The study investigates the integration of situated-based teaching and interdisciplinary methods in the College Chinese Language and Literature course to enhance students' literary knowledge and attitudes. As the traditional teaching approach in this course faces challenges related to student engagement and relevance, innovative pedagogies are required to foster deeper involvement and interdisciplinary competencies. Situated-based teaching, which involves creating realistic and immersive scenarios, helps connect the course content with students' life experiences, thereby fostering emotional engagement and practical application. Interdisciplinary teaching further supports the learning process by linking the Chinese curriculum to other disciplines, such as sociology, history, and psychology, enabling a more comprehensive understanding of literary texts. The combination of these two methods aims to make College Chinese Language and Literature a dynamic and meaningful course, developing students' cultural foundations while enhancing their problem-solving skills and critical thinking. The study discusses the theoretical foundations, practical applications, and challenges of implementing these integrated teaching methods, concluding that such an approach not only enriches students' learning experience but also prepares them for the complexities of modern society.