【摘要】 在多学科融合成为课程创新重要取向的背景下，问题解决能力的评价不仅需要关注结果表现，更应回到问题解决本身的生成机制与内在结构。立足“学科融合”视域，分析问题解决过程中“设计、探究、反思”的本质特征，梳理现实、问题、知识、能力与情感等关键要素之间的动态关系，并据此建构相应的评价框架。研究表明，上述要素可归纳为七类核心评价关系：现实与问题及现实与情感之间的关系体现情境创设逻辑；问题与知识、知识与能力、问题与能力之间的关系对应问题解决的过程性推进；情感与问题、情感与现实之间的关系则关联到素养目标的达成品质。在此基础上，形成“七种关系维度、十二项指标要素”的综合评价框架，并对其评价逻辑及可能的改进方向进行反思，为未来多学科融合背景下问题解决能力的有效测评提供理论支持与实践指引。更多还原

【Abstract】 In the context of disciplinary integration becoming a key direction for curriculum innovation, the assessment of problem-solving ability should not only focus on performance outcomes but also delve into the generative mechanism and internal structure of problem-solving itself. From the perspective of "disciplinary integration", this paper analyzes the essential characteristics of "design, inquiry, and reflection" within the problem-solving process; clarifies the dynamic relationships among key elements such as reality, problems, knowledge, ability, and affect; and accordingly constructs a corresponding assessment framework. The research indicates that these elements can be summarized into seven core assessment relationships: the relationship among reality, problems, and affect reflects the logic of situational creation; the relationship among problems, knowledge, and ability corresponds to the procedural advancement of problem-solving; and the relationship between affect and both reality and problems is linked to the quality of achieving competency goals. On this basis, a comprehensive assessment framework featuring "seven relational dimensions and twelve indicator elements" is developed. The paper further reflects on the framework’s assessment logic and potential directions for improvement, aiming to provide theoretical support and practical guidance for the effective evaluation of problem-solving ability in the future context of disciplinary integration.更多还原