《文化生活》作为一个新增设的课程体系，它的教学对广大政治教师提出了更大的挑战，它既要落实“思想政治”的德育目标，又要上出“文化味”。在《文化生活》的教学中利用本土文化素材，挖掘本土文化课程资源教育价值和文化价值,可以实现《文化生活》德育和人文教育的双重使命，同时有利于本土文化的传承和创新。 南宁，古称邕州，是一座历史悠久的边陲古城,同时也是壮族、苗族、瑶族等少数民族聚居之城。在漫长的历史长河中，它不仅发展成了璀璨的现代化之城，也积淀了深厚的文化底蕴，这些都赋予了我们现在可资利用的课程资源。 南宁市新课程改革的浪潮方兴未艾，本研究从《文化生活》教学中资源的开发和利用的角度，通过对本地区在该课程中本土文化课程资源开发和利用的现状的分析，研究本地开发和利用本土文化资源的得与失。对教师，进行了教师对开发和利用本土文化课程资源的理解与认识、过程与方法、效果与评价等方面的调查分析;对学生，则着力于了解学生对本土文化资源的认识情况，学习方式以及对相关研究性学习和校本课程的有关想法等，用于改善我们的教学设计和行为。 然后，研究从自己的教学经验出发，结合教学案例对本土文化课程资源的开发和利用的策略进行探索和思考。在《文化生活》的课堂，我们可以运用归纳法，师生提出一个现实问题，查找相关材料，然后总结和分析出其中的文化生活道理，这是从个别到一般，从具体到抽象的思维过程，学生们在探索和发现的过程中，真正理解相关理论和思想观点;也可以运用演绎法教学，从课本理论到寻找现实例证，这种方法可以使学生快速地理解和掌握知识，使文化传承化繁就简、化难为易，也可以培养学生理论联系实际、事理交融的思维品质。我们还可以依托《文化生活》课程进行课外延伸，即通过研究性学习和校本课程来进行本土文化课程资源的开发和利用:通过研究性学习提高学生应用《文化生活》学科知识的能力，并且形成主动学习和参与文化生活的意识和要求;通过开设校本课程把师生研究的成果分享出去，进一步提高学生对本土文化的认识，激发爱生活、爱家乡的感情。 借此研究，希望能为本地区思想政治课特别是《文化生活》模块的教学更体现文化传承、对话和包容精神、为文化教育更具有“文化味”提供可能的思路。

As a newly added compulsory course after the new-curriculum reform, the teaching of “Cultural Life”has posed greater challenges for the political teachers,for it not only has to realize the objective of moral education, but also needs to add some cultural taste, so the abundant and appropriate curriculum resource becomes the most pressing needs. In the teaching of “Cultural Life",we can use the indigenous cultural materials,and then explore their education and culture, let our students appreciate the beauty of their hometown in the process of study. In this way, we can achieve not only the dual goals of moral education and humanities education, but also the inheritance and innovation of the indigenous culture. Nanning, called Yongzhou in the past, is a historic border city, and a city of Zhuang, Miao, Yao and other ethnic minorities. In the long history, it has accumulated deeply rooted modern and traditional culture, which gives us a lot of useful curriculum resource. The new-curriculum reform in Nanning is still going on. Through the analysis of the current situation, the research is focusing on the development and utilization of the indigenous culture and the gain or loss in the process, from the perspective of utilizing and developing indigenous culture in “Cultural Life”.For teachers,we did a survey to analyze their understanding,ways and evaluations to the development and utilization of indigenous culture; students, we tried to understand how they cognize, manage and think of the indigenous culture, hoping to improve our teaching behavior design. Then, we explored and thought the strategy of how to utilize and develop the indigenous culture,based on our own teaching experience and teaching cases.In the class of “Cultural Life”, we can use the inductive method. To be specific, firstly the teacher or students can raise a realistic subject, and then they can search the relevant material together, finally they will summarize and find out the truth in the cultural life. The thinking process is from-individual-to-general and from-concrete-to-abstract. In this way, the students can exercised not only their independent research abilities but also team cooperation abilities, which can help them to actually understand the main idea. In addition to that way, we can also use the deductive method, that is, we can apply real cases, not just theories on the courses, to explain our main ideas. In this way, we can make the complexity simple, and the difficulty easy; and we can also train our students to link theory with practice, link phenomenon with essence. The ultimate goal of our research is to increase the students' learning abilities and deepen their understanding of indigenous culture.On the one hand,by investigative study,we can improve our students’ abilities to apply the knowledge learning from the “Cultural Life”,enhance their understanding of the course, and help them to form the consciousness of active learning. On the other hand, we can spread our research results,further enhance our students’understanding of the indigenous culture, and inspire their love to life and hometown. By this topic research, we hope we can provide a possible way, by which the native ideological and political classes,especially the “Cultural Life",can better embody the cultural inheritance, exchange and tolerance, and further on, the cultural education can contain more cultural taste.