Linlin Wang

As the new curriculum reform advances, cultivating historical core competencies has become the central objective of history education. Local history resources, which represent micro-level manifestations of the broader Chinese historical narrative within specific regions, offer unique advantages such as relevance to students' lives, concrete and vivid content, and strong potential for emotional engagement. These resources serve as vital vehicles for achieving the educational aims of history teaching. This study explores the theoretical foundations, multifaceted values, and practical implementation strategies for integrating local history resources into junior secondary school history classrooms. It begins by analyzing the pedagogical value of these resources in deepening students' connection to their hometown and nation, stimulating learning interest, fostering inquiry skills, and revitalizing historical knowledge. The paper then systematically categorizes the main types of local history resources—including physical, documentary, oral history, and intangible cultural heritage—and outlines their distinct characteristics. A multi-dimensional application model is constructed, focusing on classroom integration, thematic activities, and research-based practical learning, complemented by illustrative teaching examples. Finally, addressing practical challenges such as difficulties in resource integration, potential deviation from core teaching objectives, and limitations of traditional evaluation methods, the paper proposes countermeasures involving deepened school-based teaching research, enhanced teacher training, and the development of diversified assessment systems. The aim is to offer both theoretical reference and practical guidance for junior secondary history teachers seeking to effectively utilize local history resources to improve instructional quality.

Local history resources; Junior secondary history instruction; Core competencies; Teaching strategies; Curriculum resource development.

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