This paper aims to explore how to effectively integrate rich historical resources into the teaching practice of moral education for middle school students. The article first clarifies the connotations of historical resources and moral character, analyzing the inherent logical connection between the two. Secondly, it elaborates on the contemporary value of integrating historical resources into moral education from the three dimensions of cognitive deepening, emotional cultivation, and behavioral guidance. Finally, based on the theories of critical thinking and constructivism, it proposes systematic application strategies and improvement paths, hoping to provide references for enhancing the effectiveness and humanistic quality of moral education for middle school students.