文化創意是有效豐富教育活動的重要途徑之一，若能抽繹出其創新歷程中的核心素養，作為創新鷹架，將能幫助更多學生以創作實踐參與文化創新。因此，本研究從學習思考層面，討論創作對學習之思維，抽取藝術本位的創作學習要素，並將其轉化為學生設計的概念工具，以醞釀教育的教學創造力。行文先探討文化創意概念框架下「合創學習形式」的革新以及「為文化加值」的內容，繼而從中指明「樂於探究」之重要與改善的契機；接著分析「建立關係」的媒介表現，點出有待突破的觀念，據以提出後續轉向關注創作學習的微觀經驗，分享較注重個人與環境聯繫社會文化脈絡的具體個案。

Culture creativity is one of the effective ways to rich the learning environment. If we could extract the core literacy factors from creative learning process, we may offer support to learner who desire to participate their culture development in ways of creative practice. Therefore, the main purpose of the current study is to explore the factors of art-based learning and to improve educatores' creative ability. The beginning of this study examines the learning form of co-crreate of culture creative frames and the valure-added of culture on education within a learning circumstance, which help to enjoy inquiry and point out opportunities of change. Then, this study analyzes the present outcomes of relationship-building on mediums in indicating some dilemmas of inquiries in this field. This study suggests future education, for coping with above ideas we face, may turn to emphasize the microcosmic experiences of creative learning and adopt the case study of human-environment which relatively attach importance to diverse socio-culture contexts.