非營利幼兒園永續發展桌遊課程設計與教學實踐之行動研究

An Action Research on the Design and Implementation of an SDGs-Based Board Game Curriculum in a Non-Profit Preschool

本研究採行動研究法，於北部一所非營利幼兒園實施為期十二週的SDGs導向桌遊課程「拯救地球大作戰」，探討其對幼兒永續認知學習與教師教學實踐之影響。課程搭配原創桌遊「生聲不息」，依據五階段教學歷程設計進行循環修正。研究資料來源包含焦點團體訪談、課堂觀察、學習單前後測與教師回饋，並透過三角驗證法進行分析。量化結果顯示，幼兒在「七大洲認知」（t = 7.49, p < .001, d = 1.368）與「特有種動物認知」（t = 3.63, p = .001, d = 0.663）兩構面有顯著進步；雖「環境災害認知」未達統計顯著，但教師觀察指出幼兒已展現初步語言反應與避災概念。質性結果亦呈現幼兒在語言表達與合作互動上的正向改變，教師則逐步轉化為共構者與反思實踐者。綜合而言，本研究顯示將桌遊融入SDGs導向課程之可行性與教學潛能，並彰顯行動研究於推動幼兒永續教育之專業價值。

This study adopted an action research approach to implement a 12-week SDGs-oriented board game curriculum, Mission: Save the Earth, at a nonprofit preschool in northern Taiwan. The program incorporated the original board game Voices of Life and was structured through a five-phase iterative teaching process. Data were collected from multiple sources—including focus group interviews, classroom observations, pre- and post-tests of student worksheets, and teacher reflections—and analyzed using triangulation.Quantitative results revealed significant improvements in children’s understanding of the“Seven Continents”(t = 7.49, p < .001, d = 1.368) and“Endemic Animal Species”(t = 3.63, p = .001, d = 0.663). Although the“Environmental Hazards Awareness”dimension did not reach statistical significance, observational evidence indicated emerging verbal responses and early disaster-avoidance concepts among children. Qualitative findings further demonstrated positive growth in children’s verbal expression and collaborative interaction, while teachers progressively developed as co-constructors and reflective practitioners.Overall, the study affirms the feasibility and pedagogical value of integrating board games into SDGs-based early childhood curricula and underscores the professional contribution of action research to advancing education for sustainable development.