新课改以后，对课程资源的要求越来越多样性和选择性，如何挖掘具有价值的课程资源成为人们关注的问题。在历史教学中，历史教师重点关注的主题是要如何去挖掘和整合新的课程资源。而红色文化资源以其独特的价值可以成为历史教学的优质资源。

安顺红色文化资源是指，在革命战争时期安顺众多英雄儿女为中华民族的独立和崛起艰苦奋斗留下来的宝贵财富。对于高中生学习历史来说，安顺红色文化资源具有极高的教育价值，是提高学生学习兴趣，塑造学生价值观的宝贵课程资源。

本文以“安顺红色文化资源在高中历史教学中的运用”为主题，再结合自身调查研究和实践教学，对这一课题进行了研究。

第一部分，绪论，介绍了研究意义、方法和创新之处。根据现有研究，安顺红色文化资源作为高中历史课程资源的利用方向的研究成果尚未出现，因此具有较高的研究价值。

第二部分，安顺红色文化资源概念分析。按照“革命遗迹、杰出人物、精神遗产”三个类型来分类安顺红色文化资源。而且解释了其在高中历史教学中的运用的意义：提高学生学习历史的兴趣；促进学生学习方式的多样性；激发学生爱国主义情感。

第三部分，调查研究安顺红色文化资源的运用现状并对调查问卷进行分析。笔者通过调查问卷的形式，对安顺市普通高中学生进行了调查，通过问卷分析，目前安顺红色文化资源的运用存在以下问题：学生了解程度低；学校利用和重视程度低；学生了解途径窄，同时提出解决问题的原则：发挥课堂教学的重要作用；增加学生的学习兴趣；树立“家国情怀”的核心素养。

第四部分，作为本文的主体部分，笔者结合自身教学实践，提出了安顺红色文化资源如何运用到高中历史教学的具体方式。第一，作为史料运用于高中历史教学中，笔者梳理了安顺红色文化资源能够作为高中历史教学资源的部分，提出了具体的方法：作为课堂导入；解读教材内容；培养爱国主义情怀。第二，开发校本课程。校本课程可开发历史课堂教学之外的部分教学，把安顺红色文化资源作为全新的课程资源进行开发。本文论述了校本选修课和古槐讲堂两种方式。第三，在社会实践活动中，安顺红色文化资源可以成为课外活动的新资源。主要实践了两种方式：假期作业和班团活动。

第五部分，安顺红色文化资源在运用过程中出现的两个问题及解决途径。问题主要在于缺乏历史老师和学校对其运用于历史教学的支持。采取了从提升历史教师的研究兴趣和紧抓学校爱国主题教育两个方面来有效地解决问题。

第六部分，为本文小结。认识到安顺红色文化资源的作用，针对研究中出现的问题，提出解决问题的思考方向。

After the new curriculum reform, the requirements for curriculum resources are becoming more and more diverse and selective. How to develop valuable curriculum resources has become a concern of many people. In history teaching, the theme which history teachers focus on is how to develop and integrate new curriculum resources. The Red Cultural Resources have unique connotations and value, which can become a kind of high-quality resource for history teaching.

Anshun Red Cultural Resources is a valuable asset left by Anshun City during the revolutionary war, and many heroes and heroines have fought for the independence and rise of the Chinese nation. It is rich in content and it has many resources. There are also national-level patriotic education bases and learning bases. For the high school students' history learning, Anshun Red Cultural Resources has very high educational value. It is a valuable and beneficial curriculum resource which can improve students' interest in learning and shape their values.

This thesis takes "the application of Anshun Red Cultural Resources in the history teaching of high school" as the theme, and combines its own research with practical teaching  experience to study this topic.

The first part, introduction, introduces the significance, methods and innovations of the research. According to the existing research, the research results of Anshun Red Cultural Resources as the utilization direction of high school history curriculum resources have not yet appeared, so it has high research value.

The second part is the analysis of the concept of Anshun Red Cultural Resources. Anshun Red Cultural Resources is classified as the following three types: revolutionary traces, outstanding figures and spiritual heritage. It also explains the significance of the application of Anshun Red Cultural Resources in high school history teaching: improving students' interest in learning history, promoting the diversity of students' learning styles and inspiring students' patriotic emotions.

The third part investigates the current situation of the application of Anshun Red Cultural Resources and analyzes the questionnaire. Through the design of questionnaire, the author conducted a survey of ordinary high school students in Anshun City. Through the analysis of questionnaire, the current use of Anshun Red Cultural Resources has the following problems: low level of understanding of students; low utilization and attention of schools; narrow understanding of students. At the same time, the principle of solving the problem is proposed.

As the main part of this paper, the fourth part puts forward the specific ways of how Anshun Red Cultural Resources can be applied to practical high school history teaching in combination with daily teaching practice. First, as a historical data, it is used in history teaching of high school. The author has sorted out the Anshun Red Cultural Resources as part of the high school history teaching curriculum resources. Here are the specific methods: as a classroom introduction, interpret the content of the textbook and cultivate patriotism. Second, it can be developed as a school-based curriculum. School-based curriculum can develop a part of the teaching beyond the history of classroom teaching, and develop Anshun Red Cultural Resources as a new curriculum resource. This article discusses the school-based elective course and the ancient lecture hall. Third, in social practice activities, Anshun Red Cultural Resources can become a new resource for extracurricular activities. There are two main methods of practice: holiday homework and group activities.

The fifth part is about the problems and solutions in the application of Anshun Red Cultural Resources. The main problem is lacking support from schools and their history teachers in the practice of history teaching. By improving the history teachers’ interest in researching and focusing on the patriotic theme, the problems can be solved.

The sixth part is a summary of this article. Recognizing the role of Anshun's Red Cultural Resources and propose solutions to problems in the research.