永續發展是全球關注的核心議題，而教育則是培養下一代永續素養的重要途徑。永續發展教育(Education for Sustainable Development, ESD)是聯合國教科文組織(UNESCO)所倡議，旨在培養學習者具備促進永續社會所需的知識、技能與態度。本研究旨在設計與開發永續發展教育桌遊，並探討對幼兒系統思考能力提升上可能的影響，作為幼兒教育現場課程與教材設計參考。
本研究結合文獻分析、專家訪談與教學實作觀察三項方法。首先，透過文獻蒐集與分析，據此發展出「黑熊保育生態系」桌遊。其後邀請兩位資深幼兒教育教師進行桌遊內容之專家評鑑，以確認其正確性、教育性與適齡性。經修正後，研究者進入幼兒園情境，帶領五位幼兒進行約60分鐘的桌遊教學實作，並蒐集幼兒行為觀察紀錄、教師協同觀察及試玩回饋。最後整合教師訪談、幼兒永續概念觀察表、幼兒系統思考能力量表、學習單、教師課堂觀察與省思紀錄等資料，分析桌遊作為幼兒永續發展教育教材之教育價值與可行性。
研究結果顯示：一、幼兒永續概念的理解有所提升，能連結自身行為與環境影響；二、強化幼兒初步系統思考能力，能看見因果、連結與彼此影響；三、遊戲式學習提升幼兒參與感與學習動機；四、桌遊作為教學媒材具實務應用價值。

With the global attentions on humanity and sustainable development, education is a crucial pathway to cultivating sustainability literacy in the next generation. Education for Sustainable Development (ESD), an initiative of UNESCO, aims to equip learners with the knowledge, skills, and attitudes necessary to promote a sustainable society. This study aims to design and develop a board game supporting education for sustainable development and explore their impact on improving children's systems thinking abilities.
This study adopted a qualitative research approach combining literature analysis, expert interviews, and observational play with children. First, through literature collection and analysis, a board game "Black Bear Conservation Ecosystem" was developed. Second, two experienced early childhood educators were invited to evaluate the game's content for accuracy confirmation. Third, a 60-minute on site kindergarten play session with five children was conducted for field investigation and conclusive analysis.
The research results suggest the following conclusions:
1.Children's understanding of sustainability concepts can be improved, and they can connect their own behavior with environmental influences.
2.Strengthening children's basic systems thinking skills, enabling them to recognize causal relationships, interconnections, and mutual influences.
3. Game-based learning enhances children's engagement and learning motivation.
4. The board game shows practical value as an instructional medium.

壹、中文文獻
行政院國家永續發展委員會（2019）。臺灣永續發展目標。
https://ncsd.ndc.gov.tw/Fore/AboutSDG
朱芳儀（2024）。ADDIE融入虛擬實境新冠防疫桌遊之研究—以「疫同抗疫」為例（未出版之碩士論文）。國立臺北教育大學。
吳承翰（2011）。桌上遊戲參與型態對人際溝通改善之研究-以台北地區桌上遊戲專賣店顧客為例（未出版碩士論文）。國立臺灣師範大學。
吳欣欣（2021）。開發「足跡偵探」桌遊教具融入自然科學領域 探討學生知識與環境行為之表現（未出版之碩士論文）。國立臺北教育大學。
吳秀錦（2024）。應用ADDIE模式設計遊戲式學習教材之研究 —以科學桌遊融入國小動物分類學習為例（未出版之碩士論文）。國立臺北教育大學。
邱品寧、胡鈺宣、孫良誠（2020）。聯合國永續發展目標於幼教之啟示與建議。臺灣教育評論月刊，9(9)，78-82。
林佳蓉（2008）ISD系統化教學設計與數位教材實務工作坊。台北：心理出版。
侯惠澤（2016）。遊戲式學習：啟動自學X喜樂協作，一起玩中學！。臺北：親子天下股份有限公司。
范丙林（2011）。國立臺北教育大學發展學校重點特色計畫案成果報告書─桌上遊戲應用於環境教育之研究。國立臺北教育大學（未出版）。
教育部。（2016b）。幼兒園教保活動課程大綱。教育部國民及學前教育署。
https://www.edu.tw/
教育部（2020）。永續發展目標(SDGs)教育手冊：臺灣指南
https://drive.google.com/file/d/1nRAGliS_AoiMR5jae9 YzwTVHw6JDOVpC/view
莊永浰（2025）。運用ADDIE模式發展海洋教育桌遊課程之研究（未出版之碩士論文）。臺北市立大學。
陳介宇（2010）。從現代桌上遊戲的特點探討其運用於兒童學習可行性。國教新知，57(4)，40-45。
陳介宇（2013）。從早期桌上遊戲看臺灣。師友月刊，547，77-82。
陳介宇（2025）。桌遊教養全攻略：從遊戲中培養孩子的專注力、人際力、學習力。聯經。
陳亭昀（2018）。設計「生態總動員」桌遊教具以培養學童的環境素養（未出版碩士論文）。國立臺北教育大學。
陳怡伶（2024）。發展數位化教學方案之歷程研究—以ADDIE 模式發展數位故事教材。臺灣教育評論月刊，13(5)，99-107。
陳鳳涵（2023）。永續發展教育遊戲開發設計與實踐（未出版碩士論文）。國立臺灣師範大學。
黃永和（2012）。激發學習活力--遊戲在教學上的應用。教師天地，179 ，2012.08[民101.08]，23-28。
黃美秀（2006）。瀕危的台灣黑熊。科學發展，398，26-33。
黃美秀、吳伊仁、姚中翎、李培芬、王穎、吳海音（2009）。臺灣黑熊棲息地利用及分布預測模式。特有生物研究，11(2)，1-20。https://doi.org/10.7064/ESR.200907.0001
黃美秀、潘怡如、林容安（2012）。臺灣黑熊分布預測模式及保育行動綱領之建立(二)：臺灣黑熊保育行動綱領（100 林發-7.1-保-76）。行政院農業委員會林務局。
黃振瑋（2023）。生態保育之教育型桌遊設計開發（未出版碩士論文）。國立臺北教育大學。
賓靜蓀（2021年10月29日）。2021年教育現場關鍵字：SDGs－孩子要的永續未來現在開始打造！親子天下。
https://premium.parenting.com.tw/article/5091144
蔡仁哲、李祥堯、張俊彥、張世燁（2021）。利用桌遊教授永續發展。永續性， 13 (9)，4942。 doi:https://doi-org.proxyone.lib.nccu.edu.tw:8443/10.3390/su13094942
盧秀琴、林毓哲（2018）。國小教師開發「昆蟲桌遊教具」以增強學童「沉浸經驗、科學過程技能。課程與教學季刊，21（1），105-132。
鄭秉漢（2024）。符應永續原則的淨零綠生活桌遊之設計與成效。科學教育學刊，32(4)，369-401。https://doi-org.proxyone.lib.nccu.edu.tw:8443/10.6173/CJSE.202412_32(4).0002
環境部（2024）。淨零綠生活行動指引。https://reurl.cc/lNll9Y
蘇尉嘉、楊筑鈞（2025）。從賽局啟示的永續問題：議題桌遊的教與學。科學教育學刊，33(1)， 107-136。 https://doi.org/10.6173/CJSE.202503_33(1).0004

 
貳、英文文獻
Abu Bakar, S. N., Mahamarowi, N. H., & Mustapha, S. (2022). Game-based learning as a teaching and learning tool for dyslexic children. In 2022 IEEE 10th Conference on Systems, Process and Control (ICSPC) (pp. 50–55). IEEE. https://doi.org/10.1109/ICSPC55597.2022.10001824
Arnold, R. D., & Wade, J. P. (2015). A definition of systems thinking: A systems approach. Procedia computer science, 44, 669-678.
https://doi.org/10.1016/j.procs.2015.03.050
BBG桌上遊戲網站。取自https://boardgamegeek.com/
Banerjee, A., Pia, R. B., Daelmans, B., Goh, E., & Peterson, S. (2019). Reaching the dream of optimal development for every child, everywhere: what do we know
about ‘how to’? Archives of Disease in Childhood, 104, S1-S2. https://doi.org/10.1136/archdischild-2019-317087
Bruner, J. (1972). The Nature and Uses of Immaturity. American Psychologist, 27, 687-708. https://doi.org/10.1037/h0033144
Caws, C. G. (2013). Evaluating a web-based video corpus through an analysis of user interactions. ReCALL, 25, 85–104.
Colpaert, J. (2006). Toward an ontological approach in goal-oriented language courseware design and its implications for technology-independent content structuring. Computer Assisted Language Learning, 19, 109–127.
Davis, J. M. (1998). Young Children, Environmental Education, and the Future. Early Childhood Education Journal, 26(2), 141-155.
Debrenti, E. (2024). Game-based learning experiences in primary mathematics education. Frontiers in Education, 9, Article 1331312. https://doi.org/10.3389/feduc.2024.1331312
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.). Allyn & Bacon.
Dick, W., & Carey, L. (2014). The systematic design of instruction (8th ed.). Pearson Education.
Dorn, D. S. (1989). Simulation games: One more tool on the pedagogical shelf. Teaching Sociology, 17(1), 1-18.
Fisher, D. M., and Göktepe, E. (2021). Creating assessment questions for systems thinking concepts. Proceedings from the International System Dynamics Conference. Chicago, IL.
Fondo, M., & Gómez-Rey, P. (2021). Integrating game-based learning for intercultural skills development in higher education. In Proceedings of the European Conference on Games-Based Learning (pp. 213–221). https://doi.org/10.34190/GBL.21.084
Gupta, P., & Goyal, P. (2022). Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education. The International Journal of Educational Management, 36(3), 341-356. https://doi.org/10.1108/IJEM-04-2021-0126
Hainey, T,Connolly, T. M.,Boyle, E. A,Wilson, A.,Razak, A.(2016).A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education,102,202-223.
Hicks, D. (2012). Sustainable Schools, Sustainable Futures. Godalming: WWF UK.
https://www.researchgate.net/publication/285228224_Sustainable_Schools_Sustainable_Futures
Hogle, J. G. (1996). Considering games as cognitive tools: In search of effective edutainment. University of Georgia.
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable Development: A Systemic Framework for Connecting the SDGs to Educational
Outcomes.Sustainability, 11, 6104.
Li, X., Yang, Y., & Chu, S. K. W. (2024). How does gamification bring long-term sustainable effects on children’s learning? Implications from a crossover quasi-experimental study. Educational Technology Research and Development, 72(3), 1357-1381. https://doi.org/10.1007/s11423-023-10341-x
Müller, U., Hancock, D. R., Stricker, T., & Wang, C. (2021). Implementing ESD in schools: Perspectives of principals in Germany, Macau, and the USA. Sustainability, 13(17), Article 9823. Retrieved from https://doi.org/10.3390/su13179823
Nazar, R., Chaudhry, I. S., Ali, S., & Faheem, M. (2018). Role of quality education for sustainable development goals (SDGs). International Journal of Social Sciences, 4(2). Retrieved from https://grdspublishing.org/index.php/people/article/ view/1451
Organization Mondiale pour l'Éducation Préscolaire (OMEP). (2022). Decade of Early Childhood Education and Care. https://omepworld.org/decade-ecce/
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: W.W. Norton.
Prensky, M. (2007). Digital Game-Based Learning. New York: McGraw-Hill.
Russell, V., & Murphy-Judy, K. (2021). Teaching language online: A guide to designing, developing, and delivering online, blended, and flipped language courses. Routledge.
Senge, P. M. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. The Spieler Agency.
Shearer, R. (2003). Instructional design in distance education: An overview. In M. G. Moore (Ed.), Handbook of distance education (pp. 275–286). Lawrence Erlbaum Associates.
Shimabukuro, M., Toki, T., Shimabukuro, H., Kubo, Y., Takahashi, S., & Shinjo, R. (2022). Development and Application of an Environmental Education Tool (Board Game) for Teaching Integrated Resource Management of the Water Cycle on Coral Reef Islands. Sustainability, 14(24), 16562. https://doi-org.proxyone.lib.nccu.edu.tw:8443/10.3390/su142416562
Starks, K. (2014). Cognitive behavioral game design: A unified model for designing serious games. Frontiers in Psychology, 5, 28.
Stave, K. A., and Hopper, M. (2007). What constitutes systems thinking? A proposed taxonomy. Paper presented at the 25th International System Dynamics Conference, Boston, MA.
Sterman, J. D. (2001). System dynamics modeling: Tools for learning in a complex world. California Management Review, 43(4), 8–25.
Tilbury, Daniella.(2010). Education for Sustainable Development : An Expert Review of Processes and Learning. UNESCO.
http://unesdoc.unesco.org/images/0019/001914/191442e.pdf
UNCED(1992). Agenda 21, The United Nations Programme of Action from Rio, New York:UN
United Nations. (2000). United Nations Millennium Declaration. United Nations General Assembly. https://www.un.org/en/development/devagenda/millennium.shtml
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/2030agenda
United Nations. (2021). Ensure sustainable consumption and production patterns: SDG 12 progress report.https://unstats.un.org/sdgs/report/2021/goal-12/
UNESCO. (2005). United Nations Decade of Education for Sustainable Development (2005–2014) International implementation scheme. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000148654
UNESCO. (2014). Shaping the future we want UN Decade of Education for Sustainable Development (2005–2014) final report. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000230171
UNESCO. (2015). World Education Forum 2015 : Final Report.
https://unesdoc.unesco.org/ark:/48223/pf000243724
UNESCO. (2017). Education for sustainable development goals.
http://unesdoc.unesco.org/images/0024/002474/2474444e.pdf
UNESCO. (2019). Early childhood care and education and education for sustainable development & global citizenship (ED/PSD/ESD/2019/01). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000371048
Vygotsky, L.S. (1997).Educational Psychology Trans. R. Silverman. Davydov, V.V.(ed. and intro.). Boca Raton, FL: CRC Press.
World Commission on Environmental and Development(WCED).(1987). Our Common Future—The World Commission on Environment and Development. Oxford University Press.
Yeh, H.-C., & Tseng, S.-S. (2019). Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge. Journal of Educational Technology & Society, 22, 88–100.