Abstract: The 2022 revised curriculum standards set new requirements for interdisciplinary music teaching, making the enhancement of music teachers' interdisciplinary teaching capabilities a practical imperative in teacher training. This study employs a design-based research approach, exploring the issue through iterative curriculum development. It innovatively proposes the "DualCycle Lesson Case Study Model," which delves into the practical pathways for developing music teachers' interdisciplinary teaching competencies through bidirectional interaction between teacher training and instructional practice. Empirical validation of the model revealed significant improvements in interdisciplinary teaching abilities among 49 participating teachers. The findings demonstrate that this model provides a transferable framework for foundational music pedagogical innovation, offering substantial practical applicability.