在现代教育的历史发展中，分化与整合是课程开发的两种相辅相成的趋势，二者的此消彼长勾勒出课程发展的变动轨迹。自20世纪80年代联合国教科文组织（OECD）发布《从现在到2000年教育内容发展的全球展望》专题报告以来，课程的整合逐渐成为21世纪各个国家、地区课程发展的主流。而当前学校教育以分科课程为主的现实背景，使“跨学科整合”成为课程整合问题讨论的焦点。 整合即通过构成部分或要素的添加与安排，形成一种更完整、和谐或统合的存在实体。整合效果的获取离不开对要素的认识。基于语文能力在跨学科课程整合实践中产生的特殊现象，本研究聚焦语文能力这一课程要素，主要采用调查法、行动研究法，以跨学科课程整合内涵、设计特征的理论分析为基础，通过“史海钩沉红岩魂”“小白菜种植”两个跨学科整合课程案例的分析，最终形成对语文能力在跨学科课程整合中作用及价值的整体认识。 通过研究，语文能力在跨学科课程整合中起到了关键信息的提取与加工，推进过程、获取方法，实现有效输出与输入，保障合作进行的作用；发挥出深化理解，实现自我建构，发挥角色功能，展现个人才能的价值，扮演了粘合剂、催化剂、分离剂的角色。

In the historical development of modern education， differentiation and integration are two complementary trends of curriculum development， and the two have outlined the trajectory of curriculum development. Since the publication of the "Global Outlook on the Development of Educational Content from now to 2000" by the UNESCO（OECD）in the 1980s， the integration of courses has gradually become the mainstream of curriculum development in various countries and regions in the 21st century. The current background of school education based on sub-discipline courses makes "interdisciplinary integration" the focus of discussion among curriculum integration researchers and practitioners. Integration is the creation of a more complete， harmonious or integrated existence entity through the addition and arrangement of components or elements. The acquisition of integration effects is inseparable from the understanding of the elements. Based on the special phenomenon of language ability in the practice of interdisciplinary curriculum integration，this study focuses on language proficiency and mainly adopts the survey method as well as action research method， through the theoretical analysis of the connotation and design features of interdisciplinary curriculum ，as well as the case study of two interdisciplinary integration courses “Seeking the spirit of Hongyan in history”“Cabbage planting” to form an overall understanding of the role and value of language proficiency in interdisciplinary curriculum integration. Through research， the role of language ability in the integration of interdisciplinary courses includes：extract and process key information，advancing process，acquisition method，guarantee effective information output and input， realize cooperation. Acting as a binder， catalyst， and separating agent.