Against the backdrop of cultural confidence and the new curriculum standards

the integration of intangible cultural heritage (ICH) into schools is undergoing a transition from "skill transmission" to "creative transformation." This study constructs a theoretical framework for an integrated "ICH + Design Thinking" curriculum

elucidating that the transformation of traditional cultural IP requires a threefold pathway: cultural decoding

educational encoding

and creative reconstruction. It further distills four design principles—culture-oriented

child-centered

creativity-focused

and iteration-optimized—providing an actionable pathway for ICH education to overcome the limitation of "emphasizing technique at the expense of understanding."