当今，中国处于百年未有之大变局中，不仅在经济政治的发展上面临新的挑战，而且在意识形态领域的斗争日益严峻，加强思想道德建设刻不容缓。习近平总书记在多个场合发表重要讲话，强调加强意识形态建设和思想道德建设的重要性。站在新的历史起点上，我们要积极开发和利用思想政治教育资源，既要继承和弘扬优良传统，也要更加注重创新和实践。在丰富的思想政治教育资源宝库中，红色文化资源是中国共产党团结带领中国人民在革命、建设和改革的实践过程中，齐心协力共同创造的宝贵财富。将其运用于高中思想政治《文化生活》教学中，可以丰富高中思想政治的教学内容，充分继承革命传统、弘扬革命精神、传播红色文化，更是维护国家长治久安的现实需要。

与此同时，我国高中基本使用的是教育部统一编订的教材，课本教材兼具知识内容的普及性和大众性的同时，不免缺乏了地域的特殊性和多彩性。所以在新一轮的课程改革中，越来越多的专家学者们更加关注课程资源的开发和运用，逐步将理论研究成果运用于课堂教学实践，收集和整理反馈意见，完善相关理论研究。体现在思想政治课上，就是将红色文化资源运用于高中思想政治《文化生活》教学中，可以深化红色文化资源的理论研究，深化高中思想政治课程教学的研究，发挥高中思想政治课程的作用，进一步提高中学生的思想素质和道德素质。

以《文化生活》教材为基础，在课堂教学中运用珠海红色文化资源，结合对Ｘ中学师生进行的红色文化资源在高中思想政治《文化生活》课堂运用情况的问卷调查和访谈，分析目前珠海红色文化资源的运用现状，取得的成果包括已经有教师开始运用红色文化资源的内容，运用的课程类型以常态课居多，大部分教师会让学生参与课堂运用和表达。在运用过程中也存在问题，包括学校重视程度小，教师在材料运用过程中存在困难，学生主动参与的积极性较低。究其原因，主要是因为学校更重视分数、教师开发和运用课程资源的能力有待提升、学生的认知水平和参与意识不强等。在此基础上，提出教师首先在选择和运用红色文化资源时，要兼顾选择性、典型性、趣味性、践行性四原则；其次是在课堂运用过程中要形成转变教学方式——提高运用能力——创新运用手段——建立评价体系的系统运用路径；最后是具体结合第七课《弘扬中华民族精神》教学进行调整和改善。从而为教师在高中思想政治课教学中运用红色文化资源提供可借鉴的运用原则和具体措施，这对于丰富课堂的教学内容、激发学生的兴趣、提高课堂教学的实效性等有重要意义。

Nowadays, China is in the midst of great changes unseen in a century. It not only faces new challenges in economic and political development, but also faces increasingly severe struggles in the ideological field. Therefore, it is imperative to strengthen ideological and moral construction. General secretary Xijinping has delivered important speeches on several occasions, stressing the importance of strengthening ideological and moral development. Standing at a new historical starting point, we should actively develop and make use of ideological and political education resources. We should not only inherit and carry forward fine traditions, but also pay more attention to innovation and practice. In the rich treasure house of ideological and political education resources, red cultural resources are the precious wealth that the communist party of China unites and leads the Chinese people to create in the practice process of revolution, construction and reform. Applying it to the teaching of high school ideological and political "cultural life" can enrich the teaching content of high school ideological and political, fully inherit the revolutionary tradition, carry forward the revolutionary spirit, spread the red culture, but also safeguard the country's long-term peace and stability.

At the same time, China's senior high schools basically use textbooks compiled by the ministry of education, which are both universal and popular in terms of knowledge content, but also lack of regional particularity and diversity. Therefore, in the new round of curriculum reform, more and more experts and scholars pay more attention to the development and application of curriculum resources, and gradually apply the theoretical research results to classroom teaching practice, collect and sort out feedback opinions, and improve relevant theoretical research. Embodies in the thought political lesson, will be the use of red culture resources in the teaching of the high school ideological and political "cultural life", can deepen the study of theory of the red cultural resources, deepen the ideological and political course teaching of high school study, play to the role of the high school ideological and political course, to improve the ideological quality and moral quality of middle school students.

On the basis of "cultural life" the teaching material, using the Zhuhai red culture resources in classroom teaching, on the X middle school teachers and students in the red culture resources in high school ideological and political "cultural life" classroom use of questionnaire and interview, on the basis of analyzing the present condition of the Zhuhai red culture resources are applied in the classroom, have been achievements include teachers have started to use the content of the red cultural resources, mainly used in the normal class types, most of the teachers can make students participate in classroom use and expression; There are also problems in the application process, including the low attention of the school, the difficulty of teachers in the application process, and the low active participation of students. The main reasons are that more emphasis is placed on scores in real education, teachers' teaching ability remains to be improved, and students' interest and participation are not strong. On this basis, it is proposed that when using red cultural resources, teachers should first select materials with the four principles of selectivity, typicality, interest and practice. Secondly, in the process of classroom application, it is necessary to form a systematic application path of transforming the application mode -- improving the application ability -- innovating the application means -- establishing the evaluation system. Finally, the seventh lesson "carry forward the spirit of the Chinese nation" teaching to adjust and improve. It provides some useful principles and measures for ideological and political teachers to use red cultural resources in high school ideological and political teaching, which is of great significance to stimulate students' interest, enrich the teaching content and improve the effectiveness of classroom teaching.