在新时代深化教育改革的时代背景下，历史学科立德树人根本任务的落实备受关注，尤其关于中学历史学科价值观素养的培育成为中学阶段历史学科教育的重要目标。为了落实立德树人的根本目标、指导历史学科核心素养的培育落地生根，本文聚焦中学历史学科价值观素养的养成，基于对历史学科育人目标要求、教育心理学中价值观培养原理和影视资源教育功能的研究，笔者重新整理了历史学科价值观素养教学相关概念，统称为“历史学科价值观素养”，并通过教学案例设计和实践，探究中学历史课堂运用影视资源培养价值观素养的有效策略。

首先，中学历史学科价值观素养是课程标准规定的中学生应具备的历史唯物主义世界观与方法论和情感、态度与价值观培养目标，共分为三个层次：以个人修养为核心的道德规范、以爱国主义为核心的国家认同、以国际理解为核心的全球视野；分别对应个人作为人民、公民和世界公民三重身份的价值观培养需求。鉴于价值观素养在中学历史学科教学中的重要地位，笔者认为可以利用杰出历史人物崇高品德引导学生明德修身、以祖国从危难走向辉煌的历史培养学生爱国情感、以人类历史变迁本质培养学生全球视野。

其次，本文依据影视作品内容的可信度将历史题材影视资源重新划分为重大历史事件实录、史论政论型纪录片、历史文化艺术作品三类；同时从影视心理学和影视教育功能出发，分析影视资源在历史学科价值观素养培育过程中具有增强情绪感染力、提供情境体验、丰富认识历史的视角等优势。

再次，本文结合前人研究和自己的教学实践经验，关于如何有效利用影视资源培养历史学科价值观素养得出以下结论：第一，教师在进行课前教学设计时，需要根据具体的教学目标找到教材中可以利用影视教学的相关内容；第二，依据所选课程内容寻找合适的视频材料；第三，课堂教学过程中，教师在播放视频的同时要为学生布置相应的思考任务，最后，视频观看结束后要有交流总结，即讨论解决观看过程中学生思考的问题，这四个步骤是中学历史学科采用影视教学时不可或缺的过程。同时，在影视资源选取中要注意坚持求真性、适用性和适度性等原则，只有全面考虑到影视资源本身的质量、学生的心理认知水平和影视资源与教学内容高度契合，才能保证历史教学和价值观素养培育的有效展开。

最后，在影视资源用于中学历史学科价值观素养培育效果检测方面，要将课堂学生行为观察、学科测验和阶段性量化测评结合起来，更好服务于中学历史学科价值观素养教学。

In the context of deepening the educational reform in the new era, the implementation of the fundamental task of establishing morality and fostering people in the discipline of history has received much attention, especially about the Middle School history discipline value view accomplishment cultivation becomes the middle school stage history discipline education ultimate goal. In order to carry out the basic goal of establishing morality and cultivating people, and to guide the core literacy of history subject, this article focuses on the cultivation of the value literacy of history subject in middle schools, and the cultivation of the value literacy of history subject in middle schools, and the cultivation of the value literacy of history subject in middle schools, based on the study of the requirements of the educational goal of the history subject, the principles of the cultivation of values in educational psychology and the educational function of the film and Television Resources, the author redefines the values literacy of the history subject, exploring the effective strategies of using film and television resources to cultivate the values in the history class of middle school through the design and practice of teaching cases.

Firstly, the value literacy of history subject in Middle School is the training goal of the historical materialism world outlook and methodology, emotion, attitude and value, which should be possessed by the middle school students according to the curriculum standards, it is divided into three levels: the moral code with the core of personal cultivation, the national identity with the core of patriotism, and the global vision with the core of international understanding They correspond to the individual's need to cultivate the values of his or her triple identity as a people, a citizen and a citizen of the world. In view of the importance of values in the teaching of history in middle schools, the author thinks that we can make use of the noble character of outstanding historical figures to guide the students, to cultivate the students' patriotic feelings through the history of the motherland from crisis to glory, and to cultivate the students' global vision through the essence of the historical changes of mankind.

Secondly, according to the credibility of the film and Television Works, the film and television resources of historical themes are reclassified into three categories: historical events, historical and political documentaries, historical and cultural works of art At the same time, from the perspective of psychology and education function of film and Television, this paper analyzes the advantages of film and television resources in the process of the cultivation of the values of history as a discipline, such as enhancing emotional appeal, providing experience and enriching the perspective of understanding history.

Finally, combining the previous research and their own teaching experience, on how to effectively use film and television resources to cultivate the values of the history of the following conclusions: First of all, teachers in the pre-class teaching design, it is necessary to find the relevant content in the teaching materials that can be used in film and Television Teaching according to the specific teaching objectives, at the same time, teachers should assign students corresponding thinking tasks. Finally, after watching the video, there should be a communication summary, that is, to discuss and solve the students' thinking problems during the watching process, these four steps are the indispensable process when the middle school history discipline adopts the film and Television Teaching. At the same time, we also need to pay attention to the length of video, video and teaching content fit and video type selection. Only by considering the quality of film and television resources, students' psychological cognitive level and the high agreement between film and Television Resources and teaching contents can we ensure the effective development of history teaching and values cultivation.