因應全球氣候變遷與永續發展挑戰，永續發展教育已成為當前教育的重要議題，因此從小培養學生具備系統思考與跨領域問題解決能力，被視為促進永續素養發展的關鍵。同時，由於永續發展相關概念具有高度抽象性與複雜性，我國在推動學前階段與國民小學階段的永續發展教育課程，須更關注課程在跨領域整合之發展，使兒童具備永續素養與系統思考之能力並促進全人發展。

　　本研究旨在整合STEAM教育、永續發展教育與系統思考之理論內涵，發展整合之課程架構，並透過永續系統發展論（Sustainable System Development, SSD）引導學生將所學知識轉化為具體行動，此外，本研究亦依整合架構所發展之SSD® STEAM PLAY®永續發展教育之創新課程，供未來推動之教學者作使用。課程透過樂高素材進行動手操作學習方式，協助學生將思考歷程與跨領域整合概念具體化，在模型建構與情境討論的過程中，引導學生理解永續議題之系統關係與行動策略，並培養永續素養和系統思考之能力。研究採個案研究，研究場域以臺北市實驗小學與其附近社區為主，研究對象則為兒童階段之學生，透過課程實踐，分析課程實施歷程對學生永續發展素養與系統思考能力之成效。
　　本研究結果顯示，SSD® STEAM PLAY®課程能有效促進學生系統思考能力發展。透過分階段教學與多元評量，學生之系統思考能力由「認識連結」逐步發展至「理解動態行為」、「辨識回饋關係」，並進一步展現「區分存量與流量」、「建立概念模型」及「測試政策」等高層次能力，顯示兒童階段之學生可透過具體操作學習系統思考。在跨領域永續素養方面，研究結果顯示，學生在科學、藝術與社區之跨領域面向皆能將課堂所學延伸至實際生活情境，展現由知識理解轉向行動實踐之學習歷程，有助於促進學生跨領域整合能力與永續素養之發展。

In response to the global challenges of climate change and sustainable development, Education for Sustainable Development (ESD) has become a major focus of contemporary education. Consequently, cultivating students’ systems thinking and interdisciplinary problem-solving competencies from an early age is regarded as essential for fostering sustainability literacy. At the same time, because concepts related to sustainable development are often highly abstract and complex, greater attention should be given to interdisciplinary curriculum integration when implementing ESD in preschool and elementary education. Such efforts can enable young learners to develop sustainability literacy and systems thinking competencies, thereby promoting their holistic development and contributing to the advancement of a sustainable society.
　　This study aims to integrate the theoretical foundations of STEAM education, ESD, and systems thinking to develop an innovative curriculum model—SSD® STEAM PLAY®—guided by Sustainable System Development (SSD). The curriculum incorporates LEGO® education as a hands-on learning approach to support students in externalizing their thinking and understanding systemic relationships.
　　A case study design was adopted in an experimental elementary school in Taipei. Through staged instruction and multiple assessment tools, students engaged in model building, discussion, and action-based learning to explore sustainability issues and system dynamics.
　　The findings suggest that students’ systems thinking progressed from recognizing connections to understanding dynamic behaviors, identifying feedback loops, and further developing abilities in policy testing. Students demonstrated interdisciplinary sustainability literacy across scientific, artistic, and community dimensions, and were able to extend their learning into real-life actions. The proposed SSD® STEAM PLAY® curriculum effectively promotes systems thinking and sustainability literacy through interdisciplinary and action-oriented learning.

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