为提升中学生跨学科解决真实世界复杂问题的能力，推动师生共同发展，本文以建构主义学习理论和第四代评价理论为指导，对中学地理课程跨学科主题学习的评价方式展开探索。将“基于地理教材生成的课堂活动”与“利用校本资源开展的实践活动”作为评价场域，遵循发展性、全面性和多样性的评价原则，本文从基础知识、关键能力、必备品质与价值取向等维度设计评价内容。本文使用基于“知识建构和心理建构”的评价量表，评估初中学生的地理跨学科主题学习水平；划分地理跨学科主题学习水平层级，作为前置的学习目标，指引高中学生自主学习和参与评价；创设教师实施跨学科主题学习的自评量表，为教师调控自身行为及主导学习活动提供参考。

To enhance middle school students' ability to solve complex real-world problems through interdisciplinary approaches and promote the joint development of teachers and students, this study explores the evaluation methods for interdisciplinary thematic learning in middle school geography courses under the guidance of constructivist learning theory and the fourth-generation evaluation theory. The evaluation is conducted in two contexts: "classroom activities derived from geography textbooks" and "practical activities utilizing school-based resources." Following the principles of development, comprehensiveness, and diversity, the evaluation content covers dimensions such as basic knowledge, key abilities, essential qualities, and value orientations. An evaluation scale based on "knowledge construction and psychological construction" is used to assess junior high school students' performance in geography interdisciplinary thematic learning. For senior high school students, hierarchical levels of geography interdisciplinary thematic learning are defined as pre-set learning goals to guide their self-directed learning and participation in evaluation. Additionally, a self-evaluation scale for teachers' implementation of interdisciplinary thematic learning is developed, providing a reference for teachers to adjust their behaviors and better guide learning activities.