新课改明确新目标，新目标召唤新教学。进入新时代，在党和国家的总体要求和部署下，中学思政教育站在了新的历史起点上，提出了新的要求。《普通高中思想政治课程标准》（2017 年版 2020 年修订）明确指出课程资源对课程实施的重要性，要求思政教师在实践过程中积极开发并运用多种类型的课程资源。在此背景下，开发和运用多种课程资源的重要性日益凸显。校史资源作为一种极具本土特色的课程资源，具有丰富的育人价值，将校史资源融入高中思想政治教学，对于激发学生兴趣、推动思想政治学科核心素养落地、提高思政课堂实效性、开发校本课程等方面均有重要作用。

从目前的研究成果来看，对校史资源的研究多集中在高等教育领域，在基础教育领域偏少。中学作为基础教育的主阵地，分布广泛，数量众多，历史悠久的学校不计其数，为校史资源在基础教育领域的运用研究提供了可行性。而中学时期是青少年建立人生观、价值观、世界观的关键时期，是身心方面快速成长、精神需要极为旺盛的时期，将校史资源融入到高中思想政治课无论对学校发展、教学实施，还是促进青少年的全面发展都具有重要意义。

然而，通过调查发现，校史资源在高中思想政治课的运用过程中呈现出运用程度较低，缺乏系统性、运用方式单一，实效性不显、运用环境缺失等问题，究其原因，主要在于教师缺乏运用意识与能力、运用过程中学生主体性缺失、学校的顶层设计不够完备等。基于调查的问题和原因，本文结合研究样本，按照一定步骤，提出了校史资源融入高中思政教学的四点策略：增强运用意识，集体开发课程、提高运用能力，优化教学过程、创新运用方式，凸显学生主体、发挥学校作用，健全组织管理体制等。最后，通过教学设计和教学实施对本研究提出的策略进行实践，并从课程目标达成情况、教学设计不足、策略成效三个方面进行教学反思，为校史资源融入高中思想政治课的实践提供借鉴。

The new curriculum reform defines the new goal, and the new goal calls for the new teaching. In the new era, under the overall requirements and arrangements of the Party and the State, the ideological and political education in middle school stands at a new historical starting point and puts forward new requirements. The Ideological and Political Curriculum Standards for Senior high Schools (2017 edition, 2020 revision) clearly points out the importance of curriculum resources for curriculum implementation, and requires ideological and political teachers to actively develop and use various types of curriculum resources in practice. In this context, the importance of developing and using a variety of curriculum resources has become increasingly prominent. As a curriculum resource with local characteristics, school history resources have rich educational value. Integrating school history resources into high school ideological and political teaching plays an important role in stimulating students' interest, promoting the implementation of the core quality of ideological and political disciplines, improving the effectiveness of ideological and political classes, and developing school-based courses.

 From the current research results, the research on school history resources is mostly concentrated in the field of higher education, and less in the field of basic education. As an important stage of basic education, middle school has a wide distribution, a large number of schools with a long history, which provides feasibility for the application of school history resources in the field of basic education. The middle school period is the key period for teenagers to establish their outlook on life, values and world outlook, and it is a period of rapid growth in physical and mental aspects and extremely vigorous spiritual needs. Integrating school history resources into high school ideological and political lessons is of great significance for school development, teaching implementation, and promoting the all-round development of teenagers.

 However, through the investigation, it is found that the application of school history resources in the process of high school ideological and political courses shows a low application degree, lack of systematic, single application mode, ineffective effect, lack of application environment and other problems, which are mainly due to the lack of teachers' awareness and ability to use, the lack of students' subjectivity in the application process, and the incomplete top-level design of schools. Based on the problems and reasons of the investigation, this paper combined with the research samples, and according to certain steps, put forward four strategies for integrating school history resources into high school ideological and political teaching: enhancing the use of awareness, collective curriculum development, improving the use of ability, optimizing the teaching process, innovating the use of methods, highlighting the main body of students, giving play to the role of schools, and improving the organization and management system. Finally, the strategy proposed in this study is put into practice through teaching design and teaching implementation, and the teaching reflection is carried out from three aspects: the achievement of curriculum objectives, the deficiency of teaching design and the effectiveness of strategies, so as to provide reference for the practice of integrating school history resources into high school ideological and political courses.