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.