本文为解决在地理核心素养导向下，跨学科教学面临的“守界”与“越界”平衡难题，提出以“尺度把握”为核心的专业实践框架，指出“守界”是对地理学科主体性的理性坚守，“越界”是为解决复杂地理问题而主动融合多学科资源的教学创生，二者通过教师的专业判断实现动态统一。“尺度把握”具体表现为空间性、方法性、结构性和过程性四个地理维度，为诊断教学失衡提供了分析依据。本文认为，跨学科教学应走向“深度统整”并通过目标设计、过程组织和效果评价三重路径实现系统性转向。研究结论可为地理教师开展跨学科教学提供理论参照与实践指引。

This paper addresses the balancing dilemma between "boundary-keeping" and "boundary-crossing" in interdisciplinary teaching oriented by the core competencies of geography. lt proposes a professional practice framework centered on "scale grasping" as the core. lt arques that "boundary-keeping" represents a rational adherence to the subjectivity of the geography discipline, while "boundary-crossing" signifies a pedagogical innovation that actively integrates multidisciplinary resources to solve complex geographical problems. The two are dynamically unified through teachers' professional judgment. "Scale grasping" is specifically manifested in four geographical dimensions-spatiality, methodology, structure, and process-providing analyticalbases for diagnosing imbalances in teaching. This paper maintains that interdisciplinary teaching should move toward "deep integration" and achieve systematic transformation through three pathways: objective design, process organization, and eff ect evaluation, thereby off ering theoretical references and practical guidance for geography teachers in conducting interdisciplinary teaching.