地方性建築文化資產常因規模小、缺乏顯著特徵或保存不完整以致教學推廣時不易彰顯其應有價值，如觸發本研究的新北勢庄東柵門即為一例。為回應上述困境且考量目前國中小階段尚無文化資產教育之師資養成，本文嘗試以視覺藝術教育為途徑，統整六堆的新北勢庄東柵門、建功庄東柵門、佳冬西隘門及瀰濃東門樓等四座具文資身分，與目前尚未登錄的佳冬北柵門及東振村北柵門共六座客庄門樓為對象，並結合文化資產教育之價值判斷面向，期使學生理解並關注地方性文化資產之保存價值。研究後發現，視覺藝術教育除具觀察與創作取向，亦兼備學科架構性、關注心智發展與視覺文化觀點，利於轉譯社會文化於教學；文化資產教育涵蓋鑑賞、操作及社會價值評判的跨域學習，學區資源利於學生透過地方踏查強化與居民互動，兩者相輔相成得以深化學生之在地文化素養。在教學素材分析上，藉由門樓的並置發現雖同屬六堆，但各村落仍刻意在造型或裝飾上保有獨特性，呈現了文化多樣性以及善用生態與環境共融的智慧，充分展現地方性文化資產的積極教育意義。

Local architectural heritage is often marginalized in education due to its small scale, indistinct features, or incomplete preservation. This study uses the XinBeishi East Gate as a case to explore how such undervalued heritage can be integrated into junior high school education through an art-based approach, especially given the lack of formal cultural heritage teacher training at this level. The research focuses on six village gateways in Liudui—four officially registered and two unlisted—to examine how visual arts education can support students’ understanding of heritage value through comparative analysis, observation, and creative engagement. Findings reveal that visual arts education not only fosters aesthetic awareness and expression but also enables interdisciplinary learning and sociocultural interpretation. Despite belonging to the same regional system, the gateways exhibit distinct stylistic and decorative features, reflecting both cultural diversity and environmental adaptation. Through fieldwork and community interaction, students developed a deeper sense of connection between heritage preservation and local identity. This study highlights the educational potential of integrating local cultural assets into art curricula to enhance place-based awareness and heritage literacy.