随着新课程改革的推进，课程资源得到进一步的开发，越来越多的乡土史资源应用于历史教学之中，各个地区乡土史料教学百花齐放。当前对北京海淀地区乡土史的教学研究仅停留在乡土教材的层面，关于历史教学的资源开发理论与实践案例研究较少。因此，本文将分析海淀乡土史资源在历史教学中的史料筛选与使用原则，并提出相应的案例和实施策略。

本文首先概述海淀地区的历史沿革概况与资源状况。其次，本文阐明乡土史开发的史料筛选与使用的原则和教学方式：围绕乡土史料筛选及应用，笔者总结出真实性、典型性、突出能力涵育三方面原则；围绕乡土史资源的教学方式，以案例呈现常态课教学和实践活动教学两类。此外，在乡土史资源开发的理论研究基础上，对实施策略展开论述，包括：从若干层面进行情境创设，依托文物挖掘历史细节，整合内容、深化主题。通过文献梳理与教学研究，笔者试图形成与统编教材相契合的海淀乡土史资源教学案例，开展多样化的活动设计，希冀学生能够将具体问题至于海淀乡土史背景中综合思考，实现教学重难点的突破。

With the advancement of the new curriculum reform, curriculum resources have been further developed, and more and more local history resources have been applied to history teaching. Various regions have blooming local history teaching materials. The current research on the teaching of local history in the Haidian area of Beijing only stays at the level of local textbooks, and there are few theoretical and practical case studies on resource development of history teaching. Therefore, this article will analyze the principles of selecting and using historical materials in Haidian local history resources in history teaching, and propose corresponding cases and implementation strategies.

This article first outlines the historical evolution and resource status of the Haidian region. Secondly, this article clarifies the principles and teaching methods for selecting and using historical materials in the development of local history. Centering on the selection and application of local historical materials, the author summarizes three principles: authenticity, typicality, and highlighting the cultivation of abilities; Based on the teaching methods of local history resources, two types of teaching are presented through case studies: regular class teaching and practical activity teaching. In addition, based on theoretical research on the development of local historical resources, the implementation strategies are discussed, including creating scenarios from several levels, excavating historical details based on cultural relics, integrating content, and deepening themes. Through literature review and teaching research, the author attempts to form a teaching case of Haidian local history resources that is in line with the unified textbook, carry out diversified activity designs, and hope that students can comprehensively think about specific issues in the background of Haidian local history, and achieve breakthroughs in teaching key and difficult points.