地方历史文化资源转化为高中思政课教学的实践机制——以新疆博尔塔拉蒙古自治州为例

The Practical Mechanism of Transforming Local Historical and Cultural Resources into Teaching for High School Ideological and Political Courses—A Case Study of Bortala Mongol Autonomous Prefecture, Xinjiang

摘要: 在高中思想政治学科核心素养培育深入推进的背景下，开发利用地方历史文化资源已成为提升思政课教学实效性的重要途径。然而，当前教学实践中普遍存在地方资源与教材理论相脱节、资源运用呈现标签化与浅层化等问题，未能有效发挥地方资源独特的育人价值。因此需要深入剖析地方历史文化资源与高中思政课教材内容的价值耦合逻辑，从而探寻出实践机制。本研究以新疆博尔塔拉蒙古自治州为例，构建了“红色信念–绿色发展–多彩文化”三类资源图谱，提出“情境创设–逻辑重构–价值内化”三重转化机制，并通过实证研究验证其教学效果，旨在为边疆地区思政课教学提供可操作的实践路径。

Abstract: Under the context of deepening the cultivation of core competencies in high school ideological and political education, the development and utilization of local historical and cultural resources has become a significant pathway to enhance the effectiveness of teaching. However, current teaching practices commonly face issues such as a disconnect between local resources and textbook theories, as well as a superficial or tokenistic application of these resources. Consequently, the unique educational value of local resources has not been fully realized. Therefore, it is necessary to conduct an in-depth analysis of the underlying logic of value alignment between local historical and cultural resources and the content of high school ideological and political textbooks, in order to explore practical implementation mechanisms. Taking Bortala Mongol Autonomous Prefecture in Xinjiang as an example, this study constructs a resource map of three categories—“red faith, green development, and diverse culture” and proposes a three-step transformation mechanism of “situational perception, cognitive reconstruction, and value internalization.” The teaching effectiveness is verified through empirical research, aiming to provide an operable practical path for ideological and political education in border areas.