公民行動的課程設計乃目前社會發展之趨勢。公民教育強調行動力，大學教育最重要的目的即在培養未來公民，使之能在進入社會以後具備基本之公民素養與能力。本文以審美意識注入公民教育之實踐經驗進行探究。審美能喚醒主體意識，因其著重透過美感經驗，讓覺知能力喚醒，去感受與同理週遭的事物。審美具有整體、自主與能動三項特質，透過審美能力的培養，主體能統整經驗並進行自我與社會實踐。因此本文透過審美意識喚醒的理論應用於社區參與之公民行動課程設計，以深坑茶文化為核心，運用於＜茶藝新文化運動＞課程模組，組成11門跨領域課群，從不同面向進入社區學習場域，從發現問題、探究議題、蒐集資訊、擬訂策略、解決問題到行動實踐，最後進行成效評估。從實際行動方案中，檢視成效，並發展成為一種教學模組，以供他者參照。

Civil action curriculum is a trend of social development. Civic education places emphasis on action. The most important purpose of university education is to cultivate students have civil literacy and competences so as to become future citizens. This study put aesthetic consciousnessas an element into civic education. Aesthetic can inspire a subject consciousness. Aesthetic has a power to wake awareness and to feel and empathy surroundings through aesthetic experiences. Aesthetic behaviors have 3 characters as follows: wholeness, autonomy and movbility. A subject could integrate experiences as well as finish self and social praxis. This paper put in userelative theories and participate community action. Author designed an curriculum model based on Shankan tea as a core. This model was named ＂New tea arts cultural movement＂ which were consisted of 11 cross-fields courses. These 11 courses from diversity departments focused on the same community learning fields. The learning processes were from finding problems, studying issues, collecting information, setting strategies, resolving problems, acting praxis and evaluating outcomes. This action plan were assessed effects and developed a teaching model as a case to show others.