臺灣於2010年1月通過《文化創意產業發展法》，透過政策輔助支持促進全民美感素養並提升生活環境品質為目標。教育部於2011年《中華民國教育報告書》提出研發美感教育課程培育具有地關懷與全球視野的現代公民，並於2013年8月公布「美感教育中長程計畫」，以美化國民、美化家園與美善社會為整體政策的願景。回顧2004年台灣實施九年一貫課程以來，學校以社區資源為基礎致力發展本位與特色課程；同時，當時文建會自2002年至2013年陸續推動「新故鄉社區營造計畫」，以及2008-2012年推動的台灣生活美學運動，都強調結合文化傳統、空間環境、與地方產業，保存與創新台灣在地文化特色，致力於推行文化與教育的結合以提昇社會公民之意識與美學素養，並引領中小學美育之培養，乃至2012成立文化部以來強調建構在地生活美學空間、活化文化資產與創新傳統藝術等政策。 基於前述背景，本研究關心當學校如何透過文化創意課程培養學習者美感素養？首先，綜合分析相關研究文獻，本研究將文化創意課程與美感素養之關係區分為三種取向：一、以文化創意涵育美感素養（aesthetic literacy through cultural-creativity）；二、以美感教育驅動文化創意（cultural-creativity in aesthetic education）；三、文化創意即美感教育（cultural-creativity as aesthetic education）。本研究運用前述三種取向作為學校實施文化創意課程的詮釋架構，目的係為理解文化創意課程與美感素養兩者之關係；此外，從參與者之行動與觀點分析學校課程發展模式與相關問題。 本研究以一所累積14年課程實踐經驗之學校進行案例研究，主要研究方法包含紀實攝影分析（photo documentary analysis）、訪談、參與觀察、文件分析。研究結果包含：一、文化創意課程與美感素養之間為相互生成之關係；長期課程發展歷程中學校經歷從文化學習、創意活化、到形式化之歷程，然而，引入美感素養之觀點，有助於引導參與者反思課程與教學，進而產生課程文化創新的可能性。二、文化創意課程的參與者美感素養分析包含：美感動力、美感認知、美感實踐、美感價值與意義的詮釋等。三、學校發展文化創意課程提升學習者美感素養可以同時運用三種策略：美感趨動、文化儀式、以及美學社群等。四、文化創意課程中美感素養的提升問題包含：（一）參與者對於「文化課程」的認知與共識會影響課程發展的品質，若未能產生文化慣習的覺察與反思，容易導向課程形式化；（二）參與者對於課程經驗的意義詮釋會影響課程實踐與參與程度之深淺；（三）課程領導人的美感素養以及美學領導是學校文化創意課程發展與實踐之重要因素，值得未來進一步探究。
英文摘要
As creativity industry has become a soft power serving a competition indicator of nations, the Act of Cultural Creativity Industry was legislated in Taiwan in January, 2010 and through the act to strengthen civil aesthetic quality and build up living environment standards. In its Education Report of the ROC (2011) the MOE proposed to develop aesthetic education Curriculum to cultivate citizens with both the localization-caring and globalization-vision mindset. But as we know, aesthetic education is not of the learning domain of the current schooling curriculum and thus it is subject to being neglected for over-emphases on entrance-exams, school administration evaluation or other social bias. Fortunately the cultural creativity industry has drawn even more importance in the country and helps to root aesthetic education position. The project aims to explore its curriculum construction and promotion of aesthetic education from cultural creativity approach. The project will proceed with a case study by choosing a school practicing the curriculum for fourteen years. The research methods are photo documentary analysis, documents analysis, interviews, focus group, and participated observation. At first, after concluded literature, there are three approaches in the relations of cultural creativity curriculum and aesthetic literacy: aesthetic literacy through cultural-creativity, cultural-creativity in aesthetic education, and cultural-creativity as aesthetic education. The research results are: 1. The relationship between cultural creativity curriculum and aesthetic literacy is emergence mutually. The process of curriculum development undergoes cultural learning, creativity promoting, and formalization. However, the aesthetic education make curriculum practice reflectively and creatively.2. The elements of aesthetic literacy here include aesthetic dynamics, aesthetic cognition, aesthetic practice, and value. 3. The strategies that school promotes leaners aesthetic literacy in cultural creativity curriculum are aesthetic driven, cultural ceremony, and aesthetic community. At last, the issues includes:1. The cognition and consensus of participants are key factors of awareness and reflection on curriculum. If not, it would be formalized curriculum development. 2. How participants interpret the meanings of curriculum experience would influence the deeps of curriculum. 3.Aesthetic leadership is an important factors and deserves explores in the future.
