【摘要】 中华优秀传统文化同马克思主义基本原理在处理价值与知识、现实、实践三者关系上存在的高度契合性，为从“第二个结合”视域下开展高校思政课总结性考试价值观考察，解决总结性考试中存在的价值遮蔽、现实脱离、知行脱节等难题提供了逻辑前提。在方法论上，要把“人的本质是一切社会关系的总和”的基本论断与“人能群”等传统观念结合起来，把“在实践中证明自己思维的真理性”的基本要求与“学至于行之而止矣”等传统经验结合起来，把“寓价值观引导于知识传授之中”的基本方法与“横斜超纵，不出于盘”等传统认知结合起来，把“否定的否定”基本规律与“偶参伍之验”等传统智慧结合起来。在主观题的命题路径上，要做好导语布景设置、情景主体选择、具体知识分配、交叉验证判别等四个环节。在程序保障方面，做好考前、考中、考后流程协调；在制度保障方面，实现层级、类型、内容规范协同；在资源保障方面，统筹人员、信息、文化要素衔接。更多还原

【Abstract】 The high degree of compatibility between fine traditional Chinese culture and the fundamental principles of Marxism in handling the relationships among values, knowledge, reality, and practice provides a logical premise for assessing values in the summative examinations of Ideological and Political Courses in higher education institutions from the perspective of the “Second Integration”. This approach thereby addresses major challenges commonly observed in such examinations, such as obscuration of values, detachment from reality, and disconnection between knowledge and practice. Methodologically, it is necessary to integrate the fundamental thesis that “the essence of human beings is the sum total of all social relations” with traditional concepts such as“humans are capable of forming groups(ren neng qun)”, to combine the basic requirement of “proving the truth of one’s thinking in practice” with traditional experiences like “learning ends with putting it into practice(xue zhi yu xing zhi er zhi yi)”, to unite the fundamental method of “embedding values guidance within knowledge impartation” with traditional cognitive approaches such as “like the weft crossing the warp, yet never exceeding the loom(heng xie chao zong, bu chu yu pan)”, and to marry the basic law of “negation of the negation” with traditional wisdom including “verifying through interwoven comparison(ou can wu zhi yan)”. Regarding the design of subjective test questions, four aspects require attention: the setting of the introductory context, the selection of the scenario subject, the allocation of specific knowledge, and cross-validation judgment. In terms of procedural safeguards, it is necessary to coordinate the processes before, during, and after the examination; with institutional guarantees, synergy across levels, types, and content standardization is needed; and regarding resource support,the integration of personnel, information, and cultural elements must be coordinated.更多还原