伴随着近些年中学历史新课程改革方案相继实施，开发博物馆课程资源成为中学历史教学的重要组成部分，在此背景下，馆校双方建立稳定合作机制，深度开发博物馆资源，打造中学历史的系列课程，成为馆校双方实现社会文化教育功能的共同追求。本文从中学历史教育和博物馆教育的视角，通过文献研究、查找资料等多种方法，对馆校合作模式的背景和现状进行分析，梳理馆校合作开发课程的理论基础，运用问卷调查、访谈、实地调研等多种方法，基于教育实践尝试设计馆校合作模式下的历史课程案例。

绪论部分首先对本文研究的背景和选题意义进行说明，在回溯目前学界关于课程资源开发、馆校合作方面研究的基础上，确定了本文的研究方案和研究重点。

第一章主要是对馆校合作模式下中学历史课程开发的理论做了探讨和梳理。主要结合当下馆校合作的背景与现状情况，从中学教育理论中建构主义的视角和博物馆发展学习理论的视角，提出馆校双方合作开发历史课程的可能性和重要性。

第二章以山西博物院为例，在实践层面上探讨开发博物馆资源的路径。经过前期对博物院课程资源和对中学生开展利用博物馆资源情况的调研与整合，完成课程主题的开发方向和开发课程类型的设计。

第三章则在此基础上主要介绍了三类开发课程的案例教学设计：主题探究式、实践活动式、项目提高式，并对实践成果进行访谈追踪，进而进一步优化课程设计。

第四章是基于前三章的研究和在实践中的一些体会，对目前馆校合作的一些反思和建议。馆校合作模式下开发历史课程要求馆校双方在理论和实践层面的深度合作。理论层面，深度挖掘馆校合作的方式和形式，形成双方合力同心的合作机制，在开发课程形式上有所创新，以培养学生核心素养为依托。实践层面，博物馆发挥其实物资源优势、学校的教师转变教学策略共同设计针对学生的认知特点的个性化博物馆课程，共同为学生构建活泼有趣的历史课堂。

With the introduction of the overall educational goals of “Cultivate moral character and establish personality” in recent years and the implementation of the college entrance examination curriculum reform, the in-depth development of museum curriculum resources has become an important part of middle school history teaching. In this context, the two sides of the library and school have established a stable cooperation mechanism , In-depth development of museum resources and creation of a series of courses on middle school history have become the common pursuit of both the museum and school to realize the social and cultural education function. From the perspective of middle school history education and museum education, this article analyzes the background and current situation of the library-school cooperation model through various methods such as literature research and searching materials, sorts out the theoretical basis of the library-school cooperative development curriculum, and uses questionnaire surveys, interviews, and Field research and other methods, based on educational practice, try to design history curriculum cases under the library-school cooperation model.

The introduction part first explains the background and significance of the topic of this paper. Based on the current academic research on curriculum resource development and library-school cooperation, the research plan and research focus of this paper are determined.

The first chapter mainly discusses and sorts out the theory of middle school history curriculum development under the mode of library-school cooperation. Based on the background and status quo of current library-school cooperation, from the perspective of constructivism in the middle school education theory and the perspective of museum development learning theory, the possibility and importance of the cooperation between the library and school to develop history courses are proposed.

The second chapter takes Shanxi Museum as an example to discuss the path of developing museum resources on a practical level. After preliminary research and integration of museum curriculum resources, and use of museum resources by middle school students，the development direction of the curriculum theme and the design of the development curriculum type are completed.

The third chapter mainly introduces the case teaching design of three types of development courses on this basis: subject inquiry, practical activity, and project improvement, and conduct interviews and tracking of practical results to further optimize the curriculum design.

The fourth chapter is based on the research of the first three chapters and some experience in practice, some reflections and suggestions on the current library-school cooperation. The development of history courses under the library-school cooperation model requires in-depth cooperation between the two parties in theory and practice. At the theoretical level, it deeply explores the ways and forms of library-school cooperation, forming a joint cooperation mechanism between the two parties, and innovating in the development of curriculum forms, relying on the cultivation of students' core qualities. At the practical level, the museum takes advantage of physical resources and the school's teachers change teaching strategies to jointly design a personalized museum curriculum based on the cognitive characteristics of students, and jointly build a lively and interesting history classroom for students.