【摘要】 跨学科主题学习是素养时代落实课程改革的重要路径，但实施过程中往往会落入只求整合数量、不求整合质量的实践误区。整合程度评价是引导跨学科主题学习走向深度整合、支撑核心素养有效落地、推动教师集体专业成长的重要途径。基于SOLO分类理论系统构建以认知整合程度(包含知识整合和思维整合)以及实践整合程度的关键评价指标，并细化为前结构水平到抽象拓展水平的五个水平层级。实践逻辑层面，整合程度评价的实施应基于证据链的评价工具开发、嵌入学习全过程的形成性评价机制、注重学生主体地位并构建评价共同体生态，形成评价结果驱动的教学改进闭环，为跨学科主题学习的质量监控与持续优化提供评价支撑。更多还原

【Abstract】 Interdisciplinary thematic learning serves as a crucial pathway for implementing curriculum reform in the competency-based era. However,its implementation often falls into the practical misconception of pursuing integration quantity rather than integration quality. Evaluation of integration degree represents an important approach to guiding interdisciplinary thematic learning toward deep integration,supporting the effective grounding of core competencies,and promoting teachers’ collective professional growth. Based on the SOLO taxonomy theory,this study systematically constructs key evaluation indicators encompassing cognitive integration degree( including knowledge integration and thinking integration),as well as practical integration degree,which are further elaborated into five hierarchical levels ranging from pre-structural level to abstract extended level. At the practical logic level,the implementation of integration degree evaluation should be grounded in the development of evaluation tools based on evidence chains,embedded formative evaluation mechanisms throughout the entire learning process,emphasis on students’ subject position,and construction of an evaluation community ecology,thereby forming a teaching improvement closed-loop driven by evaluation results to provide evaluative support for quality monitoring and continuous optimization of interdisciplinary thematic learning.更多还原