随着新课程标准的正式实施，高中思想政治教育正经历一场深刻的教学改革。该课程标准强调社会实践活动的重要性，并提倡开发与利用本土及地方性文化资源，以丰富课程内容与教学资源。地方历史文化资源作为记录地区历史发展和社会演变的载体，蕴含着深厚的民族精神与文化内涵，为课程资源的深入挖掘与有效利用提供了新的契机。面对繁杂的教材内容，本文意图探讨地方历史文化资源在高中思政教学中存在的问题，通过有效的方法对其进行开发、运用，提高高中思政教学的实效性，加快立德树人任务的落实。

首先，在理论分析层面，地方历史文化资源运用在高中思政课教学是建立在马克思主义文化论、陶行知生活教育等理论的基础上，从而明确本文研究的核心问题并建立理论框架，以及地方历史文化资源运用于高中思政课教学需要遵循的目的性、综合性和实践性原则。通过文献分析和研究，梳理珠海历史文化资源可分为三类：文物及相关衍生物、非物质文化遗产资源及古籍及历史文化类书刊，并结合教材内容整理出高中思政课教学可运用的珠海历史文化资源。

其次，在现实依据层面，通过问卷调查法对珠海市某高中调查，发现目前珠海历史文化资源在高中思想政治课教学中的应用主要存在以下问题：珠海历史文化资源运用的单一性、教师课堂应用的浅层性以及家庭、社会育人作用的不协同性。究其背后原因，这与学校缺乏开发校内外资源的意识与措施、教师专业知识的广度与深度未达标、课程的设置约束课堂深度化的开展、公共文化服务体系还有待进一步完善、文化作品审核机制不严谨等相关。为此，学校应做好研发校本课程辅助思政课教学、开展思政课外活动构建延伸课堂、为教师设置专门的培训课程；教师要积极参加培训、共同研讨构建深度课堂；家庭支持和配合学校的思政育人工作，社区主动为中小学生提供多样的公益性质的课外活动，政府致力于净化教育环境，认真执行儿童图书、音像制品等出版物的整顿与清理工作。

最后，本研究以必修一第三课第一框《伟大的改革开放》课程内容为例，运用珠海历史文化资源进行实践教学，对相关问题进行了验证，发现珠海历史文化资源在高中思想政治课教学中有广阔的应用空间，应用得当可以极大激发学生的课堂学习兴趣，提高课堂参与度和知识掌握程度，课后本研究同时对存在的问题进行了深入思考和分析。

With the formal implementation of the new curriculum standards, ideological and political education in senior high schools is experiencing a profound teaching reform. The curriculum standard emphasizes the importance of social practice activities, advocates the development and use of local and local cultural resources to enrich the curriculum content and teaching resources. Local historical and cultural resources, as the carrier of recording regional historical development and social evolution, contain profound national spirit and cultural connotation, and provide a new opportunity for the in-depth exploration and effective use of curriculum resources.In the face of complex textbook contents,this article aims to delve into the issues that arise from utilizing regional historical and cultural resources for ideological and political instruction at the high school level. Additionally, it proposes implementing efficient techniques to develop and execute them effectively.The aim is to enhance the efficacy of high school political and ideological education.,and accelerate the implementation of the task of cultivating morality and people.

First of all, in terms of theoretical analysis, the application of local historical and cultural resources in high school ideological and political teaching is based on Marxist cultural theory, Tao Xingzhi's life education and other theories, so as to clarify the core issues studied in this paper and establish a theoretical framework.The application of local historical and cultural resources in high school ideological and political teaching should follow the principles of purpose, comprehensive and practical. Through literature analysis and research, the historical and cultural resources of Zhuhai can be divided into three categories: cultural relics and related derivatives, intangible cultural heritage resources, ancient books and historical and cultural books.Combined with the content of the textbook, this paper sorts out the Zhuhai historical and cultural resources that can be used in the teaching of high school ideological and political courses, and lists the relevant contents of 4 compulsory books in a table.

Secondly, on the basis of reality, through questionnaire survey on a high school in Zhuhai, it is found that there are the following problems in the application of Zhuhai historical and cultural resources in high school ideological and political teaching: the single application of Zhuhai historical and cultural resources, the shallow application of teachers in class, and the unsynergy of family and social education. The reasons behind this are related to the lack of awareness and measures to develop resources inside and outside the school, the breadth and depth of teachers' professional knowledge are not up to standard, the setting of courses restricts the in-depth development of the classroom, the public cultural service system needs to be further improved, and the review mechanism of cultural works is not rigorous. Therefore, schools should develop school-based courses to assist ideological and political teaching, carry out extracurricular activities to build extended classes, and set up special training courses for teachers. Teachers should actively participate in training and discuss together to build in-depth classroom. Families support and cooperate with the ideological and political education work of schools, communities take the initiative to provide a variety of extracurricular activities of a public welfare nature for primary and secondary school students, and the government is committed to purifying the educational environment, earnestly implementing the rectification and cleaning of children's books, audio and video products and other publications.

Finally, this study takes the content of the course "Great Reform and Opening Up" in the first frame of the third lesson of compulsory One as an example, and uses Zhuhai historical and cultural resources for practical teaching to verify relevant issues. It is found that Zhuhai historical and cultural resources have broad application space in the teaching of high school ideological and political courses, and proper application can greatly stimulate students' interest in classroom learning. To improve class participation and knowledge mastery, after class, this study at the same time to the existing problems for in-depth thinking and analysis.