生态文明建设关乎民生福祉、民族未来。党历来重视生态文明建设，随着习近平生态文明思想深入人心，生态文明教育日益成为高中思想政治课的一项重要内容。但是，在实际教学中，生态文明教育资源本身及运用方式的匮乏影响了生态文明教育的效果。因此，对生态文明教育资源的挖掘和运用进行探索，有利于改善当前高中思想政治课的生态文明教育现状，对促进生态文明教育长远推进与发展具有一定的理论和实践意义。

研究在细致梳理文献的基础上，对生态文明教育资源进行界定和分析，并进一步探究生态文明教育资源在高中思想政治课中运用的价值和可行性。通过问卷调查和访谈等多种方法对高中生态文明教育及生态文明教育资源进行调查研究，发现当前高中思想政治课中生态文明教育资源存在资源数量较少、资源选取不当、运用碎片化和运用方式单一的问题。问题产生的原因主要是生态文明教学目标不明晰、生态文明教育资源开发不充分、生态文明教育资源缺乏整合和教师对生态文明教育资源的设计经验不足。

为此，针对调研中发现的问题，探索出相应的生态文明教育资源的运用策略：课前准备中立足教材和课标，凝练生态文明教育目标及收集生态文明教学资源，并设计资源的运用方式；课堂导入中呈现生态文明案例、激发学生兴趣，或者展示生态文明数据、引发学生思考；新课讲授中采用多样化的方式展示资源、创设情境，并整合问题、组织小组讨论，再运用生态文明数据解释结论，促进形成生态价值观；课后拓展中促进学生通过采用搜集生态文明建设成就、开展实地调研、参与生态保护实践等方式促进知行统一，提高生态保护能力，践行环境保护行为。在上述策略的指导下以《坚持新发展理念》一课的教学为例对生态文明教育资源的挖掘和运用进行设计，为教师后续教学提供参考和借鉴。

The development of ecological civilization affects both the future of the country and the welfare of its citizens. The Party has always attached great importance to the construction of ecological civilization, and with Xi Jinping's idea of it winning support among the people, education on ecological civilization has increasingly become an important part of the ideological and political lessons in high schools. However, the lack of education resources themselves and the way they are used affect the effect of ecological civilization education. Therefore, exploring the excavation and application of education resources can help to improve the state of ecological civilization education and hold some theoretical and practical significance for advancing the field's long-term development and promotion.

To lay the groundwork for future research, we defined and analyzed the education resources of ecological civilization based on a thorough review of the literature, and assess the usefulness and viability of incorporating these resources into ideological and political lessons. By means of a questionnaire survey and interview, it was found that the education resources in the current high school have such problems as a small number of resources, improper selection of education resources, fragmented applications, and single application modes. The main reasons behind the problems are the unclear teaching objectives, the lack of education resources, the lack of integration of resources, and the lack of teachers' experience in the design of education resources.

Therefore, in response to the problems found in the research, we have explored corresponding strategies for the use of these education resources: in the pre-course preparation, base on the teaching materials and the standards, we condense the objectives of ecological civilization education and collect teaching resources, and design the way of using the resources; in the introduction of a new lesson, we present cases of ecological civilization to stimulate the students' interest or display ecological civilization data to stimulate the students' thinking; in the new lesson, diversified methods are used to display resources, create situations, integrate problems, organize group discussions, and then use ecological civilization data to explain the conclusions and promote the formation of ecological values; in the extension of the lesson, students are encouraged to promote the unity of knowledge and practice through collecting construction achievements, carrying out field research, and taking part in ecological protection practices, so as to improve their ability to protect the ecology and practice environmental protection behaviour. Under the guidance of the above strategies, the mining and use of ecological civilization education resources are designed using the lesson "Adherence to the New Development Concept" as an example to provide teachers with references for subsequent teaching.