因應12 年國教課綱，將環境教育議題融入自然領域做教學以培養學生的環境素養； 本研究使用ADDIE 模式研發「生態總動員」桌遊教具，融入自然領域「生物與環境」單 元做教學，以培養國小學生的環境素養。本研究採質量並重的混合研究法，以「生態總 動員」桌遊教具評鑑表(EEBD) 來評鑑自行研發的「生態總動員」桌遊教具；並以準實 驗研究，選擇新北市某國小六年級學生為研究樣本，實驗組79 人，接受融入「生態總動 員」桌遊教學的實驗處理（4 節），對照組接受一般教學處理，師生討論環境議題與提出 友善環境行動（4 節）；並以環境素養評量表(AEL) 檢核兩組學生的差異。研究結果為： 一、使用ADDIE 模式研發「生態總動員」桌遊教具，總平均分數為4.54 分（滿分5.00 分），符合「生物與環境」單元的教學需求，並能培養學生的環境素養。二、本桌遊教具 融入「人類活動對生態的影響」教學，分為6 個階段的設計，能解決五大環境危機(The HIPPO dilemma) 的問題。三、從AEL 評量的變異數分析，接受融入「生態總動員」桌遊 教學的實驗組學生能提升環境素養，訪談資料說明他們是從玩桌遊中自然養成環境素養。 四、「生態總動員」桌遊教具能增強友善環境的行動力，值得推廣給國小學生使用。

In accordance with the 12-year national education curriculum, this study integrates environmental education issues into natural field teaching to cultivate students’ environmental literacy. This study used the ADDIE model to develop “Ecological Mobilization” board game teaching aids, and integrated these aids into the “biological and environmental” unit to cultivate the environmental literacy of primary school students. This study adopted a mixed research method with a quasi-experimental study. For the experimental group, the “Ecological Mobilization” board game was integrated into the teaching of the “biological and environmental” unit, and the control group received general teaching practices. The research tools include the Evaluation of "Ecological Mobilization" Board Game Design (EEBD) and Assessment of Environmental Literacy (AEL). The results showed that: 1) The “Ecological Mobilization” board game teaching aid was developed successfully with the ADDIE model, and it can cultivate students’ environmental literacy. 2) This teaching aid was integrated into instruction on the “ecological impact of human activities”, which is divided into six stages of design, which can solve the problems of five environmental crises (the HIPPO dilemma). 3) From the analysis of AEL assessment, the use of the board game to the teach the experimental group can improve environmental literacy. The interview data show that participants naturally cultivate environmental literacy from playing board games. 4) The “Ecological Mobilization” board game teaching aid can enhance students’ friendly treatment of the environment. Thus, it would be worthwhile to promote the use of the proposed teaching aid.