跨学科主题学习为目前地理教学研究的热点议题。本文从要素分类和质量评价两个维度，构建了中学地理跨学科主题教学设计的分析框架，对2023~2025年间发表的150篇教学设计进行内容分析。结果显示，要素方面具有目标设定全面化，强调综合知识应用；学段分布差异化，侧重课堂与实践场景应用；学科整合多元化，优先选择关联性强的学科；主题构建本土化，立足地方资源与贴近性场景四个特点。质量方面具有学习目标统领鲜明，价值实现初步渗透；地理学科立场坚定，融合深度略显单薄；情境创设总体成熟，叙事连贯性仍需强化；问题情境联结紧密，内在思维有待深化四个特点。据此，本文从价值内融、学科整合、情境创设与思维深化四个方面提出优化建议。

Interdisciplinary thematic learning has emerged as a central focus in contemporary geography education research. This study constructed an analytical framework for evaluating interdisciplinary thematic teaching designs in secondary school geography from two dimensions: element classifi cation and quality evaluation. Through content analysis of 150 instructional designs published between 2023 and 2025, the study revealed four characteristic features in terms of elements: comprehensive goal-setting, emphasizing integrated knowledge application; diff erentiated distribution across stages of schooling, focusing on classroom and practical scenarios; diversifi ed interdisciplinary integration, prioritizing strongly correlated subject areas; and localized theme construction, grounded in regional resources and life-related situations. Regarding quality dimensions, the analysis iedentifi ed: clear learning objectives with preliminary value infi ltration; fi rm stance in geography with insuffi cient integration depth; mature context creation but need for stronger narrative coherence; close connection between problem and context yet requiring deeper internal thinking. Based on these fi ndings, the paper proposed optimization strategies from four aspects: value integration, interdisciplinary integration, context creation, and deepening of thinking.