在社口國小，社區裡有許多獨特的人文景觀：大夫第、筱雲山莊、犁記、崑派、萬興宮、石頭公等都具有歷史與藝術的元素。社口的孩子在這個社區長大，對於生活社區裡的景物應該最有感覺。每一種景物圖像都服務不同的目的，孩子應該也要有屬於他們的景物與圖像。或許關於孩子所關心的、感興趣的泥土、蝴蝶、生活…的地圖，可幫助他們形塑出另一種未來的希望。基於這樣的想法，社口的孩子在這個社區長大，對於生活社區裡的景物應該最有感覺，因此，從社區的特色為元素出發，開發藝術欣賞與創作的課程，涵融視覺、音樂、表演和展示，豐富孩子的學習生活，加深對家鄉的認同感是開啟本研究的動機。本研究目的為：（1）發展教師運用自編學校本位社區藝術與人文教材內涵創造思考教學模式與課程內容，（2）探討教師實施社區藝術創作與鑑賞創考思考教學之歷程及教學上的反省。本研究就是將社區資源化成創意教學的行動研究實例。本研究以台中師院1 位教授與台中縣社口國小1 位校長及6 位教師組成團隊，以不斷反思、回饋、修正的歷程，開發學校本位社區藝術教育課程。本研究擷取社區景觀元素，結合創意教學策略，發展出系統性的三至六年級的藝術與人文課程教材「社區藝術地圖」32單元，是一套適合台中縣社口國小以及鄰近地區國小藝術與人文課程教學應用的教材。本研究採質量性並重的研究方式，研究工具結合各種搜集資料的方法如：觀察法、實地參觀、專家座談、分享課程開發成果、與當地民俗專家訪談、與學生深度訪談、作品分析、問卷調查等，進行時效性的資料收集，並提供適時的回饋，以促成實際問題的解決為導向。此外本研究並作各單元教材詳細「教學觀察紀錄」，以提供任課教師回饋與改進之反思與具體方法。本研究在課程發展模式方面，主要有分析社區特色、依次為擷取社區藝術元素、設計藝術與人文課程、反思與回饋、試教、修正回饋、及正式教學等步驟。藉由本研究可獲得下列預期成果： （1）國小藝術與人文領域教師可從教學中學得如何運用創造思考教學於社區藝術與人文教材內涵中，以有效引導學生具有創作與鑑賞創新設計能力，並對行動研究理論與實務有所體認；（2）研究小組成員可學得對於啟發學生在藝術與人文領域中，創作與鑑賞創新設計能力的知識之專業成長；及（3）國小學生可學得運用周遭社區資源，以創意及想像力來設計創新成品。

Privileged to be situated in a unique human landscape, Sheh-koou Elementary School, Taichung County is a part of the community where Grand Master Residence, Sheau-Yun Mansion, Li's Pastry, Kuen's Pastry, Wann-shing Temple, Stone Temple have their long-standing historical and artistic heritage. Children grown within the community are bound to develop their identity toward the landscape. Each scenery serves its individual purpose. Children also are entitled to have their own landscape and images. A map, which indicates the earth, butterfly, living environment, etc. of children's concerns and interests, will perhaps help them shape up an alternative hope for the future. Based on this philosophy, children grown within the community are bound to develop their identity toward the landscape. Hence, this research was motivated to starting out from the unique features of the community in cultivating curriculum of art appreciation and creation, incorporating visual sensory, music, performance and demonstration, diversifying children's learning experience, and deepening their identity toward their homeland. Thus, the aims of this research are to （1）exploring teachers' efficacy in applying teacher-designed school-based curriculum of community art and humanity materials incorporating creative thinking teaching; （2）promoting students' ability of art creation and appreciation of creative design; （3）exploring the process and reflection during teachers' executing community art creation and the appreciation of creative thinking teaching. This research is an example of an action research on transforming community resources into creative teaching. Through the process of consequent reflection, feedbacks and modification, the team members of this research, composed of 1 professor from National Taichung Teachers College, 1 principal and 6 teachers from Sheh-koou Elementary School, Taichung County, attempts to develop a school-based community art curriculum. With the inclusion of landscape elements from the community and creative teaching strategy, this research has developed a systematic Arts and Humanity curriculum we so named as "Community Art Map."（CAP） Comprising 32 units and targeting the students from the 3rd to 6th graders, the CAP is a set of Arts and Humanity curriculum both suitable for Sheh-koou Elementary School, Taichung County and the neighboring elementary schools within the community. This paper has applied both qualitative and quantitative methods, combining various data collecting tools such as observation, field trip, symposium, sharing results of curriculum development, interviewing with local folk art specialists, holding in-depth interview with students, analysis of art work, questionnaires. In achieving a problem-solving oriented research, the team has engaged collecting valid data and providing immediate feedbacks. In addition, this research also preserved elaborate “teaching observation record” so as to provide feedbacks for the teachers and as reference for reflection and improvement. In regards to the curriculum development model, this research aims mainly at the analysis of the unique features of the community, following the steps of culling artistic elements of the community, designing Arts and Humanity curriculum, reflection and feedbacks, trial-teaching, feedbacks for modification, and formal teaching. The design of the research is to provide the following outcomes:（1）teachers of the Arts and Humanity learning domain will be benefited from acquiring specific ways of incorporating creative thinking teaching into community Arts and Humanity materials, hence to effectively cultivating students with abilities of creating and appreciating creative designs, and then developing an understanding toward theories and practices of the action research; （2）members of the research team will acquire professional growth in inspiring students' ability to create and appreciate creative design on the Arts and Humanity domain; and（3）students of elementary school will attain the knowledge of utilizing resources from the community to design innovated art work with creativity and imagination.