RCT evidence belongs to the Tuning in to Kids adaptation (E1/E2). |
| Attachment theory | Bowlby / Ainsworth: secure base, secure/anxious/avoidant patterns | E1 (theory/evidence) | Ages 0–18 | Foundational dimension for parent–child relationship assessment. | This system does not assess attachment classification; do not label families as secure/anxious/avoidant. |
| Theory | Core content | Evidence level | Applicable age / population | Mapped assessment / practice-card dimension | Not applicable / boundaries |
|---|---|---|---|---|---|
| Parenting style typology | Baumrind three-part typology + Maccoby & Martin extension: authoritative/authoritarian/permissive/neglectful (two dimensions: control × responsiveness) | E2 (typology) | Ages 2–18 | Standard framework for auditing parents’ parenting style. | Use dimensions rather than types; no norm-referenced thresholds such as “authoritative ≥70%”; do not judge personality. |
| Positive Discipline | Nelsen: kind and firm, logical consequences instead of corporal punishment | E4 (branded program); logical-consequence principle E3 | Ages 2–18 | Default methodology for behavior-management practice cards. | Do not claim program efficacy; family meetings lack independent RCT evidence. |
| Self-Determination Theory (SDT) | Deci & Ryan: autonomy, competence, relatedness | E1 | All ages | Assess how parents motivate; design adherence mechanisms such as “minimum dose.” | Scoring must use validated scales such as BPNSFS; do not infer from a single observation. |
| Public health position on corporal punishment | WHO / AAP: corporal punishment undermines trust, increases anxiety, hinders internalization of rules | E1 | All ages | Audit and alternative-plan recommendations involving corporal punishment. | Corporal punishment is not an optional parenting method; red-line item. |
| Theory | Core content | Evidence level | Applicable age / population | Mapped assessment / practice-card dimension | Not applicable / boundaries |
|---|---|---|---|---|---|
| Cognitive developmental stages | Piaget: at age 5, children are in the preoperational stage, with concrete and image-based thinking | E3 (framework) | Ages 0–12 | Basis for the difficulty ceiling of all game tasks. | Stage ages are approximate; not used to restrict a child. |
| Zone of Proximal Development (ZPD) | Vygotsky: with adult scaffolding, complete tasks slightly above independent level | E3 (framework) | All ages | Principle for setting practice-card difficulty: “the child can do it with a parent, but slightly hard alone.” | It is a metaphor, not a score. |
| Psychosocial developmental stages | Erikson: ages 4–5 are initiative vs. guilt | E3 (framework) | All ages | Theoretical basis for encouraging active exploration and avoiding shame-based correction. | Stage labels are not a diagnosis. |
| Early mathematics standards | NCTM / NAEYC: number sense, operations, geometry and spatial sense, patterns, measurement | E3 (standard/consensus) | Ages 3–8 | Six major content areas of math games. | U.S. standards; used as a content map, not efficacy evidence. |
| Executive function (EF) | Blair & Razza: inhibitory control, working memory, cognitive flexibility | E2 (predictive/correlational) | Ages 3–12 | Three core targets of EF games; home adaptation of lab paradigms (Red Light / Green Light, backward card order, rule switching). | EF tasks ≠ intelligence; single-task assessment is unreliable; use HTKS / EF Touch multiple-task approaches. |
| Theory | Core content | Evidence level | Applicable age / population | Mapped assessment / practice-card dimension | Not applicable / boundaries |
|---|---|---|---|---|---|
| Foundations of behavior analysis | Antecedent–Behavior–Consequence (ABC), positive reinforcement, token economy | E1 (behavior principles); token economy E2 | All ages | Analysis framework for behavior-problem practice cards. | Expected tangible rewards may undermine intrinsic motivation; do not use for activities the child already enjoys. |
| Logical consequences | Dreikurs / Nelsen: consequences related to the behavior, respectful, announced in advance | E3 | Ages 2–18 | Standard tool for replacing punishment. | Must be related/respectful/announced in advance; not disguised punishment. |
| Theory | Applicable age | Core content | Evidence level | Use in this system | Not applicable / boundaries |
|---|---|---|---|---|---|
| MMTIC-style four-preference self-report | Ages 7–18 | E/I, S/N, T/F, J/P (public framework) | E4 (as a measurement) | Communication-language preference only. | Does not enter scoring/classification; for ages 7–18, primary measures are CBQ/IPIP/SDQ instead. |
| Big Five personality (Big Five / BFI child and adolescent version research) | Age 10+ | Openness, conscientiousness, extraversion, agreeableness, neuroticism | E1 | Gradually replaces the four preferences as the main framework from age 12+; predictive-validity reference. | Do not attach labels; Chinese IPIP requires validation. |
| Multidimensional self-concept model | Harter (age 4+ segmented) | Multi-domain self-evaluation: competence, social acceptance, behavioral conduct, etc. | E2 (validated instrument) | Skeleton for the “self-perception” dimension in each age band. | Copyright permission required; limited child norms. |
| Resilience | Masten “ordinary magic” | Protective factors: competence, relationships, self-regulation | E3 (framework) | Risk/protective assessment framework for the psychological module. | Protective factors are not scores. |
| Identity development | Erikson / Marcia | Core developmental task at ages 13–18: identity vs. role confusion | E3 (framework) | Main axis of psychological assessment in middle and high school. | Research framework; not a clinical assessment. |
| Theory | Core content | Evidence level | Applicable age / population | Mapped dimension | Not applicable / boundaries |
|---|---|---|---|---|---|
| Self-Determination Theory (SDT) learning-motivation continuum | Deci & Ryan: external → introjected → identified → intrinsic motivation | E1 | Age 7+ | Standard framework for learning-motivation assessment at all ages. | Use validated scales (IMI/BPNSFS); not a child typology. |
| Expectancy–Value Theory | Eccles & Wigfield: “Can I do it?” × “Is it important to me?” | E2/E3 | Ages 7–18 | Middle and high school academic-motivation analysis. | Mostly correlational; limited individual causal claims. |
| Achievement goal orientation | Dweck / Elliot: mastery goals vs. performance goals (approach/avoidance) | E2/E3 | Ages 7–18 | Learning-behavior assessment; theoretical basis for managing parental expectations. | Do not attach labels; growth-mindset interventions have small average effects (d≈0.08). |
| Academic emotions | Pekrun control–value theory: enjoyment, anxiety, boredom, shame | E2/E3 | Ages 7–18 | Academic-emotion assessment dimension. | Self-report; age constraints. |
| Self-regulated learning (SRL) | Zimmerman: planning–monitoring–regulation cycle | E2/E3 | Ages 7–18 | Skeleton for assessing learning strategies and habits from age 7+. | Self-report; not an ability test. |
| Learning strategy taxonomy | Weinstein / Oxford: cognitive, metacognitive, resource management | E3 | Age 10+ | Dimensions of the learning-strategy item bank. | Not suitable for young children. |
| Theory | Core content | Evidence level | Applicable age / population | Mapped dimension | Not applicable / boundaries |
|---|---|---|---|---|---|
| Holland occupational interest types (RIASEC) | Holland: Realistic / Investigative / Artistic / Social / Enterprising / Conventional (public framework) | E2 (adult career); E4 before age 12 | Age 12+ exploration; age 14+ formal | Main framework for interest-structure assessment; linked to traits and field direction. | No formal RIASEC for ages 3–12; O*NET license is CC BY-ND, so modifications require developer permission. |
| Four phases of interest development | Hidi & Renninger: triggered situational interest → maintained → emerging individual interest → well-developed interest | E3 (theory) | All ages | Criterion for distinguishing “true interest” from “passing fancy.” | No validated self-report tool for ages 3–9; observation only. |
| Multiple intelligences (observation perspective only, not an assessment basis) | Gardner | E4 (weak psychometric evidence) | — | Parent communication language. | Not a scoring dimension; not entered into report conclusions. |
| Strengths-based identification | VIA character strengths youth version (public framework) | E2/E3 | Ages 10–17 | Cross-positioning of special strengths and character strengths. | Self-report; not a talent test. |
| Deliberate practice and talent-development stages | Ericsson / Bloom three stages (initiation → refinement → professional) | E3 (Bloom retrospective); deliberate practice E2 (explains about 12% of performance) | All ages | Talent-development path planning; identify risks of “early specialization.” | Practice is necessary but not sufficient; no fixed age; no far-transfer claim. |
| Theory | Core content | Evidence level | Applicable age / population | Mapped dimension | Not applicable / boundaries |
|---|---|---|---|---|---|
| Autonomy-supportive parenting | Grolnick / SDT: provide choice, acknowledge perspective, minimal control | E1/E2 | Age 7+ | Core dimension of parent assessment from age 7+. | Use validated scales; do not infer from a single observation. |
| Psychological control (distinguished from behavioral control) | Barber: guilt induction, love withdrawal, intruding on the inner world | E2 (longitudinal/correlational) | Ages 10–18 | Red-line item in middle/high school parent assessment. | Use the child-perception version; do not report item-by-item to parents. |
| Three dimensions of family environment | Moos FES: relationship dimension × personal growth dimension × system maintenance dimension | E2 (validated instrument) | Age 11+ | General skeleton for family assessment. | License required; some dimensions are weak. |
| Autonomy-granting parenting | Steinberg: gradual transfer of autonomy during adolescence | E3 | Ages 12–18 | Middle/high school family assessment; basis for parent–child conflict practice cards. | Not a score. |
| Standard | Scope | Evidence level | Role in this system | Not applicable / boundaries |
|---|---|---|---|---|
| Compulsory Education Curriculum Standards (2022 edition) | Primary Chinese / mathematics / English, etc. | Standard/policy | Ability-ladder yardstick for subject tracks (first learning stage, grades 1–2: literacy and writing, reading, oral communication, writing; numbers and operations within 20, shapes, common quantities, comprehensive and practical activities). | Used only as a scope/quality benchmark, not as pedagogical evidence. |
| CEFR + Cambridge Young Learners English / KET (A2 Key) | English enlightenment → A1 (Starters/Movers) → A2 (KET, about 1,500 vocabulary items, listening/speaking/reading/writing four skills) | Standard | Grading yardstick for the English track; in early ages, listening and speaking lead, reading and writing follow. | External benchmark; not a pedagogy source. |
| China Equestrian Association Rider Grading Rules Manual (2022) | Dressage / show jumping: Basic Level 3 → Basic Level 2 → Basic Level 1 → Elementary Level 3 → Elementary Level 2 → Elementary Level 1 → Intermediate Level 3 … | Standard | Equestrian track yardstick (Elementary Level 3/2 and show jumping at the same level can be mutually recognized free; the latest official syllabus prevails). | Official documents prevail; safety veto. |
| Chinese Chess Association Chess Rank Title Regulations (2022 edition) | Level 15 player → Level 1 player → Candidate Chess Master → Chess Master (Levels 15–11 may be directly awarded through institutional assessment) | Standard | Chess track yardstick (Level 15 = knows the rules and can complete a game; Level 14 = basic endgame checkmate; Level 13 = checkmate with two rooks / one rook; Level 12 = 10 one-move mates in 5 minutes; Level 11 = 20 two-move mates in 30 minutes). | Official documents prevail; no claim of intelligence improvement. |
| Folk guitar graded exams (China Musicians Association / Central Conservatory of Music, etc.) | Levels 1–10 | Standard | Guitar track reference frame (in the enlightenment period, do not aim for exams first; interest and fundamentals come first). | External yardstick; no claim of intelligence improvement. |
| Deliberate practice and talent-development stages | Ericsson / Bloom three stages | E3 (Bloom retrospective); E2 (deliberate practice) | Meta-framework for all interest tracks (initiation → refinement → production); exams are milestones, not goals. | No far-transfer claim; do not attach talent labels. |
Usage rule: For exam/curriculum-standard content, the latest official documents prevail; the system only contains “parent-observable behavioral anchors” and “family-executable support actions,” and does not reproduce exam papers.
| Evidence | Conclusion | Evidence level | Implementation in this system | Not applicable / boundaries |
|---|---|---|---|---|
| Kestin et al. (2025), Scientific Reports 15:17458: Harvard physics RCT, 194 participants, AI tutor vs. active learning | AI tutoring with pedagogical design produced about twice the short-term physics-course learning gain as active learning; effect size 0.73–1.3 SD (quantile regression), linear regression 0.63; authors attribute this to pedagogical design (guided questioning, scaffolding, feedback, self-pacing), not the model itself. | E2 (single RCT; short-term, highly selected sample, possible novelty effect) | The practice library is manually authored + rule-engine-matched; LLM only rewrites scripts; AI is not treated as a pedagogy source. | Cannot extrapolate to ages 3–7; does not prove “AI itself is effective”; cannot replace teachers/parents. |
| Bastani et al. (2025), PNAS: Turkey high school math RCT, nearly 1,000 participants, GPT Base vs. GPT Tutor vs. no AI | Unguarded GPT-4 improved practice performance by 48%, but closed-book exam performance was 17% lower than the control group; guarded GPT-4 (prompting instead of giving answers, feedback) eliminated harm but had no positive effect. | E2 (single large-sample RCT; high school math) | In child-facing scenarios, prohibit AI free-generated content; any content directly reaching children must come from the human-reviewed library; AI only polishes within templates. | Cannot infer that all AI is harmful; cannot extrapolate to younger children; cannot treat “guarded” as proof of effectiveness. |
| UNESCO child-data governance principles; China’s Personal Information Protection Law and Provisions on the Cyber Protection of Children’s Personal Information | Children’s data must not enter model training; age-13 threshold; guardian consent; data minimization. | Policy/standard | Data-compliance red lines for future digitalization. | Policy requirement, not efficacy evidence. |
Review rule: Before any content is published, check it item by item against the review checklist in 01-知识库/证据分级与主张边界.md; using E4 as if it were E1/E2 = automatic one-vote veto.
生效：2026-10-20 ｜ 适用范围：所有面向家长/孩子的内容、话术、报告、产品文案、销售材料 上位文件：
reference-library.md｜ 逐条等级见01-知识库/理论底座映射表.md违反本政策的文案不得发布；E4 内容不得进入计分、分型、报告结论。
一句话：可以说「有证据支持/有初步证据/基于理论/证据不足」；不能说「科学证明/国际标准/保证有效」。
| 等级 | 定义 | 报告措辞 | 允许用途 |
|---|---|---|---|
| E1 | 多项 RCT / 元分析一致支持 | 「多项随机对照试验和元分析支持……」 | 可作为核心方法；可写「有较强证据」 |
| E2 | 单项 RCT / 独立准实验 / ESSA 评级 / 验证量表 | 「有初步随机对照证据/已验证工具支持……」 | 可使用；报告写「有初步证据」 |
| E3 | 理论、专家共识、观察研究、实施研究 | 「基于……理论/观察研究，属框架性建议」 | 可作框架；不得写成「已被证明有效」 |
| E4 | 无效果证据、证据薄弱、或被高质量研究否定 | 「证据不足/仅作探索，不进入计分与结论」 | 只能作低风险活动或明确标注「探索」；不得进入计分/分型/报告结论/处方参数 |
| 标准/政策 | 外部课程标准、考级标准、政府政策、指南 | 「外部标准要求……」 | 作范围/合规标尺，不是疗效证据 |
| 场景 | 可以说 | 不能说 |
|---|---|---|
| E1 方法 | 「多项 RCT/元分析支持这种做法」 | 「科学证明一定有效」 |
| E2 方法 | 「有初步随机对照证据」 | 「国际公认」 |
| E3 框架 | 「基于……理论/观察研究」 | 「研究证明」 |
| E4 内容 | 「目前证据不足，仅作探索」 | 「很多专家都推荐」 |
| 量表 | 「这是我们采用的已验证工具（SDQ）」 | 「国际标准量表」 |
| 自编问卷 | 「结构化观察指南，尚未验证」 | 「专业测评」 |
| 筛查阳性 | 「建议关注/建议进一步评估」 | 「你的孩子有……障碍」 |
| 目标进展 | 「本周目标达成度 6/10」 | 「孩子进步了 60%」 |
| 兴趣 | 「目前处于情境兴趣阶段」 | 「孩子有这方面天赋」 |
| 试点结果 | 「可行性研究显示完成率 X%」 | 「方案有效」 |
| 常见说法 | 允许表述 | 证据依据 |
|---|---|---|
| 下棋让孩子更聪明 | 下棋练习近端策略思维与输赢体验；不主张提智 | Sala & Gobet 2016/2017（远迁移接近零） |
| 学音乐提升智力 | 学音乐提升演奏技能、听觉审美与练习习惯；不主张提智 | Sala & Gobet 2020（控制设计质量后≈0） |
| 成长型思维改变成绩 | 过程性表扬有助于面对困难；平均效应很小，主要对低成就学生 | Sisk et al. 2018（d≈0.08） |
| 贴纸奖励培养好习惯 | 奖励可短期增加行为；长期可能削弱内在动机；本系统只贴家长执行 | Deci et al. 1999（tangible d≈−0.28~−0.40） |
| 家长陪写作业提高成绩 | 直接辅导作业与成绩接近零/负；学业社会化（期望、惯例、价值）更有效 | Cooper 1989；Hill & Tyson 2009 |
| 情绪教练改善孩子行为 | 情绪教练改善家长情绪社会化；儿童行为效应较小且不一致 | Tuning in to Kids RCTs |
| 家庭会议提升家庭功能 | 家庭会议是低风险参与结构；无独立 RCT | 系统综述低/极低确定性 |
| MMTIC/四偏好测人格 | 四偏好只作沟通语言；不作测评/分型 | MMTIC 信度 .34–.81；61% 未定型 |
| 多元智能测评 | 只作沟通视角；不作计分 | 心理测量证据弱（Gardner 框架） |
| 正念/积极管教品牌课有效 | 可作低风险活动；不宣称课程疗效 | 品牌课缺乏独立 RCT |
| AI 辅导有效 | 有教学法设计的 AI 辅导在特定情境有初步证据；无护栏会损害学习 | Kestin 2025；Bastani 2025 |
| 祖辈带娃更好/更差 | 祖辈照护「数量」与自控负相关；「共同养育质量」才是杠杆 | 中国 meta（g=−0.376；共同养育 r=.22） |
E4 内容（MMTIC 分型、多元智能计分、积极管教品牌课疗效、成长型思维万能、棋类/音乐远迁移、贴纸奖励驱动孩子表现等）：
11-试点治理/许可登记表.md）。content_version；旧版本保留可追溯。| 违规 | 处理 |
|---|---|
| E4 进入计分/分型/结论 | 立即下线相关内容；修订；重新评审 |
| 无许可使用商业量表 | 立即停止；删除题目；法务评估 |
| 诊断性语言/标签 | 立即改写；家长沟通更正 |
| 未标注「未验证」 | 补标注；报告加局限 |
| 效果过度宣称 | 公开更正；更新销售材料 |
reference-library.md：参考来源与许可；本政策是其执行层。01-知识库/理论底座映射表.md：逐条标注 E1–E4/标准。01-知识库/气质九维与四偏好映射.md：四偏好已降为 E4 沟通提示。07-测评矩阵/测评矩阵总表.md：主测量改为 SDQ/CBQ/IPIP/CBM。05-报告引擎/解读与话术文案规范.md：话术必须服从本政策。11-试点治理/许可登记表.md：工具许可状态。| 日期 | 变更 | 原因 |
|---|---|---|
| 2026-10-20 | 创建 v1 | Phase 0：建立证据分级与主张边界 |
Effective: 2026-10-20 | Scope: all content, scripts, reports, product copy, and sales materials for parents/children Parent document:
reference-library.md| For item-level grades, see01-知识库/理论底座映射表.mdCopy that violates this policy must not be published; E4 content must not enter scoring, typing, or report conclusions.
One sentence: You can say “there is supporting evidence / there is preliminary evidence / theory-based / insufficient evidence”; you cannot say “scientifically proven / international standard / guaranteed effective.”
| Grade | Definition | Report wording | Allowed use |
|---|---|---|---|
| E1 | Multiple RCTs / meta-analyses converge in support | “Multiple randomized controlled trials and meta-analyses support...” | May be used as a core method; may state “there is relatively strong evidence” |
| E2 | Single RCT / independent quasi-experiment / ESSA rating / validated scale | “There is preliminary randomized controlled evidence / validated tool support...” | May be used; reports state “there is preliminary evidence” |
| E3 | Theory, expert consensus, observational research, implementation research | “Based on... theory/observational research; this is a framework-level recommendation” | May be used as a framework; must not be written as “has been proven effective” |
| E4 | No effectiveness evidence, weak evidence, or negated by high-quality research | “Insufficient evidence / exploratory only; does not enter scoring or conclusions” | May be used only as low-risk activities or explicitly labeled “exploratory”; must not enter scoring / typing / report conclusions / practice-card parameters |
| Standard/policy | External curriculum standards, graded examination standards, government policy, guidelines | “External standards require...” | Used as a scope/compliance benchmark, not evidence of efficacy |
| Scenario | May say | Must not say |
|---|---|---|
| E1 method | “Multiple RCTs/meta-analyses support this practice” | “Science proves it will definitely work” |
| E2 method | “There is preliminary randomized controlled evidence” | “Internationally recognized” |
| E3 framework | “Based on... theory/observational research” | “Research proves” |
| E4 content | “Currently insufficient evidence; exploratory only” | “Many experts recommend it” |
| Scale | “This is a validated tool we use (SDQ)” | “International standard scale” |
| Self-developed questionnaire | “Structured observation guide, not yet validated” | “Professional assessment” |
| Positive screen | “Consider attention / consider further assessment” | “Your child has... disorder” |
| Goal progress | “This week’s goal attainment 6/10” | “The child improved 60%” |
| Interest | “Currently at the situational interest stage” | “The child has talent in this area” |
| Pilot results | “Feasibility study shows completion rate X%” | “The program is effective” |
| Common claim | Allowed wording | Evidence basis |
|---|---|---|
| Playing chess makes children smarter | Chess practice develops proximal strategic thinking and win/loss experiences; do not claim it raises intelligence | Sala & Gobet 2016/2017 (far transfer near zero) |
| Learning music improves intelligence | Learning music improves performance skills, auditory aesthetics, and practice habits; do not claim it raises intelligence | Sala & Gobet 2020 (≈0 after controlling design quality) |
| Growth mindset changes grades | Process praise helps when facing difficulty; average effect is very small, mainly for low-achieving students | Sisk et al. 2018 (d≈0.08) |
| Sticker rewards build good habits | Rewards can increase behavior in the short term; long-term may undermine intrinsic motivation; this system applies only to parent execution | Deci et al. 1999 (tangible d≈−0.28 to −0.40) |
| Parents helping with homework improves grades | Direct homework tutoring has near-zero/negative association with achievement; academic socialization (expectations, routines, values) is more effective | Cooper 1989; Hill & Tyson 2009 |
| Emotion coaching improves child behavior | Emotion coaching improves parental emotion socialization; child behavior effects are smaller and inconsistent | Tuning in to Kids RCTs |
| Family meetings improve family functioning | Family meetings are a low-risk participation structure; no independent RCT | Systematic reviews with low/very low certainty |
| MMTIC/four preferences measure personality | Four preferences are only a communication language; not assessment/typing | MMTIC reliability .34–.81; 61% unclassified |
| Multiple intelligences assessment | Only a communication perspective; not scoring | Psychometric evidence weak (Gardner framework) |
| Mindfulness/positive discipline branded courses are effective | May be offered as low-risk activities; do not claim course efficacy | Branded courses lack independent RCTs |
| AI tutoring is effective | AI tutoring with pedagogical design has preliminary evidence in specific contexts; without guardrails it can harm learning | Kestin 2025; Bastani 2025 |
| Grandparent care is better/worse | The “quantity” of grandparent care is negatively associated with self-control; “co-parenting quality” is the lever | China meta-analysis (g=−0.376; co-parenting r=.22) |
E4 content (MMTIC typing, multiple intelligences scoring, positive discipline branded course efficacy, growth mindset as universal, chess/music far transfer, sticker rewards driving child performance, etc.):
11-试点治理/许可登记表.md).content_version; old versions remain traceable.| Violation | Handling |
|---|---|
| E4 enters scoring/typing/conclusions | Immediately take down related content; revise; re-review |
| Using commercial scales without license | Stop immediately; delete items; legal assessment |
| Diagnostic language / labels | Rewrite immediately; correct parent communication |
| Missing “not validated” label | Add label; add limitation to report |
| Overclaiming effectiveness | Public correction; update sales materials |
reference-library.md: reference sources and licenses; this policy is its execution layer.01-知识库/理论底座映射表.md: item-by-item E1–E4/standard labeling.01-知识库/气质九维与四偏好映射.md: four preferences have been downgraded to E4 communication cues.07-测评矩阵/测评矩阵总表.md: primary measures changed to SDQ/CBQ/IPIP/CBM.05-报告引擎/解读与话术文案规范.md: wording must comply with this policy.11-试点治理/许可登记表.md: tool license status.| Date | Change | Reason |
|---|---|---|
| 2026-10-20 | Created v1 | Phase 0: establish evidence grading and claim boundaries |
理论基础：Thomas & Chess 九维气质（NYLS）+ Rothbart CBQ 三因子校验。 输出：九维剖面 + CBQ 三因子估计；四偏好仅作沟通提示（E4，不输出四格结论，不进入报告/处方参数）。 填写人：最了解孩子的主要照护者。观察窗口：最近两周。 作答方式：全部为行为锚点题——不要评价「孩子是什么样的人」，只回忆「最近两周，在那样的场景里，孩子实际做了什么」。
Q1. 在等待开饭前的 10 分钟，孩子通常是：
Q2. 到户外空旷场地（公园大草坪）时，孩子的第一反应是：
Q3. 在家自由玩耍时，孩子选择的游戏大多是：
Q4. 最近两周，孩子晚上入睡时间：
Q5. 周末作息和平时不一样时（如外出玩到平时午睡时间），孩子：
Q6. 家里来了孩子没见过的大人，孩子的第一反应是：
Q7. 拿到一个从没见过的新玩具时，孩子通常：
Q8. 第一次参加新活动（新的课外班/新的游乐场），孩子：
Q9. 原本答应去公园，临时下雨取消，孩子：
Q10. 常去的游乐场关闭装修，改去一个新地方，孩子：
Q11. 换了新老师/新教室后，孩子恢复如常大约用了：
Q12. 积木搭到一半倒了，孩子通常：
Q13. 得到期待已久的礼物/零食时，孩子：
Q14. 打针/磕碰疼痛时，孩子的哭声通常是：
Q15. 一天中的大多数时间，孩子的情绪底色是：
Q16. 早晨刚醒来的 15 分钟，孩子通常是：
Q17. 拼图/乐高卡在一个难点时，孩子通常会自己试几次才求助？
Q18. 学一个需要反复练习的动作（跳绳/拍球/系鞋带）时，孩子：
Q19. 一个游戏玩到一半，到了该吃饭的时间，孩子：
Q20. 孩子在专心画画/搭积木时，旁边电视突然响起，他/她：
Q21. 讲绘本讲到一半，窗外有响声，孩子：
Q22. 吃饭时有家人在旁边走动/说话，孩子：
Q23. 对衣服标签、袜子接缝、面料扎人，孩子：
Q24. 对突然的大声响（装修声、鞭炮），孩子：
Q25. 对食物的味道/温度/口感的挑剔程度：
Q26. 小朋友哭了，孩子的典型反应是：
Q27. 孩子和小朋友抢玩具起冲突，事后你问发生了什么，孩子更常说：
Q28. 听故事时，孩子更感兴趣的是：
Q29. 玩假想游戏（过家家/角色扮演）时，孩子：
Q30. 孩子搭积木/画画时，更常：
Q31. 「红灯绿灯」或「木头人」这类需要急停的游戏，孩子：
Q32. 说好「饭后才能吃的零食」放在桌上，孩子：
Q33. 家长打电话的 5 分钟里要求孩子「先别打扰」，孩子：
Q34. 听家长读一本没有图画只有文字的故事书，孩子能坚持：
Q35. 愿望被拒绝时（「今天不能买这个」），孩子恢复平静通常需要：
Q36. 对黑暗的楼道/独处一个房间，孩子：
Q37. 做错事被指出时，孩子更常：
Q38. 在游乐场看到一群在玩的小朋友，孩子想加入时：
Q39. 明天要去期待的地方（动物园/旅行），今晚孩子：
Q40. 家里来了一群小朋友开生日会，结束后孩子的状态是：
| 题目 | 维度 | 选项映射（A/B/C 含义见《计分与评级规则》） |
|---|---|---|
| Q1–Q3 | 活动水平 | A=高 B=中 C=低 |
| Q4–Q5 | 节律性 | A=高(规律) B=中 C=低 |
| Q6–Q8 | 趋避性 | A=趋近 B=中 C=回避 |
| Q9–Q11 | 适应性 | A=高 B=中 C=低 |
| Q12–Q14 | 反应强度 | A=强 B=中 C=弱 |
| Q15–Q16 | 情绪本质 | A=积极 B=中 C=消极 |
| Q17–Q19 | 坚持度 | A=高 B=中 C=低 |
| Q20–Q22 | 注意分散度 | A=高(易分) B=中 C=低 |
| Q23–Q25 | 反应阈 | A=低阈(高敏) B=中 C=高阈 |
| Q26 | T/F 倾向 | A=偏F B=偏T C=中性 |
| Q27 | T/F 倾向 | A=偏T B=偏F C=中性（规则意识诉求属偏 T，情绪共鸣诉求属偏 F，见《气质九维与四偏好映射》总表） |
| Q28–Q30 | S/N 倾向 | A=偏S B=偏N C=按题面（28:C→偏N；29:C→偏S；30:C→中间） |
| Q31–Q34 | 努力控制 | A=高 B=中 C=低 |
| Q35–Q37 | 负性情绪 | A=低 B=中 C=高 |
| Q38–Q40 | 外向性(E/I) | A=偏E B=中间 C=偏I |
Theoretical basis: Thomas & Chess nine temperament dimensions (NYLS) + Rothbart CBQ three-factor validation. Output: nine-dimensional profile + CBQ three-factor estimates; the four preferences are communication cues only (E4; no four-quadrant conclusion is output, and they do not enter report/practice-card parameters). Respondent: the primary caregiver who knows the child best. Observation window: the last two weeks. Response method: All items are behaviorally anchored—do not judge “what kind of child they are”; only recall “what the child actually did in that kind of situation during the last two weeks.”
Q1. During the 10 minutes before a meal, the child usually:
Q2. When arriving at a wide-open outdoor area (a large park lawn), the child’s first reaction is:
Q3. During free play at home, the games the child mostly chooses are:
Q4. Over the last two weeks, the child’s bedtime has been:
Q5. When weekend routines differ from usual (for example, being out until the usual nap time), the child:
Q6. When an adult the child has not met comes to the home, the child’s first reaction is:
Q7. When given a completely unfamiliar new toy, the child usually:
Q8. When attending a new activity for the first time (a new extracurricular class/new playground), the child:
Q9. When a promised trip to the park is canceled because of sudden rain, the child:
Q10. When a frequently visited playground is closed for renovation and you go somewhere new instead, the child:
Q11. After a new teacher/classroom change, the child returned to usual behavior in about:
Q12. When a block tower falls over halfway through building, the child usually:
Q13. When receiving a long-awaited gift/treat, the child:
Q14. When experiencing pain from an injection/bump, the child’s crying is usually:
Q15. For most of the day, the child’s baseline mood is:
Q16. In the first 15 minutes after waking in the morning, the child is usually:
Q17. When stuck on a difficult part in a puzzle/LEGO build, how many attempts does the child usually make alone before asking for help?
Q18. When learning a skill that requires repeated practice (jump rope, bouncing a ball, tying shoelaces), the child:
Q19. When it is time to eat while the child is halfway through a game, the child:
Q20. While the child is concentrating on drawing/building with blocks, a nearby TV suddenly starts playing. The child:
Q21. While you are reading a picture book halfway through, there is a noise outside the window. The child:
Q22. During meals, when family members are moving around or talking nearby, the child:
Q23. Regarding clothing tags, sock seams, or itchy fabrics, the child:
Q24. In response to sudden loud sounds (renovation noise, firecrackers), the child:
Q25. How picky is the child about the flavor/temperature/texture of food?
Q26. When another child cries, the child’s typical reaction is:
Q27. After a conflict over a toy with another child, when you ask what happened, the child more often says:
Q28. When listening to a story, the child is more interested in:
Q29. During pretend play (playing house/role play), the child:
Q30. When building with blocks/drawing, the child more often:
Q31. In games that require sudden stopping, such as “Red Light, Green Light” or “Freeze,” the child:
Q32. When a snack that was agreed to be eaten only after the meal is left on the table, the child:
Q33. During a 5-minute phone call when the parent asks the child “please don’t interrupt yet,” the child:
Q34. When listening to the parent read a storybook with no pictures, only text, the child can keep listening for:
Q35. When a request is denied (“We can’t buy this today”), the child usually needs the following amount of time to calm down:
Q36. Regarding a dark hallway/being alone in a room, the child:
Q37. When being corrected for doing something wrong, the child more often:
Q38. At the playground, when the child wants to join a group of children who are playing, the child:
Q39. On the night before going to an eagerly awaited place (zoo/trip), the child:
Q40. After a birthday party at home with a group of children, the child’s state is:
| Item | Dimension | Option Mapping (see the “Scoring and Rating Rules” for the meaning of A/B/C) |
|---|---|---|
| Q1–Q3 | Activity Level | A=high B=medium C=low |
| Q4–Q5 | Rhythmicity | A=high (regular) B=medium C=low |
| Q6–Q8 | Approach/Withdrawal | A=approach B=medium C=withdrawal |
| Q9–Q11 | Adaptability | A=high B=medium C=low |
| Q12–Q14 | Intensity | A=strong B=medium C=weak |
| Q15–Q16 | Mood | A=positive B=medium C=negative |
| Q17–Q19 | Persistence | A=high B=medium C=low |
| Q20–Q22 | Distractibility | A=high (easily distracted) B=medium C=low |
| Q23–Q25 | Threshold | A=low threshold (highly sensitive) B=medium C=high threshold |
| Q26 | T/F leaning | A=F-leaning B=T-leaning C=neutral |
| Q27 | T/F leaning | A=T-leaning B=F-leaning C=neutral (rule-conscious appeals are T-leaning, emotional resonance appeals are F-leaning; see the “Temperament Nine Dimensions and Four-Preference Mapping” master table) |
| Q28–Q30 | S/N leaning | A=S-leaning B=N-leaning C=item-specific (28:C→N-leaning; 29:C→S-leaning; 30:C→middle) |
| Q31–Q34 | Effortful Control | A=high B=medium C=low |
| Q35–Q37 | Negative Affect | A=low B=medium C=high |
| Q38–Q40 | Extraversion (E/I) | A=E-leaning B=middle C=I-leaning |
2026-10-21 ｜ 状态：内部准备稿，Phase 1 交付物；未经专家评审前不用于正式数据采集 上位文件：
task_plan.mdPhase 1 ｜reference-library.md§2 ｜11-试点治理/许可登记表.md原则：先免费核心跑通，再按缺口采购；每个信息源 ≤30 分钟；筛查≠诊断；多报告者不平均；自编题标「未验证」。
明确不做：智力测验、天赋鉴定、人格分型、临床诊断、跨孩子比较、排名。
| 顺序 | 构念 | 工具 | 报告者 | 时长 | 许可状态 | 输出 |
|---|---|---|---|---|---|---|
| 1 | 家庭基本信息 | 初始信息收集（精简版） | 家长 | 10–15 min | 内部 | 年龄段、结构、健康/睡眠/屏幕、优势 |
| 2 | 社会情绪/行为 | SDQ 家长版（25 题） | 主要照护者 | 5–10 min | 纸质非商业免费；电子化待许可 | 情绪/品行/多动/同伴/亲社会 + 困难总分 |
| 3 | 社会情绪/行为（第二报告者） | SDQ 家长版（另一照护者，可选） | 第二照护者 | 5–10 min | 同上 | 双亲差异（按情境解释，不平均） |
| 4 | 行为自我调节 | HTKS（20 题，先练习） | 直接任务（施测者） | 5–7 min | 研究免费 | 0–40 分；抑制控制/工作记忆/规则切换 |
| 5 | 执行功能（可选） | EF Touch 选 2 项 | 直接任务 | 10–15 min | 研究免费 | 抑制/工作记忆/灵活 |
| 6 | 心理社会筛查（可选） | PSC-17 | 家长 | 5 min | 免费 | 内化/注意/外化；cutoff 仅作筛查 |
| 7 | 气质（可选，需许可） | CBQ-VSF（36 题） | 家长 | 10–15 min | 🟡 研究许可待申请 | 努力控制/负性情绪/外向性 |
| 8 | 发育筛查（可选，需采购） | ASQ-3 / ASQ:SE-2 | 家长 | 10–15 min | 🟡 商业 | 五域/社会情绪；仅筛查 |
| 9 | 教师报告（可选） | SDQ 教师版 | 教师 | 5–10 min | 同上 | 学校情境；缺则标注 |
| 10 | 兴趣观察 | 三信号观察表（自编，未验证） | 家长 | 2 周，每天 1 分钟 | 内部 | 自发回归/积极情绪/遇难后再试 |
| 11 | 优势访谈 | 3 问（自编） | 家长 + 孩子 | 5 min | 内部 | 优势 3 条、兴趣 2 条 |
首轮推荐执行：1 + 2 + 4 + 10 + 11（家长约 20–30 分钟，孩子约 10 分钟）。3/5/6/7/8/9 按需要再加。
总负担上限：家长 ≤45 分钟/次；孩子 ≤20 分钟/次；可分 2 次完成。
准备：打印官方纸质版（不得改写题目/选项）；确认版本（2–4 岁或 4–17 岁）；准备计分键。
指导语（照读）：
「请根据孩子最近 6 个月的情况作答。每题选『不符合/有点符合/完全符合』。没有标准答案，凭第一反应即可。」
注意：
计分（英文原版键，需与官方 scoring guide 核对）：
归档：原始作答、日期、报告者、版本号；电子化需许可。
准备：安静房间、无干扰；孩子坐好；施测者熟悉规则。
流程：
计分：每题 0=错、1=自我纠正、2=正确；总分 0–40。
记录：总分、每组得分、是否理解规则、分心/疲劳、施测者。
注意：不与其他孩子比较；不在孩子失败后评价；疲劳可中断，择日重测。
问家长：
问孩子（3–6 岁用图片/游戏辅助）：
| 规则 | 做法 |
|---|---|
| 不平均 | 家长/孩子/教师分别报告；不合成一个分数 |
| 按情境解释 | 家里/学校/兴趣活动分别是什么样；差异本身是信息 |
| 双亲差异 | 妈妈、爸爸各自填 SDQ；差异 > 一个分带时，记录「情境/视角差异」，不判谁对 |
| 缺教师版 | 报告写「缺少学校情境」；不猜测 |
| 孩子自评 | 3–6 岁不做自评；8 岁+ 可做 SDQ 自评；11+ 可做完整自评 |
| 冲突处理 | 行为锚点/直接任务优先于主观评分；记录分歧，不强行一致 |
| 指标 | 规则 | 处理 |
|---|---|---|
| 缺失 | 单分量表缺 >1 题；总量表缺 >20% | 该分数记缺失；报告标「数据不全」 |
| 直线作答 | 某分量表全部同一选项 | 标「可能快速作答」；结果仅参考 |
| 作答时长 | 平均 <3 秒/题 | 标「可能未认真读题」；建议重测 |
| 矛盾 | 家长版与教师版/直接任务方向严重冲突 | 记录冲突；以行为任务优先；不强行平均 |
| 社会赞许 | 全部极端正向/负向 | 标「可能存在社会赞许」；结合访谈 |
| 施测异常 | 孩子疲劳/分心/情绪事件 | 记录；必要时重测；不把异常当基线 |
无效数据不静默丢弃：保留原始记录 + 标注原因；报告中说明。
每个分数必须带：来源（谁填/什么任务）+ 日期 + 工具版本 + 证据等级 + 局限。
模板句式：
「SDQ 家长版困难总分 __（__ 带，__ 日期，__ 版本）。这只说明当前需要关注的方向，不是诊断。建议：__。」
禁止：
筛查阳性话术：
「这个分数提示我们可以多关注 __ 方面。它不等于诊断。建议您和幼儿园/学校老师沟通，必要时咨询__（儿保/儿童心理/家庭教育指导中心）。这份记录可以带去参考。」
风险与不良事件SOP 联动）| 信号 | 动作 |
|---|---|
| SDQ 困难总分异常带 + 功能受损 | 建议进一步评估；提供转介清单 |
| 自伤/伤人言语或行为 | 立即启动安全流程；联系监护人；必要时急救/报警 |
| 体罚/羞辱 | 记录；家长支持 + 替代方案；严重时按当地强制报告规定处理 |
| 严重亲子冲突/家庭暴力 | 安全计划；转介；不继续发展性评估 |
| 孩子强烈抗拒评估 | 停止；改期；不强迫 |
热线：12356（心理援助）、12355（青少年服务）、010-82951332（北京心理危机干预）、120/110（紧急）。
D0 同意 + 基本信息（15 min）
D0 SDQ 家长版（妈妈、爸爸各自，10 min）→ 当场回收
D0 HTKS（孩子，5–7 min）→ 当场记录
D0 优势访谈（5 min）
D0–D14 兴趣观察（家长每天 1 分钟）
D14 回收观察表；数据质量检查
D15 汇总：优势 / 需要 / 风险 / 候选目标（供家庭投票）
D15 反馈会谈（FCU 式：优势→需要→选项）首轮不做：CBQ-VSF（待许可）、ASQ（待采购）、BRIEF-2（待许可）、任何自评（3–6 岁）。
11-试点治理/许可登记表.md 一致。02-测评工具/认知访谈提纲.md）。2026-10-21 | Status: Internal draft, Phase 1 deliverable; not to be used for formal data collection before expert review Source documents:
task_plan.mdPhase 1 |reference-library.md§2 |11-试点治理/许可登记表.mdPrinciples: first get the free core running end-to-end, then procure according to gaps; each information source ≤30 minutes; screening ≠ diagnosis; do not average across reporters; mark self-developed items as “not validated.”
Explicitly not done: intelligence testing, giftedness identification, personality typing, clinical diagnosis, cross-child comparison, or ranking.
| Sequence | Construct | Tool | Reporter | Duration | License status | Output |
|---|---|---|---|---|---|---|
| 1 | Family basic information | Initial information collection (brief) | Parent | 10–15 min | Internal | Age band, family structure, health/sleep/screen time, strengths |
| 2 | Social-emotional/behavior | SDQ parent version (25 items) | Primary caregiver | 5–10 min | Paper non-commercial free; electronic licensing pending | Emotional symptoms/conduct/hyperactivity/peer/prosocial + total difficulties |
| 3 | Social-emotional/behavior (second reporter) | SDQ parent version (another caregiver, optional) | Second caregiver | 5–10 min | Same as above | Two-parent differences (interpret by context, do not average) |
| 4 | Behavioral self-regulation | HTKS (20 items, practice first) | Direct task (administrator) | 5–7 min | Free for research | 0–40 points; inhibitory control/working memory/rule switching |
| 5 | Executive function (optional) | EF Touch, choose 2 tasks | Direct task | 10–15 min | Free for research | Inhibition/working memory/flexibility |
| 6 | Psychosocial screening (optional) | PSC-17 | Parent | 5 min | Free | Internalizing/attention/externalizing; cutoffs are for screening only |
| 7 | Temperament (optional, license required) | CBQ-VSF (36 items) | Parent | 10–15 min | 🟡 research license to be applied for | Effortful control/negative affect/extraversion |
| 8 | Developmental screening (optional, procurement required) | ASQ-3 / ASQ:SE-2 | Parent | 10–15 min | 🟡 Commercial | Five domains/social-emotional; screening only |
| 9 | Teacher report (optional) | SDQ teacher version | Teacher | 5–10 min | Same as above | School context; mark if missing |
| 10 | Interest observation | Three-signal observation sheet (self-developed, not validated) | Parent | 2 weeks, 1 minute/day | Internal | Spontaneous return/positive emotion/retry after difficulty |
| 11 | Strengths interview | 3 questions (self-developed) | Parent + child | 5 min | Internal | 3 strengths, 2 interests |
Recommended first-round execution: 1 + 2 + 4 + 10 + 11 (parents about 20–30 minutes, child about 10 minutes). Add 3/5/6/7/8/9 as needed.
Total burden limit: parent ≤45 minutes/session; child ≤20 minutes/session; may be completed in 2 sessions.
Preparation: Print the official paper version (do not rewrite items/response options); confirm version (ages 2–4 or 4–17); prepare the scoring key.
Instructions (read verbatim):
“Please answer according to the child’s situation over the last 6 months. For each item, choose ‘Not true/Somewhat true/Certainly true.’ There are no standard answers; go with your first response.”
Notes:
Scoring (original English key; must be checked against the official scoring guide):
Archiving: original responses, date, reporter, version number; electronic administration requires licensing.
Preparation: quiet room, no distractions; child seated comfortably; administrator is familiar with the rules.
Procedure:
Scoring: each item 0=incorrect, 1=self-corrected, 2=correct; total score 0–40.
Record: total score, each block score, whether the child understood the rules, distractibility/fatigue, administrator.
Notes: do not compare with other children; do not evaluate after a child’s failure; if fatigue occurs, can stop and retest on another day.
Ask the parent:
Ask the child (for ages 3–6, use pictures/games to support):
| Rule | Practice |
|---|---|
| Do not average | Parent/child/teacher report separately; do not combine into one score |
| Interpret by context | Describe what home/school/interest activities look like separately; differences are themselves information |
| Two-parent differences | Mother and father each complete the SDQ; when differences exceed one band, record “context/perspective difference,” do not judge who is right |
| Missing teacher version | Report “missing school context”; do not guess |
| Child self-report | No self-report for ages 3–6; ages 8+ can complete SDQ self-report; ages 11+ can complete full self-report |
| Conflict handling | Behavioral anchors/direct tasks take precedence over subjective ratings; record disagreement, do not force agreement |
| Indicator | Rule | Handling |
|---|---|---|
| Missing | >1 item missing in a subscale; >20% missing in the total scale | Record that score as missing; mark report as “incomplete data” |
| Straight-lining | All items in a subscale have the same response | Mark “possible rapid responding”; results for reference only |
| Response time | Average <3 seconds/item | Mark “may not have read items carefully”; recommend retest |
| Contradiction | Serious conflict between parent version and teacher version/direct task direction | Record the conflict; give priority to behavioral tasks; do not force an average |
| Social desirability | All responses extremely positive/negative | Mark “possible social desirability”; interpret with interview |
| Administration anomaly | Child fatigue/distraction/emotional incident | Record; retest if necessary; do not treat anomalies as baseline |
Invalid data are not silently discarded: retain original records + annotate the reason; explain in the report.
Every score must include: source (who completed it / what task) + date + tool version + evidence grade + limitations.
Template sentence:
“SDQ parent version total difficulties score __ (__ band, __ date, __ version). This only indicates a current direction that needs attention; it is not a diagnosis. Recommendation: __.”
Prohibited:
Positive screening wording:
“This score suggests we might pay more attention to the __ area. It is not equivalent to a diagnosis. I recommend you communicate with your kindergarten/school teacher and, if necessary, consult __ (child health care / child psychology / family education guidance center). You can bring this record as a reference.”
风险与不良事件SOP)| Signal | Action |
|---|---|
| SDQ total difficulties score in abnormal band + functional impairment | Recommend further assessment; provide referral list |
| Self-harm/harm-to-others speech or behavior | Immediately initiate safety procedures; contact guardian; first aid/police if necessary |
| Corporal punishment/humiliation | Record; parent support + alternatives; if severe, handle according to local mandatory reporting regulations |
| Severe parent–child conflict / domestic violence | Safety plan; referral; do not continue developmental assessment |
| Child strongly resists assessment | Stop; reschedule; do not force |
Hotlines: 12356 (psychological support), 12355 (youth services), 010-82951332 (Beijing psychological crisis intervention), 120/110 (emergency).
D0 同意 + 基本信息（15 min）
D0 SDQ 家长版（妈妈、爸爸各自，10 min）→ 当场回收
D0 HTKS（孩子，5–7 min）→ 当场记录
D0 优势访谈（5 min）
D0–D14 兴趣观察（家长每天 1 分钟）
D14 回收观察表；数据质量检查
D15 汇总：优势 / 需要 / 风险 / 候选目标（供家庭投票）
D15 反馈会谈（FCU 式：优势→需要→选项）First round does not include: CBQ-VSF (license pending), ASQ (procurement pending), BRIEF-2 (license pending), any self-report (ages 3–6).
11-试点治理/许可登记表.md.02-测评工具/认知访谈提纲.md).2026-10-21 ｜ 用途：让非专业人员照着就能施测/计分/解释；每张卡含许可、流程、计分、解释、边界。 上位：
02-测评工具/儿童评估架构-v1.md｜11-试点治理/许可登记表.md｜reference-library.md§10 总规则：筛查≠诊断；不贴标签；不跨孩子比较；阳性只给「建议关注/建议进一步评估」；原始数据加密保存。
| 工具 | 测什么 | 年龄 | 报告者 | 时长 | 许可 | 首轮用？ |
|---|---|---|---|---|---|---|
| SDQ | 社会情绪/行为 | 2–17 | 家长/教师/11+ 自评 | 5–10 min | 纸质非商业免费；电子化需许可 | ✅ 核心 |
| PSC-17 | 心理社会筛查 | 4–17 | 家长 | 5 min | 免费 | ✅ 可选 |
| HTKS | 行为自我调节 | 4–8 | 直接任务 | 5–7 min | 研究免费 | ✅ 核心 |
| EF Touch | 执行功能 | 3–5 | 直接任务 | 10–15 min（选 2 项） | 研究免费 | ✅ 可选 |
| RCADS | 焦虑/抑郁 | 8–18 | 自评/家长 | 10–15 min | 免费非商业；需 UCLA 登记 | 🟡 登记后 |
| PBA | 父母倦怠 | 家长 | 自评 | 5–10 min | 研究常用，免费 | ✅ 核心（家长） |
| CHAOS | 家庭混乱 | 家长 | 自评 | 3–5 min | 研究免费 | ✅ 核心（家庭） |
| GAS/GBO | 目标进展 | 全龄 | 孩子/家长 | 2–5 min | 免费方法 | ✅ 核心 |
| IPIP | 大五 | 12+ | 自评 | 10–15 min（50 题） | 公共领域 | 🟡 12+ |
| VIA Youth | 优势 | 10–17 | 自评 | 20–25 min | 免费（注册） | 🟡 可选 |
| DIBELS 8 | 阅读 | K–8 | 教师/家长辅助 | 1–5 min | 教育协议 | 🟡 英语阅读 |
| easyCBM | 阅读/数学 | K–8 | 教师/家长辅助 | 5–15 min | Lite 免费 | 🟡 监测 |
| CBM-WE | 写作 | 小学+ | 教师/家长辅助 | 3–5 min | 方法免费 | 🟡 监测 |
许可：纸质非商业免费（sdqinfo.org）；电子化/收费机构需许可；不得改题/自行翻译；中文版用官方/已发表版本。
版本：2–4 岁（家长）、4–17 岁（家长/教师）、11–17 岁（自评）。
指导语（照读）：
「请根据孩子最近 6 个月的情况作答。每题选『不符合 / 有点符合 / 完全符合』。没有标准答案，凭第一反应。」
计分（英文原版键；使用前与官方 scoring guide 核对）
解释模板：
「SDQ 家长版困难总分 __（__ 带，__ 日期，__ 版本）。这只说明当前需要关注的方向，不是诊断。建议：__。」
数据质量：单分量表缺 >1 题或总缺 >20% → 记缺失；直线作答/过短 → 标注，不静默丢弃。
边界：不诊断；不贴「高/低」；不与别的孩子比；阳性转介。
许可：免费；以官方说明为准。
流程：17 题，0=从不 / 1=有时 / 2=经常；家长按最近 1 个月作答。
计分（以官方说明为准）
解释：「这个分数提示我们可以多关注 __ 方面；它不等于诊断。」
许可：研究免费；中文指导语需按原版规则翻译并验证。
准备：安静房间；孩子坐好；施测者熟悉规则；约 5–7 分钟。
流程
计分：每题 0=错、1=自我纠正、2=正确；总分 0–40。
记录：总分、每组得分、理解规则、分心/疲劳、施测者。
解释：「这是一个『听指令做相反动作』的游戏，反映孩子当下的自我调节；不是智力测验。」
边界：不比较；不在失败后评价；疲劳可中断择日重测；无中国常模，只作纵向/个体内比较。
许可：研究免费；商业使用需确认条款。
流程：选 2 项（如 Flanker + 工作记忆），约 10–15 分钟；安静环境；按程序指导语。
计分：按任务输出（正确率/反应时/综合分）；记录任务名、版本、中断原因。
解释：只描述「本次任务表现」；不推断智力/ADHD；无中国常模。
许可：免费非商业；必须通过 UCLA DocuSign 登记；不得修改；署名 Chorpita & Spence；商业使用禁止。
版本：25/47 题；自评/家长；8–18 岁；4 点（从不/有时/经常/总是）。
计分：5 个分量表（社交焦虑、分离焦虑、广泛焦虑、惊恐、强迫）+ 抑郁；总分；T 分（以官方 scoring 为准）。
解释：「这个问卷帮助我们了解焦虑/情绪的大致范围；高分不等于诊断，建议进一步评估。」
边界：登记获批前不使用；不贴「焦虑症/抑郁症」标签；阳性转介。
许可：研究常用；引用原作者（Roskam, Brianda & Mikolajczak, 2018）；中文版 α .94。
流程：23 题，7 点；四个维度（耗尽、疏离、无效、与过去自我对比）；家长自评；约 5–10 分钟。
计分：维度均分 + 总分；以原作者/中文验证文献的分界为准（本系统不设自定义 cutoff）。
解释：「这反映你作为父母的耗竭程度，不是『不够爱孩子』。先照顾自己，才能照顾孩子。」
边界：不是抑郁诊断；高分建议支持/转介；不向孩子/其他家长公开。
许可：研究免费；中文汉化需引用来源。
流程：15 题，是/否或 4 点；家长自评；约 3–5 分钟。
计分：总分（含反向题）；分数越高越混乱；以原量表/中文研究为准。
解释：「这反映家里的节奏/杂乱程度；它是可以改变的（收纳、作息、减少同时多任务）。」
边界：不评价家庭「好坏」；不归咎某一成员。
许可：公共领域；可改编；中文翻译需回译与本地验证。
流程：50 题（或 120 题），5 点；自评；约 10–15 分钟。
计分：五因子（开放性、尽责性、外向性、宜人性、神经质）；反向题按量表键。
解释：只作「当前倾向」；不贴标签；神经质改称「情绪敏感度」；不用于分班/选专业。
边界：12 岁以下不用；中文常模待验证。
许可：免费但需注册；非天赋测验。
流程：96 题；约 20–25 分钟；自评。
解释：用于「优势对话」：哪 3 个优势最像你？怎么用在学习/兴趣/家庭？
边界：不是能力测验；不排名；不用于选拔。
通用边界：无中国常模；只作英语/数学技能监测；不诊断学习障碍；持续落后转介。
11-试点治理/风险与不良事件SOP.md）。| 日期 | 变更 | 原因 |
|---|---|---|
| 2026-10-21 | 创建 | Phase 1 免费工具操作化 |
2026-10-21 | Purpose: enable non-professionals to administer, score, and interpret by following the card; each card includes license, procedure, scoring, interpretation, and boundaries. Upstream:
02-测评工具/儿童评估架构-v1.md|11-试点治理/许可登记表.md|reference-library.md§10 Overall rule: Screening ≠ diagnosis; do not label; do not compare across children; a positive result is only given as “consider attention / consider further assessment”; raw data are stored encrypted.
| Tool | What it measures | Age | Reporter | Duration | License | Use in first round? |
|---|---|---|---|---|---|---|
| SDQ | Social-emotional/behavioral | 2–17 | Parent/teacher/age 11+ self-report | 5–10 min | Paper-based non-commercial use free; electronic use requires license | ✅ Core |
| PSC-17 | Psychosocial screening | 4–17 | Parent | 5 min | Free | ✅ Optional |
| HTKS | Behavioral self-regulation | 4–8 | Direct task | 5–7 min | Free for research | ✅ Core |
| EF Touch | Executive function | 3–5 | Direct task | 10–15 min (choose 2 tasks) | Free for research | ✅ Optional |
| RCADS | Anxiety/depression | 8–18 | Self-report/parent | 10–15 min | Free for non-commercial use; UCLA registration required | 🟡 After registration |
| PBA | Parental burnout | Parent | Self-report | 5–10 min | Commonly used in research; free | ✅ Core (parent) |
| CHAOS | Household chaos | Parent | Self-report | 3–5 min | Free for research | ✅ Core (family) |
| GAS/GBO | Goal progress | All ages | Child/parent | 2–5 min | Free method | ✅ Core |
| IPIP | Big Five | 12+ | Self-report | 10–15 min (50 items) | Public domain | 🟡 12+ |
| VIA Youth | Strengths | 10–17 | Self-report | 20–25 min | Free (registration required) | 🟡 Optional |
| DIBELS 8 | Reading | K–8 | Teacher/parent-assisted | 1–5 min | Educational agreement | 🟡 English reading |
| easyCBM | Reading/math | K–8 | Teacher/parent-assisted | 5–15 min | Lite free | 🟡 Monitoring |
| CBM-WE | Writing | Elementary+ | Teacher/parent-assisted | 3–5 min | Method free | 🟡 Monitoring |
License: Paper-based non-commercial use is free (sdqinfo.org); electronic use or fee-based organizations require a license; do not alter items or translate independently; use the official or published Chinese version.
Versions: 2–4 years (parent), 4–17 years (parent/teacher), 11–17 years (self-report).
Instructions (read aloud):
“Please answer based on the child’s situation over the last 6 months. For each item, choose ‘Not true / Somewhat true / Certainly true.’ There are no standard answers; go with your first response.”
Scoring (English original key; verify against the official scoring guide before use)
Interpretation template:
“SDQ parent-version total difficulties score __ (__ band, __ date, __ version). This only indicates a direction that currently needs attention; it is not a diagnosis. Recommendation: __.”
Data quality: If a single subscale has >1 missing item or total missing >20%, record as missing; straight-line responding or excessively short completion → flag it, do not silently discard.
Boundaries: Do not diagnose; do not label “high/low”; do not compare with other children; refer positive results.
License: Free; follow official guidance.
Procedure: 17 items, 0 = Never / 1 = Sometimes / 2 = Often; the parent answers based on the past 1 month.
Scoring (per official guidance)
Interpretation: “This score suggests we can pay more attention to __ aspects; it does not equal a diagnosis.”
License: Free for research; Chinese instructions must be translated according to the original rules and validated.
Preparation: Quiet room; child seated; examiner familiar with the rules; about 5–7 minutes.
Procedure
Scoring: Each item 0 = incorrect, 1 = self-corrected, 2 = correct; total score 0–40.
Record: Total score, score for each set, rule comprehension, distraction/fatigue, examiner.
Interpretation: “This is a game of ‘do the opposite of what the instruction says’ and reflects the child’s current self-regulation; it is not an intelligence test.”
Boundaries: Do not compare; do not evaluate after failure; if fatigue occurs, interrupt and retest another day; no Chinese norms, use only for longitudinal/within-person comparison.
License: Free for research; commercial use requires confirmation of terms.
Procedure: Choose 2 tasks (e.g., Flanker + working memory), about 10–15 minutes; quiet environment; follow the program instructions.
Scoring: Use task outputs (accuracy/reaction time/composite score); record task name, version, and reason for interruption.
Interpretation: Describe only “performance on this task”; do not infer intelligence/ADHD; no Chinese norms.
License: Free for non-commercial use; must register via UCLA DocuSign; do not modify; credit Chorpita & Spence; commercial use prohibited.
Versions: 25/47 items; self-report/parent; ages 8–18; 4-point scale (Never/Sometimes/Often/Always).
Scoring: 5 subscales (social anxiety, separation anxiety, generalized anxiety, panic, obsessive-compulsive) + depression; total score; T-scores (follow official scoring).
Interpretation: “This questionnaire helps us understand the general range of anxiety/mood; a high score does not equal diagnosis; consider further assessment.”
Boundaries: Do not use before registration is approved; do not label “anxiety disorder/depression”; refer positive results.
License: Commonly used in research; cite the original authors (Roskam, Brianda & Mikolajczak, 2018); Chinese version α = .94.
Procedure: 23 items, 7-point scale; four dimensions (exhaustion, distancing, inefficacy, contrast with previous self); parent self-report; about 5–10 minutes.
Scoring: Dimension means + total score; use cutoffs from the original authors / Chinese validation literature (this system does not set a custom cutoff).
Interpretation: “This reflects the degree of exhaustion you feel as a parent, not ‘not loving your child enough.’ Take care of yourself first before you can take care of your child.”
Boundaries: Not a depression diagnosis; a high score suggests support/referral; do not disclose to the child or other parents.
License: Free for research; Chinese localization must cite the source.
Procedure: 15 items, Yes/No or 4-point scale; parent self-report; about 3–5 minutes.
Scoring: Total score (including reverse-scored items); higher scores indicate more chaos; follow the original scale / Chinese research.
Interpretation: “This reflects the rhythm/clutter level of the home; it is changeable (storage, routines, reducing simultaneous multitasking).”
Boundaries: Do not judge a family as “good/bad”; do not blame any single member.
License: Public domain; may be adapted; Chinese translation requires back-translation and local validation.
Procedure: 50 items (or 120 items), 5-point scale; self-report; about 10–15 minutes.
Scoring: Five factors (openness, conscientiousness, extraversion, agreeableness, neuroticism); reverse-score according to the scale key.
Interpretation: Only as a “current leaning”; do not label; rename neuroticism as “emotional sensitivity”; do not use for class placement or major selection.
Boundaries: Do not use below age 12; Chinese norms await validation.
License: Free but registration required; not a giftedness test.
Procedure: 96 items; about 20–25 minutes; self-report.
Interpretation: Use for a “strengths dialogue”: Which 3 strengths are most like you? How can they be used in learning/interests/family?
Boundaries: Not an ability test; no ranking; not for selection.
General boundaries: No Chinese norms; only for monitoring English/math skills; not for diagnosing learning disabilities; refer if persistently behind.
11-试点治理/风险与不良事件SOP.md).| Date | Change | Reason |
|---|---|---|
| 2026-10-21 | Created | Operationalizing free tools for Phase 1 |
用途：每个家庭进入系统的第一站。产出 = 气质画像 + 发展雷达 + 家庭系统审计 + ≤3 个主攻方向。 填写方式：拆成 2–3 天填完，全程约 60 分钟，由最了解孩子的主要照护者填写。 设计红线：能用行为锚点就不用主观评分；能不填就不问（每多一题都在消耗家长的耐心预算）。
这份问卷没有对错，也不是考试。请按最近两周的真实情况作答——不要填「理想中应该怎样」，也不要填「偶尔一次的最极端表现」。如果家里多位照护者观察不一致，请写下更常发生的那个。
A. 孩子信息
B. 家庭结构
每题三选：✓ 能稳定做到 / △ 在大人提醒或帮助下能做到 / ✗ 还做不到。按最近两周的常态判断。
| # | 项目 | ✓/△/✗ |
|---|---|---|
| 1 | 单脚跳 5 次以上 | |
| 2 | 熟练骑带辅助轮的自行车或滑板车 | |
| 3 | 用剪刀沿直线剪纸 | |
| 4 | 画出有头、躯干、四肢的小人 | |
| 5 | 自己穿脱衣服（含大扣子） |
| # | 项目 | ✓/△/✗ |
|---|---|---|
| 6 | 能完整复述一件白天发生的事（有起因、经过、结果） | |
| 7 | 能听懂并执行三步指令（如「把书放回架子，然后洗手，再来吃饭」） | |
| 8 | 认识 10 个以上汉字（非专门识字训练结果也算） | |
| 9 | 听绘本时能预测「接下来会发生什么」 | |
| 10 | 会用「因为…所以…」造句解释事情 |
| # | 项目 | ✓/△/✗ |
|---|---|---|
| 11 | 点数 20 以内物品并说出总数 | |
| 12 | 不用手指，心算 5 以内加减 | |
| 13 | 按「大小—颜色」两种标准给积木分类 | |
| 14 | 认出并延续规律（如 ▲●▲●▲__） | |
| 15 | 说出基本的时间概念（昨天/今天/明天，饭前/饭后） | |
| 16 | 完成 12–20 片拼图 |
| # | 项目 | ✓/△/✗ |
|---|---|---|
| 17 | 能说出自己「现在是开心/生气/害怕/难过」 | |
| 18 | 生气时能在 10 分钟内平静下来（大人简单安抚即可） | |
| 19 | 看到小朋友哭，会主动询问或安慰 | |
| 20 | 游戏中能接受轮流和等待 | |
| 21 | 输了游戏/比赛后能不大发脾气继续玩 |
| # | 项目 | ✓/△/✗ |
|---|---|---|
| 22 | 自己吃饭，基本不撒 | |
| 23 | 自己上厕所（含便后处理） | |
| 24 | 玩完玩具在提醒一次后能收拾 | |
| 25 | 能在家长视线范围外独立玩 15 分钟 |
本部分测的是家长和家庭环境，不是孩子。如实作答的价值远大于「答得好看」。
请按「最近两周的常态」为每条选择符合程度：1=完全不符合 2=不太符合 3=一般 4=比较符合 5=完全符合
| # | 条目 | 维度 | 1–5 |
|---|---|---|---|
| 26 | 我会向孩子解释规则背后的原因（「为什么要这样做」） | 权威 | |
| 27 | 孩子情绪不好时，我会先回应感受再处理事情 | 权威 | |
| 28 | 家里定好的规矩，我基本每次都坚持执行 | 权威 | |
| 29 | 孩子不听劝时，我会提高音量或板起脸 | 专制 | |
| 30 | 我认为孩子还小，听话比讲道理重要 | 专制 | |
| 31 | 我生气时会说出让自己后悔的话（如威胁、贬低） | 专制 | |
| 32 | 孩子哭闹得厉害时，我有时会妥协原来定好的规则 | 放任 | |
| 33 | 只要不涉及安全，孩子想怎样我大多随他 | 放任 | |
| 34 | 我太忙/太累时，会让孩子自己玩很久而较少过问 | 忽视 |
| # | 条目 | 1–5 |
|---|---|---|
| 35 | 家里每天至少有一次全家一起的固定时光（吃饭/阅读/游戏） | |
| 36 | 我和配偶在孩子教育问题上能保持一致（不一致时会私下协调，不当孩子面冲突） | |
| 37 | 孩子敢在家里表达反对意见 | |
| 38 | 最近两周，我对孩子说过「我爱你/我喜欢你这样做」之类的肯定 | |
| 39 | 最近两周，家里发生过孩子被体罚（含打手心、罚站超过 10 分钟）的情况（1=多次 … 5=完全没有） |
Purpose: The first stop for every family entering the system. Outputs = temperament profile + development radar + family system audit + ≤3 primary focus directions. How to complete: Split it over 2–3 days; the total time is about 60 minutes. It should be completed by the primary caregiver who knows the child best. Design red line: Use behavioral anchors whenever possible instead of subjective ratings; do not ask if it can be skipped (every extra question consumes parents’ patience budget).
This questionnaire has no right or wrong answers, and it is not a test. Please answer based on the real situation over the past two weeks—do not fill in “what should ideally happen,” and do not fill in “the most extreme one-time behavior.” If multiple caregivers at home observe inconsistently, write down the one that happens more often.
A. Child information
B. Family structure
For each item, choose one: ✓ can do it consistently / △ can do it with adult reminders or help / ✗ cannot do it yet. Judge based on the normal pattern over the past two weeks.
| # | Item | ✓/△/✗ |
|---|---|---|
| 1 | Hop on one foot 5 or more times | |
| 2 | Ride a bicycle with training wheels or a scooter skillfully | |
| 3 | Cut paper along a straight line with scissors | |
| 4 | Draw a person with head, torso, and limbs | |
| 5 | Put on and take off clothes by himself/herself (including large buttons) |
| # | Item | ✓/△/✗ |
|---|---|---|
| 6 | Can fully retell an event that happened during the day (with cause, process, and result) | |
| 7 | Can understand and follow three-step instructions (e.g., “Put the book back on the shelf, then wash your hands, then come eat”) | |
| 8 | Recognizes more than 10 Chinese characters (including results not from specialized literacy training) | |
| 9 | When listening to a picture book, can predict “what will happen next” | |
| 10 | Can use “because… so…” to make sentences and explain things |
| # | Item | ✓/△/✗ |
|---|---|---|
| 11 | Count objects within 20 and state the total | |
| 12 | Mentally calculate addition and subtraction within 5 without using fingers | |
| 13 | Sort blocks by two criteria, “size—color” | |
| 14 | Recognize and continue a pattern (e.g., ▲●▲●▲__) | |
| 15 | State basic time concepts (yesterday/today/tomorrow, before/after meals) | |
| 16 | Complete a 12–20 piece puzzle |
| # | Item | ✓/△/✗ |
|---|---|---|
| 17 | Can say that he/she is “now happy/angry/scared/sad” | |
| 18 | When angry, can calm down within 10 minutes (with simple adult soothing only) | |
| 19 | When seeing another child cry, will proactively ask or comfort | |
| 20 | Can accept taking turns and waiting during play | |
| 21 | After losing a game/competition, can continue playing without having a big tantrum |
| # | Item | ✓/△/✗ |
|---|---|---|
| 22 | Eats by himself/herself with essentially no spilling | |
| 23 | Goes to the toilet by himself/herself (including cleaning up afterward) | |
| 24 | Can tidy up toys after being reminded once | |
| 25 | Can play independently for 15 minutes outside the parent’s line of sight |
This section measures parents and the family environment, not the child. Answering truthfully is far more valuable than “looking good.”
For each item, choose the degree of fit based on “the normal pattern over the past two weeks”: 1 = completely does not fit 2 = mostly does not fit 3 = neutral 4 = somewhat fits 5 = completely fits
| # | Item | Dimension | 1–5 |
|---|---|---|---|
| 26 | I explain the reasons behind rules to my child (“why we do it this way”) | Authoritative | |
| 27 | When my child is in a bad mood, I respond to feelings first before dealing with the matter | Authoritative | |
| 28 | I basically enforce the rules set at home every time | Authoritative | |
| 29 | When my child does not listen to advice, I raise my voice or put on a stern face | Authoritarian | |
| 30 | I think my child is still young, so obedience is more important than reasoning | Authoritarian | |
| 31 | When I am angry, I say things I regret (such as threats or belittling) | Authoritarian | |
| 32 | When my child cries intensely, I sometimes compromise on previously set rules | Permissive | |
| 33 | As long as safety is not involved, I mostly let my child do what he/she wants | Permissive | |
| 34 | When I am too busy/tired, I let my child play alone for a long time with little attention | Neglectful |
| # | Item | 1–5 |
|---|---|---|
| 35 | At home, there is at least one fixed family time together every day (meals/reading/games) | |
| 36 | My spouse and I can remain consistent on children’s education issues (when we disagree, we coordinate privately and do not conflict in front of the child) | |
| 37 | The child dares to express opposing opinions at home | |
| 38 | In the past two weeks, I have said affirmations to my child such as “I love you/I like it when you do this” | |
| 39 | In the past two weeks, the child has experienced corporal punishment at home (including hitting the palm, or standing as punishment for more than 10 minutes) (1 = many times … 5 = none at all) |
适用于《初始信息收集问卷》与《3-7岁气质观察问卷》。所有计分必须可被非技术人员手工复算——这是处方引擎规则化（而非黑箱化）的前提。
计分：✓ = 2 分，△ = 1 分，✗ = 0 分。
板块得分 = 板块内总分 ÷ 满分 × 100：
| 板块 | 题号 | 满分 |
|---|---|---|
| 大运动与精细动作 | 1–5 | 10 |
| 语言与阅读 | 6–10 | 10 |
| 数理与逻辑 | 11–16 | 12 |
| 情绪与社会 | 17–21 | 10 |
| 自理与独立性 | 22–25 | 8 |
五档评级带（沿用 DFE 式结构，便于对标）：板块得分先按十进制定点「半入」（round-half-up）规则保留一位小数，再落入下述区间；区间完整覆盖 0–100 且不重叠：
| 得分 | 评级 | 含义 |
|---|---|---|
| [90, 100] | 极好 | 稳定领先，提供进阶挑战 |
| [75, 90) | 优秀 | 发展良好，保持并拓宽 |
| [60, 75) | 良好 | 基本达标，个别项目需关注 |
| [40, 60) | 中等 | 多个项目不稳定，列入主攻候选 |
| [0, 40) | 待提高 | 显著落后，优先干预并建议 8 周后复测 |
边界测试案例：74.94 → 74.9 → 良好；74.95 → 75.0 → 优秀；89.95 → 90.0 → 极好。
注意：单项 ✗ 即使板块总分尚可，也要在报告中单独点名（如「板块良好，但『接受轮流等待』尚未稳定」）。
各维度均分：权威 = (26+27+28)/3；专制 = (29+30+31)/3；放任 = (32+33)/2；忽视 = 34。（3.1 各题为 1–5 分量表）
维度得分（判定用）= 该维度均分 ÷ 5 × 100（百分制，0–100；各维独立计分，总和不为 100）。
构成比 = 各维度均分 ÷ 四维度均分之和 × 100%——仅作展示用（报告结构图）。⚠️ 归一化后总和恒为 100%，任一维度在数学上难以达到 70%；「权威 ≥70%」等一切阈值禁止应用于构成比，必须应用于上方的维度百分制得分。
解读规则（阈值直接应用于各维度的百分制得分）：
每维 2–3 题，选项映射 A/B/C → 高/中/低（见问卷末尾索引）。维度得分 = 该维度各题（A=3, B=2, C=1）的均分。
档位判定流程：均分先保留原始精度 → 按十进制定点「半入」（round-half-up）规则四舍五入到一位小数 → 再进入下述区间。区间从量表最小值到最大值完整覆盖、互不重叠：低 = [1.0, 1.6)，中 = [1.6, 2.4)，高 = [2.4, 3.0]。
边界测试案例（任何实现必须全部通过）：
| 原始均分 | 半入后 | 档位 |
|---|---|---|
| 1.449 | 1.4 | 低 |
| 1.55 | 1.6 | 中（0.05 进位） |
| 2.35 | 2.4 | 高 |
| 1.0 | 1.0 | 低（量表下限） |
| 3.0 | 3.0 | 高（量表上限，含端点） |
实现一致性要求：Python 用 decimal.Decimal（ROUND_HALF_UP）；JS 用 Math.round(x*10)/10 需注意浮点（如 2.35×10 在浮点下为 23.4999…，会被压回 2.3；建议 (Math.round(x*1e10/10))/1e9 或 decimal 库）；表格用 ROUND(x,1)。三者结果必须一致，且均须通过上述边界测试案例。
再按方向翻译：
| 维度 | 高分（[2.4, 3.0]） | 中间（[1.6, 2.4)） | 低分（[1.0, 1.6)） |
|---|---|---|---|
| 活动水平 | 高活动 | 中 | 低活动 |
| 节律性 | 高规律 | 中 | 低规律 |
| 趋避性 | 趋近型 | 慢热 | 回避型 |
| 适应性 | 高适应 | 中 | 低适应 |
| 反应强度 | 强反应 | 中 | 温和反应 |
| 情绪本质 | 积极 | 中 | 偏消极 |
| 坚持度 | 高坚持 | 中 | 低坚持 |
| 注意分散度 | 易分心 | 中 | 高专注 |
| 反应阈 | 高敏感 | 中 | 低敏感 |
类型画像（仅供报告描述参考，不作诊断）：
| 因子 | 题目 | 计分 | 高/中/低分界 |
|---|---|---|---|
| 努力控制 | Q31–Q34 | A=3, B=2, C=1，求和 | 10–12 高 / 7–9 中 / 4–6 低 |
| 负性情绪 | Q35–Q37 | A=1, B=2, C=3，求和（反向：分高=负性情绪高） | 7–9 高 / 5–6 中 / 3–4 低 |
| 外向性 | Q38–Q40 | A=3, B=2, C=1，求和 | 8–9 高 / 5–7 中 / 3–4 低 |
修正规则（见映射文件）：
2026-10-20 修订：四偏好为 E4 沟通提示，不进入计分、分型、报告结论、处方参数。以下规则保留仅为历史代码兼容与家长沟通参考；新报告不再输出四格结论。正式测量改用 CBQ-VSF（3–8 岁，家长报告）/ IPIP 大五（12 岁+，自评）。
历史规则（仅供参考，不用于新报告）：
当前输出规则：不输出四格结论；如家长主动询问，用一句「沟通假设」，并说明不是测评。气质报告只输出九维剖面 + CBQ 三因子 + 行为证据 + 支持建议。
参数来源改为气质九维/CBQ 直接结果；四偏好不参与参数转换。
| 判定结果 | 对处方引擎的参数影响 |
|---|---|
| 慢热（趋避性低/适应性低） | 新游戏需要「预告 + 示范」两步引入；避免多人竞技类游戏开局 |
| 强反应 + 低适应 | 变化预告制（提前 10 分钟告知）；话术先降温后讲理 |
| 高坚持（坚持度高） | 处方中安排「完成感仪式」（贴完成章）；避免频繁打断其专注 |
| 低坚持 | 单游戏拆成 5 分钟小目标；即时反馈密度加倍 |
| 高敏感（低阈） | 游戏环境降噪、新食材/新材质渐进引入 |
| 努力控制高 | 可上策略类游戏（记忆、计划类）；是数理进阶的窗口 |
| 负性情绪高 | 每周处方至少 1 个「确定性成功」游戏保底 |
Applies to the Initial Information Collection Questionnaire and the 3–7 Years Temperament Observation Questionnaire. All scoring must be able to be manually recalculated by non-technical staff—this is the precondition for the prescription engine to be rule-based rather than a black box.
Scoring: ✓ = 2 points, △ = 1 point, ✗ = 0 points.
Section score = total score within the section ÷ full score × 100:
| Section | Item numbers | Full score |
|---|---|---|
| Gross motor and fine motor | 1–5 | 10 |
| Language and reading | 6–10 | 10 |
| Numeracy and logic | 11–16 | 12 |
| Emotional and social | 17–21 | 10 |
| Self-care and independence | 22–25 | 8 |
Five-level rating bands (following the DFE-style structure for benchmarking): the section score is first rounded to one decimal place using the decimal fixed-point “round-half-up” rule, then falls into the intervals below; the intervals fully cover 0–100 and do not overlap:
| Score | Rating | Meaning |
|---|---|---|
| [90, 100] | Outstanding | Stably ahead; provide advanced challenges |
| [75, 90) | Excellent | Developing well; maintain and broaden |
| [60, 75) | Good | Basically on track; individual items need attention |
| [40, 60) | Moderate | Multiple items unstable; list as candidates for primary focus direction |
| [0, 40) | Needs improvement | Markedly behind; prioritize intervention and recommend a retest after 8 weeks |
Boundary test cases: 74.94 → 74.9 → Good; 74.95 → 75.0 → Excellent; 89.95 → 90.0 → Outstanding.
Note: Even if a section total is acceptable, any single-item ✗ must be called out separately in the report (e.g., “The section is Good, but ‘accepts waiting for a turn’ is not yet stable”).
Dimension averages: authoritative = (26+27+28)/3; authoritarian = (29+30+31)/3; permissive = (32+33)/2; neglectful = 34. (Each item in 3.1 is a 1–5 scale.)
Dimension score (for decision-making) = that dimension average ÷ 5 × 100 (percentage, 0–100; dimensions are scored independently and do not sum to 100).
Composition ratio = each dimension average ÷ sum of the four dimension averages × 100%—for display only (report structure chart). ⚠️ After normalization the total is always 100%; mathematically it is difficult for any single dimension to reach 70%. All thresholds such as “authoritative ≥70%” must not be applied to composition ratios; they must be applied to the percentage dimension scores above.
Interpretation rules (thresholds applied directly to each dimension’s percentage score):
Each dimension has 2–3 items; option mapping A/B/C → high/medium/low (see the index at the end of the questionnaire). Dimension score = average of the items in that dimension (A=3, B=2, C=1).
Band determination process: keep the original precision of the average → round to one decimal place using the decimal fixed-point “round-half-up” rule → then enter the intervals below. The intervals fully cover the scale minimum to maximum without overlap: low = [1.0, 1.6), medium = [1.6, 2.4), high = [2.4, 3.0].
Boundary test cases (any implementation must pass all of them):
| Raw average | After half-up | Band |
|---|---|---|
| 1.449 | 1.4 | Low |
| 1.55 | 1.6 | Medium (0.05 carries) |
| 2.35 | 2.4 | High |
| 1.0 | 1.0 | Low (scale lower bound) |
| 3.0 | 3.0 | High (scale upper bound, inclusive) |
Implementation consistency requirements: Python uses decimal.Decimal (ROUND_HALF_UP); JS using Math.round(x*10)/10 must watch for floating-point issues (e.g., 2.35×10 is 23.4999… under floating point and would be pulled back to 2.3; recommend (Math.round(x*1e10/10))/1e9 or a decimal library); spreadsheets use ROUND(x,1). The three results must be consistent, and all must pass the boundary test cases above.
Then map by direction:
| Dimension | High ([2.4, 3.0]) | Middle ([1.6, 2.4)) | Low ([1.0, 1.6)) |
|---|---|---|---|
| Activity level | High activity | Medium | Low activity |
| Rhythmicity | High regularity | Medium | Low regularity |
| Approach/withdrawal | Approach-oriented | Slow to warm up | Withdrawn |
| Adaptability | High adaptability | Medium | Low adaptability |
| Reaction intensity | Strong reactions | Medium | Mild reactions |
| Emotional disposition | Positive | Medium | Somewhat negative |
| Persistence | High persistence | Medium | Low persistence |
| Distractibility | Easily distracted | Medium | Highly focused |
| Sensory threshold | High sensitivity | Medium | Low sensitivity |
Type profiles (for report description reference only, not for diagnosis):
| Factor | Items | Scoring | High/medium/low cutoffs |
|---|---|---|---|
| Effortful control | Q31–Q34 | A=3, B=2, C=1, sum | 10–12 high / 7–9 medium / 4–6 low |
| Negative affect | Q35–Q37 | A=1, B=2, C=3, sum (reverse: higher score = higher negative affect) | 7–9 high / 5–6 medium / 3–4 low |
| Extraversion | Q38–Q40 | A=3, B=2, C=1, sum | 8–9 high / 5–7 medium / 3–4 low |
Correction rules (see the mapping file):
2026-10-20 revision: The four preferences are E4 communication cues; they do not enter scoring, classification, report conclusions, or practice card parameters. The rules below are retained only for legacy code compatibility and parent-communication reference; new reports no longer output four-quadrant conclusions. Formal measurement now uses CBQ-VSF (ages 3–8, parent report) / IPIP Big Five (ages 12+, self-report).
Historical rules (for reference only, not used in new reports):
Current output rules: Do not output four-quadrant conclusions; if a parent proactively asks, use a one-sentence “communication hypothesis” and state that it is not an assessment. The temperament report only outputs the nine-dimension profile + CBQ three factors + behavioral evidence + support suggestions.
Parameter sources are now the direct results of the nine-dimension temperament / CBQ; four preferences do not participate in parameter conversion.
| Determination result | Effect on prescription engine parameters |
|---|---|
| Slow to warm up (low approach / low adaptability) | New games require a two-step “preview + demonstration” introduction; avoid starting with multi-player competitive games |
| Strong reactions + low adaptability | Use a change-preview system (notify 10 minutes in advance); use calm-down-before-reasoning language |
| High persistence (high persistence score) | Arrange a “completion ritual” in the practice card (e.g., completion stamp); avoid frequently interrupting their concentration |
| Low persistence | Split a single game into 5-minute mini-goals; double the density of immediate feedback |
| High sensitivity (low threshold) | Reduce noise in the game environment; introduce new foods/new materials gradually |
| High effortful control | May introduce strategy games (memory, planning); this is a window for advanced numeracy/logic |
| High negative affect | Include at least one “guaranteed success” game per week as a floor in the practice card |
2026-10-21 ｜ 状态：内部准备稿；用于 Phase 1 题目修订，不用于正式评估 目的：在 8–10 位家长身上检查「题目是否被理解成我们想测的东西」，再决定题目/指导语/选项的修订。 方法：出声思维（think-aloud）+ 追问（verbal probing），基于 Tourangeau 四阶段模型（理解→提取→判断→作答）。 伦理：访谈前签知情同意（见
11-试点治理/知情同意书模板.md）；录音需单独同意；可随时暂停。
| 项 | 要求 |
|---|---|
| 人数 | 8–10 位 A 带（3–6 岁）家长；至少 3 位爸爸、3 位非首胎家长 |
| 多样性 | 孩子年龄 3/4/5/6 各至少 2 位；不同教育背景/家庭结构 |
| 时长 | 45–60 分钟/人 |
| 地点 | 安静、孩子不在场（避免干扰与隐私） |
| 补偿 | 100–200 元礼品卡/绘本（按当地） |
| 记录 | 录音（同意）+ 笔记模板（见 §五） |
「今天不是考您，是帮我们检查问卷题目本身有没有问题。请您一边填一边把心里想的说出来：您觉得这题在问什么、您想到哪个场景、为什么选这个。卡住、看不懂、觉得冒犯，都请直接说——这些正是我们要找的。」
从
02-测评工具/3-7岁气质观察问卷.md、02-测评工具/初始信息收集问卷.md中选；每维度 2–3 题。以下为示例，访谈时按版本更新。
| 维度/题 | 要检查的理解点 | 可能问题 |
|---|---|---|
| 活动水平 Q1「等待开饭前 10 分钟」 | 「坐不住」的标准；场景是否普遍 | 双职工家庭可能没有「开饭前 10 分钟」场景 |
| 节律性 Q4「入睡时间前后相差」 | 「基本固定」的分钟数 | 家长对 15/30 分钟理解不一 |
| 趋避性 Q6「家里来没见过的大人」 | 「长时间回避」多久 | 疫情后社交少，场景不适用 |
| 适应性 Q9「换新环境」 | 新环境指什么 | 与趋避性重叠 |
| 反应强度 Q12「想要东西被拒绝」 | 「强烈」的表现 | 文化上不愿承认孩子「闹」 |
| 情绪本质 Q14 | 「积极/消极」是否被理解为人格 | 可能触发标签担忧 |
| 坚持度 Q18「拼图卡住」 | 「自己试几次才求助」怎么数 | 家长可能没数过；需改为典型表现 |
| 注意分散度 Q21 | 「容易分心」vs 正常探索 | 与年龄混淆 |
| 反应阈 Q24「对声音/质地敏感」 | 是否被理解为「矫情」 | 需要去污名化 |
| 家庭审计 3.1 题 | 教养方式是否被理解成「打分」 | 社会赞许风险高 |
| 体罚题（39） | 是否敢如实答 | 需强调不评判、保密 |
家长编号：P____ 孩子年龄：____ 与孩子关系：母/父/其他____
日期：____ 时长：____ 录音：是/否
一、总体
- 最难答的维度：____
- 最不舒服的题：____
- 不适用场景：____
- 建议删除：____ 建议增加：____
二、逐题记录
| 题号 | 家长理解（原话） | 是否符合设计意图 | 提取困难 | 选项问题 | 修订建议 |
|------|------------------|------------------|----------|----------|----------|
| | | 是/否/部分 | 有/无 | | |
三、典型原话（可直接引用，去标识）
- 「____」
四、访谈者观察
- 犹豫/回避的题：____
- 社会赞许迹象：____
- 其他：____| 题号 | 旧版 | 新版 | 原因 | 访谈证据（家长编号） | 日期 |
|---|---|---|---|---|---|
02-测评工具/ 并标注版本号与日期。2026-10-21 | Status: internal draft; used for Phase 1 item revision, not for formal assessment Purpose: With 8–10 parents, check whether “items are understood as what we intend to measure,” then decide revisions to items/instructions/response options. Method: think-aloud + verbal probing, based on Tourangeau’s four-stage model (Comprehension → Retrieval → Judgment → Response). Ethics: Obtain informed consent before the interview (see
11-试点治理/知情同意书模板.md); recording requires separate consent; participants may pause at any time.
| Item | Requirement |
|---|---|
| Number of participants | 8–10 Band A parents (children aged 3–6); at least 3 fathers and 3 parents whose child is not their first |
| Diversity | At least 2 children each aged 3/4/5/6; varied educational backgrounds/family structures |
| Duration | 45–60 minutes per person |
| Location | Quiet, child not present (to avoid distraction and protect privacy) |
| Compensation | 100–200 yuan gift card/picture book (per local norms) |
| Recording | Audio recording (with consent) + note template (see §5) |
“Today we are not testing you; we are helping check whether the questionnaire items themselves have problems. Please say aloud what you are thinking as you answer: what you think this item is asking, what situation comes to mind, and why you chose this response. If you get stuck, don’t understand something, or feel offended, please say so directly — those are exactly what we are looking for.”
Select from
02-测评工具/3-7岁气质观察问卷.mdand02-测评工具/初始信息收集问卷.md; 2–3 items per dimension. The following are examples; update according to the version at the time of interview.
| Dimension / Item | Comprehension point to check | Possible issue |
|---|---|---|
| Activity level Q1 “waiting 10 minutes before a meal” | Standard for “cannot sit still”; whether the situation is common | Dual-income families may not have the “10 minutes before a meal” situation |
| Rhythmicity Q4 “sleep time difference from day to day” | Number of minutes for “basically fixed” | Parents interpret 15/30 minutes differently |
| Approach/Withdrawal Q6 “an unfamiliar adult visits the home” | How long “prolonged avoidance” means | Less social contact after the pandemic; situation may not apply |
| Adaptability Q9 “new environment” | What “new environment” refers to | Overlaps with Approach/Withdrawal |
| Intensity of reaction Q12 “wanting something and being refused” | What “intense” looks like | Cultural reluctance to admit the child “acts out” |
| Quality of mood Q14 | Whether “positive/negative” is understood as personality | May trigger concerns about labeling |
| Persistence Q18 “stuck on a puzzle” | How to count “how many tries before asking for help” | Parents may not have counted; revise to typical behavior |
| Distractibility Q21 | “Easily distracted” vs. normal exploration | Confused with age |
| Sensory threshold Q24 “sensitive to sounds/textures” | Whether understood as “overly fussy” | Needs de-stigmatization |
| Family audit item 3.1 | Whether parenting style is understood as “scoring/grading” | High social desirability risk |
| Physical punishment item (39) | Whether parents dare to answer truthfully | Need to emphasize non-judgment and confidentiality |
家长编号：P____ 孩子年龄：____ 与孩子关系：母/父/其他____
日期：____ 时长：____ 录音：是/否
一、总体
- 最难答的维度：____
- 最不舒服的题：____
- 不适用场景：____
- 建议删除：____ 建议增加：____
二、逐题记录
| 题号 | 家长理解（原话） | 是否符合设计意图 | 提取困难 | 选项问题 | 修订建议 |
|------|------------------|------------------|----------|----------|----------|
| | | 是/否/部分 | 有/无 | | |
三、典型原话（可直接引用，去标识）
- 「____」
四、访谈者观察
- 犹豫/回避的题：____
- 社会赞许迹象：____
- 其他：____| Item No. | Old version | New version | Reason | Interview evidence (parent ID) | Date |
|---|---|---|---|---|---|
02-测评工具/ with version number and date noted.适用对象：B 带（7–12 岁），主攻方向为「学习习惯六维」与「执行功能」的孩子。 下发条件：按《08-问卷库/7-12岁/计分与判定规则》第六节排序选定主攻微单元维度；本卡默认顺序为「启动速度 → 分心频率 → 检查习惯 → 计划萌芽」。睡眠红线（家长卷 Q75＝C）触发时，第一单元永远是「睡眠达标」，本卡顺延。 形态：每周 1 个习惯微单元（融入作业流程，周一晚 10 分钟引入）＋ 2 个亲子任务（游戏卡 EF/数理游戏的学龄化改写：保底 1 个必做、挑战 1 个可选）。 剂量与依从性（铁律，见《处方编写规范》第六节）：每周必完成量 = 1 次核心亲子互动（15–20 分钟）；微单元引入只需 1 次 10 分钟；打卡贴纸是可选仪式（孩子自己勾，漏勾不补、不追问）；不布置任何每日任务；保底：这周哪怕只完成 1 次亲子任务也算完成。 家长功课主线：自主支持式作业参与——「撤支架阶梯」（鉴定依据：家长卷 Q19–Q28 作业参与归类，见计分规则第七节）。
| 阶梯 | 家长位置 | 进入下一阶的能力检查 |
|---|---|---|
| 第 1 阶（第 1–2 周） | 同屋不同桌：孩子在书桌，家长在同屋看自己的书/做事，只回应举手求助 | 孩子能连续 2 天自己启动作业（微单元打卡或家长观察均可作证） |
| 第 2 阶（第 3–4 周） | 检查权移交：家长不逐题查，只问「你自查了吗」，在清单上签「已自查」 | 孩子自查能发现 ≥1 处自己的错误 |
| 第 3 阶（第 5–8 周，本卡不含） | 定时出现：只在开始和结束各出现 5 分钟 | — |
| 第 4 阶（第 5–8 周，本卡不含） | 按需响应：孩子发起才介入 | — |
例外：作业参与归类为「甩手式」的家庭不走本阶梯，先建最小可行结构（固定作业时段＋结束确认，就这两条）；归类为「监工式」的从第 2 周家长功课的「先问后讲」直接进入。
本周目标：作业启动流程固化（清桌面 → 摆好当前这一科的用品 → 写下第一题，全程 ≤3 分钟）；家长进入撤支架第 1 阶。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 习惯微单元「启动三件套」 | 保底（融入每日作业流程） | 本周孩子从坐下到动笔大约几分钟？A. 未观察 B. >10 分钟 C. ≤10 分钟 |
| 2 | 规则切换分类·学龄版（游戏卡 8 改写） | 主攻（亲子） | 喊「换！」后前 5 张对几张？A. 未观察 B. ≤3 张 C. ≥4 张 |
| 3 | 卡片倒序升级（游戏卡 7 改写） | 挑战（亲子，可选） | 能倒背几组？A. 未观察 B. 3 位数字/3 个词 C. ≥4 位/4 个词 |
习惯微单元说明：周一晚用 10 分钟引入——家长示范一遍「清桌面 → 只留当前这科 → 写下第一题」，然后让孩子做一遍。之后贴一张三件套装在文具袋/桌角。打卡贴纸贴在桌角，孩子自己勾；漏勾不补、不批评、不代勾。
亲子任务玩法：
对话脚本（按偏 J/偏 P 各给一版；孩子参数不明时先用通用版）：
家长功课（撤支架第 1 阶）：作业时段家长搬到同屋另一张桌子，开场只说一句：「我在这边看我自己的书，你需要我时举手。」之后只回应举手，不主动看作业本、不起身巡视。周六打卡：做到了几次？A. 未观察 B. 1–2 次 C. ≥3 次
材料：计时器或沙漏、口算卡/生字卡、扑克牌数字牌、打卡贴纸（可选）、文具袋清单小卡片（手绘即可）。
本周目标：孩子能完成「25 分钟不离座 + 5 分钟休息」的一个完整番茄；家长练习「先问后讲」的反馈方式（监工式改造）。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 习惯微单元「25+5 专注钟」 | 保底 | 钟响前离座几次？A. 未观察 B. ≥2 次 C. ≤1 次 |
| 2 | 我说你做·三步指令升级版（游戏卡 10 改写） | 主攻（亲子） | 四步指令一次成功率？A. 未观察 B. 需重复或提醒 C. 一次完成 |
| 3 | 厨房计时员·学习版（游戏卡 9 改写） | 挑战（亲子，可选） | 预估用时与实际误差？A. 未观察 B. 差一半以上 C. 差不到一半 |
习惯微单元说明：第一周只练「钟响前不离座」，不追求写了多少。引入时约定一句话：「铃声是停下来的权利，不是继续写的命令。」25 分钟坐不住的孩子降到 15 分钟起步（ZPD 降档）。
亲子任务玩法：
对话脚本：
家长功课（先问后讲）：检查作业前先问一句：「你自己觉得哪道题最没把握？」只讨论孩子指出的题；每次主动指错 ≤2 处，其余的让作业本自己去说话。禁用句式：「怎么又错这么多」。周六打卡：本周忍住了几次「到嘴边的挑错」？A. 未观察 B. 1–2 次 C. ≥3 次
材料：计时器、作业本、水杯。
本周目标：收尾清单固化（查名字 → 查漏题 → 查作业放进书包）；家长进入撤支架第 2 阶（检查权移交）。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 习惯微单元「收尾三件事」 | 保底 | 本周忘带/漏交作业几次？A. 未观察 B. ≥1 次 C. 0 次 |
| 2 | 24 点·四则版（游戏卡 16 升级） | 主攻（亲子） | 能独立找出几种解法？A. 未观察 B. 1 种 C. ≥2 种 |
| 3 | 寻宝图升级·周日计划图（游戏卡 15 改写） | 挑战（亲子，可选） | 计划图完成度？A. 未观察 B. 在大人提示下画出 C. 自己画出并贴上墙 |
习惯微单元说明：三件事写在一张小卡片上塞文具袋：「① 名字写了吗 ② 有漏题吗 ③ 进书包了吗」。引入时家长陪孩子各查一遍自己的东西（家长查自己的包：「我查手机、钥匙、工牌」），不当检查官，当同班同学。
亲子任务玩法：
对话脚本：
家长功课（撤支架第 2 阶）：本周起不逐题检查，只问：「三件事查了吗？」发现孩子漏网之错，只说：「清单第几条能帮你抓住它？」不代找、不数落。周六打卡：本周代找/数落发生了几次？A. 未观察（没留意记）B. 1 次 C. ≥2 次（如实记，下周围攻它）
材料：扑克牌、纸笔、文具袋清单卡、贴纸。
本周目标：孩子完成第一张周计划卡（3 栏）；完成第 1 个月数据回顾与锚点复测。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 习惯微单元「周日计划卡」 | 保底 | 计划卡 3 栏填了几栏？A. 未观察 B. 1–2 栏 C. 3 栏 |
| 2 | 规则切换·全家赛（第 1 周任务换包装） | 主攻（亲子） | 对比第 1 周：换规则后前 5 张对几张？A. 未观察 B. ≤3 张 C. ≥4 张 |
| 3 | 卡片倒序复测（第 1 周任务） | 挑战（复测，可选） | 对比第 1 周：能倒背几组？A. 未观察 B. 3 组 C. ≥4 组 |
习惯微单元说明：周日晚饭后 10 分钟，3 栏卡片：「① 这周要记住的事 ② 哪天最忙 ③ 我最想留出的自由时间」。第 3 栏必留——自由时间写进计划，计划才值得执行（SDT：自主感维持行为）。
亲子任务玩法：
对话脚本：
家长功课：填写《04-反馈与复盘/月度简报模板》家长部分；自评「我现在站在撤支架阶梯第几阶」；勾选下个月希望继续的方向。
材料：纸笔、打卡表、扑克牌。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家长执行率 | 4 周内 ≥4 次核心亲子互动 | <4 次 → 依从性分析：降剂量、换时段、亲子任务减为 1 个/周 |
| 微单元渗透 | ≥1 个微单元在无提醒下出现 ≥2 天/周 | 未渗透 → 检查引入环节是否缺「孩子自己勾」的自主设计，降难度半档重引入 |
| EF 锚点变化 | 任务 2/3 第 4 周复测比第 1 周升 1 档 | 无变化 → 换任务包装（卡片换字卡/实物），维度不变 |
| 撤支架进度 | 家长到达第 2 阶 | 未到 → 查能力检查项是否跳步；跳步退回第 1 阶重跑 2 周 |
通过 → 进入第 5–8 周：撤支架第 3–4 阶＋微单元进入「求助方式」「时间管理」维度；任务全部换新包装。
Applicable population: Children in B band (7–12 years old) whose primary focus direction is the “six dimensions of learning habits” and “executive function.” Release conditions: According to Section 6 of 《08-问卷库/7-12岁/计分与判定规则》, sort and select the primary focus micro-unit dimension; the default sequence for this card is “initiation speed → distraction frequency → checking habits → planning sprouts.” When the sleep red line (Parent Questionnaire Q75=C) is triggered, the first unit is always “sleep meets standard,” and this card is postponed. Format: Each week, 1 habit micro-unit (embedded in the homework routine, introduced Monday evening in 10 minutes) + 2 parent–child tasks (school-age adaptation of game card EF/math games: at least 1 required, 1 optional challenge). Dosage and adherence (iron rule; see Section 6 of 《处方编写规范》): Weekly required completion = 1 core parent–child interaction (15–20 minutes); the micro-unit introduction only needs 1 session of 10 minutes; sticker check-in is an optional ritual (the child ticks it themselves; missed ticks are not made up and not questioned); do not assign any daily tasks; minimum: even if only 1 parent–child task is completed this week, it counts as completed. Parent homework main thread: Autonomy-supportive homework involvement — “scaffold-removal ladder” (identification basis: Parent Questionnaire Q19–Q28 homework involvement classification; see Section 7 of the scoring rules).
| Stage | Parent position | Ability check for entering the next stage |
|---|---|---|
| Stage 1 (Weeks 1–2) | Same room, different desk: child at the desk, parent reads their own book/works in the same room, only responds to raised-hand requests | Child can start homework on their own for 2 consecutive days (micro-unit check-in or parent observation can serve as evidence) |
| Stage 2 (Weeks 3–4) | Hand over checking authority: parent does not check item by item, only asks “Did you self-check?” and signs “self-checked” on the checklist | Child’s self-check can find ≥1 of their own mistakes |
| Stage 3 (Weeks 5–8; not included in this card) | Scheduled appearance: parent appears only 5 minutes at the beginning and 5 minutes at the end | — |
| Stage 4 (Weeks 5–8; not included in this card) | On-demand response: parent intervenes only when the child initiates | — |
Exceptions: Families whose homework involvement is classified as “hands-off” do not follow this ladder; first establish a minimal viable structure (fixed homework period + end confirmation — just these two items). Families classified as “overseer-style” enter directly through the “ask before explaining” step of the Week 2 parent homework.
This week’s goal: Solidify the homework initiation routine (clear desk → lay out the current subject’s materials → write the first question; whole process ≤3 minutes); parent enters scaffold-removal Stage 1.
| # | Task | Type | Observation anchor (for Saturday check-in) |
|---|---|---|---|
| 1 | Habit micro-unit “Initiation Three-Piece Set” | Required (embedded in daily homework routine) | This week, about how many minutes from sitting down to starting to write? A. Not observed B. >10 minutes C. ≤10 minutes |
| 2 | Rule-switching sorting · school-age version (Game Card 8 adaptation) | Primary (parent–child) | After shouting “Switch!”, how many of the first 5 cards were correct? A. Not observed B. ≤3 cards C. ≥4 cards |
| 3 | Card reverse-span upgrade (Game Card 7 adaptation) | Challenge (parent–child, optional) | How many sequences can be reversed from memory? A. Not observed B. 3 digits/3 words C. ≥4 digits/4 words |
Habit micro-unit instructions: On Monday evening, use 10 minutes to introduce it — the parent demonstrates once: “clear desk → leave only the current subject → write the first question,” then the child does it once. Afterwards, put a three-piece set card in the pencil pouch/on the desk corner. The check-in sticker goes on the desk corner; the child ticks it themselves; missed ticks are not made up, not criticized, and not ticked by the parent.
Parent–child task gameplay:
Dialogue scripts (one version for J-leaning / one for P-leaning; when the child’s parameters are unknown, use the general version first):
Parent homework (scaffold-removal Stage 1): During homework time, the parent moves to another desk in the same room and says only one opening line: “I’m here reading my own book; raise your hand if you need me.” After that, respond only to raised hands; do not proactively look at the homework notebook, and do not get up to patrol. Saturday check-in: How many times did you manage this? A. Not observed B. 1–2 times C. ≥3 times
Materials: timer or hourglass, mental math cards/character cards, number cards from playing cards, check-in stickers (optional), small checklist card for the pencil pouch (hand-drawn is fine).
This week’s goal: The child can complete one full pomodoro of “25 minutes without leaving the seat + 5-minute break”; the parent practices the “ask before explaining” feedback style (overseer-style overhaul).
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Habit micro-unit “25+5 Focus Clock” | Required | Before the timer rings, how many times did they leave the seat? A. Not observed B. ≥2 times C. ≤1 time |
| 2 | I Say, You Do · Three-Step Command Upgrade (Game Card 10 adaptation) | Primary (parent–child) | One-trial success rate on four-step commands? A. Not observed B. Needed repetition or reminders C. Completed in one go |
| 3 | Kitchen Timer · Study Version (Game Card 9 adaptation) | Challenge (parent–child, optional) | Difference between estimated time and actual time? A. Not observed B. Off by more than half C. Off by less than half |
Habit micro-unit instructions: In the first week, only practice “do not leave the seat before the bell rings”; do not pursue how much was written. When introducing it, agree on one sentence: “The bell is the right to stop, not the order to keep writing.” For children who cannot sit for 25 minutes, lower to 15 minutes as the starting point (ZPD downshift).
Parent–child task gameplay:
Dialogue scripts:
Parent homework (ask before explaining): Before checking homework, first ask one sentence: “Which question do you think you are least sure about?” Only discuss the questions the child points out; proactively point out ≤2 mistakes each time, and let the homework notebook speak for the rest. Forbidden sentence: “Why are there so many mistakes again?” Saturday check-in: How many times this week did you hold back a ready-to-blurt mistake correction? A. Not observed B. 1–2 times C. ≥3 times
Materials: timer, homework notebook, water bottle.
This week’s goal: Solidify the closing checklist (check name → check missed questions → check homework is in the schoolbag); parent enters scaffold-removal Stage 2 (hand over checking authority).
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Habit micro-unit “Closing Three Things” | Required | This week, how many times did they forget to bring/submit homework? A. Not observed B. ≥1 time C. 0 times |
| 2 | 24-Point · Four Operations Version (Game Card 16 upgrade) | Primary (parent–child) | How many solution methods can they find independently? A. Not observed B. 1 method C. ≥2 methods |
| 3 | Treasure Map Upgrade · Sunday Plan Map (Game Card 15 adaptation) | Challenge (parent–child, optional) | Plan map completion? A. Not observed B. Drew it with adult prompting C. Drew it on their own and posted it on the wall |
Habit micro-unit instructions: Write the three things on a small card and slip it into the pencil pouch: “① Is my name written? ② Are there any missed questions? ③ Is it in my schoolbag?” When introducing it, the parent accompanies the child in checking their own things once (parent checks their own bag: “I check my phone, keys, work badge”), not as an inspector, but as a classmate.
Parent–child task gameplay:
Dialogue scripts:
Parent homework (scaffold-removal Stage 2): Starting this week, do not check item by item; only ask: “Did you check the three things?” When you find a missed mistake, only say: “Which checklist item can help you catch it?” Do not find it for them; do not scold. Saturday check-in: How many times did you find it for them or scold them this week? A. Not observed (didn’t keep track) B. 1 time C. ≥2 times (record honestly; next week, tackle it)
Materials: playing cards, paper and pen, pencil-pouch checklist card, stickers.
This week’s goal: The child completes the first weekly plan card (3 columns); complete Month 1 data review and anchor-point retest.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Habit micro-unit “Sunday Plan Card” | Required | How many of the plan card’s 3 columns were filled in? A. Not observed B. 1–2 columns C. 3 columns |
| 2 | Rule Switching · Whole-Family Competition (Week 1 task repackaged) | Primary (parent–child) | Compare with Week 1: after switching rules, how many of the first 5 cards were correct? A. Not observed B. ≤3 cards C. ≥4 cards |
| 3 | Card Reverse-Span Retest (Week 1 task) | Challenge (retest, optional) | Compare with Week 1: how many sequences can be reversed from memory? A. Not observed B. 3 sequences C. ≥4 sequences |
Habit micro-unit instructions: Sunday after dinner, 10 minutes, 3-column card: “① things to remember this week ② which day is busiest ③ the free time I most want to keep.” Column 3 must be kept — free time written into the plan is what makes the plan worth executing (SDT: autonomy maintains behavior).
Parent–child task gameplay:
Dialogue scripts:
Parent homework: Fill in the parent section of 《04-反馈与复盘/月度简报模板》; self-assess “which stage of the scaffold-removal ladder am I currently standing on”; tick the direction you want to continue next month.
Materials: paper and pen, check-in chart, playing cards.
| Check item | Pass standard | Handling if not passed |
|---|---|---|
| Parent execution rate | ≥4 core parent–child interactions within 4 weeks | <4 → adherence analysis: reduce dosage, change time slot, reduce parent–child tasks to 1/week |
| Micro-unit penetration | ≥1 micro-unit appears ≥2 days/week without reminders | Not penetrated → check whether the introduction step lacked the autonomy design of “child ticks it themselves”; lower difficulty by half a notch and reintroduce |
| EF anchor change | Task 2/3 retest in Week 4 improves by 1 level compared with Week 1 | No change → repackage the task (cards switched to character cards/objects), same dimension |
| Scaffold-removal progress | Parent reaches Stage 2 | Not reached → check whether the ability check items were skipped; if skipped, return to Stage 1 and rerun for 2 weeks |
Pass → enter Weeks 5–8: scaffold-removal Stages 3–4 + micro-units enter the “help-seeking style” and “time management” dimensions; all tasks repackaged.
适用对象：C 带（13–15 岁），主攻「学业情绪」与「自主学习策略」的初中生家庭。 形态（《年龄分段框架》C 带干预形态）：孩子端自助为主——每两周 1 个学习策略小实验（孩子自读说明书、自己执行、自己记录）；每周 1 次亲子共同任务（低压力共同活动，全程不谈学习）；家长功课为教练式对话脚本（承认视角、提供选择、不问排名）。 联动规则：策略实验顺序默认「错题三问（考后调节环）→ 考前计划卡（考前计划环）」；若《13-15岁/计分与判定规则》第五节 SRL 审计显示最弱环不同，按最弱环调整实验顺序（上游环优先）。 剂量与依从性：每周必完成量 = 1 次亲子共同任务（≤40 分钟）；策略实验是孩子的自助项，家长不催、不查、不问进度；「实验便当贴」是孩子的可选仪式；不布置任何每日任务。保底：这周只完成了亲子共同任务，也算完成。 红线先行：孩子卷触发任一科「焦虑区/疏离区」（期望—价值象限）→ 策略实验全部暂停，本卡只保留亲子共同任务与家长功课；多科「无助」→ 暂停一切方法类建议（教育行为学模块红线）。
本周目标：亲子共同任务重启（不谈学习）；孩子拿到实验 1 说明书并自愿开跑。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 亲子共同任务：一起做一顿饭（孩子点菜，家长打下手） | 保底（每周核心） | 任务中孩子主动说话的时长？A. 未观察 B. 有，但简短 C. 比平时多/主动开启话题 |
| 2 | 孩子自助实验 1「错题三问」（第 1–2 周） | 主攻（孩子自助） | 实验便当贴出现几次？A. 未观察 B. 1 次 C. ≥2 次 |
| 3 | 家长功课：教练式对话①「承认视角」 | 挑战（家长） | 本周孩子抱怨时家长忍住没给方案几次？A. 未观察 B. 1 次 C. ≥2 次 |
孩子自助实验 1：错题三问（说明书，孩子版）
亲子共同任务规则：孩子点菜、列采购清单，家长负责打下手（洗、切、看火）。全程不谈学习；孩子若主动谈起学校的事，只听不给建议。
话术：
家长功课（教练式对话①：承认视角）：本周孩子任何一次抱怨（学习/老师/同学），家长的第一句话必须是复述或命名对方的感受，不给方案、不反问、不评价。脚本：「你觉得____（委屈/不公平/累），是吗？」说完停住，等孩子接话。
材料：便签纸一叠（实验便当贴）、菜市场的菜。
本周目标：实验 1 跑满两周；孩子自己发现「卡点是会重复的」。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 亲子共同任务：并排散步或骑车 30 分钟 | 保底（每周核心） | 散步中对话由谁发起？A. 未观察 B. 全程家长找话 C. 孩子有主动话题 |
| 2 | 实验 1 第 2 周：回看便当贴，圈「重复出现的卡点类型」 | 主攻（孩子自助） | 便当贴累计几张？A. 未观察 B. 1–2 张 C. ≥3 张 |
| 3 | 家长功课：教练式对话②「提供选择」 | 挑战（家长） | 本周指令句换成选择句几次？A. 未观察 B. 1–2 次 C. ≥3 次 |
孩子自助实验 1（第 2 周任务，孩子版）
亲子共同任务说明：散步/骑车选并排而非面对面的形式——青少年在并排、无眼神压力的场景里更容易开口。路上不谈学习；聊游戏、聊见闻都行，沉默也行。
话术：
家长功课（教练式对话②：提供选择）：本周每次想发指令时，先停 1 秒，把它改写成「两个都能接受的选项」。每天睡前回想一次：今天有几句指令本可以换成选择？
材料：便签纸、一双好走的鞋。
本周目标：实验 2 开跑（第 3–4 周）；家长练考后对话新脚本（不问排名）。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 亲子共同任务：看一部电影/纪录片（孩子选片） | 保底（每周核心） | 看完后孩子是否聊了片子？A. 未观察 B. 问才答 C. 主动聊角色/情节 |
| 2 | 孩子自助实验 2「考前计划卡」（第 3–4 周） | 主攻（孩子自助） | 计划卡填了几格？A. 未观察 B. 1–2 格 C. ≥3 格 |
| 3 | 家长功课：教练式对话③「不问排名」 | 挑战（家长） | 本周涉及成绩话题时禁语守住了吗？A. 未观察 B. 破功 1 次 C. 守住 |
孩子自助实验 2：考前计划卡（说明书，孩子版）
亲子共同任务说明：孩子选片，家长不否决不提议「看点有教育意义的」。看完只问一句：「你最喜欢哪个角色？」然后听。
话术：
家长功课（教练式对话③：不问排名）：本周凡涉及成绩的话题，先默念「排名是别人家的孩子，情绪是自己家的孩子」。若家人（配偶/祖辈）问起排名，家长负责挡：「我们在试一个新方法，这个月先不问名次。」
材料：投影仪/电视、一张卡片纸（计划卡）。
本周目标：实验 2 收尾对照；孩子体验一次「教家长」；完成 4 周回顾。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 亲子共同任务：孩子教家长一个技能（游戏操作/软件/动作均可） | 保底（每周核心） | 教学过程中孩子的状态？A. 未观察 B. 敷衍带过 C. 认真教、有来有回 |
| 2 | 实验 2 收尾：考完对照计划卡，写 2 行复盘 | 主攻（孩子自助） | 复盘写了吗？A. 未观察 B. 写了但潦草 C. 写了且说出「下次怎么改」 |
| 3 | 家长功课：教练式对话④「把问题还给孩子」 | 挑战（家长） | 孩子求助时先问「你想让我帮什么」几次？A. 未观察 B. 1 次 C. ≥2 次 |
孩子自助实验 2（收尾，孩子版）
亲子共同任务说明：角色倒置——孩子当老师，家长当学生（学一个游戏操作、一个软件功能、一个运动动作均可）。家长当学生守则：认真学、可以问笨问题、不许说「这有什么用」。
话术：
家长功课（教练式对话④：综合）：把前 3 周的脚本串成默认顺序——孩子带着情绪来 → ① 承认视角（「你觉得____」）→ ② 确认需求（「你想让我帮什么」）→ ③ 需要建议时先给选项（「可以 A 也可以 B，你挑」）。全程不问排名、不评价对错。
材料：孩子选定的教学道具、计划卡、便当贴存档。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 亲子共同任务执行率 | 4 周 ≥3 次 | <3 次 → 换任务形式（从孩子兴趣广度结果里重选），时段改到孩子状态好的窗口 |
| 实验触达率 | 孩子至少开跑 1 个实验（便当贴/计划卡有实物） | 0 触达 → 检查说明书是否由家长「布置」了（布置=外控）；改由报告页直接呈现给孩子，家长零经手 |
| 家长功课破功率 | 禁语破功 ≤2 次/周 | 超标 → 家长功课降频为每两周 1 个脚本，先巩固「承认视角」一项 |
| 学业情绪信号 | 焦虑区/疏离区科目数未增加 | 增加 → 暂停方法类实验 4 周，亲子共同任务加密到每周 2 次（可选） |
通过 → 进入第 5–8 周：实验轮换（「费曼讲题」「间隔复习日历」），亲子共同任务照常，家长功课进入「家规弹性与话语权」主题。
Applicable audience: Families with middle school students in C band (13–15 years), with a primary focus on “academic emotions” and “self-regulated learning strategies.” Format (C band intervention format in the Age Band Framework): mainly child self-help — one small learning-strategy experiment every two weeks (the child reads the instructions, carries it out, and records it independently); one parent–child joint task per week (a low-pressure shared activity; no discussion of schoolwork the entire time); parent homework is a coaching-style dialogue script (acknowledge perspective, offer choices, do not ask about rankings). Linkage rule: The default strategy-experiment order is “Three Questions on Wrong Answers (post-exam regulation loop) → Pre-Exam Plan Card (pre-exam planning loop)”; if the Section 5 SRL audit in 13-15 Years / Scoring and Determination Rules shows a different weakest loop, adjust the experiment order according to the weakest loop (upstream loop first). Dosage and adherence: Required weekly completion = 1 parent–child joint task (≤40 minutes); the strategy experiment is the child’s self-help item, and parents do not urge, do not check, and do not ask about progress; the “experiment sticky note” is an optional ritual for the child; do not assign any daily tasks. Minimum: if only the parent–child joint task is completed this week, it still counts as complete. Red lines first: If the child’s questionnaire triggers “anxiety zone / alienation zone” in any subject (expectancy–value quadrant) → pause all strategy experiments, and keep only the parent–child joint task and parent homework in this card; “helplessness” in multiple subjects → pause all method-type recommendations (educational behavior module red line).
This week’s goal: Restart the parent–child joint task (without discussing schoolwork); the child receives the Experiment 1 instructions and starts voluntarily.
| # | Task | Type | Observation anchor (for Saturday check-in) |
|---|---|---|---|
| 1 | Parent–child joint task: cook a meal together (child chooses the dishes, parent assists) | Minimum (weekly core) | How much did the child speak unprompted during the task? A. Not observed B. Yes, but brief C. More than usual / initiated topics on their own |
| 2 | Child self-help Experiment 1: “Three Questions on Wrong Answers” (Weeks 1–2) | Primary focus (child self-help) | How many times did an experiment sticky note appear? A. Not observed B. 1 time C. ≥2 times |
| 3 | Parent homework: Coaching Dialogue ① “Acknowledge perspective” | Challenge (parent) | How many times did the parent refrain from giving a solution when the child complained this week? A. Not observed B. 1 time C. ≥2 times |
Child self-help Experiment 1: Three Questions on Wrong Answers (instructions, child version)
Parent–child joint task rule: The child chooses the dishes and makes the shopping list; the parent assists (washing, cutting, watching the stove). No discussion of schoolwork the whole time; if the child brings up school, just listen without giving advice.
Scripts:
Parent homework (Coaching Dialogue ①: Acknowledge perspective): For any complaint from the child this week (school/teacher/classmate), the parent’s first sentence must be to restate or name the other person’s feeling, without offering solutions, asking counter-questions, or judging. Script: “You feel ____ (wronged / treated unfairly / tired), right?” Then stop and wait for the child to continue.
Materials: a stack of sticky notes (experiment sticky notes), ingredients from the market.
This week’s goal: Complete two weeks of Experiment 1; the child discovers on their own that “sticking points repeat.”
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Parent–child joint task: walk or bike side by side for 30 minutes | Minimum (weekly core) | Who initiated conversation during the walk? A. Not observed B. The parent kept finding things to talk about throughout C. The child had self-initiated topics |
| 2 | Experiment 1 Week 2: Review sticky notes and circle “repeating types of sticking points” | Primary focus (child self-help) | How many sticky notes have accumulated? A. Not observed B. 1–2 notes C. ≥3 notes |
| 3 | Parent homework: Coaching Dialogue ② “Offer choices” | Challenge (parent) | How many times did the parent change an imperative sentence into a choice this week? A. Not observed B. 1–2 times C. ≥3 times |
Child self-help Experiment 1 (Week 2 task, child version)
Parent–child joint task note: Choose side-by-side walking or biking rather than face-to-face — adolescents find it easier to talk in a side-by-side setting without eye-contact pressure. Do not discuss schoolwork on the way; chatting about games or things you saw is fine, and silence is also fine.
Scripts:
Parent homework (Coaching Dialogue ②: Offer choices): Whenever you feel like giving a directive this week, pause for 1 second first and rewrite it as “two acceptable options.” Before bed each night, recall once: How many directives today could have been turned into choices?
Materials: sticky notes, a pair of comfortable walking shoes.
This week’s goal: Start Experiment 2 (Weeks 3–4); parents practice a new post-exam dialogue script (do not ask about rankings).
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Parent–child joint task: watch a movie/documentary (child chooses the title) | Minimum (weekly core) | Did the child talk about the film afterward? A. Not observed B. Only answered when asked C. Proactively discussed characters/plot |
| 2 | Child self-help Experiment 2: “Pre-Exam Plan Card” (Weeks 3–4) | Primary focus (child self-help) | How many boxes on the plan card were filled in? A. Not observed B. 1–2 boxes C. ≥3 boxes |
| 3 | Parent homework: Coaching Dialogue ③ “Do not ask about rankings” | Challenge (parent) | When grades came up this week, did the parent keep the forbidden phrases in check? A. Not observed B. Slipped once C. Maintained |
Child self-help Experiment 2: Pre-Exam Plan Card (instructions, child version)
Parent–child joint task note: The child selects the film; the parent neither vetoes nor suggests “something educational.” Afterward, ask only one question: “Which character did you like best?” Then listen.
Scripts:
Parent homework (Coaching Dialogue ③: Do not ask about rankings): Whenever grades come up this week, first mentally repeat: “Rankings are about other people’s children; emotions are about our own child.” If another family member (spouse/grandparent) asks about rankings, the parent is responsible for deflecting: “We’re trying a new approach, so we’re not asking about ranks this month.”
Materials: projector/TV, one sheet of cardstock (plan card).
This week’s goal: Close out Experiment 2 with a comparison; the child experiences “teaching the parent” once; complete the 4-week review.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Parent–child joint task: The child teaches the parent a skill (game controls / software / a physical movement all okay) | Minimum (weekly core) | During the teaching, what was the child’s state? A. Not observed B. Perfunctory / brushed through it C. Taught seriously, with back-and-forth |
| 2 | Experiment 2 wrap-up: after the exam, compare with the plan card and write 2 lines of review | Primary focus (child self-help) | Was the review written? A. Not observed B. Written but sloppy C. Written and the child said “what to change next time” |
| 3 | Parent homework: Coaching Dialogue ④ “Return the problem to the child” | Challenge (parent) | When the child asked for help, how many times did the parent first ask, “What do you want me to help with?” A. Not observed B. 1 time C. ≥2 times |
Child self-help Experiment 2 (wrap-up, child version)
Parent–child joint task note: Role reversal — the child is the teacher and the parent is the student (learning a game control, a software feature, or a sports movement). Parent-as-student rules: study seriously, you may ask silly questions, and never say “What’s the point of this?”
Scripts:
Parent homework (Coaching Dialogue ④: Integrated): String the previous three weeks’ scripts into a default sequence — when the child comes with emotions → ① acknowledge perspective (“You feel ____”) → ② confirm the need (“What do you want me to help with?”) → ③ when advice is needed, first offer options (“It could be A or B; you choose”). Throughout, do not ask about rankings, and do not judge right or wrong.
Materials: teaching prop chosen by the child, plan card, archived sticky notes.
| Check item | Passing standard | Action when not passing |
|---|---|---|
| Parent–child joint task completion rate | ≥3 times over 4 weeks | <3 times → change the task format (choose again from the child’s interest-breadth results) and shift the time window to when the child is in a better state |
| Experiment reach rate | The child started at least 1 experiment (physical artifact from sticky notes / plan card exists) | 0 reach → check whether the instructions were “assigned” by the parent (assigned = external control); change to showing it directly to the child on the report page, with zero parent handling |
| Parent homework rule-break rate | Forbidden phrases ≤2 times/week | Exceeded → reduce parent homework frequency to one script every two weeks, and first consolidate the single item “acknowledge perspective” |
| Academic emotion signal | Number of subjects in anxiety zone / alienation zone did not increase | Increased → pause method-type experiments for 4 weeks; increase parent–child joint task frequency to 2 times/week (optional) |
If passing → proceed to Weeks 5–8: experiment rotation (“Feynman Explaining,” “Spaced Review Calendar”), parent–child joint tasks continue as usual, and parent homework moves to the theme of “household-rule flexibility and voice.”
适用对象：D 带（16–18 岁），已完成 RIASEC 正式测评并生成候选方向清单（3–5 个方向簇）的高中生家庭。 形态（《年龄分段框架》D 带干预形态）：孩子端完全自助——每周 1 张生涯探索任务卡；家长退居顾问位，家长功课为顾问式回应脚本（给信息不给指令、开口先问「你需要我帮什么」）。 总红线（《16-18岁/计分与判定规则》）：只给候选方向＋体验验证任务，不给任何决定式结论；候选方向以「方向簇」表述，禁写死单一专业名；所有任务以「假设＋验证」格式交付。 剂量与依从性：每周必完成量 = 1 张探索任务卡（孩子自助，约 1–2 小时，可拆两次完成；做了一半也算数）；可选仪式 = 周日 10 分钟「三条发现」分享（孩子自愿发起，家长只听不评，孩子不发起就不办）；不布置任何每日任务。保底：这周任务卡只做了一半，也算完成。 生涯成熟度适配（计分规则第六节）：成熟型 → 按本卡标准剂量；发展中型 → 按本卡执行；待建设型 → 全部任务降半量（≤2 小时微体验＋3 句话体验记录），不谈方向决策；早闭 → 不推翻现有方向，从第 2 周低门槛体验补探索环节；扩散 → 先查情绪与动机，本卡暂缓。
本卡 4 张任务卡是通用骨架。具体探索内容按孩子的 RIASEC 前三码与候选方向清单逐卡填充，系统自动化上线前由顾问（或家长按报告页指引）手工匹配，卡片上留有「方向簇：____」空位手填。
匹配规则：
本周目标：孩子把候选方向从「报告里的字」变成「自己手里的卡」；家长完成顾问式回应第 1 课。
| # | 任务 | 类型 | 观察锚点（周日记录用） |
|---|---|---|---|
| 1 | 任务卡 1「方向卡 ×3」 | 保底（每周核心，孩子自助） | 方向卡完成了几张？A. 未观察 B. 1–2 张 C. 3 张 |
| 2 | 可选仪式：周日「三条发现」分享 | 主攻（孩子发起） | 孩子是否谈起方向话题？A. 未观察 B. 问起才答 C. 主动提起 |
| 3 | 家长功课：顾问式回应①「给信息不给指令」 | 挑战（家长） | 本周分享信息时守住「不给结论」几次？A. 未观察 B. 破功 1 次 C. 守住 |
任务卡 1（孩子版说明书）：从报告的候选方向清单里选 3 个方向簇，每个方向做一张卡，填三栏：① 我已知的 3 件事 ② 我想知道但还不知道的 3 件事 ③ 我现在的直觉打分（0–10，不用解释为什么）。填不出来的栏目本身就是发现——它告诉你信息缺口在哪。方向簇：____／____／____（人工匹配后填入）。
话术：
家长功课（顾问式回应①：给信息不给指令）：本周与孩子关于未来的全部互动，只允许「投递信息」这一种形态：一条链接＋一句话，或一个真实的人脉线索（「你表哥的同事是做____的，想聊的话我帮你约」）。不提供结论、不进行比较、不设置期限。
材料：报告候选方向页、卡片纸或电子笔记。
本周目标：孩子完成 1 个主轨方向的专业信息搜集清单；家长练会「你需要我帮什么」。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 任务卡 2「专业信息搜集清单」 | 保底（每周核心，孩子自助） | 清单三项完成了几项？A. 未观察 B. 1–2 项 C. 3 项 |
| 2 | 可选仪式：周日「三条发现」分享 | 主攻（孩子发起） | 信息三栏中「推翻了我的想象」有内容吗？A. 未观察 B. 空着 C. 有具体条目 |
| 3 | 家长功课：顾问式回应②「你需要我帮什么」 | 挑战（家长） | 孩子谈起方向时先问需求几次？A. 未观察 B. 1 次 C. ≥2 次 |
任务卡 2（孩子版说明书）：选定主轨方向（方向簇：____），完成三项：① 找 2 个大学官网的专业页/培养方案，各划出 1 门「听起来有意思」和 1 门「听起来头大」的课；② 找 1 门相关公开课，试看 ≥1 节；③ 找 1 本入门书，读前言＋第一章。产出信息三栏：印证了我的想象／推翻了我的想象／新问题。哪栏空着都行，空着也是数据。
话术：
家长功课（顾问式回应②：先问需求）：本周孩子每次谈起未来/学业话题，家长的第一个回应必须是确认需求：「你想听我的看法，还是想自己先理一理？」孩子选了「自己理一理」→ 家长退下，不补刀。
材料：电脑/手机（查资料用，属 D 带正常工具）、笔记本。
本周目标：孩子完成 1 次从业者/在读学生访谈（或降级方案）；家长练习「听完不总结」。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 任务卡 3「访谈一位从业者/在读学生」 | 保底（每周核心，孩子自助） | 访谈五问问了几个？A. 未观察 B. 1–3 问 C. ≥4 问 |
| 2 | 可选仪式：周日「三条发现」分享 | 主攻（孩子发起） | 孩子复述访谈时最先讲哪一点？A. 未观察 B. 只讲了「还行」之类 C. 讲了具体细节或意外点 |
| 3 | 家长功课：顾问式回应③「听完不总结」 | 挑战（家长） | 孩子分享后家长忍住没总结几次？A. 未观察 B. 1 次 C. ≥2 次 |
任务卡 3（孩子版说明书）：找 1 位正在做（或正在学）这个方向的人，用统一访谈提纲 5 问（计分规则固定提纲）：① 你典型的一天是什么样？② 这行最枯燥的部分是什么？③ 什么样的人适合做这个？④ 你后悔过吗，为什么？⑤ 重来一次还选它吗？线上语音/文字都行，15–30 分钟。访谈方向落在第 2 周之外的另一方向簇：____。找不到人 → 降级方案：看 2 个该方向从业者的深度访谈视频或文字实录，自己回答同样 5 问。
话术：
家长功课（顾问式回应③：听完不总结）：孩子分享任何探索所得时，家长的角色是「镜子」不是「主编」——可以复述（「所以你的意思是____」）、可以追问细节，但本周禁止输出结论性句子（「这说明你适合/不适合____」）。
材料：访谈提纲 5 问（打印或存手机）、通讯录。
本周目标：孩子执行第一个体验验证方案中的微体验并写 3 句话体验记录；家庭确立季度复盘机制。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 任务卡 4「微体验执行」 | 保底（每周核心，孩子自助） | 微体验执行度？A. 未观察 B. 做了一部分 C. 完成并留下记录 |
| 2 | 可选仪式：季度复盘会（孩子主持，30 分钟） | 主攻（本周升级为正式项） | 复盘会谁在说？A. 未观察（没开成） B. 家长说得多 C. 孩子讲了 ≥10 分钟 |
| 3 | 家长功课：顾问式回应④「季度复盘怎么开」 | 挑战（家长） | 会上家长是否做到只听不评？A. 未观察 B. 破了 1 次功 C. 守住 |
任务卡 4（孩子版说明书）：从报告的体验验证方案里选 1 个「做什么」，执行 ≤2 小时的微体验（按方向码匹配：I 型=复现一个小实验写 3 行记录；A 型=完成一个最小作品；S 型=做一次志愿/助教；E 型=向 3 个人 pitch 一个想法；C 型=把一堆混乱信息整理成表；R 型=动手做一件实物）。方向簇：____。完成后写 3 句话体验记录：① 我投入吗？② 哪一刻忘了时间？③ 还想再来一次吗？——三句话是给三个月后的自己看的，不是作业。
季度复盘会流程（30 分钟，孩子主持）：
话术：
家长功课（顾问式回应④：季度复盘机制）：本周与孩子约定复盘会时间（孩子定时间地点）；家长自带纸笔当记录员。会后家长自查三个问题：我打断了吗？我总结了吗？下一步是孩子说的还是我说的？——任何一个答「是」，下季度重来。
材料：微体验所需物料（按方向而异，原则：零购置或 ≤1 样）、计时器、纸笔。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 任务卡触达率 | 4 张卡中 ≥2 张有执行痕迹 | <2 → 检查任务是否被家长「布置化」（布置=外控）；改由报告页直接呈现给孩子，家长零经手 |
| 方向卡直觉分变化 | 第 4 周孩子愿意重打一次分（前后可比） | 不愿重打 → 数据照记，不追问原因；复盘会上看是否有新信息自然带出 |
| 访谈完成质量 | 完成访谈或降级方案，能复述 ≥2 个意外点 | 未完成 → 下季度把访谈提前到第 2 周（先有人再有信息），其余顺延 |
| 复盘会形态 | 孩子讲述 ≥10 分钟 | 家长说得多 → 下一季度复盘会家长改「书面听写」形式（只写不说） |
通过 → 进入季度循环：每季度 1 轮「任务卡 ×4＋复盘会」，方向簇按复测的 RIASEC 与体验记录滚动更新；同一方向连续 2 轮验证「投入且想再来」→ 报告升级为「方向确认中」，仍不出决定式结论。
Applicable users: Families of high school students in D Band (ages 16–18) who have completed the formal RIASEC assessment and generated a candidate direction list (3–5 direction clusters). Format (Age Band Framework, D Band intervention format): The child side is fully self-service — 1 career exploration task card per week; parents step back to an advisor role, and parent homework is consultant-style response scripts (give information, not instructions; before speaking, first ask “What do you need me to help with?”). Overall red lines (16–18 / Scoring and Decision Rules): Only give candidate directions + experiential validation tasks; do not give any decisive conclusions; candidate directions are expressed as “direction clusters,” and no single major name may be hard-coded; all tasks are delivered in a “hypothesis + validation” format. Dosage and adherence: Required weekly completion = 1 exploration task card (child self-service, about 1–2 hours, may be split into two sessions; completing half still counts); optional ritual = 10-minute “Three Discoveries” sharing on Sunday (child voluntarily initiates; parents only listen and do not comment; if the child does not initiate it, do not hold it); no daily tasks are assigned. Floor: if only half of this week’s task card is done, it still counts as complete. Career maturity adaptation (Section 6 of the Scoring Rules): Mature type → standard dosage for this card; Developing type → implement this card as written; Under-construction type → reduce all tasks by half (≤2-hour micro-experience + 3-sentence experience record), and do not discuss direction decisions; Early closure → do not overturn the existing direction, and supplement exploration starting from the Week 2 low-threshold experience; Diffusion → first check emotions and motivation, and temporarily pause this card.
The 4 task cards in this card set are a universal skeleton. Specific exploration content is filled in card by card according to the child’s RIASEC top three codes and candidate direction list. Before system automation is launched, a consultant (or a parent following the report page guidance) manually matches it, and a blank “Direction cluster: ____” space is left on the card to be filled in by hand.
Matching rules:
This week’s goal: The child turns candidate directions from “words in the report” into “cards in their own hands”; parents complete Lesson 1 of consultant-style responses.
| # | Task | Type | Observation anchor (for Sunday log) |
|---|---|---|---|
| 1 | Task Card 1 “Direction Cards ×3” | Floor (weekly core, child self-service) | How many direction cards were completed? A. Not observed B. 1–2 cards C. 3 cards |
| 2 | Optional ritual: Sunday “Three Discoveries” sharing | Primary focus (child-initiated) | Did the child bring up the direction topic? A. Not observed B. Only answered when asked C. Actively brought it up |
| 3 | Parent homework: Consultant-style response ① “Give information, not instructions” | Challenge (parent) | This week, how many times did the parent hold the line on “no conclusions” when sharing information? A. Not observed B. Slipped once C. Held the line |
Task Card 1 (child version instructions): From the report’s candidate direction list, choose 3 direction clusters. Make one card for each direction and fill in three sections: ① 3 things I already know; ② 3 things I want to know but don’t yet know; ③ my current gut score (0–10, no need to explain why). A section you cannot fill in is itself a discovery — it tells you where the information gap is. Direction clusters: ____ / ____ / ____ (filled in after manual matching).
Scripts:
Parent homework (Consultant-style response ①: Give information, not instructions): This week, all interactions with the child about the future may only take one form: “information delivery” — one link plus one sentence, or a real contact lead (“Your cousin’s colleague works in ____. If you want to talk, I can help arrange it.”). Do not provide conclusions, do not compare, do not set deadlines.
Materials: Report candidate direction page, card paper or digital notes.
This week’s goal: The child completes a professional information gathering checklist for 1 primary track direction; parents practice “What do you need me to help with?”
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Task Card 2 “Professional Information Gathering Checklist” | Floor (weekly core, child self-service) | How many of the three checklist items were completed? A. Not observed B. 1–2 items C. 3 items |
| 2 | Optional ritual: Sunday “Three Discoveries” sharing | Primary focus (child-initiated) | Does the “overturned my assumptions” column in the three information columns have content? A. Not observed B. Empty C. Has specific entries |
| 3 | Parent homework: Consultant-style response ② “What do you need me to help with?” | Challenge (parent) | How many times did the parent ask about needs first when the child brought up direction topics? A. Not observed B. 1 time C. ≥2 times |
Task Card 2 (child version instructions): Choose a primary track direction (direction cluster: ____), and complete three items: ① Find 2 university official program pages / curriculum plans, and in each mark one course that “sounds interesting” and one course that “sounds intimidating”; ② Find 1 related open course and try watching ≥1 session; ③ Find 1 introductory book and read the preface + first chapter. Produce three information columns: Confirmed my assumptions / Overturned my assumptions / New questions. It is okay if any column is empty — empty is also data.
Scripts:
Parent homework (Consultant-style response ②: Ask about needs first): This week, every time the child brings up future/academic topics, the parent’s first response must confirm the need: “Do you want my opinion, or do you want to sort it out yourself first?” If the child chooses “sort it out myself” → the parent steps back and does not pile on.
Materials: Computer / phone (for researching; normal tools in D Band), notebook.
This week’s goal: The child completes 1 interview with a practitioner / current student (or the fallback option); parents practice “listen without summarizing.”
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Task Card 3 “Interview a Practitioner / Current Student” | Floor (weekly core, child self-service) | How many of the five interview questions were asked? A. Not observed B. 1–3 questions C. ≥4 questions |
| 2 | Optional ritual: Sunday “Three Discoveries” sharing | Primary focus (child-initiated) | When retelling the interview, which point did the child mention first? A. Not observed B. Only said “it was fine” or similar C. Gave specific details or a surprise |
| 3 | Parent homework: Consultant-style response ③ “Listen without summarizing” | Challenge (parent) | After the child shared, how many times did the parent hold back from summarizing? A. Not observed B. 1 time C. ≥2 times |
Task Card 3 (child version instructions): Find 1 person who is currently doing (or currently studying) this direction, and use the fixed 5-question interview outline (fixed outline from the scoring rules): ① What does a typical day look like for you? ② What is the most tedious part of this field? ③ What kind of person is suited for this? ④ Have you ever regretted it, and why? ⑤ If you could start over, would you still choose it? Online voice or text is fine, 15–30 minutes. The interview direction should be a direction cluster other than the one used in Week 2: ____. Cannot find anyone → fallback option: Watch 2 in-depth interview videos or text transcripts of practitioners in this direction, and answer the same 5 questions yourself.
Scripts:
Parent homework (Consultant-style response ③: Listen without summarizing): When the child shares any exploration findings, the parent’s role is a “mirror,” not an “editor” — you may restate (“So you mean ____”), and you may ask about details, but this week it is forbidden to produce concluding sentences (“This shows you are/are not suited for ____”).
Materials: 5-question interview outline (printed or saved on phone), contact list.
This week’s goal: The child carries out the micro-experience from the first experiential validation plan and writes a 3-sentence experience record; the family establishes the quarterly review mechanism.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Task Card 4 “Micro-Experience Execution” | Floor (weekly core, child self-service) | Degree of micro-experience execution? A. Not observed B. Partially done C. Completed and left a record |
| 2 | Optional ritual: Quarterly review meeting (child-led, 30 minutes) | Primary focus (this week upgraded to a formal item) | Who did most of the talking in the review meeting? A. Not observed (did not happen) B. Parent talked more C. Child spoke for ≥10 minutes |
| 3 | Parent homework: Consultant-style response ④ “How to run the quarterly review” | Challenge (parent) | During the meeting, did the parent listen without commenting? A. Not observed B. Slipped once C. Held the line |
Task Card 4 (child version instructions): From the report’s experiential validation plan, choose 1 “what to do” and carry out a micro-experience of ≤2 hours (matched by direction code: I type = reproduce a small experiment and write 3 lines of notes; A type = complete one minimal artifact; S type = do one volunteering/teaching assistant experience; E type = pitch one idea to 3 people; C type = organize a pile of messy information into a table; R type = make a physical object by hand). Direction cluster: ____. After completing it, write a 3-sentence experience record: ① Was I engaged? ② At what moment did I lose track of time? ③ Do I want to do it again? — These three sentences are for the you three months from now, not homework.
Quarterly review meeting process (30 minutes, child-led):
Scripts:
Parent homework (Consultant-style response ④: Quarterly review mechanism): This week, agree with the child on the review meeting time (the child decides the time and place); parents bring paper and pen and act as note-taker. After the meeting, parents self-check three questions: Did I interrupt? Did I summarize? Was the next step said by the child or by me? — If any answer is “yes,” redo it next quarter.
Materials: Materials needed for the micro-experience (varies by direction; principle: zero purchase or ≤1 item), timer, paper and pen.
| Check item | Pass standard | Handling if not passed |
|---|---|---|
| Task card reach rate | ≥2 of the 4 cards have execution traces | <2 → check whether tasks were turned into “assigned homework” by the parent (“assigning” = external control); change to presenting them directly to the child on the report page, with zero parent handling |
| Direction card gut-score change | In Week 4, the child is willing to re-score once (before/after comparable) | Unwilling to re-score → record the data as is, do not ask why; during the review meeting, see whether new information naturally brings it out |
| Interview completion quality | Completed the interview or fallback option, and can retell ≥2 surprise points | Not completed → next quarter, move the interview to Week 2 (people first, then information), and postpone the rest accordingly |
| Review meeting format | The child speaks for ≥10 minutes | Parent talks more → in the next quarterly review meeting, parents switch to “written dictation” format (write only, do not speak) |
Pass → enter the quarterly cycle: each quarter, 1 round of “Task Card ×4 + review meeting,” with direction clusters updated on a rolling basis according to the retested RIASEC and experience records; if the same direction is validated for 2 consecutive rounds as “engaged and wants to do it again,” the report is upgraded to “Direction Confirming,” and still no decisive conclusion is given.
2026-10-21 ｜ 版本 v1 ｜ 定位：把「评估 → 问题 → 流派 → 任务 → 每周节奏 → 进展」串成一张总图。 上位：
task_plan.md｜13-儿童问题与多流派解法/｜12-学科与兴趣/双轨升级模板与审计清单.md｜03-处方库/家庭共进计划-FPP模板.md原则：任务不是作业；一次 1–3 个目标；每周 ≥1 次保底；不排名、不刷题、不用奖励驱动兴趣。
| 任务族 | 目标 | 典型任务 | 主要证据 | 评估 |
|---|---|---|---|---|
| A 情绪与社会 | 情绪识别/调节、同理心、社交技能、冲突修复 | 情绪温度计、角色扮演、轮流游戏、家庭会议、社交步骤练习 | TIK E1/E2；SST E2；PCIT E1 | SDQ；行为锚点；GBO |
| B 执行功能 | 抑制控制、工作记忆、认知灵活、计划 | 红灯绿灯、相反动作、卡片倒序、规则切换、计时器、清单 | EF 训练近迁移 E2；HTKS/EF Touch | HTKS；EF Touch；观察 |
| C 学业 | 阅读/写作/数学/英语的下一步 | 共读、拼读、句子合并、生活数学、KET 任务 | SoR E1；提取/间隔/交错 E1；Graham E2 | DIBELS/easyCBM/CBM-WE；作品 |
| D 兴趣 | 兴趣阶段、技能进阶、坚持/享受 | 国象/马术/吉他/折纸/英语轨道 | 采样期 E3；Sala & Gobet（近端）；Hidi E3 | 三信号；阶段复盘；GBO |
| E 家庭系统 | 常规、共同养育、分工、家庭会议 | 睡前常规、家庭会议、父母小会、分工地图 | 睡前常规 E2；共同养育 E2/E3；家庭会议 E3 | CHAOS；CRS；家庭会议出勤 |
| F 家长自我 | 压力/倦怠、自我关怀、价值观 | 每周 2 小时自我时间、支持网络、MI 对话 | PBA E2/E3；MI E2/E3 | PBA；自评 |
| 年龄段 | 每日 | 每周 | 注意 |
|---|---|---|---|
| 3–6 | 5 分钟特殊时光 + 睡前常规 | 学业 1–2 次×10–15 min；兴趣 2–3 次×10–15 min；家庭会议 1 次（简化） | 孩子零屏幕（学习类）；游戏化；不写字训练 |
| 7–9 | 5 分钟特殊时光 + 睡前常规 | 学业 2 次×15–25 min；兴趣 3–4 次×15–25 min；家庭会议 1 次；父母小会 1 次 | 作业日可取消家庭学业；最多 2 条兴趣轨 |
| 10–12 | 5 分钟特殊时光 + 睡前常规 | 学业 2–3 次×20–30 min；兴趣 4–5 次×20–40 min；家庭会议 1 次；父母小会 1 次 | 自主学习；允许项目制；不刷题 |
| 13–15 | 连接时刻（非检查） | 学业按学校；兴趣 2 条；家庭会议 1 次（协商式）；父母支持 | 自主权；隐私；不查手机式监控 |
| 16–18 | 连接时刻 | 学业自主；兴趣/生涯项目；家庭会议按需 | 顾问角色；不替孩子决定 |
总上限：家庭任务 ≤30 分钟/天（不含学校作业）；忙时只做 5 分钟特殊时光；断档不指责，下周重启。
| 字段 | 要求 | 示例 |
|---|---|---|
| 任务名 | 家长一看就懂 | 「情绪温度计」 |
| 目标 | 1–2 条可观察 | 「说出 3 种情绪词」 |
| 任务族/维度 | A–F + 具体维度 | A 情绪识别 |
| 证据等级/机制 | E1–E4 + 机制 | E1/E2；命名情绪降低唤醒 |
| 剂量 | 单次时长/每周次数/周期 | 5 min×3/周×4 周 |
| 保真度检查 | 怎么知道做对了 | 家长命名≥1 次；孩子回应 |
| 不适用 | 年龄/状态/气质 | 高情绪爆发时不做 |
| 主张边界 | 能说/不能说 | 近端情绪词汇；不主张提智 |
现有卡牌按此 8 字段升级；见
12-学科与兴趣/双轨升级模板与审计清单.md§四。
① 评估：SDQ/HTKS/CBM/观察/家庭评估
↓
② 列问题：从知识库 13 匹配 1–3 个（先红线，再家庭投票）
↓
③ 选流派：每个问题选 1 首选 + 1 备选（证据+可执行+文化适配）
↓
④ 配任务：每个目标 2–3 个任务（1 保底 + 1 主攻 + 1 挑战）
↓
⑤ 排周计划：学业 2 + 兴趣 2 + 家庭会议 1 + 父母小会 1 + 每日 5 分钟
↓
⑥ 测进展：GBO 每周；SDQ 每月；CBM 每两周；4 周复盘 → 调整选择规则
| 问题（知识库） | 主任务族 | 任务示例 | 备选族 |
|---|---|---|---|
| 害羞/慢热 | A 社交 | 新环境预告；加入游戏三步；每周 1 玩伴 | F 家长自我（降低焦虑传导） |
| 打人/咬人 | A 情绪 + E 家庭 | 替代行为脚本；修复仪式；ABC 记录 | B EF（抑制控制） |
| 不分享/轮流 | A 社交 + E 家庭 | 轮流计时器；家庭会议规则；合作游戏 | D 兴趣（合作项目） |
| 交朋友难 | A 社交 | 1 对 1 玩伴；加入语角色扮演；复盘 | D 兴趣小组 |
| 被欺负 | E 家庭 + A 社交 | 记录；学校沟通；求助脚本；修复 | F 家长支持 |
| 兄弟姐妹冲突 | E 家庭 + A 社交 | 特殊时光；家庭会议；合作任务 | A 情绪教练 |
| 输不起 | A 情绪 + D 兴趣 | 桌游输赢练习；复盘；示范 | B EF |
| 社交焦虑 | A 情绪 + F | 害怕阶梯；SPACE 家长工作；学校配合 | — |
| 发脾气 | A 情绪 + E 家庭 | 降温角；情绪温度计；预防 | B EF |
| 分离焦虑 | A 情绪 + E 家庭 | 告别仪式；渐进分离；过渡物 | F 家长 |
| 害怕 | A 情绪 | 害怕地图；小步暴露；安抚物 | D 兴趣（勇敢主题故事） |
| 完美主义 | A 情绪 + F | 过程表扬；足够好任务；错误示范 | C 学业（降低结果压力） |
| 悲伤/低落 | A 情绪 + F | 每日连接；行为激活；转介 | E 家庭支持 |
| 嫉妒 | E 家庭 + A 情绪 | 特殊时光；不比较；参与照顾 | — |
| 等不及/冲动 | B EF + A 情绪 | EF 游戏；计时器；等待工具 | E 家庭规则 |
| 情绪识别弱 | A 情绪 | 情绪卡片；温度计；家长示范 | D 兴趣（绘本/角色扮演） |
| 作业拖延 | C 学业 + F | 选择顺序；25 分钟小段；开始仪式 | B EF |
| 注意力 | B EF + C 学业 | 清桌面；短任务；运动；睡眠 | E 家庭常规 |
| 动机低 | C 学业 + F | 自选主题；小成功；兴趣连接 | A 情绪（胜任感） |
| 考试焦虑 | C 学业 + A 情绪 | 模拟小测；呼吸；过程目标 | F 家长焦虑 |
| 阅读弱 | C 学业 | 共读；拼读；分级读物；DIBELS | D 兴趣（故事） |
| 数学畏难 | C 学业 + B EF | 生活数学；CPA；策略讨论 | D 兴趣（棋/桌游） |
| 写作难 | C 学业 | 3 句日记；句子合并；口述转写 | D 兴趣（创作） |
| 英语抵触 | C 学业 + D 兴趣 | 儿歌/动画；拼读游戏；分级读物 | — |
| 屏幕过度 | E 家庭 + D 兴趣 | 家庭媒体计划；户外；替代活动 | F 家长示范 |
| 班太多 | E 家庭 + D 兴趣 | 负荷表；留白；孩子投票 | F 家长 |
| 撒谎 | A 情绪 + E 家庭 | 安全诚实；修复；不设陷阱 | F 家长 |
| 顶嘴/对抗 | A 情绪 + E 家庭 | CPS Plan B；选择；修复 | F 家长训练 |
| 磨蹭 | B EF + E 家庭 | 视觉流程；计时器；自然后果 | C 学业（任务分解） |
| 睡眠 | E 家庭 | 睡前 4 步；屏幕宵禁；睡眠日志 | A 情绪（怕黑） |
| 家务 | E 家庭 | 年龄家务表；家庭会议；一起做 | — |
| 零花钱 | E 家庭 | 三罐；记账；等待购买 | C 学业（数学） |
| 父母冲突 | E 家庭 + F | 暂停词；修复；父母小会 | — |
| 共同养育分歧 | E 家庭 + F | 3 条底线；每周小会；不拆台 | — |
| 祖辈分歧 | E 家庭 | 3 条底线；感恩+具体请求；家庭会议 | F 家长沟通 |
| 家长倦怠 | F 家长自我 | 每周 2 小时；分工；降低标准 | E 家庭 |
| 入园/转学 | E 家庭 + A 情绪 | 预告；渐进；过渡物；固定告别 | F 家长 |
| 丧失/哀伤 | A 情绪 + E 家庭 | 诚实解释；仪式；陪伴 | F 家长 |
| 二胎 | E 家庭 + A 情绪 | 特殊时光；参与；不比较 | — |
周一：5 分钟特殊时光；学业 20 分钟（阅读，自选书）；睡前常规
周二：5 分钟特殊时光；国象 20 分钟（Steps 练习）；家庭会议 20 分钟
周三：5 分钟特殊时光；留白（不安排）
周四：5 分钟特殊时光；学业 20 分钟（数学生活任务）；户外 30 分钟
周五：5 分钟特殊时光；国象 20 分钟；家庭电影/游戏
周六：家庭项目（超市购物/公园）；父母小会 10 分钟
周日：休息；下周计划 5 分钟
目标：
孩子：写作业前先做 5 分钟（GBO 0–10）
爸爸：每周陪国象 2 次（GBO）
妈妈：不催作业，只提醒一次（GBO）
全家：家庭会议每周 1 次（是/否）
测量：GBO 每周；SDQ 每月；CBM 每两周；4 周复盘
保底：忙时只做 5 分钟特殊时光| 现有资产 | 在任务体系中的角色 |
|---|---|
| 164 张卡 | 任务库的「活动卡」；选 20 张核心卡补 8 字段 |
| 章节地图 | 每周节奏的主题包装；不单独作为产品核心 |
| 7 条轨道 | D 兴趣族 + C 学业族的进阶路径 |
| 处方卡 | 改为「共进任务」，标证据/机制/剂量/保真度 |
| 微打卡 | 改为保真度+GBO+AE 记录 |
| 报告 | 改为孩子画像+家庭画像+FPP+进展 |
质量
反模式
2026-10-21 | Version v1 | Positioning: a single master map connecting “Assessment → Problem → Approach → Task → Weekly Rhythm → Progress.” Upstream:
task_plan.md|13-儿童问题与多流派解法/|12-学科与兴趣/双轨升级模板与审计清单.md|03-处方库/家庭共进计划-FPP模板.mdPrinciple: tasks are not homework; 1–3 goals at a time; at least one guaranteed session per week; no ranking, no drill, and do not use rewards to drive interest.
| Task Family | Goal | Typical Tasks | Main Evidence | Assessment |
|---|---|---|---|---|
| A Emotional and Social | Emotion recognition/regulation, empathy, social skills, conflict repair | Emotion thermometer, role-play, turn-taking games, family meeting, social-step practice | TIK E1/E2; SST E2; PCIT E1 | SDQ; behavioral anchors; GBO |
| B Executive Function | Inhibitory control, working memory, cognitive flexibility, planning | Red Light Green Light, opposite actions, reverse card order, rule switching, timer, checklist | EF training near transfer E2; HTKS/EF Touch | HTKS; EF Touch; observation |
| C Academic | Next-step reading/writing/math/English | Shared reading, phonics, sentence combining, everyday math, KET tasks | SoR E1; retrieval/spacing/interleaving E1; Graham E2 | DIBELS/easyCBM/CBM-WE; work samples |
| D Interest | Interest stage, skill progression, persistence/enjoyment | Chess/equestrian/guitar/origami/English track | Sampling period E3; Sala & Gobet (proximal); Hidi E3 | Three signals; phase review; GBO |
| E Family System | Routines, co-parenting, division of labor, family meeting | Bedtime routine, family meeting, parent huddle, division-of-labor map | Bedtime routine E2; co-parenting E2/E3; family meeting E3 | CHAOS; CRS; family meeting attendance |
| F Parent Self | Stress/burnout, self-compassion, values | 2 hours of self-time per week, support network, MI conversations | PBA E2/E3; MI E2/E3 | PBA; self-rating |
| Age Band | Daily | Weekly | Notes |
|---|---|---|---|
| 3–6 | 5-minute special time + bedtime routine | Academic 1–2 sessions × 10–15 min; Interest 2–3 sessions × 10–15 min; Family meeting 1 session (simplified) | Child: no screens (including learning-related); gamified; no writing drills |
| 7–9 | 5-minute special time + bedtime routine | Academic 2 sessions × 15–25 min; Interest 3–4 sessions × 15–25 min; Family meeting 1; Parent huddle 1 | On homework days, family academic sessions can be canceled; no more than 2 interest tracks |
| 10–12 | 5-minute special time + bedtime routine | Academic 2–3 sessions × 20–30 min; Interest 4–5 sessions × 20–40 min; Family meeting 1; Parent huddle 1 | Self-directed learning; project-based work allowed; no drill |
| 13–15 | Connection moments (not check-ins) | Academics follow school; Interest 2 tracks; Family meeting 1 (negotiated); Parent support | Autonomy; privacy; no phone-check monitoring |
| 16–18 | Connection moments | Academics autonomous; interest/career projects; Family meeting as needed | Consultant role; do not decide for the child |
Overall ceiling: family tasks ≤30 minutes/day (excluding school homework); on busy days, do only the 5-minute special time; after a missed period, do not blame, restart next week.
| Field | Requirement | Example |
|---|---|---|
| Task name | Understandable to parents at a glance | “Emotion Thermometer” |
| Goal | 1–2 observable items | “Name 3 emotion words” |
| Task family/dimension | A–F + specific dimension | A Emotion recognition |
| Evidence grade/mechanism | E1–E4 + mechanism | E1/E2; naming emotions lowers arousal |
| Dosage | Session duration / weekly frequency / total duration | 5 min × 3/week × 4 weeks |
| Fidelity check | How to know it was done correctly | Parent names ≥1; child responds |
| When not to use | Age/state/temperament | Do not use during high emotional outbursts |
| Claim boundaries | What can/cannot be said | Proximal emotion vocabulary; do not claim intelligence gains |
Existing cards should be upgraded according to these 8 fields; see
12-学科与兴趣/双轨升级模板与审计清单.md§4.
① 评估：SDQ/HTKS/CBM/观察/家庭评估
↓
② 列问题：从知识库 13 匹配 1–3 个（先红线，再家庭投票）
↓
③ 选流派：每个问题选 1 首选 + 1 备选（证据+可执行+文化适配）
↓
④ 配任务：每个目标 2–3 个任务（1 保底 + 1 主攻 + 1 挑战）
↓
⑤ 排周计划：学业 2 + 兴趣 2 + 家庭会议 1 + 父母小会 1 + 每日 5 分钟
↓
⑥ 测进展：GBO 每周；SDQ 每月；CBM 每两周；4 周复盘 → 调整Selection rules
| Problem (knowledge base) | Primary task family | Example tasks | Alternative family |
|---|---|---|---|
| Shy/slow to warm | A Social | New environment preview; three steps for joining play; one playmate per week | F Parent self (reduce anxiety transmission) |
| Hitting/biting | A Emotional + E Family | Replacement behavior script; repair ritual; ABC record | B EF (inhibitory control) |
| Not sharing/taking turns | A Social + E Family | Turn-taking timer; family meeting rules; cooperative games | D Interest (cooperative projects) |
| Difficulty making friends | A Social | One-on-one playmates; joining-language role-play; debrief | D Interest group |
| Being bullied | E Family + A Social | Documentation; school communication; help-seeking script; repair | F Parent support |
| Sibling conflict | E Family + A Social | Special time; family meeting; cooperative tasks | A Emotion coaching |
| Difficulty losing | A Emotional + D Interest | Board-game win/loss practice; debrief; modeling | B EF |
| Social anxiety | A Emotional + F | Fear ladder; SPACE parent work; school coordination | — |
| Tantrums | A Emotional + E Family | Cool-down corner; emotion thermometer; prevention | B EF |
| Separation anxiety | A Emotional + E Family | Goodbye ritual; gradual separation; transition object | F Parent |
| Fears | A Emotional | Fear map; small-step exposure; comfort object | D Interest (bravery-themed stories) |
| Perfectionism | A Emotional + F | Process praise; “good enough” tasks; mistake modeling | C Academic (reduce outcome pressure) |
| Sadness/low mood | A Emotional + F | Daily connection; behavioral activation; referral | E Family support |
| Jealousy | E Family + A Emotional | Special time; no comparisons; involvement in caregiving | — |
| Impatience/impulsivity | B EF + A Emotional | EF games; timer; waiting tools | E Family rules |
| Weak emotion recognition | A Emotional | Emotion cards; thermometer; parent modeling | D Interest (picture books/role-play) |
| Homework procrastination | C Academic + F | Choice of order; 25-minute segments; start ritual | B EF |
| Attention | B EF + C Academic | Clear desk; short tasks; exercise; sleep | E Family routines |
| Low motivation | C Academic + F | Self-selected topics; small successes; interest connections | A Emotional (competence) |
| Test anxiety | C Academic + A Emotional | Mock quizzes; breathing; process goals | F Parent anxiety |
| Weak reading | C Academic | Shared reading; phonics; leveled readers; DIBELS | D Interest (stories) |
| Math avoidance | C Academic + B EF | Everyday math; CPA; strategy discussion | D Interest (chess/board games) |
| Writing difficulty | C Academic | Three-sentence journal; sentence combining; dictated transcription | D Interest (creative work) |
| English resistance | C Academic + D Interest | Songs/cartoons; phonics games; leveled readers | — |
| Excessive screen time | E Family + D Interest | Family media plan; outdoor time; replacement activities | F Parent modeling |
| Too many classes | E Family + D Interest | Load sheet; unscheduled time; child vote | F Parent |
| Lying | A Emotional + E Family | Safe honesty; repair; no traps | F Parent |
| Backtalk/defiance | A Emotional + E Family | CPS Plan B; choices; repair | F Parent training |
| Dawdling | B EF + E Family | Visual schedule; timer; natural consequences | C Academic (task breakdown) |
| Sleep | E Family | 4-step bedtime; screen curfew; sleep log | A Emotional (fear of dark) |
| Chores | E Family | Age-based chore chart; family meeting; do it together | — |
| Allowance | E Family | Three jars; tracking; delayed purchase | C Academic (math) |
| Parental conflict | E Family + F | Pause word; repair; parent huddle | — |
| Co-parenting disagreements | E Family + F | 3 bottom lines; weekly huddle; no undermining | — |
| Grandparent disagreements | E Family | 3 bottom lines; appreciation + specific requests; family meeting | F Parent communication |
| Parent burnout | F Parent Self | 2 hours per week; division of labor; lower standards | E Family |
| School entry/transfer | E Family + A Emotional | Preview; gradual transition; transition object; consistent goodbye | F Parent |
| Loss/grief | A Emotional + E Family | Honest explanation; rituals; companionship | F Parent |
| New sibling | E Family + A Emotional | Special time; involvement; no comparisons | — |
周一：5 分钟特殊时光；学业 20 分钟（阅读，自选书）；睡前常规
周二：5 分钟特殊时光；国象 20 分钟（Steps 练习）；家庭会议 20 分钟
周三：5 分钟特殊时光；留白（不安排）
周四：5 分钟特殊时光；学业 20 分钟（数学生活任务）；户外 30 分钟
周五：5 分钟特殊时光；国象 20 分钟；家庭电影/游戏
周六：家庭项目（超市购物/公园）；父母小会 10 分钟
周日：休息；下周计划 5 分钟
目标：
孩子：写作业前先做 5 分钟（GBO 0–10）
爸爸：每周陪国象 2 次（GBO）
妈妈：不催作业，只提醒一次（GBO）
全家：家庭会议每周 1 次（是/否）
测量：GBO 每周；SDQ 每月；CBM 每两周；4 周复盘
保底：忙时只做 5 分钟特殊时光| Existing Asset | Role in the Task System |
|---|---|
| 164 cards | “Activity cards” in the task library; select 20 core cards and complete the 8 fields. |
| Chapter map | Thematic packaging for the weekly rhythm; not a standalone product core. |
| 7 tracks | Progression paths for D Interest + C Academic families. |
| Practice card | Changed to “Co-Progress Tasks,” marked with evidence/mechanism/dosage/fidelity. |
| Micro check-in | Changed to fidelity + GBO + AE records. |
| Report | Changed to child profile + family profile + FPP + progress. |
Quality
Anti-patterns
每一张「每周处方卡」和每一张「游戏卡」都必须符合本规范。规范存在的意义：让处方可被规则引擎匹配、可被家长 3 分钟读懂、可被执行 4 周不崩。
每张周处方卡 = 1 个主题 + 3 个游戏 + 对话脚本 + 观察锚点 + 保底方案。
| 字段 | 要求 |
|---|---|
| 本周主题 | 一句话，家长能记住（如「情绪命名周」「轮流与等待周」）。主题来自主攻方向 |
| 本周目标 | 1–2 条，可观察（如「孩子能说出 3 种情绪词」），不写「提升情绪能力」 |
| 游戏 × 3 | 从游戏卡库选取，难度呈「1 保底 + 1 主攻 + 1 挑战」的梯度 |
| 对话脚本 | 3–5 句，按孩子气质参数改写过的版本（见第四节） |
| 观察锚点 | 每个游戏 1 个行为锚点问题（周六打卡用），必须三选一可量化 |
| 频次 | 标准剂量：任选 3 次 × 15 分钟；保底剂量：1 次也算完成 |
| 材料 | 限家庭常见物品（积木、扑克、绘本、纸笔、球），特殊材料 ≤1 样 |
| 字段 | 说明 |
|---|---|
| 游戏名 | 家长一看就懂 |
| 维度标注 | 主维度 + 副维度（对照《理论底座映射表》） |
| 适用年龄 | 3–4 / 4–6 / 5–7 |
| 人数与材料 | 默认 1 大 1 小 |
| 玩法 | ≤5 步，每步一句话 |
| 发展要点 | 这个游戏测/练什么，依据哪个理论 |
| 家长话术 | 开场 1 句 + 过程中 2 句 + 收尾 1 句（脚本级） |
| 观察锚点 | 1 个三选一行为问题 |
| 难度调节 | 降一档 / 升一档各怎么改（适配 ZPD） |
| 气质适配提示 | 对慢热/强反应/低坚持孩子的变体 |
同一条建议，按孩子参数改写。改写的是表达方式，不是目标。
| 孩子参数 | 通用版 | 改写版 |
|---|---|---|
| 强反应 + 低适应 | 「没关系，再来一次」 | 先降温：「倒了有点气对不对，我们先深呼吸三次」→ 再讲理：「刚才那块是不是没对齐？」 |
| 慢热（偏 I/回避） | 「我们一起玩这个新游戏」 | 提前一天预告：「明天我们玩个新的」→ 当天先示范：「你先看我玩一轮」→ 邀请：「要不要试试当发牌的人？」 |
| 高坚持（偏 J） | 「玩 15 分钟就好」 | 提前给完成点：「搭完这座桥我们就贴完成章」；结束前 5 分钟预告，不突然打断 |
| 低坚持 | 「坚持把它做完」 | 拆小：「我们先只拼四个角」→ 即时反馈：每完成一小块具体指出「你自己找到这块的，没要帮忙」 |
| 负性情绪高 | 「输了没关系」 | 先共情后归因：「输了心里不好受，我知道」→「你想知道刚才是哪一步被追上的吗？」 |
| 高敏感 | 「大家都有点吵，别在意」 | 前置处理：先换到安静角落，再开始游戏，不评价其敏感 |
改写执行方式：规则引擎按孩子档案中的参数标签选择对应话术模板；LLM 只允许在模板内做润色，禁止自由生成新建议。
两层结构（全系统统一口径）：
Every “Weekly Practice Card” and every “Game Card” must comply with this specification. The point of the specification: make prescriptions matchable by the rules engine, readable by parents in 3 minutes, and executable for 4 weeks without falling apart.
Each weekly practice card = 1 theme + 3 games + dialogue script + observation anchor + minimum plan.
| Field | Requirement |
|---|---|
| This Week’s Theme | One sentence that parents can remember (e.g., “Emotion Naming Week,” “Taking Turns and Waiting Week”). The theme comes from the primary focus direction. |
| This Week’s Goals | 1–2 items, observable (e.g., “The child can name 3 emotion words”); do not write “improve emotional ability.” |
| Games × 3 | Select from the game card library, with difficulty graded as “1 minimum + 1 main + 1 challenge.” |
| Dialogue Script | 3–5 sentences, a version rewritten according to the child’s temperament parameters (see Section 4). |
| Observation Anchor | One behavioral anchor question per game (for Saturday check-in); must be a quantifiable three-option question. |
| Frequency | Standard dose: choose any 3 sessions × 15 minutes; minimum dose: 1 session also counts as complete. |
| Materials | Limited to common household items (blocks, playing cards, picture books, paper and pen, ball); special materials ≤1 kind. |
| Field | Description |
|---|---|
| Game Name | Immediately understandable to parents. |
| Dimension Label | Primary dimension + secondary dimension (see the Theoretical Foundation Mapping Table). |
| Applicable Age | 3–4 / 4–6 / 5–7 |
| Participants and Materials | Default 1 adult and 1 child. |
| How to Play | ≤5 steps, one sentence per step. |
| Development Points | What this game assesses/trains and which theory it is based on. |
| Parent Script | 1 opening sentence + 2 during-play sentences + 1 closing sentence (script-level). |
| Observation Anchor | One three-option behavioral question. |
| Difficulty Adjustment | How to modify down one level / up one level (adapted to ZPD). |
| Temperament Adaptation Tips | Variants for slow-to-warm-up / strong-reaction / low-persistence children. |
The same suggestion is rewritten according to the child’s parameters. What is rewritten is the expression, not the goal.
| Child Parameter | Generic Version | Rewritten Version |
|---|---|---|
| Strong reaction + low adaptability | “It’s okay, try again.” | First cool down: “You’re a little upset that it fell over, right? Let’s take three deep breaths first.” → Then reason: “Was that piece just now not aligned?” |
| Slow-to-warm-up (I-leaning/avoidant) | “Let’s play this new game together.” | Give one day’s notice: “Tomorrow we’ll play a new one.” → On the day, model first: “You watch me play one round first.” → Invite: “Would you like to try being the dealer?” |
| High persistence (J-leaning) | “Just play for 15 minutes.” | Give a completion point in advance: “Once we finish building this bridge, we’ll put on the completion stamp.”; give a 5-minute warning before ending, no sudden interruption. |
| Low persistence | “Stick with it and finish it.” | Break it down: “Let’s first just assemble the four corners.” → Immediate feedback: each time a small part is completed, specifically point out “You found that piece by yourself, without help.” |
| High negative emotion | “It’s okay to lose.” | Empathize first, then attribute: “Losing doesn’t feel good, I know.” → “Do you want to know at which step you got caught up just now?” |
| High sensitivity | “Everyone is a bit noisy, don’t mind it.” | Front-load handling: first move to a quiet corner, then start the game; do not comment on their sensitivity. |
Rewriting Execution Method: The rules engine selects the corresponding script template according to the parameter labels in the child’s profile; the LLM is only allowed to polish within the template and is prohibited from freely generating new suggestions.
04-反馈与复盘/每周微打卡表).Two-Layer Structure (System-Wide Unified Standard):
05-报告引擎/解读与话术文案规范):2026-10-21 ｜ 版本 v1 ｜ 使用：先按
任务体系总览.md六步算法选目标，再从本库选 2–3 个任务（1 保底 + 1 主攻 + 1 挑战）。 规则：每任务有目标/年龄/剂量/证据/保真度；一次不超过 2 个新任务；每周 ≥1 次保底；不刷题、不排名、不用奖励驱动兴趣。 证据等级：E1 强；E2 初步 RCT/准实验；E3 理论/观察/共识。本库不使用 E4 作为主机制。
| # | 任务 | 年龄 | 目标 | 剂量 | 证据 | 保真度检查 |
|---|---|---|---|---|---|---|
| A1 | 情绪温度计 | 3–12 | 识别/表达情绪强度 | 每天 1 次，1 分钟 | E1/E2 | 孩子能指认 0–10；家长不评判 |
| A2 | 情绪卡片猜猜 | 3–8 | 情绪词汇/表情识别 | 10 min×2–3/周 | E1/E2 | 说出 ≥3 个情绪词 |
| A3 | 绘本角色扮演 | 3–10 | 同理心/观点采择 | 15 min×2/周 | E2/E3 | 能说「他为什么__」 |
| A4 | 共情三句话 | 3–12 | 先连接后讲理 | 每天 1 次 | E1/E2 | 家长说「你看起来__，因为__」 |
| A5 | 轮流计时器 | 3–8 | 轮流/等待 | 10 min×3/周 | E1/E3 | 轮流 ≥3 次无冲突 |
| A6 | 加入游戏三步 | 5–12 | 社交加入技能 | 角色扮演 10 min×2/周 | E2 | 能说出「看—问—加入」 |
| A7 | 冲突修复四问 | 5–12 | 修复/责任 | 冲突后 5 min | E2/E3 | 能说「发生了什么/谁受影响/怎么修」 |
| A8 | 家庭会议致谢 | 4–18 | 积极关系/归属 | 每周 1 次 | E3 | 每人说 1 件感谢 |
| A9 | 特殊时光（PRIDE） | 2–12 | 连接/安全感 | 每天 5–10 min | E1（PCIT） | 孩子主导；家长不纠正 |
| A10 | 社交预演 | 4–10 | 新情境准备 | 情境前 5 min | E3 | 孩子能说出 1 个应对句 |
红线：不强迫表演/拥抱；不贴「胆小/自私」；高情绪时先降温。
| # | 任务 | 年龄 | 目标 | 剂量 | 证据 | 保真度检查 |
|---|---|---|---|---|---|---|
| B1 | 红灯绿灯 | 4–8 | 抑制控制 | 10 min×3/周 | E1/E2 | 能停 ≥3 次 |
| B2 | 相反动作（头/脚） | 4–8 | 抑制/工作记忆 | 5–10 min×3/周 | E2 | 能完成 5 次以上 |
| B3 | 卡片倒序 | 4–8 | 工作记忆 | 10 min×2–3/周 | E2 | 能记住 2 条规则 |
| B4 | 规则切换分类 | 4–10 | 认知灵活 | 10–15 min×2/周 | E2 | 能按 2 种规则分类 |
| B5 | 西蒙说 | 3–8 | 听觉注意/抑制 | 10 min×2–3/周 | E2/E3 | 能完成 3 步指令 |
| B6 | 等待沙漏 | 3–8 | 延迟等待 | 每天 1 次，3–5 min | E2 | 能等到沙漏漏完 |
| B7 | 寻宝按图 | 4–10 | 计划/空间 | 15–20 min×1–2/周 | E3 | 能按线索找 3 个点 |
| B8 | 计划—执行—检查 | 6–12 | 元认知/计划 | 作业前 2 min | E1（元认知） | 孩子能说「先做什么/怎么检查」 |
| B9 | 厨房计时员 | 3–10 | 时间感/等待 | 10 min×2–3/周 | E2/E3 | 能说「还要多久」 |
| B10 | 木头人 | 3–8 | 抑制/身体控制 | 5–10 min×2/周 | E2/E3 | 能保持 5 秒不动 |
红线：疲劳/高情绪不做；不羞辱「又动了」；不把 EF 训练当提智。
| # | 任务 | 年龄 | 目标 | 剂量 | 证据 | 保真度检查 |
|---|---|---|---|---|---|---|
| C1 | 亲子共读 | 3–12 | 阅读兴趣/理解 | 每天 10–15 min | E2/E3 | 孩子选书；讨论 1 个问题 |
| C2 | 拼读游戏 | 5–9 | 英语音素/拼读 | 10 min×3/周 | E1 | 能拼 CVC 词 ≥5 个 |
| C3 | 分级读物 | 6–12 | 英语流利/理解 | 每天 10 min | E2 | 读完 1 本；能复述 |
| C4 | 三句日记 | 6–12 | 写作起步 | 每天 3 句 | E2 | 连续 5 天完成 |
| C5 | 句子合并 | 7–12 | 句法/写作 | 10 min×2/周 | E1（g≈0.50） | 能合并 3 组短句 |
| C6 | 生活购物数学 | 4–10 | 数感/钱/计算 | 每周 1 次 | E3 | 孩子参与算钱/找零 |
| C7 | 凑十扑克 | 5–9 | 数感/凑十 | 15 min×2–3/周 | E2/E3 | 能凑 10 ≥3 次 |
| C8 | 数学策略访谈 | 6–12 | 讲思路/策略 | 每周 2 次，5 min | E2（CGI） | 孩子能说出 2 种方法 |
| C9 | KET 角色扮演 | 7–12 | 英语口语/听力 | 10 min×2/周 | E2/E3 | 能完成 1 轮对话 |
| C10 | 错误分析复盘 | 7–12 | 元认知/抗挫 | 每周 1 次，10 min | E1/E3 | 能说「错在哪一步/下次怎么改」 |
红线：不刷题/计时排名；作业日可取消；家长不代写；不主张提分。
| # | 任务 | 年龄 | 目标 | 剂量 | 证据 | 保真度检查 |
|---|---|---|---|---|---|---|
| D1 | 兴趣三信号观察 | 3–12 | 识别兴趣阶段 | 每天 1 min×2 周 | E3 | 记录自发回归/积极情绪/再试 |
| D2 | 4 周采样体验 | 3–12 | 广泛尝试 | 每周 1–2 次 | E3（Côté） | 孩子说「还想/不想」 |
| D3 | 国象残局练习 | 5–12 | 近端策略 | 15 min×2–3/周 | 标准/E3 | 10 题对 8 |
| D4 | 国象输棋练习 | 5–12 | 抗挫/复盘 | 每周 1 次 | E3 | 能握手/说「再来」 |
| D5 | 马术安全核查 + 课后三问 | 5+ | 安全/复盘 | 每次课前/课后 | 标准/E3 | 检查 3 项；能说 1 个收获 |
| D6 | 吉他听众时间 | 5–12 | 练习习惯/表达 | 每天 10 min | E3（Suzuki） | 孩子弹/家长听，不纠错 |
| D7 | 折纸看图独立 | 4–10 | 空间/坚持 | 15 min×2/周 | E3 | 独立完成 10 步 |
| D8 | 折纸组合创作 | 6–12 | 设计/创造 | 20 min×1–2/周 | E3 | 完成 1 个组合作品 |
| D9 | 英语儿歌/动画 | 3–8 | 英语兴趣/听力 | 每天 10 min | E3 | 跟唱/做动作 |
| D10 | 家庭项目展示 | 4–12 | 兴趣整合/表达 | 每月 1 次 | E3 | 孩子展示 1 个作品 |
红线：最多 2 条轨道；12 岁前不专业化；家长不教技术；不主张提智/远迁移。
| # | 任务 | 年龄 | 目标 | 剂量 | 证据 | 保真度检查 |
|---|---|---|---|---|---|---|
| E1 | 睡前四步 | 0–12 | 睡眠/安全感 | 每天 | E2（RCT） | 洗澡—故事—关灯—晚安 |
| E2 | 家庭会议 | 4–18 | 参与/规则 | 每周 1 次，20–30 min | E3 | 致谢→议程→复盘→共识 |
| E3 | 父母小会 | 双亲 | 共同养育对齐 | 每周 1 次，10 min | E2/E3 | 分工/支持/一致性 |
| E4 | 分工地图 | 双亲 | 减少一人全包 | 每月复盘 | E3 | 标出无人负责/一人全包 |
| E5 | 家庭媒体计划 | 3–18 | 屏幕管理 | 全家共同制定 | E3（指南） | 时间/地点/睡前；家长遵守 |
| E6 | 家务轮值 | 3–12 | 责任/贡献 | 每周 3 项 | E3 | 按年龄分配；一起做 |
| E7 | 零花钱三罐 | 5–12 | 财商 | 每周固定 | E3 | 花/存/捐；记账 |
| E8 | 周末家庭项目 | 3–12 | 连接/生活教育 | 每周 1 次 | E3 | 全家参与；孩子选 1 项 |
| E9 | 祖辈三条底线 | 家庭 | 共同养育一致 | 一次制定，季度复核 | E2/E3 | 写清 3 条；感恩+具体请求 |
| E10 | 冲突暂停词 | 双亲 | 冲突降级 | 冲突时 | E2/E3 | 说出暂停词；20 分钟后再说 |
红线：家庭会议不批斗；父母不在孩子面前拆台；不体罚/羞辱。
| # | 任务 | 年龄 | 目标 | 剂量 | 证据 | 保真度检查 |
|---|---|---|---|---|---|---|
| F1 | 每周 2 小时自我时间 | 家长 | 恢复/防倦怠 | 每周 1 次 | E3 | 真的离开孩子/工作 |
| F2 | 每日 10 分钟独处 | 家长 | 情绪调节 | 每天 | E3 | 呼吸/散步/安静 |
| F3 | PBA 自评 | 家长 | 识别倦怠 | 每月 1 次 | E2 | 不把倦怠当失败 |
| F4 | 触发点记录 | 家长 | 识别情绪按钮 | 每周 1 次 | E3 | 记录「什么让我爆炸」 |
| F5 | 修复道歉 | 家长 | 关系修复 | 失控后 24h 内 | E2/E3 | 说「我刚才__，对不起」 |
| F6 | 支持网络 | 家长 | 减少孤立 | 每月 1 次 | E3 | 联系 1 个朋友/家人 |
| F7 | 降低一项标准 | 家长 | 减少完美主义 | 每周 1 次 | E3 | 主动放过 1 件事 |
| F8 | 正念呼吸 | 家长 | 降压 | 每天 3 min | E2/E3 | 3 分钟呼吸 |
| F9 | 运动 | 家长 | 情绪/睡眠 | 每周 3 次×20 min | E1/E2 | 心率上来 |
| F10 | 价值观澄清 | 家长 | 减少比较 | 每季度 1 次 | E3 | 写「我最在意孩子什么」 |
红线：不把自我关怀当自私；不硬撑；抑郁/绝望 → 转介。
任务体系总览.md、FPP 模板、每周微打卡表 v2 字段一致。2026-10-21 | Version v1 | Use: first choose goals using the six-step algorithm in
任务体系总览.md, then select 2–3 tasks from this library (1 baseline + 1 primary focus + 1 challenge). Rules: every task has goal/age/dose/evidence/fidelity; no more than 2 new tasks at a time; at least 1 baseline session per week; no drill-and-kill, no ranking, no using rewards to drive interest. Evidence grades: E1 strong; E2 preliminary RCT/quasi-experimental; E3 theory/observation/consensus. This library does not use E4 as a main mechanism.
| # | Task | Age | Goal | Dose | Evidence | Fidelity check |
|---|---|---|---|---|---|---|
| A1 | Emotion thermometer | 3–12 | Recognize/express emotional intensity | Once daily, 1 minute | E1/E2 | Child can point to 0–10; parent does not judge |
| A2 | Emotion card guessing | 3–8 | Emotion vocabulary / facial expression recognition | 10 min × 2–3/week | E1/E2 | Says ≥3 emotion words |
| A3 | Picture-book role play | 3–10 | Empathy/perspective taking | 15 min × 2/week | E2/E3 | Can say “Why did he ___” |
| A4 | Three empathy sentences | 3–12 | Connect before reasoning | Once daily | E1/E2 | Parent says “You seem ___, because ___” |
| A5 | Turn-taking timer | 3–8 | Turn taking/waiting | 10 min × 3/week | E1/E3 | ≥3 turns with no conflict |
| A6 | Three steps to join play | 5–12 | Social entry skills | Role play 10 min × 2/week | E2 | Can say “Look—ask—join” |
| A7 | Four questions for conflict repair | 5–12 | Repair/responsibility | 5 min after conflict | E2/E3 | Can say “What happened / Who was affected / How to repair” |
| A8 | Family meeting appreciation | 4–18 | Positive relationships/belonging | Once weekly | E3 | Each person says one appreciation |
| A9 | Special time (PRIDE) | 2–12 | Connection/safety | 5–10 min daily | E1 (PCIT) | Child leads; parent does not correct |
| A10 | Social rehearsal | 4–10 | Preparation for new situations | 5 min before the situation | E3 | Child can say one coping sentence |
Red lines: Do not force performances/hugs; do not label “timid/selfish”; cool down first when emotions are high.
| # | Task | Age | Goal | Dose | Evidence | Fidelity check |
|---|---|---|---|---|---|---|
| B1 | Red light, green light | 4–8 | Inhibitory control | 10 min × 3/week | E1/E2 | Can stop ≥3 times |
| B2 | Opposite actions (head/feet) | 4–8 | Inhibition/working memory | 5–10 min × 3/week | E2 | Can complete more than 5 times |
| B3 | Card reverse order | 4–8 | Working memory | 10 min × 2–3/week | E2 | Can remember 2 rules |
| B4 | Rule-switching sorting | 4–10 | Cognitive flexibility | 10–15 min × 2/week | E2 | Can sort by 2 rules |
| B5 | Simon says | 3–8 | Auditory attention/inhibition | 10 min × 2–3/week | E2/E3 | Can complete 3-step commands |
| B6 | Waiting with a sand timer | 3–8 | Delayed waiting | Once daily, 3–5 min | E2 | Can wait until the timer runs out |
| B7 | Treasure hunt by map | 4–10 | Planning/spatial skills | 15–20 min × 1–2/week | E3 | Can follow clues to find 3 spots |
| B8 | Plan–Do–Check | 6–12 | Metacognition/planning | 2 min before homework | E1 (metacognition) | Child can say “What to do first / How to check” |
| B9 | Kitchen timer helper | 3–10 | Sense of time/waiting | 10 min × 2–3/week | E2/E3 | Can say “How much longer” |
| B10 | Wooden man | 3–8 | Inhibition/body control | 5–10 min × 2/week | E2/E3 | Can stay still for 5 seconds |
Red lines: Do not do it when tired/emotionally high; do not shame “you moved again”; do not treat EF training as intelligence raising.
| # | Task | Age | Goal | Dose | Evidence | Fidelity check |
|---|---|---|---|---|---|---|
| C1 | Parent–child shared reading | 3–12 | Reading interest/comprehension | 10–15 min daily | E2/E3 | Child chooses book; discuss 1 question |
| C2 | Phonics game | 5–9 | English phonemes/phonics | 10 min × 3/week | E1 | Can segment/spell ≥5 CVC words |
| C3 | Leveled readers | 6–12 | English fluency/comprehension | 10 min daily | E2 | Finishes 1 book; can retell |
| C4 | Three-sentence journal | 6–12 | Beginning writing | 3 sentences daily | E2 | Completes 5 consecutive days |
| C5 | Sentence combining | 7–12 | Syntax/writing | 10 min × 2/week | E1 (g≈0.50) | Can combine 3 sets of short sentences |
| C6 | Everyday shopping math | 4–10 | Number sense/money/calculation | Once weekly | E3 | Child participates in counting money/change |
| C7 | Make-ten card game | 5–9 | Number sense / making 10 | 15 min × 2–3/week | E2/E3 | Can make 10 ≥3 times |
| C8 | Math strategy interview | 6–12 | Explaining thinking/strategies | 5 min × 2/week | E2 (CGI) | Child can describe 2 methods |
| C9 | KET role play | 7–12 | English speaking/listening | 10 min × 2/week | E2/E3 | Can complete 1 dialogue exchange |
| C10 | Error analysis review | 7–12 | Metacognition/frustration tolerance | 10 min once weekly | E1/E3 | Can say “Which step went wrong / what to change next time” |
Red lines: No drill/timed rankings; may skip on homework days; parents do not write for the child; no claims of score improvement.
| # | Task | Age | Goal | Dose | Evidence | Fidelity check |
|---|---|---|---|---|---|---|
| D1 | Three interest signals observation | 3–12 | Identify interest stage | 1 min daily × 2 weeks | E3 | Record spontaneous return/positive emotion/retrying |
| D2 | 4-week sampling experience | 3–12 | Broad exploration | 1–2 times per week | E3 (Côté) | Child says “Would like more / doesn’t want to” |
| D3 | Chess endgame practice | 5–12 | Proximal strategies | 15 min × 2–3/week | Standard/E3 | 8 out of 10 correct |
| D4 | Chess losing practice | 5–12 | Frustration tolerance/review | Once weekly | E3 | Can shake hands / say “Let’s play again” |
| D5 | Equestrian safety check + three post-lesson questions | 5+ | Safety/review | Before/after each lesson | Standard/E3 | Checks 3 items; can state 1 takeaway |
| D6 | Guitar audience time | 5–12 | Practice habit/expression | 10 min daily | E3 (Suzuki) | Child plays / parent listens, no correction |
| D7 | Origami independent diagram reading | 4–10 | Spatial skills/persistence | 15 min × 2/week | E3 | Completes 10 steps independently |
| D8 | Origami combination creation | 6–12 | Design/creativity | 20 min × 1–2/week | E3 | Completes 1 combined piece |
| D9 | English songs/cartoons | 3–8 | English interest/listening | 10 min daily | E3 | Sings along / does actions |
| D10 | Family project showcase | 4–12 | Interest integration/expression | Once monthly | E3 | Child presents 1 work |
Red lines: No more than 2 tracks; no early specialization before age 12; parents do not teach technique; no claims of cognitive enhancement/far transfer.
| # | Task | Age | Goal | Dose | Evidence | Fidelity check |
|---|---|---|---|---|---|---|
| E1 | Bedtime four steps | 0–12 | Sleep/safety | Daily | E2 (RCT) | Bath—story—lights off—good night |
| E2 | Family meeting | 4–18 | Participation/rules | 20–30 min once weekly | E3 | Appreciation → agenda → review → consensus |
| E3 | Parent check-in | two-parent | Co-parenting alignment | 10 min once weekly | E2/E3 | Division of labor/support/consistency |
| E4 | Division-of-labor map | two-parent | Reduce one-person-does-all | Monthly review | E3 | Mark unowned tasks/one-person overload |
| E5 | Family media plan | 3–18 | Screen management | Made together by the whole family | E3 (guidelines) | Time/place/before bed; parents follow it |
| E6 | Chore rotation | 3–12 | Responsibility/contribution | 3 items weekly | E3 | Age-based assignment; do together |
| E7 | Three-jar allowance | 5–12 | Financial literacy | Weekly, regular | E3 | Spend/save/donate; track it |
| E8 | Weekend family project | 3–12 | Connection/life education | Once weekly | E3 | Whole family participates; child chooses 1 item |
| E9 | Three grandparent bottom lines | family | Co-parenting consistency | Set once, quarterly review | E2/E3 | Write 3 clear rules; gratitude + specific requests |
| E10 | Conflict pause word | two-parent | Conflict de-escalation | During conflict | E2/E3 | Say pause word; revisit after 20 minutes |
Red lines: No blame sessions in family meetings; parents do not undermine each other in front of the child; no corporal punishment/shaming.
| # | Task | Age | Goal | Dose | Evidence | Fidelity check |
|---|---|---|---|---|---|---|
| F1 | Weekly 2-hour personal time | parent | Recovery/burnout prevention | 1 per week | E3 | Really away from child/work |
| F2 | Daily 10 minutes alone | parent | Emotion regulation | Daily | E3 | Breathing/walking/quiet |
| F3 | PBA self-assessment | parent | Identify burnout | Monthly | E2 | Do not treat burnout as failure |
| F4 | Trigger point log | parent | Identify emotional buttons | Weekly | E3 | Record “what makes me explode” |
| F5 | Repair apology | parent | Relationship repair | Within 24h after losing control | E2/E3 | Say “I just ___, I’m sorry” |
| F6 | Support network | parent | Reduce isolation | Monthly | E3 | Contact 1 friend/family member |
| F7 | Lower one standard | parent | Reduce perfectionism | Weekly | E3 | Voluntarily let one thing go |
| F8 | Mindful breathing | parent | Reduce stress | 3 min daily | E2/E3 | 3 minutes of breathing |
| F9 | Exercise | parent | Mood/sleep | 20 min × 3/week | E1/E2 | Heart rate increases |
| F10 | Values clarification | parent | Reduce comparison | Quarterly | E3 | Write “What I care most about for my child” |
Red lines: Do not treat self-care as selfish; do not tough it out; depression/hopelessness → referral.
任务体系总览.md, FPP 模板, 每周微打卡表 v2.2026-10-21 ｜ 版本 v0.1 ｜ 适用：3–7 岁首轮（A 带），可扩展到 7–12 用法：评估完成后，由家庭一起填写；教练/评估者只做引导，不替家庭决定。 关联：
task_plan.md§3.4 ｜reference-library.md§1（双亲评估/GAS/GBO）｜04-反馈与复盘/每周微打卡表.md
家庭编号：F____ 孩子昵称：____ 年龄：____
计划版本：v1 制定日期：____ 下次复盘：____（建议 4 周后）
──────────────────────────────────────────────
一、孩子现状
优势（3 条，来自观察/访谈）：
1. ____
2. ____
3. ____
兴趣线索（2 条，来自 2 周观察）：
1. ____
2. ____
需要支持（1–2 条，来自评估 + 家庭感受）：
1. ____
2. ____
证据来源：家长□ 孩子□ 教师□ 直接任务□ 证据等级：E__ 局限：____
──────────────────────────────────────────────
二、家庭现状（妈妈、爸爸各自填，不互相看）
妈妈视角：
优势：____
压力/卡点：____
共同养育：一致____ 分歧____ 分工____
爸爸视角：
优势：____
压力/卡点：____
共同养育：一致____ 分歧____ 分工____
差异记录（不判对错）：____
家庭常规：最顺的____ 最卡的____ 谁负责____
家庭混乱/节奏：____
──────────────────────────────────────────────
三、我们优先改变的 1–3 件事（家庭投票，安全红线优先）
1. ____（票数：__）
2. ____（票数：__）
3. ____（票数：__）
为什么选它：____
不选其他的原因：____
──────────────────────────────────────────────
四、共同目标（每个目标写 5 级锚点或 0–10）
目标 1：____
孩子版：____
爸爸版：____
妈妈版：____
全家版：____
5 级锚点：
-2（比现在更差）：____
-1（略差）：____
0（现在水平）：____
+1（略好）：____
+2（明显好）：____
测量：GBO 0–10（每周）□ GAS（每月）□ CBM（每两周）□
目标 2（可选）：____
同上：____
目标 3（可选）：____
同上：____
──────────────────────────────────────────────
五、每周节奏（默认，按家庭实际改）
每日 5 分钟特殊时光：____（谁：____；时间：____）
学业 2 次：周__ __:__（____） / 周__ __:__（____）
兴趣 2 次：周__ __:__（____） / 周__ __:__（____）
家庭会议：周__ __:__（20–30 分钟）
父母小会：周__ __:__（10 分钟）
周末家庭项目：____
每日总时长上限：≤30 分钟（不含学校作业）；忙时只做 5 分钟特殊时光
──────────────────────────────────────────────
六、分工地图
早晨：____
放学/接园：____
作业/学业：____
兴趣练习：____
晚餐：____
睡前：____
家庭会议：____
父母小会：____
标记：无人负责□ 一人全包□ 需要调整□
──────────────────────────────────────────────
七、怎么知道进步
每周：每个目标 GBO（孩子/爸爸/妈妈各评）+ 3 条常规打卡
每两周：CBM（阅读/数学/写作选 1–2 项）
每月：SDQ（家长；8 岁+ 自评）+ 目标复盘
每季度：复测 SDQ/PSC-17/CBM/兴趣阶段/家庭核心量表
基线：____（日期） 基线值：____
──────────────────────────────────────────────
八、安全与转介
风险信号：____
热线：12356 / 12355 / 010-82951332 / 120 / 110
转介：____
停止规则：孩子强烈抗拒/出现自伤伤人/家庭冲突升级 → 暂停，联系 ____
──────────────────────────────────────────────
九、孩子的话
「我想先试：____」
「我不喜欢：____」
「我希望爸爸妈妈：____」
──────────────────────────────────────────────
十、签名
孩子（可选画押/贴纸）：____
妈妈：____ 爸爸：____ 见证/教练：____
日期：____第 __ 周（__月__日–__月__日）
一、本周做到了什么（勾选，不评价）
[ ] 每日 5 分钟特殊时光 __ 次
[ ] 学业 __ 次 [ ] 兴趣 __ 次
[ ] 家庭会议 [ ] 父母小会
[ ] 周末家庭项目
二、每个目标的 GBO（0–10）
| 目标 | 孩子评 | 爸爸评 | 妈妈评 | 备注 |
|------|--------|--------|--------|------|
| 1 | | | | |
| 2 | | | | |
| 3 | | | | |
三、保真度（谁执行/多久/质量 1–5）
| 活动 | 谁 | 时长 | 孩子状态 | 质量 | 备注 |
|------|----|------|----------|------|------|
| | | | | | |
四、常规打卡（睡前/晚餐/阅读）
| 常规 | 一 | 二 | 三 | 四 | 五 | 六 | 日 |
|------|---|---|---|---|---|---|---|
| 睡前 | | | | | | | |
| 晚餐 | | | | | | | |
| 阅读 | | | | | | | |
五、孩子状态
情绪：😄🙂😐😣😢（圈一个） 睡眠：好/一般/差 食欲：好/一般/差
特别事件：____
未玩/未观察/孩子不愿回答：□（合法状态，不扣分、不影响升降）
六、不良事件（如有）
[ ] 无
[ ] 有：____（描述/处理/是否转介）
七、下周调整（家庭决定）
____来源：Positive Discipline 9 步（简化）；低风险参与结构，不宣称疗效。
规则：不批评人、不翻旧账、不临时加议题；父母不互相拆台；孩子有否决权（安全除外）。
规则：不在孩子面前开；不指责人格；分歧记录，不在孩子面前争论。
2026-10-21 | Version v0.1 | Applicable: first round for ages 3–7 (Band A), can be extended to 7–12 Usage: After the assessment is complete, filled out by the family together; the coach/assessor only guides and does not decide for the family. Related:
task_plan.md§3.4 |reference-library.md§1 (two-parent assessment/GAS/GBO) |04-反馈与复盘/每周微打卡表.md
Family ID: F____ Child nickname: ____ Age: ____
Plan version: v1 Date created: ____ Next review: ____ (recommended after 4 weeks)
──────────────────────────────────────────────
I. Child's Current Status
Strengths (3 items, from observation/interview):
1. ____
2. ____
3. ____
Interest clues (2 items, from 2-week observation):
1. ____
2. ____
Needs support (1–2 items, from assessment + family perception):
1. ____
2. ____
Evidence source: Parent □ Child □ Teacher □ Direct task □ Evidence level: E__ Limitations: ____
──────────────────────────────────────────────
II. Family Current Status (Mom and Dad each complete separately; do not look at each other's answers)
Mom's perspective:
Strengths: ____
Stress/sticking points: ____
Co-parenting: agreement____ disagreement____ division of labor____
Dad's perspective:
Strengths: ____
Stress/sticking points: ____
Co-parenting: agreement____ disagreement____ division of labor____
Discrepancy record (without judging right or wrong): ____
Family routines: smoothest____ most stuck____ who is responsible____
Family chaos/rhythm: ____
──────────────────────────────────────────────
III. 1–3 Things We Will Prioritize Changing (family vote; safety red lines take priority)
1. ____ (votes: __)
2. ____ (votes: __)
3. ____ (votes: __)
Why we chose this: ____
Reasons for not choosing others: ____
──────────────────────────────────────────────
IV. Shared Goals (for each goal, write 5-level anchors or 0–10)
Goal 1: ____
Child version: ____
Dad version: ____
Mom version: ____
Whole-family version: ____
5-level anchors:
-2 (worse than now): ____
-1 (slightly worse): ____
0 (current level): ____
+1 (slightly better): ____
+2 (clearly better): ____
Measurement: GBO 0–10 (weekly) □ GAS (monthly) □ CBM (every two weeks) □
Goal 2 (optional): ____
Same as above: ____
Goal 3 (optional): ____
Same as above: ____
──────────────────────────────────────────────
V. Weekly Rhythm (default; adjust according to family reality)
Daily 5-minute special time: ____ (who: ____; time: ____)
Academics twice: weekday __ __:__ (____) / weekday __ __:__ (____)
Interests twice: weekday __ __:__ (____) / weekday __ __:__ (____)
Family meeting: weekday __ __:__ (20–30 minutes)
Parent mini-meeting: weekday __ __:__ (10 minutes)
Weekend family project: ____
Daily total time cap: ≤30 minutes (excluding school homework); on busy days only do 5-minute special time
──────────────────────────────────────────────
VI. Division of Labor Map
Morning: ____
School pickup/kindergarten pickup: ____
Homework/academics: ____
Interest practice: ____
Dinner: ____
Bedtime: ____
Family meeting: ____
Parent mini-meeting: ____
Flags: no one responsible □ one person does everything □ needs adjustment □
──────────────────────────────────────────────
VII. How We Will Know Progress
Weekly: each goal GBO (child/dad/mom each rate) + 3 routine check-ins
Every two weeks: CBM (choose 1–2 of reading/math/writing)
Monthly: SDQ (parent; self-report for ages 8+) + goal review
Quarterly: retest SDQ/PSC-17/CBM/interest stage/family core scale
Baseline: ____ (date) Baseline value: ____
──────────────────────────────────────────────
VIII. Safety and Referral
Risk signals: ____
Hotlines: 12356 / 12355 / 010-82951332 / 120 / 110
Referral: ____
Stopping rules: child strongly resists / self-harm or harm to others occurs / family conflict escalates → pause and contact ____
──────────────────────────────────────────────
IX. Child's Words
"I want to try first: ____"
"I don't like: ____"
"I hope Mom and Dad: ____"
──────────────────────────────────────────────
X. Signatures
Child (optional mark/sticker): ____
Mom: ____ Dad: ____ Witness/Coach: ____
Date: ____Week __ (__ month __ day – __ month __ day)
I. What We Accomplished This Week (check; do not evaluate)
[ ] Daily 5-minute special time __ times
[ ] Academics __ times [ ] Interests __ times
[ ] Family meeting [ ] Parent mini-meeting
[ ] Weekend family project
II. GBO for Each Goal (0–10)
| Goal | Child rating | Dad rating | Mom rating | Notes |
|------|--------------|------------|------------|-------|
| 1 | | | | |
| 2 | | | | |
| 3 | | | | |
III. Fidelity (who implemented / how long / quality 1–5)
| Activity | Who | Duration | Child state | Quality | Notes |
|----------|-----|----------|-------------|---------|-------|
| | | | | | |
IV. Routine Check-ins (bedtime/dinner/reading)
| Routine | Mon | Tue | Wed | Thu | Fri | Sat | Sun |
|---------|-----|-----|-----|-----|-----|-----|-----|
| Bedtime | | | | | | | |
| Dinner | | | | | | | |
| Reading | | | | | | | |
V. Child's State
Emotion: 😄🙂😐😣😢 (circle one) Sleep: good/fair/poor Appetite: good/fair/poor
Special events: ____
Did not play / not observed / child unwilling to answer: □ (acceptable status; no points deducted, does not affect level up/down)
VI. Adverse Events (if any)
[ ] None
[ ] Yes: ____ (description/handling/referral or not)
VII. Adjustments for Next Week (family decision)
____Source: Positive Discipline 9 steps (simplified); low-risk participation structure, no efficacy claims.
Rules: No criticizing people, no bringing up old grievances, no adding agenda items on the spot; parents do not undercut each other; children have veto power (except for safety).
Rules: Do not hold in front of the child; do not blame personalities; record disagreements, do not argue in front of the child.
2026-10-21 ｜ 版本 v1 ｜ 适用：3–12 岁家庭；教练/家庭教育指导者/社工/老师使用 定位：教练不是治疗师；不做诊断、不替家庭决定、不承诺疗效。教练做三件事：结构化评估反馈、目标与执行支持、复盘与转介。 证据基础：FCU（反馈会谈）、RBI（常规访谈）、TIK（情绪教练）、PCIT（特殊时光/有效命令）、Triple P/IY（家长训练结构）、SDT（自主支持）、MI（动机访谈）、GAS/GBO/MBC（目标与监测）。 结构：6 次 × 60–90 分钟，每 1–2 周 1 次；家庭作业；每次有保真度检查；4 周复盘。
| 原则 | 做法 |
|---|---|
| 安全优先 | 体罚/暴力/自伤/虐待 → 暂停发展性工作，走 11-试点治理/风险与不良事件SOP.md |
| 不诊断 | 只描述行为/情境/证据等级；筛查阳性转介 |
| 家庭决定 | 教练给候选与信息；目标由家庭投票 |
| 双亲参与 | 妈妈、爸爸各自发声；不替对方作答；不审判 |
| 孩子声音 | 适龄参与；不强迫；不贴标签 |
| 小步 | 一次 1–3 个目标；每周 ≤2 个新任务 |
| 保真度 | 记录谁做/多久/质量；区分「没做」与「做了没用」 |
| 记录 | 每次 1 页纪要；同意/数据按治理文件 |
教练核心技能（MI/OARS）：开放提问、肯定、反映、总结；不争辩、不说教、不急着给方案。
目标：建立关系；反馈评估；让家庭看到优势与选择。
流程（75 分钟）
05-报告引擎/报告结构模板.md PART A/B，先优势→再需要→再选项；每个数字带来源/证据等级/局限。13-儿童问题与多流派解法/），说明证据与负担；不替选。话术
作业：填写 7 个常规（早晨/放学/作业/兴趣/晚餐/睡前/周末）——最顺/最卡/谁负责/希望怎样。
保真度：家长是否完成常规表；教练是否覆盖优势/需要/选项三步。
目标：把「想改」变成 1–3 个可执行目标；双亲分工。
流程（75 分钟）
话术
作业：FPP 第一页完成；开始每日 5 分钟特殊时光；记录 1 周 GBO。
保真度：目标 ≤3；四版本齐全；有测量；分工明确。
目标：建立可预测的节奏；家庭会议/父母小会跑起来。
流程（75 分钟）
话术
作业：执行睡前常规 1 周；开 1 次家庭会议 + 1 次父母小会；记录出勤/感受。
保真度：常规执行 ≥4/7 天；家庭会议 ≥1 次；父母小会 ≥1 次。
目标：家长学会「先连接再讲理」；减少吼叫/羞辱；提高自主支持。
流程（90 分钟）
话术
作业：每天 1 次情绪命名；每周 3 次「先共情后讲理」；记录 1 次修复。
保真度：家长能复述五步；角色扮演完成；一周记录 ≥3 次。
目标：把学业/兴趣任务落到每周；家长角色边界；排查执行障碍。
流程（90 分钟）
12-学科与兴趣/双轨进阶表-L0L4.md 定位；选 1–2 个任务；剂量；不刷题、不代写。话术
作业：学业 2 次 + 兴趣 2 次；保真度表 1 周。
保真度：≥3/4 任务执行；保真度记录完整；无加码。
目标：用数据复盘；决定继续/调整/停止；防复发。
流程（75 分钟）
话术
作业：维持计划 1 页；下次复盘日期。
保真度：复盘纪要完成；家庭能说清「改了什么、怎么知道」；转介/结束有记录。
家庭 F____ 第 __ 次 日期____ 参与人____
一、本次目标：
二、家庭说的优势/资源：
三、讨论的选项：
四、家庭决定（目标/分工/下一步）：
五、作业与保真度：
六、风险/AE：
七、下次时间：
教练签字____reference-library.md §52026-10-21 | Version v1 | Applicable to: families with children aged 3–12; for use by coaches / family education mentors / social workers / teachers Positioning: The coach is not a therapist; do not diagnose, do not decide for the family, do not promise effectiveness. The coach does three things: structured assessment feedback, goal and execution support, review and referral. Evidence base: FCU (feedback session), RBI (Routine-Based Interview), TIK (Emotion Coaching), PCIT (Special Time / Effective Commands), Triple P/IY (parent training structure), SDT (autonomy support), MI (motivational interviewing), GAS/GBO/MBC (goal setting and monitoring). Structure: 6 sessions × 60–90 minutes, once every 1–2 weeks; homework; fidelity check at each session; 4-week review.
| Principle | Practice |
|---|---|
| Safety first | Corporal punishment / violence / self-harm / abuse → pause developmental work and follow 11-试点治理/风险与不良事件SOP.md |
| No diagnosis | Describe only behavior / context / evidence grade; refer if screening is positive |
| Family decides | The coach provides options and information; goals are decided by family vote |
| Two-parent involvement | Mother and father each speak for themselves; do not answer for each other; do not judge |
| Child’s voice | Age-appropriate participation; no coercion; no labeling |
| Small steps | 1–3 goals at a time; ≤2 new tasks per week |
| Fidelity | Record who did it / how long / quality; distinguish “not done” from “done but not useful” |
| Documentation | 1-page notes per session; consent/data according to governance documents |
Coach core skills (MI/OARS): open questions, affirmations, reflections, summaries; do not argue, do not lecture, do not rush to give solutions.
Goal: Build the relationship; provide assessment feedback; help the family see strengths and options.
Process (75 min)
05-报告引擎/报告结构模板.md PART A/B; strengths first → needs next → options after; every number includes source / evidence grade / limitations.13-儿童问题与多流派解法/), explain evidence and burden; do not choose for them.Scripts
Homework: Fill in the 7 routines (morning / after school / homework / interests / dinner / bedtime / weekend) — smoothest / most stuck / who is responsible / how they would like it to be.
Fidelity: Did parents complete the routine sheet; did the coach cover the three steps of strengths / needs / options.
Goal: Turn “what we want to change” into 1–3 actionable goals; divide labor between both parents.
Process (75 min)
Scripts
Homework: Complete page 1 of FPP; start daily 5-minute special time; record 1 week of GBO.
Fidelity: Goals ≤3; all four versions complete; measurement present; division of labor clear.
Goal: Build predictable rhythms; get the family meeting / parent huddle running.
Process (75 min)
Scripts
Homework: Carry out the bedtime routine for 1 week; hold 1 family meeting + 1 parent huddle; record attendance/feelings.
Fidelity: Routine implemented ≥4/7 days; family meeting ≥1; parent huddle ≥1.
Goal: Help parents learn to “connect before correcting”; reduce yelling / shaming; increase autonomy support.
Process (90 min)
Scripts
Homework: Daily: 1 emotion naming; weekly: 3 times “empathize first, then reason”; record 1 repair.
Fidelity: Parents can restate the five steps; role-play completed; weekly record ≥3.
Goal: Translate academic/interest tasks into weekly actions; clarify parent-role boundaries; troubleshoot execution barriers.
Process (90 min)
12-学科与兴趣/双轨进阶表-L0L4.md; choose 1–2 tasks; dose; no drill overload, no doing work for the child.Scripts
Homework: Academics 2 times + interests 2 times; fidelity sheet for 1 week.
Fidelity: ≥3/4 tasks implemented; fidelity records complete; no added workload.
Goal: Use data to review; decide continue / adjust / stop; prevent relapse.
Process (75 min)
Scripts
Homework: Maintenance plan 1 page; next review date.
Fidelity: Review notes completed; family can clearly say “what changed and how we know”; referral/ending documented.
家庭 F____ 第 __ 次 日期____ 参与人____
一、本次目标：
二、家庭说的优势/资源：
三、讨论的选项：
四、家庭决定（目标/分工/下一步）：
五、作业与保真度：
六、风险/AE：
七、下次时间：
教练签字____reference-library.md §5每张卡遵循《处方编写规范》第三节结构。维度标注对照《理论底座映射表》。「话术」均为脚本级，可直接照读。
| 主攻方向 | 首选游戏 |
|---|---|
| 情绪识别与表达 | 1, 3, 2 |
| 同理心 | 2, 5, 1 |
| 抑制控制 | 6, 10, 20 |
| 工作记忆 | 7, 10 |
| 认知灵活性 | 8, 4（变体） |
| 数感与运算 | 11, 12, 16 |
| 空间与逻辑 | 13, 15, 17 |
| 坚持度 | 17, 4, 13 |
| 轮流与社交 | 4, 2, 11 |
| 自理与独立 | 14, 10 |
Each card follows the structure in Section 3 of the Prescription Writing Standards. Dimension labels are cross-referenced with the Theory Foundation Mapping Table. The “scripts” are all script-level and can be read aloud as-is.
| Primary focus direction | Recommended games |
|---|---|
| Emotional recognition and expression | 1, 3, 2 |
| Empathy | 2, 5, 1 |
| Inhibitory control | 6, 10, 20 |
| Working memory | 7, 10 |
| Cognitive flexibility | 8, 4 (variant) |
| Number sense and operations | 11, 12, 16 |
| Spatial skills and logic | 13, 15, 17 |
| Persistence | 17, 4, 13 |
| Turn-taking and social skills | 4, 2, 11 |
| Self-care and independence | 14, 10 |
定制依据（来自钰奕已有的四份 DFE 报告行为证据，详见《钰奕气质倾向初判》）：
- 拼图/迷宫任务：坚持度高、有策略性 → 偏 J 倾向、努力控制高
- 情绪报告：规则意识强，但同理心回应不稳定 → T/F 未定型，同理心是首个主攻方向
- 家长报告：妈妈权威型 90% + 放任型 10%；家庭报告涉及轻微体罚议题 → 家庭侧主攻「逻辑后果替代 + 规则一致性」
三个主攻方向：① 同理心与情绪表达（孩子，补短板）② 策略思维进阶（孩子，扬长处）③ 逻辑后果与一致性（家长，调环境） 剂量：每周 3 次 × 15 分钟；保底：1 次也算完成。
本周目标：钰奕能主动说出 ≥4 种情绪词；家长练习「先回应感受再处理事情」。
| # | 游戏 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 情绪卡片猜猜看（游戏卡 1） | 保底 | 能命名几种情绪？A. ≤2 B. 3–4 C. ≥5 |
| 2 | 情绪温度计（游戏卡 3） | 主攻 | 能主动指认自己温度吗？A. 从不 B. 提醒后能 C. 主动 |
| 3 | 走迷宫 ×3（游戏卡 17） | 挑战（优势项，顺带复测坚持度） | 卡住时：A. 直接求助 B. 试1–2次 C. 试≥3次 |
对话脚本（本周按「强反应预案」准备，钰奕实测反应强度待第 1 周数据校准）：
家长功课（方向③启动）：本周每当想纠正孩子时，先说一句感受确认（「你现在有点着急/委屈」），再说事。周六打卡记录：做到了几次？A. ≤1 B. 2–3 C. ≥4
材料：表情卡（手绘即可）、情绪温度计贴冰箱、打印迷宫 3 张。
本周目标：钰奕在角色扮演中能说出对方角色的感受并解释原因（主攻同理心回应不稳定）。
| # | 游戏 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 情绪温度计（游戏卡 3，巩固） | 保底 | 同上周，看是否无需提醒 |
| 2 | 绘本角色扮演（游戏卡 2） | 主攻 | 交换角色后能说出对方感受吗？A. 说不出 B. 能说出 C. 能说出并解释原因 |
| 3 | 凑十扑克（游戏卡 12） | 挑战（数理优势项） | 独立找到几对？A. 需提示 B. 一半 C. 基本独立 |
对话脚本（按「T/F 未定型」改写：感受问题与原因问题成对问）：
家长功课：本周记录一次孩子「看到别人情绪」的真实场景（小朋友哭/动画片角色难过），写下孩子的第一反应原话。这是同理心的关键基线数据。
材料：孩子最熟的绘本 1 本（建议有冲突情节的）、扑克牌 A–9。
本周目标：在合作游戏中接受轮流和「倒了重来」；观察社交场景中的同理心迁移。
| # | 游戏 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 感谢时刻（游戏卡 5） | 保底（可选家庭仪式） | 能说自己的感谢内容吗？A. 说不出 B. 模仿 C. 有自己的内容 |
| 2 | 合作搭塔（游戏卡 4） | 主攻 | 塔倒后反应？A. 放弃/发脾气 B. 安抚后继续 C. 立刻说「再搭一次」 |
| 3 | 规则切换分类（游戏卡 8） | 挑战（EF 进阶，利用高努力控制） | 切换后前 3 张对几张？A. ≤1 B. 2 C. 3 |
注：「感谢时刻」本周起按可选家庭仪式使用——建议睡前 2 分钟，做与不做、做几次均不影响本周完成判定、奖励与评价；本周必须完成的仍是 ≥1 次互动（保底剂量）。
对话脚本（按「高坚持/偏 J」改写：给完成点，不突然打断）：
家长功课：本周如需设立后果，使用逻辑后果三步（提前告知 → 相关后果 → 平静执行），记录一次使用场景及孩子反应。
材料：积木、双色双形卡片（红圆/红方/蓝圆/蓝方，纸片自制）。
本周目标：数理游戏中呈现策略性表达；完成第 1 个月数据回顾。
| # | 游戏 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 情绪卡片猜猜看（游戏卡 1，复合情绪版） | 保底（复测） | 对比第 1 周：能命名几种？A. ≤2 B. 3–4 C. ≥5 |
| 2 | 24 点简化版（游戏卡 16） | 主攻（优势） | 能找几种解法？A. 需示范 B. 1 种 C. ≥2 种 |
| 3 | 家庭寻宝图（游戏卡 15） | 挑战（空间 + 读图） | 按图找宝？A. 全程提示 B. 提示1–2次 C. 独立完成 |
对话脚本：
家长功课：填写《月度简报模板》中的家长部分；勾选下个月希望继续的方向。
材料：扑克牌、手绘客厅平面图。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家长执行率 | 4 周内 ≥8 次互动 | <8 次 → 启动依从性分析：降剂量、换时段、减至 2 游戏/周 |
| 锚点区分度 | 同一游戏 3 周内锚点档位有变化 | 无变化 → 检查锚点设计是否过粗，或游戏难度不当 |
| 情绪词增长 | 第 4 周复测比第 1 周 +1 种以上 | 未增长 → 换情绪素材（从卡片换成她喜欢的动画角色） |
| 家长功课完成率 | ≥50% | 过低 → 家长功课降频为每两周一题 |
通过 → 进入第 5–8 周：主攻方向不变，游戏全部换新包装；未通过项按上表处理后重跑 2 周。
Customization basis (from the behavioral evidence in Yuyi’s existing four DFE reports; see “Preliminary Judgment of Yuyi’s Temperament Tendencies” for details):
- Puzzle/maze tasks: high persistence, strategic → leaning J tendency, high effortful control
- Emotion report: strong rule awareness, but unstable empathy responding → T/F not yet settled; empathy is the first primary focus direction
- Parent report: mother authoritative 90% + permissive 10%; family report involves a mild physical punishment issue → family-side primary focus is “replacing with logical consequences + rule consistency”
Three primary focus directions: ① empathy and emotional expression (child, strengthen a weak area) ② advanced strategic thinking (child, extend strengths) ③ logical consequences and consistency (parent, adjust environment) Dose: 3 times per week × 15 minutes; minimum: 1 session also counts as complete.
This week’s goal: Yuyi can proactively say ≥4 emotion words; parents practice “respond to feelings first, then handle the matter.”
| # | Game | Type | Observation anchor (for Saturday check-in) |
|---|---|---|---|
| 1 | Emotion Card Guessing (Game Card 1) | Minimum | How many emotions can she name? A. ≤2 B. 3–4 C. ≥5 |
| 2 | Emotion Thermometer (Game Card 3) | Primary focus | Can she proactively point to her own temperature? A. Never B. With reminder C. Proactively |
| 3 | Maze ×3 (Game Card 17) | Challenge (strength item, also re-testing persistence) | When stuck: A. Asks for help directly B. Tries 1–2 times C. Tries ≥3 times |
Dialogue scripts (this week, prepare according to the “strong reaction plan”; Yuyi’s actual reaction intensity will be calibrated with Week 1 data):
Parent homework (start Direction ③): This week, every time you want to correct the child, first say one feeling check (“You seem a little anxious / wronged”), then address the matter. Record for Saturday check-in: How many times did you do this? A. ≤1 B. 2–3 C. ≥4
Materials: emotion face cards (hand-drawn is fine), an emotion thermometer posted on the fridge, 3 printed mazes.
This week’s goal: In role play, Yuyi can say the other character’s feeling and explain why (targeting unstable empathy responding).
| # | Game | Type | Observation anchor |
|---|---|---|---|
| 1 | Emotion Thermometer (Game Card 3, consolidation) | Minimum | Same as last week; observe whether no reminder is needed |
| 2 | Picture Book Role Play (Game Card 2) | Primary focus | After switching roles, can she say the other person’s feeling? A. Cannot say B. Can say C. Can say and explain why |
| 3 | Make Ten Poker (Game Card 12) | Challenge (numeracy/logic strength item) | How many pairs can she find independently? A. Needs prompts B. Half C. Mostly independent |
Dialogue scripts (rewritten according to “T/F not yet settled”: ask feeling questions and reason questions in pairs):
Parent homework: This week, record one real scene in which the child “sees another person’s emotion” (a child crying / a cartoon character feeling sad), and write down the child’s first reaction verbatim. This is key baseline data for empathy.
Materials: 1 picture book the child knows best (preferably one with a conflict storyline), playing cards A–9.
This week’s goal: In cooperative games, accept turns and “it fell, start over”; observe empathy transfer in social scenes.
| # | Game | Type | Observation anchor |
|---|---|---|---|
| 1 | Gratitude Moment (Game Card 5) | Minimum (optional family ritual) | Can she say what she is thankful for? A. Cannot say B. Imitates C. Has her own content |
| 2 | Cooperative Tower Building (Game Card 4) | Primary focus | Reaction after the tower falls? A. Gives up / has a tantrum B. Continues after being soothed C. Immediately says “let’s build it again” |
| 3 | Rule-Switch Sorting (Game Card 8) | Challenge (EF progression, leveraging high effortful control) | After the switch, how many of the first 3 cards are correct? A. ≤1 B. 2 C. 3 |
Note: Starting this week, “Gratitude Moment” is used as an optional family ritual—suggested 2 minutes before bed. Whether it is done, and how many times it is done, does not affect this week’s completion judgment, rewards, or evaluation. The required completion for this week remains ≥1 interaction (minimum dose).
Dialogue scripts (rewritten according to “high persistence / J-leaning”: provide completion points; do not interrupt abruptly):
Parent homework: This week, if a consequence is needed, use the three logical consequences steps (inform in advance → related consequence → calm implementation), and record one scenario in which it was used and the child’s reaction.
Materials: blocks, two-color/two-shape cards (red circle / red square / blue circle / blue square, made from paper).
This week’s goal: In numeracy/math games, demonstrate strategic expression; complete the first month’s data review.
| # | Game | Type | Observation anchor |
|---|---|---|---|
| 1 | Emotion Card Guessing (Game Card 1, complex emotion version) | Minimum (re-test) | Compared with Week 1: how many can she name? A. ≤2 B. 3–4 C. ≥5 |
| 2 | 24 Game Simplified Version (Game Card 16) | Primary focus (strength) | How many solution methods can she find? A. Needs demonstration B. 1 method C. ≥2 methods |
| 3 | Family Treasure Map (Game Card 15) | Challenge (spatial + map reading) | Can she find the treasure by following the map? A. Full prompting B. 1–2 prompts C. Completes independently |
Dialogue scripts:
Parent homework: Fill in the parent section of the “Monthly Brief Template”; check the directions you hope to continue next month.
Materials: playing cards, a hand-drawn living room floor plan.
| Check item | Pass standard | Handling if not passed |
|---|---|---|
| Parent execution rate | ≥8 interactions within 4 weeks | <8 times → initiate adherence analysis: lower dose, change time slot, reduce to 2 games/week |
| Anchor discrimination | Anchor level changes for the same game within 3 weeks | No change → check whether anchor design is too coarse, or game difficulty is inappropriate |
| Emotion word growth | Week 4 retest has +1 or more emotion words compared with Week 1 | No growth → change emotion materials (switch from cards to her favorite cartoon character) |
| Parent homework completion rate | ≥50% | Too low → reduce parent homework frequency to one question every two weeks |
Pass → enter Weeks 5–8: primary focus directions remain unchanged, all games repackaged with new packaging; for items not passed, handle according to the table above and rerun for 2 weeks.
定位：商业闭环的高客单节点，也是测量导向照护（MBC）的校准点。系统备好全部数据，专家 30 分钟讲平时 1 小时的内容。
| 复测内容 | 工具 | 与基线的对比方式 |
|---|---|---|
| 发展基线复测 | 《初始信息收集问卷》第二部分（25 项） | 逐项 ✓/△/✗ 对比，标出变化项 |
| 气质问卷抽测 | 气质问卷中随机抽 50% 题目 | 与首次作答比对，检验观察稳定性 |
| 家庭系统复测 | 初始问卷第三部分 3.1–3.3 | 教养方式构成比变化、体罚频率变化、家长焦虑变化 |
| 游戏化实测 | 指定 3 个标准游戏（迷宫 17 / 切换分类 8 / 寻宝图 15） | 锚点档位对比首次实测 |
11-试点治理/数据治理与同意.md）。| 时间 | 环节 | 内容 |
|---|---|---|
| 0–5 min | 数据回顾 | 专家带看季度曲线，只讲 3 个最重要的变化 |
| 5–15 min | 重点解读 | 主攻方向进展评估：哪些归功于干预、哪些是自然发展（诚实区分） |
| 15–25 min | 下季规划 | 确认/调整主攻方向（仍 ≤3 个）；回答家长预先提交的 3 个问题 |
| 25–30 min | 风险与转介 | 如发现超出消费级产品范围的情况（发育筛查阳性、家长焦虑持续高位等），按伦理规范建议专业机构 |
家长预提交问题（会前 3 天收集，限 3 个）：①______ ②______ ③______
Positioning: A high-ticket node in the commercial closed loop and a calibration point for measurement-based care (MBC). The system prepares all data so that the expert can deliver in 30 minutes what would ordinarily take 1 hour.
| Reassessment content | Tool | Comparison with baseline |
|---|---|---|
| Developmental baseline reassessment | Initial Information Collection Questionnaire, Part 2 (25 items) | Item-by-item ✓/△/✗ comparison, marking changed items |
| Temperament questionnaire spot-check | Randomly select 50% of items from the temperament questionnaire | Compare with the first response to check observation stability |
| Family system reassessment | Part 3, 3.1–3.3 of the initial questionnaire | Changes in parenting style composition, physical punishment frequency, and parental anxiety |
| Game-based direct assessment | 3 designated standard games (Maze 17 / Switch Classification 8 / Treasure Map 15) | Anchor tier comparison with the first direct assessment |
11-试点治理/数据治理与同意.md).| Time | Segment | Content |
|---|---|---|
| 0–5 min | Data review | The expert walks through the quarterly curve and only discusses the 3 most important changes |
| 5–15 min | Key interpretation | Progress assessment of primary focus directions: which gains are attributable to intervention and which are natural development (distinguish honestly) |
| 15–25 min | Next-quarter planning | Confirm/adjust primary focus directions (still ≤3); answer the 3 questions submitted in advance by parents |
| 25–30 min | Risk and referral | If situations beyond the scope of a consumer-grade product are identified (positive developmental screening, persistently high parental anxiety, etc.), recommend professional institutions according to ethical norms |
Parent pre-submitted questions (collected 3 days before the meeting, limited to 3): ①______ ②______ ③______
本页用途：当家庭状态超出「发展性建议」范围时，帮助家长和孩子寻找当地专业支持；与 C/D 带计分规则中的转介话术配套使用，不作诊断或风险等级保证。 安全优先：如有人正面临伤害、暴力或无法保持安全，请立即主动寻求所在地官方紧急救助或儿童保护服务。不要等网站回应、完成测评、家庭讨论或读完本页才求助。
| 支持类型 | 从哪里核实 | 使用边界 |
|---|---|---|
| 官方紧急救助 | 所在地政府、卫生或公共安全部门的官方渠道 | 紧迫人身危险时直接求助；本系统不提供紧急响应 |
| 儿童保护与家庭暴力支持 | 当地官方儿童保护机构、家庭暴力专门服务 | 先保护受影响者，不以家庭会议或共同调解为前置步骤 |
| 持证心理与医疗支持 | 当地卫生主管机构的资质查询、正规医疗机构 | 核实执业资格、适龄范围、接诊方式与服务可用性 |
| 学校或社区支持 | 学校、社区或所在地官方服务目录 | 可协助寻找适合的服务，但不替代紧急救助 |
Purpose of this page: Help parents and children find local professional support when a family's situation goes beyond developmental guidance. It accompanies the referral wording in the Band C/D scoring rules and provides neither a diagnosis nor a guarantee of risk level. Safety first: If someone faces injury, violence, or an inability to stay safe, immediately seek official emergency assistance or child-protection services where you are. Do not wait for a website response, an assessment, a family discussion, or the end of this page before seeking help.
| Type of support | Where to verify it | Boundaries |
|---|---|---|
| Official emergency assistance | Official channels of local government, health, or public-safety authorities | Seek help directly for immediate danger to a person's safety; this system provides no emergency response |
| Child protection and domestic-violence support | Local official child-protection agencies and specialist domestic-violence services | Protect affected people first; a family meeting or joint mediation is not a prerequisite |
| Licensed psychological and medical support | Local health-authority credential registers and recognised healthcare institutions | Check professional credentials, age suitability, access arrangements, and service availability |
| School or community support | Schools, community services, or official local service directories | May help identify suitable services but does not replace emergency assistance |
定位：DFE 式报告的「副产品化」——报告不是产品本身，而是数据积累的自然产出。5 分钟可读。 生成时机：每 4 周处方循环结束后。 生成方式：规则引擎汇总打卡数据 + 人工/LLM 按模板撰写（LLM 只写措辞，不改数据）。
| 指标 | 本月 | 上月 | 趋势 |
|---|---|---|---|
| 互动执行 | __/12 次 | __/12 | ↑/→/↓ |
| 主攻方向 | ①____ ②____ ③____ | — | — |
| 情绪词掌握 | __种 | __种 | ↑ |
| 家长功课完成率 | __% | __% | — |
用 4 周锚点档位绘制，每个被测维度一条线。示例：
坚持度 ▂▃▅▆ （迷宫：求助前自试次数 1–2次 → 稳定≥3次）
情绪命名 ▂▃▅▅ （卡片：2种 → 5种）
同理心回应 ▁▂▃▃ （角色扮演：说不出 → 能说出并解释）读图说明（给家长）：线向上 = 行为锚点档位提升，代表可观察的行为变化，不是分数高低。
「____月____日，钰奕说：『________________』。」 解读：这句话说明她开始______（一句话点到为止，不展开说教）。
方向① ______：当前状态 / 下月策略（继续主攻 / 转为巩固 / 提前达标换方向） 方向② ______：同上 方向③（家长侧）______：家长行为变化（逻辑后果使用次数、一致性自查）+ 下月家长功课
本月新增行为证据 ____ 条；CBQ/SDQ 是否有变化：无 / 有（______）。四偏好仅作沟通假设（E4），不作判定、不进结论。详细见季度报告。
全文唯一允许「讲道理」的位置，≤50 字。例：「这个月最难得的不是钰奕学会了什么，是你们坚持了 11 次互动——数据里看得见。」
Positioning: A DFE-style “productised by-product”—the report is not the product itself, but a natural output of accumulated data. Readable in five minutes. When generated: After each four-week practice cycle. How generated: A rule engine aggregates check-in data, then a human or LLM drafts the wording from this template (the LLM writes wording only and does not change data).
| Metric | This month | Last month | Trend |
|---|---|---|---|
| Interaction completed | __/12 sessions | __/12 | ↑/→/↓ |
| Main focus | ①____ ②____ ③____ | — | — |
| Emotion words mastered | __ words | __ words | ↑ |
| Parent practice completion rate | __% | __% | — |
Use the four-week anchor levels to draw one line for each measured dimension. Example:
Persistence ▂▃▅▆ (maze: attempts before asking for help 1–2 → stable ≥3)
Emotion naming ▂▃▅▅ (card: 2 words → 5 words)
Empathic response ▁▂▃▃ (role-play: cannot say it → can say it and explain)How to read the chart (for parents): An upward line means that the behaviour-anchor level has risen. It represents an observable behaviour change, not a higher or lower score.
“On ____/____, Yuyi said: ‘________________.’” Interpretation: This sentence shows that she has begun to ______ (make the point in one sentence; do not expand into a lecture).
Direction 1 ______: Current state / next-month strategy (continue as the main focus / consolidate / change direction after reaching the target) Direction 2 ______: Same as above Direction 3 (parent side) ______: Change in parent behaviour (number of times logical consequences were used, consistency self-check) + next-month parent practice
Number of new behaviour observations this month ____; did CBQ/SDQ change: no / yes (______)? Four-preference language is only a communication hypothesis (E4); it is not used for decisions and does not enter conclusions. See the quarterly report for details.
The only place in the whole brief where “giving advice” is permitted; ≤50 Chinese characters in the source template. Example: “The most valuable thing this month is not what Yuyi learned, but that you kept 11 interactions going—visible in the data.”
2026-10-21 ｜ 设计红线：2–3 分钟内填完。 这不是周报，是家庭共进计划的燃料。 填写人：执行本周任务的主要照护者（爸爸/妈妈轮流也可）；孩子可参与 GBO 自评。 关联：
03-处方库/家庭共进计划-FPP模板.md｜03-处方库/任务体系总览.md｜11-试点治理/风险与不良事件SOP.md
W____ 周（__月__日–__月__日） 家庭编号：F____
| 目标（来自 FPP） | 孩子评 | 爸爸评 | 妈妈评 | 备注 |
|---|---|---|---|---|
| 1. ____ | __ | __ | __ | |
| 2. ____ | __ | __ | __ | |
| 3. ____ | __ | __ | __ |
孩子不愿评 → 写「不愿答」，合法；不扣分、不影响任何判定。
任务/场景：____ 锚点问题：____ 圈选：A / B / C / 未玩 / 未观察 / 孩子不愿回答
「未玩 / 未观察 / 不愿答」均为合法状态；不按最低档处理，不计入升降档。
情绪：😄 🙂 😐 😣 😢 睡眠：好 / 一般 / 差 食欲：好 / 一般 / 差 本周最让你意外/印象最深的一句话（可写可不写）：____
| 任务 | 谁执行 | 实际时长 | 孩子状态 | 执行质量 1–5 | 备注 |
|---|---|---|---|---|---|
质量 1–5 自评标准：1=草草开始就中断；3=按步骤完成；5=完成且孩子投入、有互动。 不评判家长；只用于调整任务难度与支持。
风险与不良事件SOP.md 处理。| 指标 | 本月 |
|---|---|
| 周打卡完成 | __/4 |
| 平均 GBO（各目标） | |
| 亲子互动总次数 | |
| 家庭会议次数 | |
| AE 次数 | |
| 保真度平均 |
月度报告只呈现趋势与下一步，不排名、不贴标签。
2026-10-21 ｜ Design red line: complete it within 2–3 minutes. This is not a weekly report; it is the fuel for the Family Co-Progress Plan. Completed by: the primary caregiver who carried out this week's task (parents may take turns); the child may participate in the GBO self-rating. Related:
03-处方库/家庭共进计划-FPP模板.md｜03-处方库/任务体系总览.md｜11-试点治理/风险与不良事件SOP.md
Week ____ (__ month __ day–__ month __ day) Family number: F____
| Goal (from the FPP) | Child rating | Father's rating | Mother's rating | Notes |
|---|---|---|---|---|
| 1. ____ | __ | __ | __ | |
| 2. ____ | __ | __ | __ | |
| 3. ____ | __ | __ | __ |
If the child does not want to rate it, write “does not want to answer”; this is valid. Do not deduct points and do not let it affect any decision.
Task / setting: ____ Anchor question: ____ Circle one: A / B / C / not played / not observed / child does not want to answer
“Not played / not observed / does not want to answer” are all valid states; do not treat them as the lowest level and do not use them for level increases or decreases.
Emotion: 😄 🙂 😐 😣 😢 Sleep: good / okay / poor Appetite: good / okay / poor The sentence that surprised or stayed with you most this week (optional): ____
| Task | Who carried it out | Actual duration | Child's state | Execution quality 1–5 | Notes |
|---|---|---|---|---|---|
Self-rating standard for quality 1–5: 1 = started hurriedly and stopped; 3 = completed the steps; 5 = completed it with the child engaged and interacting. This does not judge the parent; it is only used to adjust task difficulty and support.
风险与不良事件SOP.md.| Metric | This month |
|---|---|
| Weekly check-ins completed | __/4 |
| Average GBO (each goal) | |
| Total parent–child interactions | |
| Number of family meetings | |
| Number of AEs | |
| Average fidelity |
The monthly report presents trends and next steps only. It does not rank or label children.
2026-10-21 ｜ 取代旧版「PART A–D 诊断报告」结构 ｜ 配套：
03-处方库/家庭共进计划-FPP模板.md原则：孩子画像 + 家庭画像 + 共进计划 + 进展；每个结论带来源、证据等级、局限；不诊断、不贴标签、不排名。 适用：A 带 3–6 首轮；B/C/D 带按同一结构扩展。 禁止：四偏好四格结论、智力/天赋/人格类型、跨孩子比较、诊断性语言、把满意度当效果。
「____」家庭共进报告
版本：v__ 日期：____ 评估窗口：____ 下次复盘：____
数据来源：家长问卷（SDQ/PSC-17/PBA/CHAOS）□ 直接任务（HTKS）□ 孩子自评 □ 教师 □ 观察/访谈 □
工具版本与许可：见附件 A这不是医学诊断。 本报告基于问卷、观察与任务表现，描述当前状态与可尝试的下一步；儿童发展具有高度可变性，结果会随情境/时间变化。筛查阳性只表示「建议关注/建议进一步评估」，不代表患病。任何风险信号请按附件 B 转介。
| 优势（3 条） | 证据（行为/原话） | 来源 | 证据等级 |
|---|---|---|---|
| 1. | 家长/孩子/教师/任务 | E__ | |
| 2. | |||
| 3. |
| 兴趣线索（2–3 条） | 观察（自发回归/积极情绪/遇难再试） | 情境 | 下一步 |
|---|---|---|---|
| 1. |
| 领域 | 工具/来源 | 结果（原始分/分带） | 日期 | 证据等级 | 局限 |
|---|---|---|---|---|---|
| 社会情绪/行为 | SDQ 家长 | 情绪__ 品行__ 多动__ 同伴__ 亲社会__；困难总分__（__带） | E2 | 筛查非诊断；中文常模待验证 | |
| 心理社会（可选） | PSC-17 | 总分__（cutoff__） | E2 | 同上 | |
| 行为自我调节 | HTKS | __/40 | E2 | 无中国常模 | |
| 执行功能（可选） | EF Touch | 任务__：__ | E2 | 无中国常模 | |
| 气质（可选，需许可） | CBQ-VSF | 努力控制__ 负性情绪__ 外向性__ | E2 | 三因子结构并非所有样本确认 | |
| 沟通偏好（E4，非测评） | 家长观察 | 仅作沟通假设；不输出四格 | E4 | 不进入结论 |
| 情境 | 家长看到 | 孩子/教师看到 | 差异解释 | 下一步 |
|---|---|---|---|---|
| 家里 | ||||
| 学校/兴趣班 |
差异本身是信息；不判谁对。缺教师版 → 写「缺少学校情境」。
| 候选方向 | 数据依据 | 影响 | 可改变性 | 家庭意愿（待投票） |
|---|---|---|---|---|
| 1. | ||||
| 2. | ||||
| 3. |
最终选哪 1–3 个由家庭投票决定（安全红线优先），见 PART C。
| 维度 | 妈妈 | 爸爸 | 差异（不判对错） |
|---|---|---|---|
| 养育一致 | |||
| 支持/拆台 | |||
| 分工 | |||
| 联合家庭管理（观察） |
| 维度 | 妈妈 | 爸爸 | 说明 |
|---|---|---|---|
| 权威 | 高回应+高要求 | ||
| 专制 | |||
| 放任 |
用维度描述，不用「权威 ≥70%」等无正常模阈值；不审判人格。
| 维度 | 结果 | 来源 | 说明 |
|---|---|---|---|
| 家庭功能（FAD/GF12） | 问题解决/沟通/角色/情感反应/介入/行为控制 | ||
| 家庭混乱（CHAOS） | 噪音/杂乱/无序 | ||
| 核心常规 | 睡前__/晚餐__/阅读__ | 访谈 | 最顺__ 最卡__ 谁负责__ |
| 指标 | 妈妈 | 爸爸 | 说明 |
|---|---|---|---|
| 养育压力/倦怠（PBA 或 PSI） | 先支持家长；枯竭的家长无法执行处方 |
| 优先级 | 方向 | 票数 | 选择理由 | 安全优先？ |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 |
目标 1：____
（目标 2/3 同构；最多 3 个）
| 项目 | 安排 | 谁 | 时长 |
|---|---|---|---|
| 每日 5 分钟特殊时光 | |||
| 学业 1（阅读/数学/英语） | 20–25 min | ||
| 学业 2 | |||
| 兴趣 1 | 15–25 min | ||
| 兴趣 2 | |||
| 家庭会议 | 周__ __:__ | 全家 | 20–30 min |
| 父母小会 | 周__ __:__ | 爸妈 | 10 min |
| 周末家庭项目 |
总上限 ≤30 分钟/天（不含学校作业）；忙时只做 5 分钟特殊时光。
| 常规/任务 | 妈妈 | 爸爸 | 孩子 | 无人负责/一人全包 |
|---|---|---|---|---|
| 早晨 | ||||
| 放学 | ||||
| 作业 | ||||
| 兴趣练习 | ||||
| 睡前 | ||||
| 家庭会议 |
| 目标 | 基线 | 最新 GBO/GAS | 趋势 | 保真度 | 说明 |
|---|---|---|---|---|---|
| 1 | ↑/→/↓ | ||||
| 2 | |||||
| 3 |
| 下一步 | 谁 | 何时 | 怎么知道有效 |
|---|---|---|---|
| 1 | |||
| 2 | |||
| 3 |
2026-10-21 ｜ Replaces the old “PART A–D diagnostic report” structure ｜ Used with:
03-处方库/家庭共进计划-FPP模板.mdPrinciple: child profile + family profile + co-progress plan + progress; every conclusion carries a source, evidence grade and limitation; no diagnosis, labels or ranking. Applies to: first-round Band A ages 3–6; Bands B/C/D extend the same structure. Prohibited: four-preference four-box conclusions, intelligence/talent/personality types, comparisons across children, diagnostic language, and treating satisfaction as an effect.
“____” Family Co-Progress Report
Version: v__ Date: ____ Assessment window: ____ Next review: ____
Data sources: parent questionnaire (SDQ/PSC-17/PBA/CHAOS) □ direct task (HTKS) □ child self-report □ teacher □ observation/interview □
Tool versions and permissions: see Appendix AThis is not a medical diagnosis. This report is based on questionnaires, observations and task performance. It describes the current state and next steps that may be tried; child development is highly variable, and results change with context and time. A positive screen means only “consider attention / consider further assessment”; it does not mean that a child has a condition. Follow Appendix B for any risk signal.
| Strength (3) | Evidence (behaviour / exact words) | Source | Evidence grade |
|---|---|---|---|
| 1. | parent / child / teacher / task | E__ | |
| 2. | |||
| 3. |
| Interest clue (2–3) | Observation (returns spontaneously / positive emotion / tries again when difficult) | Context | Next step |
|---|---|---|---|
| 1. |
| Domain | Tool / source | Result (raw score / band) | Date | Evidence grade | Limitation |
|---|---|---|---|---|---|
| Social-emotional / behaviour | SDQ parent | emotion __ conduct __ hyperactivity __ peers __ prosocial __; total difficulties __ (__ band) | E2 | screen, not diagnosis; Chinese norms pending validation | |
| Psychosocial (optional) | PSC-17 | total __ (cutoff __) | E2 | same as above | |
| Behavioural self-regulation | HTKS | __/40 | E2 | no Chinese norms | |
| Executive function (optional) | EF Touch | task __: __ | E2 | no Chinese norms | |
| Temperament (optional, permission required) | CBQ-VSF | effortful control __ negative affectivity __ surgency __ | E2 | three-factor structure is not confirmed in every sample | |
| Communication preference (E4, not assessment) | parent observation | communication hypothesis only; no four-box output | E4 | not included in conclusions |
| Context | What the parent sees | What the child / teacher sees | Interpretation of difference | Next step |
|---|---|---|---|---|
| Home | ||||
| School / activity class |
The difference itself is information; do not decide who is right. If no teacher version is available, write “school context unavailable”.
| Candidate direction | Data basis | Impact | Modifiability | Family preference (vote pending) |
|---|---|---|---|---|
| 1. | ||||
| 2. | ||||
| 3. |
The family chooses the final 1–3 directions by vote (safety red lines take priority); see PART C.
| Dimension | Mother | Father | Difference (not a right/wrong judgment) |
|---|---|---|---|
| Consistency in parenting | |||
| Support / undermining | |||
| Division of labour | |||
| Joint family management (observation) |
| Dimension | Mother | Father | Description |
|---|---|---|---|
| Authoritative | high responsiveness + high expectations | ||
| Authoritarian | |||
| Permissive |
Describe dimensions; do not use normative cutoffs such as “authoritative ≥70%”; do not judge personality.
| Dimension | Result | Source | Description |
|---|---|---|---|
| Family functioning (FAD/GF12) | problem solving / communication / roles / affective responsiveness / affective involvement / behaviour control | ||
| Family chaos (CHAOS) | noise / clutter / disorder | ||
| Core routines | bedtime __ / dinner __ / reading __ | interview | easiest __ most stuck __ who is responsible __ |
| Indicator | Mother | Father | Description |
|---|---|---|---|
| Parenting stress / burnout (PBA or PSI) | support the parent first; an exhausted parent cannot carry out the practice plan |
| Priority | Direction | Votes | Reason for choice | Safety priority? |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 |
Goal 1: ____
(Goals 2/3 use the same structure; no more than 3.)
| Item | Arrangement | Who | Duration |
|---|---|---|---|
| Five-minute special time each day | |||
| Academic 1 (reading / maths / English) | 20–25 min | ||
| Academic 2 | |||
| Interest 1 | 15–25 min | ||
| Interest 2 | |||
| Family meeting | Week __ __:__ | whole family | 20–30 min |
| Parents' mini-meeting | Week __ __:__ | parents | 10 min |
| Weekend family project |
Total limit ≤30 minutes/day (not including school homework). When busy, do only the five-minute special time.
| Routine / task | Mother | Father | Child | No one responsible / one person does everything |
|---|---|---|---|---|
| Morning | ||||
| After school | ||||
| Homework | ||||
| Interest practice | ||||
| Bedtime | ||||
| Family meeting |
| Goal | Baseline | Latest GBO/GAS | Trend | Fidelity | Description |
|---|---|---|---|---|---|
| 1 | ↑/→/↓ | ||||
| 2 | |||||
| 3 |
| Next step | Who | When | How we will know it is useful |
|---|---|---|---|
| 1 | |||
| 2 | |||
| 3 |
DFE 真正的护城河是文案颗粒度。本规范保证我们的文案达到同一标准：每条建议都给到对话脚本级。所有面向家长的文字按此评审。
| 级别 | 示例 | 判定 |
|---|---|---|
| L1 口号（禁止出现在交付物） | 「多关注孩子的情绪」 | ✗ |
| L2 方向（可用作章节标题，不可用作建议） | 「帮助孩子学会命名情绪」 | △ |
| L3 脚本（建议的最低标准） | 「今晚读绘本时，指着角色的脸问：『你觉得他现在心里是什么感觉？』」 | ✓ |
评审问题：家长读完这条建议，能不经过任何思考直接照做吗？不能 → 打回。
每条建议 = 场景 + 动作 + 脚本 + 预期反应 + 万一失败的退路
✓ 示例：
- 场景：搭积木倒了，孩子大叫
- 动作：蹲下，平视，先不碰积木
- 脚本：「倒了有点气对不对——我们先深呼吸三次，像吹蜡烛一样」
- 预期：孩子可能跟着做，也可能继续哭
- 退路：继续哭就陪着不劝：「你慢慢气，气完了我们再搭」，等 2 分钟再开口
禁用词/句式：
替换公式：
发展性措辞：所有关于孩子的判断用「当前/这个阶段/最近观察到」，禁「天生/就是/肯定」。
每条入库话术必须有 1 个通用版 + 至少 2 个参数变体。变体维度优先级：反应强度 > 适应性 > 坚持度 > 趋避性。
| 参数 | 改写要点 |
|---|---|
| 强反应 | 前置降温步骤；句子变短；不用反问句（反问在情绪高点听起来像指责） |
| 低适应 | 前置预告；变更拆成多步；保留一个「不变项」作锚（「还是用你的小杯子」） |
| 低坚持 | 目标拆小；即时反馈；允许「做一半也算数」 |
| 回避/慢热 | 给观察者角色（「你先看一轮」）；不催「快去」；第一次参与从边缘角色开始 |
| 高敏感 | 不评价敏感本身（禁「这有什么好怕的」）；先处理环境再处理人 |
| 允许 | 禁止 |
|---|---|
| 把 L3 级模板话术按气质参数润色 | 自由生成新建议、新游戏、新结论 |
| 把数据面板转成通顺段落 | 改动任何数字、档位、判定 |
| 调整语气（更温和/更简洁） | 添加模板库没有的教养主张 |
| 翻译、排版、缩写 | 回答库外育儿问题（应转人工/文献流程） |
人审口径（分层，与《03-处方库/处方编写规范》第七节「内容红线」一致）：
The real moat of DFE is the granularity of its copy. This standard keeps all copy at the same level: every recommendation reaches script level. All parent-facing text is reviewed against it.
| Level | Example | Judgment |
|---|---|---|
| L1 slogan (forbidden in deliverables) | “Pay more attention to the child's emotions.” | ✗ |
| L2 direction (usable as a chapter heading, not as a recommendation) | “Help the child learn to name emotions.” | △ |
| L3 script (minimum recommended standard) | “At story time tonight, point to the character's face and ask: ‘What do you think they are feeling right now?’” | ✓ |
Review question: After reading the recommendation, can a parent do it directly without having to think through the steps? If not, send it back.
Every recommendation = context + action + script + expected response + fallback if it fails
✓ Example:
- Context: The block tower falls and the child shouts.
- Action: Kneel down at eye level; do not touch the blocks yet.
- Script: “It fell, and that is frustrating, right? Let us take three breaths first, like blowing out candles.”
- Expected response: The child may follow along or may continue crying.
- Fallback: If the child keeps crying, stay close without persuading: “You can be angry for a while. When the anger is over, we can build again.” Wait two minutes before speaking again.
Prohibited words / sentence patterns:
Replacement formula:
Developmental wording: Use “currently / at this stage / recently observed” for every judgment about a child. Do not use “born”, “you are just…”, or “certainly”.
Every script entering the library must have one general version plus at least two parameter variants. Priority of variants: reaction intensity > adaptability > persistence > approach/avoidance.
| Parameter | Adaptation point |
|---|---|
| Strong reaction | Put the cool-down step first; shorten sentences; do not use rhetorical questions (at a high emotional point they sound like blame) |
| Low adaptability | Give advance notice; split the change into several steps; retain one unchanged item as an anchor (“we will still use your little cup”) |
| Low persistence | Make the goal smaller; give immediate feedback; allow “doing half still counts” |
| Avoidant / slow to warm up | Give an observer role (“watch one round first”); do not rush with “go on”; begin participation from a peripheral role |
| High sensitivity | Do not judge sensitivity itself (never say “there is nothing to be afraid of”); address the environment before addressing the person |
| Allowed | Forbidden |
|---|---|
| Polish an L3 template script according to temperament parameters | Freely generate new recommendations, games or conclusions |
| Turn a data panel into fluent paragraphs | Change any number, level or decision |
| Adjust tone (warmer / more concise) | Add a parenting claim not present in the template library |
| Translate, format or shorten | Answer parenting questions outside the library (route to a human / literature workflow) |
Human-review standard (layered, consistent with Section 7 “content red lines” in 03-处方库/处方编写规范):
全系统的年龄主轴。所有问卷、处方、报告必须先定位年龄段，再选工具。跨带衔接处（6–7 岁、12–13 岁、15–16 岁）以发展准备度为准，不以生日一刀切。
| 年龄段 | 发展任务（Erikson/Piaget） | 心理测评主轴 | 测量方式 | 干预形态 |
|---|---|---|---|---|
| A段 3–6 岁 学龄前 | 主动感 vs 内疚；前运算 | CBQ-VSF 家长报告 + 九维观察；四偏好仅沟通（E4） | 家长代评 + 游戏化实测（play-based） | 亲子游戏处方，孩子零屏幕 |
| B段 7–12 岁 小学 | 勤奋 vs 自卑；具体运算 | CBQ-VSF 家长报告 + SDQ 自评（8+）+ 自我概念 + 学习习惯；四偏好仅沟通 | 儿童自评（简化语言）+ 家长观察 + 教师信息（可选） | 游戏化任务 + 学习习惯处方 + 亲子共做 |
| C段 13–15 岁 初中 | 同一性 vs 角色混乱；形式运算起步 | IPIP 大五（12+，中文待验证）+ 学业动机/情绪 + 兴趣结构初测 | 青少年自评为主 + 家长版对照 | 自助式方案 + 教练式家长沟通 + 项目制活动 |
| D段 16–18 岁 高中 | 同一性深化；抽象思维成熟 | IPIP 大五 + RIASEC（14+ 正式）+ 压力与韧性 + 升学方向 | 青少年自评（准成人量表） | 生涯规划处方 + 自主管理 + 家长退居顾问位 |
心理侧：
教育行为侧：
兴趣特长侧：
家长/家庭侧：
干预形态：每周 1 个「学习习惯微单元」+ 2 个亲子任务；处方卡转为「习惯打卡 + 挑战任务」结构；孩子可使用有限屏幕（配合 AAP 指南）。
心理侧：
教育行为侧：
兴趣特长侧：
家长/家庭侧：
干预形态：孩子端自助方案（自主阅读材料 + 自我实验任务）为主，亲子共同任务降为每周 1 次；家长功课转为「教练式对话」脚本。
心理侧：
教育行为侧：
兴趣特长侧：
家长/家庭侧：
干预形态：以咨询式交付为主（季度生涯复盘），系统提供数据档案；孩子端完全自助。
| 衔接点 | 规则 |
|---|---|
| A→B（6–7 岁） | 先做「自评准备度」检查（读题、自我描述）；通过则 B 带工具 + 保留一年家长观察并轨 |
| B→C（12–13 岁） | 四偏好档案封存为历史记录；启用大五；家长诊断从「行为管理」切换到「自主支持」维度 |
| C→D（15–16 岁） | RIASEC 从初测转正式；兴趣测评结果开始与升学方向联动（此前只用于养育方式） |
| 发育超前/滞后 | 以最近两次测评数据选择工具带，在报告中注明「工具带 ≠ 实际年龄」 |
The age axis for the whole system. Every questionnaire, practice plan and report must locate the relevant age band before selecting tools. At transitions between bands (ages 6–7, 12–13 and 15–16), use developmental readiness rather than making a one-day cutoff by birthday.
| Age band | Developmental task (Erikson/Piaget) | Main psychological measurement | Measurement mode | Intervention form |
|---|---|---|---|---|
| Band A, ages 3–6 preschool | initiative vs guilt; preoperational thought | CBQ-VSF parent report + nine-dimension observation; four preferences for communication only (E4) | parent report + play-based assessment | parent–child play practice; no child screen time |
| Band B, ages 7–12 primary school | industry vs inferiority; concrete operations | CBQ-VSF parent report + SDQ self-report (8+) + self-concept + learning habits; four preferences for communication only | child self-report (simplified language) + parent observation + optional teacher information | game-based tasks + learning-habit practice + parent–child co-doing |
| Band C, ages 13–15 middle school | identity vs role confusion; beginning formal operations | IPIP Big Five (12+, Chinese version pending validation) + academic motivation/emotions + initial interest-structure scan | adolescent self-report first + parent comparison version | self-guided plan + coach-style parent conversation + project-based activities |
| Band D, ages 16–18 high school | deeper identity; mature abstract thinking | IPIP Big Five + RIASEC (14+, formal) + stress and resilience + post-secondary direction | adolescent self-report (young-adult-style measures) | career-planning practice + self-management + parent moves into an adviser role |
初始信息收集问卷, 3-7岁气质观察问卷, 计分与评级规则 (see 02-测评工具)03-处方库)Psychological side:
Educational-behaviour side:
Interests and strengths side:
Parent / family side:
Intervention form: one “learning-habit micro-unit” + two parent–child tasks per week; practice cards become a “habit check-in + challenge task” structure; the child may use limited screen time in line with AAP guidance.
Psychological side:
Educational-behaviour side:
Interests and strengths side:
Parent / family side:
Intervention form: a child-side self-guided plan (self-reading materials + self-experiment tasks) is primary; parent–child shared tasks reduce to once a week; parent practice becomes “coach-style conversation” scripts.
Psychological side:
Educational-behaviour side:
Interests and strengths side:
Parent / family side:
Intervention form: primarily consultation-style delivery (quarterly career review); the system provides a data record; the child side is fully self-guided.
| Transition | Rule |
|---|---|
| A→B (ages 6–7) | First complete a “self-report readiness” check (reading prompts and describing oneself); if ready, use Band B tools while retaining one year of parallel parent observation |
| B→C (ages 12–13) | Archive the four-preference profile as historical data; activate Big Five; shift parent assessment from “behaviour management” to “autonomy support” |
| C→D (ages 15–16) | Move RIASEC from initial scan to formal assessment; begin linking interest results with post-secondary direction (before this, use them only for parenting approach) |
| Development ahead of / behind the band | Select the tool band from the most recent two assessment data points, and state in the report: “tool band ≠ actual age” |
回答的问题：「这个孩子是谁？」——人格类型、自我认知、情绪与韧性、社会性。这是所有其他模块建议的「个性化参数」来源。
A段 3–6：CBQ-VSF 家长报告 + 九维观察；四偏好仅沟通（E4）
B段 7–12：CBQ-VSF 家长报告 + SDQ 自评 + 自我概念多维 + 韧性保护因素
C段 13–15：IPIP 大五（12+，中文待验证）+ 同一性扫描 + 压力源图谱
D段 16–18：IPIP 大五 + 同一性状态 + 应对方式设计逻辑：人格测量随年龄从「家长观察 → 自评」移交，从「气质（CBQ）→ 气质+SDQ → IPIP 大五」演进；四偏好只作沟通语言，不进入测量链。纵向档案保留全部历史版本，跨带切换时旧数据封存不删除。
| 带 | 工具 | 题量 | 输出 |
|---|---|---|---|
| A | CBQ-VSF（家长报告，需研究许可）+ 《3-7岁气质观察问卷》 | 36 + 40 | 九维剖面 + CBQ 三因子；四偏好仅沟通（E4） |
| B | CBQ-VSF 家长报告 + SDQ 自评（8+）+ 活动观察 | 36 + 25 | 气质剖面 + SDQ 困难/亲社会 + 活动清单；四偏好仅沟通（历史问卷不用于判定） |
| C | IPIP 大五简版（12+，中文待验证）+ SDQ 自评 | 50 + 25 | 五因子分数 + SDQ；四偏好不参与 |
| D | IPIP 大五 + SDQ 自评 | 50 + 25 | 五因子 + 子维度（如尽责性 → 条理/自律/毅力）+ SDQ |
红线：所有输出为「当前倾向/当前状态」；大五的神经质维度在报告中改称「情绪敏感度」，避免病理化联想。
| 带 | 核心内容 | 特殊机制 |
|---|---|---|
| A | EI 四分支（既有） | 游戏实测 |
| B | 情绪识别准确率 + 调节策略清单 + 韧性保护因素盘点 | 「冷静工具箱」个人化清单 |
| C | 情绪波动基线（一周情绪日记简化版）+ 压力源图谱（学业/同伴/家庭/外貌/其他） | 风险信号清单：持续 2 周情绪低落、睡眠食欲改变、社交退缩、自伤言语 → 触发转介话术，不在产品内处理 |
| D | 应对方式（问题聚焦/情绪聚焦/回避）+ 考试焦虑 | 与学业数据交叉（焦虑 × 成绩波动） |
| 心理参数 | 影响的模块 |
|---|---|
| 高情绪敏感（神经质高） | 教育行为线：考试焦虑处方；家长线：施压方式审计 |
| 低宜人 + 高外向 | 兴趣线：对抗性/领导力活动推荐 |
| 高开放 | 兴趣线：探索广度处方；开放性/活动清单的交叉验证 |
| 自我概念 < 现实能力 | 教育行为线：掌握体验设计（成功阶梯）；话术：归因训练 |
| 自我概念 > 现实能力 | 家长线：表扬方式审计（空洞表扬 → 具体反馈） |
Question answered: “Who is this child?”—personality language, self-understanding, emotion and resilience, and social functioning. This is the source of the “personalisation parameters” used by recommendations in all other modules.
Band A ages 3–6: CBQ-VSF parent report + nine-dimension observation; four preferences for communication only (E4)
Band B ages 7–12: CBQ-VSF parent report + SDQ self-report + multidimensional self-concept + resilience protective factors
Band C ages 13–15: IPIP Big Five (12+, Chinese version pending validation) + identity scan + stress-source map
Band D ages 16–18: IPIP Big Five + identity status + coping modesDesign logic: personality measurement moves from “parent observation → self-report” with age, and develops from “temperament (CBQ) → temperament + SDQ → IPIP Big Five”; four preferences are communication language only and do not enter the measurement chain. The longitudinal record retains every historical version; when the child changes bands, old data is archived rather than deleted.
| Band | Tool | Item count | Output |
|---|---|---|---|
| A | CBQ-VSF (parent report, research permission required) + 3-7岁气质观察问卷 | 36 + 40 | nine-dimension profile + three CBQ factors; four preferences for communication only (E4) |
| B | CBQ-VSF parent report + SDQ self-report (8+) + activity observation | 36 + 25 | temperament profile + SDQ difficulties / prosocial score + activity checklist; four preferences for communication only (historical questionnaire not used for decisions) |
| C | IPIP short Big Five (12+, Chinese version pending validation) + SDQ self-report | 50 + 25 | five-factor scores + SDQ; four preferences not used |
| D | IPIP Big Five + SDQ self-report | 50 + 25 | five factors + facets (for example, conscientiousness → organisation / self-discipline / persistence) + SDQ |
Red line: every output is a “current tendency / current state”. In the report, rename the Big Five neuroticism dimension “emotional sensitivity” to avoid pathological associations.
| Band | Core content | Special mechanism |
|---|---|---|
| A | Four branches of EI (existing) | play-based assessment |
| B | Emotion-recognition accuracy + regulation-strategy list + resilience protective-factor inventory | personalised “calm toolbox” list |
| C | Emotional fluctuation baseline (simplified one-week mood diary) + stress-source map (academic / peers / family / appearance / other) | risk-signal list: persistent low mood for two weeks, sleep or appetite change, social withdrawal or self-harm language → trigger referral wording; do not process it inside the product |
| D | Coping modes (problem-focused / emotion-focused / avoidance) + test anxiety | cross-check with academic data (anxiety × score fluctuation) |
报告结构模板)| Psychological parameter | Module affected |
|---|---|
| High emotional sensitivity (high neuroticism) | Educational-behaviour line: test-anxiety practice; parent line: pressure-method audit |
| Low agreeableness + high extraversion | Interests line: competitive / leadership activity recommendation |
| High openness | Interests line: exploration-breadth practice; cross-check openness with the activity checklist |
| Self-concept < observed ability | Educational-behaviour line: mastery-experience design (success ladder); wording: attribution practice |
| Self-concept > observed ability | Parent line: praise-method audit (empty praise → concrete feedback) |
回答的问题：「这个孩子的热情和能力往哪里长？」——兴趣结构、优势识别、特长发展阶段与路径。本线是「天赋」话题的科学承接处。
| 带 | 工具 | 输出 |
|---|---|---|
| A | 游戏偏好观察（假想/建构/艺术/运动/探索五类，家长记录） | 偏好类型 + 新游戏引入建议 |
| B | 活动清单广度扫描（30 项活动喜欢/一般/不喜欢三档）+ 「心流时刻」家长周记 | 兴趣广度图 + 候选深潜区 1–2 个 |
| C | RIASEC 初测（自编 36 题，情境化条目） | 六型排序 + 前三型组合代码（如 AIS） |
| D | RIASEC 正式测（自编 60 题）+ 与大五、学科优势的三角互证 | 兴趣代码 + 一致性分析（如「高开放 + 艺术型 + 文科优势」三证合一） |
RIASEC 六型（Holland，公开框架）：现实 R（动手/机械/户外）、研究 I（分析/探究）、艺术 A（创作/表达）、社会 S（助人/教导）、企业 E（影响/领导/说服）、常规 C（条理/数据/流程）。
| 阶段 | 识别特征 | 家长该做什么 |
|---|---|---|
| ① 触发的情境兴趣 | 被新鲜刺激吸引，热度几天 | 多提供触发场景，不投入重金 |
| ② 维持的情境兴趣 | 在支持下反复回来玩 | 固定时间+材料可得性，轻度陪伴 |
| ③ 萌芽的个体兴趣 | 主动找相关的东西，不问回报地投入 | 提供资源与挑战升级，开始寻找同好与榜样 |
| ④ 成熟的个体兴趣 | 自我驱动深入，愿意忍受枯燥的基本功 | 专业师资/系统训练决策点，讨论投入产出 |
核心判断题（家长观察）：「没有催促、没有奖励、没有观众时，孩子还会回到这件事吗？」——是 → 至少阶段 ③。
| 阶段 | 特征 | 测评关注点 |
|---|---|---|
| 启蒙期（~12 岁前） | 游戏化、多体验、爱上这件事 | 体验广度；教练是否保护兴趣 |
| 精进期（12–16） | 系统训练、技术打磨、开始出成果 | 训练量合理性；倦怠信号（逃避、身体不适、热情骤降）；是否仍有自主感 |
| 产出期（16+） | 个人风格、作品/竞赛/实践 | 与升学/方向联动；投入产出的家庭共识 |
倦怠/早期专业化风险信号清单：训练前拖延加剧、睡眠变差、频繁身体不适、说「没意思」频率上升、只为奖品/排名而练。触发 ≥2 项 → 报告建议降量或暂停评估，不建议加码。
专业/方向候选清单生成逻辑：RIASEC 代码 × 学科优势 × 大五特质 × 家庭价值观，输出 3–5 个候选方向 + 每个方向的「体验验证方案」（看什么书、访什么人、试什么活动）——给探索任务，不给决定。
| 带 | 处方形态 |
|---|---|
| A | 游戏处方中的偏好扩容（在喜欢的游戏类型旁嫁接相邻类型） |
| B | 「兴趣深潜月」：从候选区选 1 个，提供 4 周渐进材料包；课外班配置审计（数量上限、留白时间） |
| C | 项目制深潜（PBL 式小项目）+ 倦怠监测；教练/机构选择的评估清单 |
| D | 生涯探索任务卡 + 季度生涯复盘 |
Question answered: “Where are this child's enthusiasm and abilities growing?”—interest structure, strength identification, stages and paths of strength development. This line is the system's evidence-aware response to the topic of “talent”.
| Band | Tool | Output |
|---|---|---|
| A | Play-preference observation (five categories: pretend / construction / arts / movement / exploration; recorded by parent) | preference type + suggestions for introducing new games |
| B | Breadth scan with a 30-activity list (like / neutral / dislike) + parent weekly log of “flow moments” | interest-breadth map + 1–2 candidate areas for deeper exploration |
| C | Initial RIASEC scan (36 locally written, contextualised items) | six-type order + code from the top three types (for example, AIS) |
| D | Formal RIASEC assessment (60 locally written items) + triangulation with Big Five and subject strengths | interest code + consistency analysis (for example, “high openness + artistic type + humanities strength” aligned across three sources) |
The six RIASEC types (Holland, public framework) are: Realistic R (hands-on / mechanical / outdoors), Investigative I (analysis / inquiry), Artistic A (creation / expression), Social S (helping / teaching), Enterprising E (influencing / leading / persuading), and Conventional C (order / data / process).
| Stage | Identifying feature | What the parent should do |
|---|---|---|
| ① Triggered situational interest | Drawn by novelty; enthusiasm lasts a few days | Offer more trigger contexts; do not spend heavily |
| ② Maintained situational interest | Returns repeatedly with support | Set a regular time + make materials available; provide light companionship |
| ③ Emerging individual interest | Looks for related things independently; invests without asking for a reward | Provide resources and increased challenge; start finding peers and role models |
| ④ Mature individual interest | Goes deep through self-direction; is willing to tolerate repetitive foundations | Decide about specialist teaching / systematic training; discuss costs and benefits |
Core judgment question (parent observation): “When there is no prompting, no reward and no audience, does the child still return to this activity?”—yes → at least stage ③.
| Stage | Feature | Assessment focus |
|---|---|---|
| Exploration stage (before about age 12) | Game-based, many experiences, falling in love with the activity | breadth of experience; whether the coach protects interest |
| Refinement stage (ages 12–16) | Systematic training, technical refinement, results beginning to appear | reasonableness of training dose; burnout signals (avoidance, physical discomfort, sharp drop in enthusiasm); whether a sense of autonomy remains |
| Output stage (age 16+) | Personal style, portfolio / competition / practice | link with post-secondary direction; family consensus on costs and benefits |
Burnout / early-specialisation risk-signal list: growing procrastination before training, poorer sleep, frequent physical discomfort, increasing frequency of “this is boring”, or practising only for prizes / rankings. Two or more signals → the report suggests reducing dose or pausing for assessment; do not intensify.
Logic for generating a shortlist of major / direction candidates: RIASEC code × subject strengths × Big Five traits × family values. Output 3–5 candidate directions plus an “experience-validation plan” for each (which book to read, whom to interview, which activity to try)—give exploration tasks, not decisions.
| Band | Practice form |
|---|---|
| A | Preference broadening within game practice (graft an adjacent type alongside the child's preferred game type) |
| B | “Interest deep-dive month”: select one candidate area and provide a four-week progressive materials pack; audit extracurricular-class configuration (maximum number and unstructured time) |
| C | Project-based deep dive (small PBL project) + burnout monitoring; coach / provider selection checklist |
| D | Career-exploration task cards + quarterly career review |
回答的问题：「这个家庭系统，给孩子的心理与发展提供了怎样的土壤？」——不同于家长线（测家长个人行为），本线测系统：氛围、关系结构、环境设置、重大事件。骨架 = Moos 家庭环境三维（关系 × 个人成长 × 系统维持），全龄适用，条目随龄改写。
| 子维度 | A 带条目示例 | C 带条目示例 |
|---|---|---|
| 亲密度 | 「每天是否有全家共处固定时光」 | 「孩子遇到烦心事，家里有几个人可以说」 |
| 情感表达 | 「家人是否直接说『我爱你/辛苦了』」 | 「孩子表达反对意见后，家里的典型走向：讨论/压制/冷战」 |
| 冲突 | 「照护者间教育理念冲突是否当着孩子」 | 「亲子冲突后的修复：自然翻篇/主动和解/累积怨气」 |
| 子维度 | 全龄通用测评点 |
|---|---|
| 独立性支持 | A：自理机会；B：自主决策的小事数量；C：隐私与边界尊重；D：决策移交清单 |
| 智力—文化刺激 | A：绘本/对话量；B：阅读环境、博物馆/展览频率；C/D：生涯信息、时事讨论 |
| 活动与休闲 | 共同运动/户外频率；屏幕规则的存在与执行一致性 |
Question answered: “What kind of soil does this family system provide for the child's psychological and developmental growth?” Unlike the parent line (which assesses an individual parent's behaviour), this line assesses the system: climate, relationship structure, environmental set-up and major events. Its framework is Moos's three family-environment dimensions (relationships × personal growth × system maintenance), applicable at every age; items are adapted by age band.
| Subdimension | Example item for Band A | Example item for Band C |
|---|---|---|
| Cohesion | “Is there a regular time every day when the whole family is together?” | “When the child is troubled, how many people at home can they talk to?” |
| Emotional expression | “Do family members directly say ‘I love you / thank you for your effort’?” | “After the child expresses disagreement, what typically happens at home: discussion / suppression / cold war?” |
| Conflict | “Do caregivers show disagreements about education in front of the child?” | “Repair after parent–child conflict: naturally move on / actively reconcile / accumulate resentment” |
| Subdimension | Measurement points used at every age |
|---|---|
| Support for independence | A: opportunities for self-care; B: number of small independent decisions; C: respect for privacy and boundaries; D: decision-transfer checklist |
| Intellectual–cultural stimulation | A: picture-book / conversation amount; B: reading environment and museum / exhibition frequency; C/D: career information and discussion of current events |
| Activities and leisure | Frequency of shared exercise / outdoor time; existence of screen rules and consistency of implementation |
回答的问题：「家长的行为系统，是在给孩子的发展供能还是在耗能？」——DFE 体系的真正洞察是「育儿行为审计」，我们继承并扩展到全龄段。本线的红线项永远排在报告最前。
A段：教养方式构成（控制×回应）+ 情绪回应质量
B段：+ 作业参与方式 + 期望—压力传导
C段：重心切换到 自主支持 vs 心理控制（Barber 红线）
D段：顾问化转型 + 期望校准 + 放手节奏| 参与方式 | 识别特征 | 审计结论方向 |
|---|---|---|
| 全陪写 | 每题盯着，孩子等指令 | 能力感侵蚀 → 撤支架阶梯方案 |
| 监工式 | 只查结果+纠错，过程不管 | 焦虑传导 → 反馈方式改造 |
| 自主支持式 | 环境备好、规则清晰、求助可得 | 维护与推广 |
| 甩手式 | 完全不过问 | 结构缺失 → 最小可行结构（固定时段+结束确认） |
| 自主支持（供能） | 心理控制（耗能，Barber） |
|---|---|
| 提供真实选择 | 引发内疚（「我为你付出这么多」） |
| 承认孩子视角（「我理解你为什么这么想」） | 爱的撤回（冷漠/不理睬作为惩罚） |
| 解释规则理由 | 干涉内心世界（「你不应该这么想」） |
| 行为控制（合理规则的坚持）——允许且必要 | 以亲情为筹码换取服从 |
Question answered: “Is the parent's behaviour system supplying energy to the child's development or consuming it?” The real insight of the DFE system is a “parenting-behaviour audit”, extended here across all age bands. Red-line items always appear first in the report.
Band A: parenting-style composition (control × responsiveness) + quality of emotional response
Band B: + homework-participation style + expectation–pressure transmission
Band C: focus shifts to autonomy support vs psychological control (Barber red line)
Band D: adviser-role transition + expectation calibration + pace of letting go| Participation style | Identifying feature | Direction of audit conclusion |
|---|---|---|
| Fully accompanying | Watches every item; the child waits for instructions | Erodes sense of competence → step-down scaffold plan |
| Supervisor style | Checks only the result and corrects it; does not attend to the process | Pressure transmission → redesign feedback |
| Autonomy-supportive | Environment prepared, rules clear and help available | Maintain and extend |
| Hands-off | Never asks about it | Missing structure → minimum viable structure (fixed time + end confirmation) |
| Autonomy support (supplies energy) | Psychological control (consumes energy, Barber) |
|---|---|
| Offer real choices | Induce guilt (“I have done so much for you”) |
| Acknowledge the child's perspective (“I understand why you think that”) | Withdraw love (coldness / ignoring used as punishment) |
| Explain why a rule exists | Interfere with the inner world (“You should not think that way”) |
| Behavioural control (maintaining reasonable rules)—allowed and necessary | Use family affection as a bargaining chip for obedience |
回答的问题：「这个孩子现在怎么学习？怎样才能学得更好？」——不是测「成绩好不好」（那是学校的事），而是测驱动成绩的行为系统：习惯、执行功能、动机、情绪、策略。
| 带 | 测评方式 | 输出 |
|---|---|---|
| A | 游戏三任务：红灯绿灯（抑制）/ 卡片倒序（工作记忆）/ 规则切换（灵活性）（见游戏卡 6–8） | 三成分档位 |
| B | 学龄版：课堂行为家长/教师观察题 + 计算机化任务（P2 阶段数字化） | 三成分档位 + 课堂迁移表现 |
| C/D | 不单测，融入 SRL 审计（计划=监控=调节） | — |
| 带 | 工具逻辑 | 输出 |
|---|---|---|
| B | 「为什么要写作业/上学」的回答归类：外部（怕批评/要奖励）/ 内摄（怕丢脸）/ 认同（觉得有用）/ 内在（喜欢） | 动机类型构成 |
| C | 期望—价值矩阵 × 成就目标定向（掌握/表现趋近/表现回避），分科 | 四象限定位图：高期望高价值（稳）/ 高价值低期望（焦虑区）/ 高期望低价值（应付区）/ 双低（疏离区） |
| D | 动机连续体 + 决策自我效能 | 升学决策的动机质量评估 |
| 带 | 处方形态 | 剂量 |
|---|---|---|
| A | 游戏处方（既有体系） | 3 次/周 × 15 分钟 |
| B | 习惯微单元：每周 1 个微习惯（如「作业前 3 分钟整理桌面」）+ 2 个亲子学习游戏 | 微习惯打卡为可选家庭仪式（勾选即可，10 秒），频次家庭自定，不计入每周完成判定与奖励评价；产品必须完成的只是每周 ≥1 次核心互动 |
| C | 策略实验：每两周 1 个学习策略小实验（如「错题三问」）+ 动机对话脚本（家长用） | 孩子自助执行 + 每周亲子回顾 1 次 |
| D | 自主管理方案：系统提供 SRL 模板与数据，孩子自我实验；家长功课 = 顾问式回应脚本 | 月度复盘 |
Question answered: “How is this child learning now, and how can learning be supported?” This line does not measure “whether grades are good” (that belongs to school); it assesses the behaviour system that drives grades: habits, executive function, motivation, emotion and strategies.
| Band | Measurement mode | Output |
|---|---|---|
| A | Three play tasks: red light/green light (inhibition) / reverse cards (working memory) / rule shift (flexibility) (see game cards 6–8) | three-component levels |
| B | School-age version: parent / teacher observation items for classroom behaviour + computerised tasks (digitised in Phase P2) | three-component levels + classroom-transfer performance |
| C/D | Not measured separately; embedded in the SRL audit (plan = monitor = regulate) | — |
| Band | Tool logic | Output |
|---|---|---|
| B | Classify answers to “Why do you do homework / go to school?” as external (afraid of criticism / wants reward) / introjected (afraid of losing face) / identified (sees value) / intrinsic (enjoys it) | composition of motivation types |
| C | Expectancy–value matrix × achievement-goal orientation (mastery / performance-approach / performance-avoidance), by subject | four-quadrant map: high expectancy–high value (stable) / high value–low expectancy (anxiety area) / high expectancy–low value (going-through-the-motions area) / both low (disengagement area) |
| D | Motivation continuum + decision self-efficacy | quality of motivation in post-secondary decisions |
| Band | Practice form | Dose |
|---|---|---|
| A | Game practice (existing system) | 3 sessions/week × 15 minutes |
| B | Habit micro-unit: one micro-habit each week (for example, “organise the desk for 3 minutes before homework”) + two parent–child learning games | the micro-habit check-in is an optional family ritual (a 10-second tick); the family chooses frequency; it does not enter weekly completion decisions or reward evaluation; the product's only required completion is ≥1 core interaction per week |
| C | Strategy experiment: one small learning-strategy experiment every two weeks (for example, “three questions for an error”) + parent motivation-conversation script | child self-guided implementation + one parent–child review each week |
| D | Self-management plan: the system provides SRL templates and data; the child conducts self-experiments; parent practice = adviser-response script | monthly review |
这是整个系统的「货架图」：任何一个家庭的诊断方案 = 从本矩阵按年龄段选取的模块组合。每个单元格标注：测评维度（工具 → 输出）。 三大诊断线（孩子侧）：心理线 P / 教育行为线 B / 兴趣特长线 T；两侧环境：家长侧 Pa / 家庭侧 F。
2026-10-20 修订（Phase 0）：
- 主测量改为 SDQ / CBQ-VSF / IPIP / CBM / GAS / GBO；四偏好降为 E4 沟通提示，不进入计分/分型/报告结论。
- 每个工具的证据等级、许可、中文验证见
reference-library.md与11-试点治理/许可登记表.md。- 商业量表（ASQ/BRIEF/CBCL/BASC 等）未完成许可前不得使用；自编题必须标注「未验证」。
- 多报告者（家长/孩子/教师）不平均；差异按情境解释；缺教师版时标注。
| 维度 | A段 3–6 | B段 7–12 | C段 13–15 | D段 16–18 |
|---|---|---|---|---|
| 人格/气质（主测量） | CBQ-VSF 家长报告（3–8，36 题，需研究许可） + 九维行为观察 | CBQ-VSF 家长报告（延续） + SDQ 自评（8+）+ 活动观察 | IPIP 大五简版（12+，中文待验证） + SDQ 自评 | IPIP 大五（12+） + SDQ 自评 |
| 沟通偏好（E4，非测评） | 可选：仅家长语言；不进入计分/报告结论 | 同左 | 同左；12+ 可主动使用 IPIP 结果沟通 | 同左 |
| 自我概念 | —（融入情绪测评） | Harter 多维（如许可）+ SDQ 自评 | 同一性领域扫描 + SDQ 自评 | Marcia 同一性状态 + SDQ 自评 |
| 情绪与韧性 | SDQ 家长 + 情绪调节观察 | SDQ 家长/教师/自评 + 韧性保护因素 | SDQ 自评 + 情绪波动 + 压力源图谱 + 风险信号清单 | SDQ 自评 + 压力应对 + 考试焦虑（自评） |
| 社会性 | SDQ 亲社会 + 同理心/轮流观察 | SDQ 同伴 + 冲突解决 | SDQ 自评 + 友谊质量、同伴压力应对 | SDQ 自评 + 亲密关系萌芽、独立性 |
说明：A 带 3–6 岁不做自评；CBQ 为家长报告。四偏好只作沟通，不输出「偏 X/偏 Y/未定型」四格结论。SDQ 为免费纸质（电子化需许可）。
| 维度 | A段 3–6 | B段 7–12 | C段 13–15 | D段 16–18 |
|---|---|---|---|---|
| 执行功能 | HTKS（4–8）+ EF Touch（选 2 项） | HTKS/EF Touch + BRIEF-2（如许可）+ 课堂观察 | EF 融入 SRL 评估（自评） | —（成熟，并入 SRL） |
| 学习习惯 | 自理与任务常规观察 | 作业常规、时间管理萌芽、整理习惯 | SRL 循环审计 + 拖延（自评） | SRL 成熟度（自评） |
| 学习动机 | —（游戏中观察） | SDT 早期形态（「为什么写作业」）+ IMI/BPNSFS 简版（如适用） | 期望—价值 × 成就目标定向 + IMI/BPNSFS | 决策自我效能 + 动机连续体 |
| 学业情绪 | — | 学习愉快感/畏难初筛（SDQ 补充） | 分科学业情绪图谱（自评） | 考试焦虑分量表（自评） |
| 学业能力基线 | 早期数理六板块（NCTM/Clements 轨迹） | DIBELS 8 / easyCBM（英语阅读/数学）+ 校内表现；不重复校考 | CBM + 学科优势/短板结构 | CBM + 学科优势结构（联动升学，探索） |
锚定工具：EF 用 HTKS/EF Touch（研究免费）；阅读/数学进展用 DIBELS 8/easyCBM（教育协议/Lite 免费）；写作 CBM-WE（CWS）；动机用 IMI/BPNSFS（研究免费）。BRIEF-2/TEMA-3/KeyMath-3 仅在许可/筛查阳性后使用。
| 维度 | A段 3–6 | B段 7–12 | C段 13–15 | D段 16–18 |
|---|---|---|---|---|
| 兴趣结构 | 游戏偏好观察 + 三信号 | 30 项活动清单 + 心流周记 | 活动化 RIASEC 探索（12+，不做正式分） | **O*NET/Armstrong 正式（14+/8 年级，需许可）+ 三角互证** |
| 兴趣深度 | 三信号（≥2 周、2 情境） | 情境兴趣识别（Hidi 前两阶） | Hidi 四阶段定位（观察+访谈） | 个体兴趣成熟度 |
| 优势与特长 | 优势行为观察 | 优势萌芽（启蒙期，Bloom 一阶） | 精进期决策 + 倦怠信号 | 产出期路径（作品集/实践，探索） |
| 方向联动 | — | — | 选科参考（只读，不定论） | 专业/方向候选清单（探索，不做决定式结论） |
| 兴趣轨道 | 折纸/国象/吉他启蒙（游戏化） | 四条轨道 + 考级启蒙节点 | 轨道精进期管理 | 产出期与方向联动 |
兴趣评估方法：3–6 岁只观察三信号（自发回归、积极情绪、遇难后再试），至少 2 周、2 情境；7–9 岁 30 项活动清单 + 心流周记 + 3 题自评；10–12 岁活动化 RIASEC 访谈 + VIA（可选）+ 12 周复盘。12 岁前不做正式 RIASEC/Strong；不贴「天赋/专业」标签。 远迁移主张禁令见
reference-library.md§4.4。
学科内容 = 教育行为学线的内容填充层：测卡点类型，不测分数；处方 = 亲子共学任务卡；家庭做土壤，不抢课堂。详见
12-学科与兴趣/学科学习总框架.md。
| 轨道 | 适用带 | 标尺 | 内容 |
|---|---|---|---|
| 一年级语文 | A→B 过渡（6–7 岁） | 2022 课标第一学段（标准） | 识字写字/阅读/口语交际/写话起步 + 4 周处方卡 |
| 一年级数学 | A→B 过渡（6–7 岁） | 2022 课标第一学段（标准）+ Clements 轨迹 | 数与运算/图形/常见的量/综合实践 + 4 周处方卡（衔接 NCTM 六板块） |
| 英语 KET | 5–12 岁分段 | CEFR A0→A1→A2（标准） | 启蒙期（听说领先）→ Starters/Movers → KET 备考 + 各期处方卡 |
| 国际象棋 | 4 岁+ | 国象棋士等级（2022，标准） | 十五级阶梯 + 4 周处方卡 |
| 马术 | 5 岁+（机构训练） | 中马协骑手分级（2022，标准） | 基础级→初二级阶梯 + 家庭侧处方（安全一票否决） |
| 吉他 | 5 岁+ | 民谣吉他考级（参照系，标准） | 启蒙→一级阶梯 + 4 周处方卡 |
| 折纸 | 4 岁+ | 无考级（自定阶梯） | 基础折法→创作阶梯 + 4 周处方卡 |
| 维度 | A段 3–6 | B段 7–12 | C段 13–15 | D段 16–18 |
|---|---|---|---|---|
| 教养方式 | PSDQ-32（妈妈、爸爸各自） + Baumrind 维度 | PSDQ-32 + 作业参与方式 | 自主支持 vs 心理控制（Barber，孩子感受版为准） | 顾问化转型程度 |
| 期望与规划 | 期望合理性初筛 | 期望—压力传导审计 | 升学期望一致性 | 期望校准 + 放手节奏 |
| 家长状态 | PBA（免费）/ PSI-4-SF（如许可） + 焦虑频率、支持需求 | 陪写耗竭度 + PBA | 亲子冲突频率与模式 + PBA | 分离焦虑（家长的）+ PBA |
| 红线项 | 体罚/羞辱 | 吼叫、物质奖励依赖、过度陪写 | 心理控制（内疚操控/爱的撤回/干涉内心） | 决策包办、志愿替代 |
| 构念 | 工具 | 报告者 | 证据等级 | 用途 |
|---|---|---|---|---|
| 共同养育（一致/支持/分工） | CRS / B-CRS | 妈妈、爸爸各自 | E2/E3 | 核心：识别一致/拆台/分工不均；不做「谁对谁错」 |
| 教养方式 | PSDQ-32 | 妈妈、爸爸各自 | E2 | 权威/专制/放任维度；不用「≥70%」阈值 |
| 家庭功能 | FAD-60 / GF12 | 双亲 | E2 | 问题解决/沟通/角色/情感反应/介入/行为控制 |
| 家庭混乱 | CHAOS-15 | 双亲 | E2 | 噪音/杂乱/无序；可干预 |
| 家长压力/倦怠 | PBA（免费）/ PSI-4-SF（商业） | 双亲 | E2 | 先支持家长；枯竭的家长无法执行处方 |
| 家庭常规 | RBI 式访谈 + 3 条核心常规 | 家庭访谈 | E3 | 从早晨/放学/作业/兴趣/晚餐/睡前/周末找「最卡的点」 |
| 优先事项 | COPM 式 5 问题 | 家庭 | E3 | 家庭投票选 1–3 个方向（安全红线优先） |
| 目标与进展 | GAS 五级 / GBO 0–10 | 孩子/爸爸/妈妈/全家 | E2/E3 | 四版本目标；每周/每月复评 |
实施顺序：双亲各自作答 → RBI 常规访谈 → FCU 反馈会谈（优势→需要→选项）→ 家庭投票 1–3 → 四版本目标 → 家庭会议 + 父母小会。详见
reference-library.md§1.2。
| 维度 | A段 3–6 | B段 7–12 | C段 13–15 | D段 16–18 |
|---|---|---|---|---|
| 家庭氛围（Moos 关系维/FAD） | 亲子亲密度、情感表达（FAD/GF12 + 观察） | 亲密度 + 冲突频率（FAD） | 冲突模式、孩子话语权（FAD + 访谈） | 协商式决策（FAD + 访谈） |
| 个人成长维 | 游戏与语言刺激、CHAOS + 3 条常规 | 学习空间、作息、屏幕规则、CHAOS | 独立性支持、隐私边界、CHAOS | 生涯信息支持、CHAOS |
| 系统维持维 | 规则一致性、照护分工（RBI 常规） | 家规执行一致性 | 家规的弹性与协商 | 成员角色边界 |
| 重大事件 | 变故记录 | 变故 + 转学等 | 升学变动、家庭变故 | 高考/出国决策压力 |
家庭层面可选结局：Beach Center FQOL（25 题，研究免费）。祖辈/共同养育质量可作为后续可选扩展，首轮不进核心。
This is the system's “shelf map”: an assessment plan for any family selects a combination of modules from this matrix by age band. Each cell identifies the measurement dimension (tool → output). The three child-side lines are: Wellbeing line P / Educational Behaviour line B / Interests and Strengths line T; the two environment sides are Parent side Pa / Family side F.
2026-10-20 revision (Phase 0):
- The primary measures are now SDQ / CBQ-VSF / IPIP / CBM / GAS / GBO; four preferences are reduced to an E4 communication prompt and do not enter scoring / typing / report conclusions.
- Evidence grades, permissions and Chinese validation for every tool are listed in
reference-library.mdand11-试点治理/许可登记表.md.- Commercial scales (ASQ / BRIEF / CBCL / BASC and others) must not be used until permission is complete; locally written items must be labelled “not validated”.
- Multiple reporters (parent / child / teacher) are not averaged; differences are interpreted by context; mark when a teacher version is missing.
| Dimension | Band A ages 3–6 | Band B ages 7–12 | Band C ages 13–15 | Band D ages 16–18 |
|---|---|---|---|---|
| Personality / temperament (primary measure) | CBQ-VSF parent report (ages 3–8, 36 items, research permission required) + nine-dimension behaviour observation | CBQ-VSF parent report (continued) + SDQ self-report (8+) + activity observation | IPIP short Big Five (12+, Chinese version pending validation) + SDQ self-report | IPIP Big Five (12+) + SDQ self-report |
| Communication preference (E4, not assessment) | Optional: parent language only; not in scoring / report conclusions | Same | Same; from age 12+, IPIP results may be used voluntarily for communication | Same |
| Self-concept | — (embedded in emotion assessment) | Harter multidimensional model (when permitted) + SDQ self-report | Identity-domain scan + SDQ self-report | Marcia identity status + SDQ self-report |
| Emotion and resilience | SDQ parent + emotion-regulation observation | SDQ parent / teacher / self-report + resilience protective factors | SDQ self-report + emotional fluctuation + stress-source map + risk-signal list | SDQ self-report + stress coping + test anxiety (self-report) |
| Social functioning | SDQ prosocial + empathy / turn-taking observation | SDQ peer items + conflict resolution | SDQ self-report + friendship quality and peer-pressure response | SDQ self-report + emerging intimate relationships and independence |
Note: Band A ages 3–6 does not use self-report; CBQ is a parent report. Four preferences are for communication only; do not output a four-box conclusion such as “leans X / leans Y / undetermined”. SDQ is free on paper (digitisation requires permission).
| Dimension | Band A ages 3–6 | Band B ages 7–12 | Band C ages 13–15 | Band D ages 16–18 |
|---|---|---|---|---|
| Executive function | HTKS (ages 4–8) + EF Touch (2 selected tasks) | HTKS / EF Touch + BRIEF-2 (when permitted) + classroom observation | EF embedded in SRL assessment (self-report) | — (mature; included in SRL) |
| Learning habits | Observation of self-care and task routines | Homework routine, early time management, organisation habits | SRL cycle audit + procrastination (self-report) | SRL maturity (self-report) |
| Learning motivation | — (observed in games) | Early SDT form (“why do you do homework?”) + short IMI/BPNSFS (when applicable) | Expectancy–value × achievement-goal orientation + IMI/BPNSFS | Decision self-efficacy + motivation continuum |
| Academic emotions | — | Initial screen for learning enjoyment / difficulty (SDQ supplement) | Subject-by-subject academic-emotion map (self-report) | Test-anxiety subscale (self-report) |
| Academic ability baseline | Six early mathematics areas (NCTM / Clements trajectories) | DIBELS 8 / easyCBM (English reading / maths) + school performance; do not repeat school exams | CBM + subject-strength / difficulty structure | CBM + subject-strength structure (linked to post-secondary exploration) |
Anchor tools: EF uses HTKS / EF Touch (research-free); reading / maths progress uses DIBELS 8 / easyCBM (education agreement / Lite free); writing uses CBM-WE (CWS); motivation uses IMI / BPNSFS (research-free). BRIEF-2 / TEMA-3 / KeyMath-3 only after permission or a positive screen.
| Dimension | Band A ages 3–6 | Band B ages 7–12 | Band C ages 13–15 | Band D ages 16–18 |
|---|---|---|---|---|
| Interest structure | Play-preference observation + three signals | 30-activity checklist + flow-weekly log | Activity-based RIASEC exploration (12+, no formal score) | **O*NET / Armstrong formal tool (14+ / Grade 8, permission required) + triangulation** |
| Interest depth | Three signals (≥2 weeks, 2 contexts) | Situational interest identification (Hidi first two stages) | Hidi four-stage positioning (observation + interview) | Individual-interest maturity |
| Strengths and specialty | Strength-behaviour observation | Emerging strength (exploration stage, Bloom stage 1) | Refinement-stage decision + burnout signals | Output-stage path (portfolio / practice, exploratory) |
| Link with direction | — | — | Subject-selection reference (read-only, no conclusion) | Major / direction shortlist (exploratory; no decision-style conclusion) |
| Interest tracks | Origami / chess / guitar introduction (game-based) | Four tracks + initial certificate milestones | Refinement-stage track management | Output stage linked to direction |
Interest assessment: ages 3–6 observe only three signals (spontaneous return, positive emotion, tries again after difficulty), for at least two weeks in two contexts; ages 7–9 use a 30-activity checklist + flow log + three self-report items; ages 10–12 use an activity-based RIASEC interview + optional VIA + 12-week review. Before age 12 do not use formal RIASEC / Strong or attach “talent / professional” labels. The ban on distant-transfer claims is in
reference-library.md§4.4.
Subject content is the content layer of the Educational Behaviour line: measure sticking-point type, not scores; practice = parent–child co-learning task cards; the family provides the soil and does not replace the classroom. See
12-学科与兴趣/学科学习总框架.md.
| Track | Applicable band | Standard | Content |
|---|---|---|---|
| Grade 1 Chinese language | A→B transition (ages 6–7) | 2022 curriculum standard, first stage (standard) | character recognition and writing / reading / oral communication / first writing + four-week practice cards |
| Grade 1 mathematics | A→B transition (ages 6–7) | 2022 curriculum standard, first stage (standard) + Clements trajectories | number and operations / geometry / common measures / integrated practice + four-week practice cards (linked to NCTM six areas) |
| English KET | Ages 5–12 by band | CEFR A0→A1→A2 (standard) | introduction (listening and speaking first) → Starters / Movers → KET preparation + practice cards for each stage |
| Chess | Age 4+ | chess-player ranking (2022, standard) | fifteen-level ladder + four-week practice cards |
| Equestrian | Age 5+ (institutional training) | Chinese Equestrian Association rider levels (2022, standard) | foundation → preliminary level 2 + family-side practice (safety has absolute priority) |
| Guitar | Age 5+ | folk-guitar grading (reference standard) | introduction → level one ladder + four-week practice cards |
| Origami | Age 4+ | no external grading (locally defined ladder) | basic folds → creation ladder + four-week practice cards |
| Dimension | Band A ages 3–6 | Band B ages 7–12 | Band C ages 13–15 | Band D ages 16–18 |
|---|---|---|---|---|
| Parenting style | PSDQ-32 (mother and father separately) + Baumrind dimensions | PSDQ-32 + homework participation style | Autonomy support vs psychological control (Barber; child experience takes priority) | Adviser-role transition |
| Expectations and planning | Initial screen for reasonable expectations | Expectation–pressure transmission audit | Consistency of post-secondary expectations | Expectation calibration + pace of letting go |
| Parent state | PBA (free) / PSI-4-SF (when permitted) + anxiety frequency, support needs | Exhaustion from accompanying homework + PBA | Parent–child conflict frequency and pattern + PBA | Parent's separation anxiety + PBA |
| Red-line items | Physical punishment / humiliation | Shouting, reliance on material rewards, excessive homework accompaniment | Psychological control (guilt manipulation / withdrawal of love / interference with inner life) | Taking over decisions, replacing the child's choices |
| Construct | Tool | Reporters | Evidence grade | Use |
|---|---|---|---|---|
| Co-parenting (consistency / support / division of labour) | CRS / B-CRS | mother and father separately | E2/E3 | Core: identify consistency / undermining / unequal labour; do not decide who is right |
| Parenting style | PSDQ-32 | mother and father separately | E2 | authoritative / authoritarian / permissive dimensions; do not use a “≥70%” cutoff |
| Family functioning | FAD-60 / GF12 | both parents | E2 | problem solving / communication / roles / affective responsiveness / involvement / behaviour control |
| Family chaos | CHAOS-15 | both parents | E2 | noise / clutter / disorder; modifiable |
| Parent stress / burnout | PBA (free) / PSI-4-SF (commercial) | both parents | E2 | support the parent first; an exhausted parent cannot carry out the practice plan |
| Family routines | RBI-style interview + three core routines | family interview | E3 | find the “most stuck point” among morning / after school / homework / interest / dinner / bedtime / weekend |
| Priorities | COPM-style five questions | family | E3 | family votes for 1–3 directions (safety red lines first) |
| Goals and progress | GAS five levels / GBO 0–10 | child / father / mother / whole family | E2/E3 | four goal versions; review weekly / monthly |
Implementation order: each parent answers separately → RBI routine interview → FCU feedback meeting (strengths → needs → options) → family vote 1–3 → four goal versions → family meeting + parents' mini-meeting. See
reference-library.md§1.2.
| Dimension | Band A ages 3–6 | Band B ages 7–12 | Band C ages 13–15 | Band D ages 16–18 |
|---|---|---|---|---|
| Family climate (Moos relationship / FAD) | parent–child cohesion, emotional expression (FAD/GF12 + observation) | cohesion + conflict frequency (FAD) | conflict pattern, child's voice (FAD + interview) | negotiated decision-making (FAD + interview) |
| Personal-growth dimension | play and language stimulation, CHAOS + three routines | learning space, routine, screen rules, CHAOS | independence support, privacy boundaries, CHAOS | career-information support, CHAOS |
| System-maintenance dimension | rule consistency, care division (RBI routine) | consistency of household-rule implementation | flexibility and negotiation of family rules | boundaries between member roles |
| Major events | transition record | transitions + school change | post-secondary changes, family transitions | examination / overseas-study decision pressure |
Optional family-level outcome: Beach Center FQOL (25 items, research-free). Grandparent / co-parenting quality may be a later optional extension and is not in the first-round core.
理论基础：Barber 自主支持 vs 心理控制（C 带红线）＋ Steinberg 亲子冲突与自主性移交 ＋ 期望—压力传导（Dweck 联动）＋ Moos 家庭环境三维（关系/个人成长/系统维持，自编条目）。 填写人：主要照护者。两位照护者都参与养育的，请各自填一份，系统将生成「一致性地图」。观察窗口：最近两周（标注「最近一个月/本学期」的题除外）。 作答方式：全部为行为场景题——只回忆「最近真实发生过什么、我说过什么、孩子做了什么」，不评价「我是什么样的家长」。
分两次填：
| 次数 | 内容 | 题数 | 预计用时 |
|---|---|---|---|
| 第 1 次 | 我与孩子的相处（自主支持/心理控制 + 冲突模式） | Q1–Q26 | 约 10 分钟 |
| 第 2 次 | 期望与家庭土壤（升学期望 + 家庭侧） | Q27–Q48 | 约 8 分钟 |
观察窗口：最近两周。频率选项统一为：A. 没有 B. 1–2 次 C. 多次（另有说明的除外）。请按实际次数选，不按「我一般情况下」选。
【A 组】
Q1. 孩子成绩或表现不理想时，我说过「我为你付出这么多，你就……」这类话：
Q2. 孩子不按安排做时，我说过「你再这样，我就不管你了/随你便」这类话：
Q3. 和孩子闹不愉快后，我故意冷淡他、不理他，等他先来认错：
Q4. 争论时，我用过直接挂电话、走开、或「你不说话我就当你答应了」来结束对话：
Q5. 孩子表达想法时，我说过「你不应该这么想/你这种想法有问题」：
Q6. 孩子表达难过/委屈时，我说过「这有什么好难过的/你就是想太多」：
Q7. 我说过「别人家孩子都在××，你看你」来激励孩子：
Q8. 我把孩子的选择和我们的情绪绑在一起，比如「你要是××，妈妈/爸爸就高兴了/我们就放心了」：
【B 组】
Q9. 涉及孩子自己的事（时间安排/兴趣班/买东西），我给过他真实的选择（选了算数的那种）：
Q10. 孩子做决定前，我会先问「你是怎么想的」，再说我的看法：
Q11. 孩子和我们意见不同时，我先说过「我理解你为什么这么想」，然后再讨论：
Q12. 批评孩子之前，我会先听他讲完事情的经过：
Q13. 立规矩时（手机/作息），我跟孩子说清楚过为什么要定这条：
Q14. 孩子提出想改某条家规时，我们会就规则本身讨论，而不是「没得商量」：
Q15. 关于作息、安全、健康这些底线，我们家有明确且稳定的要求：
Q16. 孩子没完成约定时，我按事先说好的后果执行，而不是临时发火、临时加码：
观察窗口：最近一个月。亲子冲突在青春期是常态，系统关注的不是「有没有争执」，而是「争执怎么开始、怎么收场」。
Q17. 最近一个月，我和孩子发生明显争执（双方都动了气）的次数：
Q18. 争执之后，家里的低气压一般持续：
Q19. 我们最常争执的主题（单选最主要的）：
Q20. 第二常见的争执主题：
Q21. 争执升级时，我这边的典型动作是：
Q22. 争执升级时，据我观察，孩子的典型动作是：
Q23. 争执中出现过摔东西，或「我怎么生了你」「你真让我失望透顶」这类狠话：
Q24. 争执之后，我们通常怎么收场：
Q25. 事后（当天或隔天），我会和孩子复盘「刚才我们都怎么了」吗：
Q26. 冷静下来回头看，我觉得我们的争执：
观察窗口：最近一个月/本学期。期望本身没有对错，系统只关心三件事：期望和孩子的现状是否对照过、怎么表达的、家里人之间是否一致。
Q27. 最近一个月，我和孩子聊过「以后想上什么高中/学什么方向」：
Q28. 我对孩子说过我的期望（如「至少要考上××」）：
Q29. 我表达期望的方式，最接近：
Q30. 拿孩子目前的状态对照，我的期望：
Q31. 关于孩子的升学期望，我和另一位照护者：
Q32. 孩子自己期望的方向，我知道吗：
Q33. 如果孩子的期望和我的不一样（或比我的「低」），我的真实想法最接近：
Q34. 我会拿孩子和亲戚朋友家孩子比成绩/排名（包括嘴上没说但心里比）：
观察窗口：最近两周（Q45–Q46 为「最近一个学期」）。这部分测的是家庭系统怎么运转，不评判家庭形态。
【孩子在家里的声音】
Q35. 家里做涉及孩子的决定（报班/出游/大件购买）时，孩子的意见：
Q36. 孩子在饭桌上/家里表达反对意见后，典型走向是：
Q37. 最近一个月，全家坐下来一起讨论过事情（任何主题都算）：
【隐私与边界】
Q38. 进孩子房间前，家里大人会敲门并等回应：
Q39. 对孩子的日记、聊天记录、手机内容，我们家：
Q40. 孩子和同学打电话/语音时，我们会：
Q41. 孩子的书包、抽屉等物品：
【家规的弹性】
Q42. 家里的规矩（手机/作息/外出）：
Q43. 孩子大了、提出某条规则不合理时：
Q44. 特殊情况下（考试结束/生日/同学聚会），规则会临时放宽吗：
【睡眠与作息】
Q45. 孩子上学日的睡眠（初中生建议 ≥9 小时）：
Q46. 为了作业/补课，孩子熬夜（23 点以后睡）的频率：
【方向与信息】
Q47. 最近一个学期，我给孩子提供过升学/职业方向的信息（政策解读、学校情况、职业见闻）：
Q48. 我对自己掌握升学政策/方向信息的信心：
填写到此结束。自由补充（可选）：最近和孩子相处中，您最想改善的一个场景是：______
计分基准：A 组（Q1–Q8）A=0 / B=1 / C=2；B 组（Q9–Q16）A=2 / B=1 / C=0；冲突与家庭各题按各表映射。
| 子维度 | 题目 | 方向 |
|---|---|---|
| 心理控制·引发内疚 | Q1、Q2（Q2 含「不管你了」=以抛弃感施压，并入内疚/撤回复合） | 分高=控制多 |
| 心理控制·爱的撤回 | Q3、Q4 | 分高=控制多（本组任一=C 直接触发红线，见判定规则） |
| 心理控制·干涉内心 | Q5、Q6 | 分高=控制多 |
| 心理控制·比较与亲情筹码 | Q7、Q8 | 分高=控制多 |
| 自主支持·提供真实选择 | Q9、Q10 | 分高=支持多 |
| 自主支持·承认视角 | Q11、Q12 | 分高=支持多 |
| 自主支持·解释规则理由 | Q13、Q14 | 分高=支持多 |
| 行为控制（合理结构，允许且必要） | Q15、Q16 | 分高=结构清晰，不计入心理控制 |
判定红线：心理控制总分（Q1–Q8，0–16）≥6 → 红线段；3–5 → 关注段；0–2 → 平稳段；Q3/Q4 任一=C → 直接红线段。最终以孩子感受版（青少年卷 Q131）校准，规则见《计分与判定规则》第八节。
| 指标 | 题目 | 计分 |
|---|---|---|
| 冲突频率 | Q17 | A=0 / B=1 / C=2 |
| 冲突余波 | Q18 | A=0 / B=1 / C=2 |
| 冲突主题图谱 | Q19、Q20 | 不计分，生成主题结构（成绩/手机/作息/交友/其他） |
| 升级方式（双方） | Q21、Q22 | 不计分，生成「升级对位图」（如 提高音量×沉默关门） |
| 烈度红线 | Q23 | A=0 / B=1 / C=2（C=2 即触发红线措辞段） |
| 修复方式 | Q24 | B=2 / A=1 / C=1 / D=0 |
| 复盘行为 | Q25 | A=2 / B=1 / C=0 |
| 冲突功能自评 | Q26 | A=2 / B=1 / C=0 |
冲突烈度指数 = Q17+Q18+Q23（0–6）；修复力指数 = Q24+Q25+Q26（0–6）。
| 指标 | 题目 | 计分 |
|---|---|---|
| 期望沟通氛围 | Q27 | A=2 / B=1 / C=0 |
| 期望明确度 | Q28 | 不计分，结构信息 |
| 表达方式 | Q29 | A=3 / B=2 / C=1 / D=0 |
| 期望—现实差距 | Q30 | A=0 / B=1 / C=2 / D=未对照（单列提示） |
| 照护者间一致性 | Q31 | A/D=2 / B=1 / C=0 |
| 亲子期望一致性 | Q32 | A=一致 / B=错位已知 / C,D=通道未通 |
| 尊重度 | Q33 | A=3 / B=2 / C=1 / D=0 |
| 比较行为 | Q34 | A=0 / B=1 / C=2 / D=3 |
| 子维度 | 题目 | 计分 | 归属 |
|---|---|---|---|
| 孩子话语权 | Q35–Q37 | A=2 / B=1 / C=0（Q36：A=2 / B,C=0） | Moos 关系维 |
| 隐私与边界 | Q38–Q41 | A=2 / B=1 / C=0 | Moos 个人成长维（C 带独立性支持） |
| 家规弹性协商 | Q42–Q44 | A=2 / B=1 / C=0 | Moos 系统维持维 |
| 睡眠与作息保障 | Q45、Q46 | A=2 / B=1 / C=0 | 家庭学习环境审计（初中 ≥9h 标准） |
| 生涯信息支持 | Q47、Q48 | A=2 / B=1 / C=0（Q48 反向：A=0 / B=1 / C=2，测的是家长信息焦虑） | Moos 个人成长维（智力—文化刺激） |
红线归属：隐私与边界子维度 ≤2/8 → 触发「关系风险段」；睡眠子维度 ≤1/4 → 「作息保障」优先于一切学习类建议；均按《计分与判定规则》第九节与家庭侧红线处理。
Theoretical basis: Barber autonomy support vs psychological control (Band C red line) + Steinberg parent–child conflict and transfer of autonomy + expectation–pressure transmission (Dweck link) + three dimensions of the Moos family environment (relationships / personal growth / system maintenance; locally written items). Respondent: Primary caregiver. If two caregivers share parenting, each completes a separate copy; the system generates a “consistency map”. Observation window: the past two weeks (except items marked “past month / this term”). Response mode: All items are behavioural scenarios—recall “what really happened recently, what I said, and what the child did”, rather than judging “what kind of parent I am”.
Complete in two sessions:
| Session | Content | Items | Estimated time |
|---|---|---|---|
| 1 | My interactions with my child (autonomy support / psychological control + conflict pattern) | Q1–Q26 | about 10 minutes |
| 2 | Expectations and family soil (post-secondary expectations + family side) | Q27–Q48 | about 8 minutes |
Observation window: the past two weeks. The frequency options are: A. none B. 1–2 times C. multiple times (unless otherwise specified). Choose by actual count, not by what you do “in general”.
【Group A】
Q1. When my child's grades or performance were not ideal, I said something like “I have done so much for you, and you still…”:
Q2. When my child did not follow the plan, I said something like “If you keep doing that, I will stop taking care of you / do whatever you want”:
Q3. After my child and I had an unpleasant interaction, I deliberately became cold and ignored them, waiting for them to apologise first:
Q4. During an argument, I ended the conversation by hanging up, walking away, or saying “If you do not say anything, I will take it as your agreement”:
Q5. When my child expressed an opinion, I said “You should not think that way / there is something wrong with that way of thinking”:
Q6. When my child expressed sadness or a sense of unfairness, I said “What is there to be sad about? / You are just overthinking”:
Q7. I tried to motivate my child by saying “Everyone else's child is doing ___; look at you”:
Q8. I tied my child's choices to our emotions, for example, “If you do ___, Mum/Dad will be happy / we will feel reassured”:
【Group B】
Q9. For matters belonging to my child (scheduling / interest classes / purchases), I offered a genuine choice that counted once made:
Q10. Before my child makes a decision, I ask “What are you thinking?” before giving my own view:
Q11. When my child disagrees with us, I first say “I understand why you think that”, and then discuss it:
Q12. Before criticising my child, I listen to the full account of what happened:
Q13. When setting a rule (phone / routine), I explain to my child why we are setting it:
Q14. When my child proposes changing a house rule, we discuss the rule itself rather than saying “there is nothing to discuss”:
Q15. For boundaries around routine, safety and health, our household has clear and stable requirements:
Q16. When my child does not complete an agreement, I apply the consequence discussed in advance rather than losing my temper or adding a new consequence:
Observation window: the past month. Parent–child conflict is common in adolescence. The system focuses not on “whether there are arguments”, but on “how an argument begins and ends”.
Q17. In the past month, the number of clear arguments between my child and me (both of us became angry) was:
Q18. After an argument, the low atmosphere at home usually lasts:
Q19. Our most common argument topic (choose the main one):
Q20. The second most common argument topic:
Q21. When an argument escalates, my typical action is:
Q22. When an argument escalates, the child's typical action, as I observe it, is:
Q23. During an argument, there has been throwing objects or harsh language such as “Why did I ever have you?” / “You have disappointed me completely”:
Q24. After an argument, we usually end it by:
Q25. Afterwards (that day or the next), do I review with my child “what happened to both of us just now?”
Q26. Looking back after we have calmed down, I think our arguments:
Observation window: the past month / this term. Expectations are not inherently right or wrong. The system looks at three things: whether expectations were compared with the child's current state, how they were expressed, and whether family members are aligned.
Q27. In the past month, I have talked with my child about “which high school they want to attend / which direction they want to study later”:
Q28. I have told my child my expectations (such as “you must at least get into ___”):
Q29. My way of expressing expectations is closest to:
Q30. Compared with my child's current state, my expectations are:
Q31. Regarding post-secondary expectations for the child, the other caregiver and I:
Q32. Do I know the direction my child hopes for:
Q33. If my child's expectation differs from mine (or is “lower” than mine), my true thought is closest to:
Q34. I compare my child with relatives' or friends' children on grades / ranking (including comparing silently):
Observation window: the past two weeks (Q45–Q46 refer to “the past term”). This section measures how the family system operates; it does not judge family form.
【The child's voice at home】
Q35. When the family makes a decision involving the child (classes / outings / major purchases), the child's opinion:
Q36. After the child expresses disagreement at the dinner table / at home, the typical outcome is:
Q37. In the past month, the whole family has sat down to discuss something together (any topic counts):
【Privacy and boundaries】
Q38. Before entering the child's room, adults at home knock and wait for a response:
Q39. Regarding the child's diary, chat records and phone content, our family:
Q40. When the child calls or sends voice messages with classmates, we:
Q41. The child's schoolbag, drawers and other belongings are:
【Flexibility of house rules】
Q42. Our household rules (phone / routine / going out) are:
Q43. When the child is older and says a rule is unreasonable:
Q44. In special situations (after exams / birthdays / a class gathering), rules are temporarily relaxed:
【Sleep and routine】
Q45. The child's sleep on school days (recommended ≥9 hours for middle-school students):
Q46. Frequency with which the child stays up late (goes to bed after 23:00) for homework / extra classes:
【Direction and information】
Q47. During the past term, I have provided my child with information about post-secondary study / career directions (policy explanations, school information, observations of occupations):
Q48. My confidence in my own knowledge of post-secondary policy / direction information is:
End of questionnaire. Optional addition: The one situation I most want to improve in my recent interactions with my child is: ______
Scoring basis: Group A (Q1–Q8): A=0 / B=1 / C=2; Group B (Q9–Q16): A=2 / B=1 / C=0; conflict and family items use the mappings below.
| Subdimension | Items | Direction |
|---|---|---|
| Psychological control · inducing guilt | Q1, Q2 (Q2 includes “I will stop taking care of you”, applying abandonment pressure and combining guilt / withdrawal) | higher = more control |
| Psychological control · withdrawal of love | Q3, Q4 | higher = more control (any C in this group directly triggers the red line, see decision rules) |
| Psychological control · interference with inner life | Q5, Q6 | higher = more control |
| Psychological control · comparison and family-affection bargaining | Q7, Q8 | higher = more control |
| Autonomy support · offering real choices | Q9, Q10 | higher = more support |
| Autonomy support · acknowledging perspective | Q11, Q12 | higher = more support |
| Autonomy support · explaining reasons for rules | Q13, Q14 | higher = more support |
| Behavioural control (reasonable structure, allowed and necessary) | Q15, Q16 | higher = clearer structure, not counted as psychological control |
Decision red line: psychological-control total (Q1–Q8, 0–16) ≥6 → red-line band; 3–5 → attention band; 0–2 → stable band; any C on Q3/Q4 → direct red-line band. The final calibration uses the child's felt-experience version (adolescent questionnaire Q131); see Section 8 of 计分与判定规则.
| Indicator | Items | Scoring |
|---|---|---|
| Conflict frequency | Q17 | A=0 / B=1 / C=2 |
| Conflict after-effects | Q18 | A=0 / B=1 / C=2 |
| Conflict-topic map | Q19, Q20 | not scored; generate topic structure (grades / phone / routine / friends / other) |
| Escalation styles (both sides) | Q21, Q22 | not scored; generate an “escalation counterpart map” (for example, raised voice × silence and door closing) |
| Intensity red line | Q23 | A=0 / B=1 / C=2 (C=2 triggers the red-line wording band) |
| Repair style | Q24 | B=2 / A=1 / C=1 / D=0 |
| Review behaviour | Q25 | A=2 / B=1 / C=0 |
| Self-rated conflict function | Q26 | A=2 / B=1 / C=0 |
Conflict-intensity index = Q17 + Q18 + Q23 (0–6); repair-strength index = Q24 + Q25 + Q26 (0–6).
| Indicator | Item | Scoring |
|---|---|---|
| Atmosphere of expectation communication | Q27 | A=2 / B=1 / C=0 |
| Clarity of expectation | Q28 | not scored; structural information |
| Expression style | Q29 | A=3 / B=2 / C=1 / D=0 |
| Expectation–reality gap | Q30 | A=0 / B=1 / C=2 / D=not compared (separate prompt) |
| Consistency between caregivers | Q31 | A/D=2 / B=1 / C=0 |
| Parent–child expectation alignment | Q32 | A=aligned / B=known mismatch / C,D=channel not open |
| Respect | Q33 | A=3 / B=2 / C=1 / D=0 |
| Comparison behaviour | Q34 | A=0 / B=1 / C=2 / D=3 |
| Subdimension | Items | Scoring | Dimension |
|---|---|---|---|
| Child's voice | Q35–Q37 | A=2 / B=1 / C=0 (Q36: A=2 / B,C=0) | Moos relationship |
| Privacy and boundaries | Q38–Q41 | A=2 / B=1 / C=0 | Moos personal growth (Band C independence support) |
| Flexibility and negotiation of rules | Q42–Q44 | A=2 / B=1 / C=0 | Moos system maintenance |
| Sleep and routine protection | Q45, Q46 | A=2 / B=1 / C=0 | family learning-environment audit (middle-school ≥9h standard) |
| Career-information support | Q47, Q48 | A=2 / B=1 / C=0 (Q48 reverse: A=0 / B=1 / C=2; measures parent information anxiety) | Moos personal growth (intellectual–cultural stimulation) |
Red-line assignments: privacy and boundaries ≤2/8 → trigger “relationship risk” band; sleep subdimension ≤1/4 → “routine protection” takes priority over all learning suggestions; handle both under Section 9 of 计分与判定规则 and the family-side red lines.
适用于《13-15岁青少年自评问卷》与《13-15岁家长与家庭问卷》。沿用 3–7 岁规则的原则：所有计分必须可被非技术人员手工复算。所有输出为「当前状态/当前倾向」，禁止定型标签与疑似诊断字样。
计分：每题 A=4 / B=3 / C=2 / D=1；【反】向题（Q3、Q4、Q12、Q16、Q23、Q25）A=1 / B=2 / C=3 / D=4。因子分 = 该因子 6 题均分（1.0–4.0）。
档位：因子均分先保留原始精度 → 按十进制定点「半入」（round-half-up）四舍五入到一位小数 → 再落入下述区间（完整覆盖量表范围 1.0–4.0，互不重叠）。
| 均分（半入后） | 档位 | 报告措辞模板（示例：尽责性） |
|---|---|---|
| [2.9, 4.0] | 偏明显 | 「最近这段时间，计划与可靠在您孩子身上表现得比较明显」 |
| [2.2, 2.9) | 中间 | 「……表现中等，随场景有波动」 |
| [1.0, 2.2) | 偏不明显 | 「……目前还不明显——这是状态描述，不是能力判断」 |
边界测试案例（任何实现必须全部通过）：2.14 → 2.1 → 偏不明显；2.15 → 2.2 → 中间；2.85 → 2.9 → 偏明显；13/6 ≈ 2.167 → 2.2 → 中间；17/6 ≈ 2.833 → 2.8 → 中间。实现口径与 A 带一致：Python decimal.Decimal（ROUND_HALF_UP）/ JS Math.round(x*10)/10 注意浮点（建议 (Math.round(x*1e10/10))/1e9 或 decimal 库）/ 表格 ROUND(x,1)，三者结果必须一致。
因子卷面名与报告名对照：
| 学术名 | 卷面/报告名 | 禁止出现的措辞 |
|---|---|---|
| 开放性 | 好奇与想象 | 「聪明/有创造力天赋」 |
| 尽责性 | 计划与可靠 | 「自律差/懒」 |
| 外向性 | 社交与活力 | 「外向好/内向不好」 |
| 宜人性 | 合作与信任 | 「太软/刺头」 |
| 神经质 | 情绪敏感度（卷面名：情绪感受强度） | 「神经质」「情绪不稳定」「玻璃心」 |
剖面输出规则：
第一步·领域状态归类（每领域独立判定）：
| 探索题（A/B=活跃，C/D=低） | 承诺题选项 | → 状态 |
|---|---|---|
| 活跃 | A | 达成（探索过，正在行动中） |
| 活跃 | B 或 C | 延缓（正在探索，尚未定） |
| 低 | A | 早闭倾向（承诺清晰但未经探索，标注） |
| 任意 | D | 早闭（承诺来自外部，他人代定） |
| 低 | B 或 C | 扩散（尚未开始） |
第二步·情境题校验：情境题（Q33/Q36/Q39/Q42）选 A → 支持达成/延缓；选 C/D → 支持早闭/扩散。情境题与第一步结论冲突 → 该领域状态标注「不稳定（正常波动）」，报告中不降档、只加注。
第三步·汇总：
计分：期望题、价值题均 A=4 / B=3 / C=2 / D=1，2.5 为界（A/B=高，C/D=低）。
象限算法（每科独立定位，再出总评）：
| 价值高（A/B） | 价值低（C/D） | |
|---|---|---|
| 期望高（A/B） | 稳：保持节奏，给进阶挑战 | 应付区：有把握但不认同——学给别人看，警惕外部激励挤出内在动机 |
| 期望低（C/D） | 焦虑区：觉得重要但觉得不行——先补成功体验，不谈方法 | 疏离区：双低——先处理情绪与关系，暂停一切方法类建议 |
目标定向修正（不改变象限，改变报告措辞与处方参数）：
输出：语/数/英三科象限图 + 总评象限 + 动机质量档（内在/认同/内摄/外部，对应 Q58 A/B/C/D）。
红线：≥2 科落入「疏离区」→ 报告首页提示「先修关系与情绪，学习建议暂缓」，并检查第八部分风险信号是否同触发。
计分：频次 A=0 / B=1 / C=2 / D=3。生成 3（科）× 4（情绪）矩阵，逐格填色：
| 值 | 负性情绪（焦虑/厌倦/无助） | 愉快 |
|---|---|---|
| 0 | 灰（无信号） | 浅蓝标注（该科无愉快感，列入观察） |
| 1 | 浅 | 浅 |
| 2 | 中 | 中 |
| 3 | 深 | 深 |
判读规则：
计分：全部 A=4 / B=3 / C=2 / D=1。三环各取 3 题均分。
档位判定与第一节同一口径：均分按十进制定点「半入」（round-half-up）保留一位小数后落入区间（完整覆盖 1.0–4.0，互不重叠）。
| 环 | 题目 | 均分档位（半入后） |
|---|---|---|
| 考前计划 | Q71–Q73 | [3.0, 4.0] 稳定 / [2.2, 3.0) 发展中 / [1.0, 2.2) 薄弱 |
| 过程监控 | Q74–Q76 | 同上 |
| 考后调节 | Q77–Q79 | 同上 |
边界测试案例：2.15 → 2.2 → 发展中；2.95 → 3.0 → 稳定；8/3 ≈ 2.67 → 2.7 → 发展中。
最弱环判定：均分最低的环 = 最弱环，成为策略实验的第一个靶点；两环差距 <0.4 并列 → 取行为链上更上游的环（计划 > 监控 > 调节），因为上游缺损会向下游传导。
拖延与手机管理（Q80–Q82）：单独成组出档（同一口径，半入保留一位小数后：[3.0, 4.0] 拉锯少 / [2.2, 3.0) 拉锯中 / [1.0, 2.2) 高冲突），不进三环均分。该组为「高冲突」且「焦虑区/疏离区」任一科同触发 → 报告中把「手机管理」写成自控冲突问题而非「态度问题」，处方给环境调整（物理隔离、替代活动），禁止写成「自制力差」。
计分：喜欢=2 / 一般=1 / 不喜欢=0。六型各 6 题，型总分 0–12。
排序与代码：
输出规则：
本节是整个 C 带测评的最高优先级模块。触发结果直达报告首页，优先于一切发展性建议。措辞红线：只写「信号/状态」，严禁出现任何疑似诊断字样（「抑郁/焦虑（症）/自残/心理疾病」一律禁用）。
| 信号 | 题目 | 「建议关注」档 | 「建议咨询」档 |
|---|---|---|---|
| 持续情绪低落 | Q133 | C（3–5 天） | D（超过 5 天） |
| 睡眠食欲改变 | Q134 | C（明显变化） | D（影响白天） |
| 社交退缩 | Q135 | C（明显） | D（基本不接触） |
| 自伤念头 | Q136 | B（一闪而过） | C 或 D（立即级） |
T1 · 对家长（建议关注级，写入家长报告首页）
场景：家长打开报告。 呈现：「最近两周的数据里，孩子的一些状态信号值得您留意（如情绪低落的频率）。这不代表孩子『有问题』，而是提示最近可能过得不太轻松。本周建议做一件事：」 脚本（给家长的原话）：「最近看你有点累的样子，我不想问学习，就想问问你最近有没有什么烦的事？不想说也没关系。」 预期：孩子可能说，也可能说「没什么」。 退路：说「没什么」就不追问，补一句「行，那你想说的时候随时找我」，本周内不再主动提起，只保持日常陪伴。一周后信号仍在 → 升级为 T2。
T2 · 对家长（建议咨询级，系统当日推送 + 报告首页）
呈现：「孩子最近的一些状态信号持续到了需要专业人士看一眼的程度。这超出了发展性建议的范围，我们建议带孩子咨询____（当地正规医院心理科/专业心理咨询机构，不指定商业机构）。这份报告的数据可以打印带去，能帮到专业人士。」 脚本（给家长对孩子说的原话）：「我最近发现你好像挺累的，我想你值得有个更懂行的人聊聊——不是因为你有什么问题，就像运动受伤要看医生一样。我陪你一起去，你想先去一次试试吗？」 禁忌：不说「你是不是心理有毛病」「你别想太多」「我们都是为你好」。 退路：孩子明确拒绝 → 家长不强迫，回复「好，那我先把联系方式留着，你改主意了随时说」，同时家长自己先去咨询一次，学习怎么陪伴。
T3 · 对家长（Q136 选 C/D，立即级，24 小时内推送，不走周报）
呈现：「系统发现孩子最近可能正在经历非常难受的时刻。请您今天做两件事：① 用下面的话和孩子谈一次；② 尽快联系专业支持（全国统一心理援助热线 12356、共青团青少年服务热线 12355；完整清单见《04-反馈与复盘/帮助与资源.md》——号码上线前须核验时效，未接通拨当地 12320 卫生热线转介；或正规医院心理科）。」 脚本：「我知道最近你可能特别累，累到有些很沉的念头。谢谢你还在撑。我想陪着你，我们一起找个专业的人帮忙，好吗？这件事上我不催你学习、不问你成绩，只关心你。」 禁忌：不质问（「你为什么不告诉我」）、不淡化（「小孩子有什么好想不开的」）、不惊慌失度地把孩子当病人看管。 系统侧：本次推送不含孩子的任何逐题作答内容，只含级别与行动建议。
T4 · 对孩子（Q136 非 A，提交后即时显示，非弹窗惊吓式）
「谢谢你愿意如实回答。有这些念头不丢人，很多人都有过，这不代表你有问题——但它说明你现在承受的有点多，值得被好好接住。你可以：① 现在就告诉一个你信任的大人（父母中的一位/老师/亲戚都可以）；② 拨打心理援助热线 12356（免费、保密；青少年也可拨 12355；更多资源见《04-反馈与复盘/帮助与资源.md》——号码上线前须核验时效）；③ 把我们当作一个树洞，在下面的框里写下此刻的想法（只有你能看到）。你不需要一个人扛。」
心理控制是少数「孩子感受优先于家长陈述」的维度（家长教育诊断模块 §4）。四种组合：
| 孩子感受版 | 家长版 | 判定与呈现 |
|---|---|---|
| 触发（≥3） | 未触发 | 仍触发红线段。对家长的措辞：「在您孩子的感受里，最近出现了被内疚话术/冷落/想法被否定的信号。这不等于您『做错了』——很多这类话家长说完就忘了，但它留在了孩子的体验里。本周的功课是……」（审计行为，不审判人格） |
| 触发 | 触发 | 触发红线段，且标注「双向印证」：优先处理，替换脚本库按场景推送（如「我为你…」→「这件事你怎么看？我想听听」） |
| 未触发 | 触发 | 不触红线，标为「家长自我觉察区」：「您注意到了自己最近的某些表达方式，而孩子目前没有表现出受压信号——这是调整成本最低的窗口期，建议……」 |
| 未触发 | 未触发 | 平稳段，维护建议 |
| 心理控制低 | 心理控制高 | |
|---|---|---|
| 自主支持高 | 供能型（维护与推广） | 拧巴型（爱与压力同来：孩子能感到被爱，也能感到被绑架——降心理控制即可，支持侧不动） |
| 自主支持低 | 低温型（少控制也少支持：结构与支持双缺，先补结构再补对话） | 高压型（C 带亲子关系的最高耗能区，红线段 + 教练式对话功课排最前） |
青少年卷：
家长卷：
双卷联合：
Applies to the “Ages 13–15 Adolescent Self-Report Questionnaire” and the “Ages 13–15 Parent and Family Questionnaire.” Follows the principle from the 3–7 rules: all scoring must be reproducible by hand by non-technical staff. All outputs are “current state/current leaning”; fixed labels and suspected diagnostic wording are prohibited.
Scoring: each item A=4 / B=3 / C=2 / D=1; reverse-scored items (Q3, Q4, Q12, Q16, Q23, Q25) A=1 / B=2 / C=3 / D=4. Factor score = mean of the 6 items for that factor (1.0–4.0).
Bands: factor mean first retains raw precision → round to one decimal place using decimal fixed-point “round-half-up” → then falls into the following intervals (fully covering the scale range 1.0–4.0, no overlap).
| Mean (after round-half-up) | Band | Report wording template (example: Conscientiousness) |
|---|---|---|
| [2.9, 4.0] | Relatively evident | “Recently, planning and reliability have shown up relatively clearly in your child” |
| [2.2, 2.9) | Medium | “…shows moderate performance, with fluctuation across situations” |
| [1.0, 2.2) | Relatively not evident | “…is not yet evident—this is a state description, not an ability judgment” |
Boundary test cases (any implementation must pass all of them): 2.14 → 2.1 → relatively not evident; 2.15 → 2.2 → medium; 2.85 → 2.9 → relatively evident; 13/6 ≈ 2.167 → 2.2 → medium; 17/6 ≈ 2.833 → 2.8 → medium. Implementation approach is consistent with Band A: Python decimal.Decimal (ROUND_HALF_UP) / JS Math.round(x*10)/10 note floating point (suggest (Math.round(x*1e10/10))/1e9 or a decimal library) / spreadsheet ROUND(x,1); the three results must be identical.
Factor academic name and report name mapping:
| Academic name | Surface/report name | Wording that must not appear |
|---|---|---|
| Openness | Curiosity and imagination | “smart / gifted in creativity” |
| Conscientiousness | Planning and reliability | “poor self-discipline / lazy” |
| Extraversion | Social engagement and vitality | “extraversion is good / introversion is bad” |
| Agreeableness | Cooperation and trust | “too soft / troublemaker” |
| Neuroticism | Emotional sensitivity (surface name: emotional feeling intensity) | “neuroticism” “emotionally unstable” “fragile heart” |
Profile output rules:
Step 1 · Domain state classification (each domain independently determined):
| Exploration items (A/B = active, C/D = low) | Commitment item option | → State |
|---|---|---|
| Active | A | Achieved (explored, currently in action) |
| Active | B or C | Moratorium (exploring, not yet settled) |
| Low | A | Foreclosure tendency (commitment clear but without exploration, flagged) |
| Any | D | Foreclosure (commitment comes from outside, decided by others) |
| Low | B or C | Diffusion (not yet started) |
Step 2 · Situational item check: Situational items (Q33/Q36/Q39/Q42) choosing A → supports achieved/moratorium; choosing C/D → supports foreclosure/diffusion. If a situational item conflicts with the Step 1 conclusion → mark that domain state as “unstable (normal fluctuation)”; in the report do not downgrade, only add a note.
Step 3 · Summary:
Scoring: expectation items and value items all A=4 / B=3 / C=2 / D=1; 2.5 is the boundary (A/B = high, C/D = low).
Quadrant algorithm (each subject positioned independently, then overall comment):
| Value high (A/B) | Value low (C/D) | |
|---|---|---|
| Expectation high (A/B) | Stable: maintain pace, provide advanced challenges | Coping zone: confident but not identified—learning for others; guard against external incentives crowding out intrinsic motivation |
| Expectation low (C/D) | Anxiety zone: considers it important but feels unable—first supplement success experiences, do not discuss methods | Detachment zone: both low—first address emotions and relationships, pause all method-type suggestions |
Goal orientation adjustment (does not change the quadrant; changes report wording and practice card parameters):
Output: Chinese/math/English three-subject quadrant chart + overall quadrant + motivation quality band (intrinsic/identified/introjected/external, corresponding to Q58 A/B/C/D).
Red line: ≥2 subjects fall into the “detachment zone” → report homepage prompts “repair relationship and emotion first; learning suggestions on hold,” and check whether Section 8 risk signals are also triggered.
Scoring: frequency A=0 / B=1 / C=2 / D=3. Generate a 3 (subject) × 4 (emotion) matrix and fill each cell with color:
| Value | Negative emotions (anxiety/boredom/helplessness) | Enjoyment |
|---|---|---|
| 0 | Gray (no signal) | Light blue mark (no enjoyment in this subject, put on observation list) |
| 1 | Light | Light |
| 2 | Medium | Medium |
| 3 | Dark | Dark |
Interpretation rules:
Scoring: all A=4 / B=3 / C=2 / D=1. Each loop takes the mean of 3 items.
Band determination uses the same approach as Section 1: mean score rounded by decimal fixed-point “round-half-up” to one decimal place, then falls into intervals (fully covering 1.0–4.0, no overlap).
| Loop | Items | Mean band (after round-half-up) |
|---|---|---|
| Pre-exam planning | Q71–Q73 | [3.0, 4.0] stable / [2.2, 3.0) developing / [1.0, 2.2) weak |
| Process monitoring | Q74–Q76 | Same |
| Post-exam adjustment | Q77–Q79 | Same |
Boundary test cases: 2.15 → 2.2 → developing; 2.95 → 3.0 → stable; 8/3 ≈ 2.67 → 2.7 → developing.
Weakest loop determination: the loop with the lowest mean = the weakest loop, and becomes the first target for the strategy experiment; if two loops differ <0.4 and tie → select the more upstream loop in the behavior chain (planning > monitoring > adjustment), because upstream deficits transmit downstream.
Procrastination and phone management (Q80–Q82): set as a separate group with its own band (same approach, round-half-up to one decimal place: [3.0, 4.0] little tug-of-war / [2.2, 3.0) in tug-of-war / [1.0, 2.2) high conflict), and is not included in the three-loop mean. If this group is “high conflict” and any subject in the “anxiety zone/detachment zone” is also triggered → in the report write “phone management” as a self-control conflict issue rather than an “attitude problem”; the practice card gives environmental adjustments (physical separation, alternative activities); prohibited to write “poor self-control.”
Scoring: like=2 / neutral=1 / dislike=0. Six types, each with 6 items; type total score 0–12.
Ranking and code:
Output rules:
This section is the highest-priority module of the entire Band C assessment. Trigger results go directly to the report homepage, before all developmental suggestions. Wording red line: write only “signal/state”; strictly prohibited to contain any suspected diagnostic wording (“depression/anxiety (disorder)/self-harm/mental illness” all prohibited).
| Signal | Item | “Consider attention” level | “Consider consultation” level |
|---|---|---|---|
| Persistent low mood | Q133 | C (3–5 days) | D (more than 5 days) |
| Sleep/appetite change | Q134 | C (noticeable change) | D (affects daytime) |
| Social withdrawal | Q135 | C (noticeable) | D (basically no contact) |
| Self-harm thoughts | Q136 | B (fleeting) | C or D (immediate level) |
T1 · To parent (consider attention level, written into parent report homepage)
Scenario: parent opens the report. Presentation: “In the data from the past two weeks, some of your child’s state signals deserve your attention (such as the frequency of low mood). This does not mean the child ‘has a problem,’ but suggests recent days may have been hard. This week, we suggest doing one thing:” Script (original words for the parent): “You’ve looked a bit tired lately. I don’t want to ask about studying; I just want to ask whether anything has been bothering you recently. If you don’t want to say, that’s okay too.” Expected: the child may say it, or may say “nothing.” Fallback: if the child says “nothing,” do not press; add “Okay, then you can find me any time you want to talk”; do not proactively bring it up again this week, only maintain daily companionship. If the signal remains after one week → escalate to T2.
T2 · To parent (consider consultation level, system same-day push + report homepage)
Presentation: “Some of your child’s recent state signals have persisted to the point where a professional should take a look. This exceeds the scope of developmental suggestions, and we recommend taking your child to consult ____ (local formal hospital psychology department / professional counseling institution; do not designate any commercial institution). The data in this report can be printed and brought along to help professionals.” Script (original words for the parent to the child): “I’ve noticed you seem quite tired recently. I think you deserve to talk with someone more knowledgeable—not because there is something wrong with you, just like a sports injury needs a doctor. I’ll go with you; would you like to try one visit first?” Prohibited: do not say “Is there something mentally wrong with you,” “Don’t overthink it,” “We are all doing this for your own good.” Fallback: if the child clearly refuses → the parent does not force it; reply “Okay, then I’ll keep the contact information for now; tell me any time if you change your mind.” At the same time, the parent themselves first goes for one consultation to learn how to accompany the child.
T3 · To parent (Q136 chooses C/D, immediate level, push within 24 hours, not via weekly report)
Presentation: “The system has detected that your child may currently be going through a very difficult moment. Please do two things today: ① use the script below to talk once with your child; ② contact professional support as soon as possible (national unified mental health assistance hotline 12356; Communist Youth League adolescent service hotline 12355; full list in
04-反馈与复盘/帮助与资源.md—verify hotline validity before going live; if the line does not connect, call the local 12320 health hotline for referral; or a formal hospital psychology department).” Script: “I know you’ve been especially tired lately, tired enough to have some very heavy thoughts. Thank you for still holding on. I want to be with you. Let’s find a professional to help together, okay? On this matter I won’t rush you to study, won’t ask about grades; I only care about you.” Prohibited: do not interrogate (“Why didn’t you tell me”), do not minimize (“What is there for a child to be so upset about”), do not panic excessively and treat the child as a patient under surveillance. System side: this push does not include any item-by-item response content from the child, only the level and action suggestions.
T4 · To child (Q136 not A, displayed immediately after submission, not pop-up shock style)
“Thank you for answering honestly. Having these thoughts is not shameful; many people have had them, and this does not mean something is wrong with you—but it indicates you are currently carrying a bit too much, and you deserve to be properly held. You can: ① tell a trusted adult now (one of your parents / a teacher / a relative is fine); ② call mental health assistance hotline 12356 (free, confidential; adolescents can also call 12355; more resources in
04-反馈与复盘/帮助与资源.md—verify hotline validity before going live); ③ treat us as a tree hollow and write down your current thoughts in the box below (only you can see it). You do not need to carry this alone.”
Psychological control is one of the few dimensions where “the child’s feelings take precedence over the parent’s statements” (Parent Education Diagnostic Module §4). Four combinations:
| Child-perceived version | Parent version | Determination and presentation |
|---|---|---|
| Triggered (≥3) | Not triggered | Still triggers the red-line segment. Wording to parent: “In your child’s experience, signals of guilt-inducing talk / being cold-shouldered / ideas being negated have recently appeared. This does not mean you ‘did something wrong’—many such words are forgotten by parents after saying them, but they remain in the child’s experience. This week’s homework is…” (audit behavior, do not judge person) |
| Triggered | Triggered | Trigger the red-line segment, and mark “two-way corroboration”: prioritize handling; replacement script library pushes by scenario (e.g., “I did it for you…” → “What do you think about this? I’d like to hear”) |
| Not triggered | Triggered | Do not trigger red line, mark as “parent self-awareness zone”: “You have noticed some of your recent expressions, while the child currently shows no signs of feeling pressured—this is the lowest-cost window for adjustment; suggest…” |
| Not triggered | Not triggered | Stable stage, maintenance suggestions |
| Psychological control low | Psychological control high | |
|---|---|---|
| Autonomy support high | Energizing type (maintain and promote) | Ambivalent type (love and pressure together: the child can feel loved and can also feel tied down—reduce psychological control only; leave the support side unchanged) |
| Autonomy support low | Low-temperature type (little control and little support: missing both structure and support; first supplement structure, then supplement dialogue) | High-pressure type (the highest energy-consuming zone in Band C parent–child relationships; red-line segment + coach-style dialogue homework ranked first) |
Adolescent Questionnaire:
Parent Questionnaire:
Joint two-questionnaire check:
理论基础：大五人格（BFI 青少年研究，自编条目）＋ Marcia 同一性状态 ＋ Eccles 期望—价值 × Elliot 成就目标 ＋ Pekrun 学业情绪 ＋ Zimmerman SRL 循环 ＋ Holland RIASEC（公开框架自编）＋ Barber 心理控制（孩子感受版）＋ 风险信号清单（心理模块规范）。 填写人：孩子本人。观察窗口：最近两周（题目另有说明的除外）。 作答方式：全部是行为/情境题——不评价「你是什么样的人」，只选「最近真实发生的事」或「在这个场景你会怎么做」。
这不是考试，没有对错，也没有「好答案」。 任何选项都不会让你被批评、被贴标签。这份问卷的作用是帮你和大人看清楚「你现在的状态」，然后找到更适合你的相处方式和学习方式。
你填的内容，谁能看到？（这一页随时可以翻回来看）
| 部分 | 家长能看到什么 | 只有你和系统知道什么 |
|---|---|---|
| 第一、二部分（性格、想法） | 汇总后的状态描述（如「最近对新事物的好奇心处于什么水平」），不是你的逐题选项 | 你的每一道具体选项 |
| 第三至五部分（学习） | 汇总图（动机定位、学科情绪热力图、学习习惯最弱一环） | 每一道具体选项 |
| 第六部分（朋友） | 只有一句总体状态描述 | 全部逐题作答 |
| 第七部分（兴趣活动） | 兴趣类型排序（如「你目前最偏向哪几类活动」） | 每一道具体选项 |
| 第八部分（情绪与压力） | 原则上家长看不到任何内容。只有一种例外：如果系统判断你最近的状态需要大人支持（不是批评），系统会给家长一句不含任何作答内容的提醒，并优先提示「怎么和你谈」，不是「你答了什么」 | 全部 |
分三次填，不用一次填完：
| 次数 | 内容 | 题数 | 预计用时 |
|---|---|---|---|
| 第 1 次 | 认识我自己（性格 + 我的想法） | Q1–Q42 | 约 12 分钟 |
| 第 2 次 | 我的学习（动机 + 情绪 + 方法） | Q43–Q82 | 约 12 分钟 |
| 第 3 次 | 我的关系、兴趣与状态 | Q83–Q136 | 约 15 分钟 |
下面每题描述一个常见场景，选最接近你最近的真实做法的一项。不要选「我希望自己是」或「别人觉得我该是」的那个。
Q1. 课本里一个知识点让你冒出「为什么会这样」的疑问，接下来你通常会：
Q2. 写作文或完成一份方案时，你已经知道一个稳妥的套路，你：
Q3. 听音乐、看画、看晚霞这类事：
Q4. 老师讲到一个遥远的地方或很久以前的事，你的脑子里：
Q5. 「以后想试但还没试过的事」，你的清单：
Q6. 同学聊起一个你不熟的话题（某个国家、某类科技、某种艺术），你：
Q7. 说好了周末前把小组任务里你那部分发给大家，你会：
Q8. 你的书包和书桌：
Q9. 老师布置了一项两周后交的任务，你的节奏通常是：
Q10. 给自己定过「今天只玩半小时手机」这类约定，你能守住：
Q11. 答应帮人带东西/传话这类小事，你：
Q12. 写完一份作业/卷子，你：
Q13. 课间十分钟，你大多数时候：
Q14. 小组讨论时，你的想法：
Q15. 和不熟的同学同组一周下来，你们：
Q16. 全班活动（运动会/联欢会），你更想：
Q17. 一整天没和任何人说话，你会：
Q18. 在熟悉的朋友圈里，你通常是：
Q19. 同学借了你的东西一直没还，你：
Q20. 和朋友闹了矛盾，通常：
Q21. 看到同学被起哄嘲笑，你：
Q22. 别人托你保密一件事，而好朋友来打听，你：
Q23. 有人插你的队/分东西时多拿了，你的第一反应：
Q24. 和家人意见不一样时，你多数时候：
Q25. 重要考试前一晚，你通常：
Q26. 老师突然说「下课后来我办公室一趟」，你的第一反应：
Q27. 一件不痛快的小事（比如发消息没被回），你会：
Q28. 最近两周，你的情绪：
Q29. 在众人面前出了点小洋相（答错题/摔跤），你：
Q30. 第二天有一件没把握的事（上台发言/比赛），头一天你：
这部分没有「早熟」或「想得少」的好坏之分。13–15 岁本来就是这些事「刚刚开始想」的年纪。
【关于「我看重什么」】
Q31. 最近三个月，关于「什么样的人是值得成为的人/做事的底线」，你：
Q32. 目前对于「我最看重什么」（比如成绩/友情/自由/公平/家人），你：
Q33. 做一件有争议的事之前（比如要不要跟风买某样东西），你更会依据：
【关于朋友】
Q34. 最近三个月，关于「我想和什么样的人深交」，你：
Q35. 对「什么样的朋友值得深交」，你：
Q36. 分组/选同桌这类可以自己挑人的场合，你更倾向：
【关于以后做什么】
Q37. 最近三个月，为了想清楚「以后想做什么/学什么」，你做过：
Q38. 关于以后想做什么，你：
Q39. 如果你自己的想法和家里的安排不一样，你多半会：
【关于喜欢做的事】
Q40. 最近三个月，你尝试过新的活动/新的玩法吗：
Q41. 对「最喜欢、愿意长期做下去的事」，你：
Q42. 有大段空闲时，你更愿意：
第 1 次填写到此结束。自由补充（可选）：有什么「选项装不下」的，写在这里：______
下面按语文、数学、英语各问一组，最后问一组总体的。每科的感觉可以很不一样，按真实感觉选。
【语文】
Q43. 语文下一次大考，你觉得自己发挥好的把握：
Q44. 语文学的东西对你：
Q45. 语文作业/卷子里遇到一道不会的题，你更常：
Q46. 在语文这科上，你会担心「别人觉得你不行」吗（被提问/被念作文/被展示）：
【数学】
Q47. 数学下一次大考，你觉得自己发挥好的把握：
Q48. 数学学的东西对你：
Q49. 数学作业/卷子里遇到一道不会的题，你更常：
Q50. 在数学这科上，你会担心「别人觉得你不行」吗（被提问/上黑板/报分数）：
【英语】
Q51. 英语下一次大考，你觉得自己发挥好的把握：
Q52. 英语学的东西对你：
Q53. 英语作业/卷子里遇到一道不会的题，你更常：
Q54. 在英语这科上，你会担心「别人觉得你不行」吗（被点读课文/口语展示）：
【总体】
Q55. 把所有科目放在一起看，你对自己「能把学习搞好」的把握：
Q56. 学习这件事对你的意义，最接近：
Q57. 学习时你最想要的，更接近：
Q58. 你觉得你现在学习主要是为了：
回忆最近两周，在每科上课或写这科作业时，下面的感受出现过几天。按真实天数选，不夸大也不忍着不说。
【语文】最近两周，上语文课或写语文作业时：
Q59. 感到有意思、心情愉快：
Q60. 感到紧张、担心或烦躁：
Q61. 感到无聊、犯困、想快点结束：
Q62. 有过「这科我怎么学都没用」的无力感：
【数学】最近两周，上数学课或写数学作业时：
Q63. 感到有意思、心情愉快：
Q64. 感到紧张、担心或烦躁：
Q65. 感到无聊、犯困、想快点结束：
Q66. 有过「这科我怎么学都没用」的无力感：
【英语】最近两周，上英语课或写英语作业时：
Q67. 感到有意思、心情愉快：
Q68. 感到紧张、担心或烦躁：
Q69. 感到无聊、犯困、想快点结束：
Q70. 有过「这科我怎么学都没用」的无力感：
选最接近你最近一次真实情况的选项，不选「标准做法」。
Q71. 上次重要考试前，你的复习是：
Q72. 开始写作业前，你：
Q73. 周末/假期的学习任务，你通常：
Q74. 复习完一章，合上书，让你说出「我哪里会、哪里不会」：
Q75. 做题卡住了，你：
Q76. 考试做题时，对「这道做得对不对」，你：
Q77. 发下试卷后，错题你通常：
Q78. 某次考砸了，接下来一周你：
Q79. 发现自己定的计划总完不成，你会：
Q80. 明明知道该学习了，却还在刷手机/干别的——这种情况最近一周有：
Q81. 学习的时候，你的手机一般放在哪：
Q82. 最近一次「拖着不想开始」的任务，你最后是怎么开始的：
第 2 次填写到此结束。自由补充（可选）：______
这部分的逐题作答只有你和系统能看到，家长只能看到一句总体状态。
Q83. 遇到真正烦心的事，你有几个可以说心里话的朋友：
Q84. 和最要好的朋友在一起时，你们更常：
Q85. 朋友之间意见不一样时，你们通常：
Q86. 如果朋友做了让你不舒服的事，你：
Q87. 几个好朋友都在抄作业，喊你也「借来对一下」。你不想借，你会：
Q88. 朋友在群里起哄嘲笑一个同学，你会：
Q89. 朋友约你做一件你知道不对的事（比如考试时「帮个忙」），你：
Q90. 看到同学晒成绩/晒玩的东西/晒生活，你通常：
Q91. 考卷发下来，你会特别想知道别人考了多少吗：
Q92. 因为比较而不舒服的时候，你会：
下面 36 件事，按你的真实感受选：喜欢 / 一般 / 不喜欢。不用想「这有没有用」「我擅不擅长」——只问「做这件事的时候，我乐意吗」。
Q93. 拆装小物件（模型、自行车、家电小零件） — 喜欢 / 一般 / 不喜欢 Q94. 做实验里要动手的部分（连接、搭建、操作仪器） — 喜欢 / 一般 / 不喜欢 Q95. 户外运动（爬山、骑行、球类） — 喜欢 / 一般 / 不喜欢 Q96. 种东西、养小动物、照顾植物 — 喜欢 / 一般 / 不喜欢 Q97. 修好一个坏了的小玩意 — 喜欢 / 一般 / 不喜欢 Q98. 做饭、烘焙这类要动手的操作 — 喜欢 / 一般 / 不喜欢
Q99. 琢磨「为什么」类问题（为什么会下雨、人为什么会忘事） — 喜欢 / 一般 / 不喜欢 Q100. 解谜题、推理题、数独 — 喜欢 / 一般 / 不喜欢 Q101. 看科普视频、纪录片、科普书 — 喜欢 / 一般 / 不喜欢 Q102. 自己查资料，搞懂一个课外的疑问 — 喜欢 / 一般 / 不喜欢 Q103. 分析数据、找规律（游戏数值、比赛数据） — 喜欢 / 一般 / 不喜欢 Q104. 讨论或辩论一个需要讲道理的话题 — 喜欢 / 一般 / 不喜欢
Q105. 画画、手账、设计海报 — 喜欢 / 一般 / 不喜欢 Q106. 写东西（小说、诗、日记、段子、脚本） — 喜欢 / 一般 / 不喜欢 Q107. 唱歌、乐器、听音乐并研究它 — 喜欢 / 一般 / 不喜欢 Q108. 拍视频、剪辑、拍照修图 — 喜欢 / 一般 / 不喜欢 Q109. 手工创作（折纸、黏土、编织、模型涂装） — 喜欢 / 一般 / 不喜欢 Q110. 参加表演类活动（戏剧、朗诵、跳舞） — 喜欢 / 一般 / 不喜欢
Q111. 教别人做题、教别人玩一个东西 — 喜欢 / 一般 / 不喜欢 Q112. 听朋友倾诉、安慰人 — 喜欢 / 一般 / 不喜欢 Q113. 组织或参与志愿服务、帮人的活动 — 喜欢 / 一般 / 不喜欢 Q114. 照顾比自己小的孩子、陪伴老人 — 喜欢 / 一般 / 不喜欢 Q115. 调解同学之间的矛盾 — 喜欢 / 一般 / 不喜欢 Q116. 在小组里负责让大家合作好 — 喜欢 / 一般 / 不喜欢
Q117. 组织一次活动（策划流程、分工、推动完成） — 喜欢 / 一般 / 不喜欢 Q118. 说服别人接受你的想法 — 喜欢 / 一般 / 不喜欢 Q119. 竞选或担任班干部、组织者 — 喜欢 / 一般 / 不喜欢 Q120. 向全班做展示、演讲 — 喜欢 / 一般 / 不喜欢 Q121. 义卖、跳蚤市场上卖东西/以物换物 — 喜欢 / 一般 / 不喜欢 Q122. 带队完成一个比赛或项目 — 喜欢 / 一般 / 不喜欢
Q123. 整理房间、书桌、文件，让东西井井有条 — 喜欢 / 一般 / 不喜欢 Q124. 做表格、记账、统计（记录开支、整理清单） — 喜欢 / 一般 / 不喜欢 Q125. 按流程一步步完成一件繁琐的事 — 喜欢 / 一般 / 不喜欢 Q126. 校对、检查细节错误（挑错别字、核对答案） — 喜欢 / 一般 / 不喜欢 Q127. 给收藏的东西分类编号（卡片、书、游戏库） — 喜欢 / 一般 / 不喜欢 Q128. 制定并执行日程表、打卡计划 — 喜欢 / 一般 / 不喜欢
这部分只有你和系统能看到（规则见卷首）。问的是最近两周真实发生的事，怎么答都不会有人批评你；如实答，系统才能在对的时候给你对的支持。
Q129. 最近两周，因为学习/成绩/排名感到压力的日子有：
Q130. 最近两周，因为朋友间的事（闹矛盾/被议论/被排挤/群里的事）感到烦心的日子有：
Q131. 最近两周，因为家里的事感到压力的日子有：
Q132. 最近两周，因为自己的事（外貌/身体变化/对将来的迷茫）感到烦心的日子有：
Q133. 最近两周，早上醒来觉得「不想开始这一天」的日子有几天：
Q134. 最近两周，睡眠或胃口有没有明显变化：
Q135. 最近两周，你是不是比以前更不想和人来往（包括网上）：
Q136. 最近两周，有没有出现过「活着没意思」或者想伤害自己的念头：
这一题选任何答案都不丢人，也不代表你「有问题」。很多人都有过类似的念头，说出来是照顾自己的第一步。如果你愿意，现在就可以告诉一个你信任的大人；系统也会按卷首的规则，用最不让你难堪的方式帮你获得支持。
第 3 次填写到此结束。自由补充（可选）：______
选项计分基准：四档题 A=4 / B=3 / C=2 / D=1；标注【反】的题 A=1 / B=2 / C=3 / D=4；频次题（Q59–Q70、Q129–Q136）A=0 / B=1 / C=2 / D=3；RIASEC（Q93–Q128）喜欢=2 / 一般=1 / 不喜欢=0。多选附项只计数不计分。
| 因子（卷面名） | 题目 | 反向题 | 高分含义 |
|---|---|---|---|
| 开放性（好奇与想象） | Q1–Q6 | Q3、Q4【反】 | 好奇、想象、审美感受强 |
| 尽责性（计划与可靠） | Q7–Q12 | Q12【反】 | 有条理、守约定、能坚持 |
| 外向性（社交与活力） | Q13–Q18 | Q16【反】 | 社交主动、在人群中充电 |
| 宜人性（合作与信任） | Q19–Q24 | Q23【反】 | 宽容、合作、愿意修复 |
| 情绪感受强度（神经质） | Q25–Q30 | Q25【反】 | 情绪反应强、易感压力 |
| 领域 | 探索题（A/B=探索活跃） | 承诺状态题 | 情境校验题 |
|---|---|---|---|
| 价值观 | Q31 | Q32 | Q33 |
| 交友 | Q34 | Q35 | Q36 |
| 未来方向 | Q37 | Q38 | Q39 |
| 爱好 | Q40 | Q41 | Q42 |
承诺题选项语义：A=自主承诺清晰；B=探索中未定；C=无探索无承诺；D=承诺来自外部（他人代定）。
| 组别 | 期望题 | 价值题 | 掌握目标题 | 表现回避题 |
|---|---|---|---|---|
| 语文 | Q43 | Q44 | Q45 | Q46 |
| 数学 | Q47 | Q48 | Q49 | Q50 |
| 英语 | Q51 | Q52 | Q53 | Q54 |
| 总体 | Q55（期望） | Q56（价值） | Q57（目标定向：A=掌握/B=表现趋近/C=表现回避/D=不明） | Q58（动机来源：A=内在/B=认同/C=内摄/D=外部） |
| 学科 | 愉快 | 焦虑 | 厌倦 | 无助 |
|---|---|---|---|---|
| 语文 | Q59 | Q60 | Q61 | Q62 |
| 数学 | Q63 | Q64 | Q65 | Q66 |
| 英语 | Q67 | Q68 | Q69 | Q70 |
| 环 | 题目 | 说明 |
|---|---|---|
| 考前计划 | Q71–Q73 | 全部 A=4…D=1 |
| 过程监控 | Q74–Q76 | 同上 |
| 考后调节 | Q77–Q79 | 同上 |
| 拖延与手机管理 | Q80–Q82 | 单独成组，不进三环 |
| 子维度 | 题目 |
|---|---|
| 友谊质量 | Q83–Q86（A=4…D=1） |
| 同伴压力反应 | Q87–Q89（A=4…D=1） |
| 社交比较 | Q90–Q92（A=4…D=1） |
| 型 | 题目 | 型 | 题目 |
|---|---|---|---|
| R 现实 | Q93–Q98 | S 社会 | Q111–Q116 |
| I 研究 | Q99–Q104 | E 企业 | Q117–Q122 |
| A 艺术 | Q105–Q110 | C 常规 | Q123–Q128 |
| 题目 | 用途 |
|---|---|
| Q129–Q132 | 压力源图谱：学业/同伴/家庭/自我四源，频次 0–3 分；附项多选计数 |
| Q131 附项 ①②③ | 心理控制（孩子感受版）指数的原料：内疚话术/爱的撤回/否定想法各计 1 |
| Q133 | 风险信号 1：持续情绪低落 |
| Q134 | 风险信号 2：睡眠食欲改变 |
| Q135 | 风险信号 3：社交退缩 |
| Q136 | 风险信号 4：自伤念头（最高敏感级，任何非 A 作答均触发流程，见《计分与判定规则》第七节） |
数据处理红线：Q129–Q136 的逐题作答永不进入家长可见渠道；Q136 跳题视为「无信息」，不得记为「无风险」；本部分所有结果只以「信号/状态」表述，严禁疑似诊断字样。
Theoretical basis: Big Five personality (BFI adolescent research, self-developed items) + Marcia identity status + Eccles expectancy–value × Elliot achievement goals + Pekrun academic emotions + Zimmerman SRL cycle + Holland RIASEC (public framework, self-developed) + Barber psychological control (child-perception version) + risk-signal checklist (psychological module specification). Respondent: the child. Observation window: the last two weeks (unless an item states otherwise). Response method: all items are behavioral/situational—not rating “what kind of person you are,” only choosing “what has actually happened recently” or “what you would do in this situation.”
This is not a test. There are no right or wrong answers, and there is no “good answer.” No option will cause you to be criticized or labeled. The purpose of this questionnaire is to help you and the adults see clearly “your current state,” and then find ways of interacting and learning that fit you better.
Who can see what you fill in? (You can come back to this page at any time.)
| Section | What parents can see | What only you and the system know |
|---|---|---|
| Parts 1 and 2 (personality, thoughts) | Aggregated status descriptions (for example, “the current level of curiosity about new things”), not your item-by-item choices | Each of your specific choices |
| Parts 3 to 5 (learning) | Summary charts (motivation positioning, subject emotion heatmap, weakest link in learning habits) | Each specific choice |
| Part 6 (friends) | Only one overall status description | All item-by-item responses |
| Part 7 (interests and activities) | Interest-type ranking (for example, “which types of activities you currently lean toward most”) | Each specific choice |
| Part 8 (emotions and stress) | In principle, parents cannot see anything. The only exception: if the system judges that your recent state needs adult support (not criticism), the system will give parents a reminder that contains none of your answer content, and will prioritize “how to talk with you” rather than “what you answered” | All content |
Complete it in three sessions; you don’t have to finish all at once:
| Session | Content | Items | Estimated time |
|---|---|---|---|
| Session 1 | Knowing myself (personality + my thoughts) | Q1–Q42 | about 12 minutes |
| Session 2 | My learning (motivation + emotions + methods) | Q43–Q82 | about 12 minutes |
| Session 3 | My relationships, interests, and state | Q83–Q136 | about 15 minutes |
Each item below describes a common situation. Choose the option closest to what you have actually done recently. Do not choose “what I wish I were” or “what others think I should be.”
Q1. A point in your textbook makes you wonder, “Why is that so?” What do you usually do next?
Q2. When writing an essay or completing a project and you already know a safe, reliable formula, you:
Q3. Things like listening to music, looking at art, or watching the sunset:
Q4. When a teacher talks about a faraway place or something long ago, in your mind:
Q5. For “things I want to try in the future but haven’t tried yet,” your list:
Q6. When classmates bring up a topic you’re not familiar with (a country, a type of technology, a kind of art), you:
Q7. You agreed to send your part of a group task to everyone before the weekend. You:
Q8. Your schoolbag and desk:
Q9. When a teacher assigns a task due in two weeks, your usual pace is:
Q10. When you set a rule for yourself like “only use the phone for half an hour today,” you stick to it:
Q11. For small things like promising to bring something for someone or pass on a message, you:
Q12. After finishing an assignment or exam paper, you:
Q13. During a ten-minute break, most of the time you:
Q14. During group discussions, your thoughts:
Q15. After being in a group with classmates you don’t know well for a week, you:
Q16. For whole-class activities (sports day / party), you would rather:
Q17. After a whole day without speaking to anyone, you:
Q18. In a familiar circle of friends, you are usually:
Q19. A classmate borrowed something and hasn’t returned it. You:
Q20. After a conflict with a friend, usually:
Q21. When you see a classmate being teased or mocked, you:
Q22. Someone asks you to keep a secret, and then a good friend asks about it. You:
Q23. Someone cuts in front of you or takes more than their share when things are being distributed. Your first reaction is:
Q24. When you disagree with family, most of the time you:
Q25. The night before an important exam, you usually:
Q26. A teacher suddenly says, “Come to my office after class.” Your first reaction is:
Q27. After a small unpleasant thing (for example, a message was not replied to), you:
Q28. Over the last two weeks, your mood has been:
Q29. When you make a small fool of yourself in front of others (answer a question wrong / trip), you:
Q30. The day before something uncertain (a presentation / competition), you:
This part is not about whether you are “mature for your age” or “not thinking much.” Ages 13–15 are exactly the stage when these things are “just starting to be thought about.”
About “What I Value”
Q31. In the last three months, regarding “what kind of person is worth becoming / the bottom line for doing things,” you:
Q32. Right now, regarding “what I value most” (for example, grades / friendship / freedom / fairness / family), you:
Q33. Before doing something debatable (for example, whether to follow a trend and buy something), you are more likely to rely on:
About Friends
Q34. In the last three months, regarding “what kind of person I want to be close friends with,” you:
Q35. Regarding “what kind of friend is worth getting close to,” you:
Q36. In situations where you can choose people yourself, such as forming groups or choosing a seatmate, you are more inclined to:
About What to Do in the Future
Q37. In the last three months, to figure out “what I want to do/study in the future,” you have:
Q38. Regarding what you want to do in the future, you:
Q39. If your own idea differs from your family’s arrangement, you are most likely to:
About Things I Like to Do
Q40. In the last three months, have you tried new activities or new ways of playing?
Q41. Regarding “the thing I like most and am willing to keep doing long term,” you:
Q42. When you have a long stretch of free time, you would rather:
Session 1 ends here. Free addition (optional): If anything “doesn’t fit in the options,” write it here: ______
Below, there is one set for Chinese, math, and English each, and a final set about overall learning. Feelings about each subject can be quite different; answer according to your real feeling.
Chinese
Q43. For your next major Chinese exam, your confidence that you will perform well is:
Q44. What you learn in Chinese is:
Q45. When you meet a problem you don’t know how to do in Chinese homework or an exam paper, you more often:
Q46. In Chinese, do you worry that “others will think you’re not good enough” (being called on / having your essay read aloud / being showcased)?
Math
Q47. For your next major math exam, your confidence that you will perform well is:
Q48. What you learn in math is:
Q49. When you meet a problem you don’t know how to do in math homework or an exam paper, you more often:
Q50. In math, do you worry that “others will think you’re not good enough” (being called on / going to the board / scores being announced)?
English
Q51. For your next major English exam, your confidence that you will perform well is:
Q52. What you learn in English is:
Q53. When you meet a problem you don’t know how to do in English homework or an exam paper, you more often:
Q54. In English, do you worry that “others will think you’re not good enough” (being called on to read the text / spoken presentation)?
Overall
Q55. Looking at all subjects together, your confidence that you “can do well in learning” is:
Q56. The meaning of learning for you is closest to:
Q57. What you most want when learning is closest to:
Q58. You feel you currently study mainly in order to:
Think back over the last two weeks. For each subject, when attending class or doing homework for that subject, how many days did the following feelings occur? Choose the real number of days; do not exaggerate or hold back.
Chinese: In the last two weeks, when attending Chinese class or doing Chinese homework:
Q59. Felt interested or happy:
Q60. Felt nervous, worried, or irritable:
Q61. Felt bored, sleepy, or wanted it to end quickly:
Q62. Had a sense of helplessness: “No matter how I study this subject, it won’t help”:
Math: In the last two weeks, when attending math class or doing math homework:
Q63. Felt interested or happy:
Q64. Felt nervous, worried, or irritable:
Q65. Felt bored, sleepy, or wanted it to end quickly:
Q66. Had a sense of helplessness: “No matter how I study this subject, it won’t help”:
English: In the last two weeks, when attending English class or doing English homework:
Q67. Felt interested or happy:
Q68. Felt nervous, worried, or irritable:
Q69. Felt bored, sleepy, or wanted it to end quickly:
Q70. Had a sense of helplessness: “No matter how I study this subject, it won’t help”:
Choose the option closest to your most recent real situation, not the “standard practice.”
Q71. Before your last important exam, your revision was:
Q72. Before starting homework, you:
Q73. For weekend/holiday study tasks, you usually:
Q74. After reviewing a chapter, close the book and try to say “where I understand and where I don’t”:
Q75. When stuck on a problem, you:
Q76. When doing exam questions, regarding “whether this answer is right,” you:
Q77. After the paper is returned, you usually deal with the wrong answers by:
Q78. If you fail an exam, in the following week you:
Q79. When you find that your plans keep not getting finished, you:
Q80. You clearly know you should study, but you are still scrolling on your phone / doing other things—this has happened in the last week:
Q81. When studying, where is your phone usually?
Q82. For the most recent task you “kept procrastinating and didn’t want to start,” how did you finally start?
Session 2 ends here. Free addition (optional): ______
For this part, your item-by-item answers can be seen only by you and the system. Parents can see only one overall statement about your state.
Q83. When something really bothers you, how many friends can you talk to about what’s in your heart?
Q84. When you’re with your best friend, you more often:
Q85. When friends disagree, you usually:
Q86. If a friend does something that makes you uncomfortable, you:
Q87. Several good friends are copying homework and tell you to “lend yours so we can check.” You don’t want to lend it, so you:
Q88. Friends are mobbing and mocking a classmate in the group chat. You:
Q89. A friend asks you to do something you know is wrong (for example, “help a little” during an exam). You:
Q90. When classmates post about grades / things they play with / their lives, you usually:
Q91. When test papers are returned, do you especially want to know how others scored?
Q92. When you feel uncomfortable because of comparison, you:
For the 36 activities below, choose according to your real feeling: Like / Neutral / Dislike. Don’t think about “whether this is useful” or “whether I’m good at it”—only ask, “Do I enjoy doing it?”
Q93. Taking apart and reassembling small objects (models, bicycles, small appliance parts) — Like / Neutral / Dislike Q94. Doing hands-on parts of experiments (connecting, building, operating instruments) — Like / Neutral / Dislike Q95. Outdoor sports (hiking, cycling, ball games) — Like / Neutral / Dislike Q96. Growing things, keeping small animals, caring for plants — Like / Neutral / Dislike Q97. Fixing a broken little thing — Like / Neutral / Dislike Q98. Hands-on activities like cooking and baking — Like / Neutral / Dislike
Q99. Pondering “why” questions (why it rains, why people forget things) — Like / Neutral / Dislike Q100. Solving puzzles, reasoning problems, Sudoku — Like / Neutral / Dislike Q101. Watching science videos, documentaries, and reading popular science books — Like / Neutral / Dislike Q102. Looking up information myself to understand a question outside of school — Like / Neutral / Dislike Q103. Analyzing data and finding patterns (game stats, match data) — Like / Neutral / Dislike Q104. Discussing or debating a topic that requires reasoning — Like / Neutral / Dislike
Q105. Drawing, journaling/planner, designing posters — Like / Neutral / Dislike Q106. Writing things (novels, poems, diaries, jokes, scripts) — Like / Neutral / Dislike Q107. Singing, playing an instrument, listening to music and studying it — Like / Neutral / Dislike Q108. Shooting videos, editing, taking photos and retouching them — Like / Neutral / Dislike Q109. Handicraft creation (origami, clay, weaving/knitting, painting models) — Like / Neutral / Dislike Q110. Participating in performance activities (drama, recitation, dance) — Like / Neutral / Dislike
Q111. Teaching someone how to solve problems or how to do/play something — Like / Neutral / Dislike Q112. Listening to friends’ troubles and comforting people — Like / Neutral / Dislike Q113. Organizing or participating in volunteering or helping activities — Like / Neutral / Dislike Q114. Caring for younger children and spending time with older people — Like / Neutral / Dislike Q115. Mediating conflicts between classmates — Like / Neutral / Dislike Q116. Taking responsibility in a group to help everyone cooperate well — Like / Neutral / Dislike
Q117. Organizing an event (planning the process, assigning tasks, driving completion) — Like / Neutral / Dislike Q118. Persuading others to accept your ideas — Like / Neutral / Dislike Q119. Running for or serving as a class leader/organizer — Like / Neutral / Dislike Q120. Presenting or giving a speech to the whole class — Like / Neutral / Dislike Q121. Selling things or bartering at charity sales / flea markets — Like / Neutral / Dislike Q122. Leading a team to complete a competition or project — Like / Neutral / Dislike
Q123. Tidying rooms, desks, and documents so things are well organized — Like / Neutral / Dislike Q124. Making spreadsheets, keeping accounts, and tracking statistics (recording expenses, organizing lists) — Like / Neutral / Dislike Q125. Completing a tedious task step by step according to a process — Like / Neutral / Dislike Q126. Proofreading and checking for detail errors (catching typos, checking answers) — Like / Neutral / Dislike Q127. Categorizing and numbering collections (cards, books, game library) — Like / Neutral / Dislike Q128. Making and following schedules and check-in plans — Like / Neutral / Dislike
This part can be seen only by you and the system (rules at the beginning of the questionnaire). The questions ask about what has actually happened in the last two weeks. No matter how you answer, no one will criticize you; answer truthfully so the system can give you the right support at the right time.
Q129. In the last two weeks, how many days have you felt stressed because of studying / grades / ranking?
Q130. In the last two weeks, how many days have you felt upset because of things among friends (conflicts / being talked about / being excluded / things in group chats)?
Q131. In the last two weeks, how many days have you felt stressed because of family matters?
Q132. In the last two weeks, how many days have you felt upset because of personal issues (appearance / body changes / confusion about the future)?
Q133. In the last two weeks, how many days did you wake up feeling “I don’t want to start this day”?
Q134. In the last two weeks, has there been any obvious change in sleep or appetite?
Q135. In the last two weeks, have you been less willing than before to interact with people (including online)?
Q136. In the last two weeks, have you had thoughts that “life feels meaningless” or thoughts of hurting yourself?
Choosing any answer for this item is not shameful, and it does not mean you “have a problem.” Many people have had similar thoughts. Speaking up is the first step in taking care of yourself. If you are willing, you can tell a trusted adult now. The system will also follow the rules at the beginning of the questionnaire to help you get support in the way that is least embarrassing for you.
Session 3 ends here. Free addition (optional): ______
Option scoring baseline: Four-option items A=4 / B=3 / C=2 / D=1; items marked 【reverse-keyed】 A=1 / B=2 / C=3 / D=4; frequency items (Q59–Q70, Q129–Q136) A=0 / B=1 / C=2 / D=3; RIASEC (Q93–Q128) Like=2 / Neutral=1 / Dislike=0. Multi-select attached items are counted only, not scored.
| Factor (scale name) | Items | Reverse-keyed items | High-score meaning |
|---|---|---|---|
| Openness (curiosity and imagination) | Q1–Q6 | Q3, Q4 [reverse-keyed] | Strong curiosity, imagination, and aesthetic feeling |
| Conscientiousness (planning and reliability) | Q7–Q12 | Q12 [reverse-keyed] | Organized, keeps commitments, can persist |
| Extraversion (sociability and energy) | Q13–Q18 | Q16 [reverse-keyed] | Socially proactive, recharges around people |
| Agreeableness (cooperation and trust) | Q19–Q24 | Q23 [reverse-keyed] | Forgiving, cooperative, willing to repair |
| Emotional intensity (neuroticism) | Q25–Q30 | Q25 [reverse-keyed] | Strong emotional reactions, susceptible to stress |
| Domain | Exploration items (A/B = active exploration) | Commitment status items | Situational validation items |
|---|---|---|---|
| Values | Q31 | Q32 | Q33 |
| Friendship | Q34 | Q35 | Q36 |
| Future direction | Q37 | Q38 | Q39 |
| Hobbies | Q40 | Q41 | Q42 |
Commitment-item option meanings: A = clear autonomous commitment; B = exploring but undecided; C = no exploration and no commitment; D = commitment is external (decided by others).
| Group | Expectancy items | Value items | Mastery goal items | Performance-avoidance items |
|---|---|---|---|---|
| Chinese | Q43 | Q44 | Q45 | Q46 |
| Math | Q47 | Q48 | Q49 | Q50 |
| English | Q51 | Q52 | Q53 | Q54 |
| Overall | Q55 (expectancy) | Q56 (value) | Q57 (goal orientation: A = mastery / B = performance-approach / C = performance-avoidance / D = unclear) | Q58 (motivation source: A = intrinsic / B = identified / C = introjected / D = external) |
| Subject | Enjoyment | Anxiety | Boredom | Helplessness |
|---|---|---|---|---|
| Chinese | Q59 | Q60 | Q61 | Q62 |
| Math | Q63 | Q64 | Q65 | Q66 |
| English | Q67 | Q68 | Q69 | Q70 |
| Loop | Items | Notes |
|---|---|---|
| Pre-exam planning | Q71–Q73 | All A=4…D=1 |
| Process monitoring | Q74–Q76 | Same as above |
| Post-exam regulation | Q77–Q79 | Same as above |
| Procrastination and phone management | Q80–Q82 | Separate group; not included in the three loops |
| Subdimension | Items |
|---|---|
| Friendship quality | Q83–Q86 (A=4…D=1) |
| Peer pressure response | Q87–Q89 (A=4…D=1) |
| Social comparison | Q90–Q92 (A=4…D=1) |
| Type | Items | Type | Items |
|---|---|---|---|
| R Realistic | Q93–Q98 | S Social | Q111–Q116 |
| I Investigative | Q99–Q104 | E Enterprising | Q117–Q122 |
| A Artistic | Q105–Q110 | C Conventional | Q123–Q128 |
| Item | Use |
|---|---|
| Q129–Q132 | Stressor map: academic/peer/family/self four sources, frequency 0–3 points; attached multi-select items counted |
| Q131 attached items ①②③ | Raw material for the psychological control (child-perception version) index: guilt-inducing talk / love withdrawal / thought negation each count 1 |
| Q133 | Risk signal 1: persistent low mood |
| Q134 | Risk signal 2: sleep/appetite change |
| Q135 | Risk signal 3: social withdrawal |
| Q136 | Risk signal 4: self-harm thoughts (highest sensitivity; any non-A response triggers the process, see Section 7 of the Scoring and Decision Rules) |
Data-handling red line: Item-by-item responses to Q129–Q136 never enter any parent-visible channel; a skipped Q136 is treated as “no information,” and must not be recorded as “no risk”; all results in this part must be expressed only as “signals/status,” and any wording that suggests a diagnosis is strictly prohibited.
理论基础：自主支持 vs 心理控制（Barber，C/D 带核心红线）＋ Steinberg 青春期自主性渐进移交 ＋ 期望—压力传导（SDT / Dweck 表扬审计）＋ Moos 家庭环境三维（关系 × 个人成长 × 系统维持，框架公开，自编条目）＋ 家长自我状态（SDT：枯竭的家长执行不了任何处方）。溯源见《01-知识库/理论底座映射表》。 输出：顾问化转型度指数（含五领域决策权剖面）＋ 期望校准象限 ＋ 放手节奏表 ＋ 家长自我状态评估 ＋ 家庭三维剖面。 填写人：最了解孩子情况的家长。多照护者家庭建议各填一份，报告呈现「一致性地图」而非选边站。 观察窗口：最近一个月 / 本学期实际发生的事。
概念一句话：孩子进入高中后，家长的角色需要从「管理者」逐步转为「顾问」——孩子做决策，家长提供信息、经验和安全网。转型不是一步到位，下面 12 题定位您家目前转到了哪里。
Q1–Q5：以下五件事，目前主要是谁定？（选项相同）
Q1. 选科与升学方向（选科组合、目标院校层次） Q2. 志愿填报策略（冲稳保怎么排、专业优先还是学校优先） Q3. 作息与时间安排（几点睡、学多久、何时放松） Q4. 交友与社交（和谁来往、参加什么聚会） Q5. 金钱与消费（零花钱怎么花、大额开销）
Q6. 最近一个月，和孩子谈学习或升学时，您说的话更接近：
Q7. 您给孩子提建议的典型时机：
Q8. 孩子没有采纳您的建议时，您通常：
Q9. 您是否会在孩子不知情的情况下替他做决定（代报名、代回绝邀请、代处理他的物品）：
Q10. 您提供给孩子的升学/专业信息主要来自：
Q11. 最近一次和孩子发生意见冲突后，事情的收尾是：
Q12. 冲突中您说过的话，最接近：
概念一句话：期望本身不是压力源——期望的表达方式和它与孩子现实的差距才是。这部分测的是期望从您这里传到孩子那里的整条链路。
Q13. 您对孩子升学目标的表达是：
Q14. 您提起这个期望的频率：
Q15. 您和孩子各自期望的学校/方向：
Q16. 以孩子目前的成绩水平看，您的期望：
Q17. 孩子考砸了回到家，您的第一句话通常是：
Q18.（多选） 考砸后的当晚到一周内，家里通常会发生什么： ① 开一次试卷分析会 ② 增加学习任务或没收手机 ③ 联系老师或机构加课 ④ 家里几天低气压、说话变少 ⑤ 和平时一样，孩子自己处理 ⑥ 其他______
Q19. 下次大考前，您会再提上次考砸的事吗：
Q20. 「别人家孩子」这类比较，在您家出现的频率：
Q21. 您认为孩子考砸最主要的原因通常是：
Q22. 如果孩子最终的去向明显低于您的期望，您的第一反应更接近：
概念一句话：放手不是「不管」，而是「移交决策权 + 保留安全网」。这部分清点您家本学期已经移交和计划移交的决策，以及移交的质量。
Q23.（多选） 本学期已经主要由孩子自己决定的事： ① 作息时间安排 ② 零花钱使用 ③ 手机和娱乐时间 ④ 交友选择 ⑤ 衣着发型 ⑥ 周末和假期安排 ⑦ 课外班或补习的去留 ⑧ 学习目标和计划 ⑨ 以上都还没有
Q24.（多选） 下学期您计划新移交给孩子的： ① 作息时间安排 ② 零花钱使用 ③ 手机和娱乐时间 ④ 交友选择 ⑤ 衣着发型 ⑥ 周末和假期安排 ⑦ 课外班或补习的去留 ⑧ 学习目标和计划 ⑨ 暂无计划
Q25. 移交一项决定前，您通常的做法是：
Q26. 移交之后，您的实际状态更接近：
Q27. 孩子自己的决定出了岔子（乱花钱、安排翻车）时，您通常：
Q28. 关于「安全网」（孩子犯错的兜底），您家更接近：
Q29. 以下几类事中，您最难放手的是：
Q30. 难放手的主要原因是：
概念一句话：家长的状态会通过自己的行为传导给孩子——先评估您自己不是客套，是机制：一个耗竭的家长执行不了任何教育方案（自我决定论的既有证据）。
Q31. 想到孩子的高考和未来，您最近总体的状态：
Q32. 这种焦虑您通常怎么处理：
Q33. 想象孩子上大学离家之后，您的感受更接近：
Q34. 遇到教育上的难题，您可以商量的人有：
Q35. 家里主要照护者之间，在孩子教育问题上的分歧：
Q36. 您每周留给自己的时间（与工作和孩子无关的休息或爱好）：
概念一句话：家庭环境按 Moos 三维骨架测评——关系维度（家人怎样相处）、个人成长维度（家庭支持什么样的成长）、系统维持维度（家怎么运转）。评的是功能，不是家庭形态：单亲、重组、隔代抚养均为正常形态。
Q37. 家里人直接表达关心或欣赏（说「辛苦了」「我为你高兴」，或用行动表达）的频率：
Q38. 家人之间意见冲突后的典型走向：
Q39. 孩子遇到烦心事，在家里可以说的对象有：
Q40. 涉及孩子的重大决定（选科、志愿），您家的决策流程是：
Q41. 家里讨论时事、职业、未来方向类话题的频率：
Q42. 孩子的个人空间（房间、手机、日记、社交账号）被尊重的程度：
Q43. 孩子的睡眠在家里的优先级：
Q44. 如果家里有多个照护者（含祖辈），教育规则的一致性：
Q45. 孩子是否表现出超出年龄的经济顾虑（为花钱有负罪感、主动压缩必需的开销、常说「家里没钱就别……」）：
Q46. 孩子情绪崩溃（大哭、发飙）时，家里通常的反应是：
| 题号 | 维度 | 计分 |
|---|---|---|
| Q1–Q5 | 决策权剖面（五领域各一格） | A=0，B=1，C=2，D=3（合计 0–15） |
| Q6–Q9 | 顾问行为（信息 vs 指令） | A=0，B=1，C=2 |
| Q10 | 信息质量 | A=1，B=1，C=2，D=0 |
| Q11–Q12 | 冲突修复 | A=0，B=1，C=2 |
| Q13–Q14 | 期望表达方式 | 不计分，入象限判定（见计分规则第八节） |
| Q15–Q16 | 期望差距 | 不计分，入象限判定 |
| Q17–Q19、Q21 | 考砸反应链 | 不计分，入红线判定 |
| Q20 | 比较频率 | A/B=标记项 |
| Q22 | 低期望落差预案 | 不计分，报告参考 |
| Q23 | 已移交计数 | 勾选数（⑨=0 项） |
| Q24 | 计划移交 | 报告参考，不计分 |
| Q25–Q28 | 移交质量 | 入「假放手」「安全网」判定 |
| Q29–Q30 | 放手难点归因 | 不计分，入联动判定 |
| Q31 | 家长焦虑 | C/D=标记项；D=高优先 |
| Q32 | 焦虑处理方式 | A=传导标记；D=耗竭风险 |
| Q33 | 分离焦虑 | C=标记项 |
| Q34 | 支持系统 | A=薄弱标记 |
| Q35 | 照护者一致性 | A=标记项 |
| Q36 | 家长自我时间 | A=耗竭风险 |
| Q37–Q39 | Moos 关系维度 | A=0，B=1，C=2（Q39 选 A 触发红线） |
| Q40–Q42 | Moos 个人成长维度 | A=0，B=1，C=2；Q40：A=0，B=1，C=2，D=3（Q42 选 A 触发红线） |
| Q43–Q46 | Moos 系统维持维度 | A=0，B=1，C=2（Q45 选 A、Q43 选 A 各触发标记） |
Theoretical basis: Autonomy support vs. psychological control (Barber, core red line in Band C/D) + Steinberg’s gradual transfer of adolescent autonomy + expectation–pressure transmission (SDT / Dweck praise audit) + Moos family environment three dimensions (relationships × personal growth × system maintenance; public framework, self-developed items) + parent self-state (SDT: a depleted parent cannot implement any prescription). For provenance, see
01-知识库/理论底座映射表. Outputs: Advisor-oriented transition degree index (including five-domain decision authority profile) + expectation calibration quadrant + letting-go rhythm table + parent self-state assessment + family three-dimension profile. Respondent: The parent who knows the child best. In multi-caregiver households, each caregiver is recommended to complete one copy; the report presents a “consistency map” rather than taking sides. Observation window: Last month / this semester: what actually happened.
One-sentence concept: After the child enters high school, the parent’s role needs to gradually shift from “manager” to “advisor”—the child makes decisions, and the parent provides information, experience, and a safety net. The transition is not accomplished in one step; the 12 items below locate where your family currently is in this transition.
Q1–Q5: For the following five matters, who currently mainly decides? (Same options for each)
Q1. Subject selection and further education direction (subject combination, target institution tier)
Q2. College application strategy (how to rank reach/match/safety choices; major-first or institution-first)
Q3. Sleep and time arrangements (when to sleep, how long to study, when to relax)
Q4. Friendships and social life (whom they spend time with, what gatherings they attend)
Q5. Money and spending (how allowance is used, major expenses)
Q6. In the past month, when talking with the child about study or further education, what you say is closer to:
Q7. The typical timing when you give the child advice:
Q8. When the child does not adopt your advice, you usually:
Q9. Do you ever make decisions for the child without their knowledge (registering on their behalf, declining invitations on their behalf, handling their belongings on their behalf)?
Q10. The further education/major information you provide to the child mainly comes from:
Q11. After the most recent opinion conflict with the child, the matter ended as:
Q12. The things you said during the conflict were closest to:
One-sentence concept: Expectations themselves are not the stressor—the way they are expressed and the gap between them and the child’s reality are. This part measures the entire chain by which expectations are transmitted from you to the child.
Q13. Your expression of the child’s further education goal is:
Q14. How often you bring up this expectation:
Q15. The school/direction you and your child each expect:
Q16. Judging from the child’s current grades, your expectation is:
Q17. When the child comes home after a bad exam result, your first words are usually:
Q18. (Select all that apply) From the evening after a bad exam result to the following week, what usually happens at home?
① Hold an exam-paper analysis session ② Add study tasks or confiscate the phone ③ Contact teachers or tutoring agencies to add classes ④ Several days of low mood at home, with less talking ⑤ Same as usual; the child handles it themselves ⑥ Other ______
Q19. Before the next major exam, will you bring up the previous bad result again?
Q20. How often do “other people’s children” comparisons appear in your home?
Q21. What do you think is usually the main reason the child did badly?
Q22. If the child’s final outcome is clearly below your expectations, your first reaction is closer to:
One-sentence concept: Letting go is not “not caring”; it is “transferring decision-making authority + keeping a safety net.” This part takes stock of the decisions your family has already transferred and plans to transfer this semester, as well as the quality of the transfer.
Q23. (Select all that apply) Things this semester that are already mainly decided by the child themselves:
① Sleep and daily schedule arrangements ② Allowance use ③ Phone and entertainment time ④ Friendship choices ⑤ Clothing and hairstyle ⑥ Weekend and holiday arrangements ⑦ Whether to keep extracurricular classes or tutoring ⑧ Study goals and plans ⑨ None of the above yet
Q24. (Select all that apply) Things you plan to newly transfer to the child next semester:
① Sleep and daily schedule arrangements ② Allowance use ③ Phone and entertainment time ④ Friendship choices ⑤ Clothing and hairstyle ⑥ Weekend and holiday arrangements ⑦ Whether to keep extracurricular classes or tutoring ⑧ Study goals and plans ⑨ No plans for now
Q25. Before transferring a decision, your usual approach is:
Q26. After transfer, your actual state is closer to:
Q27. When the child’s own decision goes wrong (overspending, plans falling apart), you usually:
Q28. Regarding the “safety net” (backstop for the child’s mistakes), your family is closer to:
Q29. Among the following types of matters, the one you find hardest to let go of is:
Q30. The main reason it is hard to let go is:
One-sentence concept: The parent’s state is transmitted to the child through their own behavior—assessing you first is not a polite formality; it is a mechanism: a depleted parent cannot implement any educational plan (existing evidence from self-determination theory).
Q31. When you think about the child’s college entrance examination and future, your overall recent state is:
Q32. How do you usually handle this anxiety?
Q33. When imagining the child leaving home for college, your feelings are closer to:
Q34. When you encounter difficult educational issues, the people you can talk them over with are:
Q35. Among the main caregivers in the home, disagreements about the child’s education:
Q36. Time you leave for yourself each week (rest or hobbies unrelated to work and the child):
One-sentence concept: The family environment is assessed along the three Moos dimensions—relationship dimension (how family members get along), personal growth dimension (what kind of growth the family supports), and system maintenance dimension (how the family operates). This assesses functioning, not family form: single-parent, blended, and grandparent-raised families are all normal forms.
Q37. How often family members directly express care or appreciation (saying “Thanks for your hard work,” “I’m happy for you,” or expressing it through actions):
Q38. The typical course after family members have a conflict of opinions:
Q39. When the child has something troubling, the people at home they can talk to are:
Q40. For major decisions involving the child (subject selection, college application), your family’s decision process is:
Q41. How often your family discusses topics such as current events, careers, and future directions:
Q42. The degree to which the child’s personal space (room, phone, diary, social media accounts) is respected:
Q43. The priority of the child’s sleep in your home:
Q44. If there are multiple caregivers in the home (including grandparents), the consistency of education rules:
Q45. Does the child show age-inappropriate financial worry (guilt over spending money, proactively cutting necessary expenses, often saying “if the family has no money, then don’t …”)?
Q46. When the child has an emotional meltdown (crying hard, losing their temper), the family’s usual reaction is:
| Item | Dimension | Scoring |
|---|---|---|
| Q1–Q5 | Decision authority profile (one cell for each of five domains) | A=0, B=1, C=2, D=3 (total 0–15) |
| Q6–Q9 | Advisor behavior (information vs. directives) | A=0, B=1, C=2 |
| Q10 | Information quality | A=1, B=1, C=2, D=0 |
| Q11–Q12 | Conflict repair | A=0, B=1, C=2 |
| Q13–Q14 | Expectation expression style | Not scored; used for quadrant determination (see Scoring Rules, Section 8) |
| Q15–Q16 | Expectation gap | Not scored; used for quadrant determination |
| Q17–Q19, Q21 | Post-bad-exam reaction chain | Not scored; used for red-line determination |
| Q20 | Comparison frequency | A/B = flag item |
| Q22 | Low-expectation gap contingency plan | Not scored; report reference |
| Q23 | Transferred count | Number checked (⑨ = 0 items) |
| Q24 | Planned transfer | Report reference; not scored |
| Q25–Q28 | Transfer quality | Used for “fake letting go” and “safety net” determination |
| Q29–Q30 | Letting-go difficulty attribution | Not scored; used for linked determination |
| Q31 | Parent anxiety | C/D = flag item; D = high priority |
| Q32 | Anxiety coping style | A = transmission flag; D = depletion risk |
| Q33 | Separation anxiety | C = flag item |
| Q34 | Support system | A = weak support flag |
| Q35 | Caregiver consistency | A = flag item |
| Q36 | Parent personal time | A = depletion risk |
| Q37–Q39 | Moos relationship dimension | A=0, B=1, C=2 (Q39 choosing A triggers a red line) |
| Q40–Q42 | Moos personal growth dimension | A=0, B=1, C=2; Q40: A=0, B=1, C=2, D=3 (Q42 choosing A triggers a red line) |
| Q43–Q46 | Moos system maintenance dimension | A=0, B=1, C=2 (Q45 choosing A and Q43 choosing A each trigger a flag) |
适用于《16–18岁青少年自评问卷》与《16–18岁家长与家庭问卷》。所有计分必须可被非技术人员手工复算——这是处方引擎规则化（而非黑箱化）的前提。 总红线：人格结果只称「当前状态/倾向」；不预测「能不能考上××」；不给「你就该选××专业」的决定式结论——只给候选方向 + 体验验证方案；风险信号只给「建议关注/建议咨询」两级表述，严禁疑似诊断字样。
反向计分：Q3、Q4、Q12、Q15、Q17、Q20、Q23、Q26、Q33、Q34、Q44 按「6 − 原始分」换算。
因子分 = 因子内各题（换算后）均分；子维度分 = 子维度内各题均分（题号见问卷末尾索引）。
三档切分（全因子通用）：因子/子维度均分先保留原始精度 → 按十进制定点「半入」（round-half-up）四舍五入到一位小数 → 再落入下述区间（完整覆盖量表范围 1.0–5.0，互不重叠）。
| 均分（半入后） | 档位 | 报告措辞 |
|---|---|---|
| [1.0, 2.5) | 偏低 | 「当前偏低」 |
| [2.5, 3.5) | 中间 | 「处于中间带」 |
| [3.5, 5.0] | 偏高 | 「当前偏高」 |
边界测试案例（任何实现必须全部通过）：2.44 → 2.4 → 偏低；2.45 → 2.5 → 中间；3.44 → 3.4 → 中间；3.45 → 3.5 → 偏高。实现口径与 A 带一致：Python decimal.Decimal（ROUND_HALF_UP）/ JS Math.round(x*10)/10 注意浮点（建议 (Math.round(x*1e10/10))/1e9 或 decimal 库）/ 表格 ROUND(x,1)，三者结果必须一致。
剖面输出规则：
大五结果描述的是孩子当前阶段的行为倾向，不是定型标签。16–18 岁人格仍在发展中，高中三年复测出现移动是正常现象。本结果的价值在于指导当下的学习方式、方向探索与沟通方式，而非预测未来。
参数转换表（判定结果 → 对系统其他模块的参数影响）：
| 判定结果 | 参数影响 |
|---|---|
| 情绪敏感度偏高 | 考试焦虑处方优先级上调；家长期望表达审计联动；报告与处方一律避免施压措辞；所有话术加「先降温后讲理」前缀 |
| 尽责性偏低 | SRL 处方优先于一切方法类建议；毅力子维度低 → 目标拆小 + 即时反馈密度加倍 |
| 开放性偏高 | 三角互证中 A/I 型证据加权（见第五节）；探索任务可用抽象材料 |
| 外向性偏高 + 宜人性偏高 | 三角互证中 S 型证据加权；小组式、教学式学习任务优先 |
| 外向性偏高 + 宜人性偏低 | 三角互证中 E 型证据加权；对抗性/领导力活动推荐 |
| 尽责性偏高 + 开放性偏低 | 三角互证中 C 型证据加权 |
| 情绪敏感度 | 不作方向证据，只作「高压环境风险」提示（如高敏感 + 高竞争候选方向 → 报告提示环境匹配问题） |
探索分 = (Q45+Q47+Q49+Q51+Q53+Q55)/6；承诺分 = (Q46+Q48+Q50+Q52+Q54+Q56)/6。切分点：≥3.5 为高，<3.5 为低。
| 状态 | 判定 | 一句话解读（报告用） | 处方方向 |
|---|---|---|---|
| 达成 | 高探索 高承诺 | 「了解过，也选了——当前最稳的状态」 | 维护：保持信息更新，防止选定后停止探索 |
| 延缓 | 高探索 低承诺 | 「正在积极比较，还没定——这是健康的过程，不是问题」 | 探索任务（联动 RIASEC 候选方向验证方案）；不设决定期限 |
| 早闭 | 低探索 高承诺 | 「定了，但定之前没怎么自己比较过」 | 交叉验证：家长问卷 Q1 选 A/B → 标「承诺可能主要来自外部安排」，建议补探索环节（从低门槛体验开始，不要求推翻现有方向） |
| 扩散 | 双低 | 「既没开始比较，也没有方向」 | 先查情绪与动机（联动 ER 与 SRL）；探索任务降到微体验级（2 小时/次），禁给「赶紧定方向」类催促 |
措辞铁律：报告中四种状态一律以「当前所处」表述，并附「同一性状态是流动的——延缓和扩散都是发展过程中的正常一站，不是落后」。
| 判定 | 规则 | 处方方向 |
|---|---|---|
| 应对结构健康 | 问题聚焦 + 情绪聚焦 ≥70% | 维护；报告点名孩子已有的有效做法（引用原题行为） |
| 回避主导 | 回避占比 ≥40% | 转换链处方：回避 → 情绪聚焦 → 问题聚焦 的阶梯（先教「说出来/写下来」，再教「拆问题」）；联动 SRL 环境管理 |
回避本身不定罪：报告中写「回避是大脑在高负荷下的自保动作——我们要做的是给它更短的路径回到面对」。
Q65–Q69：A=0，B=1，C=2；Q70：选⑤=0，勾 1–2 项=1，勾 ≥3 项=2。
| 总分 | 分级 | 处理 |
|---|---|---|
| 0–3 | 轻度（正常唤醒） | 报告向孩子说明：适度紧张能调动状态（耶克斯-多德森定律——唤醒水平与表现呈倒 U 关系，完全松弛和过度紧张都拉低表现），不给处方 |
| 4–7 | 中度（情境性焦虑） | 考前/考中/考后各 1 条行为处方（脚本级）：考前「睡眠锚点」、考中「跳题预案」、考后「72 小时规则」（考后 72 小时内不分析试卷） |
| 8–12 | 重度 | 转介：给「建议咨询」话术（见第七节模板 B，机构类型 = 学校心理老师/专业机构）；同时给家长「考后低压链」脚本；系统内方法类建议暂停，转介优先 |
附加规则：Q66 选 C（明显躯体反应影响读题）→ 无论总分，报告单独加「躯体化提示」条；重度 + 情绪风险任一触发 → 转介优先级最高，24 小时内送达家长。
六环节各 2 题求均分；总均分先按十进制定点「半入」（round-half-up）保留一位小数，再落入下述区间（五点频率量表，完整覆盖 1.0–5.0，互不重叠）：
| 总均分（半入后） | 级别 | 含义 |
|---|---|---|
| [4.0, 5.0] | 自主型 | 全流程自转，系统只供数据与复盘模板 |
| [3.0, 4.0) | 半自主型 | 有框架有短板，攻最弱环 |
| [1.0, 3.0) | 脚手架依赖型 | 先建外部结构，不空谈自觉 |
边界测试案例：3.94 → 3.9 → 半自主型；3.95 → 4.0 → 自主型；47/12 ≈ 3.917 → 3.9 → 半自主型。
最弱环 = 均分最低且 <3.5 的环节 → 主攻方向（一次只攻一环，8 周后复测）：
| 最弱环 | 微策略处方（脚本级） |
|---|---|
| 目标 | 「具体化改写」：把「好好学习」改写成可勾选的目标（「今晚 21:00 前数学错题重做 5 道」），每晚 1 个 |
| 计划 | 周日 10 分钟排程：把下周复习内容写进日历，只排到「哪天做什么」，不排时刻 |
| 监控 | 「合书自测」三步：看完一节 → 合上书画框架 → 对照补漏，补漏处才是复习起点 |
| 调节 | 「错题三问」：错因是什么 / 正确思路的关键一步 / 下次看到什么信号能认出这类题 |
| 环境管理 | 干扰源清单 + 手机物理隔离（另一个房间）；从每天 1 个 45 分钟无手机块起步 |
| 求助 | 「30 分钟规则」：卡 30 分钟必求助；先问「我卡在哪一步」而不是「这题怎么做」 |
与大五交叉：SRL 低 + 尽责性高 = 「态度有、方法缺」→ 方法处方优先；SRL 低 + 尽责性低 = 先动机与目标对话（SDT 联动），方法类建议降序，报告中注明「此刻推方法等于推空气」。
三条证据链：兴趣代码（想做什么）× 学科优势（擅长什么，来自 B1–B3）× 大五特质（适合什么方式）。单一证据不下结论。
学科优势 → 类型映射：
| 优势科目 | 支持类型 |
|---|---|
| 数学、化学、生物 | I |
| 物理、信息技术 | I，兼 R |
| 语文、外语 | A，兼 S |
| 艺术 | A |
| 历史 | I，兼 A |
| 政治 | S，兼 E |
| 地理 | I，兼 R |
| 体育 | R，兼 S |
大五 → 类型映射：按第一节参数转换表执行（开放 → A/I；外向+宜人 → S；外向+低宜人 → E；尽责+低开放 → C；情绪敏感度不作方向证据）。
一致性判定：
| 判定 | 规则 | 解读与处理 |
|---|---|---|
| 三证一致 | 前三码中 ≥2 码同时有学科和特质支持 | 「高置信」→ 候选方向以此为主轴 |
| 部分一致 | 仅两证一致 | 报告写明第三证的差异及两种可能解释：「兴趣尚未转化为能力投入」或「能力尚未被兴趣点燃」→ 候选方向双轨（一致轨 + 验证轨） |
| 三证冲突 | 三证各指一方 | 不生成窄方向。先用 Q153 判兴趣发展阶段：有实质行为（勾 ②③⑤ 任一）→ 至少 Hidi 阶段③，兴趣可信、能力待验证；只刷过视频（仅 ⑥）→ 阶段①情境兴趣，兴趣本身待验证 → 生成「宽口径探索包」（每月 2 个跨型微体验，8 周后复测 RIASEC） |
某生：RIASEC = IAS（I 82 / A 74 / S 70）；优势学科 物理、化学、生物；大五 开放偏高、外向中间、宜人偏高。
| 维度 | 题号 | 满分 |
|---|---|---|
| 方向清晰度 | Q151 + Q152（A=0…D=3） | 6 |
| 信息搜集行为 | Q153（①–⑤ 各 1 分、⑥ 0.5、⑦ 0）+ Q154（A=0，B=1，C=2） | 7 |
| 决策自我效能 | Q155 + Q156 + Q160（Q156 满 2，余满 3） | 8 |
| 决策自主与行动 | Q157 + Q158 + Q159（Q158 满 3，余满 2） | 7 |
三级判定（总分 0–28）：
| 总分 | 级别 | 处理 |
|---|---|---|
| ≥20 | 成熟型 | 进入候选方向验证流程（第五节）；系统按季度复盘 |
| 12–19 | 发展中型 | 候选方向双轨 + 每月 1 个体验任务；家长功课 = 顾问式回应脚本 |
| ≤11 | 待建设型 | 不推方向决策；先建「信息行动」习惯（每月 1 次 2 小时微体验 + 3 句话体验记录） |
双低路径（方向清晰度 ≤2 且 决策自我效能 ≤3）——最常见的「不知道选什么 + 不敢选」组合：
正面标记：信息搜集 ≥3 分且勾过 ②③⑤ 任一 → 报告给「信息行动者」标记并引用具体行为——这是报告中最该被强化的行为之一。
计分：从不=0 / 有几天=1 / 一半以上天数=2 / 几乎每天=3。
| 级别 | 触发条件 | 时限 |
|---|---|---|
| 二级「建议咨询」 | ① Q90 ≥1（任何非「从不」）；② Q83–Q89 中 ≥4 项得分 ≥2；③ Q83–Q89 总分 ≥12；④ Q58 选 D 且一级命中（自动升级） | 24 小时内送达家长 |
| 一级「建议关注」 | Q83–Q89 中 2–3 项得分 ≥2，或总分 6–11 | 随当次报告送达，14 天后自动复测 |
| 正常波动 | 其余 | 常规流程 |
连续触发：上次测评（4 周内）已触发且本次再触发 → 报告注明「连续触发」，处理级别升一级。
一级 · 家长版：
「最近的数据提示，孩子这段时间的状态值得关注——这不代表有什么问题。建议您这三周做三件事：① 每周创造一次不谈学习的相处时间（散步、做饭都行）；② 留意他的睡眠和食欲，只观察，不评价；③ 两周后系统会安排一次复测。如果期间他主动说起烦心事，先听完，不给建议，说一句『谢谢你告诉我』就够了。」
二级 · 家长版：
「这次的数据超出了发展性建议的范围。建议带孩子咨询学校心理老师或专业机构（未成年人心理咨询/门诊），这份数据可以带去作为参考。这和孩子发烧时去看医生是同一件事，不贴任何标签。去见专业人士之前，家里只需要做一件事：把学习的话题暂时降到最低。」
Q90 触发 · 孩子版（直接呈现给孩子）：
「谢谢你如实填写，这份信任很重要。有些状态靠自己扛会非常辛苦，而它们是完全可以被帮助到的。建议你告诉一个你信任的成年人，或直接联系学校心理老师/心理援助热线 12356（青少年服务热线 12355；完整清单见《04-反馈与复盘/帮助与资源.md》——号码上线前须核验时效）。如果你愿意，系统可以帮你把『我最近状态不太好，想找人聊聊』这句话发给家长——由你决定。」
| 联动判定 | 规则 |
|---|---|
| 决策包办—早闭循环 | 高控制带（≤11）+ 孩子 Marcia 早闭 → 红色联动标记：「方向已定但探索缺位，且决策主要在家长侧」→ 处方 = 移交阶梯（先移交信息搜集权，再移交方案排序权，决定权最后） |
| 心理控制红线 | Q12 选 A → 替换脚本：「我们这不都是为你好」→「这件事你怎么看？我想先听听」；承袭 C 带规则：心理控制以孩子版感受为准复核 |
| 信息质量 | Q10 选 A/B → 报告附「信息源升级清单」（官方渠道 3 个 + 核实方法 1 页）；选 D → 标记「顾问缺位」 |
四象限 = 差距（Q16）× 表达（Q13/Q14）：
| 象限 | 判定 | 处方 |
|---|---|---|
| 校准良好 | Q16 选 A/B 且 Q14 选 C/D | 维护 |
| 高压传导 | Q16 选 C/D 且 Q14 选 A/B | 期望重述练习：把「至少要上××」改写为方向性表达；联动孩子 Q57 是否勾「父母期望」 |
| 模糊传导 | Q16 选 D（从未对照现实） | 建议做一次基于数据的期望对照（用校内数据做背景变量，不写排名） |
| 疏离 | Q14 选 D 且 Q15 选 C | 建议一次「期望对表」谈话（给谈话议程模板，不是要求达成一致，是要求摆上桌面） |
考砸反应链红线：Q17 选 A 且 Q18 勾 ② 或 ④ → 「考后高压链」→ 替换脚本（L3 级）：
场景：孩子拿着考砸的成绩回家。第一句话：「先吃饭，吃完了你要是想聊我们就看看，不想聊就明天再说。」当晚：不谈分数、不翻旧账、不做任何「加码」决定。48 小时后再约复盘：「这次考试里，有没有哪部分是你其实掌握了的？」（先找存活点，再看丢分点。）
Q20 选 A/B → 比较频率标记，脚本：比较句式替换为「和上次比」句式。Q22 选 A → 报告提示「复读威胁是高压传导的极端形态」，单独点名。
| 校验项 | 规则 | 处理 |
|---|---|---|
| 直线作答 | 大五连续 ≥15 题同一选项；或 RIASEC 全卷同一选项占比 ≥80% | 该部分标「可能存在快速作答，仅作参考」 |
| 反向矛盾对 | (Q1,Q3)、(Q18,Q20)、(Q21,Q23)、(Q30,Q33)：两题同选极端同向（如 Q21 选 5 且 Q23 选 5）记 1 次矛盾 | ≥2 对矛盾 → 全卷置信度下调，报告注明 |
| 作答时长 | 全卷三次合计 <50 分钟（合理时长 60–90 分钟） | 快速作答标记，建议择日重做一次 |
| 跳题率 | 全卷跳题 >10% | 「数据不全，判定置信度低」标记 |
| 情绪风险部分 | Q83–Q90 不允许跳题 | 跳题需补填（安全原因，补填前不出报告） |
| 孩子/家长交叉矛盾 | 家长 Q1/Q40 说「孩子定」vs 孩子 Q158 说「家长定」（或反向） | 自主相关维度以孩子版为准并注明（承袭 C 带规则：孩子感受优先于家长陈述） |
| RIASEC 与大五矛盾 | 如 A 型第一但开放性 ≤2.0 | 不判错，标注「建议体验验证方案侧重检验该码」（见第五节示例） |
| 多照护者版本 | 两份家长问卷关键规则题（Q3、Q23）答案不同 | 生成「一致性地图」，报告中不选边，给 15 分钟家庭会议程模板 |
| 内容 | 孩子版档案 | 家长版报告 | 系统工作底稿 |
|---|---|---|---|
| 大五剖面（含子维度） | ✔ 完整 | ✔ 汇总 + 沟通建议 | ✔ 完整 |
| Marcia 状态 | ✔ 完整 | 孩子授权后可见 | ✔ |
| 压力源与应对构成 | ✔ | 孩子授权后可见汇总 | ✔ |
| 考试焦虑分级 | ✔ | ✔ 级别 + 家长行动脚本 | ✔ |
| SRL 剖面与最弱环 | ✔ | ✔ 汇总 + 处方 | ✔ |
| RIASEC 代码 + 候选方向 + 验证方案 | ✔ | ✔ | ✔ |
| 生涯成熟度等级 | ✔ | ✔ 汇总 | ✔ |
| 情绪风险 Q83–Q90 | ✔ 本人可见 | ✘ 原始作答；仅「建议关注/建议咨询」级别 + 行动建议 | ✔ 完整 + 触发记录 |
| 家长问卷原始作答 | ✘ | ✔ 本人可见 | ✔ |
| 红线与联动标记 | 按内容归属 | 按内容归属 | ✔ 完整 |
交付顺序铁律：红线项（心理控制、关系断裂、隐私侵犯、考后高压链、家长状态、情绪风险）永远排在报告最前，优先于一切发展性建议；候选方向与体验验证方案永远以「假设 + 验证任务」格式交付，不出现决定式结论。
Applicable to the 16–18 Adolescent Self-Report Questionnaire and the 16–18 Parent and Family Questionnaire. All scoring must be manually recalculable by non-technical personnel—this is the precondition for the prescription engine to be rule-based (not black-boxed). Overarching red line: Personality results may only be described as “current state/leaning”; do not predict “whether the child can get into xx”; do not give decision-style conclusions such as “you should choose xx major”—only provide candidate directions + experiential verification plans; risk signals only use the two levels “consider attention/consider consultation,” and wording resembling a suspected diagnosis is strictly prohibited.
Reverse-scored items: Q3, Q4, Q12, Q15, Q17, Q20, Q23, Q26, Q33, Q34, and Q44 are converted as “6 − raw score.”
Factor score = mean of the converted item scores within the factor; subdimension score = mean of the item scores within the subdimension (item numbers are listed in the index at the end of the questionnaire).
Three-band cut-offs (common to all factors): factor/subdimension means are first kept at raw precision → then rounded to one decimal using decimal fixed-point “round-half-up” → then placed into the following intervals (fully covering the scale range 1.0–5.0, mutually non-overlapping).
| Mean (after round-half-up) | Band | Report wording |
|---|---|---|
| [1.0, 2.5) | Low | “currently low” |
| [2.5, 3.5) | Middle | “in the middle band” |
| [3.5, 5.0] | High | “currently high” |
Boundary test cases (any implementation must pass all): 2.44 → 2.4 → low; 2.45 → 2.5 → middle; 3.44 → 3.4 → middle; 3.45 → 3.5 → high. Implementation convention is consistent with Band A: Python decimal.Decimal (ROUND_HALF_UP) / JS Math.round(x*10)/10 note floating point (recommend (Math.round(x*1e10/10))/1e9 or a decimal library) / spreadsheet ROUND(x,1), the three must produce identical results.
Profile output rules:
Big Five results describe the child’s current-stage behavioral leaning, not a fixed label. Personality at 16–18 is still developing, and movement on retest over the three years of high school is normal. The value of this result is to guide current learning approaches, direction exploration, and communication style, not to predict the future.
Parameter conversion table (determination result → parameter effects on other system modules):
| Determination result | Parameter effect |
|---|---|
| High Emotional Sensitivity | Exam-anxiety prescription priority is raised; linked to parent expectation-expression audit; reports and prescriptions must avoid pressure wording; all scripts are prefixed with “cool down first, then reason.” |
| Low Conscientiousness | SRL prescriptions take priority over all method-type suggestions; if the persistence subdimension is low → break goals smaller + double immediate feedback density |
| High Openness | In triangulation, weight A/I evidence (see Section V); exploration tasks may use abstract materials |
| High Extraversion + High Agreeableness | In triangulation, weight S-type evidence; group-style and teaching-style learning tasks are prioritized |
| High Extraversion + Low Agreeableness | In triangulation, weight E-type evidence; competitive/leadership activities recommended |
| High Conscientiousness + Low Openness | In triangulation, weight C-type evidence |
| Emotional Sensitivity | Not used as direction evidence; used only as a “high-pressure environment risk” prompt (e.g., high sensitivity + high-competition candidate direction → report flags environment-fit issue) |
Exploration score = (Q45+Q47+Q49+Q51+Q53+Q55)/6; Commitment score = (Q46+Q48+Q50+Q52+Q54+Q56)/6. Cut-off: ≥3.5 is high, <3.5 is low.
| Status | Determination | One-sentence interpretation (for reports) | Prescription direction |
|---|---|---|---|
| Achievement | High exploration, high commitment | “You have explored and chosen—the most stable current state.” | Maintain: keep information updated and prevent stopping exploration after choosing |
| Moratorium | High exploration, low commitment | “Actively comparing, not yet decided—this is a healthy process, not a problem.” | Exploration tasks (linked to RIASEC candidate direction verification plan); do not set a decision deadline |
| Foreclosure | Low exploration, high commitment | “Decided, but did not do much of your own comparing before deciding.” | Cross-validate: Parent Questionnaire Q1 selects A/B → mark “commitment may mainly come from external arrangement,” recommend adding exploration components (start with low-threshold experiences; do not require overturning the existing direction) |
| Diffusion | Both low | “Neither begun comparing, nor has a direction.” | First check emotion and motivation (linked with ER and SRL); reduce exploration tasks to micro-experience level (2 hours/session); prohibit urging such as “hurry up and decide” |
Wording iron rule: In reports, all four statuses must be expressed as “currently situated in,” and include “Identity status is fluid—moratorium and diffusion are normal stops in development, not falling behind.”
| Determination | Rule | Prescription direction |
|---|---|---|
| Healthy coping structure | Problem-focused + emotion-focused ≥70% | Maintain; the report names the child’s existing effective practices (citing original item behaviors) |
| Avoidance-dominant | Avoidance proportion ≥40% | Conversion-chain prescription: avoidance → emotion-focused → problem-focused ladder (first teach “say it/write it down,” then teach “break down the problem”); linked to SRL environment management |
Avoidance itself is not criminalized: the report states, “Avoidance is the brain’s self-protective action under high load—what we need to do is give it a shorter path back to facing.”
Q65–Q69: A=0, B=1, C=2; Q70: choose ⑤=0, check 1–2 items=1, check ≥3 items=2.
| Total score | Grade | Handling |
|---|---|---|
| 0–3 | Mild (normal arousal) | Report explains to the child: moderate tension can mobilize performance (Yerkes–Dodson law—arousal and performance have an inverted-U relationship; complete relaxation and excessive tension both reduce performance); no prescription |
| 4–7 | Moderate (situational anxiety) | One behavioral prescription each for before/during/after the exam (script-level): before exam “sleep anchor”; during exam “skip-plan”; after exam “72-hour rule” (do not analyze the exam paper within 72 hours after the exam) |
| 8–12 | Severe | Referral: give “consider consultation” wording (see Section VII Template B, institution type = school psychologist/professional agency); also give parents a “post-exam low-pressure chain” script; in-system method-type suggestions are suspended, and referral takes priority |
Additional rule: Q66 chooses C (clear physical reactions affecting reading the questions) → regardless of total score, the report separately adds a “somatization prompt” item; Severe + any emotional risk trigger → referral has highest priority and is delivered to parents within 24 hours.
Each of the six components uses 2 items, averaged; the total mean is first rounded to one decimal using decimal fixed-point “round-half-up,” then placed into the following intervals (five-point frequency scale, fully covering 1.0–5.0, mutually non-overlapping):
| Total mean (after round-half-up) | Level | Meaning |
|---|---|---|
| [4.0, 5.0] | Autonomous | Whole process is self-driven; the system only provides data and debrief templates |
| [3.0, 4.0) | Semi-autonomous | Has a framework but has gaps; attack the weakest component |
| [1.0, 3.0) | Scaffolding-dependent | Build external structure first; do not talk abstractly about self-discipline |
Boundary test cases: 3.94 → 3.9 → Semi-autonomous; 3.95 → 4.0 → Autonomous; 47/12 ≈3.917 → 3.9 → Semi-autonomous.
Weakest component = the component with the lowest mean and <3.5 → primary focus direction (only one component at a time; retest after 8 weeks):
| Weakest component | Micro-strategy prescription (script-level) |
|---|---|
| Goal | “Concretization rewrite”: rewrite “study hard” into a checkable goal (“tonight before 21:00, redo 5 previously missed math problems”), 1 each night |
| Plan | Sunday 10-minute scheduling: put next week’s review content into a calendar; only schedule “which day to do what,” not specific times |
| Monitoring | “Closed-book self-test” three steps: read a section → close the book and draw a framework → compare and fill gaps; the gaps are the starting point for review |
| Regulation | “Mistake three questions”: What was the error cause / What was the key step in the correct reasoning / What signal will I recognize next time to spot this type of problem |
| Environment management | Distraction-source list + physical separation of phone (another room); start with one 45-minute phone-free block per day |
| Help-seeking | “30-minute rule”: if stuck for 30 minutes, must seek help; first ask “which step am I stuck on” rather than “how do I solve this problem” |
Cross with Big Five: SRL low + Conscientiousness high = “attitude present, method missing” → method prescriptions prioritized; SRL low + Conscientiousness low = first conduct motivation and goal dialogue (SDT-linked), method-type suggestions are lowered in priority, and the report notes “at this moment, pushing methods is like pushing air.”
Three evidence chains: interest code (what they want to do) × subject strengths (what they are good at, from B1–B3) × Big Five traits (what approach suits them). A single evidence chain does not lead to a conclusion.
Subject strengths → type mapping:
| Strong subject | Supported type |
|---|---|
| Math, Chemistry, Biology | I |
| Physics, Information technology | I, plus R |
| Chinese, Foreign language | A, plus S |
| Art | A |
| History | I, plus A |
| Politics | S, plus E |
| Geography | I, plus R |
| Physical education | R, plus S |
Big Five → type mapping: Execute according to the Section I parameter conversion table (Openness → A/I; Extraversion + Agreeableness → S; Extraversion + Low Agreeableness → E; Conscientiousness + Low Openness → C; Emotional Sensitivity is not direction evidence).
Consistency determination:
| Determination | Rule | Interpretation and handling |
|---|---|---|
| Three-source consistent | Among the top three codes, ≥2 codes simultaneously have subject and trait support | “High confidence” → candidate directions are centered on this as the main axis |
| Partially consistent | Only two sources consistent | Report states the third-source discrepancy and two possible explanations: “interest has not yet transformed into ability investment” or “ability has not yet been ignited by interest” → candidate directions are dual-track (consistent track + verification track) |
| Three-source conflict | Three sources point in three different directions | Do not generate a narrow direction. First use Q153 to judge interest development stage: has substantive behavior (checked any of ②③⑤) → at least Hidi stage ③, interest is credible, ability needs verification; only watched videos (only ⑥) → stage ① situational interest, interest itself needs verification → generate a “wide-aperture exploration package” (2 cross-type micro-experiences per month; retest RIASEC after 8 weeks) |
A student: RIASEC = IAS (I 82 / A 74 / S 70); strong subjects Physics, Chemistry, Biology; Big Five High Openness, Middle Extraversion, High Agreeableness.
| Dimension | Items | Full score |
|---|---|---|
| Direction clarity | Q151 + Q152 (A=0…D=3) | 6 |
| Information-seeking behavior | Q153 (①–⑤ each 1 point, ⑥ 0.5, ⑦ 0) + Q154 (A=0, B=1, C=2) | 7 |
| Decision self-efficacy | Q155 + Q156 + Q160 (Q156 max 2, others max 3) | 8 |
| Decision autonomy and action | Q157 + Q158 + Q159 (Q158 max 3, others max 2) | 7 |
Three-level determination (total score 0–28):
| Total score | Level | Handling |
|---|---|---|
| ≥20 | Mature | Enter the candidate direction verification process (Section V); system reviews quarterly |
| 12–19 | Developing | Candidate directions dual-track + one experiential task per month; parent homework = consultant-style response scripts |
| ≤11 | Under-construction | Do not push direction decisions; first build an “information-action” habit (one 2-hour micro-experience per month + a 3-sentence experience record) |
Dual-low path (Direction clarity ≤2 and Decision self-efficacy ≤3)—the most common “don’t know what to choose + dare not choose” combination:
Positive marker: Information-seeking ≥3 points and checked any of ②③⑤ → the report gives an “information actor” marker and cites the specific behavior—this is one of the behaviors most deserving of reinforcement in the report.
Scoring: Never=0 / Some days=1 / More than half the days=2 / Nearly every day=3.
| Level | Trigger condition | Time limit |
|---|---|---|
| Level 2 “Consider consultation” | ① Q90 ≥1 (any response other than “Never”); ② ≥4 items among Q83–Q89 scored ≥2; ③ Q83–Q89 total score ≥12; ④ Q58 chooses D and Level 1 is triggered (automatic upgrade) | Delivered to parents within 24 hours |
| Level 1 “Consider attention” | 2–3 items among Q83–Q89 scored ≥2, or total score 6–11 | Delivered with the current report; automatic retest after 14 days |
| Normal fluctuation | All others | Routine process |
Continuous trigger: If the previous assessment (within 4 weeks) already triggered and this assessment triggers again → the report notes “continuous trigger,” and the processing level is raised by one level.
Level 1 · Parent version:
“The recent data suggests that the child’s state during this period warrants attention—this does not mean there is a problem. We recommend you do three things over the next three weeks: ① create one non-academic together-time each week (walking or cooking are fine); ② observe their sleep and appetite—only observe, do not judge; ③ the system will arrange a retest in two weeks. If during this period they volunteer something troubling, listen first, give no advice, and say ‘Thank you for telling me’—that is enough.”
Level 2 · Parent version:
“This data is beyond the scope of developmental advice. We recommend taking your child to consult the school psychologist or a professional agency (adolescent psychological counseling/clinic), and this data can be brought along as reference. This is the same thing as seeing a doctor when the child has a fever—it does not attach any label. Before seeing a professional, the family only needs to do one thing: temporarily reduce academic topics to a minimum.”
Q90 trigger · Child version (presented directly to the child):
“Thank you for answering honestly; this trust is very important. Some states are very hard to carry alone, and they can absolutely be helped. We recommend telling a trusted adult, or directly contacting the school psychologist/psychological assistance hotline 12356 (youth service hotline 12355; complete list in
04-反馈与复盘/帮助与资源.md—numbers must be verified for validity before launch). If you are willing, the system can help you send this sentence to your parent: ‘I have not been feeling well lately and want to talk to someone.’—you decide.”
| Linked determination | Rule |
|---|---|
| Decision monopoly–foreclosure cycle | High-control zone (≤11) + child Marcia foreclosure → red linked marker: “Direction is decided but exploration is absent, and decisions are mainly on the parent side” → prescription = handover ladder (first transfer information-gathering authority, then option-ranking authority; decision authority last) |
| Psychological control red line | Q12 chooses A → replacement script: “We are doing all this for your own good” → “What do you think about this? I want to hear your thoughts first.” Inherit C-band rule: psychological control is cross-checked with the child-version perception as the standard |
| Information quality | Q10 chooses A/B → report includes an “information-source upgrade list” (3 official channels + 1-page verification method); chooses D → mark “consultative absence” |
Four quadrants = gap (Q16) × expression (Q13/Q14):
| Quadrant | Determination | Prescription |
|---|---|---|
| Well calibrated | Q16 chooses A/B and Q14 chooses C/D | Maintain |
| High-pressure transmission | Q16 chooses C/D and Q14 chooses A/B | Expectation restatement exercise: rewrite “at least get into xx” into direction-oriented expression; linked to child Q57 whether “parental expectations” is checked |
| Ambiguous transmission | Q16 chooses D (never compared with reality) | Recommend one data-based expectation comparison exercise (use school data as background variables; do not write rankings) |
| Disengagement | Q14 chooses D and Q15 chooses C | Recommend one “expectation alignment” conversation (provide a conversation agenda template; the goal is not to reach agreement, but to put matters on the table) |
Post-exam reaction chain red line: Q17 chooses A and Q18 checks ② or ④ → “post-exam high-pressure chain” → replacement script (Level L3):
Scenario: the child comes home with a poor exam result. First sentence: “Let’s eat first. After the meal, if you want to talk, we’ll look at it; if not, we’ll talk tomorrow.” That night: do not discuss scores, do not bring up old accounts, and make no “escalation” decisions. After 48 hours, schedule a review: “In this exam, was there any part you actually mastered?” (Find survival points first, then look at lost points.)
Q20 chooses A/B → comparison frequency marker, script: replace comparative sentences with “compared to last time” phrasing. Q22 chooses A → report prompts “threat of repeating a year is an extreme form of high-pressure transmission,” separately named.
| Check item | Rule | Handling |
|---|---|---|
| Straight-line responding | Big Five ≥15 consecutive items with the same option; or RIASEC whole-survey same-option proportion ≥80% | Mark that section “possible rapid responding, for reference only” |
| Reverse contradiction pairs | (Q1,Q3), (Q18,Q20), (Q21,Q23), (Q30,Q33): if both items in a pair choose the same extreme direction (e.g., Q21 chooses 5 and Q23 chooses 5), count 1 contradiction | ≥2 contradictory pairs → whole-survey confidence downgraded; report notes this |
| Response duration | Total across three sessions <50 minutes (reasonable duration 60–90 minutes) | Rapid-responding marker; recommend redoing once on another day |
| Item-skip rate | Whole-survey item skip >10% | “Incomplete data, low determination confidence” marker |
| Emotional risk section | Q83–Q90 must not allow skipping | Skips must be filled in (safety reason; report is not produced before filling) |
| Child/parent cross-contradiction | Parent Q1/Q40 says “child decides” vs child Q158 says “parent decides” (or the reverse) | Autonomy-related dimensions use the child version as the standard and note this (inherited C-band rule: child’s perception takes precedence over parent statement) |
| RIASEC and Big Five contradiction | e.g., A type is first but Openness ≤2.0 | Not treated as invalid; mark “recommend experiential verification plan focused on testing this code” (see Section V example) |
| Multiple caregiver version | Two Parent Questionnaires differ on key rule items (Q3, Q23) | Generate a “consistency map”; the report does not take sides; provide a 15-minute family meeting agenda template |
| Content | Child version archive | Parent version report | System working document |
|---|---|---|---|
| Big Five profile (including subdimensions) | ✔ complete | ✔ summary + communication suggestions | ✔ complete |
| Marcia status | ✔ complete | Visible after child authorization | ✔ |
| Stress sources and coping composition | ✔ | Summary visible after child authorization | ✔ |
| Test anxiety grade | ✔ | ✔ level + parent action scripts | ✔ |
| SRL profile and weakest component | ✔ | ✔ summary + prescription | ✔ |
| RIASEC code + candidate directions + verification plan | ✔ | ✔ | ✔ |
| Career maturity level | ✔ | ✔ summary | ✔ |
| Emotional risk Q83–Q90 | ✔ visible to the child | ✘ raw responses; only “consider attention/consider consultation” level + action recommendations | ✔ complete + trigger records |
| Parent Questionnaire raw responses | ✘ | ✔ visible to the parent | ✔ |
| Red-line and linked markers | By content attribution | By content attribution | ✔ complete |
Delivery order iron rule: Red-line items (psychological control, relationship rupture, privacy violation, post-exam high-pressure chain, parent state, emotional risk) always rank at the front of the report, before all developmental advice; candidate directions and experiential verification plans are always delivered in “hypothesis + verification task” format, with no decisive conclusions.
理论基础：大五人格（Big Five，自编条目，参照 BFI-2 青少年研究框架）＋ Marcia 同一性状态（探索 × 承诺）＋ Lazarus & Folkman 应对方式 ＋ Pekrun 学业情绪（考试焦虑专项）＋ Zimmerman 自我调节学习（SRL）＋ Holland RIASEC（公开框架，自编条目）＋ Crites/Savickas 生涯成熟。溯源见《01-知识库/理论底座映射表》。 输出：五因子剖面（含子维度）＋ 同一性状态 ＋ 压力源图谱与应对构成 ＋ 考试焦虑分级 ＋ SRL 六环节剖面 ＋ RIASEC 前三码 ＋ 生涯成熟度等级 ＋ 风险信号（仅系统可见）。 填写人：学生本人。分 3 次完成，每次 25–35 分钟，建议间隔不超过 3 天。 观察窗口：除特别注明外，一律按「最近一个月，你实际做了什么」作答。
| 内容 | 你本人 | 家长 | 系统（计分与报告引擎） |
|---|---|---|---|
| 大五剖面、RIASEC 代码、SRL 剖面、生涯成熟度等级 | ✔ 完整 | ✔ 汇总级别 | ✔ 完整 |
| 同一性状态、压力源清单与应对构成 | ✔ 完整 | 仅在你授权后可见汇总 | ✔ 完整 |
| 情绪风险专项（第二次末尾，Q83–Q90） | ✔ | ✘ 永不见原始作答；触发规则时仅收到「建议关注 / 建议咨询」两级结论与陪伴建议 | ✔ 完整 |
13 岁以上，你有权决定自己的数据给家长看多少——这是本系统的设计原则，也是法律赋予你的权利。唯一的例外：当最后一组题目触发安全规则时，系统会把「建议关注 / 建议咨询」的结论和行动建议给到家长，但永远不会给出你的原始答案。
全卷用到四种选项格式，每部分开头会再说明：
概念一句话：大五人格是心理学界证据最充分的人格框架——它用五个各自独立的维度描述一个人当前的行为倾向；每个维度人人都有程度之分，没有「哪种更好」。
Q1. 小组讨论冷场时，你通常是第一个开口打破沉默的人。 Q2. 到一个几乎都是陌生人的场合（新班级、夏令营），第一天下来你一般会主动认识至少两个人。 Q3. 课间或午休，你更多是一个人待着「回血」，而不是凑在一堆人里聊天。 Q4. 需要当众表达的场合（演讲、上台发言），你通常会想办法推掉，或尽量靠后站。 Q5. 周末没有安排时，你更想「出去干点什么」，而不是在家安静待着。 Q6. 开心或兴奋的时候，你会明显表现出来——话变多、动作变大、藏不住。 Q7. 一整天没怎么说话后，你会觉得憋得慌，想找人聊聊。 Q8. 在体育比赛、演出、游戏对战这类热闹现场，你的情绪很容易被气氛带起来。
Q9. 同学向你借笔记或资料，即使会占用你自己的复习时间，你一般也会借。 Q10. 你倾向于先相信别人是善意的，直到事实证明相反。 Q11. 看到别人被冷落或被嘲笑，即使不关你的事，你心里也会不舒服。 Q12. 和朋友竞争同一个机会（名额、职位）时，如果你输了，你会难受很久，甚至不想理对方。 Q13. 别人向你倾诉烦恼时，你会耐心听完，即使你给不了什么建议。 Q14. 和同学意见不同时，你会先弄清楚对方为什么这么想，再说自己的看法。 Q15. 如果别人的方案有明显问题，你会当面直接指出，不太顾及对方当下的感受。 Q16. 集体活动分工时，你愿意接别人挑剩下的任务。 Q17. 被人误会时，你的第一反应是反击或冷处理，而不是先解释清楚。
Q18. 你的书桌、书包或电脑文件夹有固定的整理逻辑，找东西基本不用翻。 Q19. 考前复习，你通常会先列一个清单或计划，哪怕最后没完全执行。 Q20. 你经常到要用的时候才发现东西（作业、材料、证件）没准备好。 Q21. 定好的学习时间，即使没人监督，你基本能按点坐下开始。 Q22. 「先写完作业再玩手机」这类自己定下的规矩，你大多数时候守得住。 Q23. 明知第二天要早起，你还是会因为刷手机或看剧拖到很晚。 Q24. 一道难题卡住时，你会自己换几种方法再试，而不是很快翻答案。 Q25. 需要持续数周的任务（一轮复习计划、一项训练），你能不靠别人催就坚持到结束。 Q26. 一件事一旦变得枯燥（比如基本功练习），你通常撑不过两周。
Q27. 重要考试前几天，你会反复想「万一考砸了怎么办」，停不下来。 Q28. 别人一句无心的话，你会在心里琢磨很久。 Q29. 一件事还没开始做，你会先想到各种可能出错的环节。 Q30. 你的情绪一天之内常有明显起伏——早上还好好的，下午就烦躁。 Q31. 心情差的时候你很难掩饰，周围人一眼能看出来。 Q32. 遇到突发变化（计划临时改了、老师突然抽查），你需要比较长的时间才能平静下来。 Q33. 考砸或受挫后，你通常一两天内就能恢复节奏，该干嘛干嘛。 Q34. 压力大的时候，你有自己的办法让自己平静下来（运动、倾诉、写下来等）。
Q35. 读到有想象力的作品（小说、电影、游戏设定），你会在脑子里继续「续编」它的世界。 Q36. 你会因为一幅画、一段音乐、一处建筑停下来，多看或多听一会儿。 Q37. 写作文或做作品时，你更喜欢想一个别人没想到的角度，而不是用稳妥的套路。 Q38. 课本之外，你会主动去查一个课堂上没讲透的问题。 Q39. 你对抽象的问题感兴趣（比如「公平到底是什么」「AI 会不会取代人」），愿意花时间想或讨论。 Q40. 你会主动了解一个跟你的生活没什么关系的领域（天文、历史、经济……），纯粹因为好奇。 Q41. 相比反复听熟悉的歌、吃熟悉的东西，你更愿意试新的。 Q42. 常去的店出了新品，你通常会先点来试试。 Q43. 换一条没走过的路线回家、换一种没试过的学习方法，对你来说是有趣而不是麻烦。 Q44. 你更相信「一直有效的做法」，不太想尝试没验证过的新方法。
概念一句话：同一性回答的是「我是谁、我往哪去」。研究者用两个行为指标给它定位——探索（你是否实际去了解、比较过不同的可能）和承诺（你是否已经形成了自己的选择）。两个指标的高低组合出四种状态，每种都是发展过程中的正常一站，不是终点。
Q45. 为了想清楚将来学什么、做什么，最近半年你实际做过一些了解的事（查专业课程、问过来人、读相关书或系统课程、参加相关体验）。 Q46. 提到未来的方向，你心里基本是定的，不会反复摇摆。 Q47. 你目前还在几个不同的方向之间比较，不急着定下来。 Q48. 你已经有了比较明确的方向，并且愿意为它投入（比如为它补强对应的学科）。 Q49. 你会想「我真正在乎的是什么、想成为什么样的人」，并为此看书、和人讨论、观察不同的活法。 Q50. 关于什么重要、什么值得做，你已经有了自己的判断标准。 Q51. 对一些重要问题（什么算成功、什么算好的生活），你还在形成自己的看法，而不是直接接受现成答案。 Q52. 你的选择基本符合你认定的标准，不太会因为别人的眼光改变。 Q53. 你在尝试不同的交往圈子和生活方式，看哪种更适合自己。 Q54. 你清楚自己喜欢什么样的朋友和圈子，并且已经有了稳定的选择。 Q55. 关于「以后想在哪里生活、过什么节奏的日子」，你有过多种设想，目前还在比较。 Q56. 对于想过什么样的生活，你心里有一幅比较清楚的图景。
概念一句话：应对方式指人面对压力时的习惯性做法，分三类——问题聚焦（直接处理事情）、情绪聚焦（先照顾情绪再面对）、回避（绕开它）。三类人人都会用，重要的是构成比例。
Q57.（多选，最多 2 项） 最近一个月，给你带来最大压力的前两位来源： ① 成绩与排名 ② 升学方向不确定 ③ 父母期望 ④ 同伴关系 ⑤ 自己的要求 ⑥ 时间不够用 ⑦ 身体状态或睡眠 ⑧ 家庭事务或经济 ⑨ 其他______
Q58. 最近一个月，你总体的压力感受是：
Q59–Q64 用五点频率（1 从不 … 5 总是）：压力大的时候，你通常会——
Q59. 把事情拆开，先处理能做的那一部分。 Q60. 找信任的人说一说，或者用运动、写下来的方式让情绪先缓一缓。 Q61. 先躲一躲——刷手机、睡觉、打游戏，尽量不去想它。 Q62. 去查信息、问懂的人，找解决办法。 Q63. 调整对这件事的看法（比如告诉自己「这一次没做好不等于我不行」），让自己能继续面对。 Q64. 拖着不处理，等它自己过去，或等别人来解决。
考试情境专项（Q65–Q70）：以下只描述实际发生的事，选最接近你常态的一项。
Q65. 大考前一周，你的睡眠通常是：
Q66. 发卷前后，你的身体反应通常是：
Q67. 考试中遇到不会的题卡住时，你通常会：
Q68. 考完到出分前这段时间，你通常：
Q69. 如果考砸了，你恢复正常学习节奏通常需要：
Q70.（多选） 因为担心考试结果，你做过以下哪些事： ① 请假或缺考 ② 不敢对答案、不敢查分 ③ 回避和家长老师谈成绩 ④ 干脆不复习（「反正也考不好」） ⑤ 都没有
概念一句话：自我调节学习（SRL）指一个人管理自己学习全流程的能力——定目标、做计划、监控效果、调整方法、管理环境、适时求助。它和聪明无关，是一套可以练出来的流程。
Q71. 每个学期或每个月，我会给自己定具体的学习目标（比如「数学错题重做完一遍」，而不是笼统的「好好学习」）。 Q72. 大考前，我会把复习内容排进时间表：哪天复习什么，大致有数。 Q73. 复习时我会自测——合上书画出知识框架、做真题检验，而不是只反复看书画线。 Q74. 发现某种方法效果不好（比如光抄笔记记不住），我会换一种方法再试。 Q75. 学习时我会主动处理干扰源（手机放另一个房间、开专注模式、去图书馆）。 Q76. 一道题自己卡了很久还解决不了，我会去请教（老师、同学、查资料），而不是一直耗着或直接放弃。 Q77. 我的学习目标主要是自己定的，不是家长或老师要求的。 Q78. 我会把大任务拆成小步骤（比如「背完一本书」拆成每天几章）。 Q79. 考完试，我清楚自己的丢分主要在哪些知识点或题型上。 Q80. 错题我会隔几天重做一遍，确认真的会了，而不是改完答案就翻篇。 Q81. 我有基本固定的学习时段和位置，不靠「等想学的时候再学」。 Q82. 我会判断什么事该自己扛、什么事该开口求助，而不是要么全靠自己、要么事事问人。
这一部分问的是最近两周的实际状态，选项为：0 从不 / 1 有几天 / 2 一半以上天数 / 3 几乎每天。 你的作答只有你自己和系统可见（见卷首可见性声明）。请如实填写——如实，是让这份问卷对你有用的唯一方式。
最近两周，以下情况出现的频率：
Q83. 情绪低落、提不起劲，对平时喜欢的事也提不起兴趣 Q84. 睡眠明显改变：很难入睡、睡不踏实，或睡得比平时多很多仍觉得累 Q85. 食欲明显改变：吃不下，或吃得比平时多很多 Q86. 总觉得累、没有精力，即使没做什么也疲惫 Q87. 不想见任何人，回避社交，包括平时关系好的朋友 Q88. 觉得自己没用、是别人的拖累，或反复出现「我不行」的念头 Q89. 注意力很难集中，上课或自习的效率明显掉线 Q90. 出现过「活着没意思」的念头，或想过伤害自己
概念一句话：霍兰德职业兴趣类型把人和环境的匹配分成六个方向——现实 R（动手/机械/户外）、研究 I（分析/探究）、艺术 A（创作/表达）、社会 S（助人/教导）、企业 E（影响/带领/说服）、常规 C（条理/数据/流程）。测的不是「你能做什么」，而是「你天然愿意靠近什么」。 作答方式：以下 60 项活动，凭第一感觉选「喜欢 / 一般或不确定 / 不喜欢」。不要考虑你擅不擅长、有没有前途、家长怎么看——只问你想不想做。
Q91. 修理或组装东西（家具、自行车、电脑主机、模型） Q92. 遇到一个不懂的现象，查资料直到弄懂背后的原理 Q93. 写东西（小说、随笔、歌词、文案） Q94. 给同学讲题，讲到他真的懂为止 Q95. 牵头组织一个小组项目，分任务、盯进度 Q96. 把杂乱的资料、文件或书桌整理出清晰的分类 Q97. 做实验课里需要动手操作的部分（电路、化学实验、生物观察） Q98. 看科普内容或纪录片（宇宙、生命、历史、技术），看完想跟人讨论 Q99. 画画、做手账、设计海报或 PPT 的视觉效果 Q100. 朋友情绪低落时陪着他，听他倾诉 Q101. 在讨论中说服别人接受你的方案 Q102. 做表格、记账或列清单，并坚持更新 Q103. 参加户外体能活动（登山、骑行、球类、跑步） Q104. 做数学题、物理题中「证明它为什么成立」的部分 Q105. 唱歌、玩乐器、编曲——自己弄出一段音乐 Q106. 参加志愿或公益活动（支教、社区服务、义卖） Q107. 参加竞选（班委、社团职位），为自己争取选票 Q108. 核对细节（检查错别字、核对数据、校对文稿） Q109. 学一门需要动手的技能（做饭、烘焙、木工、摄影实操） Q110. 看新闻时追根究底：这件事为什么会变成这样 Q111. 拍照片、剪视频，讲究构图和节奏 Q112. 在小组里注意到被冷落的人，主动把他拉进来 Q113. 组织一次活动，负责搞定资源（场地、赞助、人手） Q114. 按明确的流程或说明书，一步步完成一件事 Q115. 摆弄机器或工具，搞清楚它们是怎么工作的 Q116. 用数据回答一个问题（统计、记录并找规律） Q117. 给房间、穿搭或礼物做搭配设计 Q118. 教弟弟妹妹或长辈学会一样新东西（手机功能、游戏规则） Q119. 尝试过一次小买卖（卖闲置、摆摊、代购） Q120. 管理班级或社团的事务性工作（考勤、报销、档案） Q121. 养花、养动物，或打理一小块种植区 Q122. 玩推理、解谜类游戏（密室、数独、逻辑题） Q123. 看展、看演出、读诗，并且有自己的偏好和评价 Q124. 当班干部或寝室长，处理大家的事务和矛盾 Q125. 辩论赛、演讲比赛这类对抗性表达活动 Q126. 制定日程表并严格执行 Q127. 拆装旧物件（旧手机、闹钟），看看里面的结构 Q128. 读一篇观点文章时，检查它的论据站不站得住 Q129. 改编或二次创作（给喜欢的作品写番外、做混剪） Q130. 策划一次聚会或出游，把大家安排妥帖 Q131. 带头提出一个改变（调整班规、改活动流程），并推动它落地 Q132. 把一堆数据整理成一目了然的图表 Q133. 玩需要动手搭建的项目（乐高机械组、航模、电路板） Q134. 独立完成一个小研究（问卷调查、对比实验、文献整理） Q135. 用与众不同的方式完成作业（把报告做成漫画、视频或装置） Q136. 做别人的「树洞」——大家觉得找你说话很安心 Q137. 关注商业、创业类内容（人物访谈、商业模式分析） Q138. 玩经营模拟类游戏（模拟城市、经营店铺） Q139. 为一个可量化的体能目标做计划并执行（如一个月内配速提升） Q140. 琢磨「如果……会怎样」的假设问题 Q141. 注意到别人不太注意的美感细节（光线、配色、字体） Q142. 关心社会新闻里「人的处境」，而不只是事件本身 Q143. 谈判、砍价、争取条件（和店家、老师、家长） Q144. 归档收藏（票据、卡片、照片分类备份） Q145. 在实验室、车间、厨房这类「有设备有场地」的地方干活 Q146. 学编程或任何能「自己做出一个能跑的东西」的技能 Q147. 参加戏剧、朗诵、舞蹈类活动 Q148. 策划一次能帮助到具体某个人的行动（生日惊喜、募捐） Q149. 在团队里当「拍板的人」，出了问题你来扛 Q150. 做重复性但要求精确的任务（录入、清点、格式统一）
概念一句话：生涯成熟不是「有没有定下来」，而是三件事——你对方向有多清楚、你为验证方向实际做过什么、你对自己做决定有多少把握。
背景信息（不计分，用于方向联动分析）：
Q151. 关于将来大致的方向（学什么、做什么），你目前的状态是：
Q152. 如果让你现在就写下「认真考虑过的方向」，你能写出：
Q153.（多选） 为了解你感兴趣的专业或职业，你实际做过哪些事： ① 查过官方的专业培养方案或课程设置 ② 问过正在读这个专业、或正在做这份工作的人 ③ 实地或线上体验过（校园开放日、职业体验、旁听课程） ④ 看过这个领域的入门书或系统课程（不是短视频片段） ⑤ 做过相关的小项目、作品或实践 ⑥ 只在短视频或文章里刷到过 ⑦ 还没有开始做
Q154. 你对自己最感兴趣方向的了解，最接近：
Q155. 如果必须在一个月内定下方向，你有多大把握做出一个自己不后悔的选择：
Q156. 面对重大选择（比如选科），你通常：
Q157. 为自己的决定做调研时（找信息、做比较、下结论），你：
Q158. 在你的方向选择里，你自己的意见占比大概是：
Q159. 为了验证某个方向适不适合自己，你的下一步行动：
Q160. 无论最后选什么，你对「自己能把它走好」的信心：
| 因子（报告用名） | 题号 | 子维度 | 反向题 |
|---|---|---|---|
| 外向性 | Q1–Q8 | 社交主动 Q1–Q4；活力与兴奋 Q5–Q8 | Q3、Q4 |
| 宜人性 | Q9–Q17 | 信任与利他 Q9、Q10、Q11、Q13、Q16；体谅与合作 Q12、Q14、Q15、Q17 | Q12、Q15、Q17 |
| 尽责性 | Q18–Q26 | 条理 Q18–Q20；自律 Q21–Q23；毅力 Q24–Q26 | Q20、Q23、Q26 |
| 情绪敏感度（即神经质，报告中禁用原名） | Q27–Q34 | 焦虑易感 Q27–Q29；情绪波动 Q30–Q31；压力反应与恢复 Q32–Q34 | Q33、Q34 |
| 开放性 | Q35–Q44 | 想象与审美 Q35–Q37；智识好奇 Q38–Q40；求新尝变 Q41–Q44 | Q44 |
| 指标 | 题号 | 计分 |
|---|---|---|
| 探索 | Q45、Q47、Q49、Q51、Q53、Q55 | 直接求和取均分 |
| 承诺 | Q46、Q48、Q50、Q52、Q54、Q56 | 直接求和取均分 |
四状态归类见《计分与判定规则》第二节；承诺题高分但探索题低分者，须与家长问卷 Q1 决策权数据交叉验证（早闭判定）。
| 题号 | 内容 | 计分 |
|---|---|---|
| Q57 | 压力源（多选） | 不计分，报告呈现前两位 |
| Q58 | 压力总强度 | A/B=正常带；C=高压带；D=联动升级项 |
| Q59、Q62 | 问题聚焦 | 1–5 直接计 |
| Q60、Q63 | 情绪聚焦 | 1–5 直接计 |
| Q61、Q64 | 回避 | 1–5 直接计（分高=回避多） |
| Q65–Q69 | 考试焦虑（考前/考中/考后） | A=0，B=1，C=2 |
| Q70 | 焦虑相关回避行为 | ⑤=0；勾 1–2 项=1；勾 ≥3 项=2 |
考试焦虑总分 = Q65–Q70 合计（0–12），分级见计分规则第三节。
| 环节 | 题号 |
|---|---|
| 目标 | Q71、Q77 |
| 计划 | Q72、Q78 |
| 监控 | Q73、Q79 |
| 调节 | Q74、Q80 |
| 环境管理 | Q75、Q81 |
| 求助 | Q76、Q82 |
| 题号 | 信号 | 计分 |
|---|---|---|
| Q83 | 持续情绪低落/兴趣丧失 | 0/1/2/3 |
| Q84 | 睡眠改变 | 0/1/2/3 |
| Q85 | 食欲改变 | 0/1/2/3 |
| Q86 | 精力下降 | 0/1/2/3 |
| Q87 | 社交退缩 | 0/1/2/3 |
| Q88 | 自我否定言语 | 0/1/2/3 |
| Q89 | 注意/效率下降 | 0/1/2/3 |
| Q90 | 自伤意念（门控题） | 任何 ≥1 直接触发最高级规则 |
触发与转介规则见《计分与判定规则》第七节。本部分原始作答永不对家长展示。
题号按 R→I→A→S→E→C 循环排列：题号 ÷ 6 的余数定型（余 1=R，余 2=I，余 3=A，余 4=S，余 5=E，余 0=C）。
| 型 | 题号 |
|---|---|
| R 现实 | Q91、Q97、Q103、Q109、Q115、Q121、Q127、Q133、Q139、Q145 |
| I 研究 | Q92、Q98、Q104、Q110、Q116、Q122、Q128、Q134、Q140、Q146 |
| A 艺术 | Q93、Q99、Q105、Q111、Q117、Q123、Q129、Q135、Q141、Q147 |
| S 社会 | Q94、Q100、Q106、Q112、Q118、Q124、Q130、Q136、Q142、Q148 |
| E 企业 | Q95、Q101、Q107、Q113、Q119、Q125、Q131、Q137、Q143、Q149 |
| C 常规 | Q96、Q102、Q108、Q114、Q120、Q126、Q132、Q138、Q144、Q150 |
| 维度 | 题号 | 计分 |
|---|---|---|
| 方向清晰度 | Q151、Q152 | A=0，B=1，C=2，D=3 |
| 信息搜集行为 | Q153、Q154 | Q153：①–⑤ 各 1 分，⑥ 0.5 分，⑦ 0 分（0–5）；Q154：A=0，B=1，C=2 |
| 决策自我效能 | Q155、Q156、Q160 | Q155/Q160：A=0…D=3；Q156：A=0，B=1，C=2 |
| 决策自主与行动 | Q157、Q158、Q159 | Q157/Q159：A=0，B=1，C=2；Q158：A=0…D=3 |
背景信息 B1–B3 不计分，供三角互证（计分规则第五节）。
Theoretical basis: Big Five personality (Big Five, self-developed items, referenced to the BFI-2 adolescent research framework) + Marcia identity statuses (exploration × commitment) + Lazarus & Folkman coping styles + Pekrun academic emotions (test anxiety specialty) + Zimmerman self-regulated learning (SRL) + Holland RIASEC (public framework, self-developed items) + Crites/Savickas career maturity. See
01-知识库/理论底座映射表. Outputs: Big Five profile (including facets) + identity status + stressor map and coping composition + test anxiety grade + six-phase SRL profile + top three RIASEC codes + career maturity level + risk signals (system-visible only). Completed by: the student personally. Complete in 3 sessions, 25–35 minutes each; recommended interval no more than 3 days. Observation window: Unless otherwise noted, answer according to “what you actually did in the last month.”
| Content | You | Parent | System (scoring and report engine) |
|---|---|---|---|
| Big Five profile, RIASEC codes, SRL profile, career maturity level | ✔ Full | ✔ Aggregate level | ✔ Full |
| Identity status, stressor list, and coping composition | ✔ Full | Only after your authorization; aggregate summary only | ✔ Full |
| Emotional risk module (end of Session 2, Q83–Q90) | ✔ | ✘ Never sees raw answers; when rules are triggered, only receives a two-level conclusion of “consider attention / consider consultation” and accompaniment suggestions | ✔ Full |
At age 13 or older, you have the right to decide how much of your data your parents can see—this is a design principle of the system and a right granted to you by law. The only exception: when the final group of items triggers a safety rule, the system will give the conclusion and action suggestions for “consider attention / consider consultation” to your parents, but it will never give them your original answers.
The full questionnaire uses four response formats; each section will explain again at the beginning:
Concept in one sentence: The Big Five is the most evidence-supported personality framework in psychology: it describes a person’s current behavioral tendencies along five independent dimensions. Everyone has some degree of each dimension, and no dimension is inherently “better.”
Q1. When group discussion falls silent, you are usually the first person to speak up and break the silence. Q2. At an event where almost everyone is a stranger (a new class, summer camp), by the end of the first day you usually take the initiative to get to know at least two people. Q3. During breaks or lunch, you are more likely to stay by yourself to “recharge” than to join a group and chat. Q4. When public speaking is required (a speech, speaking in front of others), you usually try to get out of it or stay as far back as possible. Q5. When you have no plans on the weekend, you would rather “go out and do something” than stay home quietly. Q6. When you are happy or excited, you show it clearly: you talk more, your gestures get bigger, and you cannot hide it. Q7. After a whole day without much conversation, you feel pent-up and want to find someone to talk to. Q8. At lively events such as sports matches, performances, or game tournaments, your emotions are easily carried along by the atmosphere.
Q9. When a classmate asks to borrow your notes or materials, you generally lend them even if it cuts into your own study time. Q10. You tend to assume others have good intentions until the evidence shows otherwise. Q11. When you see someone being left out or ridiculed, you feel uncomfortable even if it has nothing to do with you. Q12. When you compete with a friend for the same opportunity (a slot, a position) and you lose, you feel upset for a long time and may even avoid the friend. Q13. When someone confides their troubles to you, you listen patiently even if you have little advice to offer. Q14. When you disagree with a classmate, you first try to understand why they think that way before giving your own view. Q15. If someone’s plan has an obvious problem, you point it out to their face directly, without much regard for how they feel at the moment. Q16. When tasks are divided up for group activities, you are willing to take the tasks others have avoided. Q17. When misunderstood, your first reaction is to fight back or go cold, rather than explain clearly first.
Q18. Your desk, schoolbag, or computer folders have a consistent organization logic; you can basically find things without rummaging. Q19. Before exams, you usually make a list or plan for revision first, even if you do not fully carry it out. Q20. You often realize at the last minute that you have not prepared something you need (homework, materials, an ID). Q21. Once you have set a study time, you can generally sit down and start on time even without supervision. Q22. You can keep most of the rules you set for yourself, such as “finish homework before using your phone.” Q23. Even when you know you have to get up early the next day, you still stay up late scrolling on your phone or watching shows. Q24. When stuck on a difficult problem, you try several different methods on your own rather than quickly checking the answer. Q25. For tasks that require sustained effort for several weeks (a revision cycle, a training plan), you can persist to the end without others pushing you. Q26. Once something becomes boring (such as basic-skills practice), you usually cannot stick with it for more than two weeks.
Q27. In the days before an important exam, you repeatedly think, “What if I fail?” and cannot stop. Q28. An unintentional remark from someone can stay on your mind for a long time. Q29. Before starting something, you first think of all the possible ways it could go wrong. Q30. Your mood often fluctuates noticeably within a day: fine in the morning, irritable by afternoon. Q31. When you are in a bad mood, you find it hard to hide it; people around you can tell at a glance. Q32. When something changes suddenly (a plan is changed at the last minute, a teacher gives a surprise check), it takes you a relatively long time to calm down. Q33. After failing a test or a setback, you usually return to your usual rhythm within a day or two and get on with what you need to do. Q34. When stressed, you have your own ways to calm yourself down (exercise, talking to someone, writing it down, etc.).
Q35. When you read imaginative works (novels, films, game settings), you continue “expanding” their world in your mind. Q36. You will stop and look or listen a little longer because of a painting, a piece of music, or a building. Q37. When writing an essay or making a project, you prefer to think of an angle others have not considered rather than use a safe formula. Q38. Outside the textbook, you take the initiative to look up a question that was not fully explained in class. Q39. You are interested in abstract questions (such as “What exactly is fairness?” or “Will AI replace people?”) and are willing to spend time thinking about or discussing them. Q40. You take the initiative to learn about a field unrelated to your daily life (astronomy, history, economics...) purely out of curiosity. Q41. Compared with repeatedly listening to familiar songs or eating familiar foods, you would rather try new ones. Q42. When a shop you often visit launches a new product, you usually order it to try it. Q43. Taking a new route home or trying a new study method feels interesting rather than troublesome to you. Q44. You trust “methods that have always worked” and are not very inclined to try new, not validated methods.
Concept in one sentence: Identity answers the question “Who am I and where am I going?” Researchers locate it with two behavioral indicators: exploration (whether you actually learn about and compare different possibilities) and commitment (whether you have formed your own choice). High/low combinations of the two indicators produce four statuses, each a normal stop in development, not an endpoint.
Q45. To figure out what to study or do in the future, in the past six months you have actually done some investigation (looked up degree programs, asked people who have been through it, read relevant books or took a systematic course, participated in relevant experiences). Q46. When it comes to your future direction, you are basically settled and do not waver repeatedly. Q47. You are still comparing several different directions and are not in a hurry to settle. Q48. You already have a relatively clear direction and are willing to invest in it (for example, strengthening the corresponding subjects for it). Q49. You think about “What do I really care about? What kind of person do I want to become?” and read, discuss with others, and observe different ways of living to find out. Q50. You already have your own criteria for judging what matters and what is worth doing. Q51. On important questions (what counts as success, what counts as a good life), you are still forming your own views rather than accepting ready-made answers. Q52. Your choices generally match your own standards and are not easily changed by others’ opinions. Q53. You are trying different social circles and lifestyles to see which one suits you better. Q54. You know what kind of friends and circles you like, and you have made a stable choice. Q55. About “where you want to live in the future and at what pace you want to live,” you have multiple ideas and are still comparing them. Q56. You have a fairly clear mental picture of the kind of life you want to live.
Concept in one sentence: Coping style refers to a person’s habitual way of handling stress. It falls into three categories: problem-focused (dealing directly with the matter), emotion-focused (tending to emotions before facing it), and avoidance (sidestepping it). Everyone uses all three; what matters is the composition.
Q57. (Multiple choice, select at most 2) In the past month, the top two sources of greatest stress for you: ① Grades and rankings ② Uncertainty about your future study direction ③ Parental expectations ④ Peer relationships ⑤ Your own demands on yourself ⑥ Not enough time ⑦ Physical condition or sleep ⑧ Family matters or finances ⑨ Other ______
Q58. In the past month, your overall stress level has been:
For Q59–Q64, use the five-point frequency scale (1 Never … 5 Always): When you are under a lot of stress, you usually—
Q59. Break the matter into pieces and first deal with the part you can handle. Q60. Talk to someone you trust, or use exercise or writing to calm your emotions first. Q61. Avoid it for a while—scroll on your phone, sleep, play games, and try not to think about it. Q62. Find information or ask someone knowledgeable to look for solutions. Q63. Adjust how you view the situation (for example, telling yourself, “Not doing well this time does not mean I am incapable”) so you can keep facing it. Q64. Put it off and wait for it to pass on its own or for someone else to solve it.
Exam Situation Special Items (Q65–Q70): The following describe only what actually happens. Choose the option closest to your usual state.
Q65. In the week before a major exam, your sleep is usually:
Q66. Around the time the test paper is handed out, your body usually responds:
Q67. When you get stuck on a question you cannot do during an exam, you usually:
Q68. Between finishing the exam and receiving the score, you usually:
Q69. If you do badly on an exam, how long does it usually take you to return to a normal study rhythm?
Q70. (Multiple choice) Because you were worried about exam results, which of the following have you done? ① Took leave or missed an exam ② Did not dare to check answers or look at scores ③ Avoided talking with parents or teachers about grades ④ Stopped studying altogether (“I won’t do well anyway”) ⑤ None of these
Concept in one sentence: Self-regulated learning (SRL) is the ability to manage the full process of one’s own learning: setting goals, making plans, monitoring progress, adjusting methods, managing the environment, and seeking help when appropriate. It has nothing to do with being smart; it is a trainable process.
Q71. Each semester or month, I set specific learning goals for myself (for example, “redo all my math mistakes once,” rather than a vague “study hard”). Q72. Before major exams, I schedule revision into a timetable: I have a rough idea of what to review on which day. Q73. When revising, I self-test—close the book and draw a knowledge framework or do past exam questions to check—rather than only rereading and underlining. Q74. If I find a method is not working well (for example, just copying notes does not help me remember), I switch to another method and try again. Q75. When studying, I take the initiative to deal with distractions (put my phone in another room, turn on focus mode, go to the library). Q76. If I am stuck on a problem for a long time and cannot solve it, I ask for help (a teacher, a classmate, or look it up) rather than keep grinding or give up. Q77. My learning goals are mainly set by myself, not required by my parents or teachers. Q78. I break large tasks into small steps (for example, breaking “memorize a whole book” into a few chapters per day). Q79. After an exam, I know which knowledge points or question types caused most of my lost points. Q80. I redo my incorrect questions a few days later to confirm I really understand them, rather than moving on after correcting the answer. Q81. I have relatively fixed study times and places; I do not rely on “studying when I feel like it.” Q82. I can judge when to handle something on my own and when to ask for help, rather than either doing everything alone or asking about everything.
This part asks about your actual state during the past two weeks. Response options: 0 Never / 1 Several days / 2 More than half the days / 3 Nearly every day. Your answers are visible only to you and the system (see the visibility statement at the front). Please answer truthfully—truthfulness is the only way this questionnaire can be useful to you.
In the past two weeks, how often has each of the following occurred:
Q83. Low mood, no energy, and no interest even in things you usually enjoy Q84. Sleep changed noticeably: difficulty falling asleep, restless sleep, or sleeping much more than usual but still feeling tired Q85. Appetite changed noticeably: eating much less, or eating much more than usual Q86. Feeling tired all the time and lacking energy; exhausted even when you have not done much Q87. Not wanting to see anyone and avoiding social contact, including friends you usually get along with Q88. Feeling useless or like a burden to others, or repeatedly having thoughts like “I can’t do this” / “I’m not good enough” Q89. Difficulty concentrating; obvious decline in efficiency in class or self-study Q90. Having thoughts that “life is meaningless” or thinking about harming yourself
Concept in one sentence: Holland’s career interest types divide person–environment fit into six directions: Realistic R (hands-on/mechanical/outdoors), Investigative I (analysis/inquiry), Artistic A (creation/expression), Social S (helping/teaching), Enterprising E (influence/leading/persuading), and Conventional C (orderliness/data/process). It does not assess “what you can do,” but “what you are naturally drawn to.” Response format: For the following 60 activities, choose “Like / Neutral or unsure / Dislike” based on your first impression. Do not consider whether you are good at it, whether it has prospects, or what your parents think—just whether you want to do it.
Q91. Repair or assemble things (furniture, bicycles, computer towers, models) Q92. When you encounter a phenomenon you do not understand, look up information until you understand the underlying principles Q93. Write things (fiction, essays, lyrics, copy) Q94. Explain problems to a classmate until they truly understand Q95. Lead a group project: assign tasks and track progress Q96. Organize messy materials, files, or your desk into clear categories Q97. Do the hands-on parts of lab sessions (circuits, chemistry experiments, biological observation) Q98. Watch science content or documentaries (universe, life, history, technology) and want to discuss them afterward Q99. Draw, keep an art journal, or design visual effects for posters or slides Q100. Stay with a friend who is feeling low and listen to them Q101. Persuade others to accept your proposal in a discussion Q102. Make spreadsheets, keep accounts, or keep lists and update them consistently Q103. Take part in outdoor physical activities (hiking, cycling, ball games, running) Q104. Do the parts in math or physics problems about “proving why something is true” Q105. Sing, play an instrument, or make music—create a piece of music yourself Q106. Take part in volunteer or charity work (teaching support, community service, charity sales) Q107. Run for election (class committee, club position) and campaign for votes Q108. Check details (check for typos, verify data, proofread documents) Q109. Learn a hands-on skill (cooking, baking, woodworking, practical photography) Q110. When following the news, dig deeper: why did this happen the way it did? Q111. Take photos or edit videos, paying attention to composition and pacing Q112. Notice someone being left out in a group and proactively include them Q113. Organize an event and be responsible for securing resources (venue, sponsorship, people) Q114. Follow a clear process or manual to complete something step by step Q115. Tinker with machines or tools to figure out how they work Q116. Use data to answer a question (collect statistics, record data, and look for patterns) Q117. Design the styling of a room, outfit, or gift Q118. Teach a younger sibling or an older relative to learn something new (phone functions, game rules) Q119. Try a small business venture (sell used items, run a stall, buy on behalf of others) Q120. Handle administrative work for a class or club (attendance, reimbursements, records) Q121. Grow plants, keep animals, or manage a small planting area Q122. Play reasoning or puzzle games (escape rooms, Sudoku, logic puzzles) Q123. Attend exhibitions or performances, or read poetry, and have your own preferences and judgments Q124. Serve as a class officer or dorm leader and handle people’s affairs and conflicts Q125. Take part in adversarial expressive activities such as debates or speech competitions Q126. Make a schedule and follow it strictly Q127. Take apart old items (old phones, alarm clocks) to see their internal structure Q128. When reading an opinion piece, check whether its evidence holds up Q129. Make adaptations or derivative works (write side stories for a favorite work, make remixes/edits) Q130. Plan a gathering or outing and make arrangements for everyone Q131. Take the lead in proposing a change (adjust class rules, revise an event process) and push it through Q132. Organize a mass of data into clear charts and graphs Q133. Work on projects that require hands-on building (LEGO Technic, model aircraft, circuit boards) Q134. Independently complete a small research project (survey, comparative experiment, literature review) Q135. Complete an assignment in an unusual way (turning a report into a comic, video, or installation) Q136. Be someone’s listening ear—people feel safe talking to you Q137. Follow business or entrepreneurship content (interviews, business model analysis) Q138. Play management simulation games (city-building, shop management) Q139. Plan and execute a measurable physical fitness goal (for example, improving your pace within a month) Q140. Ponder hypothetical questions such as “what would happen if...” Q141. Notice aesthetic details others may miss (lighting, color schemes, fonts) Q142. Care about the human dimension in social news, not just the event itself Q143. Negotiate, bargain, or push for better terms (with shopkeepers, teachers, parents) Q144. Archive collections (tickets, cards, photos sorted and backed up) Q145. Work in places with equipment and space, such as labs, workshops, or kitchens Q146. Learn programming or any skill that lets you “build something that runs” yourself Q147. Take part in drama, recitation, or dance activities Q148. Plan an action that helps a specific person (a birthday surprise, a fundraiser) Q149. Be the final decision-maker in a team and take responsibility when things go wrong Q150. Do repetitive but accuracy-demanding tasks (data entry, counting, format standardization)
Concept in one sentence: Career maturity is not about whether you have decided, but three things: how clear your direction is, what you have actually done to test that direction, and how confident you are in making your own decisions.
Background information (not scored; used for directional linkage analysis):
Q151. Regarding your rough future direction (what to study or do), your current status is:
Q152. If you were asked right now to write down the directions you have seriously considered, you could list:
Q153. (Multiple choice) To learn about a major or career you are interested in, which of the following have you actually done? ① Looked up official degree program plans or course offerings ② Asked someone currently studying that major or doing that job ③ Experienced it in person or online (campus open day, career experience, auditing a course) ④ Read an introductory book or took a systematic course in the field (not just short video clips) ⑤ Done a related small project, piece of work, or practical activity ⑥ Only come across it in short videos or articles ⑦ Not yet started
Q154. Your understanding of the direction that interests you most is closest to:
Q155. If you had to settle on a direction within one month, how confident are you that you could make a choice you would not regret?
Q156. When facing a major decision (such as subject selection), you usually:
Q157. When researching a decision of your own (finding information, comparing options, drawing a conclusion), you:
Q158. In your direction choice, the share of your own opinion is roughly:
Q159. To test whether a certain direction suits you, your next step is:
Q160. Regardless of what you ultimately choose, your confidence that you can make it work is:
| Factor (report name) | Items | Facets | Reverse-scored |
|---|---|---|---|
| Extraversion | Q1–Q8 | Social initiative Q1–Q4; energy and excitement Q5–Q8 | Q3, Q4 |
| Agreeableness | Q9–Q17 | Trust and altruism Q9, Q10, Q11, Q13, Q16; consideration and cooperation Q12, Q14, Q15, Q17 | Q12, Q15, Q17 |
| Conscientiousness | Q18–Q26 | Order Q18–Q20; self-discipline Q21–Q23; persistence Q24–Q26 | Q20, Q23, Q26 |
| Emotional sensitivity (i.e., Neuroticism; the original name is not used in reports) | Q27–Q34 | Anxiety susceptibility Q27–Q29; mood swings Q30–Q31; stress response and recovery Q32–Q34 | Q33, Q34 |
| Openness | Q35–Q44 | Imagination and aesthetics Q35–Q37; intellectual curiosity Q38–Q40; novelty seeking Q41–Q44 | Q44 |
| Indicator | Items | Scoring |
|---|---|---|
| Exploration | Q45, Q47, Q49, Q51, Q53, Q55 | Sum directly and average |
| Commitment | Q46, Q48, Q50, Q52, Q54, Q56 | Sum directly and average |
For the four-status classification, see Section 2 of the Scoring and Decision Rules. Those with high commitment but low exploration must be cross-validated with Q1 decision-making authority data from the parent questionnaire (foreclosure determination).
| Item | Content | Scoring |
|---|---|---|
| Q57 | Stressors (multiple choice) | Not scored; report presents top two |
| Q58 | Overall stress intensity | A/B = normal band; C = high-stress band; D = integrated escalation item |
| Q59, Q62 | Problem-focused coping | 1–5 scored directly |
| Q60, Q63 | Emotion-focused coping | 1–5 scored directly |
| Q61, Q64 | Avoidance | 1–5 scored directly (higher = more avoidance) |
| Q65–Q69 | Test anxiety (pre-exam / during exam / post-exam) | A=0, B=1, C=2 |
| Q70 | Anxiety-related avoidance behavior | ⑤=0; 1–2 items selected =1; ≥3 items selected =2 |
Total test anxiety score = sum of Q65–Q70 (0–12); see Section 3 of the Scoring Rules for grading.
| Phase | Items |
|---|---|
| Goal setting | Q71, Q77 |
| Planning | Q72, Q78 |
| Monitoring | Q73, Q79 |
| Regulation | Q74, Q80 |
| Environment management | Q75, Q81 |
| Help-seeking | Q76, Q82 |
| Item | Signal | Scoring |
|---|---|---|
| Q83 | Persistent low mood / loss of interest | 0/1/2/3 |
| Q84 | Sleep changes | 0/1/2/3 |
| Q85 | Appetite changes | 0/1/2/3 |
| Q86 | Decreased energy | 0/1/2/3 |
| Q87 | Social withdrawal | 0/1/2/3 |
| Q88 | Self-critical statements | 0/1/2/3 |
| Q89 | Decreased attention / efficiency | 0/1/2/3 |
| Q90 | Self-harm ideation (gate item) | Any score ≥1 directly triggers the highest-level rule |
For triggering and referral rules, see Section 7 of the Scoring and Decision Rules. Raw answers in this section are never displayed to parents.
Items are arranged in a repeating R→I→A→S→E→C cycle: the item number’s remainder when divided by 6 determines its type (remainder 1=R, 2=I, 3=A, 4=S, 5=E, 0=C).
| Type | Items |
|---|---|
| R Realistic | Q91, Q97, Q103, Q109, Q115, Q121, Q127, Q133, Q139, Q145 |
| I Investigative | Q92, Q98, Q104, Q110, Q116, Q122, Q128, Q134, Q140, Q146 |
| A Artistic | Q93, Q99, Q105, Q111, Q117, Q123, Q129, Q135, Q141, Q147 |
| S Social | Q94, Q100, Q106, Q112, Q118, Q124, Q130, Q136, Q142, Q148 |
| E Enterprising | Q95, Q101, Q107, Q113, Q119, Q125, Q131, Q137, Q143, Q149 |
| C Conventional | Q96, Q102, Q108, Q114, Q120, Q126, Q132, Q138, Q144, Q150 |
| Dimension | Items | Scoring |
|---|---|---|
| Direction clarity | Q151, Q152 | A=0, B=1, C=2, D=3 |
| Information-gathering behavior | Q153, Q154 | Q153: ①–⑤ each 1 point, ⑥ 0.5 point, ⑦ 0 points (0–5); Q154: A=0, B=1, C=2 |
| Decision self-efficacy | Q155, Q156, Q160 | Q155/Q160: A=0…D=3; Q156: A=0, B=1, C=2 |
| Decision autonomy and action | Q157, Q158, Q159 | Q157/Q159: A=0, B=1, C=2; Q158: A=0…D=3 |
Background information B1–B3 is not scored; it is used for triangulation (Section 5 of the Scoring Rules).
理论基础：MMTIC 式四偏好（公开框架自编条目）+ Harter 自我概念多维模型 + SDT 学习动机连续体（外部/内摄/认同/内在）+ Pekrun 学业情绪框架 + 同伴双向筛查（见《07-测评矩阵/儿童心理模块》）。 输出：自我概念六维剖面 + 动机四型构成比 + 学业情绪四场景初筛 + 同伴关系与双向欺负筛查；四偏好仅作历史/沟通（E4，不输出结论；B 带主测量为 CBQ-VSF + SDQ）。 填写人：孩子本人。回忆窗口：最近两周到一个月（题目有注明的按题目）。 作答方式：全部题目问的是「最近真实发生了什么、你通常怎么做」，不是问「你是好孩子还是坏孩子」。没有对错，没有好答案。
2026-10-20 证据定位：本卷四偏好部分为 E4 沟通提示，非测评；不进入计分/分型/报告结论/处方参数。B 带主测量改为 CBQ-VSF（家长报告，3–8）+ SDQ 自评（8+）；四偏好条目在 Phase 1 重写前仅保留为历史内容，新试点不使用其判定结果。
给大人的规则：可以读题、解释不认识的字，但禁止解释选项好坏、禁止暗示答案、禁止在孩子作答时评论。孩子选完不追问「你为什么这么选」。
Q1. 下课十分钟，你更常：
Q2. 周末全家都没有安排，你最想要：
Q3. 参加一场有很多小朋友的生日会，结束后你通常：
Q4. 想一道难题的时候，你更常：
Q5. 班里来了一个新同学，你通常：
Q6. 放学回到家，你的「电量」更像：
Q7. 小组讨论的时候，你更常：
Q8. 在游乐场看到一群不认识的小朋友在玩，你更常：
Q9. 听故事的时候，你更喜欢：
Q10. 你脑子里更常冒出哪种问题：
Q11. 拿到一盒新乐高/拼装玩具，你更常：
Q12. 画画的时候，你更常画：
Q13. 老师教大家玩一个新游戏，你更想：
Q14. 回忆上次出去玩，你更容易想起：
Q15. 你更喜欢哪种作业：
Q16. 做手工时，你的想法和说明书不一样，你更常：
Q17. 好朋友哭了，你更常：
Q18. 玩游戏时有人犯规，你更想：
Q19. 班里选小组长，你会选：
Q20. 你做错了事，老师要找你谈，你更希望老师：
Q21. 同学问你「我画的画好看吗」，其实画得不太好看，你更可能：
Q22. 和朋友意见不一样时，你更常：
Q23. 班里要定一条新班规，你觉得最重要的是：
Q24. 和朋友一起做值日，他忘了做他那部分，你更可能：
Q25. 周末有作业，你更常：
Q26. 你的书包里面，大多数时候：
Q27. 第二天要春游，前一天晚上你更常：
Q28. 你更喜欢哪种周末：
Q29. 积木搭到一半，到了吃饭时间，你更常：
Q30. 作业写了一半，好朋友来叫你下楼玩，你更常：
Q31. 你更喜欢老师：
Q32. 用完的铅笔、橡皮，你更常：
☆ 第一次填到这里。休息，下次再做。
读法说明：每题先讲两种同学，你选一个更像你的；然后在后面勾一下：这个答案是「真的很像我」还是「有一点像我」。
Q33. 有些同学做作业又快又对，有些同学做作业要花很久、还会出错。你更像哪一种？ □ 又快又对 □ 要花很久还会错 —— ○ 真的很像我 ○ 有一点像我
Q34. 有些同学觉得老师讲的内容要多听几遍才懂，有些同学一听就懂。你更像哪一种？ □ 要多听几遍 □ 一听就懂 —— ○ 真的很像我 ○ 有一点像我
Q35. 有些同学总能记住要带什么、交什么作业，有些同学常常忘记。你更像哪一种？ □ 总能记住 □ 常常忘记 —— ○ 真的很像我 ○ 有一点像我
Q36. 有些同学有很多好朋友，有些同学朋友不多。你更像哪一种？ □ 有很多好朋友 □ 朋友不多 —— ○ 真的很像我 ○ 有一点像我
Q37. 有些同学下课大多自己玩，有些同学下课总有人找他们玩。你更像哪一种？ □ 大多自己玩 □ 总有人找 —— ○ 真的很像我 ○ 有一点像我
Q38. 分组活动的时候，有些同学很快就被选进小组，有些同学总是最后才被选。你更像哪一种？ □ 很快被选进 □ 最后才被选 —— ○ 真的很像我 ○ 有一点像我
Q39. 有些同学跑步、跳绳、打球都很厉害，有些同学这些都不太擅长。你更像哪一种？ □ 都很厉害 □ 不太擅长 —— ○ 真的很像我 ○ 有一点像我
Q40. 体育课上，有些同学要学很多次才会做新动作，有些同学很快就能学会。你更像哪一种？ □ 要学很多次 □ 很快学会 —— ○ 真的很像我 ○ 有一点像我
Q41. 玩比赛类的游戏（球类、赛跑），有些同学常常赢，有些同学常常输。你更像哪一种？ □ 常常赢 □ 常常输 —— ○ 真的很像我 ○ 有一点像我
Q42. 有些同学对自己的样子很满意，有些同学希望自己长得不一样一些。你更像哪一种？ □ 很满意 □ 希望长得不一样 —— ○ 真的很像我 ○ 有一点像我
Q43. 有些同学希望自己再高一点、或再瘦一点，有些同学觉得自己的身材刚刚好。你更像哪一种？ □ 希望自己变一变 □ 刚刚好 —— ○ 真的很像我 ○ 有一点像我
Q44. 有些同学觉得自己长得挺好看，有些同学觉得自己不够好看。你更像哪一种？ □ 挺好看 □ 不够好看 —— ○ 真的很像我 ○ 有一点像我
Q45. 有些同学上课很少被老师点名提醒，有些同学常被老师点名。你更像哪一种？ □ 很少被点名 □ 常被点名 —— ○ 真的很像我 ○ 有一点像我
Q46. 有些同学想不守规则的时候（比如上课想说话）能管住自己，有些同学管不住自己。你更像哪一种？ □ 能管住自己 □ 管不住自己 —— ○ 真的很像我 ○ 有一点像我
Q47. 有些同学要大人提醒好几次才守规矩，有些同学不用提醒就能做到。你更像哪一种？ □ 要提醒好几次 □ 不用提醒 —— ○ 真的很像我 ○ 有一点像我
Q48. 有些同学对自己这个人挺满意，有些同学常常希望自己变成另一个人。你更像哪一种？ □ 挺满意 □ 希望变成另一个人 —— ○ 真的很像我 ○ 有一点像我
Q49. 有些同学不太确定自己是不是个好孩子，有些同学很确定自己是个好孩子。你更像哪一种？ □ 不太确定 □ 很确定 —— ○ 真的很像我 ○ 有一点像我
Q50. 有些同学觉得「我这个人挺好的」，有些同学常常觉得自己不够好。你更像哪一种？ □ 我挺好的 □ 觉得自己不够好 —— ○ 真的很像我 ○ 有一点像我
Q51. 你会按时写作业，最主要是因为：
Q52. 你去上学，最主要是因为：
Q53. 考试前你会复习，最主要是因为：
Q54. 上课你会认真听讲，最主要是因为：
Q55. 你会读课外书，最主要是因为：
Q56. 一道题怎么都做不出来，你还会再想一想，是因为：
Q57. 口算、练字这种要天天练的，你会练是因为：
Q58. 你把作业写得干干净净、整整齐齐，是因为：
Q59. 你希望考出好成绩，最主要是因为：
Q60. 如果明天开始没有作业、也没有考试，你会：
☆ 第二次填到这里。休息，下次再做。
Q61. 早上想到要去上学，你大多时候觉得：
Q62. 在学校的一整天，你大多觉得：
Q63. 要开始写作业的时候，你心里大多是：
Q64. 作业写完那一刻，你大多觉得：
Q65. 听说下周要考试，你会：
Q66. 考试卷发下来、要开始答题的时候，你大多是：
Q67. 老师提问，你想好了答案，你会：
Q68. 站起来回答问题的时候，你大多觉得：
Q69. 能说心里话的好朋友，你有：
Q70. 和朋友们在一起玩的时候，你大多觉得：
Q71. 你和好朋友吵了架，你们更常：
Q72. 玩游戏时有人不遵守规则，你更常：
Q73. 最近一个月，有没有同学给你起难听的外号、故意不带你玩、或者推你抢你东西？
Q74. 遇到上面这样的事，你更可能（没有遇到过，也选一个你觉得你会做的）：
Q75. 最近一个月，你有没有过和大家一起笑某个同学、跟着起哄、或者故意不带他玩？
Q76. 看到班里有同学总被起哄、被排挤，你通常：
☆ 全部填完了。谢谢你，这些答案会帮你和家人更懂你。
| 题目 | 偏好 | 选项映射 |
|---|---|---|
| Q1–Q8 | E/I | A=E B=中间 C=I |
| Q9–Q16 | S/N | A=S B=中间 C=N |
| Q17–Q24 | T/F | A=T B=中间 C=F |
| Q25–Q32 | J/P | A=J B=中间 C=P |
每偏好 8 题，分别累计「前一极票数 / 中间票数 / 后一极票数」，判定规则见《计分与判定规则》第一节。
每题 1–4 分：选高自尊侧且「真的很像我」=4，选高自尊侧且「有一点像我」=3；选低自尊侧且「有一点像我」=2，选低自尊侧且「真的很像我」=1。
| 维度 | 题目 | 高低侧位置 |
|---|---|---|
| 学业能力感 | Q33、Q34、Q35 | Q33 高侧在前；Q34 高侧在后；Q35 高侧在前 |
| 同伴接纳 | Q36、Q37、Q38 | Q36 高前；Q37 高后；Q38 高前 |
| 运动能力感 | Q39、Q40、Q41 | Q39 高前；Q40 高后；Q41 高前 |
| 外貌满意度 | Q42、Q43、Q44 | Q42 高前；Q43 高后；Q44 高前 |
| 行为品行感 | Q45、Q46、Q47 | Q45 高前；Q46 高前；Q47 高后 |
| 全局自尊 | Q48、Q49、Q50 | Q48 高前；Q49 高后；Q50 高前 |
（每维 3 题中有 1 题高低侧位置反转，用于削弱顺口作答。）
| 题目 | 外部 | 内摄 | 认同 | 内在 |
|---|---|---|---|---|
| Q51 | A | C | B | D |
| Q52 | C | D | A | B |
| Q53 | B | A | C | D |
| Q54 | B | D | A | C |
| Q55 | B | D | C | A |
| Q56 | C | A | D | B |
| Q57 | B | D | A | C |
| Q58 | C | A | D | B |
| Q59 | A | C | B | D |
| Q60 | B | D | C | A |
逐题按上表归类，累计四型各得几票（各 0–10 票），构成比算法见《计分与判定规则》第三节。
| 场景 | 题目 | 选项映射 |
|---|---|---|
| 上学 | Q61、Q62 | A=适应 B=中间 C=畏难 |
| 作业 | Q63、Q64 | 同上 |
| 考试 | Q65、Q66 | 同上 |
| 课堂发言 | Q67、Q68 | 同上 |
| 子维度 | 题目 | 说明 |
|---|---|---|
| 友谊数量与质量 | Q69、Q70 | C 为关注信号 |
| 冲突处理 | Q71、Q72 | Q72 的 B/C 均为策略单一信号 |
| 被欺负筛查 | Q73、Q74 | Q73=C 红线；Q74=C 求助渠道断裂 |
| 欺负他人筛查 | Q75、Q76 | Q75=C 红线；Q76 为旁观者角色 |
Theoretical basis: MMTIC-style four preferences (self-authored items based on a public framework) + Harter’s multidimensional self-concept model + SDT learning motivation continuum (external/introjected/identified/intrinsic) + Pekrun’s academic emotions framework + bidirectional peer screening (see 07-测评矩阵/儿童心理模块). Output: six-dimension self-concept profile + four-type motivation composition ratio + four-scenario academic emotions initial screening + peer relationship and bidirectional bullying screening; the four preferences are used only as historical/communication content (E4, no conclusions output; Band B primary measures are CBQ-VSF + SDQ). Completed by: the child themselves. Recall window: the past two weeks to one month (unless an item specifies otherwise). Response approach: All items ask about “what has actually happened recently and what you usually do,” not “whether you are a good child or a bad child.” There are no right or wrong answers, and no answer is better than another.
Evidence positioning as of 2026-10-20: The four-preference section of this questionnaire is an E4 communication prompt, not an assessment; it does not enter scoring, typing, report conclusions, or practice card parameters. Band B primary measures have been changed to CBQ-VSF (parent report, ages 3–8) + SDQ self-report (8+). The four-preference items are retained only as historical content until the Phase 1 rewrite; new pilots will not use their classification results.
Rules for adults: You may read the questions and explain unfamiliar words, but do not explain which options are good or bad, do not hint at answers, and do not comment while the child is answering. After the child has chosen, do not ask “Why did you choose that?”
Q1. During the ten-minute break, you more often:
Q2. On a weekend when the whole family has no plans, you most want to:
Q3. After attending a birthday party with many children, you usually:
Q4. When thinking through a hard problem, you more often:
Q5. When a new classmate joins your class, you usually:
Q6. After coming home from school, your “battery” is more like:
Q7. During small-group discussions, you more often:
Q8. At the playground, when you see a group of children you do not know playing, you more often:
Q9. When listening to stories, you prefer:
Q10. Which kind of question pops into your head more often?
Q11. When you get a new LEGO set or building toy, you more often:
Q12. When drawing, you more often draw:
Q13. When the teacher teaches the class a new game, you would rather:
Q14. When recalling the last time you went out to play, you more easily remember:
Q15. Which kind of homework do you prefer?
Q16. When making a craft and your idea differs from the instructions, you more often:
Q17. When a close friend cries, you more often:
Q18. When someone breaks the rules during a game, you would rather:
Q19. If your class chooses a group leader, you would choose:
Q20. When you have done something wrong and the teacher wants to talk with you, you prefer the teacher to:
Q21. If a classmate asks, “Is my drawing good?” but the drawing is not very good, you are more likely to:
Q22. When you and a friend disagree, you more often:
Q23. If your class is making a new class rule, you think the most important thing is:
Q24. When doing classroom cleanup with a friend and they forget to do their part, you are more likely to:
Q25. When there is homework on the weekend, you more often:
Q26. Inside your schoolbag, most of the time:
Q27. The night before a school outing, you more often:
Q28. Which kind of weekend do you prefer?
Q29. When you are halfway through building blocks and it is time to eat, you more often:
Q30. When you are halfway through homework and a good friend asks you to come down and play, you more often:
Q31. You prefer teachers who:
Q32. After using pencils or erasers, you more often:
☆ Stop after the first sitting here. Take a break and continue next time.
Reading instructions: For each item, two kinds of students are described. First choose the one more like you; then check whether that answer is “really true for me” or “sort of true for me.”
Q33. Some students do homework quickly and correctly, while others take a long time and still make mistakes. Which one is more like you? □ Fast and correct □ Take a long time and make mistakes —— ○ Really true for me ○ Sort of true for me
Q34. Some students need to hear the teacher explain things several times before they understand, while others understand as soon as they hear it. Which one is more like you? □ Need to hear it several times □ Understand right away —— ○ Really true for me ○ Sort of true for me
Q35. Some students always remember what to bring and what homework to hand in, while others often forget. Which one is more like you? □ Always remember □ Often forget —— ○ Really true for me ○ Sort of true for me
Q36. Some students have many good friends, while others do not have many friends. Which one is more like you? □ Have many good friends □ Do not have many friends —— ○ Really true for me ○ Sort of true for me
Q37. Some students mostly play by themselves during breaks, while others always have someone coming to play with them. Which one is more like you? □ Mostly play by myself □ Always have someone come to me —— ○ Really true for me ○ Sort of true for me
Q38. During group activities, some students are quickly chosen for a group, while others are always chosen last. Which one is more like you? □ Chosen quickly □ Chosen last —— ○ Really true for me ○ Sort of true for me
Q39. Some students are very good at running, jumping rope, and ball games, while others are not very good at these. Which one is more like you? □ Very good □ Not very good —— ○ Really true for me ○ Sort of true for me
Q40. In PE class, some students need many tries to learn a new movement, while others learn it quickly. Which one is more like you? □ Need many tries □ Learn quickly —— ○ Really true for me ○ Sort of true for me
Q41. In competitive games, such as ball games or races, some students often win, while others often lose. Which one is more like you? □ Often win □ Often lose —— ○ Really true for me ○ Sort of true for me
Q42. Some students are satisfied with how they look, while others wish they looked different. Which one is more like you? □ Very satisfied □ Wish I looked different —— ○ Really true for me ○ Sort of true for me
Q43. Some students wish they were a bit taller or thinner, while others feel their body is just right. Which one is more like you? □ Wish to change something □ Just right —— ○ Really true for me ○ Sort of true for me
Q44. Some students think they look quite good, while others think they are not good-looking enough. Which one is more like you? □ Quite good-looking □ Not good-looking enough —— ○ Really true for me ○ Sort of true for me
Q45. Some students rarely get called out by the teacher during class, while others often get called out. Which one is more like you? □ Rarely called out □ Often called out —— ○ Really true for me ○ Sort of true for me
Q46. When some students feel like breaking a rule, such as talking in class, they can control themselves, while others cannot control themselves. Which one is more like you? □ Can control myself □ Cannot control myself —— ○ Really true for me ○ Sort of true for me
Q47. Some students need several reminders from adults before they follow rules, while others can do it without reminders. Which one is more like you? □ Need several reminders □ Do not need reminders —— ○ Really true for me ○ Sort of true for me
Q48. Some students are quite satisfied with themselves as a person, while others often wish they were someone else. Which one is more like you? □ Quite satisfied □ Wish I were someone else —— ○ Really true for me ○ Sort of true for me
Q49. Some students are not sure whether they are a good kid, while others are very sure they are a good kid. Which one is more like you? □ Not sure □ Very sure —— ○ Really true for me ○ Sort of true for me
Q50. Some students feel “I’m a pretty good person,” while others often feel they are not good enough. Which one is more like you? □ I’m pretty good □ Feel I’m not good enough —— ○ Really true for me ○ Sort of true for me
Q51. You complete your homework on time mainly because:
Q52. You go to school mainly because:
Q53. You review before an exam mainly because:
Q54. You listen carefully in class mainly because:
Q55. You read books outside of school mainly because:
Q56. When you cannot solve a problem no matter how hard you try, you still keep thinking about it because:
Q57. For things that need daily practice, such as mental arithmetic or handwriting, you practice because:
Q58. You write your homework neatly and tidily because:
Q59. You hope to get good grades mainly because:
Q60. If there were no homework and no exams starting tomorrow, you would:
☆ Stop after the second sitting here. Take a break and continue next time.
Q61. In the morning, when you think about going to school, most of the time you feel:
Q62. During a whole day at school, you mostly feel:
Q63. When it is time to start homework, you mostly feel:
Q64. The moment you finish your homework, you mostly feel:
Q65. When you hear there will be an exam next week, you:
Q66. When the test paper is handed out and you are about to start answering, you mostly are:
Q67. When the teacher asks a question and you have thought of an answer, you:
Q68. When you stand up to answer a question, you mostly feel:
Q69. How many close friends do you have with whom you can talk about what is really on your mind?
Q70. When playing with friends, you mostly feel:
Q71. When you and a good friend argue, you more often:
Q72. When someone does not follow the rules during a game, you more often:
Q73. In the past month, has any classmate called you mean nicknames, deliberately excluded you from play, or pushed you or taken your things?
Q74. If the above things happened to you, you would be more likely to (if you have not experienced it, still choose what you think you would do):
Q75. In the past month, have you ever joined others in laughing at a classmate, gone along with teasing, or deliberately left someone out of play?
Q76. When you see a classmate who is often teased or excluded, you usually:
☆ You have finished the whole questionnaire. Thank you. Your answers will help you and your family understand you better.
| Item | Preference | Option mapping |
|---|---|---|
| Q1–Q8 | E/I | A=E B=Middle C=I |
| Q9–Q16 | S/N | A=S B=Middle C=N |
| Q17–Q24 | T/F | A=T B=Middle C=F |
| Q25–Q32 | J/P | A=J B=Middle C=P |
Each preference has 8 items. Separately tally the first-pole votes / middle votes / second-pole votes; see Section 1 of the Scoring and Determination Rules for determination rules.
Each item is scored 1–4: choosing the high self-esteem side and “really true for me” = 4; choosing the high self-esteem side and “sort of true for me” = 3; choosing the low self-esteem side and “sort of true for me” = 2; choosing the low self-esteem side and “really true for me” = 1.
| Dimension | Items | Position of high/low side |
|---|---|---|
| Academic competence | Q33, Q34, Q35 | Q33 high first; Q34 high second; Q35 high first |
| Peer acceptance | Q36, Q37, Q38 | Q36 high first; Q37 high second; Q38 high first |
| Athletic competence | Q39, Q40, Q41 | Q39 high first; Q40 high second; Q41 high first |
| Appearance satisfaction | Q42, Q43, Q44 | Q42 high first; Q43 high second; Q44 high first |
| Behavioral conduct | Q45, Q46, Q47 | Q45 high first; Q46 high first; Q47 high second |
| Global self-esteem | Q48, Q49, Q50 | Q48 high first; Q49 high second; Q50 high first |
(In each 3-item dimension, one item has the high/low side position reversed to reduce response set.)
| Item | External | Introjected | Identified | Intrinsic |
|---|---|---|---|---|
| Q51 | A | C | B | D |
| Q52 | C | D | A | B |
| Q53 | B | A | C | D |
| Q54 | B | D | A | C |
| Q55 | B | D | C | A |
| Q56 | C | A | D | B |
| Q57 | B | D | A | C |
| Q58 | C | A | D | B |
| Q59 | A | C | B | D |
| Q60 | B | D | C | A |
Classify each item according to the table above, then tally the number of votes for each of the four motivation types (each 0–10 votes); see Section 3 of the Scoring and Determination Rules for the proportional composition calculation.
| Scenario | Items | Option mapping |
|---|---|---|
| School attendance | Q61, Q62 | A=adaptive B=middle C=avoidance/difficulty |
| Homework | Q63, Q64 | Same as above |
| Exams | Q65, Q66 | Same as above |
| Speaking in class | Q67, Q68 | Same as above |
| Subdimension | Items | Notes |
|---|---|---|
| Friendship quantity and quality | Q69, Q70 | C is an attention signal |
| Conflict handling | Q71, Q72 | For Q72, both B and C are indicators of a single rigid strategy |
| Victimization screening | Q73, Q74 | Q73=C is a red line; Q74=C indicates a broken help-seeking channel |
| Perpetration screening | Q75, Q76 | Q75=C is a red line; Q76 reflects the bystander role |
理论基础：SRL 学习习惯前技能（Zimmerman）+ 作业参与方式四分（见《07-测评矩阵/家长教育诊断模块》）+ Dweck 表扬方式与期望—压力传导 + 活动清单兴趣广度扫描（Hidi）+ Moos 家庭环境三维中的系统维持维（见《07-测评矩阵/家庭教育诊断模块》）。 输出：学习习惯六维剖面 + 作业参与方式归类 + 期望—压力传导链证据 + 兴趣广度图与候选深潜区 + 家庭学习环境审计 + 亲子对话构成。 填写人：最了解孩子作业情况的主要照护者。观察窗口：最近两周（题目另有注明的按题目）。 作答方式：全部为行为锚点题——不评价「孩子/您是什么样的人」，只回忆「最近两周，那个场景里实际发生了什么」。
Q1. 最近两周，孩子开始写作业的时间点：
Q2. 放学回家到开始写作业之间，孩子的流程：
Q3. 周末/假期的作业，完成时间的安排是：
Q4. 昨天（或最近一个写作业的日子），孩子从坐下到开始写第一题，大约过了几分钟？
Q5. 家长说「该写作业了」之后，孩子通常需要被提醒几次才真正开始？
Q6. 开始写之后，进入「认真写」的状态大约需要：
Q7. 写 30 分钟作业，孩子离开座位、玩笔、发呆的次数大约是：
Q8. 写作业时家里有声音（电视声、家人说话声），孩子：
Q9. 孩子在一科作业上能连续专注的最长时间，大约是：
Q10. 孩子的书包：
Q11. 写完作业后，桌面和文具：
Q12. 最近两周，孩子忘带课本/作业/文具的次数：
Q13. 写完作业后，孩子会自己检查一遍吗？
Q14. 老师批改发回的作业/试卷上的错题，孩子通常：
Q15. 考试卷子发下来，孩子最先看的是：
Q16. 遇到不会做的题，孩子的第一反应是：
Q17. 孩子向您求助时，通常的状态是：
Q18. 家长讲解之后，孩子更常：
本部分测家长的行为，不测评好坏。提高音量、陪写疲惫都是高发现象，如实勾选才能得到对症的建议。
Q19. 最近两周，孩子写作业时您在同一个房间全程陪同的天数比例大约是：
Q20. 孩子写每一道题的过程中，您的典型动作是：
Q21. 孩子写完作业后，「检查」这一关是怎么过的：
Q22. 发现孩子作业有错时，您最常说的话更接近：
Q23. 孩子作业拖拉时，您的第一反应更接近：
Q24. 关于作业的时间、顺序、休息，您和孩子目前的约定状态是：
Q25. 孩子写作业遇到难题喊您时，您的典型回应：
Q26. 最近两周，陪写作业的过程中您提高音量或发火的次数：
Q27. 陪写作业这件事让您感到明显烦躁或疲惫的频率：
Q28. 如果完全不提醒、不检查，您估计孩子这学期的作业会：
Q29. 最近两周，您在孩子面前提到「××同学」「朋友家孩子」作比较的次数：
Q30. 孩子考试/测验成绩出来后，您问的第一句话更接近：
Q31. 孩子做成一件事（作业得优、比赛获奖、作品完成）时，您的表扬更接近：
Q32. 孩子没达到您的预期时，您更常：
Q33. 关于未来（升学、初中），您和孩子聊起的频率和方式：
Q34. 您对孩子现阶段的期望，更接近：
Q35. 孩子目前的周末和课余时间安排：
Q36. 孩子说「我不想学了」「太累了」时，您的典型回应：
Q37. 最近两周，您是否在孩子面前流露过对他学习或前途的焦虑（叹气、反复念叨、与配偶争论被孩子听到）：
Q38. 最近一次家里因为学习的事气氛紧张，是因为什么？（一句话，开放题）：______
填写方式：以下 30 项活动，按孩子最近一个月的实际表现，逐项勾三档之一。
- 喜欢＝没人催也会主动去做，或明显盼着做
- 一般＝安排他去也去，不主动、不拒绝
- 不喜欢＝明确回避、拖延或敷衍
- 完全没接触过的活动，勾「一般」并在旁边标注「未试过」。
| # | 活动 | 喜欢 | 一般 | 不喜欢 |
|---|---|---|---|---|
| Q39 | 户外运动（跑步、骑车、爬山） | |||
| Q40 | 球类运动（足球、篮球、乒乓球等） | |||
| Q41 | 游泳/滑冰/轮滑 | |||
| Q42 | 武术/舞蹈/体操 | |||
| Q43 | 画画/手工/黏土 | |||
| Q44 | 乐器（在学或自己玩） | |||
| Q45 | 唱歌/听音乐 | |||
| Q46 | 下棋（象棋、围棋、五子棋） | |||
| Q47 | 拼图/乐高/模型搭建 | |||
| Q48 | 编程/机器人/电子积木 | |||
| Q49 | 科学小实验/观察虫子和植物 | |||
| Q50 | 看科普书/纪录片 | |||
| Q51 | 读故事书/小说 | |||
| Q52 | 写故事/日记/编漫画 | |||
| Q53 | 朗诵/表演/演小品 | |||
| Q54 | 魔术/桌游/卡牌 | |||
| Q55 | 数独/迷宫/解谜题 | |||
| Q56 | 数学口算/思维题（当游戏做的那种） | |||
| Q57 | 英语动画/英语绘本/外语儿歌 | |||
| Q58 | 养小动物/照顾植物 | |||
| Q59 | 做饭/烘焙/帮厨 | |||
| Q60 | 整理收纳/布置自己的房间 | |||
| Q61 | 和朋友玩追逐、打仗等假扮游戏 | |||
| Q62 | 组织小伙伴玩（出主意、当领头的） | |||
| Q63 | 逛博物馆/科技馆/看展览 | |||
| Q64 | 旅行/认地图/看游记 | |||
| Q65 | 收集（卡片、石头、贴纸、徽章） | |||
| Q66 | 拍照/拍视频/做手工书 | |||
| Q67 | 帮助家人做事（带弟妹、跑腿、照顾老人） | |||
| Q68 | 一个人安静地发呆/瞎想/涂涂画画 |
Q69.（开放题）最近一个月，您观察到孩子在哪个活动里「忘记时间」（叫吃饭都叫不动）？请写出一个具体场景：______
Q70.（开放题）没有催促、没有奖励、没有观众时，孩子会主动回到哪件事？：______
Q71. 孩子写作业的位置：
Q72. 孩子学习时段，家里的电视和大人手机外放：
Q73. 学习用品（字典、草稿纸、文具）的可得性：
Q74. 最近两周，家里大人在孩子面前长时间刷手机的场景：
Q75. 孩子最近上学日的睡眠时长，大约是：
Q76. 孩子上学日的入睡时间：
Q77. 早晨从起床到出门：
Q78. 家里的屏幕使用规则：
Q79. 孩子用屏幕看/玩的内容：
Q80. 屏幕规则被打破时（该交平板不交），家里的典型走向：
Q81. 最近两周，家长与孩子亲子共读、或各自安静阅读同处一室的时间：
Q82. 最近两周，家长与孩子一起外出（运动、逛公园、博物馆、串门）的次数：
Q83. 昨天（或最近一个上学日），您和孩子说话最多的内容是哪一类？
Q84. 最近两周，孩子不用问、主动跟您讲学校的事的天数：
Q85. 孩子讲学校的事时，您的典型反应：
Q86. 最近两周，您和孩子有过几次「不说教、纯跟着孩子话题走」的 15 分钟以上的聊天？
Q87. 孩子心情不好、或在学校受了委屈回家时，他更常：
Q88. 请估算一天里您和孩子对话的构成比例（合计 100%）：
| 部分 | 题目 | 内容 | 处理规则指向 |
|---|---|---|---|
| 一 | Q1–Q3 | 固定作业时段 | 《计分与判定规则》第六节：A=3/B=2/C=1 |
| 一 | Q4–Q6 | 启动速度 | 同上 |
| 一 | Q7–Q9 | 分心频率 | 同上 |
| 一 | Q10–Q12 | 整理习惯 | 同上 |
| 一 | Q13–Q15 | 检查习惯 | 同上 |
| 一 | Q16–Q18 | 求助方式 | 同上 |
| 二 | Q19、Q20(C)、Q25(B) | 全陪写证据 | 第七节归类 |
| 二 | Q21(B)、Q22(B/C) | 监工式证据 | 第七节归类 |
| 二 | Q22(A)、Q23(A)、Q24(A)、Q25(A) | 自主支持式证据 | 第七节归类 |
| 二 | Q21(C)、Q24(C)，辅以 Q19(A) | 甩手式证据 | 第七节归类 |
| 二 | Q26 | 吼叫频率（独立红线候选，C=高频） | 红线汇总表 |
| 二 | Q27 | 陪写耗竭度（独立维度，C=高位） | 红线汇总表 |
| 二 | Q28 | 支架依赖度自评 | 第七节 |
| 三 | Q29 | 比较频率（C=红线候选） | 第八节 |
| 三 | Q30、Q31 | 反馈/表扬方式（A=过程型 B=空洞或结果型 C=施压型） | 第八节 |
| 三 | Q32、Q33、Q36 | 期望表达方式（A=信息型 B=说教型 C=施压型） | 第八节 |
| 三 | Q34 | 期望定位；Q35 课外班配置与留白 | 第八节 |
| 三 | Q37 | 焦虑流露频率（C=红线候选） | 红线汇总表 |
| 三 | Q38 | 开放文本：家庭紧张触发点背景 | 报告背景变量 |
| 四 | Q39–Q68 | 兴趣广度 30 项三档 | 第九节广度指数 |
| 四 | Q69、Q70 | 心流开放题（Hidi 核心判断句） | 第九节深潜区选择 |
| 五 | Q71–Q74 | 物理空间（A=2/B=1/C=0） | 第十节 |
| 五 | Q75–Q77 | 作息睡眠（Q75=C 为环境红线） | 第十节、红线汇总表 |
| 五 | Q78–Q80 | 屏幕规则与执行一致性 | 第十节 |
| 五 | Q81–Q82 | 共读与共同外出 | 第十节 |
| 六 | Q83–Q86 | 对话行为锚点 | 第十一节 |
| 六 | Q87 | 求助渠道存活度（C=关系红线关注） | 红线汇总表 |
| 六 | Q88 | 对话构成自评比例（与 Q83–Q87 交叉校验，矛盾时以行为锚点题为准） | 第十一节 |
多照护者版本：祖辈或另一位家长分担作业陪伴时，第一、二部分（Q1–Q28）可另填一份；两份的差异不取平均，按《家庭教育诊断模块》生成「一致性地图」呈现分歧项。
Theoretical basis: SRL pre-skills for learning habits (Zimmerman) + four-way homework involvement classification (see “07-Assessment Matrix/Parent Education Diagnostic Module”) + Dweck praise style and expectation–stress transmission + activity list interest breadth scan (Hidi) + the system-maintenance dimension of the three-dimensional Moos family environment model (see “07-Assessment Matrix/Family Education Diagnostic Module”). Output: six-dimension learning habit profile + homework involvement classification + evidence for the expectation–stress transmission chain + interest breadth map and candidate deep-dive areas + family learning environment audit + parent–child conversation composition. Respondent: the primary caregiver who knows the child’s homework situation best. Observation window: the most recent two weeks (unless an item states otherwise). Response format: all items are behaviorally anchored—do not evaluate “what kind of person the child/you are”; recall only “what actually happened in that scene over the past two weeks.”
Q1. In the past two weeks, the time when the child starts homework:
Q2. Between returning home from school and starting homework, the child’s routine:
Q3. For weekend/holiday homework, the completion time is arranged as follows:
Q4. Yesterday (or the most recent day when homework was done), about how many minutes passed from the child sitting down to starting the first question?
Q5. After a parent says “it’s time to do homework,” how many reminders does the child usually need before actually starting?
Q6. After starting, how long does it take for the child to enter a “seriously working” state?
Q7. During 30 minutes of homework, how many times does the child leave the seat, play with a pencil, or daydream?
Q8. When there is sound at home during homework (TV sound, family members talking), the child:
Q9. The longest time the child can continuously focus on one subject’s homework is about:
Q10. The child’s schoolbag:
Q11. After finishing homework, the desk and stationery:
Q12. In the past two weeks, how many times did the child forget textbooks/homework/stationery?
Q13. After finishing homework, does the child check it themselves?
Q14. For mistakes on teacher-marked homework or tests that are returned, the child usually:
Q15. When a test paper is returned, the child first looks at:
Q16. When encountering a problem they cannot do, the child’s first response is:
Q17. When the child asks you for help, the usual state is:
Q18. After the parent explains, the child is more likely to:
This section measures parent behavior, not whether it is good or bad. Raising one’s voice and feeling tired from homework supervision are common phenomena; selecting answers honestly is the only way to get suitable recommendations.
Q19. In the past two weeks, on what proportion of homework days were you in the same room accompanying the child for the whole time?
Q20. During the child’s work on each problem, your typical behavior is:
Q21. After the child finishes homework, how is the “checking” step handled:
Q22. When you find errors in the child’s homework, the words you say most often are closest to:
Q23. When the child is procrastinating on homework, your first reaction is closer to:
Q24. Regarding homework time, order, and breaks, the current agreement status between you and the child is:
Q25. When the child encounters a difficult problem and calls you, your typical response is:
Q26. In the past two weeks, how many times did you raise your voice or get angry while supervising homework?
Q27. How often did homework supervision make you feel noticeably irritable or exhausted?
Q28. If you did not remind or check at all, you estimate the child’s homework this semester would:
Q29. In the past two weeks, how many times have you mentioned “so-and-so classmate” or “a friend’s child” as a comparison in front of the child?
Q30. After the child’s exam/quiz score comes out, the first thing you ask is closest to:
Q31. When the child accomplishes something (gets an excellent mark on homework, wins a competition, finishes a project), your praise is closer to:
Q32. When the child does not meet your expectations, you more often:
Q33. Regarding the future (school advancement, junior high), the frequency and manner of your conversations with the child are:
Q34. Your expectations for the child at this stage are closer to:
Q35. The child’s current weekend and after-school time arrangement is:
Q36. When the child says “I don’t want to study anymore” or “I’m too tired,” your typical response is:
Q37. In the past two weeks, have you shown anxiety about the child’s studies or future in front of the child (sighing, repeated nagging, arguing with your spouse where the child could hear)?
Q38. Most recently, when the home atmosphere became tense because of learning, what was the cause? (One sentence, open-ended): ______
Filling instructions: For the following 30 activities, based on the child’s actual performance over the past month, select one of three levels per activity.
- Like = the child would do it proactively even if no one urged them, or clearly looks forward to it
- Neutral = will go if arranged, but neither proactive nor resistant
- Dislike = clearly avoids, delays, or does it perfunctorily
- For activities the child has never been exposed to, select “Neutral” and mark “not tried” beside it.
| # | Activity | Like | Neutral | Dislike |
|---|---|---|---|---|
| Q39 | Outdoor exercise (running, cycling, hiking) | |||
| Q40 | Ball sports (soccer, basketball, table tennis, etc.) | |||
| Q41 | Swimming/ice skating/roller skating | |||
| Q42 | Martial arts/dance/gymnastics | |||
| Q43 | Drawing/crafts/clay | |||
| Q44 | Musical instrument (learning or playing by oneself) | |||
| Q45 | Singing/listening to music | |||
| Q46 | Chess (Chinese chess, Go, five-in-a-row) | |||
| Q47 | Puzzles/LEGO/model building | |||
| Q48 | Programming/robotics/electronic building blocks | |||
| Q49 | Small science experiments/observing insects and plants | |||
| Q50 | Watching popular science books/documentaries | |||
| Q51 | Reading storybooks/novels | |||
| Q52 | Writing stories/diary/drawing comics | |||
| Q53 | Recitation/performance/skits | |||
| Q54 | Magic/board games/card games | |||
| Q55 | Sudoku/mazes/puzzle solving | |||
| Q56 | Mental arithmetic/math thinking problems (the kind done as a game) | |||
| Q57 | English cartoons/English picture books/foreign-language nursery rhymes | |||
| Q58 | Keeping small animals/caring for plants | |||
| Q59 | Cooking/baking/kitchen help | |||
| Q60 | Organizing and storage/decorating one’s own room | |||
| Q61 | Playing chase, fighting, or other pretend games with friends | |||
| Q62 | Organizing friends to play (coming up with ideas, being the leader) | |||
| Q63 | Visiting museums/science museums/exhibitions | |||
| Q64 | Traveling/reading maps/reading travelogues | |||
| Q65 | Collecting (cards, stones, stickers, badges) | |||
| Q66 | Taking photos/videos/making handmade books | |||
| Q67 | Helping family members with tasks (looking after younger siblings, running errands, caring for elders) | |||
| Q68 | Quietly sitting alone and staring into space/daydreaming/doodling |
Q69. (Open-ended) In the past month, in which activity did you observe the child “lose track of time” (you called them to eat and they would not stop)? Please describe one specific scene: ______
Q70. (Open-ended) When there is no urging, no reward, and no audience, which activity does the child proactively return to? ______
Q71. The child’s homework location:
Q72. During the child’s study time, the home TV and adults’ phone speaker playback:
Q73. Availability of study supplies (dictionary, scratch paper, stationery):
Q74. In the past two weeks, scenes of adults at home scrolling phones for long periods in front of the child:
Q75. The child’s sleep duration on recent school days is approximately:
Q76. The child’s bedtime on school days:
Q77. From waking up to leaving the house in the morning:
Q78. Screen-use rules at home:
Q79. The content the child watches/plays on screens:
Q80. When a screen rule is broken (the child will not return the tablet), the typical pattern at home is:
Q81. In the past two weeks, the amount of time the parent and child read together, or each read quietly in the same room:
Q82. In the past two weeks, how many times did the parent and child go out together (exercise, park, museum, visiting relatives or friends)?
Q83. Yesterday (or the most recent school day), which type of content did you talk about with your child the most?
Q84. In the past two weeks, how many days did the child proactively tell you about school without being asked?
Q85. When the child tells you about school, your typical response is:
Q86. In the past two weeks, how many times have you and the child had a conversation of more than 15 minutes that was “not lecturing, purely following the child’s topic”?
Q87. When the child is in a bad mood or has suffered an injustice at school and comes home, he/she is more likely to:
Q88. Please estimate the composition of one day’s conversation between you and the child (total 100%):
| Part | Items | Content | Processing rule reference |
|---|---|---|---|
| 1 | Q1–Q3 | Fixed homework time slot | “Scoring and Determination Rules” Section 6: A=3/B=2/C=1 |
| 1 | Q4–Q6 | Startup speed | Same as above |
| 1 | Q7–Q9 | Distraction frequency | Same as above |
| 1 | Q10–Q12 | Organization habits | Same as above |
| 1 | Q13–Q15 | Checking habits | Same as above |
| 1 | Q16–Q18 | Help-seeking style | Same as above |
| 2 | Q19, Q20(C), Q25(B) | Full-accompaniment evidence | Section 7 classification |
| 2 | Q21(B), Q22(B/C) | Overseer-style evidence | Section 7 classification |
| 2 | Q22(A), Q23(A), Q24(A), Q25(A) | Autonomy-supportive evidence | Section 7 classification |
| 2 | Q21(C), Q24(C), supplemented by Q19(A) | Hands-off evidence | Section 7 classification |
| 2 | Q26 | Shouting frequency (independent red-line candidate; C=high frequency) | Red-line summary table |
| 2 | Q27 | Homework supervision burnout (independent dimension; C=high) | Red-line summary table |
| 2 | Q28 | Scaffolding dependence self-assessment | Section 7 |
| 3 | Q29 | Comparison frequency (C=red-line candidate) | Section 8 |
| 3 | Q30, Q31 | Feedback/praise style (A=process-oriented B=empty or result-oriented C=pressure-oriented) | Section 8 |
| 3 | Q32, Q33, Q36 | Expectation expression style (A=informational B=lecturing C=pressure-oriented) | Section 8 |
| 3 | Q34 | Expectation positioning; Q35 extracurricular class configuration and free time | Section 8 |
| 3 | Q37 | Anxiety expression frequency (C=red-line candidate) | Red-line summary table |
| 3 | Q38 | Open text: background trigger point of family tension | Report background variable |
| 4 | Q39–Q68 | Interest breadth: 30 items, three levels | Section 9 breadth index |
| 4 | Q69, Q70 | Flow open-ended questions (Hidi core judgment sentence) | Section 9 deep-dive area selection |
| 5 | Q71–Q74 | Physical space (A=2/B=1/C=0) | Section 10 |
| 5 | Q75–Q77 | Sleep and daily schedule (Q75=C is an environmental red line) | Section 10, Red-line summary table |
| 5 | Q78–Q80 | Screen rules and enforcement consistency | Section 10 |
| 5 | Q81–Q82 | Shared reading and outings | Section 10 |
| 6 | Q83–Q86 | Conversation behavior anchors | Section 11 |
| 6 | Q87 | Help-seeking channel viability (C=relationship red-line concern) | Red-line summary table |
| 6 | Q88 | Self-rated conversation composition (cross-checked with Q83–Q87; when inconsistent, behavior-anchor items prevail) | Section 11 |
Multiple-caregiver version: When grandparents or another parent share homework supervision, Parts 1 and 2 (Q1–Q28) may be completed separately; differences between the two copies are not averaged. Instead, the “Family Education Diagnostic Module” generates a “consistency map” to present divergent items.
定位：与《7-12岁孩子自评问卷》第一部分（Q1–Q32 四偏好自评）并轨的家长他评版，填儿童心理模块预留的「32 + 12」槽位（每偏好 3 题）。计分与并轨判定见《计分与判定规则》第一节第 3 条。 理论依据：MMTIC 式四偏好框架的家长观察版；全部行为证据取自《01-知识库/气质九维与四偏好映射》第二节映射总表，按学龄场景改写（映射来源逐题标注）。 填写人：日常主要照护的家长 1 位（两位照护者分别填时，按数据质量校验第 6 条生成一致性地图）。 回忆窗口：最近两周。问的是「最近两周真实出现次数最多的样子」，不是「希望的样子」，也不是「最好的一次」。
2026-10-20 证据定位：本卷随四偏好一起降级为 E4 沟通提示；不进入计分/分型/报告结论/处方参数。B 带主测量改为 CBQ-VSF（家长报告）+ SDQ 自评（8+）；本卷在 Phase 1 重写前仅作历史/沟通，不用于新报告判定。
Q1. 最近两周，遇到不太熟的小朋友（聚会、小区、兴趣班新同学），孩子更常：
映射：A=偏E｜B=中间｜C=偏I（证据来源：趋避性「对新的人快速接近 vs 初始退缩」＋ CBQ 外向性因子「主动发起社交」）
Q2. 放学回到家（或多人集体活动结束）后的头半小时，孩子更常：
映射：A=偏E｜B=中间｜C=偏I（证据来源：CBQ 外向性因子「兴奋表达」＋活动水平）
Q3. 最近两周的自由时间里，孩子主动提出的安排更常是：
映射：A=偏E｜B=中间｜C=偏I（证据来源：活动水平「多人跑动游戏 vs 安静小范围活动」＋趋避性）
Q4. 最近两周孩子主动问您的问题，更偏向哪类：
映射：A=偏S｜B=中间｜C=偏N（证据来源：注意分散度「关注眼前具体刺激 vs 被联想带走」＋语言表达观察项）
Q5. 拿到新玩具、新桌游或新的拼装材料，孩子更常：
映射：A=偏S｜B=中间｜C=偏N（证据来源：游戏方式观察项「按说明书复现 vs 改编规则、假想游戏」）
Q6. 让孩子讲一次出游或一件事（如上周的班级活动），他的讲述更常：
映射：A=偏S｜B=中间｜C=偏N（证据来源：语言表达观察项「描述具体事物经过 vs 描述想象、假设和可能性」）
Q7. 看到小朋友哭，或家人明显难过，孩子的第一反应更常是：
映射：A=偏T｜B=中间｜C=偏F（证据来源：同理心回应观察项「先问发生了什么 vs 立即情绪共鸣」）
Q8. 孩子和同伴或兄弟姐妹发生分歧时，更常：
映射：A=偏T｜B=中间｜C=偏F（证据来源：冲突处理观察项「讲条件找方案 vs 讲感受求和解」）
Q9. 孩子抱怨「不公平」的时候，他指的更常是：
映射：A=偏T｜B=中间｜C=偏F（证据来源：规则意识观察项「敏感于不合规 vs 敏感于他伤心了」）
Q10. 既有作业/任务，又有想玩的事时，最近两周孩子更常：
映射：A=偏J｜B=中间｜C=偏P（证据来源：坚持度「任务启动后要求完成 vs 容易转移」＋节律性）
Q11. 孩子的书包、书桌或玩具区，大多数时候是：
映射：A=偏J｜B=中间｜C=偏P（证据来源：秩序感观察项「归位、步骤顺序有要求 vs 对秩序宽松」）
Q12. 提前说好的安排临时变了（如出游改期、约定的事取消），孩子更常：
映射：A=偏J｜B=中间｜C=偏P（证据来源：计划变更反应观察项「预告外变化引发抵触 vs 随遇而安」＋适应性）
每偏好 3 题，按上方映射分别累计三堆票数：前一极 / 中间 / 后一极（如 E/I 组：偏 E 票、中间票、偏 I 票）。「未观察」不计票。
| 票数分布（有效票中） | 他评输出 |
|---|---|
| 某极 ≥2 票 | 偏该极 |
| 中间票 ≥2，或两极各 1 票 | 未定型 |
| 有效票 <2 题（≥2 题「未观察」） | 他评数据不足：该偏好本次不参与并轨，报告按「他评数据缺省」注记；建议 2 周后补测该组 |
与《计分与判定规则》第一节第 3 条的并轨矩阵一致，此处按本卷落地为可直接执行的查表流程。
| 自评＼他评 | 他评偏 X | 他评未定型 | 他评偏 Y |
|---|---|---|---|
| 自评偏 X | 一致：置信度上调一档，报告写「自评与日常观察一致」 | 取偏 X，注明「正在形成中」 | 冲突：不输出倾向，写「正在形成中，不同情境表现不同」，再观察 6 个月复测 |
| 自评未定型 | 取偏 X（他评），注明「自评尚未成形，观察已有迹象」 | 未定型 | 取偏 Y（他评），注明「自评尚未成形，观察已有迹象」 |
| 自评偏 Y | 冲突：同上，再观察 6 个月 | 取偏 Y，注明「正在形成中」 | 一致：置信度上调一档 |
某 9 岁孩子：自评 E/I 为偏 I（8 题中 I 6 票）；本卷 Q1 选 A、Q2 选 B、Q3 选 C → 偏 E 1 票、中间 1 票、偏 I 1 票 → 他评未定型。 查表「自评偏 X × 他评未定型」→ 输出偏 I，注明「正在形成中」。报告措辞：「从孩子自评看当前呈现偏 I 的倾向；最近两周的日常观察中两种表现都出现过——这个维度正在形成中，是常态。」
| 组别 | 题目 | 前一极（A） | 中间（B） | 后一极（C） |
|---|---|---|---|---|
| E/I | Q1–Q3 | 偏 E | 中间 | 偏 I |
| S/N | Q4–Q6 | 偏 S | 中间 | 偏 N |
| T/F | Q7–Q9 | 偏 T | 中间 | 偏 F |
| J/P | Q10–Q12 | 偏 J | 中间 | 偏 P |
Positioning: The parent-report version aligned with Part One (Q1–Q32 four-preference self-report) of the 7–12 Age Band Child Self-Report Questionnaire. It fills the reserved “32 + 12” slot in the child psychology module (3 questions per preference). For scoring and alignment determination, see Section 1, Item 3 of the Scoring and Determination Rules. Theoretical basis: A parent-observation version of the MMTIC-style four-preference framework; all behavioral evidence is taken from the Section 2 mapping master table in 01-Knowledge Base / Temperament Nine Dimensions and Four-Preference Mapping, rewritten for school-age scenarios (mapping source annotated for each item). Respondent: One parent who is the primary daily caregiver. When two caregivers complete it separately, generate a consistency map according to Data Quality Check Item 6. Recall window: the most recent two weeks. The question asks about “the pattern that actually appeared most often in the past two weeks,” not “the hoped-for pattern,” and not “the best single instance.”
Evidence positioning as of 2026-10-20: This questionnaire, together with the four preferences, is downgraded to E4 communication prompts; it does not enter scoring/typing/report conclusions/practice-card parameters. The primary Band B measurement is changed to CBQ-VSF (parent report) + SDQ self-report (8+); before the Phase 1 rewrite, this questionnaire is used only for historical/communication purposes and is not used for new report determinations.
Q1. In the past two weeks, when meeting a child they do not know well (at a gathering, in the neighborhood, or a new classmate in an interest class), the child more often:
Mapping: A = E-leaning | B = middle | C = I-leaning (Evidence source: approach/withdrawal “rapid approach to new people vs. initial withdrawal” + CBQ extraversion factor “actively initiating social contact”)
Q2. In the first half hour after returning home from school (or after a multi-person group activity ends), the child more often:
Mapping: A = E-leaning | B = middle | C = I-leaning (Evidence source: CBQ extraversion factor “excited expression” + activity level)
Q3. During free time in the past two weeks, the activities the child proactively proposes are more often:
Mapping: A = E-leaning | B = middle | C = I-leaning (Evidence source: activity level “multi-player running games vs. quiet small-scale activities” + approach/withdrawal)
Q4. In the past two weeks, the questions the child proactively asks you are more often which type:
Mapping: A = S-leaning | B = middle | C = N-leaning (Evidence source: distractibility “attention to concrete immediate stimuli vs. being carried away by associations” + language expression observation item)
Q5. When getting a new toy, new board game, or new construction materials, the child more often:
Mapping: A = S-leaning | B = middle | C = N-leaning (Evidence source: play style observation item “reproducing according to instructions vs. adapting rules and pretend play”)
Q6. When asking the child to describe an outing or an event (such as last week’s class activity), their account is more often:
Mapping: A = S-leaning | B = middle | C = N-leaning (Evidence source: language expression observation item “describing concrete events and processes vs. describing imagination, hypotheses, and possibilities”)
Q7. When seeing a child cry or a family member clearly upset, the child’s first reaction is more often:
Mapping: A = T-leaning | B = middle | C = F-leaning (Evidence source: empathy response observation item “first asking what happened vs. immediate emotional resonance”)
Q8. When the child disagrees with a peer or sibling, they more often:
Mapping: A = T-leaning | B = middle | C = F-leaning (Evidence source: conflict handling observation item “arguing terms and finding solutions vs. talking about feelings and seeking reconciliation”)
Q9. When the child complains about “unfairness,” they more often mean:
Mapping: A = T-leaning | B = middle | C = F-leaning (Evidence source: rule awareness observation item “sensitive to non-compliance vs. sensitive to someone being hurt/sad”)
Q10. When there is homework/tasks on one hand and something they want to play on the other, over the past two weeks the child more often:
Mapping: A = J-leaning | B = middle | C = P-leaning (Evidence source: persistence “requires completion after starting a task vs. easily shifts away” + rhythmicity)
Q11. The child’s backpack, desk, or toy area is, most of the time:
Mapping: A = J-leaning | B = middle | C = P-leaning (Evidence source: orderliness observation item “requires returning items to their places and sequential order vs. relaxed about order”)
Q12. When a pre-arranged plan changes at the last minute (such as an outing is rescheduled or an agreed activity is canceled), the child more often:
Mapping: A = J-leaning | B = middle | C = P-leaning (Evidence source: plan-change reaction observation item “resistance triggered by unannounced changes vs. taking things as they come” + adaptability)
Each preference has 3 questions. According to the mappings above, tally votes into three piles: first pole / middle / second pole (e.g., for the E/I group: E-leaning votes, middle votes, I-leaning votes). “Not observed” is not counted.
| Vote distribution (among valid votes) | Other-report output |
|---|---|
| One pole ≥2 votes | Leaning toward that pole |
| Middle votes ≥2, or 1 vote at each pole | Unformed |
| Valid votes <2 items (≥2 items “Not observed”) | Insufficient other-report data: this preference does not participate in alignment this time; the report annotates it as “other-report data missing”; recommend retesting this group after 2 weeks |
Consistent with the alignment matrix in Section 1, Item 3 of the Scoring and Determination Rules; here it is operationalized for this questionnaire as a directly executable table-lookup procedure.
| Self-report \ Other-report | Other-report leaning X | Other-report unformed | Other-report leaning Y |
|---|---|---|---|
| Self-report leaning X | Consistent: confidence is raised one level; report states “self-report is consistent with daily observation” | Take leaning X, note “still forming” | Conflict: no leaning is output; write “still forming; behavior differs across contexts,” observe for another 6 months and retest |
| Self-report unformed | Take leaning X (other-report), note “self-report not yet formed, but observation already shows signs” | Unformed | Take leaning Y (other-report), note “self-report not yet formed, but observation already shows signs” |
| Self-report leaning Y | Conflict: same as above, observe for another 6 months | Take leaning Y, note “still forming” | Consistent: confidence is raised one level |
A 9-year-old child: self-report E/I is I-leaning (6 I votes out of 8 items); in this questionnaire, Q1 selected A, Q2 selected B, Q3 selected C → E-leaning 1 vote, middle 1 vote, I-leaning 1 vote → other-report unformed. Look up “self-report leaning X × other-report unformed” → output leaning I, note “still forming.” Report wording: “From the child’s self-report, there is currently an I-leaning tendency; in daily observation over the past two weeks, both patterns appeared—this dimension is still forming, which is normal.”
| Group | Items | First pole (A) | Middle (B) | Second pole (C) |
|---|---|---|---|---|
| E/I | Q1–Q3 | E-leaning | Middle | I-leaning |
| S/N | Q4–Q6 | S-leaning | Middle | N-leaning |
| T/F | Q7–Q9 | T-leaning | Middle | F-leaning |
| J/P | Q10–Q12 | J-leaning | Middle | P-leaning |
适用于《7-12岁孩子自评问卷》（下称「孩子卷」）与《7-12岁家长与家庭问卷》（下称「家长卷」）。沿用 A 带原则：所有计分必须可被非技术人员手工复算；五档评级带结构与《02-测评工具/计分与评级规则》一致。
2026-10-20 证据定位：本卷四偏好部分为 E4 沟通提示，非测评；不进入计分/分型/报告结论/处方参数。B 带主测量改为 CBQ-VSF（家长报告，3–8）+ SDQ 自评（8+）；本卷四偏好条目在 Phase 1 重写前仅保留为历史内容，新试点不使用其判定结果。见《证据分级与主张边界》与《测评矩阵总表》。
按孩子卷末尾索引，每偏好 8 题分别累计三堆票数：前一极 / 中间 / 后一极（如 E/I：E 票、中间票、I 票）。
| 票数分布 | 输出 | 报告措辞 |
|---|---|---|
| 某极 7–8 票 | 偏该极（置信度高） | 「呈现较明显的偏 X 倾向」 |
| 某极 5–6 票 | 偏该极 | 「当前呈现偏 X 的倾向」 |
| 两极各 ≤4 票（含 4:4、中间票 ≥5） | 未定型（正常） | 「这个维度正在形成中，是常态」 |
他评数据源按优先级取：
并轨算法（自评 × 他评）：
| 自评 \ 他评 | 他评偏 X | 他评未定型 | 他评偏 Y |
|---|---|---|---|
| 自评偏 X | 一致：置信度上调一档，报告写「自评与日常观察一致」 | 取偏 X，注明「正在形成中」 | 冲突：不输出倾向，写「正在形成中/不同情境表现不同」，再观察 6 个月复测 |
| 自评未定型 | 取偏 X（他评），注明「自评尚未成形，观察已有迹象」 | 未定型 | 取偏 Y（他评），同上 |
| 自评偏 Y | 冲突：同上，再观察 6 个月 | 取偏 Y，注明「正在形成中」 | 一致：置信度上调一档 |
每题 1–4 分（计分规则见孩子卷索引），每维 3 题求和，维度分 3–12。
| 维度总分 | 评级 | 含义 |
|---|---|---|
| 11–12 | 极好 | 自我评价坚实，提供进阶挑战即可 |
| 9–10 | 优秀 | 健康的自我评价，保持 |
| 7–8 | 良好 | 基本正面，个别场景需关注 |
| 5–6 | 中等 | 自我评价偏低，列入支持候选 |
| 3–4 | 待提高 | 自我评价明显偏低，优先支持 |
学业能力感维度档位 与 学业背景档位（来自初始信息中的校内表现背景，同样折成五档）相减：
18 题中「真的很像我」落在高自尊侧 ≥15 题 → 提示「可能按『应该的样子』作答」，该部分结果仅作参考，报告中不引用具体分数。
按孩子卷索引表逐题归类，累计外部 / 内摄 / 认同 / 内在各得几票（各 0–10）。构成比 = 各型票数 ÷ 10 × 100%。
RAI =（内在 × 2 ＋ 认同 × 1）−（内摄 × 1 ＋ 外部 × 2），范围 −20 ~ +20。
| RAI | 判定 | 处理 |
|---|---|---|
| ≥ +8 | 自主主导 | 维护；方法类处方可放行 |
| −7 ~ +7 | 混合态 | 看构成比细节定主攻 |
| ≤ −8 | 外控主导 | 联动家长线：奖励与压力方式审计（外部激励挤出内在动机，SDT 经典证据）；孩子端方法类建议暂缓 |
| 组合 | 判定 |
|---|---|
| 双 A | 适应 |
| A＋B 或 双 B | 平稳 |
| 含 1 个 C | 畏难 |
| 双 C | 高畏难 |
| 触发条件 | 级别 | 处理 |
|---|---|---|
| 考试场景双 C（Q65、Q66 均 C） | 红线候选 | 联动家长线施压方式审计；考试场景处方全部换「低压力变体」 |
| ≥3 个场景畏难或高畏难 | 红线候选 | 优先处理情绪与关系，暂停一切方法类建议（教育行为模块红线） |
| Q62＝C 且 Q73＝C（学校难熬＋被欺负高频） | 红线 | 合并解读：学校已成负性场所；见红线汇总表 S1 |
| 作业场景畏难（Q63/Q64 含 C） | 关注 | 与家长卷 Q26/Q27（吼叫、耗竭）并读，区分「作业本身难」与「作业时段氛围差」 |
| 信号 | 题号 | 级别 | 处理 |
|---|---|---|---|
| 没有知心朋友 | Q69＝C | 关注 | 友谊处方式活动（合作型游戏优先于竞技型） |
| 社交中自我压缩 | Q70＝C | 关注 | 与家长卷期望—压力部分并读 |
| 冲突后不可修复 | Q71＝C | 关注 | 冲突解决策略训练（SEL 关系技能） |
| 冲突策略单一（忍/爆） | Q72＝B 或 C | 关注 | 同上 |
| 被欺负高频 | Q73＝C | 红线 | 报告首页；给家长「先听、不质问、不升级、留证据、找学校」五步沟通脚本 |
| 求助渠道断裂 | Q74＝C | 红线 | 与亲子对话构成（家长卷 Q87）并读；关系修复优先于一切学习建议 |
| 欺负他人参与 | Q75＝C | 红线 | 去道德化处理：不给「坏孩子」标签；行为处方 = 同理心视角训练＋群体角色重置；与家长卷 Q26 并读 |
| 双向均高频（Q73＝C 且 Q75＝C） | — | 最高优先红线 | 报告只给「建议关注/建议咨询」两级表述＋转介话术，系统内不做行为处方 |
每题 A=3、B=2、C=1；每维 3 题求和，维度分 3–9。
| 维度总分 | 评级 |
|---|---|
| 9 | 极好 |
| 8 | 优秀 |
| 6–7 | 良好 |
| 4–5 | 中等 |
| 3 | 待提高 |
六维：固定作业时段（Q1–3）、启动速度（Q4–6）、分心频率（Q7–9）、整理习惯（Q10–12）、检查习惯（Q13–15）、求助方式（Q16–18）。
每周只发 1 个习惯微单元（教育行为模块 B 带剂量）。选择顺序：
按家长卷索引，分别累计四型证据数：
| 参与方式 | 证据题 |
|---|---|
| 全陪写 | Q19＝C、Q20＝C、Q25＝B |
| 监工式 | Q21＝B、Q22＝B、Q22＝C |
| 自主支持式 | Q22＝A、Q23＝A、Q24＝A、Q25＝A |
| 甩手式 | Q21＝C、Q24＝C（Q19＝A 作辅证） |
| 结果 | 判定 | 审计结论方向（家长教育诊断模块） |
|---|---|---|
| 自主支持证据 ≥3 | 自主支持为主 | 维护与推广 |
| 全陪写证据 ≥2 | 全陪写为主 | 能力感侵蚀 → 撤支架阶梯方案（每周撤 1 个支架，附「撤前能力检查」） |
| 监工式证据 ≥2 | 监工式为主 | 焦虑传导 → 反馈方式改造（先问后讲，纠错限额） |
| 甩手式证据 ≥2 | 甩手式为主 | 结构缺失 → 最小可行结构（固定时段＋结束确认，就这两条） |
| 各型均 <2 | 混合/过渡态 | 取证据最多的方向给半量建议，3 个月后复测 |
| 子维度 | 题目 | 计法 |
|---|---|---|
| 比较频率 | Q29 | C（≥3 次）→ 红线候选 |
| 反馈/表扬方式 | Q30、Q31 | 过程型（A）/ 空洞或结果型（B）/ 施压型（C）各计票 |
| 期望表达方式 | Q32、Q33、Q36 | 信息型（A）/ 说教型（B）/ 施压型（C）各计票 |
| 期望定位与留白 | Q34、Q35 | 描述性记录，不计档 |
| 焦虑流露 | Q37 | C（每周都有）→ 红线候选 |
满足以下两条即生成传导链条图（家长的焦虑 → 行为 → 孩子的学业情绪）：
链条图措辞规范（家长教育诊断模块红线）：审计行为，不审判人格。✗「您给孩子太大压力」✓「最近两周，『比较』出现 × 次、『必须进前几』类表达出现 × 次——同期孩子在考试场景选了『很害怕』。链条的这一环在家里。」
广度指数 = 30 项中「喜欢」的项数（「未试过」不计入分母也不计入分子）。
| 指数 | 判定 | 含义 |
|---|---|---|
| ≥12 | 广 | 体验面充足，重点转向深度 |
| 6–11 | 中 | 正常区间 |
| ≤5 | 窄 | 优先扩广度，不谈深度 |
（阈值为内部默认值，待 P1 试点数据校准，校准前报告中不引用具体数字。）
按优先级逐条匹配，命中即停：
红线（兴趣模块）：12 岁前不输出「适合走专业路线」类结论；推荐表述永远是「兴趣与发展阶段」；不推荐具体商业机构。
每题 A=2、B=1、C=0。
| 子量表 | 题目 | 满分 | 五档（极好/优秀/良好/中等/待提高） |
|---|---|---|---|
| 物理空间 | Q71–Q74 | 8 | 8 / 7 / 5–6 / 3–4 / 0–2 |
| 作息睡眠 | Q75–Q77 | 6 | 6 / 5 / 4 / 2–3 / 0–1 |
| 屏幕规则 | Q78–Q80 | 6 | 6 / 5 / 4 / 2–3 / 0–1 |
| 共读与外出 | Q81–Q82 | 4 | 4 / 3 / 2 / 1 / 0 |
| 信号 | 题号 | 判定 | 处理 |
|---|---|---|---|
| 渠道存活度低 | Q84＝C 且 Q87＝C | 关系红线关注 | 关系修复优先于一切学习建议；给「只听不教的亲子时光」处方（可选家庭仪式，频次家庭自定，不计入每周完成判定与奖励评价） |
| 对话结构板结 | Q88 事务性 >70% 且 Q86＝C | 板结区 | 15 分钟闲聊处方（话题库联动孩子兴趣广度结果） |
| 倾听模式 | Q85＝C | 关注 | 家长功课：「听完再评论」行为练习（每周 3 次打卡） |
| 构成自评矛盾 | Q88 与 Q83–Q87 行为题不一致 | — | 以行为锚点题（Q83–Q87）为准，Q88 仅作家长自我认知参考，报告中可呈现差异 |
| # | 红线 | 来源 | 优先级 | 处理 |
|---|---|---|---|---|
| S1 | 被欺负高频（含 Q62＋Q73 联合触发） | 孩子卷 Q73 | 1 安全类 | 报告首页；家长五步沟通脚本；4 周内复测该项 |
| S2 | 欺负他人参与 / 双向高频 | 孩子卷 Q75 | 1 安全类 | 去道德化行为干预；双向高频只给「建议关注/建议咨询」＋转介话术 |
| S3 | 求助渠道断裂 | 孩子卷 Q74＝C | 2 关系类 | 关系修复优先于一切学习建议 |
| S4 | 吼叫高频 | 家长卷 Q26＝C | 2 关系类 | 报告首页级；「先降温后讲理」家长脚本；与耗竭并读 |
| S5 | 家长耗竭高位 | 家长卷 Q27＝C | 2 关系类 | 报告第一条建议给家长 |
| S6 | 关系红线关注 | 家长卷 Q84＋Q87 | 2 关系类 | 同 S3 |
| S7 | 比较高频 | 家长卷 Q29＝C | 3 压力类 | 替换脚本库（比较 → 具体反馈） |
| S8 | 焦虑流露高频 | 家长卷 Q37＝C | 3 压力类 | 传导链条图＋家长自我调节功课 |
| S9 | 考试场景高畏难 | 孩子卷 Q65、Q66 双 C | 3 压力类 | 低压力考试变体处方；联动 S7/S8 |
| S10 | 睡眠不足 | 家长卷 Q75＝C | 4 环境类 | 第一条环境建议 |
统一规则：红线项永远排在报告最前，优先于一切发展性建议；红线未处理前不下发同域新方法类处方；疑似临床信号（自伤言语、持续情绪低落等，本问卷不测但家长/孩子开放题中透露时）→ 转介话术：「这超出了发展性建议的范围，建议咨询____（专业机构类型），这份数据可以带去参考」。
| 判定结果 | 对处方引擎的参数影响 |
|---|---|
| 偏 I / 慢热证据 | 新习惯微单元需「预告＋示范」两步引入；第一批亲子任务避开多人竞技 |
| 偏 P（J/P） | 打卡允许弹性档（「完成/做了一半」双档都算数）；不用连续天数作奖励条件 |
| 偏 J | 安排「完成感仪式」（贴完成章）；微单元一次只改一个变量，避免打断其节奏 |
| T/F 未定型 | 报告附发育常态声明；话术暂用「先共情后讲理」通用顺序 |
| 动机外控主导（RAI ≤ −8） | 孩子端方法类处方暂缓；家长功课先行（奖励方式审计） |
| 内摄 ≥4 票 | 全库话术过一遍「去羞耻化」检查；禁用「丢脸」类场景设计 |
| 自我概念学业能力感 ≤ 中等 | 习惯微单元难度下调半档；第一批任务必须「确定性成功」保底 |
| 家长耗竭/吼叫红线 | 孩子处方剂量减半（每周 1 微单元＋1 亲子任务），先修关系再加量 |
Applies to the 7–12 Child Self-Report Questionnaire (hereafter “Child Form”) and the 7–12 Parent and Family Questionnaire (hereafter “Parent Form”). It follows Band A principles: all scoring must be manually reproducible by non-technical personnel; the five-band rating structure is consistent with
02-测评工具/计分与评级规则.2026-10-20 evidence positioning: The four-preference section in this form is an E4 communication prompt, not an assessment; it does not enter scoring/typology/report conclusions/prescription parameters. The primary Band B measures are changed to CBQ-VSF (parent report, ages 3–8) + SDQ self-report (8+); the four-preference items in this form are retained only as historical content before the Phase 1 rewrite, and the new pilot does not use their determination results. See Evidence Grading and Claim Boundaries and the Assessment Matrix Master Table.
According to the index at the end of the Child Form, for each preference count three piles of votes for the 8 items separately: first pole / middle / second pole (e.g., E/I: E votes, middle votes, I votes).
| Vote distribution | Output | Report wording |
|---|---|---|
| 7–8 votes for one pole | Leaning toward that pole (high confidence) | “Shows a fairly clear leaning toward X” |
| 5–6 votes for one pole | Leaning toward that pole | “Currently shows a leaning toward X” |
| Each pole ≤4 votes (including 4:4, or ≥5 middle votes) | Not yet formed (normal) | “This dimension is still forming, which is normal” |
Other-rater data sources are used in the following priority order:
家长观察抽测12题.md);Joint algorithm (self-report × other-rater):
| Self-report \ Other-rater | Other-rater X-leaning | Other-rater not yet formed | Other-rater Y-leaning |
|---|---|---|---|
| Self-report X-leaning | Consistent: raise confidence by one band; the report writes “self-report is consistent with daily observation” | Take X-leaning, note “still forming” | Conflict: do not output a leaning; write “still forming/different situations show different behaviors”; observe for 6 months and retest |
| Self-report not yet formed | Take X-leaning (other-rater), note “self-report not yet formed; observation already shows signs” | Not yet formed | Take Y-leaning (other-rater), same as above |
| Self-report Y-leaning | Conflict: same as above, observe for 6 months | Take Y-leaning, note “still forming” | Consistent: raise confidence by one band |
Each item scores 1–4 points (see the Child Form index for scoring rules); sum the 3 items in each dimension; dimension scores range from 3 to 12.
| Dimension total | Rating | Meaning |
|---|---|---|
| 11–12 | Excellent | Self-evaluation is solid; provide advanced challenges. |
| 9–10 | Very good | Healthy self-evaluation; maintain. |
| 7–8 | Good | Largely positive; individual scenarios need attention. |
| 5–6 | Moderate | Self-evaluation is somewhat low; place on the support candidate list. |
| 3–4 | Needs improvement | Self-evaluation is clearly low; prioritize support. |
Subtract the academic background band (from school performance background in initial information, similarly converted into five bands) from the academic competence dimension band:
If ≥15 of the 18 items have “Really like me” on the high self-esteem side → prompt “may be answering as ‘how I should be’”; results for this section are for reference only; specific scores are not cited in the report.
Classify each item according to the Child Form index table; count how many votes each type receives: external / introjected / identified / intrinsic (each 0–10). Composition ratio = each type’s votes ÷ 10 × 100%.
RAI = (intrinsic × 2 + identified × 1) − (introjected × 1 + external × 2), range −20 to +20.
| RAI | Determination | Handling |
|---|---|---|
| ≥ +8 | Autonomy-dominant | Maintain; method-type prescriptions may be released. |
| −7 to +7 | Mixed state | Determine the primary focus based on composition ratio details. |
| ≤ −8 | External-control-dominant | Link to the parent line: audit reward and pressure styles (external rewards crowd out intrinsic motivation, classic SDT evidence); defer child-side method-type recommendations. |
| Combination | Determination |
|---|---|
| Two As | Adaptive |
| A+B or two Bs | Stable |
| Contains one C | Difficulty-avoidant |
| Two Cs | High difficulty-avoidant |
| Trigger condition | Level | Handling |
|---|---|---|
| Exam scenario two Cs (Q65, Q66 both C) | Red-line candidate | Link to a parent-line pressure-style audit; all exam-scenario prescriptions are switched to the “low-pressure variant.” |
| ≥3 scenarios are difficulty-avoidant or high difficulty-avoidant | Red-line candidate | Prioritize emotion and relationship handling; suspend all method-type recommendations (education behavior module red line). |
| Q62=C and Q73=C (school feels unbearable + high-frequency bullying victimization) | Red line | Joint interpretation: school has become a negative environment; see Red-Line Summary S1. |
| Homework-scenario difficulty avoidance (Q63/Q64 contains C) | Attention | Read together with Parent Form Q26/Q27 (yelling, exhaustion); distinguish “the homework itself is difficult” from “the homework-period atmosphere is poor.” |
| Signal | Item | Level | Handling |
|---|---|---|---|
| No close friend | Q69=C | Attention | Friendship-focused activities (cooperative games take priority over competitive games). |
| Self-suppression in social situations | Q70=C | Attention | Read together with the Parent Form expectations–pressure section. |
| Conflicts cannot be repaired afterward | Q71=C | Attention | Conflict-resolution strategy training (SEL relationship skills). |
| Single conflict strategy (suppress / explode) | Q72=B or C | Attention | Same as above. |
| High-frequency bullying victimization | Q73=C | Red line | Report front page; give parents a five-step communication script: “listen first, do not interrogate, do not escalate, keep evidence, contact the school.” |
| Broken help-seeking channel | Q74=C | Red line | Read together with parent–child dialogue composition (Parent Form Q87); relationship repair takes priority over all learning recommendations. |
| Participation in bullying others | Q75=C | Red line | De-moralizing handling: do not attach a “bad kid” label; behavioral prescription = empathy perspective training + group role reset; read together with Parent Form Q26. |
| High frequency in both directions (Q73=C and Q75=C) | — | Highest-priority red line | The report gives only two-level wording of “consider attention/consider consultation” plus referral scripts; no behavioral prescription is made in the system. |
Each item: A=3, B=2, C=1; sum the 3 items in each dimension; dimension scores range from 3 to 9.
| Dimension total | Rating |
|---|---|
| 9 | Excellent |
| 8 | Very good |
| 6–7 | Good |
| 4–5 | Moderate |
| 3 | Needs improvement |
The six dimensions are: fixed homework period (Q1–3), starting speed (Q4–6), distraction frequency (Q7–9), organization habits (Q10–12), checking habits (Q13–15), and help-seeking style (Q16–18).
Only one habit micro-unit is issued per week (Band B dosage in the education behavior module). Selection order:
According to the Parent Form index, count the number of evidence items for the four styles separately:
| Involvement style | Evidence items |
|---|---|
| Full accompaniment | Q19=C, Q20=C, Q25=B |
| Supervisor-style | Q21=B, Q22=B, Q22=C |
| Autonomy-supportive | Q22=A, Q23=A, Q24=A, Q25=A |
| Hands-off | Q21=C, Q24=C (Q19=A as supporting evidence) |
| Result | Determination | Audit conclusion direction (Parent Education Diagnosis Module) |
|---|---|---|
| Autonomy-supportive evidence ≥3 | Primarily autonomy-supportive | Maintain and promote. |
| Full-accompaniment evidence ≥2 | Primarily full accompaniment | Erosion of competence → scaffold-withdrawal ladder plan (remove one scaffold per week, with a “pre-withdrawal competence check”). |
| Supervisor-style evidence ≥2 | Primarily supervisor-style | Anxiety transmission → feedback-style reform (ask before explaining; error-correction quota). |
| Hands-off evidence ≥2 | Primarily hands-off | Missing structure → minimum viable structure (fixed homework period + completion confirmation — just these two). |
| All styles <2 | Mixed/transitional | Give half-dose recommendations in the direction with the most evidence; retest after 3 months. |
| Sub-dimension | Items | Counting method |
|---|---|---|
| Comparison frequency | Q29 | C (≥3 times) → red-line candidate |
| Feedback/praise style | Q30, Q31 | Count process-oriented (A) / empty or outcome-oriented (B) / pressure-oriented (C) votes separately. |
| Expectation expression style | Q32, Q33, Q36 | Count informational (A) / lecturing (B) / pressure-oriented (C) votes separately. |
| Expectation positioning and breathing room | Q34, Q35 | Record descriptively; not banded. |
| Anxiety leakage | Q37 | C (every week) → red-line candidate |
Generate a transmission chain diagram (parental anxiety → behavior → child’s academic emotions) when the following two conditions are met:
Chain-diagram wording rules (Parent Education Diagnosis Module red line): audit behavior, do not judge character. ✗ “You put too much pressure on the child.” ✓ “In the past two weeks, ‘comparison’ appeared × times, and expressions such as ‘you must place in the top few’ appeared × times — during the same period the child selected ‘very scared’ in the exam scenario. This link of the chain is at home.”
Breadth index = number of “like” items among the 30 items (“never tried” is excluded from both the numerator and the denominator).
| Index | Determination | Meaning |
|---|---|---|
| ≥12 | Broad | Experience surface is sufficient; shift focus to depth. |
| 6–11 | Medium | Normal range. |
| ≤5 | Narrow | Prioritize expanding breadth; do not discuss depth. |
(These thresholds are internal defaults, to be calibrated with Phase 1 pilot data; before calibration, the report does not cite specific numbers.)
Match item by item according to priority; stop at the first hit:
Red line (interest module): before age 12, do not output conclusions such as “suitable for a professional track”; the recommended phrasing is always “interest and developmental stage”; do not recommend specific commercial institutions.
Each item: A=2, B=1, C=0.
| Subscale | Items | Full score | Five bands (Excellent/Very Good/Good/Moderate/Needs Improvement) |
|---|---|---|---|
| Physical space | Q71–Q74 | 8 | 8 / 7 / 5–6 / 3–4 / 0–2 |
| Sleep and daily rhythm | Q75–Q77 | 6 | 6 / 5 / 4 / 2–3 / 0–1 |
| Screen rules | Q78–Q80 | 6 | 6 / 5 / 4 / 2–3 / 0–1 |
| Shared reading and outings | Q81–Q82 | 4 | 4 / 3 / 2 / 1 / 0 |
| Signal | Item | Determination | Handling |
|---|---|---|---|
| Low channel viability | Q84=C and Q87=C | Relationship red-line attention | Relationship repair takes priority over all learning recommendations; provide the “parent–child time that is only listening, not teaching” prescription (optional family ritual; frequency decided by the family; not counted in weekly completion determination or reward evaluation). |
| Rigid dialogue structure | Q88 transactional >70% and Q86=C | Rigid zone | 15-minute small-talk prescription (topic library linked to the child’s interest breadth results). |
| Listening pattern | Q85=C | Attention | Parent homework: “listen fully before commenting” behavior practice (3 check-ins per week). |
| Contradiction in composition self-assessment | Q88 inconsistent with Q83–Q87 behavioral items | — | Behavioral anchor items (Q83–Q87) prevail; Q88 is only a reference for parental self-perception; the report may present the discrepancy. |
| # | Red line | Source | Priority | Handling |
|---|---|---|---|---|
| S1 | High-frequency bullying victimization (including the Q62+Q73 joint trigger) | Child Form Q73 | 1 Safety | Report front page; five-step parent communication script; retest this item within 4 weeks. |
| S2 | Participation in bullying others / high frequency in both directions | Child Form Q75 | 1 Safety | De-moralizing behavioral intervention; for high frequency in both directions, give only “consider attention/consider consultation” plus referral scripts. |
| S3 | Broken help-seeking channel | Child Form Q74=C | 2 Relational | Relationship repair takes priority over all learning recommendations. |
| S4 | High-frequency yelling | Parent Form Q26=C | 2 Relational | Report front-page level; “cool down first, then talk reason” parent script; read together with exhaustion. |
| S5 | High parental exhaustion | Parent Form Q27=C | 2 Relational | The report’s first recommendation is for the parent. |
| S6 | Relationship red-line attention | Parent Form Q84+Q87 | 2 Relational | Same as S3. |
| S7 | High-frequency comparison | Parent Form Q29=C | 3 Pressure | Replace the script library (comparison → specific feedback). |
| S8 | High-frequency anxiety leakage | Parent Form Q37=C | 3 Pressure | Transmission chain diagram + parent self-regulation homework. |
| S9 | High exam-scenario difficulty avoidance | Child Form Q65, Q66 both C | 3 Pressure | Low-pressure exam variant prescription; link to S7/S8. |
| S10 | Insufficient sleep | Parent Form Q75=C | 4 Environmental | First environmental recommendation. |
Unified rules: Red-line items are always placed at the very front of the report, taking priority over all developmental recommendations. Before a red-line item is addressed, no new method-type prescription in the same domain is issued. Suspected clinical signals (self-injury talk, persistent low mood, etc.; this questionnaire does not test for them, but when revealed in parent/child open-ended items) → referral script: “This goes beyond the scope of developmental recommendations. We recommend consulting ____ (type of professional institution); this data can be taken along for reference.”
| Determination result | Effect on prescription engine parameters |
|---|---|
| I-leaning / slow-to-warm-up evidence | New habit micro-units require a two-step introduction of “preview + demonstration”; the first batch of parent–child tasks avoids multi-person competition. |
| P-leaning (J/P) | Check-ins allow a flexible tier (“completed/half done” both count); do not use consecutive days as a reward condition. |
| J-leaning | Arrange a “completion ritual” (place a completion stamp); micro-units change only one variable at a time to avoid disrupting the child’s rhythm. |
| T/F not yet formed | Attach a developmental-norm statement in the report; scripts temporarily use the general order “empathize first, then reason.” |
| External-control-dominant motivation (RAI ≤ −8) | Child-side method-type prescriptions are postponed; parent homework comes first (reward-style audit). |
| Introjected ≥4 votes | All scripts in the library pass a “de-shaming” check; designs involving “losing face” scenarios are prohibited. |
| Self-concept academic competence ≤ Moderate | Habit micro-unit difficulty is lowered by half a band; the first batch of tasks must guarantee “certain success” as a floor. |
| Parental exhaustion/yelling red line | Child prescription dose is halved (1 micro-unit + 1 parent–child task per week); repair the relationship first, then increase the dose. |
标尺：义务教育数学课程标准（2022 年版）第一学段（1–2 年级）——数与运算 / 图形与几何 / 常见的量 / 综合与实践四个板块；向上衔接项目既有的 NCTM/NAEYC 早期数理框架（《理论底座映射表.md》认知与学习节）。课标具体表述以官方最新文件为准。
一句话定位：一年级数学家庭端的任务是把学前游戏里攒下的数感「接到」课本符号上——孩子脑子里的数学先于纸面上的算式。
| NCTM/NAEYC 早期板块（A 带已建） | 对应既有游戏卡 | 一年级课标落点 | 本段新增什么 |
|---|---|---|---|
| 数感（数量对应、比较、估计） | 游戏 11 扑克比大小 | 数与运算：20 以内数的认识 | 从「比大小」到「数位萌芽」（十几 = 1 个十和几个一） |
| 运算（合并/取走的动作理解） | 游戏 12 凑十扑克、游戏 16 24 点简化版 | 数与运算：20 以内加减法 | 从「动手分合」到「符号算式」；凑十法成为正式策略 |
| 几何与空间 | 游戏 13 积木对称、游戏 15 寻宝图 | 图形与几何：认识立体/平面图形、位置（上下前后左右） | 从「搭和找」到「叫出名字、说出特征」 |
| 模式与分类 | 游戏 14 袜子配对、游戏 8 规则切换 | 综合与实践：分类整理、找规律 | 从「按一个标准分」到「自己提出标准、发现规律并延续」 |
| 测量（长短高矮的直觉比较） | 游戏 9 厨房计时员（时间知觉） | 常见的量：人民币、钟表 | 本段新增：从「直觉比较」到「用工具和单位量」（元角分、整时半时） |
| （学前未单列） | — | 综合与实践：数学游戏、解决生活问题 | 本段新增：把上面四块拼起来解决真实问题（购物、安排时间） |
用法：诊断时先看孩子在「学前已建」列是否扎实——不扎实 → 回游戏卡对应游戏（不丢人，NCTM 的地基比一年级的进度重要）；扎实 → 走本段新增的行为阶梯。
课标第一学段要求（编写时依据版本）：认识 20 以内的数，会读写、比大小；熟练口算 20 以内加减法；理解加减含义，能解决简单实际问题。家庭端的核心：凑十法和数位的理解要在实物和游戏中长出来，口算速度交给学校和自然熟练。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| L0 | 入学准备 | ① 10 以内点数准确（手口一致）；② 10 以内比大小不用数；③ 知道「合起来」「拿走」是什么意思；④ 会掰手指算 5 以内 |
| L1 | 一上初 | ① 20 以内点数、按数取物准确；② 10 以内加减能算出（允许掰手指）；③ 理解算式讲的是一件事（「3+5 就是 3 个和 5 个合起来」）；④ 十几的数知道是「十和几」 |
| L2 | 一上末 | ① 20 以内加法从大数接着数（8+5 从 8 接着数 5 个）；② 出现凑十策略萌芽（把 8+5 拆成 8+2+3）；③ 减法能用「想加算减」（13−8 想 8+?=13）；④ 能用学具/画图演示自己的算法 |
| L3 | 一下 | ① 20 以内进退位加减不掰手指，口头能讲策略；② 同一题能说出 ≥2 种算法；③ 比大小说得清理由（「17 大，因为它有 1 个十和 7 个一」）；④ 会把生活问题变成算式 |
| L4 | 一年级末 | ① 20 以内加减不假思索（自然熟练，非刷题达成）；② 能自编一道用加减法解决的问题；③ 检查习惯萌芽（算完会用另一种方法验证）；④ 对「为什么这样算」能给出自己的解释 |
卡点判读：1–2 题测运算策略层级（A→B→C 就是发展阶梯本身，同一孩子不同题目可跨档）；3–4 题测数位与数关系理解（凑十法的地基）；5、7 题测数学的生活化（最低的卡点是「数学只在作业里」）；6、8 题测元认知萌芽（能讲清算法的孩子才真正会算）。
课标第一学段要求（编写时依据版本）：认识长方体、正方体、圆柱、球等立体图形和长方形、正方形、三角形、圆等平面图形；会用上下、前后、左右描述位置。家庭端的核心：图形长在积木和房间里的，不长在图片指认卡里。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| L0 | 入学准备 | ① 认出圆形/三角形/正方形；② 积木能按形状归堆；③ 听懂「放到桌子上面/下面」；④ 玩过对称（镜子/折纸） |
| L1 | 一上初 | ① 叫出长方体/正方体/圆柱/球的名字；② 在家里找出 ≥3 样对应形状的东西；③ 用上下前后左右描述位置，大体正确；④ 积木搭建中有对称意识 |
| L2 | 一上末 | ① 说出图形特征（「三角形有 3 个角」「球能滚」）；② 区分立体和平面（「这是盒子，这是画在纸上的」）；③ 按别人的方位指令找东西；④ 能发现生活里的形状组合（「冰箱是长方体上面有个小方块」） |
| L3 | 一下 | ① 图形分类能自己定标准（按边数/按能不能滚）；② 会描述路线（「从沙发往前走，桌子左边」）；③ 拼图/七巧板中有旋转翻转意识；④ 画图时形状大致规整 |
| L4 | 一年级末 | ① 图形特征表述准确完整；② 空间指令双向熟练（发指令+执行指令）；③ 能把一个图形拆成/拼成别的图形；④ 对称概念稳固，能找出不对称处 |
卡点判读：2 题测左右概念（6–7 岁左右未稳固是常态，不焦虑，用身体方位游戏练）；3 题呼应游戏卡 13；5 题测空间旋转——这是几何思维的种子，值得在处方里重点玩。
课标第一学段要求（编写时依据版本）：认识人民币单位元、角、分，知道简单换算；认识钟表，会认整时和半时。这是四板块里家庭端主场优势最强的——真钱真钟真生活，学校只有图片。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| L0 | 入学准备 | ① 知道买东西要付钱；② 认出 1 元硬币；③ 知道钟表是「看时间的」；④ 有「早上/晚上」「昨天/明天」的模糊概念 |
| L1 | 一上初 | ① 认出 1 元/5 元/10 元纸币和 1 元/5 角/1 角硬币；② 知道 10 角=1 元；③ 认出钟表上的数字；④ 能把「长针短针」和平时说的整点对上（在家长报时后找对应钟面位置） |
| L2 | 一上末 | ① 付款时能数出对应金额（≤10 元）；② 会找零的概念（10 元买 7 元的东西能想到要找钱）；③ 独立认整时（「短针指 3 就是 3 点」）；④ 认半时在提示下完成 |
| L3 | 一下 | ① 元角分简单换算（1 元 5 角=15 角）；② 购物游戏中会规划「买哪两样不超过 10 元」；③ 独立认整时半时；④ 能把钟面时间和日常作息对上（「7 点半上学」） |
| L4 | 一年级末 | ① 小额购物能算总价和找零；② 元角分换算不卡壳；③ 整时半时脱口而出，知道「快到 8 点了」的意思；④ 时间知觉落地：估「5 分钟有多长」误差变小 |
卡点判读：4 题是全班级的经典卡点——半时读错（把 7:30 读成 8:30）是概念问题不是粗心，用「长针跑过半圈，短针只走到两数中间」的画面讲；5 题联动时间知觉与屏幕规则（家庭诊断模块）。
课标第一学段要求（编写时依据版本）：参与数学游戏与实践活动，用数学知识解决简单生活问题，感受数学与生活的联系。本板块是数学轨道的「总装车间」——也是兴趣线联动的观测点。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| L0 | 入学准备 | ① 玩过分类/配对游戏；② 会发现简单规律（红蓝红蓝……下一个是什么）；③ 愿意参与家庭「算账」场景 |
| L1 | 一上初 | ① 按一个标准分类并说清标准；② 延续一个规律（口头/摆实物）；③ 在购物/分餐场景中用上数数 |
| L2 | 一上末 | ① 按两个标准分类（先颜色后大小）；② 自己造一个规律让别人续；③ 能把一个生活问题拆成「先算什么再算什么」 |
| L3 | 一下 | ① 自己提出分类标准；② 发现并描述生活里的规律（日历、电梯、地砖）；③ 解决问题后会「回头看看对不对」 |
| L4 | 一年级末 | ① 面对新问题先想「可以怎么试」而不是「我不会」；② 能讲清自己解决问题的过程；③ 主动把数学用在生活决策里（「买大瓶划算还是小瓶划算」） |
卡点判读：5 题是数学兴趣的晴雨表（联动兴趣线「心流时刻」记录）；1–2 题呼应游戏卡 14/8；3–4 题是「综合与实践」的课标本义——数学是用来解决问题的。
锚点约定：本文件所有观察锚点均默认含首项「未观察」（含「未玩」「孩子不愿回答」），它们与 A/B/C 一样是合法作答，不按最低档处理、不参与升降档判定（见《03-处方库/处方编写规范》与《04-反馈与复盘/每周微打卡表》）。
剂量：标准 3 次 × 15 分钟/周；保底 1 次也算完成。呼应游戏卡 11/12/16 的扑克线和游戏卡 13 的积木线——A 带玩过的游戏在这里「长出一岁」。
本周目标：人民币概念落地——孩子能完成一次 ≤10 元的真实/模拟付款并说出找零。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 客厅小卖部：玩具标价（1–10 元），孩子拿钱来买 | 保底 | 付款正确率：A. 需逐张提示 B. 提示 1 次 C. 独立数对 |
| 2 | 「10 元挑战」：货架上选两样不超过 10 元 | 主攻 | 策略：A. 选了再算不对重来 B. 边选边心算 C. 先心算预算再选 |
| 3 | 真实任务：超市让孩子付一次钱（家长陪同，金额 ≤10 元） | 挑战 | 完成度：A. 家长代劳 B. 共同完成 C. 独立完成并核对找零 |
对话脚本：
家长功课：本周把一次真实购物的「付钱环节」交给孩子（哪怕多花 2 分钟排队时间）。记录孩子的表现原话一句。
材料：纸币硬币（真钱最佳）、自制价签。
本周目标：凑十策略从「听说过」到「用出来」——孩子 ≥1 次自发使用凑十/接着数策略。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 扑克比大小升级版：两张牌相加比大小（游戏卡 11 升档） | 保底 | 加法策略：A. 从头数 B. 接着数 C. 凑十/凑整 |
| 2 | 凑十扑克（游戏卡 12）：桌面找「加起来=10」的对子 | 主攻 | 独立找到几对？A. 需提示 B. 一半独立 C. 基本独立 |
| 3 | 24 点简化版（游戏卡 16）：3 张牌用加减凑 10，多种解法加分 | 挑战 | 解法数：A. 需示范 B. 1 种 C. ≥2 种 |
对话脚本：
家长功课：观察并记录孩子本周算牌时最常用的策略是哪一种（从头数/接着数/凑十）。只记录，不纠正。周六填：A. 从头数 B. 接着数 C. 凑十
断档召回：若第 1 周 0 次 → 本周变重启周：只做任务 1（比大小升级版，5 分钟），话术：「忙完这阵，我们从最容易的那个重新开始——就翻 5 把牌。」
材料：扑克牌 A–9。
本周目标：图形名称与特征挂进积木游戏——孩子能说出 ≥3 种图形的名字 + 1 条特征。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 积木对称（游戏卡 13 升档）：家长摆一半，孩子「照镜子」 | 保底 | 3 个图案对称几个？A. ≤1 B. 2 C. 3 |
| 2 | 形状搜查令：「找出家里 3 个圆柱、3 个长方体」，拍照/登记 | 主攻 | 找对几个？A. ≤2 B. 3–4 C. ≥5 且能说出理由 |
| 3 | 藏宝图 2.0（游戏卡 15 升档）：藏宝图加入方位词（「沙发左边第二格」由孩子写/画） | 挑战 | 按图找宝：A. 全程提示 B. 提示 1–2 次 C. 独立 |
对话脚本：
家长功课：本周留意孩子是否自发把「图形/方位」用在别处（「你把杯子放我右边」），记录 1 个实例。这是迁移证据。
材料：积木、纸笔、手机拍照。
本周目标：整时半时会认会用；把「看时间」的权利交给孩子；完成数学轨道首月数据回顾。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 「整点播报员」：家里钟每到整点，孩子播报「现在 X 点」 | 保底（可转为可选家庭仪式，频次自定） | 整时认读：A. 认错 B. 想一下读对 C. 直接读对 |
| 2 | 「半时攻坚」：用拨针教具/手画钟面玩「长针跑半圈」 | 主攻 | 半时认读：A. 读成下个整点 B. 提示后能读 C. 直接读对 |
| 3 | 一日作息图：孩子和家长一起把「今天的事」标到手画钟面上，排明天的计划 | 挑战 | 参与度：A. 旁观 B. 参与贴纸 C. 主动提出安排（「8 点我们读书」） |
对话脚本：
家长功课：填《月度简报模板》家长部分；重点回答：孩子这周有没有哪一次主动看钟/谈钱/算数？这就是「生活化数学」是否发芽的判据。
材料：家里的钟（指针式优先）、手画钟面纸盘。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家长执行率 | 4 周 ≥8 次互动 | <8 次 → 依从性分析：降剂量/换时段 |
| 运算策略（板块一锚点 1/2） | 任一题升档 | 无变化 → 回 NCTM 地基：连续 2 周只玩游戏卡 12（凑十扑克）不玩别的；策略长在动作里，不在讲里 |
| 数生活化（板块一锚点 7 / 板块四锚点 5） | 任一题达 C | 均 A/B → 说明「数学=作业」的联结已形成：下月处方全部改为厨房/购物/出行场景，撤销一切桌面任务 |
| 半时认读（板块三锚点 4） | 达 B 或以上 | 仍 A → 不焦虑（概念未熟）：钟表任务下架 3 周，只在真实作息里口头报时（「长针到 6 了，7 点半该出门了」） |
| 情绪信号 | 无因数学任务哭闹/自我否定（「我太笨了」） | 出现 → 立即联动 B 线学业情绪模块；数学任务暂停 1 周，改玩纯游戏卡（不谈学习） |
| 兴趣迁移 | 出现 ≥1 次自发数学行为 | 完全没有 → 联动兴趣线：检查孩子心流时刻在哪类活动，把数学包装嫁接到那里（爱画画 → 图形周提前） |
通过 → 第 5–8 周：主攻方向不变，包装更新（购物周升级为「周末采购小管家」、扑克升级为「21 点比大小」变体）。
| 内容 | 理论来源（《理论底座映射表.md》） |
|---|---|
| 六板块衔接、实物优先、策略阶梯 | NCTM/NAEYC 早期数学标准（认知与学习节） |
| 四板块结构、20 以内、常见量 | 义务教育数学课程标准 2022 第一学段（学科与考级标准节；以官方最新文件为准） |
| 策略在动作中长出来（凑十先玩牌） | Piaget 前运算→具体运算；ZPD |
| 计时刷题红线 | Pekrun 学业情绪；教育行为学模块红线体系 |
| 生活场景数学化 | 生态系统理论；SDT（真实功能 → 内在动机） |
| 孩子当出题人/小管家 | SDT 自主感；Bloom 启蒙期「游戏化体验优先」 |
Benchmark: Compulsory Education Mathematics Curriculum Standards (2022 edition), first stage (Grades 1–2)—number and operations / geometry / common measures / integrated practice; linked upward to the existing NCTM/NAEYC early-mathematics framework (the “Cognition and Learning” section of
理论底座映射表.md). Exact curriculum wording must follow the latest official document.One-line positioning: The home mathematics track connects the number sense accumulated through preschool play to textbook symbols—the mathematics in a child's head comes before written equations.
| NCTM/NAEYC early strand (already built in Band A) | Existing game card | Grade 1 curriculum landing point | What this track adds |
|---|---|---|---|
| Number sense (quantity correspondence, comparison, estimation) | Game 11: compare poker values | Number and operations: numbers to 20 | From “which is bigger?” to the beginnings of place value (the teens = one ten and some ones) |
| Operations (understanding combining/taking away) | Game 12: make ten; Game 16: simplified 24 | Number and operations: addition/subtraction to 20 | From hands-on composing/decomposing to symbolic equations; making ten becomes an explicit strategy |
| Geometry and space | Game 13: block symmetry; Game 15: treasure map | Geometry: solid/plane shapes and position (above/below, front/back, left/right) | From “build and find” to naming shapes and describing features |
| Patterns and classification | Game 14: sock matching; Game 8: rule switching | Integrated practice: sorting and patterns | From sorting by one rule to proposing a rule, finding a pattern and extending it |
| Measurement (intuitive comparison of length/height) | Game 9: kitchen timekeeper (time sense) | Common measures: money and clocks | New in this track: from intuitive comparison to tools and units (yuan/jiao/fen; whole and half hours) |
| (Not a separate preschool strand) | — | Integrated practice: math games and everyday problems | New in this track: combine the four strands to solve real problems (shopping and scheduling) |
Use: During assessment, first check whether the “preschool foundation” column is secure. If it is not, return to the corresponding game card (this is not embarrassing; the NCTM foundation matters more than Grade 1 pace). If it is secure, follow the new behavioural ladder in this track.
First-stage curriculum expectation (version used when writing): recognise, read and write numbers within 20 and compare them; become fluent with addition/subtraction within 20; understand the meaning of the operations and solve simple real-life problems. Home priority: the making-ten strategy and place-value understanding should grow from objects and games; calculation speed belongs to school and natural fluency.
| Level | Stage | Observable behaviour |
|---|---|---|
| L0 | School-entry preparation | ① Counts objects to 10 accurately with one-to-one pointing and matching speech; ② compares quantities within 10 without counting; ③ understands “put together” and “take away”; ④ uses fingers to calculate within 5 |
| L1 | Early Grade 1 | ① Counts within 20 and takes the requested number of objects accurately; ② calculates addition/subtraction within 10 (fingers allowed); ③ understands that an equation describes an event (“3+5 means putting 3 and 5 together”); ④ knows that a teen number is “ten and some more” |
| L2 | End of first term | ① Counts on from the larger number for addition within 20 (for 8+5, continues five counts after 8); ② shows an emerging make-ten strategy (8+5 as 8+2+3); ③ uses “think addition to solve subtraction” (for 13−8, thinks 8+?=13); ④ demonstrates a method with manipulatives or drawings |
| L3 | Second term | ① Solves addition/subtraction within 20 without fingers and can explain the strategy; ② gives at least two methods for the same problem; ③ explains comparisons (“17 is greater because it has one ten and seven ones”); ④ turns an everyday problem into an equation |
| L4 | End of Grade 1 | ① Solves within-20 addition/subtraction naturally, without drill-based pressure; ② invents a problem solved by addition or subtraction; ③ begins checking work with another method; ④ can explain in their own words why a method works |
Reading the sticking point: Items 1–2 measure the strategy level (A→B→C is the developmental ladder itself; one child may be at different levels on different items). Items 3–4 measure place value and number relationships (the foundation for making ten). Items 5 and 7 measure mathematics in daily life (the lowest level may mean “math only exists in homework”). Items 6 and 8 measure emerging metacognition (a child who can explain a method is genuinely using it).
First-stage curriculum expectation (version used when writing): recognise cuboids, cubes, cylinders, spheres and plane shapes such as rectangles, squares, triangles and circles; describe position using above/below, front/back and left/right. Home priority: shapes live in blocks and rooms, not in picture-recognition cards.
| Level | Stage | Observable behaviour |
|---|---|---|
| L0 | School-entry preparation | ① Recognises a circle, triangle and square; ② sorts blocks by shape; ③ understands “put it above/below the table”; ④ has played with symmetry (mirror/origami) |
| L1 | Early Grade 1 | ① Names cuboid, cube, cylinder and sphere; ② finds at least three matching objects at home; ③ describes positions with above/below, front/back and left/right, broadly correctly; ④ shows symmetry awareness while building |
| L2 | End of first term | ① Describes shape features (“a triangle has three corners”; “a sphere can roll”); ② distinguishes solid from plane (“this is a box; this is drawn on paper”); ③ finds objects from another person's positional instructions; ④ notices combinations of shapes in daily life (“the fridge is a cuboid with a small block on top”) |
| L3 | Second term | ① Sets a classification rule (number of sides / can it roll); ② describes a route (“walk forward from the sofa, then look left of the table”); ③ considers rotation/turning over in puzzles/tangrams; ④ draws roughly regular shapes |
| L4 | End of Grade 1 | ① Describes shape features accurately and completely; ② gives and follows spatial instructions fluently; ③ decomposes/recombines one shape into other shapes; ④ has a stable concept of symmetry and can find an asymmetry |
Reading the sticking point: Item 2 measures left/right concepts (not being fully stable around ages 6–7 is common; use body-position games rather than worry). Item 3 echoes Game 13. Item 5 measures spatial rotation—the seed of geometric thinking and a useful focus for practice cards.
First-stage curriculum expectation (version used when writing): recognise yuan/jiao/fen and simple conversions; read whole and half hours. This is the strand where families have the strongest natural advantage: real money, real clocks and real life, while school often has only pictures.
| Level | Stage | Observable behaviour |
|---|---|---|
| L0 | School-entry preparation | ① Knows that shopping requires payment; ② recognises a 1-yuan coin; ③ knows a clock shows time; ④ has a rough concept of morning/evening and yesterday/tomorrow |
| L1 | Early Grade 1 | ① Recognises 1/5/10-yuan notes and 1-yuan/5-jiao/1-jiao coins; ② knows 10 jiao = 1 yuan; ③ recognises clock numerals; ④ connects the long/short hands with whole-hour positions after a parent tells the time |
| L2 | End of first term | ① Counts the payment amount up to 10 yuan; ② understands change (if an item costs 7 yuan and payment is 10, knows that money comes back); ③ reads whole hours independently; ④ reads half hours with a prompt |
| L3 | Second term | ① Converts simple yuan/jiao/fen amounts (1 yuan 5 jiao = 15 jiao); ② plans two purchases within 10 yuan; ③ reads whole and half hours independently; ④ connects clock time with routines (“school starts at 7:30”) |
| L4 | End of Grade 1 | ① Calculates a small shopping total and change; ② converts yuan/jiao/fen without getting stuck; ③ reads whole and half hours naturally and understands “nearly 8”; ④ has a more grounded sense of five minutes |
Reading the sticking point: Item 4 is a classic whole-class sticking point—reading 7:30 as 8:30 is a concept issue, not carelessness. Use the picture “the long hand has travelled half a circle; the short hand is halfway between two numbers.” Item 5 links time sense with screen rules in the family-assessment line.
First-stage curriculum expectation (version used when writing): participate in mathematical games and practical activities, solve simple daily problems with mathematics, and experience the connection between mathematics and life. This strand is the mathematics track's final assembly line—and a point where it links with the interest line.
| Level | Stage | Observable behaviour |
|---|---|---|
| L0 | School-entry preparation | ① Has played sorting/matching games; ② notices a simple pattern (red-blue-red-blue…); ③ is willing to join family “counting the bill” situations |
| L1 | Early Grade 1 | ① Sorts by one rule and explains it; ② extends one pattern with words/objects; ③ counts in shopping or meal-sharing situations |
| L2 | End of first term | ① Sorts by two rules (colour, then size); ② creates a pattern for someone else to continue; ③ breaks a daily problem into “what do we calculate first, then what?” |
| L3 | Second term | ① Proposes a classification rule; ② notices and describes patterns in calendars, lifts or paving; ③ looks back to check whether a solution makes sense |
| L4 | End of Grade 1 | ① Faces a new problem by asking “How could I try?” rather than “I can't”; ② explains the process; ③ uses mathematics in daily decisions (“which bottle is better value?”) |
Reading the sticking point: Item 5 is a barometer of mathematical interest (link to the interest line's flow-moment log). Items 1–2 echo Games 14/8. Items 3–4 express the curriculum meaning of integrated practice: mathematics is for solving problems.
Anchor convention: Every observation anchor in this file is assumed to include “not observed” as its first option (including “not played” and “child declined to answer”). These are legal responses like A/B/C, are not treated as the lowest band and do not enter upgrade/downgrade decisions (see
03-处方库/处方编写规范and04-反馈与复盘/每周微打卡表).
Dose: standard 3 × 15 minutes/week; one fallback session counts as completion. Echoes the poker line in Games 11/12/16 and the block line in Game 13—preschool games “grow one year” here.
Weekly goal: ground the money concept—a child completes one real/pretend payment of ≤10 yuan and states the change.
| # | Task | Type | Observation anchor (Saturday check-in) |
|---|---|---|---|
| 1 | Living-room shop: toy prices (1–10 yuan), child buys with play money | Fallback | Payment accuracy: A. Needs step-by-step prompts B. Needs one prompt C. Counts correctly independently |
| 2 | “10-yuan challenge”: choose two shelf items costing no more than 10 yuan | Focus | Strategy: A. Chooses then recalculates after an error B. Calculates while choosing C. Budgets mentally before choosing |
| 3 | Real task: let the child pay once at a supermarket with a parent (amount ≤10 yuan) | Challenge | Completion: A. Parent takes over B. Completed together C. Child completes and checks the change |
Conversation scripts:
Parent practice: hand over one real payment this week (even if the queue takes two extra minutes). Record one exact sentence from the child.
Materials: play money/coins (real money is best), homemade price tags.
Weekly goal: move the make-ten strategy from something heard about to something used at least once spontaneously.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Upgraded compare-the-cards: add two cards and compare the totals (Game 11 upgrade) | Fallback | Addition strategy: A. Counts from the beginning B. Counts on C. Makes ten/rounds up |
| 2 | Make-ten poker (Game 12): find pairs that total 10 | Focus | Number of pairs found independently: A. Needs prompts B. Half independent C. Mostly independent |
| 3 | Simplified 24 (Game 16): use three cards and addition/subtraction to make 10; extra credit for multiple methods | Challenge | Number of methods: A. Needs a demonstration B. One C. ≥2 |
Conversation scripts:
Parent practice: observe and record the strategy used most often; do not correct. Saturday: A. counts from the beginning B. counts on C. makes ten.
Restart: if Week 1 had zero sessions, this becomes a restart week: only Task 1 (five minutes). Script: “Now that the busy spell is over, let us restart with the easiest one—five hands of cards.”
Materials: playing cards A–9.
Weekly goal: connect shape names and features to block play—the child can name at least three shapes and one feature of each.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Block symmetry (Game 13 upgrade): parent builds half, child makes the mirror image | Fallback | Of three patterns, how many are symmetrical? A. ≤1 B. 2 C. 3 |
| 2 | Shape search: find three cylinders and three cuboids at home; photograph/register them | Focus | Correct finds: A. ≤2 B. 3–4 C. ≥5 and gives reasons |
| 3 | Treasure map 2.0 (Game 15 upgrade): add positional words; child writes/draws “the second place to the left of the sofa” | Challenge | Finding by map: A. Prompted throughout B. Prompted 1–2 times C. Independent |
Conversation scripts:
Parent practice: notice whether the child spontaneously uses shape/position elsewhere (“put the cup to my right”); record one instance. This is transfer evidence.
Materials: blocks, paper and pencil, phone camera.
Weekly goal: read and use whole and half hours; hand the right to check time to the child; complete the first-month mathematics review.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | “Whole-hour announcer”: child announces the hour when the home clock reaches it | Fallback (may become an optional ritual; frequency is up to the family) | Whole-hour reading: A. Incorrect B. Thinks, then correct C. Correct immediately |
| 2 | “Half-hour challenge”: use a teaching clock/drawn clock to play “the long hand runs halfway around” | Focus | Half-hour reading: A. Reads the next whole hour B. Reads after a prompt C. Correct immediately |
| 3 | Daily schedule map: child and parent mark today's events on a hand-drawn clock and plan tomorrow | Challenge | Participation: A. Watches B. Adds stickers C. Proposes a schedule (“we read at 8”) |
Conversation scripts:
Parent practice: complete the parent section of the Monthly Brief. Ask whether the child spontaneously checked the clock, mentioned money or calculated this week; that is the sign that everyday mathematics is taking root.
Materials: a home clock (analogue preferred), hand-drawn clock paper plate.
| Check | Pass standard | If not passed |
|---|---|---|
| Parent implementation | ≥8 interactions in four weeks | <8 → analyse adherence; lower dose/change time |
| Operation strategy (Strand 1 anchors 1/2) | Any item moves up a band | No change → return to the NCTM foundation: play only Game 12 for two weeks; let the strategy grow in action, not explanation |
| Mathematics in daily life (Strand 1 anchor 7 / Strand 4 anchor 5) | Any item reaches C | All A/B → the “math = homework” link is established: next month's tasks all use kitchen/shopping/travel scenes; remove tabletop tasks |
| Half-hour reading (Strand 3 anchor 4) | B or above | Still A → do not worry; concept is not ready. Remove clock tasks for three weeks and read time verbally in real routines (“the long hand is on 6; it is half past 7 and we should leave”) |
| Emotional signal | No crying/self-denigration (“I am stupid”) caused by math | If present → link to the B-line academic-emotion module; pause math for one week and use pure game cards without learning talk |
| Interest transfer | ≥1 spontaneous mathematical behaviour | None → link to the interest line; check flow moments and attach math to them (child likes drawing → move the shape week earlier) |
Pass → Weeks 5–8: keep the direction, change the packaging (shopping week becomes “weekend purchasing manager”; poker becomes a “21 compare” variant).
| Content | Theoretical source (理论底座映射表.md) |
|---|---|
| Six-strand bridge, objects first, strategy ladder | NCTM/NAEYC early mathematics standards (Cognition and Learning section) |
| Four strands, within 20, common measures | Compulsory Education Mathematics Curriculum Standards 2022, first stage (subject and grading standards; latest official document prevails) |
| Strategies grow in action (play cards before make-ten symbols) | Piaget preoperational→concrete operational; ZPD |
| No timed drills | Pekrun academic emotions; Educational Behaviour line red-line system |
| Mathematics in daily scenes | Ecological systems theory; SDT (real function → intrinsic motivation) |
| Child as problem setter/manager | SDT autonomy; Bloom exploration stage prioritises play |
标尺：义务教育语文课程标准（2022 年版）第一学段（1–2 年级）——识字与写字 / 阅读 / 口语交际 / 写话四个板块。课标具体表述与量化要求以官方最新文件为准；本轨道只放家长可观察的行为锚点与家庭可执行的共学任务，不复制课本、不替代课堂教学。
体例：遵循《学科学习总框架.md》；处方卡遵循《03-处方库/处方编写规范.md》。
一句话定位：一年级语文家庭端的任务不是「教语文」，是守住三样土壤——每天有人和他说话、每天有书可读、写字这件事不痛苦。
课标第一学段要求（编写时依据版本）：认识常用汉字 1600 个左右，其中 800 个左右会写；掌握汉字基本笔画与常用偏旁，按笔顺规则书写；写字姿势正确。家庭端只接「兴趣、习惯、生活中用得上」，批改笔顺笔画是学校的事。
| 级别 | 阶段 | 可观察行为（家长视角） |
|---|---|---|
| L0 | 入学准备 | ① 知道书要正着拿、字是一行一行的；② 能认出自己和家人的名字；③ 对招牌/包装上的字好奇，会问「这写的什么」；④ 拿笔能画简单符号，不抗拒 |
| L1 | 一上初 | ① 能认读课本已学过的字（脱离课本在别处看到也认得）；② 看到认识的字会主动指出来（「这个是『大』！」）；③ 写字时知道从左到右、从上到下；④ 能坐住写 3–5 个字不烦躁 |
| L2 | 一上末 | ① 生活场景认字量明显增长（零食包装、路牌、电梯按钮）；② 写字姿势大体正确（坐姿、握笔），提醒后能调整；③ 学过的字能按笔顺写，不「画字」；④ 接受「写错了擦掉重写」不崩溃 |
| L3 | 一下 | ① 主动问字成为习惯（每周主动问 ≥3 次）；② 会用拼音给不认识的字「搭桥」；③ 写字有结构意识（左右结构知道往中间靠）；④ 能在田字格里把字写得大小匀称 |
| L4 | 一年级末 | ① 常见生活用字基本认识，读简单绘本只需少量帮助；② 写字成为表达工具而非负担（愿意写便条、写名字标签）；③ 写错会自己对照范字找差别；④ 坐姿握笔基本定型，无需频繁提醒 |
卡点判读：1–2 题测识字兴趣与习惯（低 → 问题在「字和生活没关系」，处方走生活识字）；3–4 题测写字情绪与启动（低 → 先查任务量与情绪，见红线 4）；5 题测笔顺（交给学校，家庭只提示「笔顺小老师」游戏）；6–8 题测写字的胜任感基础。
课标第一学段要求（编写时依据版本）：喜欢阅读、感受阅读的乐趣；读浅近的童话、寓言、故事；诵读儿歌、儿童诗和浅近古诗；课外阅读总量不少于 5 万字。家庭端的第一 KPI：阅读是不是一件「还想再来一次」的事。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| L0 | 入学准备 | ① 愿意听人读绘本 ≥10 分钟；② 听完能说出「这个故事里有谁」；③ 有自己反复要求读的「心头好」；④ 知道封面、书名、一页页翻 |
| L1 | 一上初 | ① 亲子共读时能就画面发问或发表评论；② 能复述熟悉故事的大意（顺序乱也没关系）；③ 对读过的故事有自己的喜欢/不喜欢；④ 每周有固定的共读时刻 |
| L2 | 一上末 | ① 能借助拼音读一句话长度的文字；② 听完故事能按「先…然后…最后」讲出主干；③ 会预测情节（「你猜接下来会怎样」能给出猜想）；④ 主动从书架上选书 |
| L3 | 一下 | ① 能独立读拼音读物/熟绘本 ≥10 分钟；② 读后能回答「谁、在哪、发生了什么」；③ 会把故事和自己的生活连起来（「我们班也有这样的人」）；④ 开始有明显的题材偏好 |
| L4 | 一年级末 | ① 独立阅读简短注音读物成为日常；② 能讲清故事的起因、经过、结果；③ 能说出「我喜欢/不喜欢这个角色，因为……」；④ 课外阅读形成习惯（每周 ≥3 次，含共读） |
卡点判读：1 题低 → 不是孩子的问题，是家庭阅读环境，处方先修环境（固定时段 + 家长示范）；2、5、6 题测对话式阅读参与度（共读质量核心）；3 题测理解；4、7 题测自主阅读萌芽（Hidi 兴趣阶段的阅读版：「没有催促还会回到书那里吗」）。
课标第一学段要求（编写时依据版本）：学说普通话，逐步养成讲普通话的习惯；能认真听别人讲话，能简要讲述自己感兴趣的见闻；与别人交谈态度自然大方、有礼貌。家庭端的核心场景是餐桌和睡前——每天 10 分钟高质量对话，胜过任何口语班。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| L0 | 入学准备 | ① 能回答「今天在幼儿园玩了什么」；② 能听懂两步指令并照做；③ 说话基本完整（不是只蹦词）；④ 愿意和家里人讲事情 |
| L1 | 一上初 | ① 能讲清一件小事的「谁+做了什么」；② 别人说话时大体不插嘴，能听完；③ 会用「请问/谢谢/对不起」；④ 敢在家人面前大声说话 |
| L2 | 一上末 | ① 能按顺序讲一件事（先…然后…最后）；② 能转述别人的话（「老师说……」）；③ 对话中有来有回 ≥3 个回合；④ 能看图说出 2–3 句连贯的话 |
| L3 | 一下 | ① 讲述能带细节（时间、地点、心情）；② 会追问对方（「然后呢」「为什么」）；③ 能根据对象调整说话方式（对老师/对弟弟不同）；④ 敢在小组里发言（据老师/孩子反馈） |
| L4 | 一年级末 | ① 能完整讲述一件亲历的事，有顺序有细节；② 听人讲话能抓住要点并回应；③ 能清楚表达不同意见而不只是闹情绪；④ 看图能讲一个有头有尾的小故事 |
卡点判读：1、3 题测叙事组织（和写话板块直接同源）；2 题测倾听习惯（RED：频繁插嘴常和家庭对话模式有关，家长功课先自查「我们有没有等孩子说完」）；5、6 题测表达勇气与情绪语言化（联动 Gottman 情绪教练）；7 题测表达动机。
课标第一学段要求（编写时依据版本）：对写话有兴趣，留心周围事物，写自己想说的话；学习使用逗号、句号、问号、感叹号。红线区：一年级写话，家庭端只管「有话可说、愿意写下来」，字对不对、句通不通一概不批改。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| L0 | 入学准备 | ① 愿意画画「讲」事情；② 能口述一件小事让家长记；③ 不排斥拿笔；④ 会给自己的画「签名」 |
| L1 | 一上初 | ① 能给画配一句话（家长代笔或拼音夹杂汉字）；② 愿意把说过的有趣的话「存下来」；③ 知道一句话写完用句号；④ 接受「不会写的字用拼音」 |
| L2 | 一上末 | ① 能独立写 1–2 句通顺的话（拼音汉字混合）；② 写的内容是自己的事/自己的想法；③ 写完愿意读给家长听；④ 对写留言条、贺卡有兴趣 |
| L3 | 一下 | ① 能写 3–5 句连贯的话；② 会主动用「因为」「然后」；③ 写日记/便条成为可选活动；④ 能用上感叹号问号表达语气 |
| L4 | 一年级末 | ① 看图能写出几句连贯的话；② 写自己想说的话，不怕写错字；③ 写完有读一遍的习惯；④ 对「写下来」有功能感（知道写能给谁看、有什么用） |
卡点判读：1、4 题低 → 问题不在「写」而在「无话」——回到口语交际板块先练说；2 题测独立应对策略；3、6 题测写话的读者意识与胜任感（写话的所有动力都来自「有人读」）。
锚点约定：本文件所有观察锚点均默认含首项「未观察」（含「未玩」「孩子不愿回答」），它们与 A/B/C 一样是合法作答，不按最低档处理、不参与升降档判定（见《03-处方库/处方编写规范》与《04-反馈与复盘/每周微打卡表》）。
剂量：标准 3 次 × 15 分钟/周；保底 1 次也算完成。每周必完成 = ≥1 次核心互动；可选家庭仪式做与不做均不影响判定与评价。 书面量红线：处方内所有动笔环节每天合计 ≤10 分钟，校内作业日自动取消（见《学科学习总框架.md》第四节）。
本周目标：重启/加固共读习惯——本周共读 ≥3 次，孩子出现 ≥1 次主动评论或提问。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 睡前共读 15 分钟（孩子选书） | 保底 | 共读中孩子提问/评论：A. 0 次 B. 1–2 次 C. ≥3 次 |
| 2 | 「你猜接下来」：读到关键处停下猜情节 | 主攻 | 孩子给猜想吗？A. 不愿猜 B. 猜了，理由随意 C. 根据前文线索猜 |
| 3 | 读完后「换结局」：一起给故事编个不同结尾 | 挑战 | 参与度：A. 不参与 B. 接一两句 C. 主动编一段 |
对话脚本：
家长功课：本周共读时练习「读完一页停 2 秒再翻」——把提问的空间留出来。周六记录：孩子有几次是自己开口的？A. 0 B. 1–2 C. ≥3
可选家庭仪式：书架留一格「本周我们读过的书」，读完一本放进去（不打卡、不评价）。
材料：绘本/注音读物若干（家中现有即可）。
本周目标：字从生活里长出来——孩子本周主动认读/发问生活场景中的字 ≥3 次。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 散步认招牌：出门路上轮流指认认识的字 | 保底 | 孩子主动指出几个字？A. 0 B. 1–2 C. ≥3 |
| 2 | 超市寻宝：购物清单上圈出 3 个商品名里的字（如「牛奶」的「牛」），孩子当寻宝员 | 主攻 | 找到几个？A. 需全程提示 B. 提示 1–2 次 C. 独立找到 ≥2 个 |
| 3 | 家庭标签师：给家里的 5 样东西写标签（冰箱、门、桌子），孩子决定贴哪几样 | 挑战（动笔 ≤5 分钟） | 写字/拼音过程：A. 拒绝动笔 B. 家长代笔孩子贴 C. 自己写（拼音混搭也行） |
对话脚本：
家长功课：本周把孩子主动认出来的每一个字记在手机备忘录里（只记不考），周六数一数。这是识字兴趣的真实基线。
断档召回：若第 1 周 0 次 → 本周自动变重启周：只做任务 1（散步认招牌，顺路 5 分钟即可），话术：「忙完这阵，我们从最容易的那个重新开始——今天放学路上咱们找『大』字。」
材料：购物清单纸、便签纸、笔。
本周目标：口语叙事进阶——孩子能按「先…然后…最后」讲清一件小事或一组图。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 餐桌「今日一件事」：轮流讲今天的一件事 | 保底（可作可选家庭仪式） | 孩子讲的完整度：A. 一两个字 B. 有事没序 C. 有序有细节 |
| 2 | 四格图编故事：绘本内页/自制四格图，看图讲故事 | 主攻 | 讲述：A. 每格一句碎话 B. 能连成段 C. 有顺序还有对话/心情 |
| 3 | 「小记者」采访：孩子采访家长「你小时候的一件事」，要追问 2 个问题 | 挑战 | 追问质量：A. 不问 B. 问了但答非所问也接受 C. 能根据回答追问 |
对话脚本：
家长功课：本周练习「听完再回应」——孩子讲话时忍住插嘴和纠正，等他说完数 3 秒再开口。记录：忍住了几次？A. ≤1 B. 2–3 C. ≥4
材料：绘本内页或手绘四格图。
本周目标：拼音是工具不是任务——孩子能用拼音「搭桥」解决 ≥1 个真实问题；完成语文轨道首月数据回顾。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 拼音寻宝图复刻：家长写拼音线索（如「shā fā」），孩子拼读找宝 | 保底 | 拼读表现：A. 全程要帮 B. 简单音节独立 C. 基本独立拼完 |
| 2 | 「拼音小纸条」：互相留拼音/混拼纸条（「wǎn ān」「míng tiān jiàn」） | 主攻（动笔 ≤5 分钟/次） | 孩子写/拼纸条：A. 拒绝 B. 参与拼读不写 C. 又拼又写 |
| 3 | 共读复测：重读第 1 周的书，重玩「你猜接下来」 | 挑战（复测） | 对比第 1 周锚点档位变化：A. 持平 B. 升一档 C. 升两档 |
对话脚本：
家长功课：填《月度简报模板》家长部分；把第 2 周备忘录里的「主动认字清单」过一遍，勾选下个月继续的方向（阅读/识字/表达三选二）。
材料：纸条、笔、小奖品（贴纸即可，非必需）。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家长执行率 | 4 周 ≥8 次互动 | <8 次 → 依从性分析：降剂量/换时段/减至 2 任务/周 |
| 共读频率（板块二锚点 1） | 第 4 周 ≥2–3 次/周 | 未达 → 问题在环境不在孩子：下月主攻「家庭阅读环境」（固定时段+家长示范），不给孩子任务 |
| 识字兴趣（板块一锚点 1/2） | 任一题升档 | 无变化 → 检查识字场景是否太「考试化」；换孩子感兴趣的内容载体（恐龙书/车标/零食包装） |
| 叙事顺序（板块三锚点 3） | 第 4 周能达 B 档 | 未达 → 回口语交际 L1–L2，用「先…然后…最后」句式的家长示范再跑 2 周 |
| 写话意愿（板块四锚点 1） | 不再「明确拒绝」 | 仍拒绝 → 写话任务全部下架 1 个月，只保留口述家长代笔；联动 B 线检查写字情绪 |
| 情绪信号 | 4 周内无因语文任务哭闹 ≥2 次 | 出现 → 触发联动：转 B 线学业情绪/动机模块先处理胜任感 |
通过 → 进入第 5–8 周：主攻方向不变，任务换包装（如共读换「有声书+跟读」、识字换「偏旁部首找朋友」）。
| 内容 | 理论来源（《理论底座映射表.md》） |
|---|---|
| 四个板块结构 | 义务教育课程标准（2022 年版）第一学段（学科与考级标准节；以官方最新文件为准） |
| 对话式共读、留 2 秒 | ZPD 支架式互动；SDT 自主感 |
| 生活识字、字从场景长出来 | 生态系统理论（微环境中的语言刺激）；Piaget 具体形象思维 |
| 写话「只当读者不批改」 | Erikson 主动感 vs 内疚感（避免羞耻式纠正）；Dweck 归因方式 |
| 书面量封顶、游戏化形态 | 年龄分段框架 A→B 过渡规则 |
| 抗拒信号处理 | Pekrun 学业情绪；教育行为学模块联动规则 |
Benchmark: Compulsory Education Chinese Language Curriculum Standards (2022 edition), first stage (Grades 1–2)—character recognition and writing / reading / oral communication / early writing. Exact curriculum wording and quantitative requirements must follow the latest official document. This track contains only observable behaviour anchors and family co-learning tasks; it does not copy textbooks or replace classroom teaching.
Format: follows
学科学习总框架.md; practice cards follow03-处方库/处方编写规范.md.One-line positioning: The home Chinese-language track is not about “teaching Chinese”; it protects three kinds of soil—someone talks with the child every day, books are available every day, and writing does not become painful.
First-stage curriculum expectation (version used when writing): recognise about 1,600 common Chinese characters, write about 800, know basic strokes and common radicals, write according to stroke-order rules, and use a correct posture. At home, focus on interest, habits and useful everyday print; stroke-order correction belongs to school.
| Level | Stage | Observable behaviour (parent view) |
|---|---|---|
| L0 | School-entry preparation | ① Knows to hold a book upright and that characters run along lines; ② recognises their own and family members' names; ③ is curious about characters on signs/packages and asks what they say; ④ draws simple marks without resisting a writing tool |
| L1 | Early Grade 1 | ① Recognises characters already learned when they appear outside the textbook; ② points out familiar characters spontaneously; ③ knows left-to-right and top-to-bottom conventions; ④ can sit and write 3–5 characters without becoming distressed |
| L2 | End of first term | ① Recognises noticeably more characters in daily contexts (snack packages, signs, lift buttons); ② posture and grip are broadly correct and improve after a reminder; ③ writes learned characters by stroke order rather than drawing them; ④ accepts erasing and rewriting without falling apart |
| L3 | Second term | ① Asking about characters becomes a habit (at least three spontaneous questions per week); ② uses pinyin as a bridge for unfamiliar characters; ③ shows awareness of character structure; ④ writes characters with roughly even size and spacing in grid paper |
| L4 | End of Grade 1 | ① Recognises common everyday characters and needs little help with simple graded picture books; ② treats writing as a communication tool rather than a burden (willing to write notes/name labels); ③ compares a wrong character with a model independently; ④ posture and grip are broadly established without frequent reminders |
Reading the sticking point: Items 1–2 measure character interest and habit (low means characters are disconnected from life; use everyday print). Items 3–4 measure writing emotion and initiation (check task load and emotion first). Item 5 measures stroke order and belongs to school; at home use a “stroke-order teacher” game. Items 6–8 measure the foundation of writing competence.
First-stage curriculum expectation (version used when writing): enjoy reading, experience pleasure, read accessible fairy tales/fables/stories, recite children’s poems and simple classical poems, and read at least 50,000 Chinese characters outside school. The home KPI is whether reading feels like something the child wants to do again.
| Level | Stage | Observable behaviour |
|---|---|---|
| L0 | School-entry preparation | ① Will listen to a picture book for at least 10 minutes; ② can say who is in the story; ③ has a favourite book requested repeatedly; ④ knows the cover/title and turns pages one at a time |
| L1 | Early Grade 1 | ① Asks or comments about pictures during shared reading; ② retells the gist of a familiar story (order may be mixed); ③ has personal likes/dislikes; ④ has a fixed shared-reading time each week |
| L2 | End of first term | ① Uses pinyin to read a sentence-length passage; ② retells the main line with “first…then…finally”; ③ predicts what happens next; ④ chooses books from the shelf independently |
| L3 | Second term | ① Reads pinyin readers/familiar picture books independently for at least 10 minutes; ② answers who/where/what happened; ③ connects the story with life; ④ develops clear topic preferences |
| L4 | End of Grade 1 | ① Independent reading of short annotated books is part of daily life; ② explains beginning, middle and end; ③ says “I like/don't like this character because…”; ④ reads outside school at least three times per week, including shared reading |
Reading the sticking point: Low item 1 is an environment issue, not a child issue; repair the environment first (fixed time + parent modelling). Items 2, 5 and 6 measure dialogic reading participation. Item 3 measures comprehension. Items 4 and 7 measure emerging autonomous reading—the reading version of Hidi’s question: “Without prompting, does the child return to books?”
First-stage curriculum expectation (version used when writing): speak Mandarin, listen carefully, briefly describe interesting experiences, and converse naturally and politely. The home core is the dinner table and bedtime: ten minutes of quality conversation each day beats any speaking class.
| Level | Stage | Observable behaviour |
|---|---|---|
| L0 | School-entry preparation | ① Answers “What did you play at preschool today?”; ② follows two-step instructions; ③ speaks in mostly complete utterances; ④ is willing to tell family members about events |
| L1 | Early Grade 1 | ① Tells a small event with who + what they did; ② generally waits until others finish; ③ uses please/thank you/sorry; ④ speaks audibly in front of family |
| L2 | End of first term | ① Tells an event in order; ② relays another person's words; ③ keeps at least three conversational turns; ④ describes a picture in 2–3 connected sentences |
| L3 | Second term | ① Adds time, place and feelings; ② asks follow-up questions; ③ adjusts speech for different listeners; ④ speaks in a small group, according to teacher/child feedback |
| L4 | End of Grade 1 | ① Tells a personal event with order and detail; ② identifies key points and responds; ③ expresses disagreement clearly instead of only becoming emotional; ④ tells a complete picture-based story |
Reading the sticking point: Items 1 and 3 measure narrative organisation and connect directly with writing. Item 2 measures listening habits and may reflect the family's conversation pattern. Items 5 and 6 measure speaking confidence and emotional language. Item 7 measures motivation to express.
First-stage curriculum expectation (version used when writing): develop interest in writing, notice surrounding things, write what one wants to say, and learn comma/full-stop/question-mark/exclamation-mark use. Red line: at home, early writing is about having something to say and wanting to write it down; do not correct characters or sentences.
| Level | Stage | Observable behaviour |
|---|---|---|
| L0 | School-entry preparation | ① Will draw and “tell” an event; ② dictates a small event for the parent to record; ③ does not resist a writing tool; ④ signs their drawing |
| L1 | Early Grade 1 | ① Adds one sentence to a drawing (parent may write or pinyin/characters may mix); ② wants to save an interesting thing they said; ③ knows a sentence ends with a full stop; ④ accepts pinyin for characters they do not know |
| L2 | End of first term | ① Independently writes 1–2 connected sentences (pinyin/characters may mix); ② writes about their own event/idea; ③ reads it to the parent; ④ shows interest in notes/cards |
| L3 | Second term | ① Writes 3–5 connected sentences; ② uses because/then spontaneously; ③ diary/notes become optional activities; ④ uses question and exclamation marks for tone |
| L4 | End of Grade 1 | ① Writes several connected sentences from a picture; ② writes what they want to say without fear of errors; ③ rereads once; ④ understands the function of writing and its reader |
Reading the sticking point: Low items 1 and 4 mean the problem is not writing but having something to say; return to oral communication. Item 2 measures independent coping. Items 3 and 6 measure reader awareness and competence—the motivation to write comes from someone reading.
Anchor convention: Every observation anchor includes “not observed” as the first option (including “not played” and “child declined to answer”). It is a legal response, not the lowest band, and does not enter upgrade/downgrade decisions.
Dose: standard 3 × 15 minutes/week; one fallback session counts as completion. Weekly completion means at least one core interaction. Optional family rituals do not affect evaluation. Written-load red line: all writing in these cards totals ≤10 minutes per day; cancel it automatically on school-homework days.
Goal: restart/strengthen shared reading—at least three sessions and at least one spontaneous child comment/question.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Fifteen-minute bedtime shared reading (child chooses) | Fallback | Questions/comments: A. 0 B. 1–2 C. ≥3 |
| 2 | “What happens next?”: pause at a key moment | Focus | Prediction: A. Refuses B. Guesses with any reason C. Uses earlier clues |
| 3 | Change the ending together | Challenge | Participation: A. Does not join B. Adds one or two lines C. Invents a section |
Conversation scripts:
Parent practice: pause for two seconds after each page before turning it; leave space for the child. Saturday: how many times did the child speak first? A. 0 B. 1–2 C. ≥3.
Optional ritual: reserve a shelf space for books read this week; no checking or rating.
Materials: picture books/annotated readers already at home.
Goal: characters grow from daily life—the child spontaneously recognises/asks about at least three characters.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Sign walk: take turns pointing out familiar characters | Fallback | Characters pointed out: A. 0 B. 1–2 C. ≥3 |
| 2 | Supermarket hunt: circle three characters in product names (for example the “milk” character) | Focus | Finds: A. Needs continuous prompts B. Needs 1–2 prompts C. Independently finds at least two |
| 3 | Home label maker: label five objects; child chooses what to label | Challenge (≤5 minutes writing) | Writing/pinyin: A. Refuses B. Parent writes; child sticks C. Child writes, pinyin mix allowed |
Conversation scripts:
Parent practice: record each character the child recognised spontaneously in a phone note, without testing; count them on Saturday. This is the baseline for character interest.
Restart: if Week 1 had zero sessions, do only the five-minute sign walk. “Now that the busy spell is over, let us restart with the easiest one—find the character 大 on the way home.”
Materials: shopping list, sticky notes and pen.
Goal: narrative progression—the child tells one event or a picture sequence with “first…then…finally”.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Dinner-table “one thing today”: take turns | Fallback (optional ritual) | Completeness: A. One or two words B. Event without order C. Order and detail |
| 2 | Four-panel story: tell a story from a book page/home-made panels | Focus | Telling: A. Disconnected sentence per panel B. Connected paragraph C. Order plus dialogue/feelings |
| 3 | “Little reporter”: interview the parent about one childhood event and ask two follow-ups | Challenge | Follow-ups: A. None B. Asks, any answer accepted C. Follows the answer |
Conversation scripts:
Parent practice: listen before responding; wait three seconds after the child finishes. Saturday: A. ≤1 B. 2–3 C. ≥4 times you waited.
Materials: book pages or hand-drawn four-panel pictures.
Goal: pinyin is a tool, not a task—the child uses it to solve at least one real problem and completes the first-month review.
| # | Task | Type | Observation anchor |
|---|---|---|---|
| 1 | Rebuild a pinyin treasure map: parent writes clues such as “shā fā”; child decodes to find the treasure | Fallback | Decoding: A. Needs help throughout B. Decodes simple syllables independently C. Mostly decodes independently |
| 2 | Pinyin notes: leave mixed pinyin/character notes for each other | Focus (≤5 minutes writing) | Note: A. Refuses B. Joins reading but does not write C. Reads and writes |
| 3 | Shared-reading retest: reread Week 1's book and replay “what happens next?” | Challenge | Change from Week 1 anchor: A. Same B. Up one band C. Up two bands |
Conversation scripts:
Parent practice: complete the Monthly Brief; review the spontaneous-character list and choose two directions for next month (reading/characters/expression).
Materials: notes, pen and small paper slips.
| Check | Pass standard | If not passed |
|---|---|---|
| Parent implementation | ≥8 interactions in four weeks | <8 → analyse adherence; lower dose/change time/reduce to two tasks/week |
| Shared-reading frequency (Strand 2 anchor 1) | 2–3 sessions/week in Week 4 | Not reached → environment issue; focus next month on home reading environment, not child tasks |
| Character interest (Strand 1 anchors 1/2) | Any item moves up a band | No change → check whether the context feels like a test; use the child's interests (dinosaurs, car logos, snack packages) |
| Narrative order (Strand 3 anchor 3) | Band B by Week 4 | Not reached → return to L1–L2 oral communication and model “first…then…finally” for two more weeks |
| Willingness to write (Strand 4 anchor 1) | No longer clearly refuses | Still refuses → remove writing tasks for one month; keep oral dictation; check writing emotion in the B line |
| Emotional signal | No crying ≥2 times caused by Chinese tasks | If present → link to B-line academic emotions/motivation and restore competence first |
Pass → Weeks 5–8: keep the direction, change the packaging (audio book + echo reading; radical/character “find a friend”).
| Content | Theoretical source (理论底座映射表.md) |
|---|---|
| Four strands | Compulsory Education Chinese Language Curriculum Standards (2022), first stage; latest official document prevails |
| Dialogic reading and the two-second pause | ZPD scaffolding; SDT autonomy |
| Everyday characters | Ecological systems theory; Piaget concrete/pictorial thinking |
| “Be a reader, do not correct” | Erikson initiative vs guilt; Dweck attribution |
| Written-load cap and play form | Age-band A→B transition rules |
| Handling refusal | Pekrun academic emotions; Educational Behaviour line |
本框架是「兴趣特长轨道」内容资产的总纲。四条首建轨道（国际象棋、马术、吉他、折纸）均按本框架的通用结构生产。理论挂接见《07-测评矩阵/兴趣与特长模块》与《01-知识库/理论底座映射表》；处方体例见《03-处方库/处方编写规范》与《03-处方库/第1-4周处方卡》。
每条轨道文件必须包含以下六块，缺一块不入库：
| # | 组件 | 内容要求 |
|---|---|---|
| 1 | 能力阶梯 | 从启蒙到第一个官方里程碑的分级；每级 3–5 个家长可观察的行为（不抄考级条文，条文只作定位备注） |
| 2 | 诊断锚点 | 8–12 个行为锚点题，全部三选一量化（A/B/C 档）；马术等教练主导型轨道用「家长观察 + 教练反馈」双源 |
| 3 | 4 周处方卡首版 | 体例同《第1-4周处方卡》：每周主题 + 3 任务（1 保底 / 1 主攻 / 1 挑战）+ L3 对话脚本 + 观察锚点 + 家长功课 + 材料；文件级附断档召回与四周后数据决策点 |
| 4 | 考级/里程碑节点 | 标注对应的官方级别与达成方式（机构直授 / 比赛得分率 / 考级），注明「以官方最新文件为准」 |
| 5 | 轨道特有红线 | 该轨道独有的安全、情绪、教学边界红线（见各轨道文件） |
| 6 | 维度标注 | 与主线测评的联动维度（对照《理论底座映射表》），供规则引擎把轨道数据回流到孩子档案 |
通用核心判断题：「没有催促、没有奖励、没有观众时，孩子还会回到这件事吗？」——是 → 至少阶段 ③。
各轨道的阶段化判断题（家长观察，答「是」计 1 分，累计定位）：
| 阶段 | 国象 | 马术 | 吉他 | 折纸 |
|---|---|---|---|---|
| ① 触发 | 看到棋会摆弄棋子、问「这是什么」 | 提到马场眼睛发亮、主动问下次什么时候去 | 听到吉他声会停下听、想摸琴 | 看到折纸成品想拆开看怎么折的 |
| ② 维持 | 约定下棋时间能到场，不逃避 | 去马场不需要做思想工作 | 拿起琴能拨弄 5 分钟以上 | 给图纸愿意坐下来折 |
| ③ 萌芽 | 主动摆棋、复盘输过的局面、问「为什么这样走」 | 主动照料马匹（刷马、备料）不计回报 | 自己找谱子/视频想学新曲子 | 不看图纸凭记忆折、主动教别人折 |
| ④ 成熟 | 愿意做枯燥的杀王/残局基本功练习 | 愿意反复练同一动作（慢步、快步基本功）不烦 | 愿意忍受同一小节的反复练习 | 愿意为一个失败的作品拆了重折 ≥3 次 |
阶段 → 家庭动作：① 多触发不投入重金 → ② 固定时间 + 材料可得 → ③ 资源与挑战升级 + 寻找同好榜样 → ④ 才进入专业师资/系统训练决策（见模块第四节）。
| 阶段 | 年龄参照 | 轨道文件覆盖范围 |
|---|---|---|
| 启蒙期 | ~12 岁前 | 四条轨道首版的全部内容都在此阶段：游戏化、保护兴趣、体验广度 |
| 精进期 | 12–16 | 轨道文件只给出「进入精进期的判断条件」和倦怠监测清单，不提前写训练方案 |
| 产出期 | 16+ | 只作方向联动信息（与 RIASEC × 学科优势三角互证），不做商业包装 |
倦怠信号清单（全轨道通用，触发 ≥2 项 → 降量或暂停评估，不加码）：去上课/练习前拖延加剧；睡眠变差；频繁身体不适；说「没意思」频率上升；只为奖品/排名而练；见到器材（棋盘/琴/马具/折纸）主动绕开。
家长 = 环境提供者 + 反馈者，不是教练。
| 家长该做 | 家长不做 |
|---|---|
| 提供时间、材料、接送、安全核查 | 教技术动作（纠正指法/骑姿/折法/棋着） |
| 反馈努力与策略（「你刚才自己试了三次」） | 评价结果好坏（「这步走错了」「这首弹砸了」） |
| 执行课后三问复盘（见下） | 加课、加码、拿别家孩子对比 |
| 观察并打卡锚点，把数据交给系统 | 凭感觉判断「有没有天赋」 |
课后三问复盘脚本（全轨道通用，课后当天 3 分钟）：
教练/机构评估清单（家长选型用，引用自《07-测评矩阵/兴趣与特长模块》C 带干预形态）：
| 轨道 | 家庭侧每周预算 | 单次上限 | 说明 |
|---|---|---|---|
| 国际象棋 | ≤90 分钟 | 30 分钟 | 低龄对局注意力上限约 20–30 分钟，到点就收 |
| 马术 | ≤60 分钟（不含马场时间） | 30 分钟 | 家庭侧只做准备/复盘/绘本延伸，骑乘时间由教练定 |
| 吉他 | ≤75 分钟 | 15 分钟 | 启蒙期手指耐受有限，宁拆成多次短时 |
| 折纸 | ≤90 分钟 | 30 分钟 | 以「想折就折」的材料可得为主，处方任务只是引子 |
This framework is the master outline for the “interests and strengths tracks” content assets. The four first-built tracks (chess, equestrian, guitar and origami) all use this shared structure. Theory links:
07-测评矩阵/兴趣与特长模块;01-知识库/理论底座映射表; practice-card format:03-处方库/处方编写规范and03-处方库/第1-4周处方卡.
Every track file must contain all six sections:
| # | Component | Requirement |
|---|---|---|
| 1 | Ability ladder | Levels from exploration to the first official milestone; 3–5 parent-observable behaviours per level (do not copy exam wording) |
| 2 | Diagnostic anchors | 8–12 behavioural items, all quantified with A/B/C; coach-led tracks use parent observation + coach feedback |
| 3 | First four-week practice-card set | Weekly theme + 3 tasks (fallback/focus/challenge) + L3 conversation scripts + observation anchor + parent practice + materials; include restart and four-week decision points |
| 4 | Grade/milestone nodes | Official level and achievement method (institution award/competition score/grade), marked “follow the latest official document” |
| 5 | Track-specific red lines | Safety, emotion and teaching boundaries unique to the track |
| 6 | Dimension tags | Main-line dimensions linked to the track so the rules engine can return data to the child record |
Core question for every track: “Without prompting, a reward or an audience, does the child still return to the activity?” A yes means at least stage ③.
| Stage | Chess | Equestrian | Guitar | Origami |
|---|---|---|---|---|
| ① Triggered | Plays with pieces, asks what chess is | Eyes light up at mention of the stable, asks when they can go | Stops to listen to guitar, wants to touch it | Wants to take apart an origami model to see how it was folded |
| ② Maintained | Shows up at an agreed chess time, does not avoid it | Goes to the stable without needing persuasion | Picks up the instrument and strums for more than five minutes | Sits down to fold when given a diagram |
| ③ Emerging | Sets up chess, reviews a lost position, asks why a move works | Cares for the horse without expecting a reward | Finds tabs/videos to learn a new song | Folds from memory and teaches someone else |
| ④ Mature | Accepts repetitive checkmate/endgame foundations | Repeats one movement without boredom | Tolerates repeating the same bar | Unfolds and refolds a failed model at least three times |
Family action by stage: ① offer more triggers without heavy spending → ② fixed time + accessible materials → ③ more resources/challenge + peers/role models → ④ only then decide about specialist teaching/systematic training.
| Stage | Age reference | Track coverage |
|---|---|---|
| Exploration | ~before age 12 | All first editions: play, interest protection and breadth |
| Refinement | 12–16 | Only entry conditions and burnout monitoring; no premature training plan |
| Output | 16+ | Direction information only, triangulated with RIASEC × subject strengths; no commercial packaging |
Common burnout list (≥2 signals → reduce dose or pause assessment; do not intensify): increasing procrastination before class/practice; worse sleep; frequent physical discomfort; rising frequency of “this is boring”; practising only for prizes/rankings; actively avoiding the equipment.
Parent = environment provider + feedback giver, not coach.
| Parent does | Parent does not do |
|---|---|
| Provide time/materials/transport/safety checks | Teach technical movements (fingering, riding posture, folding, chess moves) |
| Feedback effort/strategy (“you tried three times independently”) | Judge result (“that move was wrong”; “you ruined the song”) |
| Use the three post-class questions | Add classes, increase dose or compare children |
| Observe anchors and submit data | Judge talent by intuition |
Shared three-question review (3 minutes the same day):
Coach/provider checklist:
| Track | Weekly family-side budget | Single-session cap | Note |
|---|---|---|---|
| Chess | ≤90 min | 30 min | Young-child game attention is about 20–30 minutes; stop on time |
| Equestrian | ≤60 min (excluding stable time) | 30 min | Home side is preparation/review/reading; coach sets riding time |
| Guitar | ≤75 min | 15 min | Finger tolerance is limited; use short sessions |
| Origami | ≤90 min | 30 min | Keep paper accessible; practice cards are invitations |
2026-10-21 ｜ 状态：内部准备稿；供 Phase 3 逐轨升级与 20 张核心卡审计使用 上位：
task_plan.mdPhase 3 ｜reference-library.md§3（学业）/§4（兴趣）｜01-知识库/证据分级与主张边界.md原则：每条轨 L0–L4 可观察；每张卡有证据等级/机制/剂量/保真度/不适用；不主张远迁移；家长不做技术教练（7–12 岁）。
| # | 轨道 | 类型 | 现有文件 | 标尺 | 升级状态 |
|---|---|---|---|---|---|
| 1 | 中文阅读 | 学业 | 一年级语文轨道.md | 2022 课标（标准）+ NRP/SVR/阅读绳 | ⬜ 待升级 L0–L4 |
| 2 | 英文阅读 | 学业 | 英语KET轨道.md（部分） | CEFR A0–A2 + 自然拼读 | ⬜ |
| 3 | 写作 | 学业 | 分散在语文轨道 | Writing Rope + CBM-WE | ⬜ 需独立小节 |
| 4 | 数学 | 学业 | 一年级数学轨道.md | Clements & Sarama 轨迹 + 2022 课标（标准） | ⬜ |
| 5 | 英语 KET | 学业 | 英语KET轨道.md | CEFR A2 Key（标准） | ⬜ |
| 6 | 国际象棋 | 兴趣 | 国际象棋轨道.md | Steps Method + 中国棋士等级（标准） | ⬜ |
| 7 | 马术 | 兴趣 | 马术轨道.md | Pony Club + 中马协（标准） | ⬜ |
| 8 | 吉他 | 兴趣 | 吉他轨道.md | Suzuki/考级（标准） | ⬜ |
| 9 | 折纸 | 兴趣 | 折纸轨道.md | 自定阶梯 | ⬜ |
| 10 | 英语（兴趣向） | 兴趣 | 与 5 合并 | Cambridge YLE | ⬜ |
每轨填写下表（示例为占位，升级时替换为真实条目）：
| 级别 | 可观察行为（3–5 条） | 评估方法 | 家庭角色 | 单次剂量 | 升阶条件 | 证据/来源 |
|---|---|---|---|---|---|---|
| L0 萌芽 | 1. ____ 2. ____ 3. ____ | 观察/游戏 | 提供机会、共玩 | 10–15 min | 连续 2 周稳定出现 | E__ / 来源 |
| L1 基础 | 1. ____ 2. ____ 3. ____ | 观察 + 简短任务 | 示范/支架 | 15–20 min | 同上 | |
| L2 应用 | 1. ____ 2. ____ 3. ____ | CBM/作品 | 练习伙伴 | 20–25 min | 同上 | |
| L3 熟练 | 1. ____ 2. ____ 3. ____ | CBM/真实任务 | 提供资源/观众 | 20–25 min | 同上 | |
| L4 拓展 | 1. ____ 2. ____ 3. ____ | 项目/作品 | 支持自主 | 25 min | — |
学业轨通用规则
| 字段 | 要求 | 示例 |
|---|---|---|
| 兴趣阶段 | Hidi & Renninger 四阶段；三信号 | 「维持的情境兴趣」 |
| 三信号 | 自发回归 / 积极情绪 / 遇难后再试；≥2 周、2 情境 | 每周记录 3 次 |
| 能力阶梯 | L0–L4，每级 3–5 条可观察行为 | 国象：下完一盘→基本杀王→两步杀 |
| 官方标尺 | 只作定位，不抄考级条文 | Steps 6 阶 / 中马协 / Suzuki / YLE |
| 练习剂量 | 3–6：10–15 min×3–5/周；7–9：15–25 min×3–4/周；10–12：20–40 min×4–5/周 | 按年龄 |
| 检查点 | 4 周微复盘 + 12 周赛季复盘 | 享受/承诺/进步三轴 |
| 家长角色 | 环境/情感/物质/信息支持；技术归教练；7–12 不纠错 | 陪练≠教练 |
| 退出/继续 | 安全/欺凌/倦怠→停或降量；坏心情当天不决策；7–12 至少 10–12 周再复盘 | 写进计划 |
| 主张边界 | 只主张近端技能/参与/习惯/审美/抗挫；不主张提智/提分/远迁移 | 写进卡片 |
| 安全 | 马术安全一票否决；乐器疼痛分级；棋类输棋心理；折纸工具安全 | 逐轨 |
兴趣轨通用规则
从
10-数字产品/cards/3-6/的 27 张卡中选 20 张任务卡，覆盖情绪、EF、数理、坚持、合作、常规。故事/事件/家长/观察/复盘卡为第二批。
| # | 卡 ID | 主维度 | 证据等级（待填） | 机制（待填） | 剂量（待填） | 保真度检查（待填） | 不适用（待填） | 主张边界（待填） | 状态 |
|---|---|---|---|---|---|---|---|---|---|
| 1 | task_emotion_guess_36 | 情绪识别 | ⬜ | ||||||
| 2 | task_emotion_thermometer_36 | 情绪调节 | ⬜ | ||||||
| 3 | task_storybook_roleplay_36 | 同理心/角色采择 | ⬜ | ||||||
| 4 | task_red_light_green_light_36 | 抑制控制 | ⬜ | ||||||
| 5 | task_card_reverse_36 | 工作记忆/规则切换 | ⬜ | ||||||
| 6 | task_rule_switch_sort_36 | 认知灵活 | ⬜ | ||||||
| 7 | task_do_as_i_say_36 | 抑制控制/听觉注意 | ⬜ | ||||||
| 8 | task_make_ten_poker_36 | 数感/凑十 | ⬜ | ||||||
| 9 | task_poker_compare_36 | 数的大小 | ⬜ | ||||||
| 10 | task_math24_lite_36 | 策略思维 | ⬜ | ||||||
| 11 | task_block_symmetry_36 | 空间/对称 | ⬜ | ||||||
| 12 | task_maze_walk_36 | 计划/坚持 | ⬜ | ||||||
| 13 | task_treasure_map_36 | 空间/计划 | ⬜ | ||||||
| 14 | task_coop_tower_36 | 合作/轮流 | ⬜ | ||||||
| 15 | task_sock_match_36 | 分类/配对 | ⬜ | ||||||
| 16 | task_mystery_bag_36 | 触觉探索/语言 | ⬜ | ||||||
| 17 | task_kitchen_timer_36 | 时间感/等待 | ⬜ | ||||||
| 18 | task_waiting_surprise_36 | 延迟满足 | ⬜ | ||||||
| 19 | task_gratitude_moment_36 | 积极情绪/家庭仪式 | ⬜ | ||||||
| 20 | story_block_mountain_rescue（或 event_tower_fell_down） | 挫折/复原 | ⬜ |
每张卡审计要填的 8 个字段
审计通过标准
理论底座映射表 一致。validate_cards.mjs 与人工复核。2026-10-21 ｜ Status: internal preparation draft; for Phase 3 track upgrades and the 20-card core audit Parent documents:
task_plan.mdPhase 3 ｜reference-library.md§§3/4 ｜01-知识库/证据分级与主张边界.mdPrinciple: every track has observable L0–L4 behaviours; every card has evidence, mechanism, dose, fidelity and “not suitable for”; no distant-transfer claims; parents are not technical coaches (ages 7–12).
| # | Track | Type | Existing file | Benchmark | Upgrade status |
|---|---|---|---|---|---|
| 1 | Chinese reading | Academic | 一年级语文轨道.md | 2022 curriculum standard + NRP/SVR/Reading Rope | ⬜ L0–L4 pending |
| 2 | English reading | Academic | 英语KET轨道.md (partial) | CEFR A0–A2 + systematic phonics | ⬜ |
| 3 | Writing | Academic | Distributed in Chinese track | Writing Rope + CBM-WE | ⬜ Needs a standalone section |
| 4 | Mathematics | Academic | 一年级数学轨道.md | Clements & Sarama trajectories + 2022 curriculum standard | ⬜ |
| 5 | English KET | Academic | 英语KET轨道.md | CEFR A2 Key | ⬜ |
| 6 | Chess | Interest | 国际象棋轨道.md | Steps Method + Chinese chess-player levels | ⬜ |
| 7 | Equestrian | Interest | 马术轨道.md | Pony Club + Chinese Equestrian Association | ⬜ |
| 8 | Guitar | Interest | 吉他轨道.md | Suzuki/grading | ⬜ |
| 9 | Origami | Interest | 折纸轨道.md | Locally defined ladder | ⬜ |
| 10 | English (interest-oriented) | Interest | Merged with #5 | Cambridge YLE | ⬜ |
Fill the table for each track (the entries below are placeholders to replace during upgrade):
| Level | Observable behaviour (3–5) | Assessment method | Family role | Dose | Upgrade condition | Evidence/source |
|---|---|---|---|---|---|---|
| L0 Exploration | 1. ____ 2. ____ 3. ____ | Observation/game | Provide opportunity, co-play | 10–15 min | Stable for two consecutive weeks | E__ / source |
| L1 Foundation | 1. ____ 2. ____ 3. ____ | Observation + brief task | Model/scaffold | 15–20 min | Same | |
| L2 Application | 1. ____ 2. ____ 3. ____ | CBM/work sample | Practice partner | 20–25 min | Same | |
| L3 Fluency | 1. ____ 2. ____ 3. ____ | CBM/real task | Provide resources/audience | 20–25 min | Same | |
| L4 Extension | 1. ____ 2. ____ 3. ____ | Project/work | Support autonomy | 25 min | — |
Shared academic-track rules
| Field | Requirement | Example |
|---|---|---|
| Interest stage | Hidi & Renninger four stages; three signals | “Maintained situational interest” |
| Three signals | Spontaneous return / positive emotion / tries again after difficulty; ≥2 weeks, 2 contexts | Record three times per week |
| Ability ladder | L0–L4, 3–5 observable behaviours per level | Chess: finish a game → basic checkmate → mate in two |
| Official benchmark | Positioning only; do not copy exam wording | Steps six stages / Chinese equestrian / Suzuki / YLE |
| Practice dose | Ages 3–6: 10–15 min ×3–5/week; 7–9: 15–25 ×3–4; 10–12: 20–40 ×4–5 | By age |
| Checkpoints | Four-week micro-review + 12-week season review | Enjoyment/commitment/progress |
| Parent role | Environment/emotional/material/information support; technique belongs to coach; no correction ages 7–12 | Accompanying ≠ coaching |
| Exit/continue | Safety/bullying/burnout → stop/reduce; do not decide on a bad-mood day; review after 10–12 weeks for ages 7–12 | Write into plan |
| Claim boundary | Only near-term skills/participation/habits/aesthetics/coping; no intelligence/grade/far-transfer claims | Write into card |
| Safety | Equestrian safety veto; instrument pain levels; chess-loss emotions; origami tool safety | Per track |
Shared interest-track rules
Select 20 task cards from the 27 cards in
10-数字产品/cards/3-6/, covering emotion, EF, early numeracy, persistence, cooperation and routines. Story/event/parent/observation/review cards are the second batch.
| # | Card ID | Main dimension | Evidence (pending) | Mechanism (pending) | Dose (pending) | Fidelity (pending) | Not suitable (pending) | Claim boundary (pending) | Status |
|---|---|---|---|---|---|---|---|---|---|
| 1 | task_emotion_guess_36 | Emotion recognition | ⬜ | ||||||
| 2 | task_emotion_thermometer_36 | Emotion regulation | ⬜ | ||||||
| 3 | task_storybook_roleplay_36 | Empathy/role-taking | ⬜ | ||||||
| 4 | task_red_light_green_light_36 | Inhibitory control | ⬜ | ||||||
| 5 | task_card_reverse_36 | Working memory/rule switching | ⬜ | ||||||
| 6 | task_rule_switch_sort_36 | Cognitive flexibility | ⬜ | ||||||
| 7 | task_do_as_i_say_36 | Inhibitory control/auditory attention | ⬜ | ||||||
| 8 | task_make_ten_poker_36 | Number sense/make ten | ⬜ | ||||||
| 9 | task_poker_compare_36 | Number comparison | ⬜ | ||||||
| 10 | task_math24_lite_36 | Strategy thinking | ⬜ | ||||||
| 11 | task_block_symmetry_36 | Space/symmetry | ⬜ | ||||||
| 12 | task_maze_walk_36 | Planning/persistence | ⬜ | ||||||
| 13 | task_treasure_map_36 | Space/planning | ⬜ | ||||||
| 14 | task_coop_tower_36 | Cooperation/turn-taking | ⬜ | ||||||
| 15 | task_sock_match_36 | Classification/matching | ⬜ | ||||||
| 16 | task_mystery_bag_36 | Tactile exploration/language | ⬜ | ||||||
| 17 | task_kitchen_timer_36 | Time sense/waiting | ⬜ | ||||||
| 18 | task_waiting_surprise_36 | Delayed gratification | ⬜ | ||||||
| 19 | task_gratitude_moment_36 | Positive emotion/family ritual | ⬜ | ||||||
| 20 | story_block_mountain_rescue (or event_tower_fell_down) | Frustration/recovery | ⬜ |
Eight fields to audit for each card
Pass criteria
理论底座映射表.validate_cards.mjs and human review.2026-10-21 ｜ 配套：
双轨升级模板与审计清单.md｜ 上位：reference-library.md§3/§4 规则：按轨迹水平安置，不按年龄锁步；每级 3–5 条可观察行为；「升阶」需连续 2–4 周稳定出现，不是一次表现；官方考级只作定位，不作目标。 剂量：3–6 岁 10–15 min ×3–5/周；7–9 岁 15–25 min ×3–4/周；10–12 岁 20–40 min ×4–5/周；运动类每年 3 个月分段休整、每周 1–2 天休息。
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源/证据 |
|---|---|---|---|---|---|
| L0 启蒙 | ① 喜欢听故事、能复述 2–3 个情节 ② 认识自己的名字/常见标识 ③ 能区分图画与文字 ④ 会翻书、指读 | 共读观察；生活识字 | 每天共读 10 分钟；指读；不考问 | 连续 2 周主动拿书 | E2/E3（共读）；2022 课标 |
| L1 解码 | ① 掌握拼音/声母韵母 ② 认识 100–300 常用字 ③ 能读短句/儿歌 ④ 能借助拼音读陌生字 | 字词认读；朗读 1 分钟 | 拼音游戏；生活识字；共读 | 朗读 50 字/分钟且理解 | E1（解码）；E2 |
| L2 流利 | ① 朗读 80–120 字/分钟 ② 能回答「谁/在哪/为什么」 ③ 能分段复述 ④ 每周读 2–3 本分级书 | 朗读样本；理解提问 | 轮流读；讨论；选书 | 连续 4 周理解正确率 ≥80% | E2（流利度/理解） |
| L3 理解 | ① 能概括段意/主旨 ② 能联系背景知识 ③ 能推断人物动机 ④ 读整本书 | 读书笔记；讨论；DIBELS 类 | 读书会；提问；不代读 | 能独立完成整本书+讨论 | E3（阅读绳） |
| L4 拓展 | ① 跨文本比较 ② 能评价作者观点 ③ 能写读后感/书评 ④ 形成阅读偏好 | 项目/书评；讨论 | 提供资源；做听众 | 作品/讨论稳定 | E3/E2 |
边界：中文不照搬英语自然拼读；以拼音/部件/部首/形声字/形态意识为主（E2/E3）。不刷阅读理解题。
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 音素 | ① 跟唱儿歌 ② 分辨押韵/首音 ③ 认识字母名/音 ④ 喜欢英文绘本 | 游戏观察；字母音 | 儿歌/动画；共读 | 能听辨首音 | E1（音素意识） |
| L1 拼读 | ① 拼 CVC 词（cat/dog）② 认 50–100 高频词 ③ 读解码书 ④ 能听指令做动作 | 拼读清单；解码书 | 拼读游戏；不考问 | 连续 2 周拼读 ≥80% | E1（自然拼读） |
| L2 流利 | ① 读分级书 ② 朗读 40–60 词/分钟 ③ 理解简单情节 ④ 能复述 | running record；提问 | 轮流读；音频 | 理解 ≥80% | E2 |
| L3 理解 | ① 读章节书 ② 推断/概括 ③ 学习用词典 ④ 每周 1 本 | 读书笔记；讨论 | 提供书；讨论 | 独立读完+讨论 | E2/E3 |
| L4 拓展 | ① 跨文本/主题阅读 ② 能评价 ③ 写简短书评 ④ 学术词汇 | 项目；书评 | 资源/听众 | 作品稳定 | E3 |
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 前书写 | ① 涂画/连线 ② 模仿写名字 ③ 口头讲故事 ④ 精细动作游戏 | 作品；观察 | 提供材料；不纠正握笔过度 | 能画/说完整事件 | E3 |
| L1 句子 | ① 写 3–5 词句子 ② 口述→家长记录 ③ 会用句号 ④ 每天 3 句 | 句子样本；CWS | 口述转写；不代写 | 连续 2 周每天 3 句 | E2（句子合并） |
| L2 段落 | ① 写 3–5 句段落 ② 有开头/结尾 ③ 能合并短句 ④ 会简单修改 | 作品；CBM-WE | 句子合并游戏；展示 | 段落完整 | E2（g≈0.34/0.50） |
| L3 体裁 | ① 记叙/说明/观点 ② 结构清晰 ③ 能修改 ④ 作品集 | rubric；作品集 | 提供素材；不代写 | 3 种体裁各 1 篇 | E3（Writing Rope） |
| L4 项目 | ① 跨段项目 ② 资料整合 ③ 读者意识 ④ 发表/分享 | 项目；发表 | 资源/观众 | 完成项目 | E3 |
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 数感 | ① 唱数 1–20 ② 点数 1–10 ③ 比较多少/大小 ④ 认识形状 | 游戏观察；TEMA 类 | 生活数学；桌游 | 点数稳定 | E2/E3（Clements） |
| L1 计数策略 | ① 接着数 ② 10 以内加减（实物） ③ 一一对应 ④ 模式 | 策略访谈；错误分析 | 提问「你怎么想的」 | 能讲策略 | E2（CGI） |
| L2 位值 | ① 20 以内加减 ② 凑十 ③ 位值（十/个） ④ 简单乘除（分组） | easyCBM；策略 | 生活数学；不刷口算 | 策略稳定 | E2/E3 |
| L3 分数/几何 | ① 分数/小数初步 ② 几何/测量 ③ 应用题 ④ 讲思路 | 作品；CBM | 项目；讨论 | 能讲清思路 | E3（学习轨迹） |
| L4 应用 | ① 多步问题 ② 比例/统计 ③ 数学论证 ④ 建模 | 项目；CBM | 资源；不代做 | 项目完成 | E3/E2 |
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 听说 | ① 跟唱儿歌 ② 听懂简单指令 ③ 说单词/短句 ④ 喜欢英文 | 游戏观察 | 儿歌/动画；不考问 | 主动说 | E3 |
| L1 A1 起步 | ① 字母音/拼读 ② 100–300 词 ③ 简单对话 ④ 分级读物 | 拼读；口语 | 角色扮演 | 能简单对话 | E1/E2 |
| L2 Movers | ① 500–800 词 ② 读短故事 ③ 写短句 ④ 听简单材料 | 模拟任务 | 共读；音频 | 四技能达标 | E2/E3 |
| L3 KET | ① 约 1500 词 ② 读短文/写邮件 ③ 听对话 ④ 口语互动 | 真题任务 | 提供资源；不刷题 | 模拟达标 | 标准（CEFR） |
| L4 B1 过渡 | ① 章节书 ② 写段落 ③ 讨论观点 ④ 自主输入 | 项目；讨论 | 资源 | 稳定 | E3 |
边界：KET 1500 词为近似目标；官方词表不穷尽；不把考级当唯一目标。
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 规则 | ① 认棋子/走法 ② 下完一盘 ③ 知道将军 ④ 输棋不掀盘 | 对局观察 | 陪下；不纠错 | 能完整下完 | 标准（中象协十五级） |
| L1 基础杀王 | ① 单后/双车杀王 ② 基本残局 ③ 简单战术（捉双） | 题目；对局 | 找对手；不教技术 | 10 题对 8 | 标准（十四/十三级） |
| L2 战术 | ① 一步杀/两步杀 ② 开局原则 ③ 记录棋谱 ④ 复盘 | Steps 练习；对局 | 陪练/复盘；技术归教练 | 30 分钟 20 题两步杀 | 标准（十二/十一级） |
| L3 开局/残局 | ① 2–3 套开局 ② 兵形/残局 ③ 比赛规则 ④ 心理调节 | 比赛；复盘 | 支持；不指挥 | 稳定比赛 | E3 |
| L4 竞赛 | ① 等级分/棋士 ② 自主复盘 ③ 体能/心理 ④ 享受 | 比赛 | 资源/情感支持 | 持续参赛 | 标准/E3 |
边界：只主张近端策略/抗挫/专注；不主张提智/提分（Sala & Gobet，E4 远迁移）。
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 安全/马房 | ① 安全规则 ② 接近马/刷马 ③ 牵马 ④ 不怕 | 教练观察 | 安全核查；不教技术 | 安全稳定 | 标准（中马协基础级） |
| L1 基础骑乘 | ① 上马/下马 ② 慢步 ③ 基本坐姿 ④ 听指令 | 教练评估 | 课后三问；马房帮手 | 教练确认 | 标准 |
| L2 初三级 | ① 快步 ② 简单路线 ③ 控制方向 ④ 照顾马 | 教练评估；双源 | 支持；不干预教学 | 教练确认 | 标准 |
| L3 初二级 | ① 跑步/障碍基础 ② 路线 ③ 马匹状态 ④ 比赛规则 | 教练；比赛 | 安全/情感支持 | 教练确认 | 标准 |
| L4 竞赛 | ① 比赛 ② 自主备马 ③ 心理调节 ④ 长期规划 | 比赛 | 资源/支持 | 持续 | 标准/E3 |
边界：安全一票否决；骑乘技术 100% 归教练；家长只做安全核查/马房帮手/课后三问。
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 兴趣/节奏 | ① 跟节奏拍手 ② 认识吉他 ③ 拨空弦 ④ 喜欢音乐 | 游戏观察 | 提供乐器；不纠错 | 主动摸琴 | E3（Suzuki） |
| L1 单音/和弦 | ① 单音旋律 ② 2–3 个和弦 ③ 简单节奏 ④ 每天 10 分钟 | 演奏样本 | 听众；不纠错 | 连续 2 周练习 | E3 |
| L2 简单曲 | ① 完整弹 1 首 ② 和弦转换 ③ 跟节拍器 ④ 弹唱 | 演奏 | 观众；表演机会 | 完整演奏 | E3 |
| L3 考级 1–2 | ① 音阶 ② 曲目 ③ 视奏 ④ 练习习惯 | 考级/老师 | 支持；不替练 | 老师确认 | 标准 |
| L4 表演 | ① 曲目库 ② 舞台 ③ 自主练习 ④ 风格探索 | 演出 | 资源/观众 | 持续 | E3 |
边界：家长「陪练不纠错」；错音归老师；手指疼痛分级处理（忍痛不报是风险信号）。
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 基础折 | ① 对折/角折 ② 跟着折 3–5 步 ③ 喜欢纸 ④ 完成简单作品 | 作品 | 提供纸；一起折 | 独立完成 3 步 | E3 |
| L1 看图 | ① 看图示折 ② 10 步作品 ③ 压折/翻折 ④ 坚持完成 | 作品 | 不代折；展示 | 独立看图 10 步 | E3 |
| L2 组合 | ① 组合折纸 ② 12–20 步 ③ 调整比例 ④ 教别人 | 作品；教学 | 观众；材料 | 组合作品 | E3 |
| L3 设计 | ① 改编 ② 设计简单作品 ③ 记录步骤 ④ 主题项目 | 作品集 | 资源 | 原创作品 | E3 |
| L4 复杂 | ① 复杂模型 ② 湿折/特殊纸 ③ 系列创作 ④ 展览 | 作品集/展 | 支持 | 系列 | E3 |
边界：折纸与空间/坚持相关，但不主张提智/远迁移；工具安全（剪刀）。
| 级别 | 可观察行为 | 评估 | 家庭角色 | 升阶条件 | 来源 |
|---|---|---|---|---|---|
| L0 儿歌 | ① 跟唱 ② 做动作 ③ 喜欢 ④ 听指令 | 游戏 | 一起唱；不考问 | 主动唱 | E3 |
| L1 动画/绘本 | ① 看动画 ② 听懂关键词 ③ 说单词 ④ 共读 | 观察 | 共看；讨论 | 主动看 | E3 |
| L2 Starters | ① 300 词 ② 简单对话 ③ 读短句 ④ 写单词 | 模拟任务 | 角色扮演 | 四技能 | 标准（YLE） |
| L3 Movers | ① 600 词 ② 读短故事 ③ 写短句 ④ 听对话 | 模拟 | 资源 | 四技能 | 标准 |
| L4 Flyers | ① 1000 词 ② 读章节 ③ 写段落 ④ 讨论 | 模拟/项目 | 资源 | 四技能 | 标准 |
边界：兴趣向英语不考试化；以输入/兴趣/交流为主；不逐句翻译。
| 情况 | 动作 |
|---|---|
| 连续 2–4 周稳定出现本级行为 | 升一级（或换升档变体） |
| 连续 2 周卡住/抗拒 | 降一级/换情境；不硬推 |
| 孩子明显抗拒/情绪崩溃 | 当周暂停；换保底；不记档 |
| 兴趣三信号消失 2 周 | 降量/换轨道；不指责 |
| 考级/比赛失败 | 复盘过程；不否定兴趣 |
任务体系总览.md 六任务族、双轨升级模板与审计清单.md 8 字段一致。2026-10-21 ｜ Companion:
双轨升级模板与审计清单.md｜ Parent:reference-library.md§§3/4 Rule: place by trajectory level, not age lockstep; 3–5 observable behaviours per level; upgrade requires stable presence for 2–4 weeks, not one performance; official grades are positioning references, not goals. Dose: ages 3–6 10–15 min ×3–5/week; ages 7–9 15–25 min ×3–4/week; ages 10–12 20–40 min ×4–5/week; sports take a three-month seasonal break each year and include 1–2 rest days per week.
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source/evidence |
|---|---|---|---|---|---|
| L0 Exploration | ① Likes stories and retells 2–3 events ② recognises own name/common signs ③ distinguishes pictures from print ④ turns pages and tracks print | Shared-reading observation; everyday characters | Read together 10 min/day; point to print; do not test | Picks up books spontaneously for two weeks | E2/E3 (shared reading); 2022 standard |
| L1 Decoding | ① Knows pinyin/initials/finals ② recognises 100–300 common characters ③ reads short sentences/poems ④ uses pinyin for unfamiliar characters | Character recognition; one-minute reading | Pinyin games; everyday print; shared reading | Reads 50 characters/minute with comprehension | E1 (decoding); E2 |
| L2 Fluency | ① Reads 80–120 characters/minute ② answers who/where/why ③ retells in sections ④ reads 2–3 graded books/week | Reading sample; comprehension questions | Take turns; discuss; choose books | ≥80% comprehension for four weeks | E2 (fluency/comprehension) |
| L3 Comprehension | ① Summarises paragraph/theme ② links background knowledge ③ infers motives ④ reads complete books | Notes/discussion; DIBELS-like measure | Reading circle; ask questions; do not read for the child | Completes and discusses a book independently | E3 (Reading Rope) |
| L4 Extension | ① Compares texts ② evaluates an author's view ③ writes a response/review ④ develops preferences | Project/review/discussion | Provide resources; be an audience | Stable work/discussion | E3/E2 |
Boundary: Chinese does not copy English systematic phonics; use pinyin, components, radicals, phonetic compounds and morphological awareness. Do not drill comprehension worksheets.
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Phonological awareness | ① Sings rhymes ② hears rhyme/initial sound ③ recognises letter names/sounds ④ likes English books | Game observation; letter sounds | Songs/animation; shared reading | Can hear initial sounds | E1 (phonological awareness) |
| L1 Phonics | ① Blends CVC words (cat/dog) ② recognises 50–100 high-frequency words ③ reads decodable books ④ follows spoken instructions | Phonics list; decodable book | Phonics games; do not test | ≥80% blending for two weeks | E1 (systematic phonics) |
| L2 Fluency | ① Reads graded books ② reads 40–60 words/minute ③ understands simple plot ④ retells | Running record/questions | Take turns; audio | ≥80% comprehension | E2 |
| L3 Comprehension | ① Reads chapter books ② infers/summarises ③ uses a dictionary ④ reads one book/week | Notes/discussion | Provide books; discuss | Finishes + discusses independently | E2/E3 |
| L4 Extension | ① Reads across texts/themes ② evaluates ③ writes a short review ④ learns academic vocabulary | Project/review | Resources/audience | Stable work | E3 |
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Pre-writing | ① Draws/links ② imitates own name ③ tells a story orally ④ plays fine-motor games | Work sample; observation | Materials; do not over-correct grip | Draws/tells a complete event | E3 |
| L1 Sentence | ① Writes 3–5-word sentences ② dictates for parent to record ③ uses a full stop ④ writes three sentences/day | Sentence sample; CWS | Oral-to-written; do not write for the child | Three sentences/day for two weeks | E2 (sentence combining) |
| L2 Paragraph | ① Writes 3–5 sentences ② has beginning/end ③ combines short sentences ④ makes simple revisions | Work; CBM-WE | Sentence-combining games; display | Complete paragraph | E2 (g≈0.34/0.50) |
| L3 Genre | ① Narrative/informational/opinion ② clear structure ③ revises ④ portfolio | Rubric; portfolio | Materials; do not write for child | One work in three genres | E3 (Writing Rope) |
| L4 Project | ① Multi-paragraph project ② integrates sources ③ reader awareness ④ publishes/shares | Project/publication | Resources/audience | Completes project | E3 |
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Number sense | ① Counts 1–20 ② counts objects to 10 ③ compares quantity/size ④ recognises shapes | Game observation; TEMA-like | Everyday mathematics; board games | Stable counting | E2/E3 (Clements) |
| L1 Counting strategies | ① Counts on ② adds/subtracts within 10 with objects ③ one-to-one correspondence ④ patterns | Strategy interview; error analysis | Ask “how did you think?” | Explains strategy | E2 (CGI) |
| L2 Place value | ① Addition/subtraction within 20 ② makes ten ③ tens/ones ④ simple multiplication/division by grouping | easyCBM; strategy | Everyday math; no timed drills | Stable strategy | E2/E3 |
| L3 Fractions/geometry | ① Early fractions/decimals ② geometry/measurement ③ applied problems ④ explains reasoning | Work; CBM | Projects; discuss | Explains reasoning | E3 (learning trajectories) |
| L4 Application | ① Multi-step problems ② ratio/statistics ③ mathematical argument ④ modelling | Project; CBM | Resources; do not do it for the child | Completes project | E3/E2 |
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Listening/speaking | ① Sings songs ② understands simple instructions ③ says words/short phrases ④ likes English | Game observation | Songs/animation; do not test | Speaks spontaneously | E3 |
| L1 A1 start | ① Letter sounds/phonics ② 100–300 words ③ simple conversation ④ graded reader | Phonics; speaking | Role-play | Simple conversation | E1/E2 |
| L2 Movers | ① 500–800 words ② reads short stories ③ writes short sentences ④ listens to simple material | Simulated task | Shared reading; audio | Four skills developing | E2/E3 |
| L3 KET | ① About 1,500 words ② reads short texts/writes email ③ follows dialogue ④ interacts orally | Official-style task | Resources; no drill | Practice performance | Standard (CEFR) |
| L4 B1 transition | ① Chapter books ② paragraphs ③ discusses views ④ self-directed input | Project/discussion | Resources | Stable | E3 |
Boundary: 1,500 words is approximate; official lists are not exhaustive; do not make a grade the only goal.
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Rules | ① Names/pieces and moves ② finishes a game ③ knows check ④ does not flip the board after losing | Game observation | Play partner; no correction | Finishes a game | Standard (Chinese Chess Association 15-level) |
| L1 Basic checkmate | ① Checkmates with queen/rooks ② basic endgames ③ simple tactics (fork) | Problems; game | Find opponents; no technical teaching | 8/10 problems | Standard (levels 14/13) |
| L2 Tactics | ① Mate in one/two ② opening principles ③ records moves ④ reviews | Steps practice; game | Play/review; technique to coach | 20 two-move problems in 30 min | Standard (levels 12/11) |
| L3 Opening/endgame | ① 2–3 openings ② pawn structures/endgames ③ competition rules ④ emotion regulation | Competition/review | Support; no directing | Stable competition | E3 |
| L4 Competition | ① Rating/title ② independent review ③ physical/mental readiness ④ enjoyment | Competition | Resources/emotional support | Continues competing | Standard/E3 |
Boundary: claim only near-term strategy, coping and attention; no intelligence/grade claims (Sala & Gobet, E4 far transfer).
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Safety/stable | ① Safety rules ② approaches/grooms a horse ③ leads it ④ is not frightened | Coach observation | Safety check; do not teach technique | Safe and stable | Standard (Chinese Equestrian Association foundation) |
| L1 Basic riding | ① Mount/dismount ② walk ③ basic posture ④ follows instructions | Coach assessment | Three post-class questions; stable helper | Coach confirms | Standard |
| L2 Introductory level 3 | ① Trot ② simple route ③ direction control ④ cares for horse | Coach + two-source | Support; do not interfere | Coach confirms | Standard |
| L3 Introductory level 2 | ① Canter/jump foundations ② route ③ reads horse state ④ competition rules | Coach/competition | Safety/emotional support | Coach confirms | Standard |
| L4 Competition | ① Competes ② prepares horse independently ③ emotion regulation ④ long-term plan | Competition | Resources/support | Continues | Standard/E3 |
Boundary: safety veto; riding technique belongs 100% to coach; parent only checks safety, helps at the stable and asks the three questions.
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Interest/rhythm | ① Claps with rhythm ② recognises guitar ③ plucks open strings ④ likes music | Game observation | Provide instrument; no correction | Touches it spontaneously | E3 (Suzuki) |
| L1 Single notes/chords | ① Single-note melody ② 2–3 chords ③ simple rhythm ④ 10 minutes/day | Performance sample | Audience; no correction | Two weeks' practice | E3 |
| L2 Simple song | ① Plays one complete song ② chord changes ③ follows metronome ④ sings/plays | Performance | Audience/opportunity | Complete performance | E3 |
| L3 Grade 1–2 | ① Scales ② repertoire ③ sight-reading ④ practice habit | Grade/teacher | Support; do not practise for child | Teacher confirms | Standard |
| L4 Performance | ① Repertoire ② stage ③ independent practice ④ style exploration | Performance | Resources/audience | Continues | E3 |
Boundary: parent accompanies without correcting; teacher handles wrong notes; grade pain and respond to finger pain (hiding pain is a risk signal).
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Basic folds | ① Folds in half/diagonal ② follows 3–5 steps ③ likes paper ④ completes a simple model | Work sample | Provide paper; fold together | Three steps independently | E3 |
| L1 Diagram following | ① Follows diagrams ② 10-step model ③ presses/flips ④ finishes | Work sample | Do not fold for child; display | Ten steps independently | E3 |
| L2 Combination | ① Combines models ② 12–20 steps ③ adjusts proportions ④ teaches someone | Work/teaching | Audience/materials | Combination model | E3 |
| L3 Design | ① Adapts ② designs simple model ③ records steps ④ theme project | Portfolio | Resources | Original model | E3 |
| L4 Complex | ① Complex model ② wet-fold/special paper ③ series ④ exhibition | Portfolio/exhibition | Support | Series | E3 |
Boundary: connects to spatial practice/persistence but no intelligence/far-transfer claim; keep tools such as scissors safe.
| Level | Observable behaviour | Assessment | Family role | Upgrade condition | Source |
|---|---|---|---|---|---|
| L0 Songs | ① Sings along ② moves ③ enjoys ④ follows instructions | Game | Sing together; no testing | Sings spontaneously | E3 |
| L1 Animation/books | ① Watches animation ② understands keywords ③ says words ④ shared reading | Observation | Watch together; discuss | Watches spontaneously | E3 |
| L2 Starters | ① 300 words ② simple dialogue ③ reads short sentences ④ writes words | Simulated task | Role-play | Four skills | Standard (YLE) |
| L3 Movers | ① 600 words ② short story ③ short sentences ④ dialogue listening | Simulation | Resources | Four skills | Standard |
| L4 Flyers | ① 1,000 words ② chapter reading ③ paragraphs ④ discussion | Simulation/project | Resources | Four skills | Standard |
Boundary: do not turn interest-oriented English into test preparation; prioritise input, interest and communication; do not translate every sentence.
| Situation | Action |
|---|---|
| Behaviour appears stably for 2–4 weeks | Upgrade one level or use an upgrade variant |
| Stuck/resistant for two weeks | Downgrade one level/change context; do not push |
| Clear refusal/emotional collapse | Pause that week; use fallback; do not record a level |
| Three interest signals disappear for two weeks | Reduce/change track; do not blame |
| Grade/competition failure | Review process; do not negate interest |
任务体系总览.md and the eight audit fields in 双轨升级模板与审计清单.md.通用结构与规则见《12-学科与兴趣/兴趣轨道总框架》。官方标尺：民谣吉他考级 1–10 级（中国音协/中央音乐学院等体系），以官方最新文件为准；启蒙期（5–7 岁）不以考级为目标，以兴趣和节奏感为先，可用尤克里里/小吉他过渡。 适用年龄：6–12 岁启蒙段（5–7 岁用尤克里里或 1/4–1/2 尺寸小吉他）。 家庭角色：家长保护的是「练习习惯」，不是「弹对」——错音由老师纠（见红线 2）。
第一个官方里程碑 = 民谣吉他一级（具备最基础的单音旋律与简单和弦演奏能力，具体曲目以官方最新考纲为准）。
| 级别 | 名称 | 可观察行为 | 对应官方定位 |
|---|---|---|---|
| L0 | 乐器朋友 | ① 敢抱琴、会正确持琴姿势（尤克里里/小吉他）；② 知道四根/六根弦能发出不同声音；③ 拨弦动作能用指腹而非整只手抓 | 启蒙期，无对应级别 |
| L1 | 节奏地基 | ① 能跟着节拍器/拍手稳定打 4 拍；② 空弦能按节拍均匀拨响；③ 能听出「快了/慢了」并调整 | 启蒙期 |
| L2 | 第一支旋律 | ① 会按弦基本手型（指尖垂直、靠近品丝）；② 能弹出一支 4–8 小节的单音小曲子（如《小星星》片段，允许错音）；③ 能边弹边数拍 | 考级一级方向 |
| L3 | 和弦萌芽 | ① 学会 2 个基础和弦（如 C、G7/Am 简化按法）并能按响；② 两个和弦间能慢速转换（允许停顿）；③ 能为熟悉的歌配简单扫弦 | 考级一级方向 |
| L4 | 备考一级 | ① 单音旋律 + 2–3 个和弦转换能连起来弹完一首完整小曲；② 老师评价「具备一级应考条件」；③ 每周自主拿起琴 ≥3 次 | 考级一级达成区 |
使用规则：启蒙期不要求手型完美；按不响、有杂音在正常范围内，先保护「敢弹、愿弹」。
锚点约定：本文件所有观察锚点均默认含首项「未观察」（含「未玩」「孩子不愿回答」），它们与 A/B/C 一样是合法作答，不按最低档处理、不参与升降档判定（见《03-处方库/处方编写规范》与《04-反馈与复盘/每周微打卡表》）。
兴趣阶段读法：题 1/10 双 C → 至少阶段 ③；题 9 答 A 是风险信号（可能为讨好家长忍痛练习），立即核查手指状态并主动引入休息规则。
剂量：每周 3 次 × 10–15 分钟（启蒙期手指耐受上限），保底 1 次也算完成。 器材：尤克里里或 1/4–1/2 尺寸小吉他（已有前提下；不建议为本处方专门购买大琴）。
本周目标：孩子能跟拍稳定打 4 拍；琴作为「玩具朋友」进场，不教任何按弦。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 身体节拍器（拍手/跺脚跟着儿歌打 4 拍，家长先跟孩子后跟） | 保底 | 跟拍稳定度？A. 跟不上 B. 大半能跟上 C. 稳定跟上还能加速 |
| 2 | 空弦拨拨乐（按 4 拍拨空弦，一拍一下，听哪个音高哪个低） | 主攻 | 一拍一下均匀度？A. 忽快忽慢 B. 大致均匀 C. 均匀且能听出高低 |
| 3 | 全家节奏接龙（每人用琴/杯子/拍手轮流出 4 拍节奏，下一个模仿） | 挑战 | 模仿成功率？A. 需示范多次 B. 一半对 C. 基本一次对 |
对话脚本：
家长功课：本周练习「只听不纠」——孩子弹得再乱也只说感受和节奏（「刚才那串音连起来了」），不说「弹错了」。周六打卡：忍住了几次纠错冲动？A. 0 B. 1–2 C. ≥3
材料：尤克里里/小吉他、孩子熟悉的儿歌 2 首。
本周目标：学会基本按弦手型；能弹出第一支 4 小节单音旋律片段。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 身体节拍器（第 1 周任务，加速版） | 保底（巩固） | 同上周，看是否无需提醒 |
| 2 | 指尖站岗（练按弦手型：指尖垂直按住品丝旁，按响一品一空弦交替） | 主攻 | 手型？A. 手掌抓握 B. 提醒后调整 C. 自己用指尖 |
| 3 | 小星星前两句（看简谱指位图弹，家长只负责翻页和指谱，不教指法） | 挑战 | 4 小节弹下来？A. 未弹出 B. 协助下弹出 C. 基本独立弹出 |
对话脚本：
家长功课：本周起执行「手指检查」仪式：练习结束孩子自己看一眼指尖，说一句「红了/没事」。记录孩子是否主动报告疼痛（锚点 9 基线）。
材料：琴、简谱指位图（老师提供或教程书翻拍）。
本周目标：第一支小曲子完整弹下（允许错音）；建立固定练习时段。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 空弦拨拨乐（第 1 周任务复测） | 保底（复测） | 对比第 1 周：均匀度档位变化 |
| 2 | 小曲子完整弹（第 2 周的片段补全为完整小曲，每天就弹这一首） | 主攻 | 完整度？A. 弹不完 B. 分段弹完 C. 一口气弹完 |
| 3 | 练习时刻表（孩子自己定练习时间：饭后/睡前，画一张时刻表贴上墙） | 挑战 | 自主定时间并完成？A. 未定 B. 定了需提醒 C. 定了自己执行 |
对话脚本：
家长功课：本周观察并记录：孩子定的练习时间到了，自己想起来的占几次？这是「习惯内化」的关键基线。周六打卡：自主想起几次？A. 0 B. 1–2 C. ≥3
材料：琴、乐谱、手绘时刻表、贴纸。
本周目标：完成一场家庭小演出（展示而非评比）；完成第 1 个月锚点复测。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 身体节拍器（复测） | 保底（复测） | 对比第 1 周：跟拍稳定度档位变化 |
| 2 | 家庭小演出（孩子当报幕员+演奏者，家长当观众；演出节目单孩子自己写） | 主攻 | 演出意愿与完成？A. 拒绝演出 B. 完成但紧张 C. 兴奋完成并要求「再演一次」 |
| 3 | 演出后三问（自己觉得哪段最顺/哪段想再练/下次想学什么曲子） | 挑战 | 自评具体度？A. 说不出 B. 笼统 C. 具体到小节/曲子名 |
对话脚本：
家长功课：填写轨道月度记录（锚点 10 题全量重答）；勾选下月方向：A. 继续家庭节奏+单音旋律 B. 进入机构/老师常规课（用《总框架》第四节评估清单选型） C. 降频观察。
材料：琴、节目单卡纸、手机录像（可选，仅家庭留念，不发公开平台）。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家庭执行率 | 4 周内 ≥8 次互动 | <8 次 → 降剂量为 2 任务/周；检查是否时段不当（睡前手困改饭后） |
| 节奏地基 | 第 4 周节拍器锚点达 C | 未达 → 节奏类任务再跑 2 周（换包装：跟鼓点 APP 音频/敲击游戏），按弦任务暂停 |
| 第一支小曲子 | 第 3–4 周能完整弹下（B 档以上） | 未达 → 退回 4 小节片段再巩固 2 周；检查谱面难度是否超龄 |
| 疼痛管理 | 锚点 9 为 B 或 C（会报告疼痛） | 答 A → 立即启动红线 1 流程，并核对孩子是否因讨好而忍痛 |
| 兴趣阶段 | 锚点 1/10 至少一项 C | 双 A → 琴不收走（材料可得性保留），处方暂停一个月，只做「听到吉他声一起听」的触发投放 |
通过 → 进入第 5–8 周：和弦萌芽（2 个基础和弦 + 慢速转换），或按家长功课选择进入老师常规课。
| 节点 | 达成方式 | 家庭侧动作 |
|---|---|---|
| 民谣吉他一级 | 考级机构报名 | 本阶梯 L4 达成 + 老师确认后家庭讨论；启蒙期不主动催考 |
| 二级–四级 | 逐级考级 | 进入常规课后按老师节奏；家庭继续「保护习惯、只听不纠」 |
| 五级及以上 | 考级 | 属精进期（12 岁上下）决策，启动倦怠信号常态监测与投入产出家庭共识 |
原则：考级只是里程碑，不是目标；任何级别不与孩子颜面、家庭奖惩挂钩。
| 主线维度 | 联动点 | 数据回流方式 |
|---|---|---|
| 节奏感/听觉加工 | 跟拍稳定度（锚点 3）、节奏接龙 | 回流 B 带学习准备档案（节奏感与语言/阅读准备相关） |
| 坚持度/努力控制 | 对「再来一遍」的接受度（锚点 6）、弹错后反应（锚点 5） | 回流气质档案坚持度置信度（跨情境验证） |
| 精细动作 | 按弦手型（锚点 4） | 回流精细动作档案，与折纸轨道数据互证 |
| 自我概念（表现自信） | 演出意愿（锚点 8、第 4 周主攻锚点） | 回流 Harter 自我概念档案 |
| 身体觉察与表达 | 疼痛报告真实度（锚点 9） | 回流情绪与身体表达档案；答 A 触发风险关注 |
| 兴趣阶段（Hidi） | 锚点 1/10 | 回流兴趣与特长模块四阶段定位 |
Shared structure and rules:
12-学科与兴趣/兴趣轨道总框架. Official benchmark: folk-guitar grades 1–10 (Chinese Musicians Association/Central Conservatory systems), follow the latest official documents. During exploration (ages 5–7), grades are not the goal; protect interest and rhythm, and use a ukulele or small guitar as a transition. Applicable ages: exploration ages 6–12 (ages 5–7 use a ukulele or 1/4–1/2-size guitar). Family role: parents protect the practice habit, not correct the playing—wrong notes belong to the teacher (see red line 2).
The first official milestone is folk-guitar Grade 1 (basic single-note melody and simple-chord performance; exact repertoire follows the latest official syllabus).
| Level | Name | Observable behaviour | Official positioning |
|---|---|---|---|
| L0 | Instrument friend | ① Holds the instrument correctly; ② knows four/six strings produce different sounds; ③ plucks with fingertips rather than grabbing with the whole hand | Exploration; no grade |
| L1 | Rhythm foundation | ① Keeps four beats with a metronome/clapping; ② plucks open strings evenly; ③ hears “too fast/too slow” and adjusts | Exploration |
| L2 | First melody | ① Uses a basic fretting shape (upright fingertip near fret); ② plays a 4–8-bar single-note tune (a fragment of “Twinkle Twinkle” is fine; wrong notes allowed); ③ counts beats while playing | Grade 1 direction |
| L3 | Chord beginning | ① Learns two basic chords (such as simplified C, G7 or Am) and makes them sound; ② changes slowly between two chords; ③ accompanies a familiar song with simple strumming | Grade 1 direction |
| L4 | Grade 1 readiness | ① Connects melody and 2–3 chord changes into one complete short song; ② teacher says the child is ready to enter Grade 1 assessment; ③ picks up the guitar independently at least three times/week | Grade 1 achievement zone |
Use rule: perfect hand shape is not required during exploration; buzzing or silent notes are normal. Protect “dare to play and want to play” first.
Anchor convention: every observation anchor includes “not observed” as its first option (including “not played” and “child declined to answer”). These are legal responses like A/B/C, not the lowest band, and do not enter upgrade/downgrade decisions.
Interest-stage reading: C on both 1 and 10 means at least stage ③. A on item 9 is a risk signal: check the finger and introduce rest immediately.
Dose: 3 × 10–15 minutes/week; one fallback session counts. Equipment: ukulele or 1/4–1/2-size guitar if already available; do not buy a full-size guitar specially for this plan.
Goal: keep four beats steadily; bring the instrument in as a “toy friend”; no fretting.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Body metronome: clap/stomp to a song, parent first then child | Fallback | Beat stability: A. Cannot B. Mostly C. Stable and can speed up |
| 2 | Open-string plucking: one pluck per beat, listen for high/low sounds | Focus | Evenness: A. Very uneven B. Roughly even C. Even and hears high/low |
| 3 | Family rhythm relay: each person makes four beats with guitar/cup/claps, next person imitates | Challenge | Imitation: A. Needs many demonstrations B. Half correct C. Usually correct first time |
Scripts:
Parent practice: only listen; describe feeling and rhythm, never say “wrong”. Saturday: A. 0 B. 1–2 C. ≥3 urges resisted.
Materials: ukulele/small guitar and two familiar songs.
Goal: basic fretting shape and the first four-bar single-note fragment.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Body metronome, Week 1 task at a faster tempo | Fallback | Same anchor; note whether reminders are still needed |
| 2 | Fingertip sentries: fingertip upright near fret; alternate one fretted/open string | Focus | Hand shape: A. Palm grip B. Adjusts after prompt C. Fingertips independently |
| 3 | First two lines of “Twinkle Twinkle” using a simple diagram; parent turns pages/points only | Challenge | Four bars: A. Not played B. With help C. Mostly independent |
Scripts:
Parent practice: after every session, the child checks fingertips and says “red” or “fine”; record whether pain is reported spontaneously.
Materials: guitar and notation/fingering diagram supplied by teacher or book.
Goal: play the first complete short song (wrong notes allowed) and establish a practice time.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Open-string plucking retest | Fallback | Compare evenness with Week 1 |
| 2 | Complete short song: extend Week 2's fragment; play only this song | Focus | Completeness: A. Cannot finish B. Finishes in sections C. Finishes in one run |
| 3 | Practice timetable: child chooses a time and posts it | Challenge | Autonomy: A. No time B. Time set but needs reminder C. Sets and follows it |
Scripts:
Parent practice: record how often the child remembers the chosen time without a reminder. A. 0 B. 1–2 C. ≥3.
Materials: guitar, score, hand-drawn timetable, optional sticker.
Goal: a family performance for sharing, not ranking; retest all ten anchors.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Body metronome retest | Fallback | Compare beat stability with Week 1 |
| 2 | Family performance: child is announcer and performer; child writes the programme | Focus | A. Refuses B. Performs nervously C. Performs excitedly and asks to repeat |
| 3 | Three post-performance questions (smoothest part / what to practise / next song) | Challenge | Self-review: A. Cannot say B. General C. Specific bar/song |
Scripts:
Parent practice: complete the monthly record and choose: A. continue home rhythm + melody B. evaluate regular lessons using the provider checklist C. reduce frequency and observe.
Materials: guitar, programme card, optional private family video; do not publish without consent.
| Node | How achieved | Family action |
|---|---|---|
| Folk guitar Grade 1 | Apply through grading institution | Discuss after L4 + teacher confirmation; do not push during exploration |
| Grades 2–4 | Sequential grading | Follow teacher after regular lessons; protect habit and only listen |
| Grade 5+ | Grading | Refinement-stage decision around age 12; monitor burnout and family cost/benefit |
Principle: grades are milestones, not goals; never tie them to shame or family rewards/punishments.
| Main-line dimension | Link | Data return |
|---|---|---|
| Rhythm/auditory processing | Beat stability and rhythm relay | Learning-preparation record |
| Persistence/effortful control | Repetition and response to error | Temperament persistence confidence |
| Fine motor | Fretting shape | Fine-motor record; cross-check with origami |
| Self-concept | Performance willingness | Harter self-concept record |
| Body awareness/expression | Pain reporting | Emotion/body-expression record; A triggers risk attention |
| Interest stage | Anchors 1/10 | Four-stage interest module |
通用结构与规则见《12-学科与兴趣/兴趣轨道总框架》。官方标尺：中国国际象棋协会棋士等级称号条例（2022 版），以官方最新文件为准；本文件只放家长可观察的行为锚点与家庭可执行的支持动作。 适用年龄：5–10 岁启蒙段（5–6 岁为亲子启蒙，7 岁+ 可进入机构系统学习）。 气质适配备注：偏 J、高努力控制、高坚持度的孩子与本轨道天然适配（规则清晰、有完成点、可复盘）——钰奕即属此类。低坚持/强反应孩子见各任务的气质适配提示。
第一个官方里程碑 = 棋士十五级（掌握规则、能下完一盘棋；十五至十一级可由培训机构考核直授，再往上需比赛得分率）。
| 级别 | 名称 | 可观察行为（家长能看到就算达成） | 对应官方定位 |
|---|---|---|---|
| L0 | 认识棋 | ① 能说出 6 种棋子的名字；② 能把棋子摆回初始位置（允许对照图）；③ 愿意碰棋、不抗拒 | 启蒙期，无对应级别 |
| L1 | 会走棋 | ① 每种棋子的走法基本正确（象走斜、车走直、马走日）；② 知道「将军」要应将；③ 能在提示下下完半盘棋 | 十五级方向 |
| L2 | 下完一盘 | ① 独立下完一整盘（允许输得很快）；② 知道胜负和三种结局（将杀/逼和/认输）；③ 知道王车易位、吃过路兵等特殊规则的存在（用错没关系） | 十五级达成区 |
| L3 | 基础残局 | ① 双车杀王能走出；② 在提示下能走单车杀王；③ 知道「逼和」是什么、能认出明显的逼和局面 | 十四级方向（基本残局杀王、王车易位/过路兵/逼和） |
| L4 | 战术萌芽 | ① 能解简单一步杀（看图说出杀着）；② 下棋时会停下来想再走，不是秒走；③ 输棋后能说出「我哪步走坏了」的大致位置 | 十三级方向（双车/单车杀王）→ 十二级方向（5 分钟 10 道一步杀） |
使用规则：阶梯用于家庭定位，不用于给孩子定级；正式级别由机构考核授予。
锚点约定：本文件所有观察锚点均默认含首项「未观察」（含「未玩」「孩子不愿回答」），它们与 A/B/C 一样是合法作答，不按最低档处理、不参与升降档判定（见《03-处方库/处方编写规范》与《04-反馈与复盘/每周微打卡表》）。
答题口径：A=未观察到/最低档，B=中间档，C=最高档。「未玩/孩子不愿回答」不计入判定（与《处方编写规范》第五节统一口径一致）。
兴趣阶段读法：题 1/10 双 C → 至少阶段 ③；题 5/7 C → 具备进入残局/战术学习的心理条件（愿意想、能复盘）。
定制说明：本首版按 5–7 岁亲子启蒙设计，默认剂量每周 3 次 × 15–20 分钟，保底 1 次也算完成。体例同《03-处方库/第1-4周处方卡》。 家长角色：家长是「棋伴」，不是教练。走错了不纠正，用提问代替教学（「马是怎么走的来着？我们一起查一下卡片」）。
本周目标：钰奕（孩子）能叫出 6 种棋子名字并说出兵、马、车的走法；把棋盘和「好玩」建立连接。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 棋子见面会（摆棋认棋，每个棋子编一句口头禅，如「小马跳日字」） | 保底 | 能认出几种棋子？A. ≤3 B. 4–5 C. 6 种全对 |
| 2 | 小马闯关（棋盘上只放马，从一角跳到指定格吃「豆子」） | 主攻 | 马的走法？A. 仍需每次提醒 B. 偶尔错 C. 基本独立走对 |
| 3 | 车的直线快递（车给对面送「包裹」，不能斜走） | 挑战 | 车的走法 + 不吃自己子？A. 需示范 B. 提示 1–2 次 C. 独立完成 |
对话脚本（偏 J / 高努力控制版：给完成点，不突然打断）：
家长功课：本周只当「棋子王国」的旁白和观众，不教任何规则对错；记录孩子第一次主动碰棋的场景（没有人提议时）。周六打卡：孩子自发碰棋几次？A. 0 B. 1 C. ≥2
材料：一副国际象棋、手绘棋子口头禅卡。
本周目标：六种棋子走法基本正确；知道「将军要应将」。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 走法抽卡考（抽棋子卡说走法，边说边在空棋盘上演示） | 保底（复测上周） | 走法正确几种？A. ≤3 B. 4–5 C. 6 种 |
| 2 | 将军警报（家长摆 3 个「王被将军」局面，孩子找出怎么解） | 主攻 | 3 个局面解出几个？A. 0–1 B. 2 C. 3 |
| 3 | 半盘对局（只用王、后、车、兵的简化对局） | 挑战 | 半盘下完？A. 中途放弃 B. 协助下下完 C. 独立下完 |
对话脚本：
家长功课：本周练习「用提问代替纠正」——孩子走错时不直接说「错了」，改问「象是怎么走的？斜的还是直的？」周六打卡：忍住了几次「到嘴边的纠正」？A. 0 B. 1–2 C. ≥3
材料：棋子走法抽卡（手绘）、棋盘。
本周目标：独立或半独立下完一整盘；知道三种结局。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 全家车轮战（全家轮流和家长下，每人下 5 步换人的接力局） | 保底 | 参与接力时走棋合理度？A. 乱走 B. 一半合理 C. 基本合理 |
| 2 | 完整对局（亲子一盘棋，家长让子：少一个后或双车） | 主攻 | 一盘下完？A. 中途放弃 B. 多次提示下完 C. 基本独立下完 |
| 3 | 结局播报员（复盘刚下完的棋：这盘是怎么结束的？将杀/逼和/认输） | 挑战 | 能说出结局类型吗？A. 说不出 B. 提醒后能 C. 自己说出 |
对话脚本（本周围攻「下完」这个动作本身）：
家长功课：家长本周故意输一盘（但不做明显假动作），观察并记录孩子赢棋后的第一句话。这是自信与运动家精神的基线数据。
材料：棋盘、计时沙漏（可选，5 分钟/方，防拖长）。
本周目标：练习「输棋三步」（深呼吸 → 握手 → 说谢谢指教）；完成第 1 个月锚点复测。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 走法抽卡考（第 2 周任务复测） | 保底（复测） | 对比第 2 周：A. ≤3 B. 4–5 C. 6 种 |
| 2 | 完整对局（家长认真下，不再让子但下慢一点） | 主攻 | 输棋后三步做了几步？A. 0 B. 1–2 C. 3 步全做 |
| 3 | 双车杀王小挑战（摆残局：双车+王 对 单王，看孩子能不能关门杀） | 挑战（L3 探测，顺带收集优势证据） | 杀王走出？A. 完全不会 B. 提示下完成 C. 独立完成 |
对话脚本（输棋三步脚本，负性情绪预案前置）：
家长功课：填写轨道月度记录（锚点 10 题全量重答）；勾选下个月方向：A. 继续家庭启蒙（残局主题）B. 考察机构（用《总框架》第四节评估清单）C. 暂停观察。
材料：棋盘、走法抽卡、残局摆棋图（手绘即可）。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家庭执行率 | 4 周内 ≥8 次互动 | <8 次 → 降剂量为 2 任务/周、换到孩子精力好的时段 |
| 走法掌握 | 第 4 周抽卡考答 C（6 种全对） | 未达 → 重跑第 2 周（换包装：棋子走法编成儿歌/身体动作） |
| 完整对局 | 第 3–4 周能下完一盘（B 档以上） | 未达 → 回半盘对局再跑 2 周，检查是否单次时长超龄（>20 分钟改 15 分钟） |
| 输棋情绪 | 输棋三步能做到 ≥1 步 | 0 步 → 情绪主线处方优先，本轨道降为主攻→保底，下周只玩接力局（无个人输赢） |
| 兴趣阶段 | 锚点 1/10 至少一项 C | 双 A → 降级为「触发场景」投放（棋摆出来不要求下），一个月后重评 |
通过 → 进入第 5–8 周：残局主题（双车杀王 → 单车杀王，对应十四/十三级方向），或按家长功课选择进入机构考察流程。
| 节点 | 达成方式 | 家庭侧动作 |
|---|---|---|
| 棋士十五级（掌握规则、下完一盘） | 培训机构考核直授 | 本 4 周处方通过即具备应考条件；考不考由家庭决定，不作为处方目标 |
| 十四级（基本残局杀王、特殊规则） | 机构考核直授 | 第 5–8 周残局主题后评估 |
| 十三级（双车/单车杀王） | 机构考核直授 | 同上 |
| 十二级（5 分钟 10 道一步杀）、十一级（30 分钟 20 道两步杀） | 机构考核直授 | 进入精进期决策点（12 岁后），参照倦怠信号清单监测 |
| 十级及以上 | 需比赛得分率 | 系统不作处方内容，仅作信息告知；比赛决策属家庭与教练 |
原则：考级只是里程碑，不是目标（Bloom 阶段论）；低龄段禁止以考级为倒排工期加量。
| 主线维度 | 联动点 | 数据回流方式 |
|---|---|---|
| 执行功能（抑制控制/工作记忆） | 走前停顿（锚点 5）、应将判断（锚点 4） | 锚点档位回流 EF 档案，与游戏卡 7/8 数据互证 |
| 坚持度/努力控制 | 完整对局达成、输棋后归因（锚点 7） | 回流气质档案「坚持度」置信度（如钰奕偏 J 推断的跨情境验证） |
| 抗挫与情绪调节 | 输棋三步执行度（锚点 6 + 第 4 周主攻锚点） | 回流情绪模块；连续 2 周 A 档 → 触发情绪主线处方联动 |
| 兴趣阶段（Hidi） | 锚点 1/10 | 回流兴趣与特长模块的四阶段定位 |
Shared structure and rules:
12-学科与兴趣/兴趣轨道总框架. Official benchmark: Regulations on Chess Player Titles of the Chinese Chess Association (2022 edition), follow the latest official document. This file contains only observable parent-side anchors and executable family support. Applicable ages: exploration ages 5–10 (ages 5–6 parent–child exploration; age 7+ may enter systematic lessons). Temperament note: children with a preference for plans, strong effortful control and persistence often fit the clear rules/completion points/review structure. Use the low-persistence/high-reaction variants in each task when needed.
The first official milestone is Chess Player Level 15 (knows the rules and can finish a game; Levels 15–11 may be awarded directly by a training institution, while higher levels require competition scores).
| Level | Name | Observable behaviour | Official positioning |
|---|---|---|---|
| L0 | Meet the pieces | ① Names six pieces; ② returns them to the starting position with a picture; ③ is willing to touch the pieces | Exploration; no level |
| L1 | Move pieces | ① Basic moves are correct (bishop diagonal, rook straight, knight in an L); ② knows a check must be answered; ③ finishes half a game with prompts | Level 15 direction |
| L2 | Finish a game | ① Finishes a complete game independently (even if it loses quickly); ② knows checkmate/stalemate/resignation; ③ knows special rules exist (castling/en passant; errors are fine) | Level 15 zone |
| L3 | Basic endgame | ① Can deliver mate with two rooks; ② can deliver mate with one rook with prompts; ③ knows stalemate and recognises an obvious position | Level 14 direction |
| L4 | Tactical beginning | ① Solves a simple mate-in-one from a diagram; ② pauses before a move instead of moving instantly; ③ can roughly identify where a lost move went wrong | Level 13→12 direction |
Use rule: this ladder is for family positioning, not assigning a child a level; formal levels are awarded by an institution.
Anchor convention: every anchor includes “not observed” as its first option (including “not played” and “child declined to answer”). It is legal, not the lowest level, and does not enter upgrade/downgrade decisions.
A = not observed/lowest; B = middle; C = highest. “Not played/child declined” is excluded from decisions.
Interest-stage reading: C on 1 and 10 means at least stage ③. C on 5 and 7 suggests the psychological readiness for endgame/tactics work (willing to think and review).
Customisation: designed for parent–child exploration ages 5–7; standard dose is 3 × 15–20 minutes/week; one fallback session counts. Parent role: chess partner, not coach. Do not correct every error; ask instead, “How does the knight move? Let's check the card together.”
Goal: name six pieces and describe the pawn, knight and rook; connect the board with “fun”.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Piece meeting: set up and name pieces, giving each a catchphrase | Fallback | Pieces named: A. ≤3 B. 4–5 C. All 6 |
| 2 | Knight adventure: place only a knight and jump to target squares to eat “beans” | Focus | Knight move: A. Needs every reminder B. Occasional errors C. Mostly independent |
| 3 | Rook delivery: carry a “package” straight across without moving diagonally or taking own pieces | Challenge | Rook move/no own-piece capture: A. Needs demonstration B. 1–2 prompts C. Independent |
Scripts (plan-oriented version):
Parent practice: be narrator and audience, not rule teacher. Record the first time the child touched the board without suggestion. Saturday: A. 0 B. 1 C. ≥2 spontaneous contacts.
Materials: chess set and hand-drawn catchphrase cards.
Goal: basic movement for six pieces and “check must be answered”.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Movement-card draw: say a piece's move and demonstrate it | Fallback/retest | Correct pieces: A. ≤3 B. 4–5 C. 6 |
| 2 | Check alarm: parent creates three checked-king positions; child finds a response | Focus | Positions solved: A. 0–1 B. 2 C. 3 |
| 3 | Half-game with king/queen/rook/pawn only | Challenge | Finishes: A. Gives up B. With support C. Independently |
Scripts:
Parent practice: replace correction with questions (“Does a bishop go diagonal or straight?”). Saturday: A. 0 B. 1–2 C. ≥3 correction urges resisted.
Materials: hand-drawn movement cards and board.
Goal: finish a complete game independently or with light support; know three endings.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Family relay: each person plays five moves before handing over | Fallback | Reasonableness: A. Random B. Half reasonable C. Mostly reasonable |
| 2 | Complete game with a small parent handicap | Focus | Finish: A. Gives up B. Finishes with prompts C. Mostly independent |
| 3 | Ending announcer: review how the game ended (checkmate/stalemate/resignation) | Challenge | Names ending: A. Cannot B. After prompt C. Independently |
Scripts:
Parent practice: lose one game without obvious acting; record the child's first sentence after winning. This is baseline data for confidence and sportsmanship.
Materials: board and optional five-minute sand timer per side.
Goal: practise the three-step loss routine: three breaths → handshake → “thank you for the game”; retest all ten anchors.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Movement-card draw retest | Fallback | Compare Week 2: A. ≤3 B. 4–5 C. 6 |
| 2 | Complete game; parent plays seriously but slowly | Focus | Three steps after loss: A. 0 B. 1–2 C. All 3 |
| 3 | Two-rook mate challenge | Challenge (L3 probe) | Mate: A. Cannot B. With prompts C. Independently |
Scripts:
Parent practice: complete the monthly record and choose: A. continue home exploration B. evaluate an institution using the provider checklist C. pause and observe.
Materials: board, movement cards and hand-drawn endgame diagram.
Pass → Weeks 5–8: endgame theme (two-rook → one-rook mate) or institution evaluation.
| Node | How achieved | Family action |
|---|---|---|
| Chess Player Level 15 | Direct institution assessment | Four-week sequence provides readiness; family decides whether to enter |
| Level 14 | Institution assessment | Evaluate after Weeks 5–8 endgame theme |
| Level 13 | Institution assessment | Same |
| Level 12/11 | Institution assessment | Refinement-stage decision after age 12; monitor burnout |
| Level 10+ | Competition score | Information only; competition decision belongs to family and coach |
Principle: grading is a milestone, not a goal; do not back-schedule intensive training for a young child.
| Main-line dimension | Link | Data return |
|---|---|---|
| Executive function | Pause before moving; answer to check | EF record; cross-check with games 7/8 |
| Persistence/effortful control | Finish game; attribution after loss | Temperament persistence confidence |
| Coping/emotion regulation | Three-step loss routine | Emotion module; two weeks at A triggers core support |
| Interest stage | Anchors 1/10 | Four-stage interest module |
本文件是「学科内容」进入本系统的总接口。一句话定位：学科轨道 = 教育行为学线（B 线）的内容填充层——B 线回答「这个孩子怎么学习」，学科轨道回答「具体到语文/数学/英语，这周亲子共学做什么」。
标尺溯源：《01-知识库/理论底座映射表.md》「学科与考级标准」一节。课标与考级内容一律以官方最新文件为准，本系统只放「家长可观察的行为锚点」和「家庭可执行的支持动作」，不复制考卷、不做校内教学。
| 原则 | 落地 |
|---|---|
| 家庭的核心资产是「语言环境」，不是「语文教辅」 | 亲子共读、聊天、讲故事、生活里识字——这些是课堂给不了的剂量 |
| 诊断锚点全部是阅读/识字/表达中的行为路径 | 如「读绘本遇到不认识的字：A. 直接跳过不追问 B. 问家长 C. 自己尝试拼音拼读」 |
| 写话起步期家庭只负责「有话可说、愿意说」 | 不批改、不纠正错别字、不追求字数（见轨道红线） |
详见《12-学科与兴趣/一年级语文轨道.md》。
| 原则 | 落地 |
|---|---|
| 学前已建的 NCTM 六板块是地基，一年级是「把游戏里的数感接到课本符号上」 | 衔接表见《一年级数学轨道.md》第〇节：哪些是学前已建、哪些是本段新增 |
| 家庭场景天然是数学场景 | 购物（人民币）、看时间（钟表）、搭积木（图形）、分东西（运算）——处方的任务全部从生活里长出来 |
| 诊断锚点测「策略层级」，不测「速度」 | 永远不考计时口算；问的是孩子用什么策略、卡在哪一步 |
详见《12-学科与兴趣/一年级数学轨道.md》。
| 原则 | 落地 |
|---|---|
| 低龄段听说领先，读写跟上（CEFR 习得顺序 + Krashen 可理解输入） | 5–7 岁启蒙期只有听和说；读写最早 7 岁后进入 |
| 家庭能提供的独特价值是「低压力真实语境」 | 亲子对话、儿歌、动画共看；家长英语不好的家庭走资源型方案（双轨话术见轨道文件） |
| 考级（Starters/Movers/KET）是里程碑，不是目标 | 沿用 Bloom 三阶段 + 兴趣线红线：启蒙期不考级、不以考级代替兴趣、不背模板 |
详见《12-学科与兴趣/英语KET轨道.md》。
| 学科侧发现 | 联动到 | 动作 |
|---|---|---|
| 某学科卡点连续 2 周无进展 + 孩子出现回避/烦躁 | B 线「学习动机」+「学业情绪」（教育行为学模块第 3/4 节） | 检查该科动机类型构成（外部/内摄/认同/内在）；一年级出现「怕做错而不敢试」→ 先处理胜任感，暂停学科任务一周，换保底游戏 |
| 学科互动中孩子出现「心流时刻」（忘记时间） | 兴趣线「心流时刻家长周记」（兴趣与特长模块第 2 节） | 记入兴趣广度扫描；英语启蒙期对儿歌/动画的偏好、语文对某类绘本的偏好，都是兴趣线素材 |
| 学科任务暴露了习惯问题（坐不住、启动慢） | B 线「学习习惯六维」（教育行为学模块第 2 节） | 转习惯微单元处理（如「开始前 3 分钟整理桌面」），学科任务本身不加码 |
| 处方节奏 | 《03-处方库/处方编写规范.md》 | 周循环、升降档口径（连续两周最高档升档/最低档降档）、断档召回（0 次 → 重启周）全部复用，学科轨道不自定义 |
| 数据回流 | 《04-反馈与复盘/每周微打卡表.md》 | 锚点照抄进打卡表第 ③ 题；「未玩/未观察/不愿答」合法，不计入升降档 |
| 报告措辞 | 《05-报告引擎/解读与话术文案规范.md》 | L3 脚本级、禁比较禁标签、发展性措辞（「当前/这个阶段/最近观察到」） |
一年级跨在 A 带（3–6 岁）与 B 带（7–12 岁）之间（见《06-年龄分层体系/年龄分段框架.md》跨带衔接规则：6–7 岁以发展准备度为准，不以生日一刀切）。学科轨道执行以下过渡规则：
| 本文件主张 | 理论来源（《理论底座映射表.md》） |
|---|---|
| 测卡点不测分数；行为锚点 | 测量导向照护；教育行为学模块「测行为不测分数」 |
| 亲子共学任务卡 = 处方形态 | PMT 周剂量（每周技能单元 + 回家练习 + 复盘） |
| 家庭做土壤不抢教学；难度「家长陪着能做到」 | Vygotsky 最近发展区（ZPD） |
| 兴趣/胜任感/自主感优先于进度 | SDT 自我决定论；Eccles 期望—价值 |
| 一年级游戏化、书面量封顶 | Piaget 前运算→具体运算过渡；年龄分段框架 A→B 规则 |
| 英语听说领先、可理解输入 | CEFR/剑桥体系标尺（学科与考级标准节） |
| 学科情绪联动、先破情绪环 | Pekrun 学业情绪；教育行为学模块联动规则 |
This file is the main interface for subject content entering the system. In one line: subject tracks are the content layer of the Educational Behaviour line (B)—the B line answers “how does this child learn?”, while a subject track answers “what will parent and child learn together in Chinese, mathematics or English this week?”
Source benchmark: the “Subject and Grading Standards” section of
01-知识库/理论底座映射表.md. Curriculum and grading content must always follow the latest official documents. The system contains only parent-observable behaviour anchors and executable family support, not exam items or classroom teaching.
03-处方库/处方编写规范.md and 第1-4周处方卡.md: one weekly theme + fallback/focus/challenge + script-level wording + anchor + parent practice; standard dose 3 × 15 minutes, and one fallback session counts. Daily tasks are prohibited; daily frequency may appear only as an optional family ritual.| Principle | Implementation |
|---|---|
| The home asset is language environment, not supplementary workbooks | Shared reading, conversation, storytelling and everyday print |
| Anchors ask for behaviour paths | For example: an unfamiliar character—skip, ask parent, or try pinyin |
| Early writing at home means having something to say and being willing to say it | Do not correct errors or chase word count |
See 12-学科与兴趣/一年级语文轨道.md.
| Principle | Implementation |
|---|---|
| The six NCTM strands are the foundation; Grade 1 connects game-based number sense to textbook symbols | See the bridge in 一年级数学轨道.md |
| Home life is naturally mathematical | Shopping/money, clocks, blocks/shapes and sharing/operations |
| Anchors measure strategy level, not speed | Never use timed mental arithmetic; ask what strategy and where the sticking point is |
See 12-学科与兴趣/一年级数学轨道.md.
| Principle | Implementation |
|---|---|
| Listening/speaking lead at younger ages; reading/writing follow | Ages 5–7 listening/speaking only; reading/writing from about age 7 |
| Home's unique value is a low-pressure real context | Parent conversation, songs, shared animation; resource-based plan for parents with limited English |
| Grades are milestones, not goals | Exploration does not test or memorise templates |
See 12-学科与兴趣/英语KET轨道.md.
| Subject finding | Link | Action |
|---|---|---|
| No progress for two weeks + avoidance/irritability | B-line motivation + academic emotions | Check motivation type; restore competence and pause subject tasks for one week |
| Flow moment during subject interaction | Interest-line flow log | Record interest breadth; song/animation/book preferences are interest data |
| Habit issue (cannot sit/start slowly) | B-line six learning-habit dimensions | Use a habit micro-unit; do not increase subject dose |
| Practice rhythm | 03-处方库/处方编写规范.md | Reuse weekly cycle, upgrade/downgrade and restart rules |
| Data return | 04-反馈与复盘/每周微打卡表.md | Copy anchors; “not played/not observed/declined” is legal and does not affect level decisions |
| Report wording | 05-报告引擎/解读与话术文案规范.md | L3 scripts, no comparison/labels, current-stage wording |
Grade 1 crosses Band A (3–6) and Band B (7–12). At ages 6–7 use developmental readiness, not birthday cutoffs. The subject tracks follow these rules:
| Claim | Source |
|---|---|
| Sticking point rather than score; behaviour anchors | Measurement-based care; Educational Behaviour line |
| Parent–child task-card form | Parent-management weekly skill unit + home practice + review |
| Family soil, not classroom teaching; child can do with parent beside them | Vygotsky ZPD |
| Interest/competence/autonomy before pace | SDT; Eccles expectancy–value |
| Grade 1 play and written-load cap | Piaget transition; age-band A→B rules |
| English listening/speaking and comprehensible input | CEFR/Cambridge benchmark |
| Academic-emotion link | Pekrun; Educational Behaviour line |
通用结构与规则见《12-学科与兴趣/兴趣轨道总框架》。折纸无考级：轨道标尺为「基础折法 → 看图独立完成 → 组合创作 → 设计简单作品」的能力阶梯；与空间能力、精细动作、执行功能强联动。 适用年龄：4–10 岁启蒙段（4–5 岁从单步折法开始）。 气质适配备注：偏 J、高坚持度、高努力控制的孩子天然适配（步骤清晰、有完成点、成品可见）——钰奕即属此类；折纸同时也是低坚持孩子的友好入口（作品小、5–10 分钟能完成一件）。
折纸无官方考级，第一个里程碑 = 能看图独立完成 6 步以内的经典作品（如纸飞机、小船、千纸鹤简化版），对应阶梯 L2。
| 级别 | 名称 | 可观察行为 |
|---|---|---|
| L0 | 纸的朋友 | ① 能对角折、对边折两种基础折法（允许不整齐）；② 会用指甲或工具压平折痕；③ 愿意撕纸折纸不抗拒 |
| L1 | 跟折小件 | ① 跟着成人一步一折能完成 3–4 步作品（小狗头、小房子）；② 知道「对齐角」这个要求并尝试做；③ 折歪了愿意拆了重折（提醒后） |
| L2 | 看图独立 | ① 看懂折纸图示的箭头符号（折进去/翻过来）；② 独立完成 6 步以内经典作品；③ 折错能自己发现（「这一步和图上不一样」） |
| L3 | 组合创作 | ① 把 ≥2 个已会作品组合成场景（小船+鱼=大海）；② 会给作品加装饰与命名；③ 能教别人折一个自己最拿手的 |
| L4 | 设计萌芽 | ① 在已会作品基础上改动出新造型（加长翅膀的飞机）；② 能说出「我改了哪一步」；③ 一个失败作品愿意拆折 ≥3 次直到成型 |
使用规则：L2 达成即视为此轨道的第一个里程碑；L3–L4 不设时限，属兴趣自然生长区。
锚点约定：本文件所有观察锚点均默认含首项「未观察」（含「未玩」「孩子不愿回答」），它们与 A/B/C 一样是合法作答，不按最低档处理、不参与升降档判定（见《03-处方库/处方编写规范》与《04-反馈与复盘/每周微打卡表》）。
兴趣阶段读法：题 1/10 双 C → 至少阶段 ③；题 9 答 C → 创作萌芽信号，可引入组合创作任务；题 6/7 是坚持度与抗挫的跨情境数据源（与钰奕档案的拼图/迷宫证据互证）。
剂量：每周 3 次 × 15–20 分钟，保底 1 次也算完成。材料只有纸——A4 废纸裁方即可，禁止为此购买专用教具（《处方编写规范》红线）；花纸属「可选」，非必需。 钰奕适配版：偏 J + 高努力控制——每个任务给明确完成点（「折完这只小船就贴完成章」）；她的坚持度证据（拼图/迷宫）预计在折纸情境复现，锚点 6/7 即跨情境验证数据源。
本周目标：孩子掌握对角折、对边折 + 压痕；完成第一个 3 步作品。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 变魔术（对边折变长方形、对角折变三角形，变出来说出形状名） | 保底 | 两种折法？A. 都不会 B. 会一种 C. 都会 |
| 2 | 压痕小火车（折一排 4 个三角当小山/车厢，练压痕压平） | 主攻 | 压痕质量？A. 不压 B. 提醒后压 C. 自己压得平 |
| 3 | 小狗头（3 步经典作品，家长一步一折带折） | 挑战 | 跟折完成？A. 未完成 B. 协助下完成 C. 基本跟得上 |
对话脚本（偏 J 版：给完成点）：
家长功课：本周把一摞裁好的方纸放进孩子够得到的固定盒子（材料可得性，Hidi ②阶段的核心动作）；不提议、不催促，只记录孩子自发拿纸的次数。周六打卡：自发拿纸几次？A. 0 B. 1 C. ≥2
材料：裁方废纸一摞、固定纸盒。
本周目标：看懂折纸图示的两个基本符号（箭头=折过去、翻面符号）；半独立折出小船。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 变魔术复测（第 1 周任务） | 保底（复测） | 对比第 1 周：A. 都不会 B. 会一种 C. 都会 |
| 2 | 符号小侦探（看 3 张单步图示卡，说出「这一步要干嘛」） | 主攻 | 图示理解？A. 看不懂 B. 提示下懂 C. 自己看懂 |
| 3 | 小船（6 步内经典，孩子看图试折，家长只回答提问不代折） | 挑战 | 独立完成度？A. 全程带折 B. 提示 1–2 步 C. 基本独立 |
对话脚本：
家长功课：练习「嘴在手不在」——只动嘴回答、手绝不碰孩子的纸。周六打卡：本周代折冲动忍住了几次？A. 0 B. 1–2 C. ≥3（如孩子的纸被家长代折，孩子学到的是「我不行」）
材料：手绘单步图示卡 3 张、方纸。
本周目标：把已会的 2–3 个作品组合成一个场景并命名。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 小船复折（不看图凭记忆折，测记忆与内化） | 保底 | 不看图能折出？A. 不能 B. 提示后能 C. 能 |
| 2 | 大海场景（小船+小鱼+小狗头摆成场景，讲一句「这里发生了什么」） | 主攻 | 场景叙事？A. 摆了不说 B. 说一句 C. 讲出小故事 |
| 3 | 改动一格（在小船基础上改一步：加长船头/加个帆，说出「我改了哪一步」） | 挑战 | 改动与表达？A. 不愿改 B. 改了说不出 C. 能改能说出 |
对话脚本：
家长功课：本周给孩子办一次「作品登记」：每件作品写上日期和名字收进一个文件袋。不评价好坏，只登记。这是作品集（portfolio）习惯的种子。
材料：已折作品、大张白纸做场景底板、彩笔（可选）、文件袋。
本周目标：举办一场家庭折纸小展览（展示而非评比）；完成第 1 个月锚点复测。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 两种折法复测（第 1 周任务） | 保底（复测） | 对比第 1 周：A. 都不会 B. 会一种 C. 都会 |
| 2 | 布展小管家（孩子自己选作品、摆作品、给展品写/说名牌） | 主攻 | 布展主导度？A. 家长代办 B. 各做一半 C. 孩子主导 |
| 3 | 小小导览员（给来看展的家人讲解：这件怎么折的、那件是什么故事） | 挑战 | 讲解表现？A. 不肯讲 B. 讲 1 件 C. 讲 ≥2 件并演示折法 |
对话脚本：
家长功课：填写轨道月度记录（锚点 10 题全量重答）；勾选下月方向：A. 继续看图独立（新书目/新图纸） B. 引入剪纸/纸工扩展包 C. 与主线处方联动（折纸嵌入情绪/数理主题周）。
材料：作品文件袋、桌子当展台、名牌卡纸。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家庭执行率 | 4 周内 ≥8 次互动 | <8 次 → 降剂量为 2 任务/周；把纸盒移到更显眼位置（环境触发优先于催促） |
| 基础折法 | 第 4 周复测达 C（两种都会+压痕） | 未达 → 重跑第 1 周（换包装：折布/折餐巾纸降摩擦难度） |
| 看图独立 | 第 2 周挑战达 B 以上 | 未达 → 图示卡降难度（每步一张大图），跟折与看图并跑 2 周 |
| 坚持度跨情境验证 | 锚点 6/7 达 B 以上 | 双 A → 回流主线复核：折纸的坚持度与拼图/迷宫证据冲突时，以跨情境多数证据为准（参照《钰奕气质倾向初判》第五节诚实声明） |
| 兴趣阶段 | 锚点 1/10 至少一项 C | 双 A → 纸盒保留（材料可得），处方暂停一个月，只在亲子手工时间自然触发 |
通过 → 进入第 5–8 周：看图独立进阶（千纸鹤简化版等 8–10 步作品）+ 主题联动（折纸 + 绘本情节、折纸 + 数理对称概念）。
| 节点 | 判定方式 | 家庭侧动作 |
|---|---|---|
| 里程碑 1：看图独立完成 6 步内作品 | 锚点 5 + 第 2 周挑战锚点双 B 以上 | 记入轨道档案；不对外评比 |
| 里程碑 2：组合创作 + 命名 + 讲解 | 第 3–4 周锚点 C | 家庭小展览常态化（每季一次） |
| 里程碑 3：自主改动/设计 | 锚点 9 答 C 且能说出改动步骤 | 引入更复杂图纸；与空间/工程类绘本联动 |
原则：折纸的任何节点都不生成「证书」类强化物；展示、登记、讲解就是全部奖励形式。
| 主线维度 | 联动点 | 数据回流方式 |
|---|---|---|
| 空间能力 | 图示理解（锚点 5）、组合场景（第 3 周主攻） | 回流数理/空间档案，与游戏卡 15（寻宝图）数据互证 |
| 精细动作 | 基础折法与压痕（锚点 3） | 回流精细动作档案，与吉他轨道锚点 4 互证 |
| 坚持度/抗挫 | 折错反应、重折意愿（锚点 6/7） | 回流气质档案坚持度置信度——折纸是钰奕「拼图坚持度」证据的跨情境验证场 |
| 执行功能（按步骤/工作记忆） | 看图分步执行、凭记忆复折（第 3 周保底） | 回流 EF 档案，与游戏卡 7/8 数据互证 |
| 自我概念（能力感） | 作品态度与导览讲解（锚点 8、第 4 周挑战） | 回流 Harter 自我概念档案「能力感」维度 |
| 兴趣阶段（Hidi） | 锚点 1/10 | 回流兴趣与特长模块四阶段定位 |
Shared structure and rules:
12-学科与兴趣/兴趣轨道总框架. Origami has no formal grading; the track benchmark is the ladder “basic folds → complete a diagram independently → combine/create → design a simple model”. It links strongly with spatial ability, fine motor skills and executive function. Applicable ages: exploration ages 4–10 (ages 4–5 start with single-step folds). Temperament note: clear steps, completion points and visible products often suit children who like plans and persistence; origami is also a friendly entry for low-persistence children because a small product can be finished in 5–10 minutes.
Origami has no official grades. The first milestone is independently completing a classic model of six steps or fewer (paper plane, boat or simplified crane), corresponding to L2.
| Level | Name | Observable behaviour |
|---|---|---|
| L0 | Paper friend | ① Makes diagonal and edge-to-edge folds (alignment need not be perfect); ② presses creases with a fingernail/tool; ③ willingly tears/folds paper |
| L1 | Follow-along model | ① Completes a 3–4-step model with an adult; ② understands “align the corners”; ③ is willing to unfold and refold after a prompt |
| L2 | Independent diagram | ① Understands arrows (fold in/turn over); ② completes a classic model of ≤6 steps; ③ notices when a fold differs from the picture |
| L3 | Combination/creation | ① Combines at least two known models into a scene; ② decorates and names the work; ③ teaches someone one model |
| L4 | Design beginning | ① Modifies a known model into a new shape; ② says which step changed; ③ refolds a failed model at least three times |
Use rule: L2 is the first milestone; L3–L4 are open-ended interest growth, with no deadline.
Anchor convention: every anchor includes “not observed” first (including “not played” and “child declined to answer”). It is legal, not the lowest band, and does not enter level decisions.
Interest-stage reading: C on both 1 and 10 means at least stage ③. C on 9 signals emerging creation. Items 6/7 are cross-context persistence/coping data.
Dose: 3 × 15–20 minutes/week; one fallback session counts. Materials are paper—cut scrap A4 into squares; do not buy specialist teaching aids. Coloured paper is optional.
Goal: diagonal/edge folds, crease pressing and a first three-step model.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Magic folds: edge fold rectangle, diagonal fold triangle; name the shape | Fallback | Two folds: A. Neither B. One C. Both |
| 2 | Crease train: make four triangles in a row; practise pressing flat | Focus | Crease: A. Does not press B. After reminder C. Presses independently |
| 3 | Dog head: three-step classic model, adult folds one step at a time | Challenge | Follow-along: A. Incomplete B. With help C. Keeps up |
Scripts:
Parent practice: put pre-cut squares in an accessible fixed box. Do not suggest or prompt; record spontaneous paper-taking. Saturday: A. 0 B. 1 C. ≥2.
Materials: scrap paper squares and a fixed paper box.
Goal: understand arrow/turn-over symbols and semi-independently fold a boat.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Magic-fold retest | Fallback | A. Neither B. One C. Both |
| 2 | Symbol detective: three single-step diagrams; say what each step does | Focus | Diagram: A. Cannot B. Understands after prompt C. Understands independently |
| 3 | Boat (≤6 steps): child reads the picture; parent answers questions but does not fold | Challenge | Independence: A. Adult leads throughout B. 1–2 prompts C. Mostly independent |
Scripts:
Parent practice: “mouth moves, hands do not”—answer with words only. Record resisted urges to take over: A. 0 B. 1–2 C. ≥3.
Materials: three hand-drawn single-step cards and square paper.
Goal: combine 2–3 models into a scene and name it.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Refold boat from memory | Fallback | Without diagram: A. Cannot B. With prompt C. Can |
| 2 | Sea scene: boat + fish + dog head; tell what happens | Focus | Narrative: A. Places but says nothing B. One sentence C. A small story |
| 3 | Change one step: lengthen bow/add sail and name the changed step | Challenge | Modification/explanation: A. Refuses B. Modifies but cannot explain C. Modifies and explains |
Scripts:
Parent practice: keep a dated portfolio. Record each model without rating it.
Materials: finished models, large paper, optional crayons and a folder.
Goal: hold an exhibition for sharing, not comparison; retest ten anchors.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Retest two folds | Fallback | A. Neither B. One C. Both |
| 2 | Curator: child selects and arranges works and names exhibits | Focus | Leadership: A. Parent does it B. Shared C. Child leads |
| 3 | Guide: child explains how two works were folded and their stories | Challenge | Explanation: A. Refuses B. One work C. At least two + demonstration |
Scripts:
Parent practice: complete the monthly record and choose: A. continue independent diagrams B. add paper-cutting/papercraft C. link origami with emotion/math themes.
Materials: portfolio folder, table, label cards.
Pass → Weeks 5–8: independent 8–10-step models and theme links (origami + story; origami + symmetry).
| Milestone | Criterion | Family action |
|---|---|---|
| 1: Independent six-step model | Anchor 5 + Week 2 challenge ≥B | Record in track file; no public comparison |
| 2: Combine/name/explain | Week 3–4 anchor C | Make a family exhibition each season |
| 3: Modify/design | Anchor 9 C and can explain the step | Introduce harder diagrams and spatial/engineering books |
Principle: no certificates or material reinforcement; displaying, recording and explaining are the rewards.
| Main-line dimension | Link | Data return |
|---|---|---|
| Spatial ability | Diagram understanding; combined scene | Spatial record; cross-check with Game 15 |
| Fine motor | Basic folds/creases | Fine-motor record; cross-check with guitar |
| Persistence/coping | Error response/refolding | Temperament persistence confidence |
| Executive function | Step-by-step execution; memory refold | EF record; cross-check with games 7/8 |
| Self-concept | Product attitude/explanation | Harter competence dimension |
| Interest stage | Anchors 1/10 | Four-stage interest module |
标尺：CEFR（欧洲语言共同参考框架）+ 剑桥少儿英语（Starters/Movers）与剑桥 A2 Key（原 KET）考试框架。考试结构、词汇量、题型描述以剑桥官方最新文件为准；本轨道只放家长可观察的行为锚点与家庭可执行的支持动作。
一句话定位：英语是这条系统里家庭影响权重最高的学科——学校课时少，语言输入的大头在家庭。但家庭端的任务依然不是「教英语」，是把英语变成一件孩子主动靠近的东西。
全路径总览：
启蒙期（5–7 岁） Starters / Movers（7–9 岁） KET 备考（9–12 岁） 听说领先 · 可理解输入 A1 · 听说为主读写起步 A2 · 四科齐整 儿歌 / 动画 / 亲子对话 剑桥少儿一二级作里程碑 约 1500 词 · 听说读写四科 零考试 · 零认字要求 考试只当体验，不当目标 首次出现「备考」概念
锚点约定：本文件所有观察锚点均默认含首项「未观察」（含「未玩」「孩子不愿回答」），它们与 A/B/C 一样是合法作答，不按最低档处理、不参与升降档判定（见《03-处方库/处方编写规范》与《04-反馈与复盘/每周微打卡表》）。
理论锚点：可理解输入（comprehensible input）+ 听说领先的习得顺序；低龄段全部目标服务于「英语是好玩的、我听得懂一些、我敢说」（SDT 三需要）。此期红线：不考级、不教读写、不纠正发音语法。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| E0 | 起步 | ① 不排斥听到英语（儿歌/动画响起时不捂耳朵不换台）；② 会跟唱儿歌的片段（哪怕只是旋律+几个词）；③ 知道「英语是另一种说话的方式」 |
| E1 | 启蒙早期 | ① 能跟唱 ≥3 首儿歌的大意段落；② 听懂 ≤5 个课堂式指令（stand up / clap your hands / come here）并照做；③ 会 ≥10 个单词（颜色/动物/食物类）；④ 看英语动画 ≥10 分钟不流失 |
| E2 | 启蒙中期 | ① 听懂常用指令 ≥10 个，反应不需要翻译；② 主动蹦单词/短句（"apple!" "no way!"）；③ 跟读绘本音频中的短句；④ 对「英语时间」有期待 |
| E3 | 启蒙后期 | ① 能唱 ≥5 首完整儿歌；② 能看图说 1–2 个英语词/短句；③ 能回答 yes/no 问题和简单选择问句（"Do you want milk or juice?"）；④ 听懂简单绘本大意（家长指图读） |
| E4 | 启蒙期末（~7 岁） | ① 能进行 3–5 个回合的最简对话（打招呼/要东西/表达喜欢）；② 能看图说 ≥3 句英语（句型可以重复）；③ 语音语调有模有样（靠模仿而非纠正）；④ 把英语当工具用过（要零食、玩游戏发指令） |
卡点判读：7 题是环境题——低于 B 先修输入频率，不谈孩子；1、8 题测情感过滤（抗拒 = 输入方式要换，不是孩子没天赋）；2、5 题测听力理解（启蒙期第一指标）；3、4 题测输出意愿（输出永远滞后于听力，3–6 个月的沉默期是正常的，不焦虑）。
示例周：儿歌动起来周
本周目标：一首目标儿歌孩子能跟唱副歌；英语指令 ≥3 个能听懂照做。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 同一首儿歌（带动作）共听共做 10 分钟 | 保底 | 孩子参与度：A. 旁观 B. 跟做动作 C. 跟做+跟唱片段 |
| 2 | 指令游戏「Simon Says」（英语版：摸摸头/跳一下/转个圈） | 主攻 | 10 个指令做对几个？A. ≤3 B. 4–7 C. ≥8 |
| 3 | 儿歌「卡拉 OK」：音频放小点声，家长和孩子轮唱下一句 | 挑战 | 孩子接唱：A. 不接 B. 接词 C. 接整句 |
对话脚本：
家长功课：选定 1 首儿歌本周固定使用（重复是输入的第一原则）；家长自己会唱副歌。周六自查：我自己唱了几次？A. ≤1 B. 2–3 C. ≥4
可选家庭仪式：早餐或车上放本周儿歌当背景音（不考核、不跟唱要求，频次家庭自定）。
材料：儿歌音频（经典 SS 类儿歌任选；不指定商业产品）。
标尺：剑桥少儿英语 Starters（Pre A1）/ Movers（A1）。考纲词汇、题型以剑桥官方最新文件为准。此期定位：听说仍是主力，读写起步；考级只当体验游戏——去考是「见世面」，不是「拿结果」。
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| S0 | 起步 | ① 启蒙期 E3–E4 水平（听力先行）；② 认识 26 个字母；③ 对「英语也有字」有概念 |
| S1 | Starters 早 | ① 听懂课堂常用语和简单故事；② 看图说 2–3 句（"The boy is running"）；③ 认读高频词 ≥50（颜色/数字/动物/食物/身体）；④ 能抄写字母和单词 |
| S2 | Starters 末 | ① 日常问答 5 回合（名字/年龄/喜好/天气）；② 认读高频词 ≥150；③ 能写 1–2 句简单句（"I like cats."）；④ 听指令能指出图中细节（Starters 听力题型行为版） |
| S3 | Movers 早 | ① 能讲 3–5 句的连贯小故事（看图）；② 读简单分级读物（每页 1–3 句）自己读下来；③ 写 3–5 句介绍自己/家庭；④ 听力能抓住「谁在哪干什么」 |
| S4 | Movers 末（~A1） | ① 看图说 ≥5 句且有时态萌芽（现在时为主）；② 独立读分级读物对应级别；③ 写便条级文字（5 句内）；④ 对英语考试形式不陌生不害怕（模拟过题型当游戏玩过） |
卡点判读：5 题是阅读策略的种子（猜词能力）——A 档优先处理，Movers 阅读部分全靠它；7 题测考试情绪（联动 B 线学业情绪；答 A 则考级推迟，兴趣优先）。
示例周：分级读物共读周
本周目标：共读 3 本分级读物；孩子对其中 1 本能看图复述 2–3 句。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 亲子共读分级读物 1 本（家长读、孩子指图） | 保底 | 参与度：A. 听完而已 B. 指图/答词 C. 跟读句子 |
| 2 | 「我来读这句」：每人读一页轮着来，孩子不会的词家长「喂词」 | 主攻 | 孩子读的部分：A. 全要喂 B. 一半自己读 C. 大部分自己读 |
| 3 | 合上书的复述：挑一本最熟的，孩子用英语讲（中英夹杂允许） | 挑战 | 复述：A. 说不出 B. 中文夹英文词 C. ≥2 句英文 |
对话脚本：
家长功课：整理家里/可借到的分级读物，按孩子「5 个词里认识 4 个」的标准选出 5 本合适难度的（五指规则：一页超过 5 个生词 = 太难，降级）。
材料：分级读物（图书馆/家中现有；不指定商业系列）。
标尺：剑桥 A2 Key（原 KET）。以剑桥官方最新考纲为准。编写时依据版本的考试结构：约 1500 核心词汇；阅读与写作、听力、口语三份卷子（阅读写作同卷），四技能均覆盖。
| 科目 | 时长量级 | 考什么（行为化描述） | 家庭能做什么 |
|---|---|---|---|
| 阅读（Reading） | 与写作同卷约 60 分钟 | 读标识/短信/短文，选答案；完形填空；信息匹配 | 家里出现「真的英语文字」：冰箱贴便条、游戏说明书、简单菜谱 |
| 写作（Writing） | 同上 | 写一篇 25 词+ 的便条/邮件回复；一篇 35 词+ 的看图写故事 | 「便条文化」：亲子互留英文便条；看图说话先口头后笔头 |
| 听力（Listening） | 约 30 分钟 | 听对话/独白抓关键信息（时间/地点/价格/人物） | 音频泛听习惯 + 「听前先看题，猜会听到什么」的策略游戏 |
| 口语（Speaking） | 8–10 分钟，两考生配对 | 与考官问答个人信息；与同伴看图讨论 | 家庭英语问答 5 回合常态化；「图片描述」游戏 |
| 级别 | 阶段 | 可观察行为 |
|---|---|---|
| K0 | 起步（~A1+） | ① Movers S4 水平；② 词汇量约 800–1000；③ 听说明显强于读写是常态 |
| K1 | 备考早 | ① 核心词汇认知过半；② 便条写作能写清 3 个信息点（谁/什么事/什么时候）；③ 听力能抓数字和时间；④ 口语个人信息问答流畅 |
| K2 | 备考中 | ① 阅读标识题正确率稳定；② 看图写故事能写 5 句+，有顺序词（first/then/finally）；③ 听力能抗住「听两遍才出答案」的题；④ 口语能就熟悉话题聊 5 回合 |
| K3 | 备考后期 | ① 限时完成整卷不崩；② 写作有检查习惯（单复数/时态回头扫一眼）；③ 听力错题能说出「我刚才漏听了什么」；④ 口语敢在不确定时追问考官（"Can you say that again?"） |
| K4 | 临考 | ① 四科无「完全放弃科」；② 模拟分数在通过线上下浮动即正常；③ 考前情绪稳定（联动学业情绪模块）；④ 能说出「考完这个我还想读/看什么」——考试没有成为终点 |
卡点判读：7 题是方法论红线探测器——词汇若只靠词表（B 档），处方改语境复现；6 题答 A 直接联动 B 线学业情绪 + 家长期望管理（Eccles），备考节奏整体降档；8 题是输入量底线，低于 B 先补输入再谈刷题。
示例周：题型解密周（以听力为例，听说读写按周轮换）
本周目标：孩子能说清听力部分「有几种题、每种题要怎么对付」；完成 2 次题型接触（每次 ≤25 分钟）。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 「题型侦察」：家长和孩子一起看一遍听力题型说明（只看结构不做题），孩子给每种题起外号 | 保底 | 参与度：A. 被动听 B. 能复述 1–2 种 C. 能讲清 ≥3 种并起好外号 |
| 2 | 「听前猜」游戏：播放前先看题，互相猜「这段会说什么」，再听验证 | 主攻 | 预测质量：A. 不猜 B. 瞎猜 C. 根据题干关键词猜（"这里肯定要填时间"） |
| 3 | 1 次微型模考（听力 1 个部分，计时） | 挑战 | 错题归因：A. 说不出 B. 「没听清」 C. 具体归因（"我光顾着写上一题了"） |
对话脚本：
家长功课：自查本周有没有说过任何把 KET 结果和孩子能力/前途挂钩的话。有 → 写在打卡表开放题里，下周围观自己的语言（期望—价值理论的家长端应用）。
材料：官方样题（公开渠道获取；本系统不提供、不复制考卷）、计时器。
剂量与判定全系统统一：每周必完成 = ≥1 次核心互动（保底即完成）；可选家庭仪式做与不做、做几次均不影响判定。以下规则沿用《处方编写规范.md》第六节与《每周微打卡表.md》内部处理规则，英语轨道只给学科化的具体形态。
断档召回：某周 0 次英语互动 → 下周自动变「重启周」，按所处期取最容易的保底项：
四周后数据决策点（每期跑完 4 周处方循环后检查）：
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家长执行率 | 4 周 ≥8 次互动 | <8 次 → 依从性分析；方案一家庭评估是否切换方案二（降低家长开口门槛） |
| 情感过滤 | 无连续两周抗拒英语输入 | 出现 → 整体更换输入载体（儿歌→动画→绘本轮换），不推进任何新内容 |
| 自发行为（锚点「主动碰英语」题） | 4 周内至少升一档 | 无变化 → 联动兴趣线：把孩子的心流活动嫁接到英语（爱画画 → 英语涂鸦标签） |
| 输入量（锚点环境题） | 达 B 档以上 | 未达 → 先修环境频率，孩子侧任务全部降级一档 |
| 备考情绪（仅 KET 期） | 锚点 6 非 A 档 | 答 A → 备考降档 4 周，只保留泛听泛读；联动 B 线学业情绪 + 家长期望管理 |
通过 → 进入下一个 4 周循环：输入载体不变、包装更新（换儿歌/换读物/换题型科目轮换）。
同一轨道，按家长能否开口说英语分两套执行方案。判断标准只有一条：家长能否用英语完成 3 回合的日常问答。 两套方案的孩子目标完全相同，只是输入来源不同——语言环境可以由人提供，也可以由资源提供，两者都有效。
| 场景 | 话术模板 |
|---|---|
| 发起英语时间 | 「English time! 先来一轮老规矩——How are you? 你只能答英语，答完换你问我。」 |
| 孩子卡住 | 「说半句也行，剩下的用中文。'I want…苹果'——good! Apple! 你说出了 want。」（接纳混合，混合是双语的常态） |
| 自己说错 | 「我刚才好像说错了，应该是……」——家长示范「错了能改」比说对 10 句都值钱（Dweck 成长归因的家长示范） |
| 日常渗透 | 固定 2–3 个微场景用英语：起床（"Time to get up!"）、饭前（"Wash your hands!"）、晚安（"Good night, sweet dreams!"）。场景固定、句子固定，形成条件反射后只换词不换框 |
| 亲子对话升级 | 每周一个「话题卡」（最喜欢的食物/周末想干什么），5 回合起步，家长负责追问："Why?" "And then?" |
核心原则：家长的角色从「语伴」换成「放映员 + 捧场观众」——不会说没关系，会按播放键、会捧场就够。
| 场景 | 做法与话术 |
|---|---|
| 输入来源 | 儿歌/动画音频视频、分级读物配套音频、点读资源。每日总量 20–30 分钟，家长全程陪同观看，不甩给孩子单独看 |
| 陪看时的中文话术 | 「他刚才说了句什么？你听懂了吗——教教我！」（让孩子当小老师，费曼学习法的家庭版） |
| 不会发音怎么办 | 「妈妈不会读，我们一起听音频怎么读的——你再读一遍给我听。」（示弱是邀请，不是缺陷） |
| 孩子的输出出口 | 跟读音频后读给家长听：「我听不懂意思，但我听得出来你刚才那句和音频一模一样！」（听不出对错也能给具体反馈：对比音频的像不像） |
| 外部补充 | 如需系统课程，用《兴趣与特长模块.md》的机构评估清单自查（教练是否保护兴趣优先于进度）；本系统不推荐具体机构 |
两条警戒线（两方案通用）：
| 内容 | 理论来源（《理论底座映射表.md》） |
|---|---|
| 听说领先、可理解输入、沉默期 | CEFR/剑桥体系标尺 + 二语习得共识（学科与考级标准节；以官方最新文件为准） |
| 三段式路径（启蒙→A1→A2） | Bloom 三阶段（启蒙→精进→产出）的学科版落地 |
| 兴趣优先于考级 | Hidi 兴趣发展四阶段；兴趣与特长模块红线 |
| 家长双轨方案（语伴 vs 放映员） | 生态系统理论（家庭微环境的多路径实现）；SDT 归属感（共同在场优先于语言能力） |
| 题型「看地图不起哄」、归因训练 | Zimmerman SRL；Pekrun 学业情绪 |
| 混合语接纳、家长示弱 | Dweck 成长归因；Gottman 情绪教练（示范真实与修复） |
| 考试情绪联动 | 教育行为学模块学业情绪联动规则；Eccles 期望—价值 |
Benchmark: CEFR + Cambridge Young Learners English (Starters/Movers) and Cambridge A2 Key (formerly KET). Exam structure, vocabulary and item descriptions must follow the latest Cambridge documents; this track contains only observable parent-side anchors and executable family support.
One-line positioning: English is the subject in which the family has the greatest influence—school time is limited, so much input happens at home. Even here, the family's job is not to “teach English”; it is to make English something the child moves toward voluntarily.
Path overview:
Exploration (ages 5–7) Starters/Movers (ages 7–9) KET preparation (ages 9–12) Listening/speaking first A1; listening/speaking first A2; four skills Songs/animation/dialogue Cambridge YLE milestones About 1,500 words No exams/no reading demand Exam as experience, not goal First real “preparation” stage
Anchor convention: every anchor includes “not observed” first (including “not played” and “child declined to answer”); legal, not lowest, and excluded from level decisions.
Theory anchor: comprehensible input + listening/speaking first. Goals are “English is fun, I understand some, I dare to speak”. Red line: no grading, no teaching reading/writing and no pronunciation/grammar correction.
| Level | Stage | Observable behaviour |
|---|---|---|
| E0 | Starting | Does not reject English songs/animation; joins a song fragment; knows English is another way of speaking |
| E1 | Early exploration | Follows ≥5 simple instructions; knows ≥10 words; sings sections of ≥3 songs; watches English animation for 10 minutes |
| E2 | Middle exploration | Follows ≥10 routine instructions without translation; spontaneously says words/phrases; echoes audio lines; anticipates English time |
| E3 | Late exploration | Sings ≥5 complete songs; says 1–2 words/phrases from pictures; answers yes/no and choice questions; understands a simple picture book's gist |
| E4 | End of exploration (~7) | Has 3–5 conversational turns; says ≥3 picture-based sentences (repetition allowed); imitates intonation; uses English in play |
Sticking point: item 7 is environmental; repair input frequency first. Items 1/8 measure emotional filtering; resistance means change input, not lack of talent. Items 2/5 measure listening. Items 3/4 measure output willingness; a 3–6 month silent period can be normal.
Goal: follow the chorus of one song and understand three English instructions.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Listen/move to the same song for 10 minutes | Fallback | A. Watches B. Copies movement C. Movement + song fragment |
| 2 | Simon Says (touch head/jump/turn) | Focus | Commands correct: A. ≤3 B. 4–7 C. ≥8 |
| 3 | Song karaoke: parent and child take turns with the next line | Challenge | A. Does not join B. Word C. Full line |
Scripts:
Parent practice: use one song repeatedly; count how often the parent sang. Optional: play it at breakfast/car time without testing.
Benchmark: Cambridge Starters (Pre-A1) / Movers (A1). Exams are experience games, not outcome goals.
| Level | Observable behaviour |
|---|---|
| S0 | E3–E4 listening; knows 26 letters; understands that English has writing |
| S1 | Understands classroom phrases/simple story; describes a picture in 2–3 sentences; recognises ≥50 high-frequency words; copies letters/words |
| S2 | Five-turn daily exchange; ≥150 high-frequency words; writes 1–2 simple sentences; follows picture details from instructions |
| S3 | Tells a connected 3–5-sentence picture story; reads a simple graded reader; writes 3–5 sentences about self/family; catches who/where/what in listening |
| S4 | Describes a picture in ≥5 sentences; reads independently at level; writes a note; has experienced exam formats as a game without fear |
Sticking point: item 5 is the reading-strategy seed. Item 7 measures exam emotion; if A, postpone grades and prioritise interest.
Goal: share three graded books; retell 2–3 sentences from one.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Parent reads one graded reader, child points | Fallback | A. Listens only B. Points/answers words C. Echoes lines |
| 2 | “I read this line”: take turns; parent supplies a word quickly | Focus | A. Needs every word B. Half independent C. Mostly independent |
| 3 | Close the book and retell (mixed Chinese/English allowed) | Challenge | A. Cannot B. Chinese + English words C. ≥2 English sentences |
Scripts: “This page is yours; say help and I will arrive in three seconds.” Praise concrete words read. Do not say “wrong”; naturally repeat the correct word.
Benchmark: Cambridge A2 Key (formerly KET); latest syllabus prevails. The writing version used here describes roughly 1,500 core words and four-skill coverage; it does not copy exam items.
| Area | Behavioural description | Home option |
|---|---|---|
| Reading | Signs/messages/short texts, matching and cloze | Real English at home: notes, game instructions, recipes |
| Writing | Note/email reply and picture story | Family notes; speak before writing |
| Listening | Key time/place/price/person information | Broad listening + predict before listening |
| Speaking | Personal questions and picture discussion | Five-turn family exchanges and picture description |
| Level | Observable behaviour |
|---|---|
| K0 | Movers S4; vocabulary about 800–1,000; listening stronger than reading/writing is normal |
| K1 | Knows over half of core words; note gives three information points; catches numbers/times; personal questions fluent |
| K2 | Stable sign-item accuracy; writes 5+ ordered sentences; handles listening after two plays; discusses a familiar topic for five turns |
| K3 | Completes a paper without collapse; checks writing; explains a missed listening point; asks for repetition when uncertain |
| K4 | No skill is abandoned; practice scores fluctuate near pass line; exam emotion stable; knows English continues after the exam |
Sticking point: item 7 is a method red line. If only word lists, shift to contextual repetition. Item 6 A triggers academic-emotion and parent-expectation work; item 8 below B means add input before drills.
Goal: explain the listening sections and their strategy; two contacts, each ≤25 minutes.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Inspect the format without answering; child names each type | Fallback | A. Passive B. Retells 1–2 C. Explains ≥3 and names them |
| 2 | Predict before listening, then check | Focus | A. No prediction B. Random C. Uses keywords |
| 3 | One timed mini-paper section | Challenge | Error attribution: A. Cannot B. “Could not hear” C. Specific cause |
Scripts: “Today we are reading the map, not fighting monsters.” “Guess first—what will the blank after ‘at __ o'clock’ contain?” Review the cause, not the score. “This exam is a photograph of your English, not a definition of you.”
Zero English sessions → restart with the easiest fallback for the phase. Do not use “we have not touched English for two weeks” as a blame script.
| Check | Pass standard | If not passed |
|---|---|---|
| Parent implementation | ≥8 interactions/4 weeks | Analyse adherence and lower the speaking barrier |
| Emotional filter | No two-week refusal | Change input medium; do not add content |
| Voluntary behaviour | At least one band increase | Link English to a flow activity |
| Input volume | ≥B | Repair environment; lower child tasks |
| Exam emotion (KET) | Not A | Four-week step-down to broad listening/reading |
Use short fixed scenes (wake-up, meals, bedtime), accept mixed language, model self-correction, and use one weekly topic card with five turns.
Parent becomes “player + audience”, not language teacher: play songs/animation/audio, watch together 20–30 minutes/day, invite the child to teach, use audio for pronunciation, and use the provider checklist for any course. A 3–6 month later speaking start can be normal without a dialogue partner.
| Content | Source |
|---|---|
| Listening first/comprehensible input/silent period | CEFR/Cambridge benchmark + second-language learning consensus |
| Three-phase path | Bloom exploration/refinement/output |
| Interest before grading | Hidi four stages |
| Two parent plans | Ecological systems + SDT relatedness |
| Predict/attribute exam work | Zimmerman SRL; Pekrun academic emotions |
| Mixed language and parent modelling | Dweck attribution; emotion coaching |
通用结构与规则见《12-学科与兴趣/兴趣轨道总框架》。官方标尺：中国马术协会骑手分级规则手册（2022）：盛装舞步与场地障碍两条线，级别从低到高为基础三级→基础二级→基础一级→初三级→初二级→初一级→中三级……初三/初二级的舞步与障碍可免费互认；初一级舞步科目要求完成不少于 3 步跑步动作。以官方最新文件为准。 适用年龄：6–12 岁启蒙段（6 岁以下以马场体验/喂马为主，不上马）。 家庭角色特殊性：马术是四条轨道中家庭最不教技术的一条——骑乘技能 100% 由马场教练执行；家庭侧四件事：准备、安全核查、课后复盘、兴趣保护。家庭侧处方全部围绕这四件事设计。
第一个官方里程碑 = 基础三级（盛装舞步或场地障碍，由有资质的机构考核）。
| 级别 | 名称 | 可观察行为 | 对应官方定位 |
|---|---|---|---|
| L0 | 亲近马 | ① 敢走近马匹不躲闪；② 能在成人陪同下喂马（手心摊平）；③ 能说出马身上 3 个部位名称 | 启蒙期，无对应级别 |
| L1 | 马房常规 | ① 知道马场安全规则（不站马屁股后面、不大声尖叫、听教练指令）；② 认识并能说出头盔/护甲等装备名称；③ 上马前会主动检查自己的头盔扣带（提醒后） | 启蒙期 |
| L2 | 上马适应 | ① 在教练牵行下能放松慢步骑行 10 分钟；② 学会正确的上下马动作（扶助下）；③ 骑乘中能做简单指令动作（停、走） | 启蒙期 |
| L3 | 基础骑乘 | ① 慢步中能保持基本坐姿平衡（不一直抓着鞍环）；② 能完成绕桩、变换方向等简单路线；③ 课后能说出今天练了什么动作 | 基础三级方向 |
| L4 | 备考三级 | ① 教练评价「具备基础三级考核条件」；② 能独立完成备马流程中的 2–3 个环节（刷马/备鞍，成人监护下）；③ 对考核的态度是「想试试」而非「不敢去」 | 基础三级达成区 |
使用规则：L2 以上的骑乘行为判断以教练反馈为准，家长观察只覆盖安全规则与情绪状态；级别授予属机构考核权限。
锚点约定：本文件所有观察锚点均默认含首项「未观察」（含「未玩」「孩子不愿回答」），它们与 A/B/C 一样是合法作答，不按最低档处理、不参与升降档判定（见《03-处方库/处方编写规范》与《04-反馈与复盘/每周微打卡表》）。
标注【家】的题目家长答；标注【教】的题目由家长每周一次向教练询问记录（固定问法：「这周上课，她××方面怎么样？」）。「未观察」不计入判定。
兴趣阶段读法：题 1/8/10 两项以上 C → 至少阶段 ③；题 9 连续 4 周 A → 暂停评估（不是孩子的问题，可能是马匹匹配/教学方式问题，换班或换场评估）。
前提：孩子已在马场上体验课。本处方只覆盖家庭侧动作；骑乘技术由教练负责，处方中出现的马场动作仅为家长打卡观察用。 剂量：每周 3 次 × 15–20 分钟（不含马场时间），保底 1 次也算完成。
本周目标：孩子能说出并遵守 3 条核心安全规则（不站马屁股后面 / 马场不大声尖叫 / 上马听教练指令）；家长完成马场安全核查清单首轮。
| # | 任务 | 类型 | 观察锚点（周六打卡用） |
|---|---|---|---|
| 1 | 安全规则卡（亲子共画 3 张规则卡，贴在家门口） | 保底 | 能说出几条规则？A. ≤1 B. 2 C. 3 |
| 2 | 装备小管家（认识头盔/护甲/马靴，孩子自己摆好并模拟佩戴） | 主攻 | 装备佩戴配合度？A. 抗拒 B. 提醒后完成 C. 自己完成并检查扣带 |
| 3 | 马场安全核查（家长执行，见红线清单） | 挑战（家长任务） | 核查清单通过率？A. 有否决项未过 B. 全部通过待复核 C. 全部通过 |
对话脚本：
家长功课：完成《安全核查清单》（见第五节）并拍照留档；任何一项不通过 → 本周骑乘暂停，先与马场沟通整改。
材料：A4 纸、彩笔；孩子的护具。
本周目标：把「照顾马」做成兴趣的燃料（Hidi ②→③）；孩子完成 2 次马房小任务。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 马的食物图鉴（亲子查资料：马吃什么、不能吃什么，画一页图鉴） | 保底 | 图鉴完成？A. 未完成 B. 大人主导完成 C. 孩子主导完成 |
| 2 | 马房小帮手（上课时向教练申请做一件照料任务：喂胡萝卜/递刷子/扫料槽边） | 主攻 | 照料意愿？A. 拒绝 B. 要求才做 C. 主动要求 |
| 3 | 我的马档案（给常骑的马建一页档案：名字、颜色、脾气、喜欢吃什么） | 挑战 | 档案内容丰富度？A. 1 项 B. 2–3 项 C. ≥4 项 |
对话脚本：
家长功课：本周向教练固定问一次：「这周她骑乘放松度怎么样？」记入锚点 5。只问不评判。
材料：A4 纸、彩笔；胡萝卜（马场许可后）。
本周目标：固化「课后三问」复盘仪式（见《总框架》第四节）；孩子能复述课上练过的 1 个动作。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 课后三问（当天 3 分钟：最好玩/有点难/下次想先试什么） | 保底 | 三问能答几问？A. ≤1 B. 2 C. 3 |
| 2 | 动作回放（孩子用身体或小木马玩具演示课上的动作） | 主攻 | 能演示出课上动作吗？A. 说不出 B. 提示后能 C. 自己演示 |
| 3 | 进步手账（孩子画/口述今天比上周多会的一点） | 挑战 | 能说出具体进步点？A. 说不出 B. 「骑得更久」类笼统 C. 具体动作级 |
对话脚本：
家长功课：本周练习「复述式回应」——孩子说完后家长只复述不加评（「哦，慢步的时候你觉得最稳」）。周六打卡：本周加评（「那你要更勇敢」类）发生了几次？A. ≥3 B. 1–2 C. 0
材料：小木马玩具或玩偶、进步手账本。
本周目标：完成锚点 10 题复测；家庭形成「马术时间预算」共识；识别倦怠信号。
| # | 任务 | 类型 | 观察锚点 |
|---|---|---|---|
| 1 | 安全规则卡复测（第 1 周任务） | 保底（复测） | 对比第 1 周：A. ≤1 B. 2 C. 3 条 |
| 2 | 马场日全流程（孩子主导准备流程：查护具 → 装水壶 → 带马档案） | 主攻 | 准备流程独立度？A. 全程代办 B. 提醒 1–2 次 C. 孩子主导 |
| 3 | 倦怠信号自查（家长对照清单逐项过，见下） | 挑战（家长任务） | 信号项数？A. ≥2 项触发 B. 1 项 C. 0 项 |
对话脚本：
家长功课：填写轨道月度记录（锚点 10 题全量重答）；与家人确认下月时间预算（家庭侧 ≤60 分钟/周，不含马场）；勾选下月方向：A. 继续当前节奏 B. 申请基础三级备考评估（需教练确认） C. 降频观察。
材料：护具、马档案、手账本。
| 检查项 | 通过标准 | 不通过的处理 |
|---|---|---|
| 家庭执行率 | 4 周内 ≥4 次核心互动（含马场日任务） | <4 次 → 降剂量为 1–2 任务/周，任务全部挂到马场日当天顺路完成 |
| 安全常规 | 锚点 3/4 均达 B 以上 | 未达 → 重跑第 1 周；护具抗拒的查尺寸与佩戴方式 |
| 骑乘状态（教练源） | 锚点 5/6 均 B 以上 | 连续 4 周 A → 与教练会商换马匹/换时段；仍 A → 暂停骑乘保留马房任务 |
| 复盘常规 | 课后三问能答 ≥2 问 | 未达 → 三问减为两问（删「有点难」），2 周后再加回 |
| 兴趣阶段 | 锚点 1/8/10 至少一项 C | 全 A/B 且无改善 → 降级为每月 1 次马场体验，三个月后重评 |
通过 → 进入第 5–8 周：主题转为「马的沟通」（马的情绪信号识别）+ 基础三级备考评估（仅在教练确认条件后启动）。
| 节点 | 达成方式 | 家庭侧动作 |
|---|---|---|
| 基础三级（舞步或障碍） | 有资质机构考核 | 教练确认具备条件后家庭讨论报名；不主动催考 |
| 基础二级、基础一级 | 逐级考核 | 按教练节奏；家庭继续四件事（准备/安全/复盘/保护） |
| 初三级、初二级 | 考核；初三/初二的舞步与障碍可免费互认 | 进入精进期决策点（12 岁上下），启动倦怠信号常态监测 |
| 初一级及以上 | 考核（初一级舞步科目含不少于 3 步跑步动作等技术要求） | 属系统训练范畴，家庭角色转为资源与决策支持，系统不作训练内容 |
原则：考级只是里程碑，不是目标；是否考级永远由「孩子意愿 + 教练评估 + 家庭时间预算」三方一致才启动。
安全核查清单（首次上课前必查，此后每月复核；任一项不通过 → 当周骑乘活动取消）：
落马后心理重建脚本（固定流程）：
其他红线：
| 主线维度 | 联动点 | 数据回流方式 |
|---|---|---|
| 责任感/自我管理 | 装备自查（锚点 4）、马房照料（锚点 8）、准备流程主导 | 回流 B 带「学习习惯—自理」档案，与书包整理等数据互证 |
| 身体自信/自我概念（Harter 运动维度） | 骑乘放松度（锚点 5）、动作演示 | 回流自我概念档案「运动能力感」 |
| 风险判断与规则意识 | 安全规则执行（锚点 3） | 回流行为管理/规则意识档案 |
| 情绪调节与抗挫 | 课后情绪（锚点 7）、落马事件处理记录 | 回流情绪模块；受惊事件自动触发情绪主线关注 |
| 兴趣阶段（Hidi） | 锚点 1/8/10 | 回流兴趣与特长模块四阶段定位 |
Shared structure and rules:
12-学科与兴趣/兴趣轨道总框架. Official benchmark: Chinese Equestrian Association rider-level manual (2022), with dressage and show-jumping lines; follow the latest official document. Applicable ages: exploration ages 6–12 (under age 6: stable experience/feeding only, no riding). Special family role: this is the track where the family teaches the least technique. Riding skills are 100% the coach's responsibility; the family handles preparation, safety checks, after-class review and interest protection.
The first official milestone is Introductory Level 3 (dressage or show jumping, assessed by a qualified institution).
| Level | Name | Observable behaviour | Official positioning |
|---|---|---|---|
| L0 | Near the horse | ① Approaches without hiding; ② feeds with an adult and open palm; ③ names three body parts | Exploration; no level |
| L1 | Stable routine | ① Knows safety rules; ② names helmet/body protector; ③ checks helmet strap before mounting after a prompt | Exploration |
| L2 | Mounting adaptation | ① Walks calmly for 10 minutes while led by coach; ② mounts/dismounts with help; ③ follows simple stop/go cues | Exploration |
| L3 | Basic riding | ① Maintains basic balance at walk; ② completes cones/turns; ③ can say what was practised | Introductory Level 3 direction |
| L4 | Level-3 readiness | ① Coach says conditions are met; ② independently completes 2–3 grooming/tacking steps under adult supervision; ③ says “I want to try” rather than “I dare not” | Introductory Level 3 zone |
Use rule: L2+ riding judgements come from coach feedback; parent observation covers safety and emotion. Levels belong to institution assessment.
Parent items are marked [Parent]; once per week the parent asks the coach a fixed question for [Coach] items. “Not observed” is excluded from decisions.
Interest-stage reading: C on at least two of 1/8/10 means at least stage ③. A on 9 for four weeks triggers a pause in assessment; consider horse/instruction matching and changing class/stable.
The child is already taking stable lessons. This plan covers family actions only; riding technique belongs to the coach. Dose: 3 × 15–20 minutes/week excluding stable time; one fallback counts.
Goal: know and follow three core rules; parent completes the first stable-safety check.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Draw three safety cards together | Fallback | Rules named: A. ≤1 B. 2 C. 3 |
| 2 | Equipment steward: name/lay out helmet/body protector/boots and simulate wearing | Focus | A. Resists B. Completes after prompt C. Completes/checks strap |
| 3 | Stable-safety audit by parent | Challenge | A. Veto item fails B. All pass, review pending C. All pass |
Scripts:
Parent practice: any failed audit item means riding pauses that week until the stable addresses it.
Goal: turn horse care into interest fuel; complete two small stable tasks.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Horse-food guide: research what horses may/may not eat; draw one page | Fallback | A. Not completed B. Adult-led C. Child-led |
| 2 | Stable helper: ask coach for one care task | Focus | A. Refuses B. Does when asked C. Asks to do it |
| 3 | My horse file: name/colour/temperament/favourite food | Challenge | A. One item B. 2–3 C. ≥4 |
Parent practice: ask the coach once, “How relaxed was she in riding this week?” and record anchor 5.
Goal: establish the three questions and name one movement practised.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Three questions: most fun/difficult/next try | Fallback | Answers: A. ≤1 B. 2 C. 3 |
| 2 | Movement replay with body/wooden horse | Focus | A. Cannot say B. With prompt C. Demonstrates |
| 3 | Progress journal: draw/dictate one new thing | Challenge | A. Cannot B. General C. Specific movement |
Parent practice: reflect back only; do not add evaluations. Saturday: added “you need to be braver” comments A. ≥3 B. 1–2 C. 0.
Goal: retest anchors, agree on time budget and check burnout signals.
| # | Task | Type | Anchor |
|---|---|---|---|
| 1 | Safety-card retest | Fallback | A. ≤1 B. 2 C. 3 |
| 2 | Stable-day full preparation, led by child | Focus | A. Parent does it B. 1–2 reminders C. Child leads |
| 3 | Parent burnout checklist | Challenge | A. ≥2 signals B. 1 C. 0 |
Scripts:
| Node | How achieved | Family action |
|---|---|---|
| Introductory Level 3 (dressage/jumping) | Qualified institution | Discuss after coach confirms; do not push |
| Introductory 2/1 | Sequential assessment | Follow coach; keep preparation/safety/review/interest protection |
| Preliminary 3/2 | Assessment; dressage/jumping may cross-recognise at these levels | Refinement-stage decision around age 12; monitor burnout |
| Preliminary 1+ | Technical assessment | Systematic training; family becomes resource/decision support |
Principle: start a grade only when child willingness, coach assessment and family time budget align.
Safety checklist (before first lesson and monthly; any failure cancels riding that week):
After-fall recovery:
Other red lines: parents do not shout technical cues in the arena; never use the horse to threaten or motivate; record any fall/scare within 24 hours.
| Main-line dimension | Link | Data return |
|---|---|---|
| Responsibility/self-management | Equipment check, care and preparation | B-line self-care record |
| Body confidence/self-concept | Riding relaxation and movement replay | Harter physical competence |
| Risk judgement/rules | Safety anchors | Behaviour/rules record |
| Emotion/coping | Post-class emotion and fall response | Emotion module |
| Interest stage | Anchors 1/8/10 | Four-stage interest module |
2026-10-21 ｜ 结构：表现 → 发展视角 → 多流派解法 → 家庭任务 → 不要做 → 转介 证据等级：E1 强；E2 初步 RCT/准实验；E3 理论/观察/共识；E4 证据不足/争议。 原则：先看年龄与情境；不贴「胆小/自私/不合群」标签；社交技能要练，不是讲道理。
表现：见到陌生人躲、集体活动先观察很久、被点名不说话、新环境要家长陪。
发展视角：3–6 岁慢热很常见，与气质（趋避性/适应性）有关；多数孩子预热后会加入。若持续 6 个月以上、完全回避、影响上学/交友/躯体症状（肚子痛、呕吐），需进一步评估。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 行为主义/渐进暴露 | 小步接近：看→在旁边玩→平行玩→加入；每次成功强化 | 「你先看，想加入再去」 | 3–12 | E2（害羞/社交焦虑多成分干预有较大效应，Cordier 2021） |
| 依恋/人本 | 安全基地：不推、不贴标签、接纳 | 「你在这里陪我，等你准备好」 | 3–8 | E3 |
| 陈鹤琴 | 积极暗示 > 消极命令；让孩子自己发现世界 | 「你今天自己走到门口了，很勇敢」 | 3–7 | E3 |
| 社交技能训练 | 教具体步骤：看—微笑—问—加入；角色扮演 | 「你可以问：我可以一起玩吗？」 | 6–12 | E2 |
| SDT | 给选择：去/不去、待多久 | 「你想待 10 分钟还是 20 分钟？」 | 5–12 | E1（自主支持） |
家庭任务
不要做：当众说「他就是胆小」；强迫打招呼/表演；拿别人比较；替孩子回答所有问题。
转介：完全拒绝上学；持续回避所有同伴；惊恐/躯体症状；伴随语言/社交沟通落后。
表现：抢玩具时动手、生气时咬人、推倒别人、抓头发。
发展视角：3–5 岁常见，因语言/抑制控制不足；6 岁后仍频繁、伴随恶意/计划性，需重视。先排除：睡眠不足、屏幕暴力内容、家庭冲突、被欺负。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 家长行为训练 | 前因—替代行为—后果；强化「用嘴说/求助」；不体罚 | 「手可以放在自己腿上。你想要车，说『轮到我』」 | 2–8 | E1（PMT） |
| 情绪教练 | 先安抚被打者 + 命名愤怒 + 设限 + 解决 | 「你很生气，但手不能打人。我们可以__」 | 3–8 | E1/E2（TIK） |
| 阿德勒/积极管教 | 行为目的（争夺/报复/求关注）；逻辑后果 + 修复 | 「你推倒了他的塔，我们一起重建」 | 4–10 | E3 |
| 陈鹤琴 | 积极暗示、替代教学、游戏化 | 「我们玩『轻轻碰』的游戏」 | 3–6 | E3 |
| CPS（Greene） | 找滞后技能 + 未解决问题；Plan B | 「我知道你想继续玩，同时弟弟也想玩，我们一起想办法」 | 6–12 | E2 |
家庭任务
不要做：打回去「让他知道疼」；当众羞辱；长篇说教；强迫道歉而不修复；贴「攻击性强」标签。
转介：频繁伤人、被幼儿园劝退、伴随自伤/虐待、家庭暴力；6 岁后持续且升级。
表现：抢玩具、别人碰就哭、不肯排队、必须自己先。
发展视角：2–4 岁「自我中心」是正常发展；4–6 岁逐步学会轮流/分享；7 岁后仍完全不能，需看规则理解/社交技能/情绪。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 行为主义 | 结构化轮流（计时器）、示范、强化 | 「计时器响就换人；你刚才等了 2 分钟」 | 3–8 | E3（原则）/E1（强化） |
| 阿德勒/家庭会议 | 共同制定规则；自然/逻辑后果 | 「我们家玩具怎么轮？你来提一个办法」 | 4–12 | E3 |
| SDT | 给选择；保留「不必分享」的私人物品 | 「这个你可以不分享；那个可以轮流」 | 4–12 | E1 |
| 陈鹤琴 | 游戏化、儿童教儿童 | 「你当小老师，教弟弟怎么轮流」 | 3–7 | E3 |
家庭任务：设「轮流计时器」；每周 1 次合作游戏（搭积木/做饼干）；准备 1–2 件「可以不分享」的宝贝。
不要做：强迫分享（「你是哥哥要让」）；贴「自私」；当众比较；用奖励收买分享。
转介：伴随攻击/极度焦虑/社交回避；影响集体生活。
表现：总一个人玩、不知道如何加入、被拒绝后放弃、只跟成人玩。
发展视角：3–5 岁多为平行/联合游戏；6–8 岁开始稳定友谊；9–12 岁重视小团体/忠诚。若长期被孤立、被排挤、拒绝上学，需关注。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 社交技能训练 | 加入步骤、倾听、轮流、解决冲突；角色扮演 | 「先看他们在玩什么，再问『我可以加入吗』」 | 6–12 | E2（小到中等效应） |
| 同伴中介/兴趣小组 | 用共同兴趣搭建小团体（乐高/棋/球） | 「这周请一个同学来玩 1 小时」 | 5–12 | E3 |
| 依恋/人本 | 不强迫、不比较；先建立安全 | 「你不需要跟所有人都好，先找到一个朋友」 | 3–10 | E3 |
| 家庭会议/复盘 | 每周复盘一次社交成功/困难 | 「这周哪次玩得最开心？为什么？」 | 6–12 | E3 |
家庭任务：每周 1 次 1 对 1 玩伴（30–60 分钟）；教 3 句加入语；睡前聊「今天跟谁玩了」。
不要做：替孩子约所有朋友；当众说「他交不到朋友」；强迫分享/拥抱；只批评不教步骤。
转介：长期被孤立/霸凌；拒绝上学；社交焦虑/抑郁；疑似社交沟通障碍。
表现：回家情绪低落、物品损坏、身上伤痕、不愿上学、说「没人跟我玩」；或孩子被老师反映推打/嘲笑别人。
发展视角：任何年龄都可能；先确保安全，再谈技能。不要先问「你是不是先惹他」。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 学校反欺凌项目 | 学校层面规则、监督、同伴支持；家长与学校合作 | 「我们记录时间/地点/人，一起找学校」 | 6–18 | E1/E2（多项 meta，效果依实施） |
| 修复性实践 | 修复问题：发生了什么/谁受影响/怎么修复 | 「你觉得他当时是什么感受？你能做什么修复？」 | 8–18 | E2/E3 |
| 家长支持/依恋 | 相信孩子、不责备、提供安全基地 | 「谢谢你告诉我，这不是你的错，我们一起想办法」 | 3–18 | E3 |
| CPS | 对欺负别人的孩子：找滞后技能/未解决问题 | 「你想被看见/想加入，但方式伤到人；我们换一种」 | 6–12 | E2 |
家庭任务：记录事件（时间/地点/人/目击者）；联系学校；角色扮演「走开—找成人—告诉」；每周检查一次。
不要做：让孩子「打回去」；说「为什么只欺负你」；直接找对方家长冲突；忽视。
转介：身体伤害/威胁/性骚扰/自伤/拒绝上学 → 立即联系学校、必要时报警/心理干预。
表现：抢东西、告状、比较、故意惹对方、说「你偏心」。
发展视角：几乎每个多子女家庭都有；关键不是「不冲突」，而是「怎么修」。年龄差、气质、家长比较会放大。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 冲突调解 | 先分开降温 → 各自说 → 一起找办法 → 修复 | 「你们都想玩，谁先想一个两个人都能接受的办法？」 | 4–12 | E3 |
| 家庭会议 | 固定议程；规则共同制定；角色轮换 | 「这周我们讨论玩具轮流规则」 | 5–18 | E3 |
| 行为训练 | 强化合作/轮流；不强化告状 | 「你们一起搭了 10 分钟，我很欣赏」 | 3–10 | E1 |
| 依恋/特殊时光 | 每个孩子每天 10 分钟专属 | 「现在是我们的 10 分钟，只陪你」 | 3–12 | E3 |
| 陈鹤琴 | 儿童教儿童；积极鼓励 | 「你教妹妹怎么收，她学得很快」 | 3–8 | E3 |
家庭任务：每天各 10 分钟特殊时光；设「不比较」家规；每周一次合作任务；冲突后修复而非追究「谁先」。
不要做：总让大的让小的；比较；当裁判判对错；逼「说对不起」而不修复；忽视被冷落的一方。
转介：持续暴力/一方恐惧/退行严重/影响睡眠学校。
表现：输了就哭/摔东西/不玩了；必须第一名；怕做不好干脆不做。
发展视角：4–6 岁自我中心 + 规则理解发展中；7 岁后仍极度怕输，可能与完美主义/焦虑/高期待有关。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 情绪教练 | 命名挫败 + 设限 + 复盘 | 「输了很难受，我知道；我们可以生气，但不能摔东西」 | 4–12 | E1/E2 |
| 行为暴露 | 故意练习小失败（桌游/拼图）；成功后强化「继续」 | 「这局你输了，但你继续玩了，这很厉害」 | 5–12 | E2/E3 |
| CBT | 识别「必须赢」想法；替代想法；暴露 | 「『必须赢』是真的吗？输了会怎样？」 | 8–18 | E1（焦虑） |
| 阿德勒/积极管教 | 鼓励过程；不替孩子赢；自然结果 | 「你努力了，这次没赢；下次想练什么？」 | 4–12 | E3 |
| 陈鹤琴 | 比赛法 + 积极鼓励 | 「我们跟昨天的自己比」 | 5–10 | E3 |
家庭任务：每周 1 次「输赢练习」桌游；家长示范输；复盘「输了之后做了什么」；不故意让赢。
不要做：总让孩子赢；说「没关系」而不处理情绪；嘲笑；拿别人比较；只夸结果。
转介：暴怒/自伤/拒绝一切竞争/焦虑影响生活。
表现：害怕被评价、回避发言/表演/集体活动、躯体症状（脸红/发抖/肚子痛）、提前担心很久。
发展视角：与害羞不同，社交焦虑持续、影响功能、伴随回避；需专业评估。家长常误以为「长大就好」。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| CBT | 暴露阶梯 + 认知重构 + 技能训练 | 「我们一起列一个害怕清单，从 3 分开始」 | 7–18 | E1 |
| SPACE（家长为主） | 减少家庭迁就；支持性语句；逐步放手 | 「我知道你害怕，你可以做到；我在旁边」 | 7–14 | E2 |
| 依恋/人本 | 接纳、不羞辱、不强迫 | 「害怕是真实的，我们不笑你」 | 5–18 | E3 |
| 学校配合 | 渐进参与、座位/发言调整 | 「先小组发言，再到全班」 | 7–18 | E2/E3 |
家庭任务：0–10 害怕阶梯；每周 2 次小暴露；记录「担心—发生—结果」；减少替孩子回避。
不要做：强迫当众表演；说「这有什么好怕」；替孩子请假回避；用奖励收买。
转介：影响上学/社交/睡眠；惊恐发作；抑郁/自伤 → 儿童心理/精神科。
reference-library.md §2。2026-10-21 ｜ Structure: behaviour → developmental view → multi-approach solutions → family tasks → do not do → referral Evidence grades: E1 strong; E2 preliminary RCT/quasi-experimental; E3 theory/observation/consensus; E4 insufficient/contested. Principle: start with age and context; do not label “shy/selfish/antisocial”; social skills are practised, not lectured.
Behaviour: hides from strangers, watches group activity for a long time, goes silent when called on, needs a parent in new settings.
Developmental view: common at ages 3–6 and related to approach/withdrawal and adaptability; most children join after warming up. If it lasts more than six months, leads to total avoidance, affects school/friendships or includes physical symptoms, seek assessment.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Behavioural/graded exposure | Watch → play nearby → parallel play → join; reinforce each success | “You can watch first and join when ready.” | 3–12 | E2 |
| Attachment/humanistic | Secure base; do not push or label | “Stay beside me until you are ready.” | 3–8 | E3 |
| Chen Heqin | Positive suggestion over negative commands; let child discover | “You walked to the door by yourself today.” | 3–7 | E3 |
| Social-skills training | Teach watch–smile–ask–join; role-play | “You can ask: May I play too?” | 6–12 | E2 |
| SDT | Offer whether/when choices | “Ten minutes or twenty?” | 5–12 | E1 |
Family tasks: preview one day before and arrive ten minutes early; one small social contact/week; practise three joining sentences for five minutes.
Do not: call the child shy in public, force greetings/performances, compare or answer every question.
Referral: refuses school, avoids all peers, panic/physical symptoms, language/social-communication delay.
Behaviour: hits when taking toys, bites when angry, pushes someone over, pulls hair.
Developmental view: common at 3–5 with limited language/inhibition. Frequent, intentional/planned harm after age 6 deserves attention. Check sleep, violent screen content, family conflict and bullying first.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Parent behaviour training | Antecedent → replacement → consequence; reinforce words/help; no corporal punishment | “Hands stay on your legs. Say ‘my turn’ for the car.” | 2–8 | E1 (PMT) |
| Emotion coaching | Comfort target first; name anger; limit; solve | “You are angry, but hands may not hit. We can…” | 3–8 | E1/E2 (TIK) |
| Adler/positive discipline | Identify function; logical consequence + repair | “You knocked over the tower; let's rebuild it.” | 4–10 | E3 |
| Chen Heqin | Positive suggestion, replacement teaching, play | “Let's play gentle-touch.” | 3–6 | E3 |
| CPS (Greene) | Lagging skills/unresolved problem; Plan B | “You want to keep playing and your sibling wants a turn; let's solve it.” | 6–12 | E2 |
Family tasks: comfort the person hurt → calmly set limit → teach replacement phrase → repair; rehearse three minutes daily; record ABC for one week.
Do not hit back, shame, lecture at length, force an apology without repair or label “aggressive”.
Referral: frequent harm, exclusion, self-harm/abuse, family violence, continued escalation after age 6.
Behaviour: grabs, cries when others touch, will not queue, must go first.
Developmental view: self-centredness at 2–4 is normal; turn-taking grows at 4–6. After 7, look at rule understanding, social skills and emotion.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Behavioural | Structured turns/timer, modelling, reinforcement | “When the timer rings, switch; you waited two minutes.” | 3–8 | E3/E1 |
| Adler/family meeting | Co-create rules; natural/logical consequence | “How should our family take turns? You propose a way.” | 4–12 | E3 |
| SDT | Choice; private treasures need not be shared | “This one is private; that one can be shared.” | 4–12 | E1 |
| Chen Heqin | Play; child teaches child | “You are the teacher—show your sibling.” | 3–7 | E3 |
Family task: timer turns, one cooperative game/week and one or two items that need not be shared.
Do not force sharing (“you are older”), label selfish, compare or buy sharing with rewards.
Referral: aggression, extreme anxiety or effect on group life.
Behaviour: always plays alone, cannot join, gives up after rejection, plays only with adults.
Developmental view: parallel/associative play is common at 3–5; stable friendships begin at 6–8; small groups/loyalty matter at 9–12. Watch long isolation, exclusion and school refusal.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Social-skills training | Joining, listening, turns, conflict; role-play | “Watch what they are doing, then ask if you may join.” | 6–12 | E2 |
| Peer mediation/interest group | Use shared interest to build a small group | “Invite one classmate for an hour this week.” | 5–12 | E3 |
| Attachment/humanistic | Do not force/compare; build safety | “You do not need to be friends with everyone; find one.” | 3–10 | E3 |
| Family review | Review one success/difficulty weekly | “When was play most enjoyable?” | 6–12 | E3 |
Family tasks: one-to-one playdate weekly, three joining phrases and a bedtime chat about who they played with.
Do not arrange every friend, announce “you cannot make friends”, force hugs/sharing or criticise without teaching steps.
Referral: long-term isolation/bullying, school refusal, social anxiety/depression or suspected social-communication difficulty.
Behaviour: low mood after school, damaged/lost belongings, injuries, school refusal, “nobody plays with me”; or teacher reports pushing/teasing others.
Developmental view: can occur at any age. Ensure safety before skills. Do not begin with “Did you provoke them?”
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| School anti-bullying programme | Whole-school rules, supervision, peer support; cooperate with school | “We will record when/where/who/what and take it to school.” | 6–18 | E1/E2 |
| Restorative practice | What happened/who was affected/how to repair | “How did they feel, and what can you repair?” | 8–18 | E2/E3 |
| Parent support/attachment | Believe, do not blame, provide safety | “Thank you for telling me. It is not your fault.” | 3–18 | E3 |
| CPS | For child who bullies: lagging skills/unresolved problem | “You want to join/be seen, but the method hurt someone.” | 6–12 | E2 |
Family tasks: record facts, contact school, role-play leave–find adult–tell, check in weekly.
Do not tell the child to hit back, ask why only they are targeted, start a confrontation with the other parent or ignore it.
Referral: injury/threat/sexual harassment/self-harm/school refusal → school, police when necessary and psychological support.
Behaviour: fights over resources, tattling, comparison, deliberate provocation, “you favour them”.
Developmental view: common in multi-child families; the target is not no conflict but repair. Age gap, temperament and parent comparison amplify it.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Conflict mediation | Separate/cool → each speaks → find a method → repair | “You both want it; what would work for both?” | 4–12 | E3 |
| Family meeting | Fixed agenda, co-created rules, rotating roles | “This week we discuss turn-taking.” | 5–18 | E3 |
| Behaviour training | Reinforce cooperation/turns, not tattling | “You built together for ten minutes; I noticed.” | 3–10 | E1 |
| Attachment/special time | Ten minutes exclusive parent time per child daily | “This is our ten minutes.” | 3–12 | E3 |
| Chen Heqin | Child teaches child; positive encouragement | “You show your sibling how to put it away.” | 3–8 | E3 |
Family tasks: ten minutes per child daily, no-comparison rule, one cooperative task/week and repair after conflict.
Do not always make the older child yield, compare, judge who is right or force apologies without repair.
Referral: persistent violence, fear in one child, severe regression or impact on sleep/school.
Behaviour: cries/throws things/stops after losing, must be first, avoids tasks to avoid failure.
Developmental view: common at 4–6 while self and rules develop; after 7, extreme fear may connect to perfectionism/anxiety/high expectations.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Emotion coaching | Name frustration, set limit, review | “Losing hurts. You may be angry; you may not throw.” | 4–12 | E1/E2 |
| Behavioural exposure | Practise small losses in games/puzzles; reinforce continuing | “You lost and kept playing.” | 5–12 | E2/E3 |
| CBT | Identify “must win”, alternatives and exposure | “Is ‘must win’ always true?” | 8–18 | E1 (anxiety) |
| Adler/positive discipline | Praise process; do not win for child | “You worked hard; what will you practise?” | 4–12 | E3 |
| Chen Heqin | Compare with yesterday's self; play | “Let's compare with yesterday.” | 5–10 | E3 |
Family tasks: one win/loss game weekly, parent models losing, review what happened after losing, never deliberately let the child win.
Do not always let them win, dismiss emotion, mock, compare or praise result only.
Referral: rage/self-harm, refusal of all competition, anxiety affecting life.
Behaviour: fear of evaluation, avoids speaking/performing/groups, blushing/trembling/stomach pain, anticipatory worry.
Developmental view: unlike shyness, social anxiety persists, impairs function and includes avoidance; needs professional assessment.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| CBT | Fear ladder + cognitive restructuring + skills | “Let's list fears from 0–10 and start at 3.” | 7–18 | E1 |
| SPACE (parent-led) | Reduce accommodation, supportive language, gradual release | “I know this is scary; you can do it, and I am here.” | 7–14 | E2 |
| Attachment/humanistic | Accept; no shame/force | “Fear is real; we will not laugh.” | 5–18 | E3 |
| School coordination | Gradual participation/seat/speaking adjustments | “Start in a small group, then the whole class.” | 7–18 | E2/E3 |
Family tasks: 0–10 fear ladder, two small exposures/week, worry–event–outcome log, reduce avoidance by adults.
Do not force public performance, say “what is there to fear?”, excuse all avoidance or buy compliance with rewards.
Referral: school/social/sleep impairment, panic, depression/self-harm → child psychology/psychiatry.
reference-library.md §2.2026-10-21 ｜ 结构同前 ｜ 原则：先共情/降温，再讲理；不压制情绪，不纵容行为；红线优先。
表现：哭闹、尖叫、打滚、摔东西、打人；常见于疲劳/饥饿/被拒绝/转换活动。
发展视角：3–5 岁常见，因语言/抑制控制不足；频率高、持续 >30 分钟、伤人/自伤、影响日常，需评估。先排除睡眠不足、屏幕、家庭冲突、学校压力。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 情绪教练（TIK） | 觉察→共情→命名→设限→解决 | 「你很生气，因为不能买；生气可以，打人不行」 | 3–12 | E1/E2 |
| 家长行为训练 | 预防（预告/选择）+ 强化平静 + 一致后果 | 「还有 5 分钟回家；你选现在走还是滑一次再走」 | 2–10 | E1 |
| 阿德勒/积极管教 | 逻辑后果、家庭会议、鼓励 | 「下次怎么提醒自己？」 | 4–12 | E3 |
| 依恋/共调 | 先陪伴降温，不急着讲道理 | 「我在这里，等你准备好我们再说」 | 2–8 | E3 |
| 陈鹤琴 | 积极暗示、游戏化、环境调整 | 「我们像小乌龟一样慢慢呼吸」 | 3–7 | E3 |
家庭任务：设「降温角」（不是惩罚角）；制作情绪温度计；每周复盘一次「这周哪次差点爆发，怎么帮到自己」。
不要做：打骂/羞辱；讲长篇道理；妥协于哭闹（强化）；冷处理到孩子崩溃；贴「爱闹」标签。
转介：持续 >30 分钟/频繁伤人/自伤/破坏；影响学校；伴随睡眠/食欲改变。
表现：入园/上学哭闹、黏人、反复确认、肚子痛/头痛、怕睡单独。
发展视角：6–24 个月开始正常；3–5 岁入园常见；持续 4 周以上、拒绝上学、躯体症状，需评估。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 依恋 | 固定告别仪式、过渡物、准时接 | 「亲一下，交给老师，下午 4 点见」 | 1–8 | E3 |
| 渐进暴露 | 短分离→长分离；不偷偷走 | 「妈妈去 10 分钟，计时器响就回来」 | 2–8 | E2/E3 |
| SPACE（7+） | 减少迁就；支持性语句；逐步放手 | 「你可以做到；我在校门口等你」 | 7–14 | E2 |
| CBT（7+） | 认知重构 + 暴露 | 「你担心的事发生了吗？我们记录一下」 | 7–18 | E1 |
| 中国智慧 | 预告 + 守信（「言而有信」） | 「妈妈说几点接，就几点接」 | 3–10 | E3 |
家庭任务：固定告别 3 步；过渡物；每天准时接；分离练习从 10 分钟开始。
不要做：偷偷溜走；嘲笑「这么大了还哭」；威胁「再哭不要你」；因哭闹延长分离（无意强化）。
转介：拒绝上学 >4 周；躯体症状；惊恐；家庭重大变故。
表现：怕黑、怕怪物、怕狗、怕打雷、怕医生；回避/哭闹/睡不着。
发展视角：3–6 岁想象力发展，怕黑/怪物常见；7 岁后怕具体伤害/社交评价。多数随年龄减轻；影响功能需干预。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| CBT 暴露 | 害怕阶梯 0–10；小步暴露；不回避 | 「我们从 2 分开始：开小灯睡 5 分钟」 | 4–18 | E1 |
| 情绪教练 | 承认害怕，不嘲笑；给工具 | 「害怕是真的；我们可以开夜灯/抱玩偶」 | 3–10 | E1/E2 |
| 游戏/故事 | 用玩偶/画画外化恐惧 | 「小熊也怕黑，我们帮它想办法」 | 3–7 | E3 |
| 家长示范 | 家长平静面对；不传递恐惧 | 「打雷是云朵碰撞，我们在家很安全」 | 3–10 | E3 |
| 中国智慧 | 循序渐进、不强迫（王阳明「顺童子之情」） | 「今天走到门口，明天进去看看」 | 3–8 | E3 |
家庭任务：画「害怕地图」；每周 2 次小暴露；固定睡前安抚流程；不强迫「勇敢」。
不要做：说「这有什么好怕」；强迫关灯/看医生不解释；用「再哭怪物来了」吓唬；嘲笑。
转介：广泛恐惧/惊恐/影响上学睡眠；创伤后恐惧。
表现：必须做到最好、反复擦改、怕尝试新任务、失败后崩溃、拖延（怕做不好）。
发展视角：5–7 岁常见「好孩子」阶段；若伴随焦虑/强迫/抑郁、影响功能，需评估。高期待/批评/比较会放大。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 过程表扬 | 夸努力/策略/进步，不夸「聪明/完美」 | 「你试了三种方法，最后找到了」 | 3–12 | E3（过程表扬）；E1（成长型思维小效应，不夸大） |
| CBT | 识别「必须完美」；行为实验；暴露不完美 | 「如果只做到 80 分，会发生什么？」 | 8–18 | E1（焦虑） |
| 暴露/练习 | 故意做「足够好」的任务；接受错误 | 「今天我们故意留一个错，看看会怎样」 | 6–12 | E2/E3 |
| SDT | 自主/胜任/归属；减少控制 | 「你想做到什么程度？你决定」 | 5–18 | E1 |
| 中国智慧 | 曾国藩「恒」；允许渐进 | 「不怕慢，只怕停；每天一点」 | 6–18 | E3 |
家庭任务：每天 1 次「足够好」任务；家长示范犯错；复盘「错误教了我们什么」；降低结果评价。
不要做：只夸结果/聪明；说「你怎么又错了」；替孩子改到完美；拿别人比较；把爱和成绩挂钩。
转介：强迫行为/抑郁/自伤/拒绝上学；影响睡眠。
表现：持续难过、兴趣下降、易哭、睡眠/食欲改变、说「我没用」、社交退缩。
发展视角：短暂难过正常；持续 ≥2 周、功能受损、自伤/自杀言语 → 立即转介。儿童抑郁可能表现为易怒而非悲伤。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 情绪教练/依恋 | 倾听、承认、陪伴；不急着解决 | 「你最近很难过，我在这里陪你」 | 3–18 | E3 |
| 行为激活 | 每天 1 件愉快/掌控活动；保持作息 | 「今天一起散步 10 分钟？」 | 6–18 | E2 |
| CBT | 认知重构、行为实验、家长配合 | 「这个想法有证据吗？」 | 8–18 | E1 |
| 家庭支持 | 减少批评/压力；增加连接 | 「我们更在意你，不是成绩」 | 3–18 | E3 |
| 中国智慧 | 陪伴、饮食作息、适度运动 | 「先睡好、吃好、动一动」 | 全龄 | E3 |
家庭任务：每日 1 次连接（10 分钟）；记录情绪/睡眠/食欲；减少学业压力；保持运动。
不要做：说「你有什么好难过的」；强迫开心；忽视自伤言语；只谈成绩。
转介：持续 2 周+功能受损；自伤/自杀言语/计划 → 立即联系专业/急救（120/110/12356）。
表现：弟弟妹妹出生后退行、抢东西、说「你只爱他」；朋友跟别人玩就生气。
发展视角：2–6 岁常见，与自我中心/占有欲有关；7 岁后仍强烈，可能与安全感/比较有关。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 依恋/特殊时光 | 每天专属 10 分钟；不比较 | 「这是我们的时间，只陪你」 | 2–12 | E3 |
| 情绪教练 | 承认嫉妒，不羞辱 | 「你有点嫉妒，很正常；我也爱你」 | 3–10 | E1/E2 |
| 家庭会议 | 公平规则；参与照顾 | 「你觉得怎样才公平？」 | 4–12 | E3 |
| 优势视角 | 各自独特 | 「你有你的厉害，他有他的」 | 5–12 | E3 |
| 中国智慧 | 不比较（陈鹤琴「积极鼓励」） | 「你今天比昨天进步了」 | 3–10 | E3 |
家庭任务：每天各 10 分钟特殊时光；让大宝参与照顾（力所能及）；设「不比较」家规。
不要做：说「你是大的要让」；比较；嘲笑嫉妒；忽视大宝。
转介：攻击/退行严重/持续情绪低落。
表现：插话、抢答、不能排队、要立刻满足、打断别人。
发展视角：3–5 岁抑制控制发展中；6 岁后仍明显、跨情境、影响学校，需评估（ADHD/EF）。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 环境/行为 | 预告、计时器、排队游戏、即时反馈 | 「计时器响就轮到你」 | 2–10 | E1（行为）/E3 |
| EF 游戏 | 红灯绿灯、相反动作、Simon says | 「我说头，你摸脚」 | 4–8 | E2/E3 |
| 情绪教练 | 命名「等不及」；给工具 | 「等的时候手很痒，我们可以捏球」 | 3–10 | E1/E2 |
| 家长训练 | 一致规则、强化等待 | 「你等了 2 分钟，很厉害」 | 2–10 | E1 |
| 中国智慧 | 游戏化（陈鹤琴「教学游戏化」） | 「我们玩木头人」 | 3–7 | E3 |
家庭任务：每天 5 分钟 EF 游戏；外出前预告排队；等待时给「忙碌工具」。
不要做：总立刻满足；羞辱「没耐心」；长时间静坐惩罚；只讲道理。
转介：跨情境+功能受损；疑似 ADHD；影响安全。
表现：说不出自己感受、分不清生气/难过/害怕、别人哭没反应、情绪爆发后不知道为什么。
发展视角：3–5 岁情绪词汇发展中；6 岁后仍困难，可能与语言/社交沟通/创伤有关。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 情绪教练（TIK） | 命名情绪、连接原因、示范 | 「你脸红了、拳头握紧，是不是很生气？」 | 3–12 | E1/E2 |
| 情绪词汇教学 | 情绪卡片、温度计、绘本 | 「这是失望：想要但没得到」 | 3–10 | E2/E3 |
| 游戏/角色扮演 | 玩偶演情绪；猜感受 | 「小熊哭了，它可能怎么了？」 | 3–8 | E3 |
| 家长示范 | 家长说出自己的情绪 | 「妈妈现在有点烦，我需要深呼吸」 | 全龄 | E3 |
| 中国智慧 | 情/理并重；「知其心」 | 「先知道心里怎么了，再想办法」 | 5–12 | E3 |
家庭任务：每天 1 次情绪温度计；每周 2 次情绪卡片游戏；家长每天示范 1 次命名。
不要做：否定情绪（「这有什么好哭」）；只讲道理；贴「情商低」；强迫表演情绪。
转介：伴随语言/社交沟通落后；创伤；影响学校。
流派总览（E3）2026-10-21 ｜ Same structure as above ｜ Principle: co-regulate/cool down before reasoning; do not suppress feelings or permit harmful behaviour; red lines first.
Behaviour: crying, screaming, rolling, throwing things or hitting, often with fatigue/hunger/refusal/transitions.
Developmental view: common at 3–5 with limited language/inhibition. Frequent episodes lasting >30 minutes, harm, self-harm or daily impairment require assessment. Check sleep, screens, family conflict and school pressure.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Emotion coaching (TIK) | Notice → empathise → name → limit → solve | “You are angry because we cannot buy it. Anger is okay; hitting is not.” | 3–12 | E1/E2 |
| Parent behaviour training | Preview/choice + reinforce calm + consistent consequence | “Five minutes before we go. Leave now or slide once more?” | 2–10 | E1 |
| Adler/positive discipline | Logical consequence, family meeting, encouragement | “How can you remind yourself next time?” | 4–12 | E3 |
| Attachment/co-regulation | Stay and cool down; do not reason too early | “I am here. We can talk when you are ready.” | 2–8 | E3 |
| Chen Heqin | Positive suggestion, play, environment adjustment | “Let's breathe slowly like little turtles.” | 3–7 | E3 |
Family task: create a cooling-down corner, not a punishment corner; make an emotion thermometer; review one near-meltdown weekly.
Do not hit/shame, give long lectures, give in to crying, use prolonged cold treatment or label “fussy”.
Referral: >30 minutes, frequent harm/self-harm, destruction, school impact or sleep/appetite change.
Behaviour: crying at preschool/school, clinging, repeated reassurance, stomach/headache, fear of sleeping alone.
Developmental view: normal from 6–24 months and common at preschool entry. More than four weeks, school refusal or physical symptoms require assessment.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Attachment | Fixed goodbye, transitional object, punctual reunion | “Kiss, hand over to teacher, see you at 4.” | 1–8 | E3 |
| Graded separation | Short→long; never sneak away | “I will go for ten minutes and return when the timer rings.” | 2–8 | E2/E3 |
| SPACE | Reduce accommodation, supportive language, gradual release | “You can do it; I will wait at the gate.” | 7–14 | E2 |
| CBT | Restructure/exposure | “Did the thing you feared happen? Let's record it.” | 7–18 | E1 |
| Chinese wisdom | Preview and keep promises | “I will pick you up at the time I said.” | 3–10 | E3 |
Task: fixed three-step goodbye, transitional object, punctual pickup and ten-minute separation practice.
Do not sneak away, mock crying, threaten abandonment or extend separation in response to crying.
Referral: school refusal >4 weeks, physical symptoms, panic or major family change.
Behaviour: fear of darkness/monsters/dogs/thunder/doctors; avoidance, crying or insomnia.
Developmental view: imagination makes dark/monster fears common at 3–6; after 7, concrete harm and social evaluation dominate. Most ease with age; impairment needs support.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| CBT exposure | 0–10 fear ladder, small steps, no avoidance | “Start at 2: sleep with a small light for five minutes.” | 4–18 | E1 |
| Emotion coaching | Acknowledge, do not mock, provide tool | “Fear is real; we can use a night light or toy.” | 3–10 | E1/E2 |
| Play/story | Externalise with toys/drawing | “The bear is afraid too; let's help it.” | 3–7 | E3 |
| Parent modelling | Calmly face it; do not transmit fear | “Thunder is clouds colliding; we are safe at home.” | 3–10 | E3 |
| Chinese wisdom | Gradual progression, no force | “Today we reach the door; tomorrow we look inside.” | 3–8 | E3 |
Task: draw a fear map, two small exposures/week and a fixed bedtime soothing routine.
Do not say “what is there to fear?”, force dark/medical exposure without explanation, threaten with monsters or mock.
Referral: broad fear, panic, school/sleep impairment or trauma-related fear.
Behaviour: must be best, erases repeatedly, avoids new tasks, collapses after error, procrastinates.
Developmental view: common around 5–7; anxiety/compulsion/depression or impairment needs assessment. High expectations, criticism and comparison amplify it.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Process praise | Praise effort/strategy/progress, not smart/perfect | “You tried three methods and found one.” | 3–12 | E3; small E1 growth-mindset effect |
| CBT | Identify perfection rule, experiments, imperfect exposure | “What would happen if it were 80%?” | 8–18 | E1 |
| Exposure/practice | Deliberately “good enough” task; accept error | “We will leave one mistake and see what happens.” | 6–12 | E2/E3 |
| SDT | Autonomy/competence/relatedness; reduce control | “How far do you want to take it? You decide.” | 5–18 | E1 |
| Chinese wisdom | Persistence and gradual progress | “Do not fear slow; keep going a little.” | 6–18 | E3 |
Task: one “good enough” task/day; parent models mistakes; review what an error taught.
Do not praise only result/intelligence, say “how could you be wrong again?”, perfect the work for the child, compare or tie love to achievement.
Referral: compulsions, depression/self-harm, school refusal or sleep impairment.
Behaviour: persistent sadness, reduced interest, crying, sleep/appetite change, “I am useless”, withdrawal.
Developmental view: brief sadness is normal; ≥2 weeks with impairment or self-harm/suicidal language requires immediate referral. Children may be irritable rather than sad.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Emotion coaching/attachment | Listen, acknowledge, accompany; do not fix quickly | “You have seemed sad; I am here.” | 3–18 | E3 |
| Behavioural activation | One pleasant/controllable activity daily; keep routine | “Shall we walk for ten minutes?” | 6–18 | E2 |
| CBT | Restructure, experiments, parent involvement | “What evidence supports that thought?” | 8–18 | E1 |
| Family support | Reduce criticism/pressure; increase connection | “We care about you, not only scores.” | 3–18 | E3 |
| Chinese wisdom | Sleep/eat/move with company | “First sleep well, eat well and move.” | All | E3 |
Task: one ten-minute connection daily; record mood/sleep/appetite; reduce academic pressure and keep movement.
Do not say “what is there to be sad about?”, force happiness, ignore self-harm or talk only about scores.
Referral: two weeks + impairment; self-harm/suicide words/plan → immediate professional/emergency help (120/110/12356).
Behaviour: regression after a sibling's birth, grabbing, “you only love them”, anger when a friend plays with someone else.
Developmental view: common at 2–6; after 7, intense jealousy may signal safety/comparison concerns.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Attachment/special time | Ten minutes exclusive time; no comparison | “This is our time, just us.” | 2–12 | E3 |
| Emotion coaching | Acknowledge, do not shame | “You are jealous; that is normal, and I love you.” | 3–10 | E1/E2 |
| Family meeting | Fair rules, participation | “What would feel fair?” | 4–12 | E3 |
| Strengths | Each person is unique | “You have your strengths; they have theirs.” | 5–12 | E3 |
| Chinese wisdom | No comparison; positive encouragement | “You are growing from yesterday.” | 3–10 | E3 |
Task: ten minutes per child daily, age-appropriate care participation and a no-comparison family rule.
Do not say “you are older, you must yield”, compare, mock jealousy or ignore the older child.
Referral: aggression, severe regression or persistent low mood.
Behaviour: interrupts, grabs answers, cannot queue, demands immediate satisfaction, interrupts others.
Developmental view: inhibition is still developing at 3–5. After 6, across contexts with school impact warrants assessment (ADHD/EF).
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Environment/behaviour | Preview, timer, queue games, immediate feedback | “When the timer rings, it is your turn.” | 2–10 | E1/E3 |
| EF games | Red light/green light, opposite action, Simon Says | “I say head; you touch foot.” | 4–8 | E2/E3 |
| Emotion coaching | Name “cannot wait”; give tool | “Waiting makes your hands itchy; squeeze the ball.” | 3–10 | E1/E2 |
| Parent training | Consistent rules, reinforce waiting | “You waited two minutes.” | 2–10 | E1 |
| Chen Heqin | Play-based practice | “Let's play statues.” | 3–7 | E3 |
Task: five minutes EF game/day, preview queues and provide a busy tool.
Do not instantly meet every demand, shame impatience, use long sitting punishment or lecture only.
Referral: cross-context impairment, suspected ADHD or safety impact.
Behaviour: cannot name feelings, confuses anger/sadness/fear, shows little response to others' crying, cannot explain a later outburst.
Developmental view: emotion vocabulary develops at 3–5; persistent difficulty after 6 may relate to language, social communication or trauma.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| Emotion coaching | Name, connect cause, model | “Your face is red and fists tight—is it anger?” | 3–12 | E1/E2 |
| Feeling-word teaching | Cards, thermometer, books | “This is disappointment: wanting something and not getting it.” | 3–10 | E2/E3 |
| Play/role-play | Toys enact feelings | “The bear is crying; what might have happened?” | 3–8 | E3 |
| Parent modelling | Name parent's own emotion | “I am frustrated; I need three breaths.” | All | E3 |
| Chinese wisdom | Feeling and reason together | “First know what is happening inside, then solve it.” | 5–12 | E3 |
Task: emotion thermometer daily, cards twice weekly, one parent model daily.
Do not deny feelings, lecture only, label low emotional intelligence or force emotional performance.
Referral: language/social-communication delay, trauma or school impact.
2026-10-21 ｜ 原则：先看睡眠/情绪/关系，再看学习方法；不刷题、不排名、不把兴趣变第二份作业。 学业轨定位：家庭做土壤，不抢课堂；测卡点类型，不测分数。
表现：一写作业就上厕所/喝水/哭；拖到很晚；家长越盯越慢。
发展视角：6–9 岁常见（任务变难、注意力有限）；持续且伴随焦虑/对抗，需看学习任务难度、情绪、ADHD/学习障碍。先排除：睡眠不足、任务过量、家长高控制。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| SDT 自主支持 | 给选择顺序/时间；给理由；承认不想做 | 「你想先数学还是先阅读？你决定」 | 6–12 | E1 |
| 行为训练 | 任务分解、计时器、即时反馈、强化开始 | 「先做 5 分钟，计时器响就休息」 | 5–12 | E1 |
| CPS | 找未解决问题/滞后技能；Plan B | 「写作业卡在哪？我们一起想办法」 | 6–12 | E2 |
| 阿德勒/家庭会议 | 自然后果、家庭规则共同制定 | 「作业是你的事；需要我帮什么？」 | 7–12 | E3 |
| 陈鹤琴 | 让孩子自己做、自己想；不包办 | 「你先试，卡住再叫我」 | 5–12 | E3 |
家庭任务：固定「作业开始仪式」；25 分钟小段 + 5 分钟休息；先易后难；家长只做「环境/资源」，不盯错。
不要做：全程陪写盯错；代写；用惩罚/奖励驱动；说「你怎么这么慢」；把作业变成亲子战场。
转介：严重焦虑/对抗；疑似学习障碍/ADHD；拒绝上学。
表现：坐不住、易分心、粗心、丢三落四、听不见指令。
发展视角：3–5 岁注意力短正常；6 岁后跨情境（家+学校）、持续 6 个月、功能受损，需评估 ADHD。先排除睡眠、屏幕、焦虑、教学难度不匹配。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 环境/行为 | 清桌面、短任务、计时器、即时反馈、运动 | 「现在只做这一页，做完休息」 | 4–12 | E1（行为干预） |
| 家长训练 | 预告、规则、强化、一致后果 | 「坐下前我们先把玩具收走」 | 3–10 | E1 |
| 学校配合 | 座位、分段任务、检查清单 | 「请老师把任务分 2 段」 | 6–12 | E2/E3 |
| 睡眠/运动 | 固定作息、户外活动 | 「先睡好，再谈专注」 | 全龄 | E1/E2 |
| 中国智慧 | 环境简洁（陈鹤琴「注意环境」） | 「桌上只留要用的」 | 4–12 | E3 |
家庭任务：每天 20–30 分钟户外；作业分 10–15 分钟小段；桌面只留当前任务；记录「分心前发生了什么」。
不要做：长时间静坐惩罚；贴「多动症」；依赖「脑训练」；忽视睡眠。
转介：跨情境+功能受损 6 个月以上 → 儿保/儿童心理评估（ADHD 诊断需专业）。
表现：说「没意思/不想学」；只做最低要求；对成绩无所谓；沉迷游戏。
发展视角：7–9 岁动机从外部转向认同；长期低动机常与自主受挫/胜任感低/价值不明有关。先排除抑郁、学习困难、家庭压力。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| SDT | 自主/胜任/归属；给选择、理由、小成功 | 「你想先做哪科？为什么觉得它重要？」 | 6–18 | E1 |
| 期望—价值 | 提升「我能行」×「这对我重要」 | 「你上次怎么做到的？」「这跟你想做的事有什么关系？」 | 7–18 | E2/E3 |
| 兴趣连接 | 把学习接到兴趣（棋/乐高/球/音乐） | 「你算棋步用的就是数学」 | 5–12 | E3 |
| 提取/间隔 | 小测验、复习安排，看到进步 | 「我们试试先回想，再看书」 | 7–18 | E1 |
| 陈鹤琴/陶行知 | 做中学、生活即教育 | 「我们一起去买菜算钱」 | 4–12 | E3 |
家庭任务：每周 1 次「学习与兴趣连接」；设小目标（1 周可达成）；记录进步；减少奖励驱动。
不要做：用钱/奖品换学习；天天讲「为了你好」；比较；只批评不教方法。
转介：抑郁/焦虑/拒绝上学；疑似学习障碍。
表现：考前失眠/肚子痛、反复检查、考砸后崩溃、说「我肯定不行」。
发展视角：7 岁后常见；适度紧张正常；影响发挥/躯体症状需干预。家长焦虑会传导。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| CBT | 认知重构、放松、暴露（模拟考） | 「最坏会怎样？你以前怎么应对的？」 | 8–18 | E1 |
| 家长支持 | 降低结果压力；过程目标 | 「我们目标是尽力，不是满分」 | 6–18 | E3 |
| 学习技巧 | 提取/间隔/模拟，提升胜任感 | 「先做小测，找出会的和不会的」 | 8–18 | E1 |
| SPACE（家长） | 减少迁就/替孩子回避 | 「你可以进考场；我在外面」 | 7–14 | E2 |
| 中国智慧 | 「尽人事，听天命」；重视过程 | 「把能做的做好，结果接受」 | 8–18 | E3 |
家庭任务：每周 1 次模拟小测（低风险）；考前呼吸/放松；睡眠；家长不传递焦虑。
不要做：考前加码刷题；说「考不好就完了」；拿别人比较；替孩子逃避考试。
转介：惊恐/躯体症状/拒绝考试/抑郁 → 转介。
表现：认字慢、读得磕巴、读了不懂、逃避读书。
发展视角：6–8 岁解码发展中；持续落后需筛查（DIBELS 等）。中文与英文机制不同：中文重拼音/部件/形声字/形态意识；英文重音素/自然拼读。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 阅读科学（SoR） | 语音/音素意识、自然拼读、流利度、词汇、理解 | 「我们先拼出这个词，再读整句」 | 5–12 | E1 |
| 中文适配 | 拼音、部首/部件、形声字、语境 | 「这个字左边是__，表示__」 | 5–12 | E2/E3 |
| 共读/示范 | 亲子共读、重复读、讨论 | 「你觉得他为什么这么做？」 | 3–12 | E2/E3 |
| 动机 | 自选书、兴趣主题、 comics/audio | 「你想读哪本？你选」 | 5–12 | E3 |
| 陈鹤琴 | 故事化、游戏化、大自然 | 「我们把故事演出来」 | 3–8 | E3 |
家庭任务：每天 10–15 分钟共读；每周 3 次拼读/字词游戏；让孩子选书；记录流利度。
不要做：逼读长篇；只考问不讨论；嘲笑读错；用屏幕替代共读。
转介：持续落后/疑似阅读障碍（含家族史）→ 专业评估（拼写/RAN/语音）。
表现：说「我不会」、回避数学、掰手指被笑、考试空白。
发展视角：数学焦虑常见；先看是否概念缺口/语言难度/教学节奏。策略路径（掰手指→接着数→凑十）是发展阶梯，不是笨。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 学习轨迹 | 按轨迹水平安置（数感→计数→加减→位值） | 「我们先玩凑十，不急着算」 | 4–10 | E2/E3 |
| CGI | 用故事问题；让孩子讲策略 | 「你是怎么想的？还有别的方法吗？」 | 5–12 | E2 |
| CPA | 具体物→图示→抽象 | 「先用积木摆，再画，再写」 | 4–10 | E3 |
| 情绪/信心 | 降低羞耻；小成功；错误分析 | 「这个错很有用，我们看看哪一步」 | 6–12 | E3 |
| 中国智慧 | 循序渐进、不陵节而施 | 「先会走，再会跑」 | 5–12 | E3 |
家庭任务：每天 5–10 分钟生活数学（买菜/做饭/桌游）；每周 2 次策略讨论；不刷口算卡。
不要做：计时刷题；说「你怎么这么笨」；当众纠正掰手指；跳过具体物直接抽象。
转介：持续落后/数学焦虑严重影响；疑似计算障碍 → 评估。
表现：不知道写什么、句子短/乱、怕写、擦改多。
发展视角：6–8 岁从口头到书面；需要精细动作、拼写、句子、篇章逐步发展。写作难常与阅读/语言/焦虑相关。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 句子合并 | 把两个短句合成一句；示范 | 「『小明跑。小明摔了。』能合成一句吗？」 | 7–12 | E2（g≈0.50） |
| 过程写作 | 计划—起草—修改—发表 | 「先画想法，再写，最后一起改一句」 | 7–12 | E2（g≈0.34） |
| Writing Rope | 转录/句法/结构/技巧/批判思维 | 「这段先有开头，再有例子」 | 7–12 | E3 |
| 口述转写 | 孩子说，家长记；再读 | 「你说，我记；然后你改」 | 5–9 | E3 |
| 陈鹤琴 | 故事化、生活化 | 「把今天的事讲成故事」 | 4–8 | E3 |
家庭任务：每天 3 句话日记；每周 1 次句子合并游戏；作品集（不评分）。
不要做：代写；只改错不夸内容；要求一次写长；用作文模板套。
转介：书写困难/语言障碍/严重焦虑 → 评估。
表现：说「听不懂/不想学」、拒绝开口、只看中文。
发展视角：5–7 岁听说领先；7–9 岁自然拼读/分级读物；9–12 岁 KET。抵触常因难度不匹配/被考问/羞耻。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 可理解输入 | 儿歌/动画/绘本/TPR，低压力 | 「我们一起唱，不做题」 | 3–9 | E3 |
| 自然拼读 | 字母音→拼读→解码书 | 「c-a-t，cat」 | 5–9 | E1 |
| 分级阅读 | Starters/Movers/Flyers | 「今天读 2 页就好」 | 6–12 | E2/E3 |
| SDT | 给选择、不考问、游戏化 | 「你想看哪一集？」 | 4–12 | E1 |
| 中国智慧 | 循序渐进、不陵节 | 「先听熟，再开口」 | 4–12 | E3 |
家庭任务：每天 10 分钟动画/儿歌；每周 2 次拼读游戏；不逐句翻译/考问。
不要做：逼背单词/考问；嘲笑发音；用英语作业惩罚；过早KET刷题。
转介：语言障碍/严重焦虑 → 评估。
表现：一拿手机就停不下、关屏就爆发、影响睡眠/作业/运动。
发展视角：AAP/WHO：2 岁前避免；2–5 岁 ≤1 小时高质量共看；学龄期强调不挤占睡眠/运动/作业/家庭时间。先看家长使用/家庭规则/替代活动。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 家庭媒体计划 | 共同制定时间/地点/内容；设备宵禁 | 「我们全家一起定规则，包括爸爸妈妈」 | 3–18 | E3（指南） |
| 行为契约 | 明确、一致、可执行；自然后果 | 「先完成__，再__；计时器响就关」 | 5–18 | E2 |
| 替代活动 | 户外/兴趣/同伴；不是单纯禁止 | 「关屏后我们做什么？你选」 | 3–18 | E3 |
| 家庭会议 | 共同规则；每周复盘 | 「这周屏幕时间怎么样？怎么调？」 | 5–18 | E3 |
| 中国智慧 | 陶行知「解放时间/空间」 | 「去楼下骑车 30 分钟」 | 4–18 | E3 |
家庭任务：全家设备宵禁（睡前 1 小时）；每天 1 小时户外；每周家庭会议复盘；家长以身作则。
不要做：突然没收/砸设备；用屏幕当保姆；只禁止不替代；家长自己刷手机却要求孩子不刷。
转介：影响睡眠/上学/情绪；游戏障碍疑似 → 专业评估。
表现：周排满、孩子疲惫/抵触、没时间玩、成绩反而下降。
发展视角：6–12 岁需要自由玩/睡眠/运动；过载会消耗动机。先做负荷审计：睡眠、自由时间、孩子意愿、家庭成本。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 负荷审计 | 列出所有班/时间/孩子感受/成本 | 「这周你最喜欢哪个？最不想去哪个？」 | 5–18 | E3 |
| SDT | 孩子参与选择；最多 2 条轨道 | 「你想保留哪两个？」 | 5–18 | E1 |
| 家庭会议 | 全家决定；留白时间 | 「周三晚上不安排，谁都不许加课」 | 5–18 | E3 |
| 兴趣发展 | 采样期广泛尝试，12 岁前不专业化 | 「先试 4 周，再决定」 | 3–12 | E3 |
| 中国智慧 | 陶行知「解放时间」 | 「留白也是学习」 | 4–18 | E3 |
家庭任务：做一张「一周负荷表」；每周至少 2 个晚上留白；每季度复盘一次。
不要做：跟风报班；用班填满时间；只看考级；忽视孩子意愿。
转介：倦怠/躯体化/抑郁 → 减量并评估。
reference-library.md §3。reference-library.md §C。流派总览 来源。2026-10-21 ｜ Principle: check sleep, emotion and relationship before methods; no drilling, ranking or turning interests into a second homework load. Academic-track position: the family provides the soil and does not take over the classroom; assess sticking-point type, not scores.
Behaviour: toilet/water/crying as soon as work begins, working late, slowing down as the parent watches.
Developmental view: common at 6–9 as tasks become harder. Persistent refusal with anxiety/opposition requires checking task difficulty, emotion, ADHD/learning differences, sleep, workload and parental control.
| Approach | Method | Script | Ages | Evidence |
|---|---|---|---|---|
| SDT autonomy support | Choose order/time, give reasons, acknowledge reluctance | “Math or reading first? You decide.” | 6–12 | E1 |
| Behaviour training | Break tasks, timer, immediate feedback, reinforce starting | “Five minutes first; when the timer rings, rest.” | 5–12 | E1 |
| CPS | Identify unsolved problem/lagging skill; Plan B | “Where does homework get stuck? Let's solve it.” | 6–12 | E2 |
| Adler/family meeting | Natural consequences, co-created rules | “Homework is yours; what help do you need?” | 7–12 | E3 |
| Chen Heqin | Child does/thinks; parent does not take over | “Try first; call me if you get stuck.” | 5–12 | E3 |
Task: fixed start ritual; 25-minute block + 5-minute rest; easy before hard; parent provides environment/resources and does not watch errors.
Do not sit over the child, write for them, use punishment/rewards, say “why are you so slow” or turn work into a fight.
Referral: severe anxiety/opposition, suspected learning difference/ADHD, school refusal.
Behaviour: cannot sit, easily distracted, careless, loses things, misses instructions.
Developmental view: short attention at 3–5 is normal. Cross-context symptoms after age 6 lasting six months with impairment require ADHD assessment; first check sleep, screens, anxiety and task mismatch.
Practice: clear desk, 10–15-minute blocks, movement and sleep; record what happened before distraction. Do not shame or use “brain training”. Cross-context impairment → child-health/psychological assessment.
Developmental view: ages 7–9 often move from external to identified motivation. Chronic low motivation may reflect thwarted autonomy/competence/value; check depression, learning difficulty and family pressure.
Useful approaches: SDT choices and small success (E1); expectancy–value questions (E2/E3); connect to chess/blocks/sports/music (E3); retrieval/spacing (E1); learning through life (Chen Heqin/Tao Xingzhi, E3).
Task: one interest–learning connection/week, one-week goal, record progress and reduce rewards.
Approaches: CBT restructuring/relaxation/exposure; process goals and parent support; retrieval/spacing/mock practice; SPACE parent support; process-focused Chinese wisdom. Use one low-stakes practice/week, sleep and breathing. Do not add last-minute drills, threaten, compare or help the child avoid every test. Panic, physical symptoms, refusal or depression → refer.
Developmental view: decoding develops at 6–8; persistent delay needs screening. Chinese uses pinyin/components/phonetic compounds/morphology; English uses phonemes/systematic phonics.
Approaches: Science of Reading (E1), Chinese adaptation (E2/E3), shared/repeated reading (E2/E3), child choice/interest (E3), story/play (E3). Task: 10–15 minutes shared reading daily, three phonics/character games weekly, child chooses books. Do not force long passages, quiz only, mock errors or replace shared reading with screens. Persistent delay/family history → professional assessment.
Developmental view: a path from fingers → count-on → make-ten is a developmental ladder, not evidence of low ability. Check concept, language and pacing.
Approaches: learning trajectories, CGI stories, concrete→picture→abstract, emotion/competence support and gradual Chinese pedagogy. Task: 5–10 minutes everyday mathematics daily, two strategy conversations weekly, no timed cards. Do not mock fingers or skip objects. Persistent delay/anxiety → assessment.
Approaches: sentence combining (g≈0.50), process writing (g≈0.34), Writing Rope, oral dictation and life stories. Task: three sentences/day, one sentence-combining game/week, portfolio with no score. Do not write for the child, correct content only for errors or demand length. Writing/language difficulty or severe anxiety → assessment.
Developmental view: listening/speaking first ages 5–7, phonics/readers ages 7–9, KET ages 9–12; resistance often comes from mismatch, testing or shame.
Approaches: comprehensible input, phonics, graded reading and SDT choice. Task: ten minutes song/animation daily, two phonics games weekly, no sentence-by-sentence translation/testing. Do not force words, mock pronunciation or start KET drilling early.
Developmental view: under 2 avoid; ages 2–5 up to one hour high-quality co-viewing; school age must protect sleep, movement, homework and family time. Check adult use, rules and alternatives.
Approaches: family media plan, behavioural agreement, replacement activities, family meeting and Taoist “free time/space”. Task: device curfew one hour before sleep, daily outdoor time, weekly review, parent modelling. Do not confiscate explosively, use screens as a babysitter, ban without replacement or demand what adults do not model. Sleep/school/emotion impairment → assessment.
Developmental view: ages 6–12 need sleep, free play and movement. Audit sleep, unstructured time, child willingness and family cost.
Approaches: workload audit, SDT choice (≤2 tracks), family meeting, broad sampling before age 12 and protected free time. Task: weekly workload map, two free evenings, quarterly review. Do not follow trends, fill every hour or ignore willingness. Burnout/physical symptoms/depression → reduce and refer.
reference-library.md §3.reference-library.md §C.流派总览.2026-10-21 ｜ 原则：行为是信号，不是品格；先看环境/关系/发展，再谈纠正；家庭问题不归咎于孩子。
表现：否认做过、编故事、说「不是我」、隐瞒。
发展视角：3–5 岁想象与现实混淆（不是「撒谎」）；6 岁后有意识说谎常与怕惩罚/想逃避/求关注有关。频繁+品行问题需评估。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 减少惩罚/安全 | 让孩子敢说真话；不设陷阱 | 「说实话不会挨骂，我们一起解决」 | 3–12 | E3 |
| 行为训练 | 强化诚实；自然后果 | 「你承认了，这很重要」 | 4–12 | E1 |
| 修复性实践 | 关注修复而非羞辱 | 「现在怎么补救？」 | 5–12 | E2/E3 |
| 阿德勒 | 行为目的（逃避/关注/权力） | 「你当时最担心什么？」 | 5–12 | E3 |
| 中国智慧 | 诚信示范；颜氏家训「语言/示范」 | 「爸爸妈妈答应你的事会做到」 | 3–12 | E3 |
家庭任务：减少「是不是你干的」审问；每天 1 次「说实话被感谢」；一起修复。
不要做：逼供/羞辱；贴「骗子」；设陷阱；惩罚坦白。
转介：持续+偷窃/攻击/品行问题；创伤。
表现：说「不」「你烦死了」、摔门、故意对着干。
发展视角：2–3 岁「不」是自主发展；青春期对抗常见；若频繁+破坏/暴力，需评估。先看是否控制过多/规则不一致/情绪问题。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| CPS | 找未解决问题+滞后技能；Plan B | 「你想自己做主，同时我们得安全；一起想办法」 | 6–12 | E2 |
| 家长训练 | 有效命令、选择、一致后果 | 「你可以现在收，或者 5 分钟后收；你选」 | 3–12 | E1 |
| 情绪教练 | 先连接/命名，再讲规则 | 「你很生气；生气可以，摔门不行」 | 3–12 | E1/E2 |
| 阿德勒 | 避免权力斗争；给责任 | 「你来负责__，你决定怎么做」 | 5–12 | E3 |
| 中国智慧 | 「其身正」；减少说教 | 「我们先做给你看」 | 3–12 | E3 |
家庭任务：每天 1 次「你决定」；规则不超过 3 条底线；冲突后修复；父母一致。
不要做：权力斗争/必须赢；当众羞辱；体罚；父母互相拆台。
转介：暴力/破坏/逃学/自伤 → 转介。
表现：起床/吃饭/出门/写作业慢；催了更慢。
发展视角：3–6 岁时间感发展中；6 岁后仍严重，可能与 EF/注意力/焦虑/对抗有关。先看是否任务太难/太多/家长代劳。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 环境/结构 | 可视化流程、计时器、预留时间 | 「这是出门清单：鞋—包—水壶」 | 3–12 | E3 |
| 自然后果 | 让孩子承担迟到/没带的后果（安全前提下） | 「今天迟到，明天我们试试早 10 分钟」 | 5–12 | E3 |
| EF 支持 | 分解任务、一次一步 | 「现在只穿袜子」 | 3–10 | E2/E3 |
| 行为训练 | 强化开始/完成；不强化催促 | 「你自己穿好了，很快」 | 3–10 | E1 |
| 中国智慧 | 陈鹤琴「自己做」 | 「你自己能做的，自己做」 | 3–10 | E3 |
家庭任务：做早晨/睡前视觉流程；提前 10 分钟；只提醒一次+自然后果。
不要做：反复催/替做；贴「磨蹭」；用惩罚威胁；一次给多个指令。
转介：严重功能受损/疑似 ADHD/焦虑。
表现：入睡难、夜醒、早醒、怕黑、要陪睡、睡前拖延。
发展视角：3–6 岁常见；持续影响白天功能需评估。先排除：屏幕、咖啡因、作息乱、焦虑、呼吸问题（打鼾/张口呼吸）。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 睡前常规 | 固定 4 步：洗澡—故事—关灯—晚安 | 「做完这四步就睡觉」 | 0–10 | E2（RCT） |
| 行为睡眠 | 固定时间、渐进退出、奖励床 | 「今晚我坐近一点，明天远一点」 | 1–10 | E2 |
| 屏幕/环境 | 睡前 1 小时无屏；黑暗/安静 | 「手机在客厅充电」 | 3–18 | E3 |
| 焦虑处理 | 害怕阶梯、安抚物 | 「我们开小灯，抱小熊」 | 3–12 | E1/E2 |
| 中国智慧 | 「日出而作，日落而息」；规律 | 「到点就关灯」 | 全龄 | E3 |
家庭任务：固定睡前程序 4 周；睡前 1 小时无屏；白天户外；记录睡眠日志。
不要做：睡前兴奋活动/屏幕；用威胁哄睡；频繁改变规则；忽视打鼾/呼吸问题。
转介：打鼾/呼吸暂停/严重失眠/白天功能受损 → 儿科/睡眠门诊。
表现：不收玩具、不帮忙、说「这不是我的事」。
发展视角：2–3 岁可收拾；4–6 岁做简单家务；7–12 岁承担责任。家务是家庭贡献，不是惩罚。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 示范/参与 | 一起做；分解步骤 | 「我们一起收，你收积木，我收书」 | 2–10 | E3 |
| 家庭会议 | 共同分配；轮换 | 「这周谁负责浇花？」 | 4–18 | E3 |
| 行为训练 | 具体表扬；不付钱做基础家务 | 「你把桌子擦干净了，谢谢」 | 3–12 | E1 |
| SDT | 给选择/责任 | 「你选收玩具还是摆碗筷？」 | 4–12 | E1 |
| 陈鹤琴 | 自己做、做中学 | 「你能做的自己做」 | 3–10 | E3 |
家庭任务：按年龄列 3 项家务；每周家庭会议轮换；一起做 1 次。
不要做：家务当惩罚；用钱买基础责任；替做；追求完美。
转介：—（除非伴随严重对抗/功能受损）。
表现：乱花、见什么要什么、偷拿、不会存。
发展视角：5–7 岁认识钱；7–12 岁学预算/储蓄。零花钱是学习工具，不是奖励/惩罚。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 固定零花钱 | 每周固定；三罐：花/存/捐 | 「这周 20 元，你分三份」 | 5–12 | E3 |
| 自然后果 | 花完不补（安全前提下） | 「这周花完了，下周再买」 | 6–12 | E3 |
| 家庭会议 | 共同定规则 | 「零花钱怎么用，我们一起定」 | 6–12 | E3 |
| 财商教育 | 记账、目标储蓄 | 「你想买的东西要存几周？」 | 7–12 | E3 |
| 中国智慧 | 勤俭（曾国藩） | 「需要和想要不一样」 | 6–12 | E3 |
家庭任务：固定零花钱+三罐；记账；一次「等待购买」练习。
不要做：用零花钱奖惩成绩/家务；随意扣钱；孩子一哭就补。
转介：偷窃/严重冲动消费 → 评估。
表现：父母争吵/冷战；孩子焦虑、选边、行为退步。
发展视角：孩子对父母冲突敏感；破坏性冲突（攻击/冷战/让孩子当裁判）伤害更大；建设性冲突（尊重/解决）可示范。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 家庭系统 | 成人问题成人解决；不让孩子当裁判 | 「这是爸爸妈妈的事，我们会处理」 | 全龄 | E3 |
| 修复 | 争吵后向孩子解释/修复 | 「刚才我们声音大了，不是你的错」 | 3–18 | E2/E3 |
| 伴侣沟通 | 暂停/降温/定期会议 | 「我们先停 20 分钟，晚点再谈」 | 成人 | E2 |
| 家庭会议 | 安全议题共同讨论 | 「我们家怎么让冲突不吓到孩子？」 | 5–18 | E3 |
| 中国智慧 | 「家和万事兴」；不当孩子面争 | 「有事我们私下说」 | 全龄 | E3 |
家庭任务：设「暂停词」；争吵后修复；每周父母小会；不让孩子传话。
不要做：让孩子选边；冷战让孩子猜；把孩子当情绪配偶；家庭暴力。
转介：家庭暴力/严重冲突/孩子自伤 → 立即安全介入/伴侣咨询。
表现：妈妈严格爸爸宽松；一个说可以一个说不行；孩子钻空子。
发展视角：分歧常见；关键不是「完全一致」，而是「底线一致+不在孩子面前拆台」。共同养育质量与孩子适应相关。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 共同养育（Feinberg） | 每周父母小会；分工；支持对方 | 「这周你负责__，我负责__」 | 双亲 | E2/E3 |
| 家庭会议 | 共同定 3 条底线 | 「我们家三条底线：安全/尊重/作息」 | 5–18 | E3 |
| 行为训练 | 一致后果；不互相拆台 | 「爸爸说了算，我们回头再商量」 | 3–12 | E1 |
| 沟通学派 | 用「我」信息；不指责 | 「我担心的是__，不是说你错」 | 成人 | E2 |
| 中国智慧 | 「严慈相济」；私下协商 | 「一个唱红脸一个唱白脸，但底线一致」 | 全龄 | E3 |
家庭任务：每周 10 分钟父母小会；写 3 条底线；不在孩子面前争论。
不要做：孩子面前拆台；让孩子传话；争「谁对」；一方缺席所有规则。
转介：严重冲突/暴力 → 伴侣咨询/安全介入。
表现：祖辈溺爱/追喂/屏幕多；父母不满；孩子钻空子。
发展视角：中国约 80% 祖辈参与照护；祖辈照护「数量」与自控负相关，但「正向祖辈行为+和谐共同养育」正向；冲突是主要风险。质量 > 数量。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 共同养育 | 明确分工/底线；感恩+具体请求 | 「妈，您帮忙接孩子我们很感激；零食这块我们统一一下」 | 家庭 | E2 |
| 家庭会议 | 祖辈参与规则制定 | 「我们一起定三条」 | 家庭 | E3 |
| 行为训练 | 一致后果；不背后否定 | 「我们都说好__」 | 家庭 | E1 |
| 沟通学派 | 不指责人格；说具体行为 | 「饭前吃糖，他就不吃饭了」 | 家庭 | E2 |
| 中国智慧 | 孝/感恩 + 边界 | 「您经验多，我们一起商量」 | 家庭 | E3 |
家庭任务：写 3 条全家底线；每周一次祖辈参与的家庭会议；给祖辈具体可执行的角色。
不要做：当孩子面否定祖辈；争「谁更爱孩子」；把所有问题归咎祖辈；忽视祖辈付出。
转介：虐待/忽视/严重冲突 → 介入。
表现：疲惫、易怒、麻木、觉得「我不行了」、想逃离。
发展视角：育儿倦怠（PBA）是可识别的状态：耗尽、疏离、无效感、与过去自我对比。先支持家长，再谈孩子。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| PBA 自评 | 识别倦怠；不是「不够爱」 | 「这是耗竭，不是你失败」 | 家长 | E2/E3 |
| 自我关怀 | 每周 2 小时自我时间；睡眠/运动 | 「你先照顾好自己」 | 家长 | E3 |
| 分工/支持 | 父母小会；请外援 | 「这周谁分担__？」 | 家庭 | E3 |
| MI | 提高改变意愿；小步 | 「如果只改一件事，你想改什么？」 | 家长 | E2/E3 |
| 中国智慧 | 「修身」；不必完美 | 「够了就好」 | 家长 | E3 |
家庭任务：每周 2 小时自我时间；每天 10 分钟独处；分工表；降低 1 项标准。
不要做：自责「我不是好妈妈/爸爸」；硬撑；把倦怠发泄给孩子；拒绝求助。
转介：抑郁/绝望/自伤 → 立即转介（12356/专业）。
表现：哭闹、拒学、退行、睡眠问题。
发展视角：环境变化是压力源；适应时间因气质而异；慢热孩子需要更长预告。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 依恋 | 预告、参观、过渡物、固定告别 | 「先去玩 10 分钟，妈妈在门口」 | 2–8 | E3 |
| 渐进暴露 | 短→长；不偷偷走 | 「今天 1 小时，明天 2 小时」 | 2–8 | E2/E3 |
| 家庭会议 | 讨论担心/期待 | 「你最担心什么？我们怎么帮？」 | 5–12 | E3 |
| 学校配合 | 老师接待、同伴配对 | 「请老师第一天多关注」 | 3–12 | E3 |
| 中国智慧 | 预告/守信 | 「妈妈说几点接就几点接」 | 2–10 | E3 |
家庭任务：提前参观；过渡物；固定告别；第一周每天复盘。
不要做：偷偷走；威胁「再哭不来接」；强迫立刻适应；忽视退行。
转介：拒学 >4 周；躯体症状；严重焦虑/抑郁。
表现：亲人/宠物去世后哭、退行、反复问、怕分离、行为变化。
发展视角：3–6 岁对死亡理解具体/魔法思维；7–12 岁逐渐理解永久性。哀伤没有固定时间表；持续功能受损需支持。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 发展性解释 | 诚实、简洁、符合年龄 | 「爷爷死了，身体不能动了，我们很想他」 | 3–12 | E3 |
| 仪式 | 纪念册/种树/告别仪式 | 「我们一起做一本爷爷的相册」 | 3–18 | E3 |
| 情绪教练 | 允许各种情绪；不急着安慰 | 「你想哭就哭，我陪你」 | 3–18 | E1/E2 |
| 游戏/艺术 | 画画/玩偶/故事 | 「你想画一画吗？」 | 3–10 | E3 |
| 中国智慧 | 慎终追远；家族支持 | 「我们一起记得他」 | 全龄 | E3 |
家庭任务：诚实告知；允许参加告别（孩子愿意）；纪念仪式；保持作息。
不要做：骗「出差了」；说「不许哭」；强迫坚强；忽视退行。
转介：持续 >6 个月功能受损/自伤/严重退行 → 儿童心理。
表现：大宝退行、抢东西、打弟妹、说「你不爱我」、黏人。
发展视角：常见；需要重新分配注意力；大宝的「退行」是求安全感，不是坏。
| 流派 | 做法 | 话术 | 适用 | 证据 |
|---|---|---|---|---|
| 依恋/特殊时光 | 每天各 10 分钟专属 | 「现在是我们的时间，只陪你」 | 2–10 | E3 |
| 情绪教练 | 承认嫉妒/失落 | 「你有点难过，因为妈妈抱弟弟多」 | 3–10 | E1/E2 |
| 参与照顾 | 让大宝帮忙（力所能及） | 「你帮弟弟拿尿布，他谢谢你」 | 3–8 | E3 |
| 家庭会议 | 公平规则；轮流 | 「我们家怎么轮流？」 | 4–12 | E3 |
| 中国智慧 | 不比较；长幼有序但公平 | 「你们各有各的好」 | 3–12 | E3 |
家庭任务：每天各 10 分钟；让大宝参与；不比较；提前预告。
不要做：说「你是大的要让」；比较；忽视大宝；强迫分享。
转介：攻击/退行严重/持续低落 → 评估。
流派总览（E3，历史语境）。2026-10-21 ｜ Principle: behaviour is a signal, not character; inspect environment/relationship/development before correction; do not blame the child for family problems.
Behaviour: denies actions, invents stories, says “not me”, hides information.
Developmental view: at 3–5 imagination and reality mix; intentional lying after 6 often protects against punishment, avoidance or attention needs. Frequent lying with conduct concerns needs assessment.
Useful approaches: reduce punishment and create safety (E3); reinforce honesty/natural consequences (E1); restorative repair (E2/E3); Adlerian function questions (E3); model trust and follow-through (E3).
Task: reduce interrogation, thank one honest disclosure daily and repair together. Do not set traps, shame, label “liar” or punish truth. Persistent lying with stealing/aggression/conduct issues or trauma → refer.
Developmental view: “no” at 2–3 is autonomy; adolescent opposition can be normal. Frequent destructive/violent opposition needs assessment; check control, inconsistent rules and emotion first.
Approaches: CPS Plan B (E2), parent training with choice/consistent consequence (E1), emotion coaching (E1/E2), Adler responsibility (E3), model instead of lecture (E3).
Task: one “you decide” moment daily, no more than three bottom lines, repair after conflict and align between parents. Do not power-struggle, shame, hit or undermine one another. Violence/destruction/school refusal/self-harm → refer.
Developmental view: time sense is developing at 3–6; persistent slowness after 6 may involve EF, attention, anxiety or opposition. Check task load and adult takeover.
Approaches: visual flow/timer (E3), natural consequences (E3), one-step EF support (E2/E3), reinforce starting/completion (E1), self-doing (Chen Heqin, E3).
Task: morning/bedtime visual flow, ten-minute buffer, one reminder then natural consequence. Do not repeat reminders, take over, label “slow” or give multiple instructions. Severe impairment/ADHD/anxiety → refer.
Behaviour: difficulty falling asleep, night waking, early waking, fear of dark, needs parent, bedtime delay.
Developmental view: common at 3–6; impairment needs assessment. Check screens, caffeine, irregular timing, anxiety and breathing/snoring.
Approaches: fixed four-step routine (E2 RCT), behavioural sleep/gradual withdrawal (E2), one-hour screen-free/quiet dark environment (E3), fear ladder/object (E1/E2), regularity (E3).
Task: four-week routine, one hour screen-free, outdoor time and sleep log. Do not change rules constantly or ignore snoring/apnoea. Breathing problems/severe insomnia/daytime impairment → paediatric/sleep clinic.
Developmental view: simple cleanup at 2–3, simple chores at 4–6, responsibility at 7–12. Chores are family contribution, not punishment.
Approaches: model and participate (E3), family meeting/rotation (E3), specific feedback without paying for basic chores (E1), SDT choice (E1), learning by doing (E3).
Task: list three age-appropriate chores, rotate weekly and do one together. Do not punish with chores, pay for basic responsibility, take over or demand perfection.
Developmental view: money awareness at 5–7; budgeting/saving at 7–12. Allowance is a learning tool, not reward/punishment.
Approaches: fixed weekly amount + save/spend/share jars (E3), natural consequences (E3), family rules and budgeting (E3).
Task: fixed allowance, three jars, ledger and one delayed-purchase practice. Do not tie money to grades/chores, make arbitrary deductions or top up after crying. Theft/severe impulsive spending → assess.
Developmental view: children are sensitive to parental conflict; attack, cold war and child-as-referee are most harmful, while respectful repair can model problem-solving.
Approaches: adult issues solved by adults (E3), repair after conflict (E2/E3), pause/couple meeting (E2), family safety meeting (E3), private discussion (E3).
Task: pause word, repair after arguments, weekly parent meeting and no messages through the child. Do not recruit a side, make the child guess, use them as an emotional partner or allow domestic violence. Violence/severe conflict/self-harm → immediate safety intervention.
Developmental view: disagreement is normal; the goal is aligned bottom lines and no undermining in front of the child.
Approaches: weekly alliance meeting and division of labour (E2/E3), three shared bottom lines (E3), consistent consequence (E1), I-messages (E2), private negotiation (E3).
Task: ten-minute parent meeting, write three bottom lines, never debate in front of the child. Severe conflict/violence → couple consultation/safety intervention.
Developmental view: multigenerational care is common; quality and co-parenting harmony matter more than quantity.
Approaches: clear roles/bottom lines with gratitude (E2), family meeting (E3), consistent consequence (E1), concrete behaviour requests (E2), gratitude + boundary (E3).
Task: three family bottom lines, one grandparent-inclusive meeting/week and a concrete role. Do not reject grandparents in front of the child, debate who loves the child more, blame all problems on them or ignore their work. Abuse/neglect/severe conflict → intervene.
Developmental view: parental burnout (PBA) includes exhaustion, distancing and inefficacy; support the parent before the child.
Approaches: PBA self-check (E2/E3), self-compassion/time/sleep (E3), division/support (E3), MI small steps (E2/E3), “good enough” (E3).
Task: two hours of parent time weekly, ten minutes alone daily, division map and lower one standard. Do not self-blame, white-knuckle, discharge on the child or refuse help. Depression/despair/self-harm → immediate referral (12356/professional).
Developmental view: change is a stressor; adaptation varies by temperament; slow-to-warm children need more preview.
Approaches: preview/visit/transitional object/fixed goodbye (E3), gradual exposure (E2/E3), family meeting (E3), school coordination (E3), promise-keeping (E3).
Task: visit early, transitional object, fixed goodbye and daily first-week review. Do not sneak away, threaten non-pickup, force immediate adaptation or ignore regression. School refusal >4 weeks/physical symptoms/severe anxiety → refer.
Developmental view: ages 3–6 understand death concretely/magically; ages 7–12 gradually understand permanence. Grief has no fixed timetable; ongoing impairment needs support.
Approaches: honest age-fit explanation (E3), memory ritual (E3), emotion coaching (E1/E2), play/art (E3), family support (E3).
Task: tell the truth simply, allow participation if the child wishes, create a ritual and keep routines. Do not say someone is “away on a trip”, forbid tears or force strength. >6 months impairment/self-harm/severe regression → child psychology.
Developmental view: regression and grabbing often seek safety after attention is redistributed.
Approaches: ten minutes special time per child (E3), emotion coaching (E1/E2), age-appropriate participation (E3), family turns (E3), no comparison (E3).
Task: ten minutes each day, involve older child, preview and do not compare. Aggression/severe regression/low mood → assess.
流派总览 (E3, historical context).2026-10-21 ｜ 结构同前 ｜ 原则：从管理者转向顾问；先连接再教育；尊重自主与隐私；红线优先。 适用：初中、高中；C/D 带。与
07-测评矩阵/测评矩阵总表.md、03-处方库/任务体系总览.md联动。 铁律：不偷看手机/日记；不当众羞辱；不替孩子做人生决定；不把成绩等同于价值。
表现：长期紧绷、周末补课、说「不能输」、睡眠不足、成绩波动大、拒绝休息。
发展视角：中国青少年抑郁症状 meta 患病率约 24%–26%，学业压力 OR≈1.83（关联，非因果）。压力本身不是问题，「不可控 + 无恢复」才是。先看：睡眠、自主感、家庭期待传导、学校环境。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| SDT 自主支持 | 给选择/理由/参与决策；减少控制性语言 | 「你想怎么安排这周？需要我做什么？」 | E1 |
| 期望—价值 | 校准期待；区分「我的期待」与「孩子的目标」 | 「这是你想要的，还是我们想要的？」 | E2/E3 |
| 家庭系统 | 父母焦虑降级；不把成绩当家庭晴雨表 | 「无论考得怎样，我们都爱你」 | E3 |
| CBT/压力管理 | 识别灾难化想法；放松；时间管理 | 「最坏会怎样？你以前怎么扛过来的？」 | E1 |
| MI | 唤起内在动机；不争辩 | 「你觉得现在最值得投入的是什么？」 | E2/E3 |
| 中国智慧 | 「尽人事，听天命」；张弛有度 | 「该努力时努力，该休息时休息」 | E3 |
家庭任务：每周 1 次「不谈成绩」的连接；保证睡眠（13–18 岁 8–10 小时）；家庭会议协商周末安排；父母各自处理自己的焦虑。
不要做：加码补课；说「别人都能行」；偷看手机/成绩单；把爱和成绩挂钩；否定孩子的疲惫。
转介：持续情绪低落/睡眠障碍/自伤/拒学 → 立即转介。
表现：考前失眠、腹泻、脑子空白、反复检查、考后崩溃、逃避考试。
发展视角：适度焦虑提升表现；过度焦虑影响发挥。与完美主义、家长期待、既往失败经历有关。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| CBT | 认知重构、放松训练、模拟暴露 | 「你担心的是『考砸』还是『让爸妈失望』？」 | E1 |
| 学习科学 | 提取练习/间隔/模拟考，提升胜任感 | 「先做小测，找出会的和不会的」 | E1 |
| SPACE（家长） | 减少迁就/替代回避 | 「你可以进考场；我在外面等你」 | E2 |
| SDT | 过程目标；自主 | 「你的目标是尽力，不是满分」 | E1 |
| 中国智慧 | 「平常心」；把考试放回人生长河 | 「一次考试不定义你」 | E3 |
家庭任务：每周 1 次低风险模拟；考前呼吸/睡眠；家长不传递焦虑；考后先连接再复盘。
不要做：考前加码；说「考不好就完了」；拿亲戚孩子比较；替孩子请假逃避。
转介：惊恐发作/躯体症状/拒考/抑郁 → 转介。
表现：「我是谁」、尝试不同形象/圈子、对父母价值观质疑、迷茫、情绪波动。
发展视角：Erikson/Marcia：13–18 岁核心任务是同一性 vs 角色混乱；探索（moratorium）是健康的，过早「定下来」未必好。中国文化下还叠加「家庭期待 vs 自我」。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| Marcia 同一性 | 支持探索；不急着要答案 | 「你可以多试试，不用现在定」 | E3 |
| 叙事 | 帮孩子讲自己的故事；外化问题 | 「你希望别人怎么理解你？」 | E3 |
| SDT | 自主/胜任/归属 | 「这是你的选择，我们支持」 | E1 |
| 家庭系统 | 父母从「管理者」转「顾问」 | 「你需要我们做什么？建议还是空间？」 | E3 |
| 中国智慧 | 「各因其材」；不把子女当实现父母未竟梦想的工具 | 「你有你的路」 | E3 |
家庭任务：每月 1 次「无评判对话」；鼓励 1–2 个探索（社团/志愿/项目）；父母写「我当年的迷茫」分享。
不要做：替孩子定专业/人生；嘲笑其探索；用「不务正业」否定；偷看隐私。
转介：持续自我否定/自伤/严重抑郁 → 转介。
表现：跟风消费/追星/游戏/穿着；怕被排挤；不敢拒绝；小团体排挤。
发展视角：青春期同伴地位重要；从众是正常发展；关键是「有拒绝的技能 + 有支持的关系」。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| 社交技能训练 | 拒绝脚本、离开策略、找盟友 | 「你可以说『我不玩这个，我们去打球』」 | E2 |
| 家庭系统 | 保持开放沟通；不审判朋友 | 「你朋友身上你最欣赏什么？」 | E3 |
| SDT | 自主；帮孩子澄清价值 | 「你真正在意的是什么？」 | E1 |
| CBT | 识别「必须合群」想法；角色扮演 | 「如果拒绝，最坏会怎样？」 | E1 |
| 中国智慧 | 「近朱者赤」；但先理解再引导 | 「我好奇他哪里吸引你」 | E3 |
家庭任务：每周 1 次朋友话题闲聊（不评判）；角色扮演拒绝；鼓励 1 个校外兴趣圈。
不要做：禁止交友；偷看聊天记录；当众评价其朋友；说「你怎么这么没主见」。
转介：被霸凌/孤立/违纪违法/自伤 → 介入。
表现：刷手机停不下、熬夜、游戏充值、现实社交减少、被没收就爆发。
发展视角：青少年大脑奖赏系统敏感、自控仍在发展；完全禁止往往失效。目标是「功能不受损 + 自主管理」，不是「零屏幕」。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| 家庭媒体计划 | 共同规则（时间/地点/内容/睡前）；全家遵守 | 「我们一起定，包括爸妈」 | E3（指南） |
| SDT | 自主制定规则；给替代活动 | 「你想怎么安排？需要我提醒吗？」 | E1 |
| 行为契约 | 明确、一致、自然后果 | 「超时明天少 30 分钟；你同意吗？」 | E2 |
| MI | 唤起改变动机；不指责 | 「屏幕带给你什么？又让你失去了什么？」 | E2/E3 |
| 家庭系统 | 增加现实连接/运动/同伴 | 「周末一起打球/露营？」 | E3 |
| 中国智慧 | 「过犹不及」；以身作则 | 「爸妈也放下手机」 | E3 |
家庭任务：全家设备宵禁（睡前 1 小时）；每周 1 次无屏家庭活动；孩子参与制定规则；家长示范。
不要做：突然没收/砸手机；偷装监控；只禁止不替代；自己刷手机却要求孩子不刷。
转介：影响睡眠/学业/情绪；疑似游戏障碍/网络成瘾 → 专业评估。
表现：暗恋、交往、情绪随关系波动、成绩波动、偷偷聊天。
发展视角：青春期情感萌动正常；重点不是「禁止」，而是「尊重 + 边界 + 安全 + 学业平衡」。中国家庭常因「影响学习」强硬干预，反而破坏信任。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| 依恋/人本 | 保持开放；不羞辱；倾听 | 「你喜欢他什么？」 | E3 |
| SDT | 尊重自主；讨论边界与责任 | 「你想怎么平衡？」 | E1 |
| 家庭系统 | 设定底线（安全/尊重/不影响基本作息） | 「我们的底线是__，其他你自己决定」 | E3 |
| 性教育 | 年龄适宜的性教育、同意、避孕知识（按年龄） | 「喜欢一个人很正常；保护自己和对方」 | E2/E3 |
| 中国智慧 | 「发乎情，止乎礼」；引导而非堵 | 「感情是美好的，也要有分寸」 | E3 |
家庭任务：每月 1 次轻松聊天（不审问）；讨论「健康关系」标准；底线写清；不偷看聊天。
不要做：当众羞辱；强行拆散；偷看手机；说「丢人」；把早恋等同于堕落。
转介：被控制/暴力/性风险/严重情绪问题 → 介入。
表现：顶嘴、冷战、关门、拒绝沟通、说「你根本不懂」。
发展视角：青春期自主需求上升，冲突是正常「分离— individuation」过程；破坏性冲突（羞辱/暴力/控制）才有害。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| 家庭系统/自主支持 | 从管理者转顾问；协商规则 | 「这件事你想自己决定，还是需要建议？」 | E1/E3 |
| CPS | 找未解决问题；Plan B | 「我们卡在哪？一起想办法」 | E2 |
| 非暴力沟通 | 观察—感受—需要—请求 | 「我看到你关门，我有点担心；我需要知道你是否安全」 | E2/E3 |
| MI | 不争辩；唤起 | 「你怎么看这件事？」 | E2/E3 |
| 中国智慧 | 「和而不同」；给台阶 | 「我们可以不同意，但还是一家人」 | E3 |
家庭任务：每周 1 次「顾问式对话」（只问不教）；家庭会议协商 3 条底线；父母先降级。
不要做：权力斗争/必须赢；当众羞辱；体罚；偷看隐私；说「我养你你就得听」。
转介：暴力/离家出走/自伤/严重冲突 → 家庭治疗/介入。
表现：晚睡、早起困难、白天困、周末补觉、咖啡/能量饮料。
发展视角：13–18 岁推荐 8–10 小时；睡眠不足与情绪/注意力/学业相关（E1 小效应）。中国高中生普遍不足。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| 睡眠卫生 | 固定作息；睡前 1 小时无屏；咖啡因限制 | 「我们试试 11 点关灯」 | E2/E3 |
| 家庭系统 | 全家作息；不把熬夜当勤奋 | 「睡够才学得动」 | E3 |
| CBT-I（大龄） | 刺激控制、睡眠限制（需专业） | 「床只用来睡」 | E1/E2 |
| 学习安排 | 减少无效刷题；时间管理 | 「先做最重要的，别熬时间」 | E3 |
| 中国智慧 | 「日出而作」；张弛有度 | 「休息也是学习的一部分」 | E3 |
家庭任务：全家固定关灯时间；睡前设备出卧室；周末不补觉超过 1 小时；记录睡眠 2 周。
不要做：把熬夜当努力；用咖啡因硬撑；周末狂补觉；只要求孩子早睡自己熬夜。
转介：失眠/呼吸暂停/白天功能严重受损 → 睡眠门诊。
表现：划手臂、掐自己、说「不想活了」「没意思」、送东西、告别式言语、情绪突然平静。
发展视角：任何自伤/自杀言语都必须认真对待，不因「博关注」而忽视。青少年抑郁常表现为易怒/躯体不适，而非典型悲伤。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| 安全优先 | 直接询问、确保安全、移除危险物、联系监护人 | 「你刚才说不想活，我很在意；你现在安全吗？」 | E1（安全计划） |
| 专业转介 | 儿童精神科/心理科；必要时急诊 | 「我们一起去见专业的人，我陪你」 | E1 |
| DBT 技能（专业） | 情绪调节、痛苦耐受、人际效能 | — | E1/E2 |
| 家庭支持 | 不指责、不羞辱、增加连接 | 「这不是你的错，我们一起面对」 | E3 |
| 中国智慧 | 不讳疾忌医；「求助是勇敢」 | 「看医生和看感冒一样正常」 | E3 |
家庭任务：立即安全计划（联系人/热线/危险物）；陪同就诊；减少独处；每日连接。
不要做：说「你就是想不开/矫情」；承诺保密却不处理；留孩子独处；指责「丢人」。
转介：立即：12356（心理援助）、120/110（紧急）、北京心理危机 010-82951332；儿童精神科。
表现：「不知道以后做什么」、选科纠结、父母与孩子意见冲突、对大学专业无概念。
发展视角：13–18 岁是生涯探索期；「不知道」正常；需要探索机会而非过早定论。RIASEC 只作探索，不作决定。
| 流派 | 做法 | 话术 | 证据 |
|---|---|---|---|
| 生涯建构/RIASEC | 兴趣探索 + 信息访谈 + 微体验 | 「你想先了解哪个行业？」 | E2/E3 |
| SDT | 自主选择；父母顾问 | 「这是你的选择，我们提供信息」 | E1 |
| 叙事 | 帮孩子串起「我喜欢/擅长/在意」 | 「你做过的最投入的一件事是什么？」 | E3 |
| 家庭系统 | 区分父母期待与孩子意愿 | 「这是你的梦想，还是我们的？」 | E3 |
| 中国智慧 | 「因材施教」；行行出状元 | 「适合你的才是最好的」 | E3 |
家庭任务：每学期 1 次职业访谈（亲友/校友）；1 次微体验（志愿/实习/开放日）；做兴趣探索（非测评定论）。
不要做：替孩子填志愿；只看热门/收入；否定兴趣；用「稳定」压一切。
转介：严重焦虑/家庭冲突/抑郁 → 转介。
reference-library.md04-反馈与复盘/帮助与资源.md2026-10-21 ｜ Same structure as above ｜ Principle: move from manager to adviser; connect before educating; respect autonomy and privacy; red lines first. Applies to middle/high school and Bands C/D. Linked with the assessment matrix and task system. Rules: do not snoop on phones/diaries; do not shame publicly; do not decide life for the child; do not equate grades with worth.
Behaviour: chronic tension, weekend classes, “I cannot lose”, insufficient sleep, score swings, refusal to rest.
Developmental view: Chinese adolescent depression-symptom meta estimates are about 24–26%; academic pressure OR≈1.83 (association, not causation). Pressure itself is not the whole problem; lack of control and recovery is. Check sleep, autonomy, family expectations and school context.
Approaches: SDT choice/participation, expectancy–value calibration, family-system anxiety reduction, CBT coping and MI. Chinese wisdom: work fully, accept uncertainty.
Task: one no-grade connection/week, protect 8–10 hours sleep, negotiate weekends and parents handle their own anxiety.
Do not add classes, say “everyone else can”, snoop, tie love to grades or deny fatigue. Persistent low mood/sleep problems/self-harm/school refusal → immediate referral.
Approaches: CBT, retrieval/spacing/mock practice, SPACE parent support, SDT process goals and “one exam does not define you”. Use one low-risk simulation weekly, sleep/breathing and connection before review.
Do not cram, threaten, compare with relatives' children or help avoid every exam. Panic/physical symptoms/refusal/depression → refer.
Developmental view: ages 13–18 work through identity versus role confusion; exploration/moratorium is healthy. Chinese families add family expectation versus self.
Approaches: support exploration, narrative externalisation, SDT, manager→adviser family role, “each according to ability” without using the child as a parent's unfinished dream.
Task: one non-judgemental conversation/month, one or two low-cost explorations and parent sharing their own former uncertainty. Do not choose the child's life, mock exploration, call it useless or snoop. Persistent self-denial/self-harm/depression → refer.
Approaches: refusal scripts/exit/ally, open conversation without judging friends, values clarification and CBT role-play.
Task: one non-judgemental friend conversation/week, rehearse refusal and encourage one outside-school interest group.
Do not ban friends, read chats, judge friends publicly or say “you have no mind of your own”. Bullying/isolation/rule-breaking/self-harm → intervene.
Developmental view: adolescent reward systems are sensitive while self-regulation develops; total prohibition often fails. Aim for intact function and self-management, not zero screen.
Approaches: family media plan, SDT co-created rules, behavioural agreement, MI and real-world connection. Task: family curfew one hour before sleep, one screen-free activity/week, child participates in rules, parent models.
Do not confiscate/destroy suddenly, install secret monitoring, ban without replacement or demand what adults do not model. Sleep/academic/emotional impairment or suspected gaming disorder → assessment.
Developmental view: normal adolescent emotion; focus on respect, boundaries, safety and balance rather than prohibition.
Approaches: open listening, SDT autonomy/responsibility, family bottom lines (safety/respect/routine), age-appropriate sex education/consent/contraception, guidance rather than blocking.
Task: light conversation/month, discuss healthy relationship markers, write bottom lines, do not snoop. Control/violence/sexual risk/severe emotion → intervene.
Developmental view: autonomy rises; conflict can be separation–individuation. Shame, violence and control are harmful.
Approaches: adviser role and negotiated rules, CPS, nonviolent communication, MI and “agree to differ”. Task: one adviser-style conversation/week (ask, do not teach), three family bottom lines, parents de-escalate first.
Do not power-struggle, shame, hit, snoop or say “I support you so you must obey”. Violence/runaway/self-harm/severe conflict → family intervention.
Developmental view: ages 13–18 need 8–10 hours; insufficient sleep relates to emotion/attention/academics. Check school load and screen/caffeine habits.
Approaches: sleep hygiene, whole-family schedule, CBT-I only with professional support, reduce ineffective study and model rest. Task: fixed lights-out, devices out of bedroom, weekend shift ≤1 hour and two-week sleep record.
Do not glorify staying up, use caffeine, oversleep weekends or demand early sleep while parents stay up. Insomnia/apnoea/severe daytime impairment → sleep clinic.
Behaviour: cutting, pinching, “I do not want to live”, giving possessions away, goodbye language or sudden calm.
Developmental view: any self-harm/suicidal language must be taken seriously; irritability/physical symptoms may replace sadness.
Action: ask directly, ensure safety, remove dangerous objects, contact guardian/professional, use safety plan/DBT only under professional care. Script: “You said you do not want to live; I care about your safety. Are you safe right now?”
Do not call it attention-seeking, promise secrecy, leave the child alone or shame. Immediate: 12356, 120/110, Beijing crisis hotline 010-82951332 and child psychiatry.
Developmental view: ages 13–18 are exploration; “I don't know” is normal. RIASEC is for exploration, not decision.
Approaches: career construction/RIASEC + information interviews/micro-experiences, SDT autonomy, narrative strengths/values and family-system expectation separation.
Task: one career interview/term, one micro-experience/open day and interest exploration without a verdict. Do not fill applications for the child, focus only on prestige/income, dismiss interest or use “stability” to override everything. Severe anxiety/conflict/depression → refer.
reference-library.md04-反馈与复盘/帮助与资源.md2026-10-21 ｜ 用途：常规问题库覆盖不到的情境，以及中国文化下的落地调整。 原则：先安全、再关系、再技能；不把结构性问题（贫困/歧视/制度）归因于个人；不诊断。
表现：孩子焦虑、选边、行为退行、自责、拒见一方。
发展视角：离婚本身不必然伤害孩子；冲突、经济压力、养育质量才是关键。共同养育质量比家庭结构更重要。
| 流派 | 做法 | 话术 |
|---|---|---|
| 家庭系统 | 不让孩子当裁判/传话；成人问题成人解决 | 「这是大人的事，不是你的错」 |
| 共同养育 | 两边规则底线一致；不贬低对方 | 「爸爸/妈妈也很爱你」 |
| 依恋 | 保持稳定联系；预告变动 | 「周末见爸爸的时间不变」 |
| 叙事 | 帮孩子讲清「发生了什么」 | 「我们家变了，但爱没变」 |
任务：固定探视/联系；不传话；两边底线一致；允许孩子爱双方。 不要做：贬低对方；让孩子选边；用孩子当情绪配偶；隐瞒重大事实。 转介：严重冲突/暴力/孩子自伤 → 家庭治疗/保护介入。
表现：分离焦虑、行为问题、学业波动、身份归属困惑。
发展视角：结构性因素（务工/户籍）是主因；稳定关系 + 高质量沟通是保护因素。祖辈照护质量比「是否留守」更重要。
| 流派 | 做法 | 话术 |
|---|---|---|
| 依恋 | 固定视频/电话时间；可预期 | 「每周日晚上 7 点视频」 |
| 家庭系统 | 主要照护者培训；父母参与决策 | 「我们一起定规则」 |
| 学校/社区 | 寻找稳定成人（老师/亲属） | 「有事可以找__老师」 |
| 优势视角 | 识别韧性/责任/独立 | 「你照顾弟弟很了不起」 |
任务：固定联系；主要照护者支持；1 个稳定成人；学校沟通。 不要做：只给钱不联系；把问题全归咎祖辈；忽视孩子情绪。 转介：严重情绪/行为/安全 → 转介。
表现：持续阅读/书写/数学困难；注意力跨情境受损；社交沟通困难；感官敏感。
发展视角：本系统不做诊断；只做观察、支持、转介。早期识别 + 支持比「等长大」好。
| 流派 | 做法 | 话术 |
|---|---|---|
| 阅读科学 | 系统拼读、多感官、重复 | 「我们换一种方式学这个音」 |
| 行为/环境 | 分段任务、清晰指令、视觉支持 | 「先做这一小步」 |
| 社交技能 | 具体步骤、角色扮演、同伴支持 | 「先看，再问，再加入」 |
| 家庭支持 | 降低羞耻；强调优势 | 「你的大脑工作方式不同，不是笨」 |
任务：记录困难情境；与学校沟通调整；专业评估（儿保/心理/特教）；优势活动保留。 不要做：贴「笨/懒」；强迫刷题；拒绝评估；只盯短板。 转介：疑似读写障碍/ADHD/ASD → 儿童心理/儿保/特教评估。
表现：学得快、无聊、完美主义、与同伴不同步、情绪强烈。
发展视角：资优不等于「不用管」；需要挑战 + 社交情绪支持；避免「你必须一直优秀」。
| 流派 | 做法 | 话术 |
|---|---|---|
| 差异化 | 提供深度/广度，不加速刷题 | 「你想深入研究哪个问题？」 |
| SDT | 自主选择；允许失败 | 「你可以试难的，也可以休息」 |
| 情绪支持 | 完美主义/异步发展 | 「你的感受也很重要」 |
| 同伴 | 找到相似兴趣的同伴 | 「去参加__社团」 |
任务：1 个深度项目；1 个兴趣社团；允许「不完美」；情绪对话。 不要做：不断加码；拿「聪明」贴标签；忽视社交情绪；只追求竞赛。 转介：焦虑/抑郁/完美主义影响功能 → 转介。
表现：恐惧、退行、拒绝治疗、同伴关系变化、学业中断。
发展视角：疾病本身 + 治疗痛苦 + 失控感；需要诚实信息、掌控感、正常化。
| 流派 | 做法 | 话术 |
|---|---|---|
| 发展性解释 | 诚实、适龄、可理解 | 「你的身体需要帮忙，我们一起」 |
| 掌控感 | 给选择（贴纸位置/顺序） | 「你想先做哪个？」 |
| 游戏/艺术 | 医疗游戏、画画 | 「我们给小熊打针」 |
| 学校/同伴 | 保持联系；解释差异 | 「他可以一起玩，只是需要休息」 |
任务：适龄解释；给选择；保持同伴联系；与学校沟通。 不要做：欺骗；过度保护；忽视情绪；强迫「坚强」。 转介：严重焦虑/抑郁/拒治 → 医疗心理支持。
表现：噩梦、回避、警觉、退行、攻击、麻木。
发展视角：创伤反应因人而异；安全 + 稳定关系 + 专业支持是核心；不要强迫讲述。
| 流派 | 做法 | 话术 |
|---|---|---|
| 创伤知情 | 安全、可预测、选择、不强迫 | 「你不想说可以不说」 |
| 依恋 | 稳定照护；修复 | 「我在这里，你是安全的」 |
| TF-CBT（专业） | 创伤聚焦 CBT | — |
| 家庭/学校 | 减少触发；恢复 routine | 「我们慢慢回到日常」 |
任务：安全计划；稳定作息；专业转介；不追问细节。 不要做：强迫讲述；说「都过去了」；责怪；忽视警报反应。 转介：创伤后应激/严重功能受损 → 创伤治疗。
表现：物质匮乏、羞耻、机会少、家长压力大。
发展视角：贫困通过压力/资源/机会影响发展；关系与稳定是保护因素；不把结构问题个人化。
| 流派 | 做法 | 话术 |
|---|---|---|
| 家庭支持 | 降低羞耻；强调努力/关系 | 「我们家不富裕，但我们有你」 |
| 资源链接 | 学校/社区/公益资源 | 「我帮你问问__」 |
| 优势视角 | 识别韧性/责任/节俭 | 「你很会想办法」 |
| 教育 | 阅读/运动/免费资源 | 「图书馆/公园也是好地方」 |
任务：链接资源；保持尊严；1 个稳定成人；免费学习资源。 不要做：羞辱；比较；把贫困当懒惰；承诺做不到的事。 转介：基本需求危机/虐待/严重压力 → 社会服务。
reference-library.md §2。2026-10-21 ｜ Use: situations not covered by the routine problem library, plus implementation adjustments for Chinese families. Principle: safety, then relationship, then skills; do not attribute structural problems (poverty/discrimination/institutions) to individuals; do not diagnose.
Behaviour: anxiety, choosing sides, regression, self-blame, refusing one parent.
Developmental view: divorce itself does not inevitably harm children; conflict, financial pressure and parenting quality matter. Co-parenting quality matters more than family form.
Approaches: family system (child is not judge/messenger), co-parenting (aligned bottom lines/no denigration), attachment (predictable contact) and narrative (“our family changed; love did not”).
Task: fixed contact, no messages through the child, aligned bottom lines and permission to love both parents. Do not denigrate, force a side or make the child an emotional partner. Severe conflict/violence/self-harm → family/child protection intervention.
Developmental view: labour mobility and registration structures are major factors; stable relationships and high-quality communication protect. Grandparent-care quality matters more than “left behind” status.
Approaches: fixed video/phone time, caregiver training/parent participation, one stable adult at school/community and strengths framing.
Task: predictable contact, support primary caregiver, identify one stable adult and coordinate with school. Do not send money without contact, blame grandparents or ignore emotion. Severe emotion/behaviour/safety → refer.
Developmental view: this system does not diagnose; it observes, supports and refers. Early identification/support is better than waiting.
Approaches: systematic phonics/multisensory repetition, short tasks/clear instructions/visual support, concrete social steps/role-play/peer support and shame reduction with strengths.
Task: record difficult contexts, coordinate accommodations with school, seek professional assessment and preserve strengths activities. Do not label stupid/lazy, force drills, refuse assessment or focus only on deficits. Suspected learning difference/ADHD/ASD → child psychology/health/special-education assessment.
Developmental view: high ability does not mean no support; provide challenge and social-emotional support without “you must always excel”.
Approaches: depth/breadth rather than drill acceleration; SDT choice and permission to fail; asynchronous-development support; similar-interest peers.
Task: one deep project, one interest group, permission to be imperfect and emotion dialogue. Do not continually raise the bar, label “smart”, ignore social emotion or chase contests only. Anxiety/depression/perfectionism with impairment → refer.
Developmental view: illness, treatment pain and loss of control require honest information, choice and normalisation.
Approaches: age-fit explanation, small choices, medical play/art and school/peer connection.
Task: explain honestly, offer choices, maintain peers and coordinate school. Do not deceive, overprotect, ignore emotion or force strength. Severe anxiety/depression/refusal of treatment → medical psychological support.
Developmental view: responses vary; safety + stable relationship + professional support are central; never force disclosure.
Approaches: trauma-informed predictability/choice, attachment repair, TF-CBT by professionals and routine restoration with family/school.
Task: safety plan, stable routine and referral; do not press for details. Trauma symptoms/severe impairment → trauma treatment.
Developmental view: poverty affects development through stress/resources/opportunity; relationship and stability protect. Do not personalise structural problems.
Approaches: reduce shame, link school/community/public resources, strengths (resilience/responsibility/frugality), free reading/movement resources.
Task: connect resources, protect dignity, identify a stable adult and use free resources. Do not shame/compare, call poverty laziness or promise what cannot be delivered. Basic-needs crisis/abuse/severe stress → social services.
reference-library.md §2.2026-10-21 ｜ 版本 v0.1 ｜ 用途：帮助家长调整自己的沟通与任务设计，不是给孩子分型。 证据定位：E4 沟通假设。MBTI/MMTIC 偏好分信度约 .34–.81，约 61% 儿童至少一维未定型，效标效度弱；本系统不把它当测量、不进入计分/报告结论/处方参数/分班分组。 上位：
01-知识库/证据分级与主张边界.md｜01-知识库/气质九维与四偏好映射.md｜reference-library.md§2。 铁律：不告诉孩子「你是 X 型」；不用类型解释一切；不拿类型当借口；冲突时以行为数据（CBQ/SDQ/观察）为准。
它不适合：诊断、贴标签、预测成绩、选专业、分班、判断「好坏」、解释所有冲突。
观察情境：家里自由活动、与同伴玩、学习/任务、陌生环境、冲突/失败。每维记录「更像哪边 + 具体行为 + 情境」。
| 维度 | 更像 A 侧的行为 | 更像 B 侧的行为 | 常见误读 | 观察提示 |
|---|---|---|---|---|
| E / I（能量） | 人多更兴奋、边说边想、外部刺激后恢复 | 人少更自在、先想后说、独处后恢复 | 把「慢热」当「内向/胆小」；把「话多」当「不专注」 | 看恢复方式，不是看话多少；看陌生 vs 熟悉 |
| S / N（信息） | 关注具体细节、按步骤、喜欢事实/例子 | 关注模式/可能性、爱问为什么、喜欢新点子 | 把「跳步」当「不认真」；把「重复」当「笨」 | 看玩/学时先抓什么；看提问类型；看对变化反应 |
| T / F（决策） | 先讲道理/规则/公平；指出问题 | 先看感受/关系/和谐；先照顾人 | 把「讲道理」当「冷漠」；把「共情」当「没原则」 | 看冲突时先说什么；看被批评时反应 |
| J / P（节奏） | 喜欢计划/完成/ closure；讨厌突然变 | 喜欢灵活/探索/开放；讨厌被催/被定死 | 把「要完成」当「固执」；把「灵活」当「磨蹭」 | 看任务开始/结束；看计划变更反应 |
判定方式（仅家长内部）：
如果 SDQ/CBQ/直接任务与假设冲突，以数据为准；MBTI 假设只用于「怎么跟孩子说话/怎么布置任务」，不用于「孩子是什么样的人」。
用法：先找到 2–3 个最明显的偏好，再看对应行；不要因为一两次行为就定四字母。每行给「社交/学习/思考/沟通/设计/雷区」，只作家 long 调整参考。
| 偏好组合（假设） | 社交模式 | 学习模式 | 思考/决策 | 沟通要点 | 学习任务设计 | 常见雷区 |
|---|---|---|---|---|---|---|
| ISTJ | 小圈子、慢热、重承诺 | 结构化、按步骤、重复练习有效 | 事实/规则/先例 | 提前告知、给流程、具体指令 | 清单、分步、可检查；固定时段 | 突然变计划；空泛表扬；催快 |
| ISFJ | 温和、照顾人、怕冲突 | 示范后模仿、需要安全感 | 感受+责任/和谐 | 先肯定、再提要求；私下纠正 | 熟悉材料、逐步加难；明确「做对了什么」 | 当众批评；强迫竞争；忽视其付出 |
| INFJ | 深交少数、敏感、理想主义 | 意义驱动、喜欢整体图景 | 价值/可能性/他人感受 | 讲「为什么重要」；给独处 | 项目/主题探究；允许深度；少打断 | 频繁切换；只看分数；否定其理想 |
| INTJ | 独立、少社交、主见强 | 自主研究、概念/系统 | 逻辑/长期/效率 | 给理由、给自主、不啰嗦 | 自定目标、挑战题、允许跳步 | 微观管理；重复机械任务；情绪化命令 |
| ISTP | 行动派、少言、喜欢动手 | 做中学、拆解、试错 | 因果/即时反馈 | 少说多示范；给工具/空间 | 实验、搭建、修理、短任务 | 长讲座；强制坐定；过度保护 |
| ISFP | 温和、随性、重体验 | 感官/艺术/体验式 | 个人价值/当下感受 | 温和、具体、给选择 | 手工/音乐/自然；弹性时间 | 高压比较；公开表演；刻板计划 |
| INFP | 慢热、重真实、想象丰富 | 兴趣驱动、故事/创作 | 价值/意义/可能性 | 先共情、给空间、少评判 | 写作/绘画/角色扮演；自选主题 | 标准化刷题；嘲笑想象；强迫社交 |
| INTP | 独立、好奇、社交低耗 | 探究/逻辑/为什么 | 原理/一致性/可能性 | 回答问题、给资源、不催结论 | 开放问题、实验、允许「不按步骤」 | 死记硬背；打断提问；要求整齐 |
| ESTP | 活跃、冒险、即兴 | 动手/竞争/即时反馈 | 实效/当下/行动 | 简短、直接、给挑战 | 比赛、角色扮演、短时高频 | 长时静坐；抽象说教；过度限制 |
| ESFP | 热情、爱表现、朋友多 | 体验/互动/表演 | 感受/当下/人 | 热情、具体、给舞台 | 游戏、表演、小组；多变化 | 长时间独坐；枯燥重复；当众否定 |
| ENFP | 外向、好奇、易兴奋 | 探索/创意/项目 | 可能性/价值/人 | 给选择、给新鲜感、帮收尾 | 项目制、主题周、允许换题 | 强制固定流程；只盯细节；打断热情 |
| ENTP | 爱辩论、点子多、社交广 | 讨论/挑战/创新 | 逻辑/可能性/新奇 | 允许辩论、给边界、帮落地 | 开放项目、辩论、设计挑战 | 压制提问；重复作业；要求绝对服从 |
| ESTJ | 主动、组织者、重规则 | 结构/目标/效率 | 事实/规则/结果 | 清晰规则、给责任、具体反馈 | 目标清单、时间表、可量化 | 模糊指令；临时变卦；挑战其权威 |
| ESFJ | 热心、重关系、爱帮忙 | 合作/互动/明确反馈 | 感受/群体/责任 | 温暖、肯定、给角色 | 小组合作、互助任务、及时反馈 | 忽视其感受；让其难堪；孤立 |
| ENFJ | 有感染力、照顾人、组织 | 讨论/合作/意义 | 价值/人/影响 | 讲意义、给舞台、肯定贡献 | 带领小组、项目、演讲 | 当众批评；只给个人任务；冷漠 |
| ENTJ | 主见强、目标导向、领导 | 目标/挑战/效率 | 逻辑/长期/结果 | 给目标、给权限、直接反馈 | 挑战项目、自定计划、复盘 | 微观管理；拖延；情绪化否定 |
重要：以上是「如果孩子在这维更像哪边，家长可以怎么调整」的假设库，不是孩子的事实描述。孩子在不同情境可能表现不同；「未定型」是常态。
| 假设 | 家长可以这样说/做 |
|---|---|
| 偏 I / 慢热 | 提前一天预告 + 当天早到 10 分钟 + 「你先看，想加入再加入」 |
| 偏 E | 提前讲规则 + 给一个「打招呼任务」+ 允许兴奋 |
| 偏 S | 给具体流程（几点做什么、谁在场） |
| 偏 N | 讲「为什么来/会有什么好玩的」+ 允许探索 |
| 偏 J | 给结束时间/完成点（「上完这节课我们就回家」） |
| 偏 P | 给弹性（「你可以先试 10 分钟，不喜欢我们再商量」） |
| 假设 | 调整 |
|---|---|
| 偏 S | 分步、示例、清单、具体反馈 |
| 偏 N | 先讲整体意义/联系，再给步骤；允许跳步探索 |
| 偏 J | 给完成点/时间表；一次只开一个任务 |
| 偏 P | 给选择顺序/弹性时间；帮收尾（计时器/陪伴） |
| 偏 T | 讲逻辑/规则/效率；给「为什么」 |
| 偏 F | 先连接/鼓励；指出努力与进步；避免当众纠正 |
| 假设 | 先做什么 | 再做什么 |
|---|---|---|
| 偏 F | 先共情/命名感受 | 再讲规则/解决办法 |
| 偏 T | 先降温/给事实 | 再讨论公平/方案 |
| 偏 J | 给确定性/恢复秩序 | 再复盘 |
| 偏 P | 给空间/选择 | 再轻量复盘 |
| 偏 I | 私下、安静 | 不逼当场说 |
| 偏 E | 允许说/动 | 帮其停下来 |
| 数据信号 | 叠加 MBTI 假设的用法 |
|---|---|
| SDQ 情绪症状高 / 负性情绪高 | 所有沟通先「降温/共情」；避免用类型解释情绪；优先情绪教练 |
| SDQ 多动/注意高 / 努力控制低 | 任务更短、更具体、更多即时反馈；不要用「P 型」当借口 |
| 慢热（趋避性低） | I 侧假设更常见；预告/示范/不强迫；不要贴「胆小」 |
| 高坚持（坚持度高） | J 侧假设常见；给完成点；不突然打断 |
| 高敏感（反应阈低） | 降噪/渐进；避免强刺激；与 E/I 无关 |
| 社交焦虑（7+） | 不要用「I 型」掩盖焦虑；按焦虑干预（阶梯暴露/SPACE） |
| 年龄 | 用法 |
|---|---|
| 3–6 | 只做家长观察，不告诉孩子；用「预告/示范/选择/完成点」；四维只作沟通假设，不判定 |
| 7–9 | 家长观察 + 孩子可参与「你喜欢怎样学/怎样玩」的对话；不给孩子做测试/贴类型 |
| 10–12 | 可做「活动化偏好访谈」（喜欢小组还是单独、先看整体还是细节、先讲感受还是道理、要不要计划），仍不输出四字母 |
| 13–18 | 若孩子主动好奇，可解释「这只是一种沟通假设，不是科学分型」；尊重孩子是否愿意讨论；不写入档案 |
任何一项「是」→ 停用该假设，回到行为观察。
Do
Don't
01-知识库/气质九维与四偏好映射.md；01-知识库/证据分级与主张边界.md流派总览 来源）一句话：把 MBTI 当「翻译器」，不是「测量仪」；它帮你说得更像孩子能听懂的话，但不定义孩子是谁。
2026-10-21 ｜ v0.1 ｜ Use: help parents adjust their own communication and task design, not type children. Evidence position: E4 communication hypothesis. MBTI/MMTIC preference reliability is about .34–.81; around 61% of children have at least one unsettled dimension; criterion validity is weak. This system does not use it for measurement, scoring, report conclusions, practice parameters or grouping. Rule: never tell a child “you are type X”; do not explain everything with type; do not use type as an excuse; when conflict arises, behaviour data (CBQ/SDQ/observation) wins.
It is not for diagnosis, labels, predicting grades, choosing majors, grouping, judging good/bad or explaining every conflict.
| Dimension | A-side behaviour | B-side behaviour | Common misread | Observation prompt |
|---|---|---|---|---|
| E/I energy | More excited in groups, thinks aloud, recovers through stimulation | More comfortable alone, thinks first, recovers alone | Slow-to-warm = introverted; talkative = inattentive | Watch recovery, unfamiliar/familiar contrast |
| S/N information | Concrete details, steps, facts/examples | Patterns/possibilities, why questions, new ideas | Skipping steps = careless; repetition = stupid | What does the child notice first? What changes prompt? |
| T/F decision | Rules/fairness/problem first | Feelings/relationship/harmony first | Reasoning = cold; empathy = no principles | What is said first in conflict? |
| J/P rhythm | Plans/completion/closure; dislikes sudden change | Flexible/exploratory/open; dislikes pressure | Completion = rigid; flexibility = lazy | Starting/ending tasks and reaction to change |
Internal parent method: record 3–5 behaviour examples across two contexts; “unclear” is normal; do not show result to child, report or teacher.
If SDQ/CBQ/direct task conflicts with the hypothesis, use data. The model only changes how adults speak/design tasks, not what the child “is”.
Pick 2–3 obvious preferences only; never assign four letters from one behaviour. Each row is a parent adjustment hypothesis, not a fact.
| Hypothesis | Social | Learning | Thinking/decision | Communication | Task design | Pitfall |
|---|---|---|---|---|---|---|
| ISTJ | Small circle, slow-to-warm, reliable | Structured, steps, repetition | Facts/rules | Preview/process/specific | Checklist, fixed time | Sudden plans, vague praise |
| ISFJ | Gentle, caring, conflict-averse | Model then imitate, safety | Feeling/responsibility | Affirm privately | Familiar material, gradual challenge | Public criticism |
| INFJ | Few deep ties, sensitive | Meaning/whole picture | Values/possibilities | Explain why, allow solitude | Theme/project depth | Frequent switching |
| INTJ | Independent, strong views | Self-directed systems | Logic/long-term | Reasons/autonomy | Self-set challenge | Micromanagement |
| ISTP | Action, hands-on | Experiment/repair | Cause/immediate feedback | Demonstrate, provide tools | Short experiments | Long lectures |
| ISFP | Gentle, experiential | Art/sensory | Values/present | Warm/choice | Art/nature/flexible | Public performance |
| INFP | Slow-to-warm, imaginative | Interest/story/creation | Values/meaning | Empathise/space | Writing/art/choice | Standard drills |
| INTP | Independent/curious | Inquiry/why | Principles/consistency | Answer questions/resources | Open problems | Interrupting questions |
| ESTP | Active/adventurous | Hands-on/feedback | Practical/action | Short/challenge | Games/short bursts | Long sitting |
| ESFP | Warm/expressive | Interactive/experience | Feeling/people | Enthusiastic/stage | Games/performance | Dry repetition |
| ENFP | Curious/excitable | Exploration/projects | Possibility/values | Novel choices/help finish | Theme projects | Rigid routine |
| ENTP | Debate/ideas | Innovation/challenge | Logic/novelty | Permit debate/boundaries | Design/debate | Suppress questions |
| ESTJ | Organiser/rules | Goals/efficiency | Facts/results | Clear responsibility | Timetable | Vague changes |
| ESFJ | Warm/relational | Cooperative/feedback | Group/feeling | Warm roles | Group tasks | Ignoring feelings |
| ENFJ | Organising/caring | Meaning/cooperation | Values/impact | Meaning/stage | Lead projects | Public criticism |
| ENTJ | Goal/leadership | Challenge/efficiency | Long-term/results | Goal/authority | Self-plan | Micromanagement |
Important: this is a “if a child looks more like this, what could the parent try?” library. Children vary by context; “unsettled” is normal.
All children need clear, consistent and predictable rules. The model changes delivery, not whether rules exist. P needs flexibility/participation; J needs preview/completion. Never excuse harm with type.
| Signal | Use of hypothesis |
|---|---|
| High SDQ emotion/negative affect | Calm/empathy first; never use type to explain emotion |
| High hyperactivity/attention, low effortful control | Short concrete tasks/quick feedback; do not call it P |
| Slow-to-warm | I hypothesis may fit; preview/model/no force; no “timid” label |
| High persistence | J hypothesis may fit; completion points; do not interrupt suddenly |
| High sensitivity | Reduce noise/gradual exposure; unrelated to E/I |
| Social anxiety age 7+ | Do not hide anxiety under “I”; use anxiety intervention |
| Age | Use |
|---|---|
| 3–6 | Parent observation only; use preview/model/choice/completion; no determination |
| 7–9 | Parent observation + dialogue about learning/play preference; no test/type |
| 10–12 | Activity-based preference interview; do not output four letters |
| 13–18 | If child asks, explain it is a communication hypothesis, not scientific typing; respect choice and do not record |
Any “yes” → stop the hypothesis and return to observation.
Do adjust parent language/task design; observe two weeks/three contexts; use hypothesis wording; review quarterly; combine with data; treat unsettled as normal.
Don't label INFP/ENTJ, predict grades/majors/groups, excuse problems, write type in reports, force sociability/quietness or replace professional assessment.
One line: Treat MBTI as a translator, not a measuring instrument; it can help adults speak in ways a child can hear, but it does not define who the child is.
2026-10-21 ｜ 状态：内容建设稿（可持续扩充） 定位：当家长问「孩子这样正常吗、该怎么办」时，这里给出发展视角 + 多文化、多流派解法 + 家庭可执行任务 + 何时转介。 上位：
task_plan.md｜reference-library.md｜01-知识库/证据分级与主张边界.md铁律：不诊断、不贴标签、不比较；每个解法标证据等级；先安全、再关系、再技能。
| 文件 | 内容 |
|---|---|
| 流派总览-多流派教育思想.md | 国际 20+ 流派/人物 + 中国 10+ 教育家/传统；核心观点、可借用方法、证据等级、边界 |
| MBTI沟通与学习风格模型.md | 四维偏好 → 社交/学习/思考模式假设；16 组合沟通脚本；E4 沟通工具，非测评 |
| 问题-流派对照矩阵.md | 30+ 常见问题 × 首选流派/备选流派 × 任务 × 转介信号（速查） |
| 01-社交问题.md | 害羞/慢热、打人、不分享、交朋友难、被欺负、兄弟姐妹冲突、输不起、社交焦虑 |
| 02-情绪问题.md | 发脾气、分离焦虑、害怕、完美主义、悲伤、嫉妒、等不及、情绪识别弱 |
| 03-学习问题.md | 作业拖延、注意力、动机低、考试焦虑、阅读弱、数学畏难、写作难、英语抵触、屏幕过度、班太多 |
| 04-行为与家庭.md | 撒谎、顶嘴、磨蹭、睡眠、家务、零花钱、父母冲突、共同养育分歧、祖辈分歧、家长倦怠、入园/转学、丧失、二胎 |
| 05-青少年专题.md | 学业压力、考试焦虑、同一性、同伴压力、网络/手机、早恋、亲子冲突、睡眠不足、自伤/抑郁红线、生涯迷茫 |
| 06-特殊情境与文化适配.md | 离婚、留守/迁移、学习差异（读写/ADHD/ASD 转介）、资优、慢性病、创伤、贫困 + 中国家庭 10 项文化适配 |
配套：03-处方库/任务体系总览.md（六任务族/剂量/选择算法/覆盖矩阵）｜03-处方库/家庭共进计划-FPP模板.md（一页纸计划/周记录/家庭会议）｜02-测评工具/免费工具操作卡.md（SDQ/PSC-17/HTKS/RCADS 等施测与计分）｜12-学科与兴趣/双轨进阶表-L0L4.md（10 条轨道进阶）。
覆盖统计：3–12 岁 39 题（社交 8 / 情绪 8 / 学习 10 / 行为家庭 13）+ 13–18 岁 10 题 + 特殊情境 7 类 + 文化适配 10 项 = 66 个问题/情境。
03-处方库/家庭共进计划-FPP模板.md 联动。| 领域 | 证据最强（E1/E2） | 框架/共识（E3） | 谨慎/争议（E4） |
|---|---|---|---|
| 行为管理 | 家长行为训练（PCIT/IY/Triple P） | 逻辑后果、家庭会议 | 品牌课程疗效、体罚 |
| 情绪 | 情绪教练（TIK）、CBT 焦虑干预 | Gottman 五步、叙事 | Gottman 品牌课、情绪宣泄疗法 |
| 社交 | 社交技能训练（害羞/9+ 攻击）、反欺凌项目 | 同伴中介、修复性实践 | 单纯「多社交就好」、社交故事万能 |
| 学习 | 自然拼读、提取/间隔/交错、形成性评价、CBM | 学习轨迹、CGI、Writing Rope | 学习风格、Brain Gym、左右脑、速读 |
| 兴趣 | 采样期/多样化、父母支持 | Hidi 四阶段、Bloom/Gagné | 早期专业化、远迁移、天赋鉴定 |
| 家庭 | 共同养育干预（小效应）、睡前常规 | 家庭系统、家庭会议 | RIE 疗效、Reggio 优越论 |
| 诊断/测量 | SDQ/PSC-17/RCADS/HTKS | 多报告者、MBC | MMTIC 分型、多元智能测评 |
reference-library.md 一致。2026-10-21 ｜ Status: content-development draft (open for ongoing expansion) Positioning: when a parent asks “Is this normal, and what should we do?”, provide a developmental view + multi-cultural/multi-approach solutions + executable family tasks + referral signals. Rules: no diagnosis, labels or comparison; every approach carries an evidence grade; safety, then relationship, then skills.
| File | Content |
|---|---|
流派总览-多流派教育思想.md | 20+ international approaches/figures + 10+ Chinese educators/traditions; views, usable methods, evidence and boundaries |
MBTI沟通与学习风格模型.md | Four preferences → social/learning/thinking hypotheses; 16 scripts; E4 communication tool, not assessment |
问题-流派对照矩阵.md | 30+ concerns × preferred/alternative approaches × tasks × referral signals |
01-社交问题.md | Shyness, hitting, sharing, friendship, bullying, sibling conflict, losing and social anxiety |
02-情绪问题.md | Tantrums, separation anxiety, fear, perfectionism, sadness, jealousy, waiting and emotion recognition |
03-学习问题.md | Homework, attention, motivation, test anxiety, reading, mathematics, writing, English, screens and overload |
04-行为与家庭.md | Lying, opposition, dawdling, sleep, chores, money, parent conflict, co-parenting, grandparents, burnout, transitions, grief and siblings |
05-青少年专题.md | Academic pressure, exams, identity, peers, internet, relationships, parent conflict, sleep, self-harm/depression red line and career |
06-特殊情境与文化适配.md | Divorce, left-behind/migration, learning differences, giftedness, illness, trauma, poverty and ten Chinese-family adaptations |
Companion assets: 03-处方库/任务体系总览.md (six task families/dose/selection/coverage), 03-处方库/家庭共进计划-FPP模板.md, 02-测评工具/免费工具操作卡.md and 12-学科与兴趣/双轨进阶表-L0L4.md.
Coverage: 39 concerns for ages 3–12 + 10 topics for ages 13–18 + 7 special situations + 10 cultural adaptations = 66 concerns/situations.
| Domain | Stronger E1/E2 | Framework/consensus E3 | Caution/controversy E4 |
|---|---|---|---|
| Behaviour | Parent training (PCIT/IY/Triple P) | Logical consequences, family meetings | Brand-course efficacy, corporal punishment |
| Emotion | TIK, CBT anxiety | Gottman steps, narrative | Brand courses, catharsis therapy |
| Social | Social-skills training, anti-bullying | Peer mediation, restorative practice | “More socialising solves it”, universal social stories |
| Learning | Systematic phonics, retrieval/spacing/interleaving, formative assessment, CBM | Learning trajectories, CGI, Writing Rope | Learning styles, Brain Gym, left/right brain, speed reading |
| Interests | Sampling/breadth, parent support | Hidi, Bloom/Gagné | Early specialisation, far transfer, talent testing |
| Family | Co-parenting intervention, bedtime routines | Family systems, family meeting | RIE efficacy, Reggio superiority |
| Measurement | SDQ/PSC-17/RCADS/HTKS | Multi-informant/MBC | MMTIC typing, multiple-intelligence tests |
2026-10-21 ｜ 用途：给「多流派解法」提供统一底稿。每个流派写：核心观点 → 可借用方法 → 证据等级 → 边界/慎用。 原则：流派是工具箱，不是信仰；传统智慧标 E3/历史语境；争议内容标 E4；不把「有名」当「有效」。
代表：Skinner、Patterson、Webster-Stratton（Incredible Years）、Kazdin、Sanders（Triple P）、Eyberg（PCIT）、Dishion（FCU）。
核心观点：行为由前因—行为—后果塑造；家长是孩子最重要的「环境工程师」；技能要练习、反馈、 generalization。
可借用：
证据：PMT 总体 d≈0.35–0.47；PCIT 临床样本 d≈1.2；IY d≈0.50；Triple P d≈0.35–0.57（E1）。不要把「parent training 有效」直接等同于任一品牌课程有效。
边界：对破坏性行为证据最强；对情绪/学业是间接；不能替代医疗/心理治疗；体罚不在工具箱内。
代表：Bowlby、Ainsworth、Dozier（ABC）、Lieberman（CPP）、Neufeld（流行）。
核心观点：安全基地 → 探索；敏感回应、情绪可用性、修复断裂；关系先于教育。
可借用：
证据：ABC 依恋安全 52% vs 33%（E2）；CPP PTSD d≈0.63（E2）；依恋理论 E1（作为框架）。Neufeld 流行著作 E3。
边界：不给孩子贴「安全/焦虑/回避型」标签；依恋不是唯一解释；不忽视气质与环境。
代表：Rogers、Maslow、Ginott。
核心观点：被接纳 → 自我实现；评价性语言会阻碍成长；沟通要「描述—承认感受—给信息—给选择」。
可借用：反映式倾听、承认感受、避免贴标签、把问题留给孩子解决。
证据：E3（理论/临床经验）；对沟通风格影响大，但单独作为「疗法」证据弱。
边界：不等于无规则；「无条件接纳」不等于接纳所有行为。
代表：Adler、Dreikurs、Nelsen（Positive Discipline）、Glasser。
核心观点：孩子行为有目的（归属/权力/报复/能力不足）；鼓励 > 表扬；逻辑后果；家庭会议；民主而非放纵。
可借用：
证据：原则 E3；品牌课程无独立 RCT（E4）；家庭会议无独立 RCT。不要宣称「积极管教被证明有效」。
边界：对低龄需要简化；不能替代行为训练/治疗；避免把「逻辑后果」变成变相惩罚。
代表：Haim Ginott、Adele Faber、Elaine Mazlish（《如何说孩子才会听》）。
核心观点：语言塑造关系；承认感受、描述问题、给选择、一起解决问题；避免否定、威胁、比较、贴标签。
可借用：
证据：RCT N=293（Montreal，2022/2025）显示养育行为改善、儿童内外化问题下降；但样本量低于预注册、缺 trial 注册链接/原始数据（E2，保留）。早期研究为前后测（E3）。
边界：不是万能话术；需要与规则/后果结合；对严重行为问题需家长训练/治疗。
代表：Gottman；Havighurst（Tuning in to Kids, TIK）。
核心观点：情绪不是敌人；觉察→把情绪当连接机会→共情→命名→设限+解决问题。
可借用：五步情绪教练；先降温后讲理；情绪词汇；家庭情绪仪式。
证据：TIK 多项 RCT（含香港中文样本），改善家长情绪社会化、减少惩罚性教养、降低育儿压力；儿童行为效应较小且不完全一致（E1/E2）。Gottman 品牌课本身无 RCT（E4）。
边界：不适用于正在激烈冲突的当下（先安全/降温）；不能替代焦虑/抑郁治疗。
代表：Deci、Ryan、Grolnick。
核心观点：自主、胜任、归属三种基本需要；控制性教养削弱内在动机；自主支持 = 给选择、给理由、承认视角。
可借用：
证据：E1（跨文化大量研究）；对学业动机、坚持、幸福感有支持。
边界：自主支持不等于放任；低龄需要更多结构；文化差异需考虑（中国家庭「关系自主」）。
代表：Kendall（Coping Cat）、Lebowitz（SPACE）、March & Mulle（CBT）。
核心观点：想法—感受—行为相互影响；回避维持焦虑；逐步暴露 + 认知重构 + 家长配合。
可借用：
证据：儿童 CBT 焦虑 E1；SPACE（仅家长，7–14）非劣于儿童 CBT（E2）。
边界：需要专业训练；严重焦虑/抑郁转介；3–6 岁以家长工作为主。
代表：Piaget、Vygotsky、Erikson、Bronfenbrenner。
可借用：
证据：E3 框架；不是疗效证据；不能据此打分。
| 方法 | 核心 | 可借用 | 证据 | 边界 |
|---|---|---|---|---|
| Montessori | 有准备的环境、自主选择、工作周期、混龄 | 低矮家具、真实工具、自主选择、观察不打断 | E2/E3：部分 preschool RCT 支持；质量差异大 | 不是「买教具」；需要教师培训；不主张提智 |
| Reggio Emilia | 儿童一百种语言、项目制、环境为第三老师、档案记录 | 项目探究、作品记录、亲子共同观察 | E3/E2：小样本/准实验，创造力/社会性有正向；无长期 RCT | 不是「装修风格」；复制难；不主张优越 |
| Waldorf | 节奏、想象、艺术、少屏幕 | 规律节奏、手工、自然材料 | E3/E4：证据弱；部分研究质量低 | 不主张替代医学/特殊教育 |
| RIE（Gerber） | 尊重、观察、自主运动、不打断 | 慢下来观察、描述而非评价、给婴儿自主 | E4：无直接效果证据；有「密集育儿」批评 | 不照搬「不 praise/不玩具」极端做法 |
| Dewey | 做中学、经验连续、民主课堂 | 项目/生活任务、反思 | E3 | 不是「放任」 |
代表：Dunlosky、Adesope、Cepeda、Rohrer、Black & Wiliam、Hattie & Timperley、Sweller、Rosenshine、EEF。
可借用：提取练习、间隔、交错、形成性评价、反馈、样例/认知负荷、元认知、小步与检查理解。
证据：E1（大量实验/元分析）；效应量见 reference-library.md §3.4。
边界：不是「刷题」；需要反馈与调整；低龄需游戏化/短时。
代表：CASEL、PATHS、Second Step、RULER。
核心：自我意识、自我管理、社会意识、关系技能、负责任决策。
证据：Durlak 2011 元分析（213 研究）显示 SEL 改善技能/态度/行为、学业 +11 百分位；但独立 RCT 效应小且不一致——PATHS 英国集群 RCT 近零/部分不如常规；Second Step 元分析约 0.16–0.22（E2）。校本课程 ≠ 家庭系统有效。
可借用：情绪词汇、问题解决 steps、角色扮演、家庭练习；不照搬课程。
代表：Seligman（PERMA）、VIA、Dweck（成长型思维）、Duckworth（grit）。
可借用：优势识别、感恩、过程表扬、目标分解。
证据：成长型思维平均 d≈0.08（E1，小）；grit 预测力有争议（E3）；VIA 是描述工具（E2/E3）。
边界：不把「积极」当压制负面情绪；不把成长型思维当万能药；不贴「天赋」标签。
代表：Bowen、Minuchin、Epstein（McMaster）、Olson（Circumplex）、Feinberg（共同养育）、Dishion（FCU）。
核心：家庭是系统；症状可能是系统失衡的信号；共同养育联盟是孩子适应的重要环境。
可借用：家庭功能评估、共同养育一致性、家庭会议、反馈会谈（优势→需要→选项）。
证据：共同养育干预 27 RCT，对父母福祉/共同养育/关系有小效应，对儿童适应无明确合并效应（E2/E3）；FCU RCT 支持（E2）。
边界：不把家庭问题归咎于某一个成员；不审判人格。
代表：White（叙事）、de Shazer（焦点解决）。
核心：人是自己故事的作者；问题外化；寻找例外与资源；小步改变。
可借用：「这个问题什么时候没有发生？」「你希望它变成什么样？」「谁注意到你的努力？」问题外化（「是焦虑在说话，不是你」）。
证据：E3（实践/质性）；不做疗效承诺。
代表：Miller & Rollnick。
核心：合作、接纳、唤起、计划；减少说教；处理矛盾心理。
可借用：开放式提问、反映、总结；问「你为什么想改？」「如果改了会怎样？」；不争辩。
证据：对健康行为 E2；对儿童症状 Cochrane SMD −0.18（不显著）；用于提高家长改变意愿，不承诺疗效。
代表：restorative practice、I-message、冲突调解。
可借用：修复性问题（发生了什么？谁受影响？怎么修复？）；家庭/班级圆圈；同伴调解（大龄）。
证据：学校反欺凌/修复性实践有 E2/E3；效果依实施质量。
代表：Siegel（全脑儿童）、Bryson、神经科学传播。
可借用：命名情绪、连接再讲理、 upstairs/downstairs 比喻、正念。
证据：E3（普及模型，非直接 RCT）；避免「左脑/右脑」「爬虫脑」简化误用。
代表：Mindell（睡前常规）、AAP/WHO 指南。
可借用：固定睡前程序、屏幕宵禁、户外运动、规律作息。
证据：睡前常规 RCT（E2）；睡眠与执行功能/行为相关（E1 小效应）；运动与认知/情绪有支持（E2）。
边界：医疗问题转介；不把睡眠问题全归因于「习惯」。
核心：因材施教（《论语·先进》）、循循善诱、不愤不启不悱不发、其身正不令而行、教学相长、学而时习之。
可借用：
边界：历史语境；「孝道/服从」需与现代儿童权利平衡；不做体罚依据。
核心：早教、严慈相济、熏渍陶染、重视语言与礼仪、反对溺爱。
可借用：早期习惯、环境熏陶、父母一致、语言示范。
边界：等级/性别观念过时；不照搬「棍棒」；取其「早、严而有慈、环境」原则。
核心：顺应童子之情（好动、好游戏、好赞）、鼓舞兴趣、反对鞭挞束缚、「日使之渐于礼义而不苦其难」。
可借用：游戏化、鼓励、循序渐进、减少羞辱。
边界：心学语境；不作实验证据。
核心：勤、俭、谦、恒；读书立志；每日功课；不积财遗子孙。
可借用：家庭惯例、日课、榜样、长期主义。
边界：科举/家族语境；避免过度刻苦/比较。
核心：「做中教，做中学，做中求进步」；十七条教学原则（儿童自己能做的让他自己做、自己能想的让他自己想、积极鼓励胜于消极制裁、大自然大社会是活教材、教学游戏化/故事化、精密观察等）。
可借用：
证据：E3（中国幼教理论与实践经验）；与 Montessori/Dewey 有相通，但非 RCT。
边界：时代语境；不把「活教育」等同于「放养」；需要安全与边界。
来源：陈鹤琴《活教育的教学原则》（1948）；十七条原则转载（延安市教育局等）。
核心：生活即教育、社会即学校、教学做合一；六大解放（头脑、双手、眼睛、嘴巴、空间、时间）；「爱满天下」。
可借用：
证据：E3（教育思想/实践）；与「双减」「核心素养」方向一致，但不是因果证据。
边界：不要浪漫化「生活教育」而放弃系统学习；安全与资源前提。
来源：陶行知生活教育理论（一个理论、三大原理、四种精神、五大主张）；六大解放。
核心：德、智、体、美、劳（群育）；「尚自然，展个性」；大学精神。
可借用：不只看成绩；体育/艺术/劳动/社交并重；尊重个性。
证据：E3（教育思想）；与现代「全人教育」相通。
核心：生活即教育、行为即课程；从儿童生活出发；做学教合一。
可借用：以生活任务为课程；观察—计划—执行—反思。
证据：E3（中国幼稚园课程传统）。
核心：儿童心理发展规律、思维结构、品德发展；中国儿童常模/本土研究。
可借用：发展年龄特点；本土化评估；不照搬其他人群常模。
证据：E3（学科奠基）；具体研究有 E2。
| 人物/取向 | 核心 | 证据定位 | 借用/慎用 |
|---|---|---|---|
| 孙瑞雪（爱和自由，蒙特梭利中国化） | 尊重儿童、自由与规则、敏感期 | E3/E4（实践经验/大众传播，缺独立 RCT） | 借「观察/尊重/环境」；不照搬「绝对自由」；不替代专业评估 |
| 李跃儿（芭学园） | 儿童本位、生活化课程、教师观察 | E3（实践） | 借「观察/生活化」；不主张疗效 |
| 尹建莉（《好妈妈胜过好老师》） | 阅读、自由、信任、反功利 | E4（经验/畅销书，无 RCT） | 借「阅读/信任」；不把个案当证据 |
| 李玫瑾（犯罪心理/育儿讲座） | 依恋、性格培养、延迟满足 | E4（大众讲座，非同行评审；部分观点争议） | 仅作沟通参考；不引用为科学证据；不用于诊断 |
| 陈默（儿童青少年心理） | 学业压力、亲子沟通 | E3（临床经验） | 借「压力/沟通」视角；不替代评估 |
| 张怡筠（情商） | 情绪教育 | E3/E4（大众传播） | 借「情绪命名」；与 TIK/Gottman 区分 |
| 朱永新（新教育实验） | 阅读、写作、共同体 | E3（教育改革实践） | 借「阅读/共同体」；不主张疗效 |
规则：当代实践者的内容标注「实践经验/大众传播」，不得写成 E1/E2；引用其观点时优先找其学术来源或明确标注「经验之谈」。
| 问题 | 行为主义 | 依恋/人本 | 阿德勒/积极管教 | 情绪教练 | SDT | 中国智慧 |
|---|---|---|---|---|---|---|
| 打人 | 前因—后果、替代行为、强化 | 先连接、安抚、修复 | 行为目的、逻辑后果、家庭会议 | 命名愤怒、设限、解决问题 | 自主支持、给选择 | 陈鹤琴：积极暗示 > 消极制裁；陶行知：解放双手/空间 |
| 不写作业 | 分解任务、即时强化 | 关系优先、共情 | 自然后果、家庭会议 | 处理挫败/焦虑 | 选择/理由/胜任感 | 王阳明：鼓舞兴趣；颜氏家训：早立习惯 |
| 害羞 | 渐进暴露、示范、强化 | 安全基地、不强迫 | 鼓励、小步 | 承认紧张 | 自主选择社交程度 | 孔子：因材施教；不贴「胆小」 |
| 撒谎 | 减少惩罚、强化诚实 | 安全、不羞辱 | 行为目的、修复 | 理解恐惧 | 自主承认 | 颜氏家训：语言/诚信示范 |
| 屏幕过度 | 替代行为、家庭规则 | 连接、共同活动 | 家庭会议、自然后果 | boredom 情绪 | 自主制定规则 | 陶行知：解放时间/空间；陈鹤琴：大自然 |
11-试点治理/风险与不良事件SOP.md。国际
reference-library.md §5 来源。中国
2026-10-21 ｜ Use: shared foundation for the multi-approach solution library. Each approach covers core view → usable method → evidence grade → boundary/caution. Principle: approaches are a toolbox, not a belief system; traditional wisdom is E3/historical context; contested material is E4; fame is not effectiveness.
Representatives: Skinner, Patterson, Webster-Stratton (Incredible Years), Kazdin, Sanders (Triple P), Eyberg (PCIT), Dishion (FCU).
Core: antecedent–behaviour–consequence shape behaviour; parents are key environmental engineers; skills require practice, feedback and generalisation.
Usable: specific positive reinforcement; natural/logical consequences; effective commands; five-minute Special Time; weekly skill unit + home practice + review. Warm relationship is the base; punishment is not the core.
Evidence: PMT overall d≈0.35–0.47; PCIT clinical samples d≈1.2; IY d≈0.50; Triple P d≈0.35–0.57 (E1). Do not equate “parent training works” with any particular brand course.
Boundary: strongest for disruptive behaviour; indirect for emotion/academics; does not replace medical/psychological care; corporal punishment is not in the toolbox.
Representatives: Bowlby, Ainsworth, Dozier (ABC), Lieberman (CPP), Neufeld (popular).
Core: secure base enables exploration; respond sensitively, remain emotionally available and repair ruptures; relationship precedes teaching.
Usable: soothe before reasoning, follow signals without intrusion, Special Time, preview/separation objects and repair after parent loss of control.
Evidence: ABC attachment security 52% vs 33% (E2); CPP PTSD d≈0.63 (E2); attachment as framework E1; Neufeld popular writing E3.
Boundary: do not label “secure/anxious/avoidant”; attachment is not the only explanation; include temperament and environment.
Rogers, Maslow and Ginott emphasise acceptance, description, feeling acknowledgement, information and choice. Usable: reflective listening, no labels, leave problems for the child to solve. E3 theory/clinical experience; powerful communication influence but weak standalone treatment evidence. Acceptance of the child does not mean accepting every behaviour.
Behaviour has purposes (belonging, power, revenge, missing skills); encouragement, logical consequences, family meetings and democratic—not permissive—rules are usable. Principles are E3; branded courses lack independent RCTs (E4), so do not claim “positive discipline is proven effective”. Simplify for young children and do not turn logical consequences into disguised punishment.
Language shapes relationships: acknowledge feelings, describe the problem, offer choices and solve together; avoid threats/comparison/labels. Useful lines: “You look…”; “The problem is…”; “You can choose A or B”; “Let's think together.” An RCT (N=293) reported parent-behaviour and child internalising/externalising improvement, but sample/registration/data limitations remain (E2, cautious). Not a universal script; pair with rules and consequences.
Gottman and Havighurst/Tuning in to Kids: emotion is not the enemy; notice → opportunity → empathy → name → limit + solve. TIK RCTs (including a Hong Kong Chinese sample) support parent emotion-socialisation and lower punitive parenting/parent stress; child behaviour effects are small/inconsistent (E1/E2). Gottman brand course itself has no RCT (E4). In active crisis, cool down and ensure safety first; it does not replace treatment.
Deci, Ryan and Grolnick: autonomy, competence and relatedness are basic needs; control weakens intrinsic motivation. Use limited choices, reasons, acknowledgement of negative feelings, reduced monitoring/comparison/reward and clear predictable structure. E1 cross-cultural evidence. Autonomy support is not permissiveness; young children need structure and Chinese families need relational-autonomy translation.
Kendall/Coping Cat, Lebowitz/SPACE and CBT: thoughts–feelings–behaviour interact; avoidance maintains anxiety; use graded exposure, cognitive restructuring and parent support. Use fear ladders, reduce accommodation and offer “you can do it; I am here”. Requires training; severe anxiety/depression → refer; ages 3–6 use parent work primarily.
Piaget, Vygotsky, Erikson and Bronfenbrenner provide frameworks: concrete/pictorial thinking; ZPD/scaffolding; initiative–guilt, industry–inferiority and identity; family/school/community/culture layers. E3 frameworks, not treatment evidence or scoring instruments.
| Approach | Core | Borrow | Evidence | Boundary |
|---|---|---|---|---|
| Montessori | Prepared environment, choice, work cycle, mixed age | Low furniture, real tools, observe without interrupting | E2/E3; quality varies | Not “buy materials”; training required; no intelligence claim |
| Reggio Emilia | Hundred languages, projects, environment as teacher, documentation | Inquiry/projects, work records, shared observation | E3/E2 small/quasi studies | Not décor; hard to copy; no superiority |
| Waldorf | Rhythm, imagination, art, fewer screens | Rhythm, handwork, nature | E3/E4 weak | Not a medical/special-education replacement |
| RIE | Respect, observation, autonomous movement | Slow observation, describe not judge | E4, no direct outcome evidence | Do not adopt extreme “no praise/no toys” rules |
| Dewey | Learning by doing, continuity, democracy | Projects/life tasks/reflection | E3 | Not permissiveness |
Dunlosky, Adesope, Cepeda, Rohrer, Black & Wiliam, Hattie & Timperley, Sweller, Rosenshine and EEF support retrieval, spacing, interleaving, formative assessment, feedback, worked examples/cognitive load, metacognition and checking understanding. E1, but not “drilling”; young children need short playful practice and feedback.
CASEL/PATHS/Second Step/RULER cover self-awareness, self-management, social awareness, relationships and responsible decisions. Durlak 2011 (213 studies) reported skill/attitude/behaviour and academic improvement (+11 percentile), but independent RCTs are small/inconsistent; PATHS UK cluster RCT near zero/partly below usual practice; Second Step meta about 0.16–0.22 (E2). School curriculum evidence does not automatically transfer to family systems. Borrow emotion words, problem-solving and role-play, not a whole course.
Seligman/PERMA, VIA, Dweck and Duckworth: strengths, gratitude, process feedback and goal breakdown are usable. Growth mindset average d≈0.08; grit prediction is contested; VIA is descriptive. Do not suppress negative emotion, use growth mindset as a cure-all or label talent.
Bowen, Minuchin, McMaster, Olson, Feinberg and FCU view family as a system; co-parenting is an important environment. Use family-function assessment, alliance consistency, family meetings and strengths→needs→options feedback. Co-parenting interventions show small effects for parent wellbeing/relationship, no clear pooled child-adaptation effect; FCU has RCT support. Do not blame one family member or judge personality.
White and de Shazer: people author stories; externalise problems; find exceptions/resources and small changes. Ask “When did this problem not happen?”, “What would you like instead?” and “Who noticed your effort?” E3 practice/qualitative; no treatment promise.
Miller/Rollnick: partnership, acceptance, evocation and planning; open questions, reflection and summary; explore “why change?” without arguing. E2 for health behaviours; child-symptom Cochrane SMD −0.18 (not significant). Use to support parent willingness, not promise outcomes.
Ask what happened, who was affected and how to repair; use family/class circles and peer mediation for older children. School anti-bullying/restorative evidence is E2/E3 and implementation-dependent.
“Name it/connect before reason”, upstairs/downstairs metaphors and mindfulness are communication tools (E3), not direct RCT evidence. Avoid left/right brain, reptile-brain and other oversimplifications.
Mindell and AAP/WHO support fixed bedtime routines, screen curfews, outdoor exercise and regular schedules. Bedtime routine RCTs and sleep/executive-function evidence support E1/E2. Medical problems require referral; do not reduce all sleep problems to habits.
Teach according to the learner, guide gradually, model behaviour, learn through practice and recognise differences. Balance historical filial-piety/obedience language with current child rights; never use it to justify corporal punishment.
Early habits, firm-and-kind parenting, environmental influence, language/etiquette and avoiding indulgence. Borrow modelling, consistent parents and environment; reject outdated hierarchy/gender/caning.
Follow children's nature—movement, play, praise—encourage interest, progress gradually and avoid beating/restraint. Borrow play and encouragement; not experimental evidence.
Diligence, frugality, humility, persistence, routines and long-termism. Avoid excessive hardship and comparison; context is historical.
“Teach through doing, learn through doing, progress through doing”; let children do/think what they can, positive suggestion over punishment, nature/society as curriculum, play/story, close observation and parent guidance without takeover. E3 Chinese educational theory/practice, not RCT. Not laissez-faire; safety and boundaries remain.
Life is education, society is school, teaching-learning-doing are one; liberate head/hands/eyes/mouth/space/time. Borrow life tasks, free time, questions, errors and peer teaching. E3, not causal evidence; do not abandon systematic learning.
Moral, intellectual, physical, aesthetic, labour/social education; nature and individuality. Borrow whole-child balance, not grades alone.
Life is education and behaviour is curriculum; observe→plan→do→reflect from children's lives.
Developmental patterns, thinking and moral development, local norms/research. Use age features and local adaptation; do not import other norms.
| Person/approach | Core | Evidence | Borrow/caution |
|---|---|---|---|
| Sun Ruixue | Respect, freedom/rules, sensitive periods | E3/E4 practice/popular | Borrow observation/environment; no absolute freedom or assessment replacement |
| Li Yue'er | Child-centred life curriculum/observation | E3 practice | Borrow observation; no efficacy claim |
| Yin Jianli | Reading/freedom/trust/anti-utilitarian | E4 experience/popular book | Borrow reading/trust; anecdotes are not evidence |
| Li Meijin | Attachment/character/delay | E4 popular lectures; contested | Communication reference only, no diagnosis/evidence claim |
| Chen Mo | Academic pressure/parent communication | E3 clinical experience | Perspective only, not assessment replacement |
| Zhang Yiyun | Emotion education | E3/E4 popular | Emotion naming; distinguish from TIK/Gottman evidence |
| Zhu Yongxin | Reading/writing/community | E3 reform practice | Borrow reading/community; no efficacy claim |
Contemporary-practitioner content must be labelled practice/popular communication, not E1/E2.
| Concern | Behaviour | Attachment/humanistic | Adler | Emotion coaching | SDT | Chinese wisdom |
|---|---|---|---|---|---|---|
| Hitting | Antecedent/consequence/replacement | Connect/soothe/repair | Function/logical consequence | Name/limit/solve | Choice/support | Chen Heqin positive suggestion; Tao Xingzhi liberation |
| Homework refusal | Break/reinforce | Relationship first | Natural consequence/meeting | Address frustration | Choice/reason/competence | Wang Yangming interest; Yan habits |
| Shyness | Exposure/model/reinforce | Secure base | Encourage/small steps | Acknowledge tension | Choice of social dose | Confucian individual fit |
| Lying | Reduce punishment/reinforce honesty | Safety/no shame | Function/repair | Fear understanding | Autonomous admission | Yan honesty model |
| Screen overuse | Replacement/rules | Connection/activity | Meeting/natural consequence | Boredom emotion | Co-created rules | Tao time/space; Chen nature |
11-试点治理/风险与不良事件SOP.md.reference-library.md §5.2026-10-21 ｜ 用法：家长/教练先定位问题，再查「首选思路 / 备选思路 / 家庭任务 / 红线」。 详细展开见
01-社交问题.md、02-情绪问题.md、03-学习问题.md、04-行为与家庭.md。 证据等级：E1 强；E2 初步 RCT/准实验；E3 理论/观察；E4 证据不足/争议。首选 = 证据较强 + 可执行，不等于唯一。
| 问题 | 首选思路（E） | 备选思路（E） | 家庭任务 | 红线/转介 |
|---|---|---|---|---|
| 害羞/慢热 | 渐进暴露 + 预告/示范（E2/E3） | 依恋安全基地（E3）；陈鹤琴「积极暗示」 | 新环境早到 10 分钟；角色扮演打招呼；每周 1 次小社交 | 完全回避、持续 6 个月、影响上学 → 评估 |
| 打人/咬人 | 家长行为训练：前因—替代行为—后果（E1） | 情绪教练（E1/E2）；阿德勒行为目的（E3） | 事发后先安抚被打者；教替代动作；强化「用嘴说」 | 频繁伤人、被排斥、家庭暴力 → 转介 |
| 不分享/不轮流 | 示范 + 结构化游戏 + 自然结果（E3） | 家庭会议/规则（E3）；SDT 自主（E1） | 轮流计时器；合作游戏；「先问再拿」脚本 | 伴随攻击/极度焦虑 → 评估 |
| 交朋友难 | 社交技能训练（害羞 E2；9+ 攻击 E2） | 同伴中介/兴趣小组（E3） | 1–2 个固定玩伴；兴趣班小团体；复盘社交 | 被长期孤立、拒绝上学 → 转介 |
| 被欺负 | 学校反欺凌项目 + 家长支持（E1/E2） | 修复性实践（E2/E3）；CPS（E2） | 记录事件；联系学校；角色扮演求助；不鼓励打回去 | 身体伤害/威胁/自伤 → 立即介入 |
| 兄弟姐妹冲突 | 冲突调解 + 家庭会议（E3） | 行为训练（E1）；情绪教练（E1/E2） | 轮流选择；不比较；各自特殊时光；共同任务 | 持续暴力/一方恐惧 → 转介 |
| 输不起 | 情绪教练 + 失败练习（E2/E3） | CBT 认知重构（E1 焦虑） | 桌游输赢练习；复盘「输了怎么办」；示范 | 暴怒/自伤/拒绝一切竞争 → 评估 |
| 社交焦虑（7+） | CBT/SPACE（E1/E2） | 渐进暴露（E1）；家长行为训练（E1） | 害怕阶梯；不替孩子回避；支持性语句 | 影响上学/躯体症状 → 转介 |
| 问题 | 首选思路（E） | 备选思路（E） | 家庭任务 | 红线/转介 |
|---|---|---|---|---|
| 发脾气/崩溃 | 情绪教练 + 共调（E1/E2） | 行为训练（E1）；阿德勒逻辑后果（E3） | 降温角；命名情绪；事后复盘；预防饥饿/疲劳 | 持续 30 分钟以上/伤人/自伤 → 评估 |
| 分离焦虑 | 渐进分离 + 过渡物 + 预告（E3） | SPACE（7+，E2）；依恋（E3） | 短分离练习；固定告别仪式；不偷偷溜走 | 拒绝上学/躯体症状 → 转介 |
| 害怕/恐惧 | 暴露阶梯 + 认知重构（E1） | 游戏/故事疗法（E3）；家长示范（E3） | 0–10 害怕阶梯；小步暴露；不嘲笑 | 广泛恐惧/影响功能 → 转介 |
| 完美主义/怕失败 | 过程表扬 + 暴露不完美（E3） | CBT（E1）；SDT 自主（E1） | 「足够好」任务；错误示范；复盘努力 | 强迫/抑郁/自伤 → 转介 |
| 悲伤/低落 | 情绪教练 + 行为激活（E2/E3） | CBT（E1）；家庭支持（E3） | 每日 1 件愉快活动；保持作息；倾听 | 持续 2 周+功能受损/自伤 → 立即转介 |
| 嫉妒 | 承认感受 + 不比较（E3） | 家庭会议（E3）；优势视角（E3） | 各自特殊时光；「你也有你的」；不贴「自私」 | 攻击/严重退行 → 评估 |
| 等不及/冲动 | 延迟满足练习 + 环境调整（E3） | 行为训练（E1）；EF 游戏（E2/E3） | 计时器；排队游戏；「先…再…」；缩短等待 | 影响安全/学校 → 评估 |
| 情绪识别弱 | 情绪词汇 + 命名（E2/E3） | 情绪教练（E1/E2）；绘本/角色扮演（E3） | 每天 1 次情绪温度计；情绪卡片；家长示范 | 伴随社交/语言落后 → 评估 |
| 问题 | 首选思路（E） | 备选思路（E） | 家庭任务 | 红线/转介 |
|---|---|---|---|---|
| 作业拖延/抗拒 | SDT 自主支持 + 任务分解（E1/E3） | 行为强化（E1）；CPS（E2） | 选择顺序；25 分钟小段；先做容易的；不陪写盯错 | 严重焦虑/对抗 → 转介 |
| 注意力不集中 | 环境调整 + 短任务 + 即时反馈（E3） | 家长训练（E1）；ADHD 评估/治疗（E1） | 清桌面；计时器；运动；睡眠 | 跨情境+功能受损 → 儿保/心理评估 |
| 学习动机低 | SDT（E1）；期望—价值（E2） | 兴趣连接（E3）；目标分解（E3） | 自选主题；给理由；小成功；减少奖励驱动 | 拒绝上学/抑郁 → 转介 |
| 考试焦虑 | CBT/放松（E1） | 家长支持（E3）；SPACE（E2） | 模拟暴露；呼吸；「尽力」目标；不传递焦虑 | 惊恐/躯体症状 → 转介 |
| 阅读弱 | 系统自然拼读 + 流利度 + 理解（E1） | 朗读示范（E3）；DIBELS 监测（E2） | 每天 10–15 分钟共读；拼音/部件；重复读 | 持续落后/疑似阅读障碍 → 评估 |
| 数学畏难 | 学习轨迹 + 具体物→图示→抽象（E2/E3） | CGI 提问（E2）；游戏化（E3） | 生活数学；桌游；错误分析；不刷口算 | 数学焦虑/严重落后 → 评估 |
| 写作难 | 句子合并 + 过程写作（E2） | Writing Rope 五股（E3）；口述转写（E3） | 每天 3 句；亲子口述；作品集 | 书写困难/语言障碍 → 评估 |
| 英语抵触 | 可理解输入 + 游戏/儿歌（E3） | 自然拼读（E1）；分级读物（E2/E3） | 每天 10 分钟动画/儿歌；角色扮演；不考问 | 语言障碍/焦虑 → 评估 |
| 屏幕/游戏过度 | 家庭媒体计划 + 替代活动（E3 指南） | 行为契约（E2）；家庭会议（E3） | 设备宵禁；共同制定规则；户外/兴趣替代 | 影响睡眠/上学/情绪 → 转介 |
| 兴趣班太多 | 负荷审计 + 家庭会议（E3） | 儿童选择（E1 SDT）；休息规则（E2） | 每周留白；最多 2 条轨道；孩子投票 | 倦怠/躯体化 → 减量/转介 |
| 问题 | 首选思路（E） | 备选思路（E） | 家庭任务 | 红线/转介 |
|---|---|---|---|---|
| 撒谎 | 减少惩罚 + 安全诚实（E3） | 行为训练（E1）；修复（E3） | 不设陷阱；表扬诚实；一起修复 | 持续+品行问题 → 评估 |
| 顶嘴/对抗 | CPS（E2）；家长训练（E1） | 情绪教练（E1/E2）；阿德勒（E3） | 先连接；给选择；事后复盘；避免权力斗争 | 暴力/破坏 → 转介 |
| 磨蹭 | 任务分解 + 计时器 + 自然后果（E3） | 执行功能支持（E2）；家庭会议（E3） | 可视化流程；预留时间；让孩子承担结果 | 严重功能受损 → 评估 |
| 睡眠问题 | 固定睡前程序（E2） | 屏幕宵禁（E3）；行为睡眠（E2） | 洗澡—故事—关灯；固定时间；白天运动 | 呼吸暂停/严重失眠 → 医疗 |
| 家务/责任 | 示范 + 参与 + 家庭会议（E3） | 行为强化（E1）；SDT（E1） | 按年龄分配；一起做；不付钱做家务（基础责任） | — |
| 零花钱 | 固定金额 + 储蓄/消费/捐赠（E3） | 自然后果（E3） | 每周固定；记账；不惩罚性扣钱 | — |
| 父母冲突 | 冲突降级 + 修复 + 不让孩子当裁判（E2/E3） | 家庭治疗（E2）；MI（E3） | 不在孩子面前争吵；事后修复；成人问题成人解决 | 家庭暴力 → 立即安全介入 |
| 共同养育分歧 | 父母小会 + 一致规则（E2/E3） | CRS 反馈（E2）；家庭会议（E3） | 每周 10 分钟；先一致再执行；不在孩子面前拆台 | 严重冲突 → 伴侣咨询 |
| 祖辈分歧 | 共同养育质量（E2）；边界协商（E3） | 家庭会议（E3）；感恩+具体请求（E3） | 分工写清；统一 3 条底线；不在孩子面前争论 | 虐待/忽视 → 介入 |
| 家长倦怠 | PBA 自评 + 自我关怀（E3） | 支持小组（E3）；MI（E2/E3） | 每周 2 小时自我时间；分工；降低标准 | 抑郁/绝望 → 转介 |
| 入园/转学 | 预告 + 渐进适应（E3） | 依恋（E3）；家庭会议（E3） | 提前参观；过渡物；固定告别 | 持续拒学 → 转介 |
| 丧失/哀伤 | 发展性解释 + 仪式（E3） | 游戏/艺术（E3）；家庭支持（E3） | 诚实简洁；允许情绪；纪念仪式 | 持续功能受损 → 转介 |
| 二胎 | 特殊时光 + 参与照顾（E3） | 依恋（E3）；家庭会议（E3） | 每天各 10 分钟；让大宝帮忙；不比较 | 攻击/退行严重 → 评估 |
2026-10-21 ｜ Use: locate a concern, then check the preferred/alternative approach, family task and red line. Detailed entries:
01-社交问题.md,02-情绪问题.md,03-学习问题.md,04-行为与家庭.md. Evidence: E1 strong; E2 preliminary RCT/quasi-experiment; E3 theory/observation; E4 insufficient/contested. Preferred = stronger and executable, not exclusive.
| Concern | Preferred (E) | Alternative (E) | Family task | Red line/referral |
|---|---|---|---|---|
| Shy/slow-to-warm | Graded exposure + preview/model (E2/E3) | Secure base (E3); Chen Heqin positive suggestion | Arrive early; joining role-play; one small social contact/week | Total avoidance/6 months/school impact → assess |
| Hitting/biting | Parent training antecedent→replacement→consequence (E1) | Emotion coaching (E1/E2); Adler (E3) | Comfort target first; teach replacement; reinforce words | Frequent harm/exclusion/family violence → refer |
| Sharing/turns | Model + structured game + natural result (E3) | Family rules (E3); SDT (E1) | Timer/cooperative game/“ask before taking” | Aggression/extreme anxiety → assess |
| Friendship difficulty | Social-skills training (E2) | Peer mediation/interest group (E3) | One or two steady peers; review | Long isolation/school refusal → refer |
| Bullying | School programme + parent support (E1/E2) | Restorative/CPS (E2/E3) | Record/contact school/role-play help; no retaliation | Injury/threat/self-harm → immediate |
| Sibling conflict | Mediation + family meeting (E3) | Behaviour training/emotion coaching | Turns/no comparison/special time/co-task | Violence/fear → refer |
| Cannot lose | Emotion coaching + failure practice (E2/E3) | CBT (E1 anxiety) | Board-game losses/review/model | Rage/self-harm/refuses all competition → assess |
| Social anxiety 7+ | CBT/SPACE (E1/E2) | Graded exposure/parent training | Fear ladder/no avoidance/supportive words | School/physical symptoms → refer |
| Concern | Preferred (E) | Alternative (E) | Family task | Red line/referral |
|---|---|---|---|---|
| Tantrum/meltdown | Emotion coaching + co-regulation (E1/E2) | Behaviour training/Adler | Cooling corner/name/review; prevent hunger/fatigue | >30 min/harm/self-harm → assess |
| Separation anxiety | Graded separation + object/preview (E3) | SPACE/attachment | Short practice/fixed goodbye/no sneaking | School refusal/physical symptoms → refer |
| Fear | Exposure ladder + cognitive restructuring (E1) | Play/story/parent model | 0–10 ladder/small steps/no mockery | Broad fear/function impact → refer |
| Perfectionism | Process praise + imperfect exposure | CBT/SDT | Good-enough task/error model/review | Compulsion/depression/self-harm → refer |
| Sadness | Emotion coaching + activation (E2/E3) | CBT/family support | Daily pleasant activity/routine/listen | ≥2 weeks + impairment/self-harm → immediate |
| Jealousy | Acknowledge + no comparison (E3) | Family meeting/strengths | Special time; “you have your own” | Aggression/severe regression → assess |
| Cannot wait | Waiting practice + environment (E3) | Behaviour/EF games | Timer/queue/first-then/short wait | Safety/school impact → assess |
| Weak emotion recognition | Feeling words/naming (E2/E3) | Coaching/books/role-play (E3) | Thermometer/cards/parent model | Language/social delay → assess |
| Concern | Preferred (E) | Alternative (E) | Family task | Red line/referral |
|---|---|---|---|---|
| Homework delay | SDT + task breakdown (E1/E3) | Reinforcement/CPS | Choice/25-minute block/easy first/no hovering | Severe anxiety/opposition → refer |
| Inattention | Environment + short task + feedback (E3) | Parent training/ADHD evaluation | Clear desk/timer/movement/sleep | Cross-context impairment → assess |
| Low motivation | SDT (E1); expectancy–value (E2) | Interest/goal breakdown | Child choice/reason/small success | School refusal/depression → refer |
| Exam anxiety | CBT/relaxation (E1) | Parent/SPACE | Mock exposure/breathing/process goal | Panic/physical symptoms → refer |
| Weak reading | Phonics/fluency/comprehension (E1) | Model reading/DIBELS | Daily 10–15 min; pinyin/components; repeat | Persistent delay/dyslexia → assess |
| Maths avoidance | Trajectory + concrete→picture→abstract | CGI/games | Life maths/board game/error review | Severe anxiety/delay → assess |
| Writing difficulty | Sentence combining/process writing (E2) | Writing Rope/oral dictation | Three sentences/portfolio | Handwriting/language/anxiety → assess |
| English resistance | Input + songs/games | Phonics/graded books | Ten minutes input/no testing | Language/anxiety → assess |
| Screen overuse | Media plan + alternatives | Contract/family meeting | Curfew/co-rule/outdoors/model | Sleep/school/emotion impact → refer |
| Too many classes | Workload audit + family meeting | SDT/rest | Blank evenings/≤2 tracks/quarterly review | Burnout/somatic symptoms → reduce/refer |
| Concern | Preferred (E) | Alternative (E) | Family task | Red line/referral |
|---|---|---|---|---|
| Lying | Reduce punishment/safe honesty (E3) | Behaviour/repair | No traps/thank honesty/repair | Conduct concerns → assess |
| Opposition | CPS/parent training | Coaching/Adler | Connect/choice/review/no power struggle | Violence/destruction → refer |
| Dawdling | Breakdown/timer/natural result (E3) | EF/family meeting | Visual flow/buffer/one reminder | Severe impairment → assess |
| Sleep | Fixed bedtime routine (E2) | Screen curfew/behaviour sleep | Bath→story→lights; fixed time/outdoors | Apnoea/severe insomnia → medical |
| Chores | Model/participate/family meeting | Reinforcement/SDT | Age chores/together/no payment for basics | — |
| Allowance | Fixed amount/save-spend-share | Natural consequence | Ledger/delay purchase/no punitive deductions | Theft/severe impulse → assess |
| Parent conflict | De-escalation/repair/no child referee | Family therapy/MI | Pause/repair/parent meeting | Domestic violence → immediate |
| Co-parenting | Parent meeting/aligned rules | CRS/family meeting | Ten minutes/week/three bottom lines | Severe conflict → consultation |
| Grandparents | Co-parenting quality/boundaries | Meeting/gratitude/request | Roles/three bottom lines/no public debate | Abuse/neglect → intervene |
| Parent burnout | PBA/self-compassion | Support/MI | Two hours self-time/division/lower standard | Depression/despair → refer |
| Transition | Preview/gradual adaptation | Attachment/family meeting | Visit/object/goodbye | Persistent refusal → refer |
| Grief | Honest explanation/ritual | Play/art/family support | Simple truth/emotion/ritual | Ongoing impairment → assess |
| New sibling | Special time/participation | Attachment/family meeting | Ten minutes each/no comparison | Severe aggression/regression → assess |