习近平总书记在“不忘初心，牢记使命”主题教育总结大会提出开展“四史”学习教育的重要论述，引起众多专家学者和一线教师的持续关注。“四史”是党和国家宝贵的精神财富，推动“四史”课程资源融入高中历史教学是落实“立德树人”根本任务的必要举措，一方面有利于充实中学历史课程资源，增强历史课的趣味性和开放性，另一方面有利于历史教学模式的创新，给学生带来直观生动的学习体验，对于培养学生历史思维能力、增强学科核心素养有不可忽视的作用。中华大地，不同地区拥有深厚的历史底蕴，我们身边的“四史”课程资源有巨大的发掘潜力，应当成为历史教学的有力补充，如何充分利用好“四史”课程资源的价值，将这些资源作为辅助高中历史教学的有力支撑，应成为我们关注的焦点。

笔者将以乌兰夫纪念馆及其故居为例，以乌兰夫同志生平事迹为线索，探讨如何运用我们身边的“四史”课程资源充实统编高中历史教科书，丰富与完善高中历史教学实践这一问题。全文共分为五个部分：绪论部分将阐述选题缘起与研究意义，界定“四史”课程资源等核心概念，并对目前学界关于“四史”教育研究成果进行综述；第一章将论述“四史”课程资源融入高中历史教学的理论依据与价值意蕴，具备融合的必要性和可能性；第二章将通过访谈调查，分析当前一线教师在应用“四史”课程资源的教学情况、存在问题并给予成因分析；第三章将初步以乌兰夫纪念馆及其故居的课程资源为线索，与统编版高中历史教科书相整合，提出在历史教学中开展“四史”教育的教学原则与方法策略，例如整体构建“四史”教学框架、甄选“四史”典型史料、深挖“四史”内容细节、活用“四史”教学形式等，结合《中外历史纲要（上）》第27课《社会主义建设在探索中曲折发展》的片段设计常规课堂教学与综合实践案例；第四章将为一线教师运用好“四史”课程资源提出几点建议，以期为完善高中历史教学提供些许参考。

The general secretary put forward an important discussion on the "Four Histories" in the education summary conference under the theme of "Never forget the original aspiration, remember the mission", which aroused the continuous attention of many experts, scholars and front-line teachers. "Four Histories" include the history of the Party，the history of the New China，the history of reform and opening up, and the history of the development of socialism. They represent the true record and collective memory of the Chinese Communists in leading the people of all ethnic groups in the great cause of democratic revolution and socialist construction，and are valuable spiritual assets of the Party and the country. Promoting the integration of "Four Histories" curriculum resources into high school history teaching is a necessary measure to implement the fundamental task of "cultivating people’s virtues", which conforms to the actual needs of high school history teaching: On the one hand, it’s helpful to enrich middle school history curriculum resources, enhance the interest and openness of history class, on the other hand, it’s helpful to innovate history teaching mode, bring students intuitive and vivid learning experience, and play a necessary role in transforming students’ passive learning mode, and improving the core quality of the subject. In the land of China, different regions have profound historical deposits, the curriculum resources of "Four Histories" around us has great potential to be explored, which should be a powerful supplement to high school history teaching. However, due to the practicality of exam-oriented education, non-examination content is often ignored, the application degree of related resources is still low. How to make use of the intrinsic value of "Four Histories" curriculum resources? It should be the focus of our attention to use these resources as a strong support to assist high school history teaching.

This paper will take the Ulanfu Memorial Hall and its former residence as an example，with the life story of Ulanfu as a clue，to explore how to use the"Four Histories"curriculum resources around us to prove the , to enrich and improve the practice of high school history teaching. This paper is divided into five parts: the introduction part will define the core concepts of "Four Histories" curriculum resources, and summarize the current academic research results on "Four Histories" education; The first chapter will discuss the theoretical basis and value implication of integrating "Four Histories" curriculum resources into high school history teaching, and explore the necessity and possibility of integration. The second chapter will analyze the current teaching situation and existing problems of front-line teachers in the application of "Four Histories" curriculum resources through interviews and surveys, and give cause analysis; The third chapter will initially take the curriculum resources of Ulanfu Memorial Hall and its former residence as the clue, integrate with the unified edition of high school history textbooks, and propose the teaching principles and methods and strategies for carrying out "Four Histories" education in history teaching, such as the overall construction of the teaching framework of "Four Histories", the selection of typical historical materials of "Four Histories", the in-depth digging of the content details of "Four Histories", and the use of "Four Histories" teaching forms. Combined with Lesson 27 of , regular classroom teaching and comprehensive practice cases are designed to illustrate. The fourth chapter will provide some suggestions for teachers to make good use of "Four Histories" curriculum resources, in order to provide some references for improving high school history teaching.