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.