素养导向是跨学科学习的价值旨归，在地理跨学科学习中如何培养学生跨学科意识、跨学科思维、跨学科理解以及跨学科应用的问题亟待解决。本文以“敦煌熔盐塔式光热电站”项目化学习为例，在虚实融合的问题—任务链中，解析地理要素关联性，实现跨学科知识、方法与思维结构化整合，以期在思维模型建构、跨界联想和多元化评价中，让学生实现在做中学习、做中成长及做中评价，提升学生跨学科能力、实践品格、情感浸润和价值认同。

Literacy orientation is the value goal of interdisciplinary learning. The issue of how to cultivate students' interdisciplinary awareness, interdisciplinary thinking, interdisciplinary understanding, and interdisciplinary application in geography interdisciplinary learning needs to be addressed urgently. Taking the project-based learning of“Dunhuang Molten Salt Tower Solar Thermal Power Plant”as an example, this study analyzes the interrelationships of geographical elements within a problem-task chain that integrates virtual and real-world scenarios, achieving a structured integration of interdisciplinary knowledge, methods, and thinking. Through the construction of thinking models, cross-boundary associations, and diversifi ed evaluations, students engage in learning by doing, grow through practice, and are evaluated in action, thereby enhancing their interdisciplinary abilities, practical character, emotional immersion, and value identifi cation.