随着新课程改革的进行，新课程标准和新教材相继出台和推行，历史学科核心素养成为教学目的，培养学生的核心素养成为课程目标。而要落实核心素养目标，就要提高课堂的有效性，充分开发课程资源，尤其是地方的乡土资源。本文尝试在此背景下以云南抗日战争乡土资源为中心，探究高中历史课程中乡土史资源有效运用的方法。本文梳理了云南抗日战争乡土资源的主要的类型，总结了这些资源的主要特点，筛选了在高中历史教学中可以运用的云南抗日战争乡土资源并分析了云南乡土资源在高中抗日战争史教学中运用的意义。在问卷调查的基础上分析了云南乡土资源在高中抗日战争史教学中运用的现状以及影响因素。对云南乡土资源在高中抗日战争史教学中运用进行了具体的实践，进行了反思，提出了建议。云南抗日战争乡土资源在教学中运用受到时间、考试模式的限制，在校本课程活动的运用中受到参与人数、安全以及预算开支的影响而困难重重。历史教师在运用乡土资源的问题上，要提升自己的专业素养，选取典型的资料，遵循辅助性的原则，在具体的操作中灵活运用。在今后的教学中，应不断进行实践、探索，进一步提升乡土资源的利用效率，发挥乡土资源的教学价值，不断提升历史教学水平。

With the development of the new curriculum reform, new curriculum standards and new textbooks have been issued and implemented. The core literacy of history has become the teaching goal, and the cultivation of students' core literacy has become the curriculum goal.In order to realize the core literacy goal, it is necessary to improve the effectiveness of the classroom and fully develop the curriculum resources, especially the local resources.In this context, this paper attempts to explore the effective use of the local resources of the Anti-Japanese War in Yunnan in the history curriculum of senior high school.This paper sorts out the main types of Yunnan Anti-Japanese War local resources, summarizes the main characteristics of these resources, selects the Yunnan Anti-Japanese War local resources that can be used in high school history teaching and analyzes the significance of the use of Yunnan local resources in high school Anti-Japanese War history teaching.On the basis of the questionnaire survey, this paper analyzes the present situation and influencing factors of the application of Yunnan local resources in the history teaching of Anti-Japanese War in senior high schools.This paper puts forward some suggestions on the application of Yunnan local resources in Anti-Japanese War history teaching in senior high school.The use of Yunnan Anti-Japanese War local resources in teaching is limited by time and examination mode, and the use of school-based curriculum activities is affected by the number of participants, security and budget.In the application of local resources, history teachers should improve their professional quality, select typical materials, follow the principle of auxiliary, and use them flexibly in specific operations. In the future teaching, we should continue to practice and explore, further improve the utilization efficiency of local resources, give full play to the teaching value of local resources, and promote the continuous progress of history teaching.