Abstract: Du Fu’s poems span ten grades in the unified Chinese language textbooks, with fourteen selected poems, embodying both linguistic model value and cultural educational significance. However, the current textbooks present “slices” of Du Fu’s different life stages, and the single-poem teaching mode leads students to read his poems without knowing about him. To address this dilemma, the “life map” integrated teaching approach is positioned for high school Chinese language special topic research, aligning with the “Classical Chinese Traditional Culture Study” learning task group requirements of the General High School Chinese Language Curriculum Standards (2017 Edition, Revised in 2020). Taking Du Fu’s life timeline as the warp and geographical space as the weft, individual works are restored to their historical coordinates and life circumstances. Based on sorting out the creative stages and distribution of selected poems, a five-stage teaching path is constructed to guide students from spatiotemporal cognition to spiritual interpretation, and from knowledge acquisition to personality cultivation. This exploration aims to solve the problem of “separation between text and person” in high school ancient poetry and prose teaching, providing a feasible path for the educational transformation of excellent traditional culture.