Problem-based learning design thinking is a student-centered literacy-oriented teaching model. By using Practical Action Research, this study explores the teaching practices of integrating design thinking into cross-disciplinary aesthetic curriculum. The researchers led four teachers to develop a cross-disciplinary aesthetic curriculum using design thinking steps. The data were collected from questionnaire survey, teaching observation, student learning sheets and teaching reflection. The researchers found that: 1. The teaching practice of integrating design thinking into interdisciplinary aesthetic curriculum, includes four teaching processes: exploring beauty, selecting beauty, creating beauty, and seeing beauty. 2. The cross-disciplinary aesthetics curriculum was effective, showing the best ability in "Applied Technology" and the weaker ability in "Creative Design". 3. Integrating design thinking in teaching helps to enhance teachers’ professional competence, with ’guidance’ replacing ’leadership’ as a test of teaching ability. Finally, the researchers put forward three suggestions: 1. For different teaching objectives, the design thinking process should be flexibly adjusted. 2. The learning content of "Reflective Feedback" and "Innovative Design" should be strengthened. 3. Design thinking should be incorporated into school curricula, long-term planning and management. It is hoped that this study will provide helpful insights for educators in the field of education.
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