随着新课程标准的出台和新教材的推行，历史学科素养越来越受到历史教师者的重视，其中史料实证是核心素养的基础，也是历史教学的支柱，本文试图在此背景下以具体课例为中心，探究高中历史课程中的史料运用。第一章是史料运用的现状分析，主要以问卷的形式调查教师史料运用状况，发现教师自身专业素养存在异化问题。教师在选择史料方面存在诸多问题，未能充分发挥新课标作用，未能充分发挥学生主体作用等问题。在调查学生史料学习状况时，发现学生对史料认识不清，史料的解读和推论能力不足等问题。第二章主要论述史料的选用原则和获取途径。在教学中，教师可以根据真实性、多样性、典型性和适应性等原则对史料进行选用。对于高中教师而言，便捷的互联网搜查史料是最常见的方法，由于诸多限制，实地搜查史料相对较少。第三章是在史料运用方面，以《全民族浴血奋战与抗日战争的胜利》一课为主要案例，侧重分析史料运用的策略。一是依据教学目标合理利用教材史料和其他史料，二是运用史料引导问题生成，三是运用史料创设历史情境，四是解读史料构建历史解释。第四章是史料运用研究的启示，分析史料运用方面未能解决的问题，探索应对措施，教师应当转变教育理念与方式，提升历史素养，在教学中充分运用史料，有效解决教学重难点，培养学生历史学科核心素养。在今后的教学中进一步探究史料运用的相关问题，从中获得更多的启示，推动历史教学不断进步。

With the introduction of the new curriculum standards and the implementation of the new teaching materials, history teachers pay more and more attention to the quality of history. The empirical research of historical data is the basis of the core quality and the pillar of history teaching. This paper attempts to explore the use of historical data in the history curriculum of senior high school under this background.The first chapter is the analysis of the current situation of the use of historical materials, mainly in the form of questionnaire survey of teachers' use of historical materials, found that teachers' professional quality exists alienation problems. There are many problems in the selection of historical materials by teachers, such as failing to give full play to the role of the new curriculum standard and the students' main role. In the investigation of students' learning situation of historical materials, it is found that students do not have a clear understanding of historical materials, and their ability to interpret and infer historical materials is insufficient. The second chapter mainly discusses the selection principle and access of historical materials. In teaching, teachers can choose historical materials according to the principles of authenticity, diversity, typicality and adaptability. For high school teachers, convenient Internet search of historical data is the most common method, due to many restrictions, the field search of historical data is relatively small. The third chapter is about the application of historical materials, focusing on the analysis of the strategy of using historical materials, taking the lesson "the whole nation's bloody struggle and the victory of the Anti Japanese War" as the main case. The first is to use historical materials and other historical materials reasonably according to the teaching objectives; the second is to use historical materials to guide the generation of problems; the third is to use historical materials to create historical situations; the fourth is to interpret historical materials to construct historical interpretation.The fourth chapter is the Enlightenment of the research on the application of historical materials, analyzes the problems that can not be solved in the application of historical materials, and explores the countermeasures. Teachers should change the educational ideas and methods, improve the historical literacy, make full use of historical materials in teaching, effectively solve the key and difficult points of teaching, and cultivate students' core literacy of history.In the future of teaching to further explore the use of historical data related issues, from which to obtain more enlightenment, to promote the continuous progress of history teaching.