随着全世界人口数量、贫富差距和资源不均衡等发展现象的不断增加，世界各国正面临着许多重大的发展问题和挑战，包括气候变化、环境破坏和缺乏清洁水资源等问题。这些问题的解决需要各国的协同努力，联合国可持续发展目标（Sustainable Development Goals, SDGs）应运而生。作为未来世界的主人翁，小学生应该对发展中所面临的问题有所了解，以便在未来为世界的可持续发展做出贡献。本文依托于研究者参与的中国宋庆龄青少年科技文化交流中心的联合国志愿者项目，以10-13岁小学生为主要研究对象，通过结合与小学生日常生活中可实践的可持续发展目标，设计相应的科普活动使用的自制教具，以提升小学生在参加关于该目标的科普教育时的学习体验。

本研究分为桌面调研、用户研究、方案转换设计及可用性测试四部分。桌面调研部分通过分析已有的文献，调研10-13岁小学生的心理发展阶段特点，并对比分析现有自制教具的研究和设计用途，以及局限性，为后续本教具的方案设计做准备。用户研究部分通过对10-13岁小学生和有小学阶段教学或研究经验的专家进行深度访谈，并通过基于扎根理论的质性研究完成了对用户访谈结果的三级编码分析，总结并得到了小学生及老师对于科普教育中教具使用的需求及痛点，并为后续方案设计转换打好了基础。方案转换设计部分依托用户研究部分产出的三级编码及教具使用的需求痛点进行了相应的设计策略转换，并依据设计策略进行了教具相应功能点的设计，完成了整体的实体教具制作。可用性测试部分先通过专家评估，获得了专家对该教具设计的评价和建议，整体评价积极，并依据专家建议完成了该教具的设计迭代。将教具设计迭代后，开展了针对小学生用户的实地的可用性测试，依据模拟科普教学情景让学生使用该教具完成了可用性测试的测试任务，并填写可用性评分量表。可用性测试最终的评价结果说明迭代后的该教具对学生来说有着良好的使用体验，并有利于在实际的科普教学情景中吸引学生的注意力，同时也指出了该教具后续可在美观性上进一步进行迭代。

With the increasing development phenomena such as population growth, wealth disparity, and unequal distribution of resources around the world, many significant developmental issues and challenges are being faced by countries worldwide, including climate change, environmental degradation, and lack of clean water resources. These problems require collaborative efforts from all countries, and thus the United Nations Sustainable Development Goals (SDGs) have emerged. As the future leaders of the world, elementary school students should have an understanding of the developmental issues faced, in order to contribute to the world's sustainable development in the future. This article is based on the United Nations volunteer project of the China Soong Ching Ling Youth Science and Technology Culture Exchange Center, in which the researchers participated. The main focus of this study is on primary school students aged 10-13 years old. By combining the sustainable development goals that can be practiced in the daily lives of primary school students, the corresponding homemade teaching aids for science popularization activities are designed to enhance the learning experience of primary school students in participating in science popularization education related to the goals.

This research is divided into four parts: desk research, user research, solution transformation design, and usability testing. The desk research part analyzes existing literature, investigates the characteristics of the psychological development stages of elementary school students aged 10-13, and compares and analyzes existing research on homemade teaching aids, their design purposes, and limitations, to prepare for the subsequent design of this teaching aid. The user research part involves in-depth interviews with elementary school students aged 10-13 and experts with teaching or research experience in the elementary school stage. Qualitative research based on grounded theory completes the three-level coding analysis of the user interview results, summarizes the needs and pain points of students and teachers in the use of teaching aids in popular science education, and lays the foundation for subsequent solution transformation design. The solution transformation design part relies on the three-level coding and teaching aid usage needs and pain points obtained in the user research part to carry out corresponding design strategy transformations and design the corresponding functional points of the teaching aid, completing the overall production of the physical teaching aid. The usability testing part first obtained the evaluation and suggestions of experts on the design of the teaching aid through expert assessment, with an overall positive evaluation. Based on expert recommendations, the design of the teaching aid was iterated. After iterating the teaching aid design, a usability test was conducted on elementary school student users in the field. Using simulated popular science teaching scenarios, the students completed usability testing tasks with the teaching aid and filled in a usability rating scale. The final evaluation result of the usability testing indicates that the iterated teaching aid has a good user experience for students, is conducive to attracting students' attention in actual popular science teaching scenarios. It also suggests that the teaching aid can be further iterated on its aesthetics in the future.