The excellent traditional Chinese culture is reflected in many subjects such as Chinese language, and has become an important focus of classroom teaching. Only by breaking through the limitations of academic stages and overall layout can we reshape teaching methods and content, integrate educational elements, and transform them into students' core competencies. Only then can excellent traditional Chinese culture truly take root on campus. To achieve the above goals, we need to grasp three key points. One is to integrate the concept of cross disciplinary education into curriculum construction, and complete the practical model and curriculum construction of Chinese excellent traditional culture cross disciplinary education. Classical poetry, classical Chinese, classical novels, etc. play an important role in textbooks. Based on the learning situation of each school in Beijing Normal University Second Affiliated Education Group, we have integrated and refined teaching practice models through content integration, unifying the pace of introducing excellent traditional culture into the campus and improving teaching. This not only does not affect the pace of the school itself, but also effectively achieves the goal of integrating excellent traditional Chinese culture into teaching. We further refined typical and actionable implementation strategies such as "situational creation", "integrated reading and writing", and "tool evaluation", actively developed new curriculum groups to supplement and enrich the existing curriculum system, and launched experimental courses to explore cross disciplinary teaching of excellent traditional Chinese culture. The second is to internalize cross disciplinary teaching in task creation, making learning tasks the soul of the curriculum. The core of cross stage learning lies in distinguishing the difficulty and goals of tasks to meet the needs of different stages. In teaching, we create generative tasks and utilize their type differences to meet the different needs of students. For example, our school's "Classical Prose Reading and Writing Course" has designed "reading type" tasks that focus on stimulating learning motivation, "reading and writing type" tasks that focus on strategy guidance, and "writing type" tasks that focus on reflection and improvement, allowing students to achieve an advanced process from liking to learning and then to learning well. The third is to strengthen the effectiveness of cross disciplinary teaching in resource development and attach importance to the development of teaching tools. To do a good job, one must first sharpen their tools, and tools carry the message. Currently, the trend towards efficient, centralized, and scalable artificial intelligence technology provides more possibilities for cross disciplinary teaching of excellent traditional Chinese culture. The author led the teachers and students involved in the school to develop various reading and writing tools, such as the "Poetry Emotion Wheel" for primary school students and the "Grammar Password Lock" for junior high school students, which can help students collaborate efficiently and accumulate knowledge; The high-level tools designed for high school scales will integrate reading and writing, and build a tool resource library based on this, providing students with a learning and reflection framework and efficiently and dynamically adapting resources. (New Society)