本文探究臺灣學院藝師對視覺媒體創作的創造取向的指導之價值，以關注學生作為創造性主體時，提供教育場域不同的理論與實踐框架。創作教學取徑涉及理念探索、典範分析、技藝挑戰的建構、社會情境學習等歷程，而藝術本位研究則強調此對師生間學習上的合作與精神性提昇發展有其重要性。本研究探索藝術教師如何透過指導行為，讓創作學習者能感知且有意義地將自我與文化中的視覺經驗，鑲嵌於其創作實踐。因此，透過影視與動畫領域的個案，以敘說方法為工具，聚焦於其如何協助創作學習者發展作品之指導原則、方法與解釋，討論藝術教師在媒介、語言與脈絡中思考的觀點與事件，以分析教學實踐歷程對學習者的意義。本文認為，藝術本位探究的指導，幫助學生於創造性中探索自我並培養想像力：從教學層面看，創作理念的論述有助學習主體對議題參與感，挑戰典範有助於開放經驗；就互動層面，創作作品有助聯繫學習主體之自我反思與跨脈絡溝通。最後我們相信，藉由鼓勵學生透過創作去詮釋、鑑賞、反思、重組與再設計自身日常生活經驗中共享的符號與意義，教育者能使學生主體超越被動觀看，並朝向主動與圍繞自身之世界溝通表現的學習。

The purpose of the present study was to provide different frameworks for the theory and practice of education with respect to creative-oriented guidance given by teachers in colleges of art in Taiwan. The creative-oriented guidance involves the inquiring ideas, paradigm of creations, constructing artistry for challenge and the social interaction learning upon which it is based. Art-based researchers have stressed the importance of collaboration between teachers and students in learning and spiritualization achievement. The study explored how art teachers can, through guidance, empower students to perceive and engage in the self and cultural visual experience embedded within the creative practice. Using the narrative method and analyzing process of pedagogic practice through a discussion of arguments and events with thinking in media, language and context, the case study not only focused on guidance on the principles and methods, but also explained how to assist creative learners to develop their creation. The guidance on art-based inquiry is an essential direction for students who are committed to examining self and fostering imagination principles through their creating. In the ＂teaching＂ segment, creative idea discourse will assist in the sense of issue of participation, and paradigm challenge discussion will assist in the sense of open experience. In the ＂interaction＂ segment, creation helps learners reflect on self-experience and cross-context communication. Finally, by encouraging student through creation to interpret, evaluate, re-organize and redesign the meanings of creation in their everyday experiences, educators can begin to move student subjects beyond modes of passive spectatorship and towards more active and expressive forms of communication within the world around themselves.