Curriculum design and implementation of interdisciplinary thematic learning in junior high school Chinese based on core competencies: take the text Have Groundless Worries or Anxieties from Grade 7 Volume 1as an example

Taking the seventh-grade Chinese language text Have Groundless Worries or Anxieties as a case study, this paper constructs an interdisciplinary learning framework centered on “Scientific Cognition and Humanistic Speculation”. Standing from the perspective of the discipline, it integrates resources from Chinese, Science, Philosophy, and Art. The study designs backward-planned learning objectives, ladder-style learning tasks, and a diversified evaluation system. Through the implementation path of “text deconstruction, disciplinary inquiry, and reconstruction of outcomes”, this framework guides students to deepen their thinking abilities, cultivate cultural confidence, and enhance aesthetic creativity within practical language use. This paper aims to provide an operational practical paradigm for interdisciplinary learning in junior high school Chinese education.