Abstract: Under the background of interdisciplinary teaching reform, teachers’ pedagogical adaptation has become the key to the effective implementation of the new standards, which is mainly manifested in the paradigm transformation of interdisciplinary teaching concepts, the systematic optimisation of integrative teaching competence, and the debugging mechanism of the dynamic teaching environment. However, teachers are subject to the empirical solidification and thinking blockage of interdisciplinary concepts, the systematic fracture of interdisciplinary teaching ability, and the double pressure of the institutional and psychological environments, which make teachers suffer from adaptation syndromes in actual interdisciplinary teaching. In order to break through the difficulties of adaptation to teaching in an interdisciplinary context, teachers need to awaken the inner awakening of the subject of education, forge the composite ability of interdisciplinary teaching, and weave a supportive environment for synergistic and common progress.