本研究旨在探討議題式桌遊結合數位心智圖教學，對國小五年級學生石虎保育議題理解、多重表徵識讀能力及論證建構能力之表現，並分析學生之學習感受與課程滿意度。研究對象為國小五年級學生，採質性為主、量化為輔之研究方法進行資料蒐集與分析。 本研究以石虎保育議題為核心，設計《石虎疑雲》議題式桌遊課程，引導學生透過情境任務、線索調查與角色推理，探究石虎因道路開發、棲地破壞及人為活動所面臨之生存危機與保育困境。學生於遊戲歷程中需閱讀並整合圖表、地圖、照片及文字等多重表徵資訊，逐步分析事件線索與利害關係人的立場，進而形成對石虎保育議題之理解。桌遊課程結束後，再進一步結合數位心智圖教學，引導學生整理遊戲中的調查資訊與觀點脈絡，並透過心智圖建構論點、連結論據與表達理由，完成石虎事件之調查與論證。 在資料分析方面，議題理解以前後測與開放式問答分析學生之概念改變與保育觀點；多重表徵識讀以前後測分析學生於基礎識讀、趨勢推論與整合轉換等能力之表現；論證建構則分析學生數位心智圖作品中之論點、論據與理由連結情形；學習感受與滿意度部分則透過問卷與開放式回饋了解學生對課程之看法。 研究結果顯示，學生在石虎保育議題理解上展現多元觀點，不僅能理解石虎所面臨的生存危機，也開始關注人類開發與生態保育之間的衝突，並提升其保育行動意識。在多重表徵識讀方面，學生的能力由基礎資訊辨識逐步發展至整合、推論與轉換，能結合不同表徵資訊進行分析與判斷。在論證建構方面，學生已能逐步形成基本論證能力，並透過數位心智圖整理想法與連結觀點，展現由片段思考走向結構化表達之歷程。此外，多數學生對數位心智圖課程整體持正向評價，認為數位心智圖有助於整理資訊，惟部分學生在數位操作與思維轉譯歷程中仍感受到挑戰。 綜合而言，本研究顯示，透過石虎保育議題情境、議題式桌遊與數位心智圖教學之結合，能促進學生對真實議題之理解與關懷，並提升其多重表徵整合與論證表達能力，展現議題式教學結合數位心智圖於國小課程中的應用價值。;This study investigated the effects of integrating issue-based board games with digital mind mapping instruction on fifth-grade elementary school students’ understanding of leopard cat conservation issues， multiple representation literacy， and argument construction abilities， as well as their learning experiences and course satisfaction. A qualitative-oriented approach supplemented by quantitative analysis was adopted. The study designed an issue-based board game course， Mystery of the Leopard Cat， to guide students in exploring the survival crises faced by leopard cats due to road development， habitat destruction， and human activities. Through clue investigations and role-based reasoning， students integrated charts， maps， photographs， and texts to analyze information and understand conservation issues. Digital mind mapping instruction was incorporated to help students organize information， construct arguments， connect evidence， and express reasoning. Data were collected through pretests， posttests， open-ended responses， digital mind map works， questionnaires， and feedback forms. The results showed that students developed broader perspectives on leopard cat conservation and greater awareness of the conflicts between human development and ecological conservation. Their multiple representation literacy improved from basic interpretation to integration and inference across different representations. Students also demonstrated progress in organizing ideas and connecting viewpoints through digital mind maps， while most students expressed positive attitudes toward the course. Overall， the findings suggest that integrating issue-based board games and digital mind mapping instruction can enhance students’ understanding of authentic issues， promote conservation awareness， and strengthen their multiple representation and argumentative expression abilities in elementary education.
