隨著時代潮流的轉變與資訊科技的發展，視覺影像成為後現代社會中主控資訊傳遞的重要媒介，社會因而漸形疏離，應培養學生學習關懷。本研究採取跨領域學科的統整性視覺藝術教育，因應後現代藝術觀與多元文化的發展，以關懷社會出發，涵養學生藝術與人文的氣質。研究者以「人文關懷．環境．保育」及「文化創意．城市美學」為議題，探討環保及文化創意相關的題材，以社會中心取向為課程設計理念，提升學生的批判能力。課程內容涵蓋藝術、美學、歷史、文化、社會學、環境科學、工藝技術、資訊科技等知識與技術，最終希望學習者透過這樣的統整課程形式，學習到實用的生活知識，進而將其內化為行動力量。研究結果發現，統整生活、藝術、人文三項要素的藝術教育課程確實能激勵學生主動學習的強烈意願，產生對社會的批判意識，涵養人文素養及帶給學生美學概念。課程的議題討論提供對話、反思機制，於行動研究中，利於隨時修正課程。

With trend changing and technology developing, visual images have been an important media in the post-modern society. We are supposed to motivate students how to concern owing to the isolation of society. To meet with the post-modern art concept and multi-cultural development, this research adopted a curriculum for ”an integrated visual arts education” which based on social concern and aimed to cultivate students arts appreciation and humanism. In terms of the subjects of “Humanity concern‧ Environment‧ Protection ”and “Cultural Creation ‧City Aesthetics ”,this work which based on social center approach was talking about related materials in order to improve learners critiquing social phenomenon. This curriculum design applied fine arts, aesthetics, history, cultures, sociology, environment science, craft technology and Information technology in the course structure. The purpose of this research was to help students get a practical living knowledge and become an inside action. This research showed the arts education curriculum that integrates the elements of living ,arts and humanity indeed strongly motivated students to learn, brought them critique ability, cultured them humanity’s concern and aesthetics thinking. Topics of the curriculum provided opportunities for conversation and introspection that beneficial in modifying the curriculum in the action research method.